bluuebunny/crossref_metadata_2025 huggingface dataset:
Classroom-Based Practices for Preschoolers with Disabilities
Authors: Wolery Mark , McWilliam R. A.
Published: December 2008

This article describes practices and issues related to providing services for preschoolers with disabilities in early childhood classrooms. We recommend that classroom services for most young children with disabilities be inclusive. The variations of such programs as well as findings from the relevant research are identified. We recommend that those inclusive classrooms should follow the guidelines of developmentally appropriate practices. The minimal practices of such classrooms are identified. Finally, we recommend that specialized service be provided as a part of the ongoing classroom activities. Variations in service provision are described, as are findings from related research.
Further Evaluation Of Inpatient Child Behavior Ratings
Authors: Kolko David J.
Published: December 2008

Three related studies evaluated the consistency of ratings collected by using the Child Behavior Rating Form across different activities, settings, days, and sources on a child psychiatric unit. Children were observed by unit staff nurses (day, evening shifts), classroom teachers (reading, math), and research assistants, who observed children in individual settings (breakfast, lunch, free play). Based on repeated measures, analyses of variance (ANOVAs), and Pearson correlations, the factors were found to possess differential reliability and stability across settings, time, and sources. Overall, most consistency was found for the Hyperactivity/Inattention factor and two social competence factors, followed next by the Antisocial Behavior/Defiance and Negative Self-Image/Self-Injury factors. The findings highlight specific dimensions that may facilitate an accurate assessment of child dysfunction in different contexts and treatment outcome during hospitalization.
Methodological Differences In The Diagnosis Of Attention-Deficit Hyperactivity Disorder
Authors: Cohen Morris J. , Riccio Cynthia A. , Gonzalez José J.
Published: December 2008

Although there has been extensive research in the area of Attention-deficit Hyperactivity Disorder (ADHD), the estimated prevalence of this disorder ranges from 1% to 20%. This variability is due in part to variations in how one defines ADHD and the difficulty of precisely measuring the features of the syndrome. Additionally, problems of differential diagnosis and comorbidity of ADHD with other disorders may impact resultant prevalence rates. The present study was conducted in order to examine the impact of various qualitative and quantitative differences in the diagnostic process on the prevalence of ADHD in samples of children in special education and children referred to a tertiary-care specialty clinic for learning disabilities (LD) and ADHD. Of particular interest was the prevalence of ADHD with no other psychopathology (“pure” ADHD) in the two samples. Children with pure ADHD made up only 15.8% of the special education sample (teacher rating only). In contrast, the prevalence of pure ADHD in the specialty clinic sample ranged from 35.6% (teacher rating only) to 11.9% (parent rating only). Only 5.9% were rated by both teacher and parent as pure ADHD. The clinical and methodological implications of these findings are discussed in terms of the criteria for diagnosis of ADHD and implications for future research.
Adolescents' Perceptions of the Benefits and Risks of Their Own Risk Taking
Authors: Siegel Alexander W. , Cousins Jennifer H. , Rubovits David S. , Parsons Jeffrey T. , Lavery Barbara , Crowley Carolyn L.
Published: December 2008

Currently, there is much interest in the extent to which adolescents engage in risk-taking behavior (RTB), particularly drinking alcohol, smoking cigarettes, and having unprotected sex. However, there is little research on adolescents' perceptions of the benefits and consequences of these and other risk-taking behaviors, or how these perceptions are related to their behavioral involvement. College students were chosen for this study specifically because older adolescents (a) engage in a wide variety of RTBs and (b) have been relatively understudied with regard to RTBs. Using the Risk Involvement and Perception Scale (RIPS) (Parsons, Siegel, & Cousins, in press), researchers asked 26 adolescents ages 18 years to 21 years on two occasions (2 weeks apart) to rate their involvement in and perceptions of the risks and benefits of 19 behaviors representing a wide range of behavioral health risks. The RIPS was developed, pilot tested, and found to be highly reliable and internally consistent. Subjects reported a wide range of involvement across the behaviors. In general, subjects' perceived benefits were strongly and positively related to their reported involvements; their perceived risks were negatively and less strongly related. A factor analysis of the subjects' involvement yielded six independent clusters of risk-taking behaviors: alcohol use, illegal drug use, sexual activity, stereotypical male behaviors, imprudent behaviors, and socially acceptable behaviors. In regression analyses, perceived benefits accounted for most of the variance in subjects' involvement in these clusters of behaviors. Results are discussed in the context of current theories of adolescent risk taking.
Service Providers' Perceptions of Interagency Collaboration in Their Communities
Authors: Quinn Kevin , Cumblad Carla
Published: December 2008

