Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
44 NUMBER 3 September
2009
Best Practices in Cognitive Disabilities/Mental Retardation, Autism, and Related Disabilities
Multiculturalism, Religion, and Disability: Implications for Special Education Practitioners
Juvenile Literature and the Portrayal of Developmental Disabilities
Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis
Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism
Research-Based Techniques for Teaching Early Reading Skills to Students with Intellectual Disabilities
Pentop Computers as Tools for Teaching Multiplication to Students with Mild Intellectual Disabilities
Effectiveness of Parent and Therapist Collaboration Program (PTCP) for Teaching Self-Care and Domestic Skills to Individuals with Autism
Effects of Instructional Rubrics on Class Engagement Behaviors and the Achievement of Lesson Objectives by Students with Mild Mental Retardation and Their Typical Peers
Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared Stories
Evaluating the Acceptability and Effectiveness of Family Assessment Portfolios
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Abstracts
Best Practices in Cognitive Disabilities/Mental Retardation, Autism, and Related Disabilities
Stanley H. Zucker, Cindy Perras, Darlene E. Perner, and J. David Smith
Abstract: On October 8-10 2008, the Council for Exceptional Children Division on Developmental Disabilities (DDD) sponsored its “Practitioner-Focused” Eleventh International Conference: Best Practices in Cognitive Disabilities/Mental Retardation, Autism, and Related Disabilities. The conference was held at the Sheraton San Diego Hotel & Marina. The DDD Board of Directors decided to devote this issue of Education and Training in Developmental Disabilities to conference papers. The conference brought together educators from school and college classrooms from all over the world. The conference included pre-conference training institutes and strands on assistive technology, autism/autism spectrum disorder, cognitive disability-evidence based practices, mild mental retardation, transition, multiple disabilities, and paraprofessionals. The conference provided many parents, teacher educators, researchers, teachers, and other practitioners an opportunity to gather to learn the most current information related to providing services for individuals with mental retardation, autism, and other developmental disabilities.
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Multiculturalism, Religion, and Disability: Implications for Special Education Practitioners
A. Brooke Blanks and J. David Smith
Abstract: Religious beliefs permeate many aspects of culture. Often, however, educators are reluctant to discuss religious beliefs when working with children with developmental and intellectual disabilities and their families. Ignoring the salience of religious teachings about the nature and meaning of disabilities as they relate to both individuals and society, however, limits the opportunity to fully understand the experience of living with disability. Discussion of religious beliefs, traditions, and practices should be incorporated into teacher education, and should be part of the zeitgeist of working with children and families. This article examines images of and teachings about disabilities in three major world religions widely practiced in the United States; Judaism, Christianity, and Islam.
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Juvenile Literature and the Portrayal of Developmental Disabilities
Tina Taylor Dyches, Mary Anne Prater, and Melissa Leininger
Abstract: Because characters with developmental disabilities (DD) in children’s books are often the first images many children encounter, their accurate and multidimensional portrayal is critical. Therefore, the depictions of characters with DD in 41 children’s books were analyzed. These books were eligible for the biennial Dolly Gray Children’s Literature Award, and were published between 2004 and 2007. Data were analyzed for four main themes, namely characterization, relationships, changes in characters, and special topics. Trends across this and two previous studies (Dyches, Prater, & Cramer, 2001; Dyches & Prater, 2005) include a growing number of books published annually, increasing numbers of characters with DD who are culturally diverse, more positive portrayals, characters who are being more self-determined, engaging in more caregiving and teaching roles, and enjoying more inclusionary recreational activities. Recommendations for future authors and educational service providers are provided.
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Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis
Peishi Wang and Anne Spillane
Abstract: The purpose of this study was to provide a synthesis of research studies published in the last ten years on interventions to increase social skills for children and adolescents with ASD, examine the outcomes of these studies and evaluate whether a given intervention meets the criteria for evidence-based practice. Thirty-eight studies were included in this review, of which 36 were single subject research studies and 2 group experimental studies. Results varied widely both between intervention types, and with the different studies within each intervention type. While Social Stories, Peer-Mediated, and Video-Modeling all met the criteria for evidence-based, a closer look at percentage of nonoverlapping data points (PND) shows that only Video-Modeling meets criteria for being evidence-based as well as demonstrating high effectiveness as an intervention strategy.
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Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism
Michael B. Ruef, Nicolette Nefdt, Daniel Openden, Sharon Elmensdorp, Kathleen C. Harris , and Suzanne Robinson
Abstract: With the large number of students with autism entering the educational system, the need for empirically supported treatment (EST) in the classroom and special education teachers with training in autism and ESTs is necessary now more than ever. This paper describes a collaborative model between 2 universities aimed at providing teacher-candidate graduate students training and community-based practice in an EST, pivotal response treatment (PRT). Three components of the model are described: (1) the community-based service delivery system, (2) the Masters/special education credential program and (3) training in PRT. Additionally, issues around student and family participation are discussed along with possible solutions and future directions. Finally, model benefits are described with regard to graduate students, children with autism, families and the community.
