Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME 35
NUMBER 4 DECEMBER 2000
Promoting Transition
Goals and Self-Determination Through Student Self Directed Learning: The Self-Determined
Learning Model of Instruction
Longitudinal
Job Satisfaction of Persons in Supported Employment
Conceptualization
of Age and Aging by Adolescents, Adult and Elderly People with Mental Retardation
Barriers to Minority
Family Involvement in Assistive Technology Decision Making Processes
Pre-Session Assessment
of Preferences for Students With Profound Multiple Disabilities
Comparison of
Results of Functional Assessment and Analysis Methods with Young Children
with Autism
Teaching Vocational
Skills With A Faded Auditory Prompting System
Frequent Versus
Nonfrequent Verbal Prompts Delivered Unobtrusively: Their Impact on the Task
Performance of Adults with Intellectual Disability
Test of Validity
of a Photographic Adaptive Communication Device to Measure Consumer Satisfaction
Cognitive Strengths
and Weaknesses Associated with Prader-Willi Syndrome
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Abstracts
Promoting Transition
Goals and Self-Determination Through Student Self Directed Learning: The Self-Determined
Learning Model of Instruction
MARTIN AGRAN
CARYL BLANCHARD
MICHAEL L. WEHMEYER
Abstract: This
article describes the field-test results of the Self-Determined Learning Model
of Instruction, a model of teaching designed to enable teachers to teach students
to set goals, take action on those goals, and adjust their goals and plans
as needed. Nineteen students, most of whom had intellectual disabilities,
participated in the field test. Seventeen of the 19 students made dramatic
changes from baseline to intervention conditions, at levels that exceeded
teachers' expectations. Additionally, social validation data obtained from
both the students and the participating teachers supported the utility of
the model. The implications of the field test are discussed.
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Longitudinal
Job Satisfaction of Persons in Supported Employment
DAVID W. TEST
TONYA CARVER
LISA EWERS
JENNIFER HADDAD
JULIE PERSON
Abstract: A study
was conducted to investigate longitudinal satisfaction with supported employment
jobs and services of a group of individuals who had been working and receiving
services between 1992 and 1997. Thirty-two individuals participated in two
interviews conducted in 1992 and 1997. Data indicate that participants were
consistently satisfied with both their chosen supported employment jobs (including
the work, friendships made, and money earned) and other supported employment
services provided by their job coaches. Results were discussed in terms of
future research.
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Conceptualization
of Age and Aging by Adolescents, Adult and Elderly People with Mental Retardation
HEFZIBA LIFSHITZ
Abstract: The
main goals of the present study were (a) to investigate how adult and elderly
people who are mentally retarded conceptualize age, (b) to examine three components
(cognition, affect, behavior) of their attitude towards aging, and (c) to
investigate whether there are differences in the concept of age and aging
among age groups and level of retardation. The sample included 4 age groups:
11-19 (n=13); 20-39 (n =12); 40-59 (n =18); 60+ (n =4). Results show that
only subjects in the oldest age group have an appropriate concept of age.
For persons with moderate levels of retardation, age-related concepts are
difficult to understand. Conceptualization of old age is influenced by stereotypes.
Cognitively, the subjects focus on physical characteristics. Affectively,
old age is seen as threatening; behaviorally, old people are viewed as helpless
and useless. Awareness and understanding of age and aging increase significantly
with age.
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Barriers to Minority
Family Involvement in Assistive Technology Decision Making Processes
CRYSTAL E. KEMP
HOWARD P. PARETTE
Abstract: Families
of minority students with mental retardation and developmental disabilities
often experience barriers to full and effective participation in assistive
technology decision-making processes. This article acknowledges the limited
research that has been conducted in this area and examines systemic barriers
(i.e., racism and prejudice; equity of resources; and professionals' views
of themselves being different) faced by minority families in the assistive
technology decision-making process. Implications are noted for "best
practice" for minority families of students with mental and developmental
disabilities and professionals working with these individuals.
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Pre-Session Assessment
of Preferences for Students With Profound Multiple Disabilities
DAVID L. GAST
HEIDI A. JACOBS
KENT R. LOGAN
AMY STREW MURRAY
ANNE HOLLOWAY
LIBBY LONG
Abstract: This
study evaluated the effectiveness of a brief, 2 min pre-session stimulus preference
assessment in predicting the levels of responding of four students with profound
multiple disabilities during a 5-minute experimental session immediately following
the assessment. During the pre-session assessment, students were presented
with four stimuli selected from a pool of stimuli identified as either preferred
(2 stimuli) or neutral (2 stimuli) from a previous preference assessment.
The duration of the student's target behavior (smiling or laughing) was recorded.
The stimulus with the longest duration was considered "preferred"
and the stimulus with the shortest duration was considered "neutral".
