Volume 45 Number 1 March 2010

Effects of Constant Time Delay Procedure on the Halliwick’s Method of Swimming Rotation Skills for Children with Autism

Mon, 01 Mar 2010 00:00:00 GMT

By: İlker Yılmaz, Ferman Konukman, Benyamin Birkan, Arzu Özen, Mehmet Yanardağ, and İlhan Çamursoy

Abstract: Effects of a constant time delay procedure on the Halliwick’s method of swimming rotation skills (i.e., vertical and lateral rotation) for children with autism were investigated. A single subject multiple baseline model across behaviors with probe conditions was used. Participants were three boys, 8-9 years old. Data were collected over a 10-week period using the single opportunity method as an intervention. Results revealed that all subjects increased their correct rotation skills significantly during intervention. In addition, subjects maintained their successful skills during first, second and fourth week of generalization phases. Results showed that constant time delay was an effective way of increasing and maintaining Halliwick’s method of swimming rotation skills of children with autism.

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Response Cards: An Effective Intervention for Students with Disabilities

Mon, 01 Mar 2010 00:00:00 GMT

By: Channon Horn

Abstract: In this review of literature, the author analyzed published research to determine the effectiveness of response card strategies on students with disabilities. The author determined that response cards are effective in increasing the number of opportunities that students respond, increasing the number of correct responses, increasing on-task behavior, and decreasing inappropriate behavior for the majority of the studies reviewed. Implications for additional research are also noted.

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Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom

Mon, 01 Mar 2010 00:00:00 GMT

By: David F. Cihak, Rachel Wright, and Kevin M. Ayres

Abstract: This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe across settings design with an embedded A-B-A-B. Results indicated that students all benefitted from use of the handheld computer depicting self-model static-picture prompts. Students also were able to successfully self-monitor and regulate their behavior in multiple settings. Results are discussed relative to the use of self-model prompts, handheld computer, and independence provided by self-monitoring.

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Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention

Mon, 01 Mar 2010 00:00:00 GMT

By: Jill Allor, Patricia Mathes, Kyle Roberts, Francesca Jones, and Tammi Champlin

Abstract: The primary purpose of our research was to determine if a comprehensive, phonics-based, direct instruction reading program would be effective in teaching early reading and language skills to students with moderate intellectual disabilities (ID). Participants were 28 elementary students from 10 public schools in an urban school district and one urban private school who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1-4 students for approximately 40 minutes per session. A broad array of measures was studied, including phonemic awareness, phonics, word recognition, comprehension, and oral language. Means favored the intervention group on all measures, with moderate to strong effect sizes. Statistically significant differences were found on most measures, including phonemic awareness, phonics, vocabulary, and comprehension. These findings demonstrated that students with moderate ID can learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time.

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Characteristics and Hypothesized Functions of Challenging Behavior in a Community-Based Sample

Mon, 01 Mar 2010 00:00:00 GMT

By: Anna Ingeborg Petursdottir, John W. Esch, Rachael A. Sautter, and Kelise K. Stewart

Abstract: An archival study was conducted to document (a) types of challenging behavior, and (b) functional assessment outcomes, for a sample of persons with developmental disabilities who were referred to community-practicing behavior analysts for assessment and treatment of challenging behavior. Functional assessment reports, prepared by 17 behavior analysts, were obtained on 174 individuals who presented with total of 536 challenging behaviors that were assessed separately. The most frequent topographical class of behavior was physical aggression, followed by verbal aggression, noncompliance, property destruction, inappropriate verbal and social behavior, and self-injury. Functional assessment yielded a single hypothesized function for 53.2% of all behaviors, but multiple functions for 41.0%. Attention was the most commonly hypothesized function for most topographies of behavior. This finding may be attributable to sample characteristics, or to the use of informant-based functional assessment methods for a majority of sample cases.

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Friendships with Peers with Severe Disabilities: American and Iranian Secondary Students’ Ideas about Being a Friend

Mon, 01 Mar 2010 00:00:00 GMT

By: Mohsen Shokoohi-Yekta and Jo M. Hendrickson

Abstract: We used the Student Friendship Perception Survey (SFPS) (Hamre-Nietupski, Hendrickson, Nietupski, & Shokoohi-Yekta, 1993; Hendrickson, Shokoohi-Yekta, Hamre-Nietupski, & Gable, 1996) to examine the opinions of 656 American and 289 Iranian high school students (13-18 years old, M=15.0 and 15.5, respectively) in inclusive settings regarding friendships with peers with severe disabilities. Student opinions related to (a) general friendship issues; (b) school settings/placement; (c) who should facilitate friendships; (d) teacher and school responsibilities; (e) parent involvement; (f) willingness to invest in friendships; (g) reasons for friendships; and (h) difficulties being friends were analyzed. Iranian students favor more inclusive school environments and oversight by school personnel. Both American and Iranian students feel responsible for initiating friendship acts, and both view knowing how to interact as a main challenge. Cultural factors and implications for practice and research are discussed.

