Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME 36
NUMBER 2 JUNE 2001
Co-Teacher Relationship and Program Quality: Implications for Preparing
Teachers for Inclusive Preschool Settings
Cross-Cultural
Competency and Special Education: Perceptions and Experiences of Korean
Parents of Children with Special Needs
Importance of Parents' Expectations and Beliefs in the Educational
Participation of Children With Mental Retardation in Kenya
Police
Reactions to Crimes Involving People with Mental Retardation: A
Cross-Cultural Experimental Study
Sexuality
Education for Adults with Developmental Disabilities
Generalization
Effects of Cognitive Strategies Conversation Training for Adults With Moderate
to Severe Disabilities
Effects of
Sampling Opportunities on Preference Development for Adults with Severe
Disabilities
Effects of
Exercise Frequency on Stereotypic Behaviors of Children with Developmental
Disabilities
Use of Analog
Functional Analysis in Assessing the Function of Mealtime Behavior Problems
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Abstracts
Co-Teacher Relationship and Program Quality: Implications for Preparing
Teachers for Inclusive Preschool Settings
LINDA MCCORMICK
MARY JO NOONAN
VERONICA OGATA
RONALD HECK
Abstract: Because co-teaching is the most widely used inclusion model,
identification of the skills necessary for successful co-teaching is pertinent
to teacher preparation in both early childhood education (ECE) and early
childhood special education (ECSE). This pilot study considers one aspect of
co-teaching; how the co-teachers related to one another. Specifically it
explores associations between co-teachers' perceptions of similarity (in
philosophical beliefs, personal characteristics and traits, and professional
style) with one another and two quality outcomes. The outcomes are (a) quality
of the preschool environment, as measured by the Early Childhood Environmental
Rating Scale (ECERS), and (b) child engagement. With disability status
controlled for, there was a significant relationship between the co-teacher
relationship and one of the program quality measures; quality of the
environment. The findings are discussed in terms of implications for teacher
preparation.
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Cross-Cultural
Competency and Special Education: Perceptions and Experiences of Korean
Parents of Children with Special Needs
JIYEON PARK
ANN P. TURNBULL
Abstract: The purpose of this study was to record the perceptions,
levels of satisfaction, and concerns of Korean parents of children with
disabilities in regard to the special education services they have been
receiving or seeking in the US. In-depth interviews were conducted with eight
Korean parents of children with disabilities. Main themes refined from the
analysis of the data include (a) parents' satisfaction with special education
services in America, (b) experiences related to exchange of information with
professionals, (c) need for a mediator, and (d) parents' perceptions of
inclusion. Discussions of the findings with practical implications for serving
Korean children with disabilities and their families are provided.
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Importance of Parents' Expectations and Beliefs in the Educational
Participation of Children With Mental Retardation in Kenya
N. KAGENDO MUTUA
Abstract: The purpose of this study was two-fold. First, to identify
factors that mediate parents' expectations about future outcomes of children
with mental retardation and parents' beliefs about education of children with
mental retardation in Kenya. Second, to determine the importance of parents'
expectations, beliefs, child's gender, severity of mental retardation,
ethnicity, and parents' level of education in the prediction of educational
participation of children with mental retardation in Kenya. The initial set of
predictors included four demographic variables (child's gender, severity of
mental retardation, ethnicity, and parents' level of education) and eight
factors of parents' expectations about future outcomes of the child with
mental retardation and their beliefs about education of children with mental
retardation. Six predictors of educational participation of children with
mental retardation emerged: (a) parents' beliefs about the educational
appropriateness of the child with mental retardation, (b) parents' beliefs
about the social acceptance of the child with mental retardation, (c) parents'
level of education, (d) importance of school characteristics, (e) parents'
beliefs about segregated school option, and (f) parents' beliefs about
worthlessness of education of children with mental retardation.
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Police
Reactions to Crimes Involving People with Mental Retardation: A
Cross-Cultural Experimental Study
JAMES K. MCAFEE
JUDITH COCKRAM
PAMELA S. WOLFE
Abstract: Police officers in Western Australia and Pennsylvania were
asked to describe their likely responses to crime reports. Some of the reports
involved persons with mental retardation who were identified as either victims
or alleged assailants of the crimes. Multiple regression analysis of the data
using a completely randomized factorial research design revealed that officers
responded differently to crimes involving persons with mental retardation.
