Volume 44 Number 2 June 2009

Comparison of Transition-Related IEP Content for Young Adults with Disabilities who do or do not have a Legal Guardian

Sun, 15 Aug 2010 00:00:00 GMT

Dorothy Squatrito Millar
IEP transition-related content was compared between young adults with developmental disabilities who had or did not have legal guardians. It was found that students with guardians were more likely to earn a certificate of completion, and wanted to remain living with their families, in comparison to students without guardians who were more likely to earn a diploma, and wanted to live on their own. Regardless of whether they had a guardian or not, the majority of students had no post-secondary education goals. No significant differences in the number of objectives related to employment, transportation and self-care were observed. Differences were observed regarding teaching self-determination related skills; students without guardians had more objectives than those with. Additional findings are presented.

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Secondary and Postsecondary Community Activities of Youth with Significant Intellectual Disabilities

Mon, 01 Jun 2009 15:24:00 GMT

By: Laura T. Eisenman, Annie Tanverdi, Carol Perrington, and Allison Geiman

Abstract: We conducted semi-structured interviews with family members of 45 young adults with significant intellectual disabilities who were enrolled in or had graduated from transition-focused programs designed for students ages 18-21. We examined the types of community and social activities in which the young adults engaged. We also explored the resources and supports they used to enable participation in the community, and other activities or resources they desired. In general, families reported that the young adults participated in a wide variety of typical and specialized activities. There were few differences between those students currently enrolled and those who had graduated. Families provided the primary supports for their participation, and the activities tended to be those in which the family also engaged. Families reported that they and the young adults were mostly satisfied with their current community and social situations. However, family members identified several types of activities and public services they wished were more readily available. Findings suggested the importance of increasing young adults’ access to a wider circle of peers beyond their current school and family networks while also advocating with families for specific public services and activities.

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Review of Recent Research Using Constant Time Delay to Teach Chained Tasks to Persons with Developmental Disabilities

Mon, 01 Jun 2009 00:00:00 GMT

By: Maud Dogoe and Devender R. Banda

Abstract: We reviewed twelve studies that used the constant time delay 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 constant time delay (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 s including food preparation, purchasing skills, and leisure skills. Furthermore, the generalization data indicated that skills learned through constant time delay procedure generalized across settings, materials, and persons. Implications for practitioners and future researchers are discussed.

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Assistive Technology User Group Perspectives of Early Childhood Professionals

Mon, 01 Jun 2009 00:00:00 GMT

By: Howard P. Parette, Julia B. Stoner, and Emily H. Watts

Abstract: 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.

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Assessment of Leisure Preferences for Students with Severe Developmental Disabilities and Communication Difficulties

Mon, 01 Jun 2009 00:00:00 GMT

By: Janice Kreiner and Robert Flexer

Abstract: The purpose of this study was to develop and to evaluate the Preferences for Leisure Attributes (PLA) Assessment, a forced-choice computer software program for students with severe disabilities and communication difficulties. In order to determine content validity of the PLA Assessment, four experts in related fields assigned critical attributes to pictures of leisure activities, resulting in an overall agreement rating of 90%. Retest reliability resulted in a correlation coefficient of .87 for the entire assessment. Transition-age youth (14 to 22 years old) with severe developmental disabilities and communication difficulties do indeed have leisure preferences; and the PLA Assessment (a forced-choice presentation of leisure activity photographs) can assist them in indicating their leisure preferences.

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Predicting the Learning Ability of Children with Autism: The Assessment of Basic Learning Abilities Test versus Parents’ Predictions

Mon, 01 Jun 2009 00:00:00 GMT

By: Lisa J. V. Schwartzman, Tricia Vause, Garry L. Martin, C. T. Yu, Lindsay Campbell, Matthew Danbrook, and Maurice Feldman

Abstract: The Assessment of Basic Learning Abilities (ABLA) test is a useful assessment and training tool for persons with developmental disabilities. The present study assessed the predictive validity of the ABLA test with 16 children diagnosed with an autistic spectrum disorder, eight who performed at ABLA Level 4 and eight who performed at ABLA Level 6. Twenty criterion tasks were selected, four at each of five ABLA levels. Predictions were made based on ABLA test performance and by parents as to whether each child would learn each of the criterion tasks (given certain conditions). The researchers then attempted to teach the 20 criterion tasks to each child until they reached either the pass standard or the fail standard of the ABLA test. Ninety-four percent of predictions based on ABLA performance were confirmed, and the ABLA test was significantly more accurate for predicting a child’s performance than were parents.

