Assessing
Preferences
and Choices of Persons with Severe and Profound Mental Retardation
CAROLYN HUGHES
SARAH E. PITKIN
SARAH W. LORDEN
Abstract: A cumulative review and analysis of 27 empirical
investigations that assessed the preferences and choices of individuals with
severe or profound mental retardation was conducted. We aggregated
characteristics of studies, including purpose, research design, demographic
variables, and methodological features (i.e., responses assessed, length of
assessment, type of data collection, number and type of stimuli presented,
presentation of stimuli). Findings revealed that, since 1978, a technology has
been developing for assessing preference and choice via six types of
participant responses across a variety of stimulus presentations. These
findings are discussed for the purpose of informing the field regarding future
directions for research and practice in preference and choice assessment.
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Supporting Elementary
Age Students with Significant Disabilities in General Education Classrooms:
Personal Perspectives on Inclusion
JENNIFER J. COOTS
KATHRYN D. BISHOP
MARQUITA GRENOT-SCHEYER
Abstract: This study was an examination of areas of success and
difficulty related to the provision of appropriate adaptations and supports
within two districts transitioning to include students with significant
disabilities within general education classrooms. Both districts used
itinerant special education teachers to support the students with significant
disabilities. Individual perspectives of general education teachers were
gathered from interviews with 4 reputational cases and supplemented with
real-life examples from observations in these teachers' classrooms. Multiple
themes emerged across the categories of adaptations, supports, and teacher
philosophy. Children with significant disabilities were described in the
interviews and observed in their classes as belonging in general education
classrooms and as being full members of these classrooms. Difficulties were
reported related to designing and implementing appropriate and relevant
individualized adaptations and supports.
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Analysis of Perceptions
of Parents Who Have Children with Intellectual Disabilities: Implications
for Service Providers
DAVID AINGE
GEOFF COLVIN
SCOTT BAKER
Abstract: The question of whether parents of children with intellectual
disabilities could be regarded as a homogenous population, in terms of the
impact their children have on them, was investigated in this study. A
chi-square analysis of the ratings by mothers and fathers of critical issues
related to parenting a child with intellectual disabilities, indicated that
there were no significant differences between the two groups in terms of their
general positivity-negativity. But the fathers were less well represented by
the overall mean responses than the mothers. In other words, the mothers and
fathers could not be regarded as a homogenous population. Furthermore, there
were significant differences between subgroups of the mothers. These data
suggest that service providers should respond to parents on an individual need
basis rather than assuming what their needs are based on inferences about
parents of children with disabilities in general. Service providers should
also pay attention to the particular demographics that define the subgroups of
parents, particularly whether or not a partner is involved with the parenting.
The overall conclusion in this study is that service providers should
address the needs of parents of children with disabilities on an individual
basis as far as possible and be very cautious of stereotyping them. Specific
strategies, such as parent interviews and formal and informal surveys, should
be used to assess parent responses to critical issues in parenting a child
with intellectual disabilities before services are planned. In this way more
sensitive and appropriate services may be delivered.
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Parental Educational
Preferences for Students with Mental Retardation: Effects of Etiology
and Current Placement
ROBERT M. HODAPP
STEPHANNY F. N. FREEMAN
CONNIE L. KASARI
Abstract: This study examined how the child's type of mental retardation
and current educational placement affect parental educational perceptions.
Subjects were 32 mothers of children with Prader-Willi syndrome and 32 mothers
of children with Down syndrome. Both groups responded to surveys consisting of
demographic information, perceptions of current educational placement, and
perceptions of ideal educational placement. Although parents of both groups
were equally satisfied with current placements, parents of students with Down
syndrome-as well as those now in more inclusive programs-were significantly
more likely to choose an inclusive placement as their ideal program. Parents
of children with Prader-Willi syndrome were significantly more likely to
choose curriculum as a disadvantage of their current program, and less likely
to cite teachers and the location of their child's school as disadvantages of
their child's current program. These findings suggest that the educational
perceptions of parents show important similarities and differences from one
etiological group to another.
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Grandparents
of Children with Disabilities: A Closer Look
ALLEN G. SANDLER
Abstract: Research demonstrating the buffering effects of social support
on stress suggests the value of grandparents as a source of social support for
parents of children with disabilities. However, while they are an important
member of parents' social network, grandparents are sometimes a source of
stress. This article includes a review of the literature on grandparents as
both a source of support, and a source of stress. Suggestions are provided to
help professionals mobilize the assistance of grandparents as a source of
support.