An alternating treatments design (ATD) was then used to evaluate the prediction
of student responding based on the pre-session assessment immediately prior
to an experimental session. Either the preferred, neutral, or both stimuli
were presented within the context of a social interaction and the duration
of the student's target behavior (smiling or laughing) was recorded. Teacher
behavior, time of day, position of the child, materials, and activities, were
controlled. Results indicate that the 2 min pre-session assessment had predictive
value, that is, there were higher levels of student responding during the
condition when the preferred stimulus was used than when the neutral stimulus
was used across all four students.
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Comparison of
Results of Functional Assessment and Analysis Methods with Young Children
with Autism
ECHO CUNNINGHAM
ROBERT E. O'NEILL
Abstract: The
comparative validity of different strategies for conducting functional assessments
and analyses continues to be an issue for debate among researchers and clinicians.
This study compared results from rating scale, structured interview, descriptive
observation, and experimental functional analysis approaches to the assessment
of the problem behaviors of three young children with autism. The results
indicated good agreement across indirect and direct methods. Limitations of
the study, as well as implications for research and clinical application were
discussed.
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Teaching Vocational
Skills With A Faded Auditory Prompting System
REBECCA J. MITCHELL
JOHN W. SCHUSTER
BELVA C. COLLINS
LINDA J. GASSAWAY
Abstract: In
this study, we taught students with mild mental retardation to use an auditory
prompting system to complete the vocational skills of cleaning a bathroom
mirror, sink, and toilet in a classroom setting located in a middle school.
Generalization to the faculty bathroom located outside the training setting
also was assessed. A multiple probe across behaviors design replicated across
three students was used to assess the effectiveness of the auditory prompting
system. Students acquired the skills and generalized the skills to a novel
setting. There were mixed results concerning maintenance of the skills. Future
research issues are discussed.
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Frequent Versus
Nonfrequent Verbal Prompts Delivered Unobtrusively: Their Impact on the Task
Performance of Adults with Intellectual Disability
GIULIO E. LANCIONI
ADRIANA W. DIJKSTRA
MARK F. O'REILLY
JOP GROENEWEG
EDWIN VAN DEN HOF
Abstract: This
study was aimed at assessing the impact of frequent versus nonfrequent verbal
prompts, delivered unobtrusively, on the task performance of two adults with
severe intellectual disability. The prompts were delivered through a small
pocket device with an earpiece. This device was linked via radio to a portable
computer-aided system that also served for presenting the task instructions
(i.e., pictorial representations of the task steps). Data indicated that the
frequent prompts condition fostered a higher level of on-task behavior and
correct task responding. Implications of the findings are discussed.
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Test of Validity
of a Photographic Adaptive Communication Device to Measure Consumer Satisfaction
ELIZABETH HOWARD EELLS
RICHARD A. DODDER
TESSA STINNETT
Abstract: Researchers
and practitioners have used adaptive communication devices (ACD) in interviewing
individuals with communication impairments as well as persons with concurrent
developmental disabilities (Cohen & Jones, 1990; Mirenda & Locke,
1989; Musselwhite & Ruscello, 1984; Sigelman & Budd, 1986). The current
study assessed the criterion validity of the photographic ACD used in Oklahoma
to interview those receiving services from the Developmental Disabilities
Services Division. This ACD consists of color photographic representations
for each of the 24 questions created for interviewing the consumers. A back-translation
methodology was used, asking participants to view the photographs and respond
with the question that each picture was designed to represent. The average
percentage of participants correctly identifying the question across 24 pictures
was 69.9%. Several photographs were frequently incorrectly identified, and
two photographs presented problems to all respondents. The photographs were
then revised in accordance with information obtained from the research, and
a post-test was performed with five verbal individuals with developmental
disabilities. The post-test revealed that all but two of the problematic questions
became apparent after the revision.
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Cognitive Strengths
and Weaknesses Associated with Prader-Willi Syndrome
FRANCES A. CONNERS
CELIA J. ROSENQUIST
JULIE A. ATWELL
LAURA GROFER KLINGER
Abstract: Nine
adults with Prader-Willi syndrome (PWS) and nine age- and IQ-matched adults
without PWS completed standardized tests of long-term and short-term memory,
visual and auditory processing, and reading and mathematics achievement. Consistent
with previous findings, long-term memory was superior to short-term memory
only in the PWS group. In the present study, however, long-term memory was
strong relative to IQ, whereas in previous research short-term memory was
weak relative to IQ. Contrary to previous findings, there was no direct evidence
that visual processing was superior to auditory processing in individuals
with PWS. Also contrary to previous findings, reading was weaker than math
as well as IQ, though this pattern was not specific to the PWS group. Implications
of the results are discussed.
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Index-Volume
35, 2000
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