Young Adults with Mental Disabilities-Does Transition Planning Make a Difference?
ALAN R. FRANK
PATRICIA L. SITLINGTON

Abstract: The results of follow-up studies conducted on individuals with mental disabilities (MD) from two high school graduating classes are compared. One class (class of 1985) was graduated well after passage of PL 94-142, but before passage of IDEA (and other transition initiatives); the other class (class of 1993) was graduated after such initiatives were enacted. Two questions (a) were graduates with MD from the class of 1993 "better off" than their counterparts from the class of 1985 as young adults out of school one year? and (b) should we be satisfied with the status of these individuals as young adults?, were addressed. The class of 1993 demonstrated better outcomes than the class of 1985 in several areas of adult adjustment, but some improvements are needed, particularly in the following areas: enrollment in regular vocational education in high school and postsecondary education and training, overall rate of employment, and in community-based as opposed to sheltered employment.

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Inclusion of Students with Moderate or Severe Disabilities in Educational And Community Settings: Perspectives from Parents and Siblings
PEGGY A. GALLAGHER
JULIA H. FLOYD
ALISON M. STAFFORJD
TERESA A. TABER
SUSAN A. BROZOVIC
PAUL A. ALBERTO

Abstract: This study used qualitative research methodology to investigate parent and sibling perspectives on the educational and community inclusion of school aged students with moderate or severe disabilities. Interviews with parents from twenty-one families identified the type and extent of inclusive educational and community settings in which the student and his or her parents and siblings were involved. Eight of these target siblings were also interviewed to provide insight from the sibling's perspective on the experience of inclusion. Mothers in this study reported involvement in an average of almost 4 community activities, with fathers averaging 3 activities, siblings averaging 1.33 activities each, and the student with disabilities usually engaged in only one activity outside of school. Themes that emerged included: 1) the parents' and siblings' belief that the child with a disability is capable and can function and achieve in the real world; 2) the parents' and siblings' desire to have the child with a disability around typical children as much as possible in order to serve as models of skill and behavior; 3) the parents' view that regular education teachers are unwilling or untrained (or both) to accommodate children with disabilities in optimal ways; 4) the parents' and siblings' general satisfaction with the amount and type of inclusion both at school and in the community; and 5) parents and siblings' view that the student with disabilities definitely models and wants to emulate the typical sibling. It is striking that siblings' perceptions tended to mirror those of the parents. Also of note, is the general lack of knowledge and involvement on the siblings' part regarding school inclusion. The findings add to the growing literature on inclusion of students with disabilities in educational and community settings by focusing on activities of key family members including parents and siblings.

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Attitudes of Italian Teachers and Parents Toward School Inclusion of Students with Mental Retardation: The Role of Experience
GIULLA BALBONI
LUIGI PEDRABISSI

Abstract: Variables influencing the attitude of 678 teachers and 647 parents of students without disabilities toward the inclusion of students with mental retardation (MR) in ordinary classes were investigated. The attitude was measured via a questionnaire on the different aspects of inclusion. The results indicated that special education teachers were the most favorable, that school teachers with inclusion experience had a more positive attitude and, compared with teachers without such experience, were not negatively affected by age and years of service. Among parents, the most favorable were those whose children had had students with MR in their classes. It further emerged that parents with average-to-high socio-economic status and mothers were more in favor, whereas high school teachers and teachers older than 40 were less favorable and advocated greater training. The importance of experience, information, and adequate training to prevent and resolve inclusion problems is underlined.

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Physical Activity of Children With and Without Mental Retardation In Inclusive Recess Settings
DAVID G. LORENZI
MICHAEL HORVAT
ANTHONY D. PELLEGRINI

Abstract: The purpose of the study was to compare physical activity levels of children with and without mental retardation. Thirty-four children were assessed in an inclusive recess setting and monitored for heart rate, activity counts and observational activity levels. Based on the data analysis, boys demonstrated significantly higher values on all comparisons. Boys with mental retardation demonstrated higher activity counts and heart rates than boys without mental retardation while no group differences were apparent on the observational checklist. It was concluded that an inclusive, non-structured recess setting appears to encourage and facilitate physical activity for children with mental retardation.

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Communication Development and Aberrant Behavior in Children with Developmental Disabilities
JEFF SIGAFOOS

Abstract: This study examined the relation between communication development and aberrant behavior in 13 preschool children with developmental disabilities. Communication skills and the severity of 58 aberrant behaviors were assessed every 6 months over a 3-year period. There was a strong inverse relation between communication ability and severity of aberrant behavior. Deficits in receptive language, in comparison to expressive language skills, were more strongly associated with severe aberrant behavior. The inverse relation was most pronounced for Hyperactivity and Lethargy in comparison to Stereotypy and Irritability. These findings suggest that delayed or impaired communication development may contribute to the emergence of aberrant behavior in young children with developmental disabilities. Early introduction of receptive and expressive communication intervention may preempt severe behavior problems in children with developmental disabilities.

