With the increasing usage of assistive technology (AT) usage in early childhood education settings serving children who are at-risk or who have developmental disabilities, there is a corresponding need for effective professional development experiences such as user groups to develop skills in using AT. Using a collective case study approach, 10 teachers who had participated in AT user groups and who were using an AT toolkit in their classrooms were interviewed and provided responses regarding (a) perspectives of user groups, (b) use of the toolkit, (c) benefits of user groups, (d) concerns regarding user groups, (e) perceived effects of AT on teaching and decision-making, and (f) perceived effects of AT on the classroom. Themes of interviews are presented, supported by statements from teachers.
The purpose of this study was to determine the effectiveness of a parent training program for teaching toilet skills to children with autism and mental retardation. The study was conducted with three mothers and their children. A multiple probe design using probe sessions across subjects was used. The experimental procedure consisted of two meetings and a home visit. Results of the study showed that children achieved the target skill independently. They continued to use the skill during the follow up phase. Overall findings indicated that the parent training program was effective on teaching toilet skills for children with autism and mental retardation.
This paper analyzed 10 commercially available functional curriculum models designed for secondary students with mild-to-moderate mental impairment. The models were examined with respect to the inclusion of functional curriculum components, the domains and subdomains of adulthood, the materials identified by the model to be used to deliver the curriculum, and the incorporation of best practices for teaching. Results indicate that none of the models reviewed adequately addressed the needs of this population for learning in terms Of providing a functional curriculum. Overall, the analysis suggests that more appropriate curriculum models need. to be developed, such as one that is designed to be balanced, comprehensive, and coherent for secondary students with mild mental impairment. In addition, more research is needed on functional curricula, including the components of this approach.
University of Georgia Abstract: A multiple baseline design across participants was used to evaluate the effectiveness of a file box system plus self-monitoring on the organizational skills of four fourth and fifth grade students with high functioning autism (HFA) and Asperger's Syndrome (AS). Instruction took place in general education classrooms and consisted of teaching students to arrange academic materials (worksheets, note pages, study guides etc.) in a portable file box with hanging folders. Students were also taught to self-monitor their accuracy. The percentage of correctly filed items and the number of seconds it took students' to retrieve requested items were the dependent variables assessed across conditions. Results showed that the percentage of correctly filed items increased and the number of seconds required to locate specific items decreased with the use of the file system box. These findings demonstrate how a simple noninvasive and affordable classroom modification can improve performance of children with HFA and AS in general education classrooms.
This study evaluated the effectiveness of video modeling to teach fire extinguishing behaviors to three young adults with moderate intellectual disabilities. A multiple probe design across three fire extinguishing behaviors and replicated across three students was used to evaluate the effectiveness of the video-based program. Results indicate that video modeling was effective in teaching fire extinguishing skills. Skills were further generalized to novel examples and levels of performance were maintained up to 52 days.
Three elementary aged students with autism participated in an evaluation of computer based video instruction that targeted functional life skills. The effects of the software were analyzed in the context Of a multiple probe design across and replicated across participants. This study represents a departure from more traditional video based instruction for individuals with autism because it combines video modeling as well as computer based simulation training in absence of any in-vivo instruction. All instruction took place on the computer and student's performance in vivo was the primary dependent measure. The participants each mastered all the skills they were taught via the computer and generalized this to the natural environment. They maintained the skills after a two-week follow up.
Assessment systems are needed that are sensitive to employees' work performance as well as their need for support, while incorporating the input from both employees and their supervisors. This study examined the correspondence of one such evaluation system, the Job Observation and Behavior Scale (JOBS) and the JOBS: Opportunity for Self-Determination (JOBS: OSD), to establish whether performance and support evaluations administered by work supervisors would match self-determined perceptions of the same variables by sheltered and supported employees with disabilities. Results showed that JOBS ratings established by supervisors did not, correspond closely to employees' self-determined ratings for any of the JOBS' subscales (Work-Required Daily Living Activities, Work-Required Behavior, and Work-Required Job, Duties). Results also showed that employees consistently overestimated their work performance and underestimated their support needs relative to supervisors' ratings. These results suggest that major discrepancies exist between supervisors' and employees' perceptions of their work performance and support needs'. These discrepancies may be important as job coaches, teachers, rehabilitation professionals, and employees and students with disabilities participate in employment preparation and transition planning.
Is a functional curriculum aligned with the federal education policies of No Child Left Behind (2002) and the Individuals with Disabilities Education Act (IDEA, 2004)? This article analyzes the alignment, or lack thereof between this approach to educating secondary students with mild mental impairment and the two main federal education laws governing their education It explores the relationship across four areas: general education. curriculum and setting, accountability, highly qualified teachers, and scientifically-based research The analysis suggests that there may be a conflict of interest between the functional curriculum model and federal legislation.