In 1990, the Illinois State Board of Education established an initiative to develop community-based services for students with emotional and behavioral disorders and to reduce out-of-community placements. Several model projects were established throughout the state. Interagency collaboration was identified as a key component of each project. The purposes of this study were to examine how direct-service providers across the various childcare agencies (e.g., mental health, children and family services, juvenile probation, local education) perceived current collaborative processes in general and to determine whether the different agencies' specific opinions regarding collaboration converged or diverged. Findings support a consensus of opinion regarding collaboration across the various service-provider groups. Implications for current practice and future training are discussed.
Improving Adjustment Outcomes For Foster Children With Emotional And Behavioral Disorders
Authors: Clark Hewitt B. , Prange Mark E. , Lee Barbara , Boyd L. Adlai , McDonald Beth A. , Stewart Elizabeth S.
Published: December 2008

This study was a community-based, controlled experiment to evaluate the efficacy of the Fostering Individualized Assistance Program (FIAP), which was driven by permanency (i.e., a stable placement in a supportive family) and family-focused values and involved the wrapping of services around children, based on their individual needs and those of their families. The services and supports were intensely case managed to ensure that these could be adjusted as children's situations and needs changed. The study involved a comparison of 132 children in foster care with, or at risk for, emotional and behavioral disorders, who were randomly assigned to the FIAP program or to a group that received standard-practice foster care. A description of the FIAP intervention and a report of preliminary results that support the efficacy of the FIAP strategy in improving the emotional and behavioral adjustment of children in foster care are presented.
The Vanderbilt School-Based Counseling Program
Authors: Catron Thomas , Weiss Bahr
Published: December 2008

In this report, the rationale, development, implementation, and evaluation of a school-based mental health services program for high-risk children with serious emotional and behavioral problems is described. The unmet needs of the target population and how a collaborative, primary care model of service delivery addresses the shortcomings of traditional mental health services is detailed. Finally, policy and future research directions are discussed.
Comparison Of Fathers Of Daughters With And Without Maladaptive Eating Attitudes
Authors: Eme Robert F. , Danielak LynneMary Hynes
Published: December 2008

To explore eating disorders in adolescent females, this study examined the family perceptions of 22 daughters with maladaptive eating attitudes and 88 daughters without maladaptive eating attitudes. The results indicated that daughters with maladaptive eating attitudes reported problems with their fathers on communication, problem solving, autonomy issues, and expression of warmth, while reporting problems in communication and expression of warmth with their mothers. Parents of the two groups did not report any differences, although correlational data indicated that parents of daughters who reported more maladaptive eating attitudes were more likely to report family structural problems involving triangulation (bringing other family members into a conflict).
Relationship Between Discharge Outcomes For Treatment Foster-Care Clients And Program Characteristics
Authors: Galaway Burt , Nutter Richard W. , Hudson Joe
Published: December 2008

