Supported Employment
Program Development and Research Needs: Looking Ahead to the Year 2000
PAUL WEHMAN
MICHAEL WEST
JOHN KREGEL
Abstract: Since 1986, the supported employment program has experienced
remarkable growth. However, a number of policy and implementation barriers
remain which limit access to all individuals who could benefit from the
program, and which limit the outcomes which participants experience. This
article defines and discusses 10 program development, research, and policy
analysis needs that are crucial for the continued success of the program.
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Effects of a
Leisure Education Program on Youth with Mental Retardation
JOHN DATTILO
GAIL HOGE
Abstract: Based on the components of a leisure education program for
youth with mental retardation proposed by Dattilo and St. Peter (1991), a
system for leisure education titled "Transition through Recreation and
Integration for Life" (Project TRAIL) was developed. To examine the
effects of the TRAIL leisure education program, a single-subject design
examined participants' positive affect, a formative competency testing
procedure assessed participants' achievement of objectives, and two
face-to-face surveys with participants, family members and teachers determined
the social validity of the program. This study extended previous research by
Bedini, Bullock, and Driscoll (1993) suggesting that participants involved in
the TRAIL leisure education program which was conducted in the public school
system and the community for youth with mental retardation enjoyed themselves
as they acquired socially valid leisure knowledge and skills.
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Internal and
External Attributions for Levels of Perceived Physical Competence in Children
with Mental Retardation
FRANCIS M. KOZUB
DAVID L. PORRETTA
Abstract: The purpose of this study was to investigate the relationship
between selection of internal attributional statements and perceived physical
competence in children with mental retardation (MR). Eighty-six children with
MR were surveyed and results demonstrated that internal attributional
statements were chosen more often by older as opposed to younger children.
These results are consistent with studies conducted on peers without
disabilities where internal attributions increase with age. Gender differences
were also analyzed in the selection of internal statements as well as the
existence of a self-serving bias. Self-serving biases were not found in either
gender relative to selection of internal versus external attributions for
competence. In general, children with MR tended to select a large proportion
of external rationales for competent outcomes that may impact negatively on
self-esteem. The results support that children with MR may display an external
attributional profile that can potentially hinder achievement related to
physical activity.
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Views of Austrian
Parents about Special Education Services for Their Children with Mental Disabilities
DAVID L. WESTLING
WOLFGANG PLAUTE
Abstract: A questionnaire which asked for opinions on various
service-related topics was developed based on a review of American literature
on the wishes, desires, and satisfaction of parents of individuals with
moderate, severe, and profound disabilities. The questionnaire was translated
into German and given to parents of children with mental disabilities or
developmental delays between one and ten years who resided in Salzburg,
Austria. Over 100 parents responded, expressing views about areas of
instruction, placement, support services, type of involvement in school
programs, importance of information, and present and future concerns. Results
were discussed in light of how they paralleled the views of American parents
contained in the research literature and how they were influenced by Austrian
socio-cultural values.
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Effect of Service
Learning on Attitudes Towards Students with Severe Disabilities
MARTHA BURNS
KEITH STOREY
NICHOLAS J. CERTO
Abstract: This study utilized quantitative methodology to explore
regular education students' attitudinal change towards students with severe
disabilities through the inclusion of special education students in service
learning projects. Regular education students were given an attitudinal
questionnaire that measured perceptions towards students with severe
disabilities before engaging in an inclusive service learning project and then
again, after its conclusion. The first intervention class contained 12
volunteers that implemented their semester-long project, involving creation of
a community garden on campus, with eight students with severe disabilities
from a self-contained special education transition class on campus. Thus, the
students with severe disabilities were contributors to the service with their
same-age high school peers. By contrast, the second intervention class
consisted of 12 Outdoor Education students whose service learning consisted of
assisting eight students with severe disabilities from the self-contained
class on campus at a Special Olympics event. As such these students with
disabilities were the receivers of service. A control group of students
enrolled in a social studies class, who did not participate in any service
learning projects, also participated.
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Measures to Monitor
Developmental Disabilities Quality Assurance: A Study of Reliability
RICHARD A. DODDER
LUANN H. FOSTER
BRIEN L. BOLIN
Abstract: This study examined the reliability of an instrument, portions
of which have been used in previous research, to evaluate services provided to
people with developmental disabilities. Seven types of variables were
analyzed: demographic data, residential arrangements, medical needs, adaptive
behavior, severity of challenging behavior, frequency of challenging behavior,
and the perceptions that disabled residents have of their living situations.
