Author: Diana M. Katovitch Reviewer: Frank R. Rusch Publication Data: ­­­­­­­Bethesda, MD: Woodbine House 2009 Softcover: ISBN: 978-1-890627-95-9 Cost: $24.95, 265 pages,

This study examined how specific guidelines and heuristics have been used to identify methodological rigor associated with single‐case research designs based on quality indicators developed by Horner et al. Specifically, this article describes how literature reviews have applied Horner et al.'s quality indicators and evidence‐based criteria. Ten literature reviews were examined to ascertain how literature review teams (a) used the criteria recommended by Horner et al. as meeting the 5‐3‐20 evidence‐based practice (EBP) thresholds (five studies conducted across three different research teams that include a minimum of 20 participants) to assess single‐case methodological rigor; and (b) applied the 5‐3‐20 thresholds to determine whether the independent variables reviewed qualified as potential effective practices. The 10 literature reviews included 120 single‐case designs. This study found that 33% of the reviewed single‐case designs met Horner et al.'s quality indicator criteria. Three of the literature reviews concluded that examined practices met criteria to qualify as an EBP. Recommendations related to quality indicator criteria and EBP established by the literature review teams as well as directions for future research are discussed.

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The purpose of this paper is to present a review of the literature that results in a description of a particular problem-solving strategy that uses multiple examples to teach people with disabilities to make choices associated with their leisure involvement and solve related problems. To achieve this purpose the paper begins with a description of the importance of empowering people who receive therapeutic recreation services to be self-determined and continues with the current challenges of practitioners to help them develop a sense of competence, relatedness, and autonomy. A rationale is provided to start early in people's lives to teach them to make leisure choices and solve problems that might arise when participating in these chosen activities. In addition, there is a need to develop interventions that empower participants, include families, and are likely to be implemented by practitioners. A particular approach to solve problems associated with leisure choices is based on using multiple examples of problem situations as one way to promote self-determined behavior. The approach was selected because of preliminary support for this technique to help individuals generalize problem solving to various situations, thus encouraging self-determination. The paper concludes with a call for therapeutic recreation service delivery and research on the effects of such an intervention.

Efforts focused on teaching individuals with intellectual disabilities to manage their own affairs have evolved over the past 30 years. Self-management strategies, in particular, hold much promise when the goal is to promote self-determination. In this article, the authors describe trends in the evolution of self-management strategies by analyzing seven literature reviews. The authors conclude with thoughts related to jump-starting an intervention that has appeared to lose momentum, namely, self-management.

Efforts focused on teaching individuals with intellectual disabilities to manage their own affairs have evolved over the past 30 years. Self-management strategies, in particular, hold much promise when the goal is to promote self-determination. In this article, the authors describe trends in the evolution of self-management strategies by analyzing seven literature reviews. The authors conclude with thoughts related to jump-starting an intervention that has appeared to lose momentum, namely, self-management.

This paper addresses the external validity criteria recommended by Horner and colleagues [11] for meeting treatment generality associated with identifying "evidence-based practices". Additionally, the paper reports on the results of applying the emergent criteria for assessing the methodological features associated with conducting single-participant research to 10 studies from the Journal of Applied Behavior Analysis (JABA). Selected articles focused upon self-management strategies utilized by employees with intellectual disabilities. Based upon a review of studies published in JABA, self-management strategies did not meet minimal treatment generality criteria. Results suggest that the absence of efforts to collect procedural fidelity limits treatment generality. Therefore, additional research is warranted before these self-management-related strategies can be considered as being supported by evidence.

Osteoarthritis (OA) is predicted to affect 1 in 5 adults 65 years and older by 2030 and is one of the leading causes of disability and chronic pain in the United States. Many studies have examined effects of physical activity as a non-pharmacological treatment for OA and associated pain; however, interventions have not assisted older adults in learning how to participate in physical activity when faced with barriers. The present study examined effects of an intervention primarily comprised of goal setting with evaluation, constraint negotiation, and walking using a pedometer for 20-minutes 5-days a week on physical activity as measured by number of steps taken during walking sessions of older adults with osteoarthritis residing in the community. A single-subject multiple-baseline treatment design was used by applying the intervention to a cohort of participants at separate times to test effects of the intervention. Results suggest that the goal setting intervention was effective in increasing the physical activity levels (steps walked) after completing walking sessions. Walking appears to be an acceptable physical activity for older adults with OA.

Older adults with a cognitive impairment in residential care settings are often found to be inactive throughout the day. Participation in video games holds promise for these individuals; however, effects of video games played by older adults have not been studied consistently and the few studies conducted have yielded mixed results. The purpose of this study was to examine effects of an interactive video game (Nintendo Wii ™ bowling) on attention to task and positive affect of older adult women with mild cognitive impairment. A single-subject, multiple baseline design comparing a television viewing phase and an interactive video game phase was conducted using observational measures. Results indicated that both participants attended to task more and demonstrated higher levels of positive affect while engaged in the interactive video game as compared to baseline. The low-impact activity of the Nintendo Wii ™ bowling program may provide the appropriate amount of physical and mental challenge and stimulation for older adults with mild cognitive impairments.