Data collected from a survey of treatment foster-care programs permitted an exploratory study of relationships among type of discharge (planned or unplanned), restrictiveness of postdischarge living arrangements, and the program characteristics (per client annual cost, basis of payments and amount paid to family care providers, preservice and inservice training requirements for family care providers, maximum caseload permitted for social workers, program treatment theory, program size, maximum number of placements permitted per family care provider, and the average number of clients per home). Data were available for 1,521 youth discharged from 210 treatment foster-care programs in the United States and Canada. Of the total discharges, 60% were planned, and 63% of the youth were discharged to settings less restrictive than treatment foster care. No meaningful associations were found between program characteristics and type of discharge or restrictiveness of discharge setting. Additional research is necessary to establish the relationship, if any, between program characteristics and program success before moving to impose standards that may increase the cost of delivering treatment foster care but not increase program success.
Peers' Perceptions of Emotional and Behavioral Disorders
Authors: Safran Stephen P.
Published: December 2008

Peers play a prominent role in defining acceptable behavior. Research on children's perceptions of emotional and behavioral difficulties is analyzed in this article. Virtually all studies concur that peers hold negative views of externalizing behavior problems. Younger students are able to differentiate aggression from other behaviors by the first grade, whereas social withdrawal is recognized later. Based on the implications of these and other findings, professionals need to target peer-identified behavioral and social skill goals and develop programming aimed at normalization to improve acceptance in integrated settings.
Psychometric Analysis of the Family Empowerment Scale
Authors: Singh Nirbhay N. , Curtis W. John , Ellis Cynthia R. , Nicholson Mary W. , Villani Terri M. , Wechsler Hollis A.
Published: December 2008

The Family Empowerment Scale (FES), a 34-item rating scale, was developed to measure empowerment in families with children who have emotional, behavioral, or mental disorders. This study investigated the psychometric characteristics of the FES in a sample of 228 families whose children had serious emotional disturbance or attention-deficit/hyperactivity disorder. The families rated each item on a 5-point Likert-type rating scale, and the ratings were subjected to a number of psychometric analyses. The results of factor analyses, with varimax rotation, provided a conceptually meaningful four-factor solution. Congruence between the four factors derived in this study and the corresponding factors in the original FES psychometric analysis was high, with congruence coefficients ranging between .88 and .98. Obtained internal consistency estimates of reliability ranged from .78 to .89 for the four subscales, and the split-half estimate of reliability for the FES was .93. The results indicate that the FES has robust psychometric properties and may be useful in assessing the empowerment status of families whose children are handicapped.
Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders
Authors: Locke Wendy R. , Fuchs Lynn S.
Published: December 2008

The purpose of this study was to investigate the effects of peer-mediated reading instruction on the on-task behavior and social interaction of students with behavior disorders. Three fifth- and sixth-grade boys in a classroom for children with behavior disorders participated. During reading time, the classroom teacher taught all students in the class the peer-mediated instruction techniques and allocated one additional 20-minute session to teach the importance of positive comments during tutoring. An ABAB withdrawal design was used. Marked improvements in on-task behavior and positive peer-to-peer comments corresponding to the implementation of peer-mediated instruction were demonstrated. These results indicate that peer-mediated instruction may enhance task-related behavior and social skills with this population.
Young Adults with Behavioral Disorders
Authors: Frank Alan R. , Sitlington Patricia L. , Carson Rori R.
Published: December 2008

The adult adjustment 3 years after graduation of individuals with mild disabilities, with specific emphasis on individuals with behavioral disorders, was investigated in this study. Of the initial statewide random sample of 561 graduates from resource programs, 473 were interviewed: 24 young adults with behavioral disorders, 374 young adults with learning disabilities, and 75 individuals with mental disabilities. Data are presented on: (a) general status variables, such as living independently, postsecondary education, and leisure activities; (b) employment status, such as percentage employed, those working full time, and fringe benefits; and (c) job status. Results are presented in terms of adjustment 3 years after graduation and changes in adjustment from 1 to 3 years following graduation. The adult adjustment of individuals with behavioral disorders is contrasted to the adjustment of individuals from the other disability groups.
Stress Response in Anxious and Nonanxious Disruptive Boys
Authors: Harden Philip W. , Pihl Robert O. , Vitaro Frank , Gendreau Paul L. , Tremblay Richard E.
Published: December 2008