This investigation compared the use of static picture prompting, in a cookbook format, and video Prompting to self-prompt four students with moderate intellectual disabilities to independently complete multi-step cooking tasks. An adapted alternating treatments design (AATD) with baseline, alternating treatments, and final treatment condition, was replicated across three sets of recipes to compare performance across four students. Data suggest that video prompting was a more effective tool than static Pictures for self-prompting students to complete complex tasks.
Brigham Young University Abstract: Because characters with developmental disabilities (DD) in children's books are often the first images many children encounter, their accurate and multidimensional portrayal is critical. Therefore, the depictions of characters with DD in 41 children's books were analyzed. These books were eligible for the biennial Dolly Gray Children's Literature Award, and were published between 2004 and 2007. Data were analyzed for four main themes, namely characterization, relationships, changes in characters, and special topics. Trends across this and two previous studies (Dyches, Prater, & Cramer, 2001; Dyches & Prater, 2005) include a growing number of books published annually, increasing numbers of characters with DD who are culturally diverse, more positive portrayals, characters who are being more self-determined, engaging in more caregiving and teaching roles, and enjoying more inclusionary recreational activities. Recommendations for future authors and educational service providers are provided. Many children's books include characters with disabilities. Each of the 13 disabilities recog-
Religious beliefs permeate many aspects of culture. Often, however, educators are reluctant to discuss religious beliefs when working with children with developmental and intellectual disabilities and their families. Ignoring the salience of religious teachings about the nature and meaning of disabilities as they relate to both individuals and society, however, limits the opportunity to fully understand the experience of living with disability. Discussion of religious beliefs, traditions, and practices should be incorporated into teacher education, and should be part of the zeitgeist of working with children and families. This article examines images of and teachings about disabilities in three major world religions widely practiced in the United States; Judaism, Christianity, and Islam.
High functioning autism (HFA) and Asperger syndrome (AS) are foremost social disorders (Church, Alisanski, & Amanullah, 2000; Myles & Simpson, 2001) yet many students with HFA/AS experience difficulties with academic functioning. Educators report difficulties in teaching and identifying appropriate educational interventions for children with HFA/AS. Research in the area of academic achievement of children with HFA/AS is in the stage of infancy and more research is needed (Prior, 2003). To address the need for development of appropriate academic interventions, several research studies have been conducted to determine the academic achievement profile of children with AS/ HFA (Barnhill, Hagiwara, Smith Myles, & Simpson, 2000; Mayes & Calhoun, 2003a, 2003b, 2008; Goldstein, Minshew, & Siegel, 1994; Griswold, Barnhill, Smith Myles, Hagiwara, & Simpson, 2002; Minshew, Goldstein, Taylor, & Siegel, 1994). This article provides a synthesis of the literature on the academic achievement of students with HFA/AS from 1981 to the present to help determine if an academic profile for students with HFA/AS emerges.
Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of classification at preschool and outcome was relatively high for children with trainable mental handicap/profound mental handicap (TMH/PMH), emotional handicap/severe emotional disturbance (EH/SED), specific learning disability (SLD), and autism (AT) and lower for children with educable mental handicap (EMH), speech and/or language impairment (SI/LI), and developmental delay (DD). Understanding the nature and course of developmental disabilities can inform early intervention services, service planning, and resource management.
Special education teachers often search for effective strategies to teach a variety of skills to students with moderate to severe disabilities through small group instruction. The investigators examined the acquisition of academic skills as well as chained and discrete tasks presented as nontargeted information by a small group of students with moderate to severe disabilities. The investigators assessed each student's acquisition of targeted stimuli, acquisition of discrete and chained nontargeted information presented through instructive feedback, and observational learning of targeted tasks and discrete and chained nontargeted information presented to other students in the group and found that the students each learned their targeted tasks as well as much of the nontargeted information.
According to previous researchers, Parents of children. diagnosed with Autism Spectrum. Disorders (ASD) consistently report more stress than parents of typically developing children or children with other developmental disorders (e.g., Down syndrome). This has peaked, interest in the field, in a related. area, that being, identifying the coping strategies parents use to deal with the stressors of rearing a child on the autism spectrum. The available literature on coping strategies primarily has focused on interviewing parents to find out what strategies they currently use and if these are effective, which has resulted. in mixed findings. A selected synthesis of the stress literature Pertaining to coping strategies is provided to high light the high levels of reported stress already experienced by families of children with ASD and what strategies the parents report. aid them in coping with the stress. This literature review is presented for two purposes: (a) highlight relevant findings and methodological issues with current research, and, (b) discuss implications for researchers and practitioners working with children with ASD and their families who exhibit increased levels of stress.
