Volume 43 Number 4 December 2008

Using Literacy-Based Behavioral Interventions and Social Stories to Improve Work Behavior in Employees with Developmental Disabilities

Mon, 01 Dec 2008 00:00:00 GMT

By: Jessica L. Bucholz, Michael P. Brady, Mary Lou Duffy, Jack Scott, and Larry G. Kontosh

Abstract: This study was designed to examine the effects of Literacy-Based Behavioral Interventions and social stories to improve the work behavior of employees with developmental disabilities. Two experiments were conducted. In the first experiment a multiple baseline across subjects was used to examine the effects of the intervention on employees’ requests for materials and supplies, and any resulting improvements in their work engagement. The second experiment employed a multiple baseline across time periods, with an embedded ABAB design, to assess whether the intervention would increase independence and improve “on-time” return-to-work. Results showed that employees with developmental disabilities made substantial improvements in their work behavior as a result of the Literacy-Based Behavioral Intervention, and similar improvements were observed in co-workers as well.

More...

Attitudes of Israeli Teachers and Paraprofessionals towards the New Definition of ID and Their Willingness to Cope with Special Education Law Changes

Mon, 01 Dec 2008 00:00:00 GMT

By: Hefziba Lifshitz, Shoshanna Nissim, and Sara Cohen

Abstract: Attitudes of teachers (N=96) and paraprofessionals (N = 48) working with students with intellectual disability (ID) towards the new definition of ID (Luckasson et al., 1992, 2002), was examined. The main innovation of the new definition of ID is the cancellation of the four ID levels, suggesting an optimistic view, especially towards individuals with severe/profound ID. Participants’ attitudes towards modifiability and the acquisition of new skills by students with severe/profound ID were investigated. Their willingness to cope with the changes stemming from the implementation of the Special Education Law (1988) was also examined as well as their general educational attitudes (conservatism vs. progressiveness) according to role and type of population. Findings yielded low attitudes towards modifiability of students with severe/profound ID (2-4 out of 6). The Denial Culture and the Integrated Threat Theory of prejudice explain these findings. The “control theory” and the top-down approach explain the low scores in willingness to cope with changes stemming from the Special Education Law. The research hypothesis was supported. Paraprofessionals express a higher level of conservatism and lower scores in the attitudes towards the new definition of ID than teachers, especially those working with students with severe and profound ID. These findings suggest that it is not only the education level, but also the type of occupation that determine the worker’s orientation.

More...

Individuals with Intellectual and Developmental Disabilities in the Criminal Justice System and Implications for Transition Planning

Mon, 01 Dec 2008 00:00:00 GMT

By: Tammy Smith, Edward A. Polloway, James R. Patton, and Julia F. Beyer

Abstract: The focus of this manuscript is on the challenges faced by individuals with developmental and intellectual disabilities within the criminal justice system. Prevalence data are cited and these data are interpreted in light of possible rationales for the disproportionate number of individuals with disabilities present within the system. Then the specific challenges faced by individuals with disabilities are discussed within the context of three key elements of the criminal justice system: interrogation and arrest, prosecution, and sentencing and disposition. The paper concludes with a discussion of the implications of this information for life skills instruction and transition planning. Specific recommendations are provided in terms of curriculum and instruction as well as community advocacy.

More...

Staff Variables that Influence Responses to Challenging Behaviour of Clients with an Intellectual Disability: A Review

Mon, 01 Dec 2008 00:00:00 GMT

By: Greet Lambrechts, Katja Petry, and Bea Maes

Abstract: This study gives a systematic and recent overview of studies that focus on staff variables that may have an influence on the origin and maintenance of challenging behaviour of clients with an intellectual disability. Thirty three studies were identified through computerized searches of the PsycInfo and ERIC-databases on the basis of specific search terms and inclusion criteria. The results were synthesized by using a narrative thematic synthesis. Many studies discussed staff beliefs about the causes of challenging behaviour and staff stress and emotional reactions to challenging behaviour. Furthermore, the relationship between attributions and emotions and between emotional reactions and levels of optimism and willingness to offer help were investigated. Finally, the least presented topic was staff responses to challenging behaviour.

More...

Teaching Grocery Store Purchasing Skills to Students with Intellectual Disabilities Using a Computer-Based Instruction Program

Mon, 01 Dec 2008 00:00:00 GMT

By: David L. Hansen and Robert L. Morgan

Abstract: This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All participants initially performed at low percentages of correct responses in purchasing items at grocery store checkout stands. Following introduction of CBI, all participants increased correct purchasing skills. Additionally, all participants performed at high levels in generalization probes at three different grocery stores and in a 30-day follow-up probe. Participants and parents rated purchasing skills higher following treatment. Results are discussed in terms of increased purchasing skills using CBI, generalization, maintenance, and implications for practice.

More...