Autonomic reactivity to cognitive stress was assessed in 51 10-year-old boys who had been assigned, based on teacher-rated evaluations of disruptive and anxious behavior, to one of three groups: Disruptive ( n = 18), Anxious–Disruptive ( n = 18), or Controls ( n = 15). Socioeconomic status and familial disadvantageness were equivalent among the groups. Disruptive boys were more aggressive than Controls, although anxiety significantly moderated physical aggression. Autonomic parameters were examined during a mental arithmetic stress task that included performance incentives and response costs. Electrodermal activity, cardiac reactivity, and muscle tension were higher in the Anxious-Disruptive group. The nonanxious disruptive boys (Disruptive group) were electrodermally underaroused during cognitive stress. Reward sensitivity to monetary gain and loss was similar among the groups. The study supports the use of psychophysiological assessments of stress adaptation to delineate patterns of individual differences among children at risk for developing behavioral disorders.
Identification and Placement of Students with Serious Emotional Disturbance. Part II
Authors: Coutinho Martha J. , Oswald Donald
Published: December 2008

An analysis of national and state placement patterns of students with serious emotional disturbance (SED) between 1988 and 1991 is reported. Relationships among state rates of placement across placement options and several economic and demographic variables also are examined. Findings indicate that although there has been little change at the national level, many individual states have reported substantial increases or decreases in the percentage of children served in regular education classes, resource rooms, separate classes, or separate facilities. State demographic and economic factors were related in significant, but distinct ways to use of different placement settings. Issues related to the interpretation of findings and for improving understanding of variations in placement patterns for students with SED are offered.
Leaving School
Authors: OSWALD DONALD P. , COUTINHO MARTHA J.
Published: December 2008

Recent studies provide evidence that both the expectation of a graduation rate of 90% and the successful preparation of youth with serious emotional disturbance (SED) for adult role responsibilities will be very difficult to achieve. This study examined the nature of state-by-state variation in high school completion rates and the impact of state-level child disability, demographic, and economic factors upon the basis for exiting school for youth with SED. SED identification rate, per capita income, and per pupil revenue were positively associated with exit by diploma. Conversely, per pupil revenue and SED identification rate were inversely related to exit by certificate. The percentage of the student population reported as White was inversely related to exit by certificate. When the basis of exit was certificate, approximately half of the variance in state school completion rates was accounted for by ethnicity (percentage White), per pupil revenue, and residence in the Northeast or South. Almost one third of the variation in school completion by diploma was accounted for by the SED identification rate and per capita income. States in the highest quartile for per capita income and per pupil revenue accounted for the differences in rates of graduation by diploma. Implications for further research, and efforts to improve school completion rates and adult adjustment levels, are discussed.
Help-Seeking Pathways for Children and Adolescents
Authors: SREBNIK DEBRA , CAUCE ANA MARI , BAYDAR NAZLI
Published: December 2008

The processes by which children with emotional and behavioral disorders seek and obtain help have received little study; yet, they are critical for determining mental health policy and practice. In this article, help-seeking pathways for children are defined and a pathway model is presented. Influences on help-seeking pathways are then reviewed, including illness profile variables, predisposing factors, and barriers to and facilitators of care. Research targets such as the role of informal supports, collateral services, and cultural influences on help-seeking are recommended. Methodological considerations are presented that include assessment of clinically defined mental health need as well as subjective assessment of need, use of complementary qualitative and quantitative methods, and use of cross-system data. The implications for practice and policy of research on help-seeking pathways are described.
Conclusion
Authors: Kauffman James M.
Published: December 2008

The National Agenda for Achieving Better Outcomes for Children and Youth with Serious Emotional Disturbance is so general and all-encompassing that it is an inadequate guide for action. Clearer, more specific direction is needed if we are to obtain better results. I offer commentaries on the articles in this issue that address the seven targets of the Agenda. Of particular concern, especially in discussion of systemic reform, is the possible loss of focus on the individual child and the adequacy of component services. We need an agenda that plots precisely the outcomes we want, measures accurately where we are now in relation to our goals, highlights the paths leading most directly and reliably toward them, and keeps us apprised of our progress.
Service Coordination in Children's Mental Health: An Empirical Study from the Caregiver's Perspective
Authors: Koren Paul E. , Paulson Robert I. , Kinney Ronald F. , Yatchmenoff Diane K. , Gordon Lynwood J. , Dechillo Neal
Published: December 2008