We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996-2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated maintenance, generalization, and social validity variables. Results across studies indicate that CTD is an effective strategy for teaching chained tasks to individuals with developmental disabilities including food preparation, purchasing skills, and Leisure skills. Furthermore, the generalization data indicated that skills learned through CTD procedure generalized across settings, materials, and persons. Implications for practitioners and future researchers are discussed.
Milestone, Inc. Abstract: There is a paucity of treatment literature for significant and intractable behavior problems in adults with autism and mental retardation. Four adults with autism, severe to profound mental retardation, and serious, long-term behavior problems participated in an accommodation training program as an adjunct to more traditional behavioral and medical treatments. The accommodation program consisted of designing highly structured and predictable daily routines to reduce the impact of environmental factors that had previously resulted in behavior problems. Following three to six years of participation in the accommodation program, a significant treatment effect size was obtained for all participants. The benefits of this approach for improving the treatment-resistant problem behaviors and quality of life for adults with autism and mental retardation in a community-based setting are discussed as well as directions for future research.
This study examined the efficacy of a systematic process for matching behavioral interventions to assessed function(s) of problem behavior with adults with developmental disabilities in a community-based day program. Previous applications of the technique were found to be effective with school-age students tit classroom settings Participants were three adults (ages 48-63) with developmental disabilities who displayed long. standing inappropriate social interactions, I, lie study was conducted in two phases. In Phase 1, descriptive FBAs were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behavior. In Phase 2, function-based interventions were systematically constructed for each participant, and then implemented for an extended period (8 weeks) within ongoing activities at their day program The mean response rates of appropriate social interactions increased immediately when intervention was introduced, whereas the mean response rates of inappropriate social interaction decreased. Data on treatment integrity (level of implementation) were collected for every session and documented that the interventions were implemented with high Levels of fidelity. In addition, staff gave the function-based interventions high acceptability ratings, indicating they viewed the interventions is socially valid and preferable to the procedures they used before intervention
Significant attention has been paid in the literature to sibling relationships and the effects Of birth order, family size, and gender on such relationships. Although these are important areas to study, there is relatively little research on the effects of autism spectrum disorders (ASD) on sibling relationships. The existent research identifies both positive and negative factors in such sibling relationships. This paper analyzes the studies that are available on ASD and sibling relationships, discusses findings, identifies implications, and makes recommendations for improving sibling relationships when one sibling has ASD.
Texas Tech University Abstract: The effects of a pica exchange procedure were evaluated on the pica of a female with severe mental retardation. A BAB design revealed that the pica exchange procedure was effective at reducing the occurrence of pica. In addition, the pica exchange procedure was effective throughout six increasingly more difficult response effort conditions. Results suggest that extended periods of treatment using successive approximations may overcome initial resistance to increases in response effort. Response effort has been shown to be a factor in the development of treatments for automat- ically reinforced behaviors (Piazza, Roane, Keeney, Boney, & Abt, 2002; Shore, Iwata, DeLeon, Kahng, & Smith, 1997; Zhou, Goff, & Iwata, 2000). Piazza et al. examined the effects of response-effort on access to pica items and access to alternative items for three individu- als. Response effort was manipulated for ac- cessing the pica item and for accessing the alternative reinforcer. Overall, findings re- vealed that the allocation of pica and the al- ternative response shifted depending on the degree of response effort associated with each response. Research on treatments for pica has been mostly limited to analog conditions which does not allow for an examination of the ex- ternal validity of the findings (Piazza et al., 1998; Piazza et al., 2002). Goh, Iwata, and Kahng (1999) developed a pica exchange pro- cedure comprised of differential reinforce- ment of an alternative response with response interruption which was implemented in the participants' natural setting. The procedure consisted of teaching the individuals to turn cigarettes over to staff in exchange for highly preferred edible items. While the pica ex- change procedures were considered effective for three of the four participants across several settings and therapists, the procedure re- quired that a therapist remain nearby with an outstretched hand ready to receive the pica item. The immediate availability of the thera- pist to exchange the pica item appeared to be a necessary component of treatment in order to maintain low response effort for the partic- ipants to complete the alternative response. The current study attempted to evaluate varying levels of response-effort associated with a pica exchange procedure over an ex- tended period of time within the participant's natural environment. Pica exchange with in- creasing response effort was used to decrease the frequency of pica for a woman whose pica consisted of multiple substances. The study demonstrated how a pica exchange procedure could be developed into a topography of be- haviors that would act upon the environment in a more effective manner while minimizing the need of a therapist to be immediately available to exchange the pica item.