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Practices in Early Intervention for Children with Autism: A Comparison with the National Research Council Recommended Practices

Mon, 01 Mar 2010 00:00:00 GMT

By: Robyn Conley Downs and Andrew Downs

Abstract: The National Research Council (2001) report was reviewed to identify and document recommended practices for programs serving young children with autism spectrum disorder. Twenty seven surveys inquiring about program practices were sent to educational service districts, school districts, and neurodevelopmental centers in Oregon and Washington that had a program specifically designed to serve young children with autism spectrum disorder. Survey results indicated that the practices currently utilized within autism early intervention programs are in many ways inconsistent with the recommended practices identified in the literature. Implications and future research needs are discussed.

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Mild Intellectual Disabilities: Legacies and Trends in Concepts and Educational Practices

Mon, 01 Mar 2010 00:00:00 GMT

By: Edward A. Polloway, Jacqueline Lubin, J. David Smith, and James R. Patton

Abstract: Intellectual disability has been considered a high incidence disability in special education since the inception of the field in the United States. The purpose of this article is to evaluate current educational programs and practices for students who historically and commonly have been referred to as having mild mental retardation. The article examines mild intellectual disabilities within the context of historical trends, current developments, and future directions in terminology, definition, prevalence, educational environments, and transitional services. Recommendations for educational practices and future research directions are discussed.

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Long-term Outcomes of Services in Inclusive and Self-Contained Settings for Siblings with Comparable Significant Disabilities

Mon, 01 Mar 2010 00:00:00 GMT

By: Diane Ryndak, Terri Ward, Sandra Alper, Jill F. Storch and Jennifer Wilson Montgomery

Abstract: A major goal of special education services is to prepare graduates for productive and rewarding lives as adults in the community. Follow-up studies, however, consistently have indicated very poor post-school outcomes for special education graduates. While there has been a wealth of research related to the effectiveness of services in inclusive general education settings for students of school age, few studies have investigated the impact of inclusive educational services on long-term outcomes for students with significant disabilities. The purpose of this study was to describe how two brothers with similar diagnoses involving significant disabilities and who had a 10-year age difference functioned in their natural settings as young adults after receiving services in the same rural one-building district. The older brother received special education services in self-contained settings throughout his school career, while the younger brother received special education services in inclusive general education settings. Qualitative data were collected through records, interviews, and field notes of observations. Findings suggest that the brother who received special education services in the school’s inclusive general education settings achieved more positive long-term outcomes. Implications are discussed for future research and provision of educational services.

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An Examination of the Effects of a Social Communication Intervention on the Play Behaviors of Children with Autism Spectrum Disorder

Mon, 01 Mar 2010 00:00:00 GMT

By: Jennifer Loncola Walberg and Lesley A. Craig-Unkefer

Abstract: This study examined the effect of a social-communication intervention on the play behaviors of children with autism. Six children between the ages of five and eight participated in this study that employed a single-subject, multiple baseline design. Children recruited from an urban Midwestern public school system participated in an intervention that utilized a plan-play-report format. A post hoc analysis was conducted to determine the effect of the intervention on peer communication, play behaviors and joint attention to determine if these behaviors were impacted by the intervention even though they were not specifically targeted. Results indicated that children demonstrate increases in their rates of the above behaviors. Discussion of results in light of known research in autism is highlighted.

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Mercury and Autism: A Review

Mon, 01 Mar 2010 00:00:00 GMT

By: Jie Zhang and John J. Wheeler

Abstract: The prevalence of autism has increased approximately four times in children in nearly one decade (California Health and Human Services Agency, 2003). It has been reported that explanations such as immigration, shifts in the interpretation of diagnostic criteria, improved identification, or diagnostic accuracies cannot explain the observed increase (Geier & Geier, 2005). One potential cause that has alarmed many has been the presence of thimersol, the mercury-based preservative found among immunizations. Although many refute this, concern has been leveled by many families and professionals concerning the potential impact of mercury poisoning as a causal factor. Researchers have proposed that autism may be in part caused by mercury, because there was cumulative mercury exposure through dental amalgam, fish consumption, environment pollution, and additionally, through increased thimerosal-containing vaccines for both mothers and newborns (Mutter, Naumann, Schneider, Walach, & Haley, 2005). The purpose of this study is to review the information from studies concerning the relationship between mercury exposure and autism.

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A Collaborative Approach to Implement Positive Behavior Support Plans for Children with Problem Behaviors: A Comparison of Consultation versus Consultation and Feedback Approach

Mon, 01 Mar 2010 00:00:00 GMT

By: Dilek Erbas

Abstract: The purpose of this study is to compare the effectiveness of consultation alone and consultation plus feedback on the proper use of positive behavior support strategies (PBS) on behaviors of three mothers with children with developmental disabilities. Results indicated that consultation plus feedback was more effective than consultation alone condition on the mothers’ behavior. Also, results showed that when mothers implemented PBS procedures correctly, children’s problem behaviors decreased and remained at low rate.

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