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Giving Families a Voice in Augmentative and Alternative Communication Decision-Making
HOWARD P. PARETTE, JR.
MARY JANE BROTHERSON
MARY BLAKE HUER

Abstract: The "voices" of families are being increasingly emphasized during team assistive technology planning processes for children with mental retardation and developmental disabilities. Professional sensitivity to family issues during such processes, particularly AAC decision-making, is integral to successful outcomes. This article describes a preliminary information-gathering activity that enabled the voices of families to be heard in regard to AAC processes. Focus groups and structured interviews were conducted with a small group of families from five states. Transcripts were analyzed, with family voices, or content, being organized around three themes: (a) How do families want professionals to build family-professional partnerships? (b) How do families want professionals to demonstrate respect for family values and ethnicity? and (c) What can professionals do to help families learn how to use AAC devices? Results are discussed in the context of these three themes, and implications for professionals are provided.

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Quality and Content of Individualized Habilitation Plan Objectives in Residential Settings
ROGER J. STANCLIFFE
MARY F. HAYDEN
K. CHARLIE LAKIN

Abstract: The quality, number and content of residential IHP objectives were evaluated for 155 adult institution and community residents. Quality was assessed against 23 quality indicators drawn from 5 quality domains. Over 90% of objectives were functional and age appropriate. Most satisfied the three classic elements of technical adequacy - behavior observable (83%), conditions specified (90%), and performance criteria (73%). However, few objectives satisfied quality indicators in the teaching methods and data collection domains. Community residents had significantly more IHP objectives than institution dwellers and also had objectives from a wider variety of content areas. More community residents had IHP objectives concerning meal planning, self-care, community participation, money management, and household chores. Community and institution residents did not differ on three quality domains - functionality, teaching methods, and data collection. Institutional IHPs scored higher on technical adequacy, while community IHPs did better on community focus. Content and quantity of objectives appeared to reflect environmental opportunities and constraints. The validity of quality indicators was discussed as well as the need to focus on outcomes rather than on process variables when evaluating IHPs.

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Selecting Components for a Screening Test to Identify Three-Year-Olds at Risk for Mild Learning Problems
MARCIA STRONG SCOTT
KATHRYN L. FLETCHER
BLANCA MARTELL

Abstract: Thirty-four (Study 1) and 37 (Study 2) pairs of three-year-old children with, and without, mild learning problems, were matched on chronological age, gender, race/ethnicity and testing language. Children were presented a battery of five (Study 1) or six (Study 2) simple cognitive tasks. The children without mild learning problems performed at a significantly higher level than their matched peers with mild learning problems on 17 of the 18 measures. A subset of three measures in Study 1 and three measures in Study 2 were associated with classification accuracy levels for the children with learning problems of 91% (Study 1) and 84% (Study 2). Similarly, 85% (Study 1) and 86% (Study 2) of the children without learning problems were correctly classified. The measures were differentially effective in correctly identifying children classified as learning disabled (LD), educable mentally handicapped (EMH) or developmentally delayed (DD). Gender was not significantly related to performance, nor was testing language, although children who needed to be tested in their native language (Spanish) had lower mean scores. Race/ethnicity was significantly related to performance in Study 2 but not in Study 1.

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Church Attendance of Adults with Developmental Disabilities
JEFF MCNAIR
HEATHER KATHLEEN SMITH

Abstract: Ninety-two adults with developmental disabilities were interviewed about their church attendance. Questions were asked about the subjects' living arrangements, if they attended church in the last seven days, what kind of church they attended, name of church, and who they attended church with. Fifty-two percent of the adults reported they did attend church in the last seven days. Of these church attenders, 73% attended a "Christian church," 94% knew the name of their church and 48% attended church with a family member.

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An Evaluation of State Guidelines for Mental Retardation: Focus on Definition and Classification Practices
CHRISTOPHER B. DENNING
JOLIE A. CHAMBERLAIN
EDWARD A. POLLOWAY

Abstract: The publication of the 1992 manual by the American Association on Mental Retardation (AAMR) (Luckasson et al., 1992) offered the field of mental retardation an alternative approach to definition and classification in the field. The purpose of the current study was to ascertain the apparent impact of this manual on educational practices by evaluating state guidelines for definition and classification. A total of 50 states and the District of Columbia responded to the survey. Of this group, 44 indicated they based (i.e., verbatim or in adapted form) their guidelines on the prior Grossman (1983) AAMR manual and four reported use of the Luckasson et al. (1992) manual as the basis of their regulations, while three states indicated that they based their guidelines on neither model. In addition, practices related to terminology and reliance on IQ and adaptive behavior are also highlighted. Implications for the field are discussed with particular attention to the trends within state practices and to future considerations with regard to definition and classification practices within the field of mental retardation.

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