Service coordination from the perspective of parents and other caregivers whose children have serious emotional disabilities was examined in this study. Service coordination was assessed with a self-report instrument administered to 266 caregivers. Analyses focused on the relationship of service coordination to child and family characteristics, service system complexity, family participation, overall satisfaction with services, and comprehensiveness of needs met. Although complexity of services was not related to service coordination, the severity of children's problems was inversely related and family participation was positively related to service coordination. In addition, service coordination significantly predicted satisfaction with services and comprehensiveness. The findings illustrate the utility of including the family perspective in the assessment of systems of care.
Perceptions of Parental Support and Depressive Symptomatology among Black and White Adolescent Mothers
Authors: Caldwell Cleopatra Howard , Antonucci Toni C. , Jackson James S. , Wolford Monica L. , Osofsky Joy D.
Published: December 2008

Parental support and conflictual relationships in a sample of 48 Black and White adolescent mothers between the ages of 14 and 19 were examined. Adolescent mothers were interviewed when their babies were 3 months old. Most adolescent mothers reported close relationships with both their mothers and fathers before and after the births of their babies. The perception of a supportive relationship with the mother after the birth of a baby increased more than the perception of a supportive relationship with the father. Perceptions of conflict were much higher, for mothers than for fathers, and less conflict with parents was reported by Black than by White adolescent mothers. Older White adolescent mothers rated their fathers as more supportive than did younger White mothers, but these differences did not exist among Black adolescent mothers. The effects of self-esteem and parental relationships on adolescent depressive symptomatology were also examined. Self-esteem and supportive relationships with fathers were both negatively associated with depressive symptomatology among adolescent mothers. These data highlight the need to consider multiple factors that contribute to the emotional adjustment and psychological well-being of adolescent mothers. Implications of findings for mental health service delivery are discussed In this article.
The Effects of Violence in the Home on Children's Emotional, Behavioral, and Social Functioning
Authors: RUDO ZENA H. , POWELL DIANE S. , DUNLAP GLEN
Published: December 2008

Violence is a pervasive force in the lives of children in the United States; too often children have been victims of violence or witnesses to violence in their own homes. Although there is broad acknowledgment that these children are at risk for psychological, behavioral, and social maladjustment, the empirical basis for this has not always been recognized. This article provides a review and summary of the empirical research literature related to the question What effects does violence in the home have on children's emotional, behavioral, and social functioning? The evidence from these studies appears to support the conclusion that children who are victims or witnesses to violence in the home are at risk for experiencing both behavioral and emotional problems and somewhat at risk for impaired social functioning. Findings from experimental research are discussed in the context of additional data sources and considerations for future research.
The Career Aspirations of Rural Appalachian High School Students
Authors: Rasheed Ali Saba , Saunders Jodi L.
Published: December 2008

The purpose of the present study was to investigate the contributions of several social cognitive career theory (SCCT) factors in predicting the career aspirations of a group of high school students living in the central part of rural Appalachia. Sixty-three high school students completed measures assessing their vocational/educational self-efficacy beliefs, career decision outcome expectations, socioeconomic status (SES), age, and their perceptions of familial and peer support. The results of the hierarchical regression analysis indicated that 52% of the variance associated with career aspirations was accounted for by the SCCT variables. Findings indicated that the majority of the variance was accounted for by vocational/educational self-efficacy beliefs, SES, and career decision outcome expectations. Given the cultural considerations of this population, these findings suggest that lower SES rural Appalachian high school students might benefit from targeted interventions that are designed to increase their confidence and expectations about their future.
Providing Services to Children with Autism (Ages 0 to 2 Years) and Their Families
Authors: Prizant Barry M. , Wetherby Amy M.
Published: December 2008