Students without disabilities traditionally either enter postsecondary education or seek employment after high school graduation. These outcomes are not routinely experienced by youth with disabilities, however. Instead, they often face an uncertain future-one that may include unemployment or underemployment, social isolation, or dependence, despite federal legislation designed to pave the way toward successful and fulfilling adult lives. To address these inequalities, the authors propose constructing new transition bridges, including (a) teaching students to become self-directed learners before they enter high school, (b) assisting students in identifying where they would like to continue their education or work and placing these students in these student-identified destinations before they exit high school, and (c) coordinating postplacement support services with either postsecondary educational institutions or local agencies that provide employment support.

Literature on Social Stories refers to the method as a "popular trend" in the instruction of students with ASD and describes potential benefits but also cautions that there is little empirical evidence to demonstrate their effectiveness. A recent review of the literature reports highly variable effects, primarily due to inconsistencies in Social Story structure, research design, and variation across participants and behaviors. Because of a conflict between recommendations for story construction and actual results with conformist or non-conformist stories, researchers have called for further investigations to determine the components of Social Stories that contribute to their efficacy. The present study included two phases. In Phase 1, a review of the literature was conducted to identify the core characteristics of documented procedures. This resulted in a 10-step approach to constructing and evaluating Social Stories for students with ASD. In Phase 2, the 10-step model, as a new method to guide and monitor a controlled implementation of Social Stories, was implemented with six students with ASD. Procedural fidelity could be established, and the implementation resulted in behavioral goals being attained by all participants.

We’ve heard the grim statistic. Despite efforts over the past several decades to improve the delivery of transition services for youth with disabilities, outcomes continue to be unacceptably dismal for most youth, including high rates of unemployment (exceeding 70%), residential independence (90% living with parents), and financial dependence (most living in poverty), concurrent with low rates of enrollment in college or other postsecondary education alternatives (less than 1% of the entire population of persons with severe disabilities; cf. Rusch, 2008). In their article detailing their vision for critically needed legislative and service change, Certo et al. (2008) asked very little of us as professionalsVsimply that BI the day after graduationI look no different than the day before[ for individuals with severe disabilities who are exiting high school (p. 17). In other words, they ask our profession to close the BIwasteful policy gapI[ (p. 31) that exists due to a lack of cohesion of publicly funded services related to transition for individuals with severe disabilities. Why then, when so little is asked of us, does our learning curve continue to be flat lining? What evidence do we need to fully convince us that change is neededVchange that we can believe in? Certo et al. (2008) remind us that adult day care, work activity programs, and sheltered workshops continue to thrive despite excessive costs concomitant with poor outcomes and in direct opposition to our social values, which call for integration of transitioning youth into typical employment settings, not segregated work setting. Thus, one of the most important messages that Certo et al. delivered is that our combined efforts to promote integrated employment and postsecondary education outcomes for individuals having severe disabilities after they receive an education in our public high schools are no more successful today than they were 30 years ago (Rusch, 2008). That is, we continue to miss the mark in our quest to ensure that adolescents, after completing high school, become employed or pursue further education and live and participate meaningfully in their communities. However, Certo et al. (2008) did not just remind us of our failures. They suggest a blueprint for change. Specifically, the authors call for explicit statements in the Individuals with Disabilities Education Improvement Act, permitting school districts to subcontract with appropriate private agencies at the point of transition and call for amendments to the Developmental Disabilities Assistance and Bill of Rights Act (2000). We agree with the authors that such change is needed to provide long-term support for individuals with severe disabilities after exiting high schools. To substantiate their recommendations, Certo et al. (2008) reported data on the Transition Services Integration Model, which exemplifies successful efforts to promote employment after high school. Specifically, 177 students found employment because of customized employment and working with nonschool agencies that provided long-term support. Inarguably, these are impressive outcomes. Certo et al. (2008) emphasized how difficult it is to leave entitlement programs as youth age out of our publicly funded high schools and enter the eligibility-based morass of adult-focused legislation, where they frequently face waiting lists for services and exiting students and their families typically rely on their own resources to understand a diverse and confusing array of adult services. We believe that Certo et al. are saying that we must get past discussions about valued outcomes and begin to address our failure to influence new legislation that focuses on continued coordination that supports youth beyond high school participation. We wholeheartedly agree. However, even with a blueprint or a model, accountability in the transition process is paramount. That is, we need accountability from schools and adult service agencies for outcome-based results that reflect our shared values. As pointed out by Rusch Hughes, Agran, Martin, and Johnson (2009), the focus of transition services continues to be disproportionately focused on identifying an outcome as opposed to guaranteeing that outcome. Consequently, high schools are not being held Address all correspondence and reprint requests to Dr. Frank R. Rusch, Department of Educational and School Psychology and Special Education, The Pennsylvania State University, 212 CEDARBuilding,University Park, PA16802-3109. E-mail: frr3@ psu.edu Research & Practice for Persons with Severe Disabilities 2008, Vol. 33, No. 3, 96–97 copyright 2009 by TASH