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An Assessment of Treatment Integrity in Behavioral Intervention Studies Conducted with Persons with Mental Retardation

Mon, 01 Jun 2009 00:00:00 GMT

By: John J. Wheeler, Michael R. Mayton, Stacy L. Carter, Morgan Chitiyo, Anthony L. Menendez, and Ann Huang

Abstract: The purpose of this study was to assess the degree to which behavioral intervention studies conducted with persons with mental retardation operationally defined the independent variables and evaluated and reported measures of treatment integrity. The study expands the previous work in this area reported by Gresham, Gansle, and Noell (1993) and Wheeler, Baggett, Fox, and Blevins (2006) by providing an evaluation of empirical investigations published in multiple journals in the fields of applied behavior analysis and mental retardation from 1996-2006. Results of the review indicated that relatively few of the studies fully reported data on treatment integrity.

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Parents as Teachers: Teaching Parents how to Teach Toilet Skills to Their Children with Autism and Mental Retardation

Mon, 01 Jun 2009 00:00:00 GMT

By: Nihal Ozcan and Atilla Cavkaytar

Abstract: 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.

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Comparison of Self-Prompting of Cooking Skills via Picture-based Cookbooks and Video Recipes

Mon, 01 Jun 2009 00:00:00 GMT

By: Linda C. Mechling and Erin Stephens

Abstract: 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.

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Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism

Mon, 01 Jun 2009 00:00:00 GMT

By: Wendy Machalicek, Mark O’Reilly, Jeffrey M. Chan, Russell Lang, Mandy Rispoli, Tonya Davis, Karrie Shogren, Jeff Sigafoos, Giulio Lancioni, Massimo Antonucci, Paul Langthorne, Alonzo Andrews, and Robert Didden

Abstract: We conducted a functional analysis of challenging behavior for two students with autism using widely available videoconferencing equipment (laptop computers equipped with web cameras). Observers used the videoconferencing facilities to collect data on challenging behavior and to instruct the therapist conducting the assessment. Results of the functional analyses suggested that challenging behavior was associated with escape from academic demands and access to attention for both students. An intervention, derived from the results of the functional analyses, was implemented in the classroom for both students. This intervention was compared to typical classroom instruction using a multi-element treatment design. Results indicated that the intervention derived from the functional analysis produced substantial reductions in challenging behavior with concomitant increases in academic engagement over typical classroom instruction for both students. These findings provide preliminary support for the use of videoconferencing equipment when conducting functional analyses and developing behavioral support plans for students with autism.

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Teaching Students with Cognitive Impairment Chained Mathematical Task of Decimal Subtraction using Simultaneous Prompting

Mon, 01 Jun 2009 00:00:00 GMT

By: Shaila Rao and Martha T. Kane

Abstract: This study assessed effectiveness of simultaneous prompting procedure in teaching two middle school students with cognitive impairment decimal subtraction using regrouping. A multiple baseline, multiple probe design replicated across subjects successfully taught two students with cognitive impairment at middle school level decimal subtraction involving double digits and to hundredths place. Data collected over a period of approximately three and a half months indicated maintenance and generalization of the skill learned across materials, settings, and people. Experimental control was validated when student responses increased in accuracy only after the intervention was implemented with each student.

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Why Individuals with Intellectual Disability Turn to Religion: Behavioral and Psychological Motives of Adolescents and Adults

Mon, 01 Jan 2001 00:00:00 GMT

Hefziba Lifshitz, Izhak Weiss, Sara Fridel, Rivka Glaubman
This study compared behavioral (fulfillment of religious commandments), and motivational components of religiosity among 54 Jewish adolescents (aged 13-21 years) and 35 adults (30-60 years) with intellectually disability (ID) (IQ = 40-69). A special questionnaire was constructed. Results yielded similarities between the religious profile of individuals with ID and those of the general population. A different pattern was found between the age groups. Adolescents fulfilled Jewish commandments to a greater extent than the adults. Social psychology theories regarding religious change/stability over the lifecycle can serve as an explanation for these findings. Adults exhibited a more mature motivational component of fulfilling commandments (dependence on God) than the adolescents (Divine decree - obedience to God and receiving external rewards). Regression analysis indicated that among adolescents, the cognitive level contributed to the explained variance of the behavioral components, whereas among adults, chronological age contributed to the explained variance of the behavioral components.

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