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Extended Employment
Support: Analysis of Implementation and Funding Issues
MICHAEL WEST
ANGELA JOHNSON
ALICIA CONE
ANA HERNANDEZ
GRANT REVELL
Abstract: The purpose of this study was to examine current practices and
perceptions of supported employment provider agencies regarding extended
services. From a total survey sample of 385 agencies, 345 (89.6%) were
vendored to provide extended services. The average extended service caseload
was 27 consumers or 57% of the average supported employment caseload. More
than half of agencies used the employment specialist who initially performed
training to monitor extended services. Only four of ten extended services
consumers received more than the minimally required support level of two
contacts per month. Although state mental retardation/developmental disability
and mental health agencies were the primary sources of extended services
funding, providers used a variety of funding sources and methods for extended
services. Respondents who were able to negotiate reimbursement rates were more
likely to indicate that their funding method promoted consumer choice and
movement of consumers and resources from segregated services to
community-based employment. Findings are discussed in relation to the growing
use of natural supports in extended services, and the relationship of funding
mechanisms to service quality and access.
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Use of Structured
Teaching for Treatment of Children with Autism and Severe and Profound Mental
Retardation
SIMONETTA PANERAI
LETIZIA FERRANTE
VALERIA CAPUTO
CARMELA IMPELLIZZERI
Abstract: Multidimensional assessment procedure was used to evaluate
effects of the TEACCH (Treatment and Education of Autistic and Communication
handicapped CHildren) program principles and strategies (i.g.
individualization, structured learning, environmental adaptation) after 12 and
18 months of structured intervention. The sample was composed of 18 children
and adolescents with autism, with a mean chronological age of 13 years and a
mean mental age of 16 months (severe and profound mental retardation). The
instruments used were: Childhood Autism Rating Scale, Vineland Adaptation
Behavioral Scale, PsychoEducational Profile - Revised, Echelle d'evaluation
Fonctionnelle des Comportements of Lelord. Structured observations of
maladaptive behaviors and spontaneous communication were made. Results showed
an increase in working skills and functional communication abilities. In
addition, the structured teaching seemed to reduce disadaptive behaviors
allowing an easier management of behavioral problems.
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Comparing the
Effects of Structural and Natural Language Use During Direct Instruction with
Children with Mental Retardation
GONUL KIRCAALI-IFTAR
BUNYAMIN BIRKAN
AYTEN UYSAL
Abstract: Effects of structural and natural language use during direct
instruction in teaching color and shape concepts to children with moderate
mental retardation were compared using an alternating treatments design.
Subjects of the study were eight children with mental retardation receiving
individual instruction in a preschool program in Turkey. Four of the subjects
were taught color concepts and four of them were taught shape concepts. The
results indicated that natural language use was as effective as or more
effective than structural language use in teaching color and shape concepts.
According to these results, teachers of children with mental retardation might
be encouraged to modify the type of verbal interactions they use during direct
instruction.
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Upper and Lower
Extremity Midline Crossing Effects Upon Adults with Mild to Moderate Mental
Retardation
REBECCA J. WOODARD
PAUL R. SURBURG
COLLEEN A. LEWIS
Abstract: Evidence that individuals with mental retardation exhibit
midline crossing problems is available. The purpose of this study was to
determine if midline crossing inhibition (MCI) was present in individuals with
mild to moderate mental retardation (MMR) when crossing the midline of the
body with both the upper and lower extremities. Whether MCI was more evident
when the individual used the nonpreferred extremity rather than the preferred
extremity was also investigated. Thirteen adults with MMR performed a choice
reaction time (CRT) and movement time (MT) task using an MCI assessment method
designed by Eason and Surburg (1993). Measurement of CRT and MT were recorded
as participants performed contralateral, midline, and ipsilateral movements.
The premise behind this method was that contralateral movement constituted a
more complex task, therefore, requiring more processing time. Multivariate
analysis of variance and subsequent analyses revealed that adults with MMR
exhibited MCI with both the upper and lower extremities. In addition, MCI was
most evident when using the preferred extremities, which suggested a side
preference in performing motor tasks. Detection of MCI can serve as the basis
for job training leaders and employers to develop strategies which can remedy
problems in the workplace that may be caused by this inhibition.
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