Data resulted from accidentally interviewing residents (and their caregivers)
twice in 1991 (N=49) and 1992 (N=86) that received services from the Oklahoma
Department of Human Services Developmental Disabilities Service Division. High
reliabilities were found when interviewing caregivers about demographic data,
residents' adaptive behavior, severity of residents' challenging behavior, and
frequency of residents' challenging behavior as well as from residents own
perceptions of their living situations. High test-retest reliability was also
apparent when asking residents about food quality. These results suggest that
reasonably reliable information can be obtained from both caregivers and
persons with developmental disabilities.
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Profiles of the
Expressive Communication Skills of Children and Adolescents with Severe Cognitive
Disabilities
HARVEY H. MAR
NANCY SALL
Abstract: This study examined communication behaviors of children and
adolescents with severe cognitive disabilities. Communication samples of 103
participants with severe or profound mental retardation, ages 3 to 15 years,
were obtained through natural observations and structured one-to-one
interactions. The communication samples were analyzed to determine primary
expressive forms of communication, as well as degrees to which use of symbols,
intentionality, social reciprocity, and complexity were apparent. From these
data, seven Communication Profiles were distinguished to characterize levels
of communicative competence within this population, ranging from basic
reactions to complex interactions. Differences were noted in the patterns of
communication forms and profiles between participants with severe versus
profound mental retardation, but age differences (older versus younger
individuals) were not observed. The potential use of the Communication
Profiles as a conceptual framework to assess functional communication skills
and consider meaningful intervention goals was discussed.
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Comparison of
Two Methods of Teaching Word-processing Skills to Persons with Mental Retardation
HEFZIBA LIFSHITZ
Abstract: This study compares the effectiveness of two intervention
approaches, task analysis and cognitive strategy, for imparting the first
stages of word-processing skills to adults with mental retardation. The
subjects were 25 persons with mild and moderate mental retardation, in three
age-groups: young adults (ages 20-29), adults (ages 30-39) and elderly adults
(ages 40+). Basic text-typing and paragraph transfer were taught. Fifteen
participants were taught through task analysis and 10 through cognitive
instruction. Results show that, with both methods, skills were acquired;
however, for some tasks, the cognitive approach was preferred.
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Eliciting Information
about Knowledge Structures in Persons with Mental Retardation through the
Use of Dynamic Assessment and Prototype Theory
MARY ELLEN ZEPPUHAR
Abstract: This study was designed to answer three research questions:
(1) What is the nature of knowledge structures in persons with mental
retardation? That is, do persons with mild or moderate mental retardation
respond to stimuli in terms of features, category membership, or functions
associated with the stimuli? (2) Does the method of presentation of materials
(input mode) influence identification of subordinate members of a general
category and selection of prototype order? (3) Does the method of response
(output mode) influence the selection of subordinate members of a general
category and prototype order? Results for Question 1 indicated that
individuals in the mild group differed significantly in their production of
both members and members in prototype order from their counterparts in the
moderate group. For Question 2, results were non-significant. Results of the
analyses for Question 3 displayed a trend toward significance for the output
mode main effect, with visual output exceeding verbal output. The prototypes
produced by participants with mental retardation were compared and contrasted
with the results reported by Rosch (1975) for non-handicapped students.
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Prader-Willi
Syndrome: A Review and Implications for Educational Intervention
ELLEN M. SCOTT
TOM E.C. SMITH
MARY D. HENDRICKS
EDWARD A. POLLOWAY
Abstract: Prader-Willi syndrome is a condition affecting approximately
one out of every 15,000 individuals and characterized by excessive overeating,
obesity, and variant degrees of mental retardation. It is caused by an anomaly
in the number 15 chromosome. Infants with Prader-Willi syndrome experience
failure to thrive conditions and hypotonia. During the first two years of
life, however, excessive eating becomes the primary characteristic. Unless
controlled with a strict weight management intervention program, persons with
the syndrome become obese and experience health complications associated with
such a condition. Educational personnel must understand this condition and
their role in intervention in order to facilitate school success for children
and adolescents with the syndrome and prepare them for adulthood.
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