Editor's Note: The current issue of Focus on Autistic Behavior features a reprint of Barry Prizant and Amy Wetherby's article, “Providing Services to Children with Autism (Ages 0 to 2 Years) and Their Families.” The article originally appeared in Topics in Language Disorders (1988, Vol. 9, No. I, pp. 1-23). Periodically the editorial staff will recommend reprinting classic articles (i.e., those that have withstood the test of time or have had significant impact for a period of time) as well as previously published works that appear to have particular merit. Prizant and Wetherby provide a unique look at issues, assessment methods, and intervention procedures for very young children and youths with autism. They describe not only difficulties encountered by professionals who work with young autistic children and youths, but also utilitarian assessment and intervention methods and suggestions. Special emphasis is given to communication and language development, areas of particular concern for both families and professionals involved with very young children with autism and pervasive developmental disorders. “Providing Services to Children with Autism (Ages 0 to 2 Years) and Their Families” offers a look at a population that has heretofore been largely neglected.
Using Social Stories to Teach Social and Behavioral Skills to Children with Autism
Authors: Swaggart Brenda L. , Gagnon Elisa , Bock Stacey Jones , Earles Theresa L. , Quinn Colleen , Myles Brenda Smith , Simpson Richard L.
Published: December 2008

This article describes the use of social-story intervention programs to teach appropriate social behavior to 3 children with autism. The procedures used in these interventions combined social-story methodology with a more traditional behavioral social-skills training strategy. Procedures and suggestions for successfully developing, implementing, and evaluating social-story intervention programs are also provided.
Training Team Members to Respond to the Communicative Behaviors of Children with Profound Handicaps
Authors: Payne Haden Wakefield , Ogletree Billy T. , Simpson Richard L.
Published: December 2008

This study evaluated a training sequence designed to increase an interdisciplinary school team's response sensitivity and consistency toward the perceived communication of children with profound mental handicaps. Analysis of data revealed response sensitivity training to be effective. That is, after participating in the training sequence, all subjects recognized more child behaviors as communicative. In contrast to response sensitivity findings, no significant training effects were noted for response consistency. More specifically, subjects' consistent recognition of child behaviors (i.e., attribution of identical behavioral states or communicative functions) did not improve across treatment sessions.
An Alternative View of Outcome in Autism
Authors: Ruble Lisa A. , Dalrymple Nancy J.
Published: December 2008

Parents often rely on the knowledge and experience of others to explain the longitudinal outcomes in autism. Unfortunately, limitations keep parents from obtaining accurate and relevant information. First, professionals with limited experiences are not likely to understand the range of outcomes for persons with autism. Second, previous studies have used narrow explanations to define outcomes. Past researchers have generally defined good outcome as the development of a normal social life and independence by adulthood; and they have defined the best predictors as verbal and IQ levels. Because most individuals with autism continue to struggle with social relationships and need individualized supports, this outcome is rare. Parents, educators, and researchers need other frameworks now to characterize and conceptualize “good outcome.” Data on 46 individuals with autism will be used to present an alternative view of outcome. Some who would have been predicted to do poorly as adults because of their relatively low verbal, cognitive, and adaptive behavior levels were found to be leading satisfactory lives. To illustrate the multitude of variables that have an impact on outcome and to propose the claim that competency and quality of life are the best criteria for judging outcomes, we present four case studies.
Book Review
Authors: Ogletree Billy T.
Published: December 2008

Teaching Children with Autism: Strategies for Initiating Positive Interactions and Improving Learning Opportunities Edited by Robert L. Koegel and Lynn Kern Koegel Baltimore: Brookes, 1995 236 pages
Talking Instead of Typing
Authors: Cavalier Albert R. , Ferretti Ralph P.
Published: December 2008