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Research-Based Techniques for Teaching Early Reading Skills to Students with Intellectual Disabilities
Jill H. Allor, Patricia G. Mathes, Tammi Champlin, and Jennifer P. Cheatham
Abstract: Teaching students with intellectual disabilities (ID) to read is extremely challenging. Fortunately, the outlook for students with ID is improving because we now know much more about how to teach reading to students who struggle, including those with ID. The central theme of this article is that reading instruction for students with ID must be a carefully orchestrated integration of key skills and strategies that are explicitly linked to meaning. Organized according to the major components of reading instruction, including (a) oral language and vocabulary, (b) phonological awareness, (c) phonics and word recognition, (d) fluency, and (e) comprehension, this article describes key techniques used in research examining effective methods for teaching students with ID to read. We provide specific examples from our research study describing how these skills are being taught to students with ID.
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Pentop Computers as Tools for Teaching Multiplication to Students with Mild Intellectual Disabilities
Emily C. Bouck, Laura Bassette, Teresa Taber-Doughty, Sara M. Flanagan, and Kathryn Szwed
Abstract: The effectiveness of a pentop computer when teaching multiplication facts to three middle school students with mild intellectual disabilities was examined. A multiple probe design was used to assess the students learning of one and two digit multiplication facts over a 2-3 week intervention period. During the intervention phase, students used a FLY™ Pentop Computer (LeapFrogÓ) to practice multiplication problems. Following intervention, students were assessed on their ability to solve multiplication problems without the tool. The results indicated that all three students improved in the percentage of correct math facts completed and support the use of the pentop computer when teaching multiplication to students with mild intellectual disabilities. Limitations and suggestions for future research are discussed.
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Effectiveness of Parent and Therapist Collaboration Program (PTCP) for Teaching Self-Care and Domestic Skills to Individuals with Autism
Atilla Cavkaytar and Elena Pollard
Abstract: The purpose of this study was to develop and determine the effectiveness of a Parent and Therapist Collaboration Program for teaching self care and domestic skills to individuals with autism with varying educational needs, age, and severity of disability. Three individuals with autism, one habilitation provider, and three parents participated in the study. A multiple probe design with probe conditions across skills was used in order to examine the effectiveness of independent variables on the dependent variable. The independent variable of the study was Parent and Therapist Collaboration Program (PTCP) for teaching self care and domestic skills for individuals with autism. Training is completed when the parents and therapists determine that they are proficient in the tasks explained during the meetings and home visits, including how to complete various recording forms for target skills and how to apply teaching methods. Result show that the PTCP was effective for teaching self-care and domestic skills to children with autism.
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Effects of Instructional Rubrics on Class Engagement Behaviors and the Achievement of Lesson Objectives by Students with Mild Mental Retardation and Their Typical Peers
EunJung Lee and SoHyun Lee
Abstract: Aligning standards and individual needs of students with disabilities has been emphasized as a prerequisite for the students’ access to, and meaningful progress in, the general curriculum. As inclusive assessment tools, instructional rubrics are believed to have potential in effectively linking standards and the Individualized Education Program (IEP) goals of students with disabilities and in enhancing self-directed learning of all students involved with the in-depth application during class. This study examined the effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their same-age peers. The results demonstrated that class engagement behaviors of the students with mild mental retardation drastically improved. The achievement of lesson objectives by all the participants evaluated through rubrics was statistically significant. Implications for practitioners and for future researchers were also discussed.
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Increasing Comprehension of Students with Significant Intellectual Disabilities and Visual Impairments during Shared Stories
Pamela J. Mims, Diane M. Browder, Joshua N. Baker, Angel Lee, and Fred Spooner
Abstract: Shared stories have been shown to help increase emerging literacy skills in students with significant intellectual disabilities. One important literacy skill is the development of listening comprehension. In this study, least-to-most prompt system was used to promote listening comprehension during shared stories for two students with significant intellectual disabilities and visual impairments. The procedure was evaluated via a multiple probe design across materials (i.e., books). Outcomes indicate that both students improved on the correct number of comprehension questions answered during all three books. In addition, Student 1 was able to generalize responses across people and settings as well as maintain results. Future research and implications for practical team implementation of the least-to-most prompt system to teach listening comprehension are discussed.
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Evaluating the Acceptability and Effectiveness of Family Assessment Portfolios
Hedda Meadan, James R. Thompson, Mayumi Hagiwara, Julie Herold, Sarah Hoekstra, and Samantha Manser
Abstract: The Family Assessment Portfolio (FAP) is a new tool that includes scrapbooks, web-based profiles, and movies that families create to introduce their children to educators. FAP was developed to promote good home/school communication and collaboration. Although FAPs appear to be a promising practice for the field of special education, there is limited information about its social validity; the social importance of FAPs’ goals, procedures, and outcomes. To evaluate the acceptability and effectiveness of the FAPs, data were collected, through interviews and questionnaires, from three groups of stakeholders: parents, FAP facilitators, and educators. Participants reported that the goals of the FAPs are important for both families and educators. The procedures for developing the FAP were considered to be appropriate and acceptable, and the final product was evaluated as very useful and meaningful. Participants also shared their perceived challenges related to the FAPs and had suggestions for improvement. Implications for future research and practice are discussed.
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