Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
43 NUMBER 1 March
2008
Guardianship: Its Role in the Transition Process for Students with Developmental Disabilities
Inclusive High School Service Learning Programs: Methods for and Barriers to Including Students with Disabilities
Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism
Effects of Perspective Sentences in Social StoriesTM on Improving the Adaptive Behaviors of Students with Autism Spectrum Disorders and Related Disabilities
Effectiveness of the Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Synthesis
Preschool Teacher Perceptions of Assistive Technology and Professional Development Responses
Effects of the STAR Intervention Program on Interactions between Campers with and without Disabilities during Inclusive Summer Day Camp Activities
Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities
Peer-Implemented Time Delay Procedures on the Acquisition of Chained Tasks by Students with Moderate and Severe Disabilities
States’ Eligibility Guidelines for Mental Retardation: An Update and Consideration of Part Scores and Unreliability of IQs
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Abstracts
Guardianship:
Its Role in the Transition Process for
Students with Developmental Disabilities
Erin
M. Payne-Christiansen and Patricia L.
Sitlington
Abstract: The
purpose of this qualitative study was
to explore: (a) the underlying beliefs
of those involved in determining the
need for guardianship for young adults
with developmental disabilities, (b)
the overarching frameworks or theories
that might explain some of the more
predominate beliefs, and (c) the relationship
of transition assessment, transition
planning, self-determination, and age
of majority to the guardianship process. The
authors found that planning for guardianship
was separated from the transition planning
process and that full guardianship
had become the set path for every student
in the educational program. The
authors made the following recommendations:
(a) schools must begin with the assumption
that each individual has the potential
to lead his/her own life--from there
supports in areas of need can be developed;
(b) both the transition planning and
guardianship process should be based
upon an ongoing assessment of the student’s
strengths, needs, preferences, and
interests; (c) schools must recognize
students as emerging young adults,
and prepare them to assume a variety
of adult roles by helping them develop
and practice self-determination skills;
(d) the transfer of rights at age of
majority should be seen as a key point
in the transition process; and (e)
in working to prepare students for
adult life, instructional and support
staff need to be aware of the wide
variety of alternatives to and options
within the guardianship process.
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Inclusive
High School Service Learning Programs:
Methods for and Barriers to Including
Students with Disabilities
Stacy K. Dymond,
Adelle Renzaglia, and Eul Jung Chun
Abstract: The
purpose of this study was to determine
methods for and barriers to including
students with disabilities in high
school service learning programs (HSSLPs)
with non-disabled peers. Focus
groups were conducted with adult stakeholders
at five schools nominated as having
exemplary inclusive HSSLPs and at least
3 years experience implementing such
programs. Methods for including
students with disabilities addressed
the categories of activity selection
and structure, collaboration, expectations,
encouragement, grouping, and modifications. Barriers
clustered around the areas of teacher
attributes and experience, organizational
structure, planning, resources, and
student characteristics. Implications
for inclusive education, universal
design for learning, access to the
general curriculum, Individualized
Education Programs (IEPs), and instruction
are discussed.
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Using
Pivotal Response Training with Peers
in Special Education to Facilitate Play
in Two Children with Autism
Laura R. Kuhn,
Amy E. Bodkin, Sandra D. Devlin and R.
Anthony Doggett
Abstract:
This
study evaluated the ability of peers
in special education to implement pivotal
response training (PRT) with two students
with autism in order to increase social
interactions. Peers were taught the
strategies using modeling, role-playing,
and feedback. After training, peers
implemented PRT strategies with the
children with autism. Picture prompts
were provided to assist peers in recalling
the strategies, but were completely
faded until peers could implement the
procedures with no instruction from
observers. Increases in opportunities
to respond were observed, as well as
responses and initiations of social
interaction by the children with autism.
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Effects
of Perspective Sentences in Social StoriesTM
on Improving the Adaptive Behaviors of
Students with Autism Spectrum Disorders
and Related Disabilities
Shingo Okada, Yoshihisa
Ohtake, and Masafumi Yanagihara
Abstract:
This study examined the
effects of adding perspective sentences
to Social StoriesTM on improving the
adaptive behaviors of students with autism
spectrum disorders (ASD) and related
disabilities. In Study 1, two students
with ASD read two different types of
Social Stories: Social Story without
perspective sentences (SS without PS)
and Social Story with perspective sentences
(SS with PS). ABC or ABCA designs were
used, with an SS without PS presented
in the B phase and an SS with PS presented
in the C phase. A visual inspection revealed
that Social Stories were likely to be
effective in reducing inappropriate behaviors
even without perspective sentences. In
addition, adding perspective sentences
appeared to have no impact on further
improving the target behaviors. In Study
2, a perspective sentence was added,
characterized as specific, valuable,
and contingent to a Social Story in the
SS with PS condition. An AA’BA’CA’ design
was utilized, with a permanent visual
step poster in the A’ phase, an
SS without PS in the B phase, and an
SS with PS in the C phase for a student
diagnosed with attention deficit hyperactivity
disorder. A visual inspection revealed
that adding a perspective sentence to
a Social Story contributed to further
improvement of the target behavior. Based
on these findings component and parametric
analyses on Social Stories are recommended
in future research.