Speech recognition technology has been used extensively to enhance the performance of persons without disabilities. In general, speech input has proven helpful whenever optimal task performance requires the intensive coordination of the user's hands and eyes. For many people with disabilities, alternate access to computers through speech recognition technology holds the promise of lessening their dependence on others and promoting the development of their adaptive abilities. In this article, the importance of alternate access for persons with disabilities and the ways in which speech recognition technology has been used to accomplish this goal are discussed. Illustrative studies of the use of speech recognition by persons with disabilities are reviewed, and implications for the effective application of this technology are described.
Using Anchored Instruction to Teach About Assistive Technology
Authors: Blackhurst A. Edward , Morse Timothy E.
Published: December 2008

This investigation reports about the development and formative evaluation of an assistive technology instructional module that was developed in an integrated hypermedia format according to principles of anchored instruction. The module was field-tested with undergraduate students, graduate students, and professionals. Revisions were made in the module on the basis of feedback from the field tests. It was concluded that people respond positively to anchored instruction on the topic of assistive technology and that anchored instruction appears to have utility for both preservice and inservice training. A number of implications are described for those who are involved in the development and delivery of instruction about assistive technology.
A Case Study Evaluation of a Transfer-of-Stimulus Control Toilet Training Procedure for a Child with Pervasive Developmental Disorder
Authors: Luiselli James K.
Published: December 2008

This case study evaluated a transfer-of-stimulus control prompting procedure to promote in-toilet urinating by a 7-year-old girl with pervasive developmental disorder within a public school program. Before training, the girl displayed frequent urinary incontinence and never urinated in the toilet. The prompting procedure consisted of her wearing a diaper, a stimulus associated with urinating, while sitting on the toilet. This arrangement was instituted for 2 weeks with moderate success, whereafter the girl independently sat on the toilet and urinated in the absence of the diaper. Subsequently, in-toilet urinating increased to 100% levels and urinary incontinence was eliminated. Self-initiated toileting requests also were associated with the training program. Results were maintained 1-month posttraining.
Autism
Authors: Bock Marjorie A.
Published: December 2008

Autism: An Introduction to Psychological Theory By Francesca Happé Cambridge, MA: Harvard University Press, 1995 152 pages
Consumer Satisfaction
Authors: Parent Wendy , Kregel John , Johnson Angela
Published: December 2008

Supported employment has been demonstrated to be a successful rehabilitation model for individuals with severe disabilities. This study was conducted to evaluate the effectiveness of this employment model from the perspective of the individuals with severe disabilities whom it serves. A Consumer Satisfaction Survey, developed by individuals with disabilities and found to be a valid and reliable instrument, was administered to 110 persons with disabilities in Virginia through face-to-face interviews. The results indicated that the majority of consumers like their jobs. Most are happy with supported employment services and would use them again if they lost their job or decided to change jobs. Close to half of the consumers would like to change some aspect of their job to make it better, and more than half feel that their current job is not the career they would like to have permanently. The findings suggest the need to increase consumer involvement in all phases of supported employment service delivery. Strategies to ensure consumer choice and respond to desires to change parts of consumers' jobs or pursue career advancement opportunities are discussed.
The Baudhuin Model
Authors: Talpins Susan E. , Kabot Susan S.
Published: December 2008

The Baudhuin Preschool of Nova Southeastern University, under contract with the School Board of Broward County, Florida, provides an innovative four-tiered program for children with autism and related disorders. Each of the four tiers represents a continuum of services, strategies, and environments from the most restrictive to an inclusive prekindergarten class. A variety of educational and support services are offered to parents and other family members.
Supported Employment from 1986 to 1993
Authors: Wehman Paul , Revell W. Grant
Published: December 2008

Since its inception in the mid-1980s, supported employment has evolved into a major component of the nation's service delivery network for individuals with mental retardation and other significant disabilities. Increasingly, however, human service programs are being scrutinized to determine whether they are achieving their intended purpose. The present study summarizes the major achievements of the supported employment initiative during the period between 1986 and 1993. Particular emphasis is placed on the number of program participants, consumer characteristics, the program's ability to reduce dependence on the Social Security income maintenance programs, participant earnings, and program expenditures.
Recommendations for Enabling and Enhancing Self-Determination During the Transition Planning Process
Authors: Leggett Nola McKee , Bates Paul
Published: December 2008