Research related to the use of the Picture Exchange Communication System (PECS) with individuals having autism spectrum disorders (ASDs) was examined using a communication competence paradigm detailed by J. C. Light (1988, 19,39, 2003). Communication components were operationalized based on skills identified in ASD research. A review was conducted to examine general PECS outcomes and outcomes related to communication competence including generalized, spontaneous, and joint attention abilities, and maintenance. Results indicated that there were few empirical studies related to the PECS Of note, the reported studies indicated generally positive outcomes for individuals with ASDs, particularly related to manding and generalization. When the communication competence paradigm was applied, results indicated that, in its present form, the PECS needs to be used as a part of a multimodal communication system. Results suggest that training related to the PECS includes joint attention and question asking. Recommendations for the use of PECS and future research with individuals having ASDs are outlined.

从美国的密西西比河开始,飞越墨西哥海湾,直到南美洲,体验天鹅的迁移习性;横过繁忙的十字路口;变成一个氢原子和另一个氢原子以及和一个氧原子结合成一个水分子.这些是今天虚拟现实技术能够提供的一些体验.随着计算机技术的不断发展,攀登艾菲尔铁塔、在切萨皮克海湾钓鱼、在一个遥远的地方作调查等活动将在虚拟现实中成为可能.

The authors of Costs and Outcomes of Community Services for People with Intellectual Disabilities address critical issues related to available home and community-based services and how to finance those services. This book serves as an informative resource that will appeal to a large readership, including advocates, service providers, administrators, researchers, and policymakers. In addition to providing information related to costs and outcomes of alternative community services, it offers insight into cost accounting models from different states and countries (e.g., England, Australia). One topic in particular, deinstitutionalization, has fallen under great debate and controversy over the past 100 years. In Chapter 1, Stancliffe and Lakin appropriately allude to this controversial topic as being less important today because our focus is more appropriately placed upon consumer-desired, community-related services and their outcomes, rather than “cost comparisons between institutional and community services” (p. 12). Throughout, Costs and Outcomes emphasizes that the outcomes and quality of life for individuals with intellectual disabilities must remain our primary focus. Eidelman, in his foreword, sets the stage for the book by recognizing that “we have tended to bundle deinstitutionalization and community service development as a single process when we should have acknowledged them as notably different processes and achievements” (p. XXI), a similar mistake often made when attempting to promote competitive employment by comparing sheltered employment and supported employment (Cimera & Rusch, 1999). In their examination of costs and outcomes related to community-focused alternatives, Stancliffe, Lakin, and contributing authors focus on factors that promote independence, autonomy, and quality of life. Throughout Cost and Outcomes, three themes emerge in relation to expenditures and outcomes including: (a) community service models, (b) person-centered models (e.g., individual budgeting), and (c) family care models. For example, Felce and Emerson (Chapter 3) point to difficulties in estimating the cost and benefits associated with alternative community care models, whereas Emerson and his colleagues (Chapter 7) conclude that quality-of-life outcomes that are associated with larger care models (e.g., a large group home) are inferior to outcomes associated with smaller care models (e.g., smaller group homes). Further, chapters on freedom from staff control (Chapter 9), being self-determined (Chapter 10), and supporting consumers in directing their resources (Chapter 11) are important springboards for discussion and exploration of how consumers can eventually assume greater responsibility for their desires and needs (person-centered models). Important family issues are also discussed in this valuable resource. Lewis and Johnson (Chapter 4) remind us that while the family provides the vast majority of care to persons with intellectual disabilities, existing public policies associated with family care discriminate against families with children with disabilities. For example, tax breaks are available for childcare for families with typically developing children that are not enjoyed by families with children with disabilities. The 20th century began with great hope for the “rehabilitation” of persons with intellectual disabilities, with the growth and support of a huge network of staterun institutions. Yet sadly the following 100 years witnessed inadequate health care, involuntary sterilizations, and acts of inhumanity. As we are embarking upon the 21st century, we are still influenced by institutional models that are not very promising and antiquated at best. Costs and Outcomes provides a vast amount of information related to new and emerging models available to individuals with intellectual disabilities. When considering variations on costs and outcomes that vary across models, the authors are firm in their conviction that the focus must be upon individuals assuming more direct control over their lives, family care models receiving more attention and support, and society promoting solutions to today’s problems with an eye toward the future, not the past.

This paper reviews the existing literature on the role of spirituality in the experiences of people with disabilities as well as parents of children with disabilities. Spirituality appears to provide meanings, inner strength, peace, and hope to both groups of individuals. In addition, many experience self-transformation through living with disability, becoming more mature and compassionate. Future research is needed to explore the deeper role of spirituality to expand and deepen our understanding of the core nature of spirituality in living with disabilities. There is also a need for research on how to integrate spirituality into the practice of working with individuals with disabilities as well as families of children with disabilities.