Response patterns were not consistent. That is, in some cases, police were
more tolerant of the disability; in others they were less tolerant. Thus
police officers were influenced by the presence of mental retardation, but
they were unsure how they should react to the disability. Response patterns
were not different for Australian and Pennsylvania police. Implications for
training and further research are discussed.
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Sexuality
Education for Adults with Developmental Disabilities
LAURA A. CASPAR
LARAINE MASTERS GLIDDEN
Abstract: A sexuality education program with a newly developed
curriculum was provided to 12 adults with developmental disabilities (DD) to
examine whether their sexual awareness and knowledge could be increased, and
their attitudes regarding sexuality could be changed. Using a pretest/posttest
design, we demonstrated that knowledge increased and attitudes changed for the
adults with DD. Benefits of the program and obstacles to its implementation
were discussed.
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Generalization
Effects of Cognitive Strategies Conversation Training for Adults With Moderate
to Severe Disabilities
HOWARD D. MATTIE
Abstract: Three young adults with moderate to severe mental retardation
were taught conversation skills using task analysis and cognitive strategies
training procedures. Results show that the participants generalized the
conversation skills learned under the cognitive strategies condition and that
the cognitive strategies training allowed more normalized social interaction
to occur.
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Effects of
Sampling Opportunities on Preference Development for Adults with Severe
Disabilities
LEVAN LIM
DIANE M. BROWDER
LINDA BAMBARA
Abstract: A variable that appears to affect preference development is
the exposure to a variety of options. Providing opportunities for
systematically sampling different options is one procedure that can facilitate
the development of preference, which is indicated by the consistency of
selections. The purpose of this study was to evaluate the effects of providing
sampling opportunities on the preference development for two adults with
severe disabilities. Opportunities for sampling a variety of drink items were
presented, followed by choice opportunities for selections at the site where
sampling occurred and at a non-sampling site (a grocery store). Results show
that the participants developed a definite response consistency in selections
at both sites. Implications for sampling practices are discussed.
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Effects of
Exercise Frequency on Stereotypic Behaviors of Children with Developmental
Disabilities
ANDREA PRUPAS
GREG REID
Abstract: Two exercise treatments were implemented, differentiated by
frequency. The single frequency exercise treatment consisted of one daily ten
minute walk/jog session, while the multiple frequency treatment involved three
ten minute walk/jog sessions per day. Stereotypic behaviors were observed
prior to the exercise sessions, as well as immediately following exercise.
Subjects demonstrate a mean reduction of 51.6% in the single frequency
condition. These data confirm the results of past research following a single
bout of exercise. However, these positive results are usually short-lived.
Thus, the mean reduction of 58.9% following the multiple frequency condition
can be viewed as more effective than the single frequency condition because
the reduction was maintained throughout different periods of the day. Use of a
multiple frequency exercise treatment informally revealed an interaction
between exercise and environment with regard to stereotypic behaviors.
Observation in the classroom suggested that as the structure of the classroom
increased, stereotypic behaviors decreased. Thus, exercise combined with a
structured classroom is likely to yield an optimal decrease in stereotypic
behaviors.
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Use of Analog
Functional Analysis in Assessing the Function of Mealtime Behavior Problems
PETER A. GIROLAMI
JOSEPH R. SCOTTI
Abstract: Some children exhibit disruptive and self-injurious behavior
during mealtime, limiting the positive interaction between caregiver and
child, and decreasing the probability of a nutritionally adequate intake.
Research has demonstrated the utility of functional analysis (i.e.,
identifying controlling variables of problem behavior) for the development of
effective non-aversive interventions for a variety of behavior problems. This
study applied the methodology of an analog experimental (functional) analysis
of behavior to the specific interaction between parents and children
exhibiting food refusal and related mealtime behavior problems. Analog
conditions resembling feeding situations were constructed to identify the
variables maintaining the mealtime behavior problems exhibited by three
children. For two of the children, the primary function of food refusal was
escape from food presentation and mealtime demands. For the third child,
contingent access to toys and attention were the most important maintaining
variables. These analog results were highly consistent with other forms of
functional assessment data, including interviews, questionnaires, and direct
observations (i.e., A-B-C). The study provides the first demonstration of the
feasibility, and concurrent validity, of conducting an analog functional
analysis of mealtime behaviors, and doing so in the home environment where
meals naturally occur.
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