High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill

Mon, 01 Dec 2008 00:00:00 GMT

By: Linda C. Mechling

Abstract: This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal (hand-held) computer-based systems; (c) auditory systems; and (d) video-based systems. Implications for instruction and future research are discussed based on the results of review.

More...

Enhancing the Job Performance of Employees with Disabilities Using the Self-Determined Career Development Model

Mon, 01 Dec 2008 00:00:00 GMT

By: Patricia Devlin

Abstract: The purpose of this study was to examine the impact of the Self-Determined Career Development Model (SDCDM) on the job performance of four adults with moderate intellectual disabilities employed in competitive work settings. Employees learned to set work-related goals, develop an action plan, implement the plan, and adjust their goals and plans as needed. A multiple baseline design across employees was implemented. All four participants achieved their self-selected goal at levels that exceeded their supervisor and job coach expectations. Findings extend the current line of research utilizing the SDCDM and support the use of the model by personnel providing support to individuals with disabilities in work settings.

More...

A Distributive Model of Treatment Acceptability

Mon, 01 Dec 2008 00:00:00 GMT

By: Stracy L. Carter

Abstract: A model of treatment acceptability is proposed that distributes overall treatment acceptability into three separate categories of influence. The categories are comprised of societal influences, consultant influences, and influences associated with consumers of treatments. Each of these categories are defined and their interrelationships within the proposed model of treatment acceptability are described. The potential benefits of a distributive model of treatment acceptability are discussed.

More...

Effectiveness of Discrete Trial Teaching with Preschool Students with Developmental Disabilities

Mon, 01 Dec 2008 00:00:00 GMT

By: Andrew Downs, Robyn Conley Downs, Michelle Fossum, and Kathryn Rau

Abstract: There is a great need to identify instructional methods that effectively promote positive skill development in young children with developmental disabilities. This 2-year longitudinal study evaluated the practicality and effectiveness of two delivery models of providing Discrete Trial Teaching (DTT) to children with developmental disabilities within an existing public preschool program. At baseline all participants demonstrated significant developmental delay in several areas of functioning (communication, motor skills, language, social/adaptive behavior, and cognition). In year 1 of the intervention each participant received DTT in three 10-15-minute intervals each school day. In year 2 participants received DTT in one 30-45-minute interval each school day. Participants who were exposed to both delivery models acquired new skills significantly faster and learned more in year 2, suggesting greater instructional efficiency and effectiveness when DTT was provided in one longer session. The results indicated that DTT has the potential to be used practically and effectively within existing public preschool programs to positively impact the learning and development of young children with developmental disabilities. Implications and directions for future research are discussed.

More...

Noncontingent Escape Access to Self-Reinforcement to Increase Task Engagement for Students with Moderate to Severe Disabilities

Mon, 01 Dec 2008 00:00:00 GMT

By: David F. Cihak and Robert I. Gama

Abstract: This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention Rating Profile-15 that assessed the social acceptability of this interventions. All teachers indicated that self-reinforcement was socially acceptable for classroom settings and they would recommend it to other teachers.

More...

Caregiver-Delivered Home-Based Instruction Using Simultaneous Prompting for Teaching Home Skills to Individuals with Developmental Disabilities

Mon, 01 Dec 2008 00:00:00 GMT

By: Sema Batu

Abstract: It is very important for individuals with all kinds of developmental disabilities to learn skills in order to be independent at home. The purposes of the study were twofold; (1) to examine the effectiveness of caregiver-delivered home-based instruction using simultaneous prompting to children with moderate developmental disabilities on teaching chained home skills and (2) to find out whether the caregivers would be able to implement simultaneous prompting procedure correctly throughout the study. Moreover, maintenance and generalization of the acquired skills were also evaluated. Participants of the study included four children with moderate mental retardation and their caregivers. After the caregivers were trained to use the simultaneous prompting procedure at the beginning of the study and were expected to teach three different chained-home skills to their children. Results of the study revealed that caregivers were successful in using the simultaneous prompting procedure. The children acquired target skills of the study conducted with multiple exemplars. Results also showed that the children maintained them one and three weeks after the training sessions were completed, and generalized them across trainers. Results of the study were extensively discussed.

More...

Implementation of a Programme for Students with Profound Intellectual and Multiple Disabilities in Schools: Three Case Studies

Mon, 01 Dec 2008 00:00:00 GMT

By: Annemarie C. Tadema, Carla Vlaskamp, and Wied Ruijssenaars

Abstract: Until recently in the Netherlands, students with profound intellectual and multiple disabilities (PIMD) rarely made use of the educational facilities available. As a result of a new law passed in 2003, an increasing number of students attend school. A specific curriculum has been developed, but no knowledge has been gained regarding the implementation of this curriculum. The purpose of these three case studies is to explore the implementation process in three schools after they had completed a training programme in working with the curriculum. The results show that the implementation of the new curriculum is difficult and can be accompanied by many problems. The implications of the results are discussed.

More...