Volume 43 Number 1 March 2008

Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Inclusive High School Service Learning Programs: Methods for and Barriers to Including Students with Disabilities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Effects of Perspective Sentences in Social StoriesTM on Improving the Adaptive Behaviors of Students with Autism Spectrum Disorders and Related Disabilities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Peer-Implemented Time Delay Procedures on the Acquisition of Chained Tasks by Students with Moderate and Severe Disabilities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Guardianship: Its Role in the Transition Process for Students with Developmental Disabilities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Effectiveness of the Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Synthesis

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Effects of the STAR Intervention Program on Interactions between Campers with and without Disabilities during Inclusive Summer Day Camp Activities

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Preschool Teacher Perceptions of Assistive Technology and Professional Development Responses

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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Using Pivotal Response Training with Peers in Special Education to Facilitate Play in Two Children with Autism

Sat, 01 Mar 2008 00:00:00 GMT

By: 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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