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Effectiveness
of the Picture Exchange Communication
System as a Functional Communication
Intervention for Individuals with Autism
Spectrum Disorders: A Practice-Based
Research Synthesis
Kai-Chien Tien
Abstract:This
research synthesis verifies the effectiveness
of the Picture Exchange Communication
System (PECS) for improving the functional
communication skills of individuals
with autism spectrum disorders (ASD).
The research synthesis was focused
on the degree to which variations in
PECS training are associated with variations
in functional communication outcomes
(Dunst, Trivette & Cutspec, 2002).
The communication consequences of PECS
were examined in 13 studies, which
included 125 participants with ASD
who had been identified as having limited
or no functional communication skills.
Claims that PECS is an effective intervention
for improving functional communication
skills appeared to be supported by
the available research evidence.
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Preschool
Teacher Perceptions of Assistive Technology
and Professional Development Responses
Julia
B. Stoner, Howard P. Parette, Emily H.
Watts, Brian W. Wojcik, and Tina Fogal
Abstract: This
study investigated the perspectives
of teachers in an early childhood center
concerning their thoughts and feelings
about the implementation of a school
wide assistive technology (AT) program
designed to enhance emergent literacy
skills for children identified as being
at-risk or having special needs. Qualitative
methodology was used to gain perspectives
of all participants. Semi-structured
interviews, observations in the classroom,
and a self-assessment of AT knowledge
and practice were used to collect data.
Data were analyzed using a multiple
coding approach resulting in identification
of four major themes: (a) perceptions
of technology, (b) perceived challenges
to implementing technology, (c) perceptions
of AT and literacy and (d) self-reported
AT use. Discussion and recommendations
focus on best practices of implementing
school wide AT in early childhood settings.
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Effects
of the STAR Intervention
Program on Interactions between
Campers with and without
Disabilities during Inclusive
Summer Day Camp Activities
Christina
M. Boyd, Jeffrey L. Fraiman,
Kelly A. Hawkins, Jennifer
M. Labin, Mary Beth Sutter,
and Meghan R. Wahl
Abstract: The
purpose of this study
was to examine the effects
of a peer intervention
program designed to increase
interactions between
children with and without
disabilities in an inclusive
summer camp. A multiple
probe single subject
design was used to determine
the effects of the STAR
intervention on six dyads
of campers aged five
through ten over two
week sessions. Each dyad
consisted of one camper
with a mild to moderate
disability and one camper
without a disability.
The results showed an
overall increase in the
number of interactions
and demonstrated that
the STAR program was
effective in increasing
interactions between
campers with and without
disabilities. Factors
contributing to the success
of the intervention are
discussed as well as
limitations.
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Use
of a Handheld Prompting System to Transition
Independently Through Vocational Tasks
for Students with Moderate and Severe
Intellectual Disabilities
David F. Cihak,
Kelby Kessler, and Paul A. Alberto
Abstract:
The use of a handheld prompting system
by four students with moderate to severe
intellectual disabilities to independently
transition between an ordered chain
of tasks was examined in a community
vocational setting Effectiveness of
the handheld prompting system was assessed
using a multiple-probe design across
participants. Analysis of the data
revealed that students successfully
used the handheld system to increase
independent transitions from task to
task. Independent transitioning was
maintained at a 100% level for up to
nine weeks.
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Peer-Implemented
Time Delay Procedures on the Acquisition
of Chained Tasks by Students with Moderate
and Severe Disabilities
Janet Read Godsey,
John W. Schuster, Amy Shearer Lingo,
Belva C. Collins, and Harold L. Kleinert
Abstract:
This study evaluated the effectiveness
of and reliability of peer tutors
implementing a constant time delay
procedure when teaching four high
school students with moderate and
severe disabilities to prepare foods
using picture recipes. We used a
multiple probe design across subjects
to determine the effectiveness of
the peer tutor implemented constant
time delay procedure on the acquisition
of chained food preparation tasks.
Data indicate that the tutors were
effective in teaching the four students
to prepare food using picture recipes.
Peer tutors also implemented the
procedure with a high degree of reliability.
In addition, all students maintained
the tasks at high levels and responded
with 100% accuracy during the final
maintenance assessment. Discussion
includes a comparison of reliability
data with other studies utilizing
teacher-implemented constant time
delay and chained tasks.
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States’ Eligibility
Guidelines for Mental Retardation:
An Update and Consideration of Part
Scores and Unreliability of IQs
Renee
Bergeron, Randy G. Floyd, and Elizabeth
I. Shands
Abstract: Mental retardation
(MR) has traditionally been defined
as a disorder in intellectual and
adaptive functioning beginning in
the developmental period. Guided
by a federal definition of MR described
in the Individuals with Disabilities
Education Act, it is the responsibility
of each of the United States to describe
eligibility guidelines for special
education services. The purpose of
this study was to examine eligibility
guidelines for MR for the 50 states
and the District of Columbia. This
study examined the terms used to
describe MR, the use of classification
levels, the cutoff scores, and the
adaptive behavior considerations
for each state. In addition, this
study examined guidelines for consideration
of intelligence test part scores
and consideration of the unreliability
of IQs through consideration of the
standard error of measurement (SEM)
or an IQ range. As found in previous
studies, results revealed great variation
in the specific eligibility guidelines
for MR from state to state. The greatest
variation appeared to be across the
adaptive behavior considerations.
Approximately 20% of states (10)
recommend consideration of intelligence
test part scores, and approximately
39% of states (20) recommend attention
to unreliability of IQs through consideration
of the SEM or an IQ range.
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