The transition planning process for high school students with severe disabilities provides unique opportunities for the development and expression of self-determination skills. In this article, recommendations for enabling and enhancing self-determination within this process are presented. These recommendations include an emphasis on student participation in transition planning, student decision making regarding goals and needed services, and student evaluation of the acceptability of proposed services. Enabling students to assume greater control of their own transition planning empowers them to assume a more self-determined role in high school and throughout adult life.
An Examination of Paraprofessional Involvement in Supporting Inclusion of Students with Autism
Authors: Young Brooke , Simpson Richard L. , Myles Brenda Smith , Kamps Debra M.
Published: December 2008

This study was designed to monitor behaviors of three elementary-age students with autism in inclusionary settings relative to paraprofessional proximity and classroom activity. Results are presented for students' on-task behavior, in-seat behavior, self-stimulatory responses, and inappropriate vocalizations based on paraprofessional proximity and instructional activity. Data are also presented for interactions initiated by paraprofessionals, teachers, and the students. Findings are discussed in relation to the use and training of paraprofessionals who are involved in inclusion programs for students with autism as they pertain to study results.
Transition Planning for Students with Significant Disabilities
Authors: Getzel Elizabeth E. , deFur Sharon
Published: December 2008

An analysis of transition plans for students with disabilities was conducted across 24 school divisions in Virginia. Eighty-four public school students, ages 14 to 21, with significant disabilities, comprised the sample. The results indicate that for a majority of students with significant disabilities there is a need for greater participation in the planning of their future, increased opportunities to access employment prior to exiting school, and access to a range of services to provide ongoing and long-term support in the community.
Facilitating Comprehensive Behavioral Assessments
Authors: Groden Gerald , Groden June , Stevenson Susan
Published: December 2008

This article notes the neglect of thorough behavioral assessments prior to conducting treatment interventions for problem behaviors and provides a sequenced, structured format for conducting a comprehensive behavioral analysis. The guide is designed to help ensure that the analysis is comprehensive, that it includes potentially important antecedent events, that critical factors become apparent, and that useful recommendations for treatment can be derived from it. In addition, the guide solicits other useful types of information, including (a) covert antecedents such as thoughts, (b) setting events that may relate to the behavior, and (c) conditions under which the behavior does not occur. The guide should be of use to both experienced supervisors and online personnel.
Enhancing Initial Communication and Responsiveness of Learners with Multiple Disabilities
Authors: Siegel-Causey Ellin , Bashinski Susan M.
Published: December 2008

The purpose of this article is to review pertinent issues addressed in the literature relating to communication of learners who have multiple disabilities, identify progress made in communication research and practice, and propose strategies for partners' interactions with individuals who do not use symbols for communication. This article is particularly directed toward learners who communicate in a preintentional or emerging intentional manner using nonsymbolic expressions. The enhancement of partner skills and the engineering of contexts for enhanced communication are emphasized. Interventions most conducive to establishing an initial communication repertoire and facilitating alert, responsive behavior are presented using the Tri-Focus Framework, which encompasses learner, partner, and environmental context. Discussion of the Tri-Focus Framework synthesizes findings from a diverse extant literature base and suggests a unique, holistic perspective from which one might view intervention for those learners who have multiple disabilities. The framework may offer practitioners new insight into the communicative abilities of learners who have multiple disabilities and do not use symbols for communication.
The Effects of Peer Networks on Social—Communicative Behaviors for Students with Autism
Authors: Harrell Linda Garrison , Kamps Debra , Kravits Tamara
Published: December 2008

This study investigated the effects of a peer network strategy on the duration of social interaction and social---communicative skills for 3 students with autism. Typical peers, 5 students per site, were selected based on peer status (popularity with classmates) and teacher nomination. Each network of peers received eight 30-minute training sessions during which social skills---including initiating and responding, conversing, sharing, giving instructions, and saying nice things---were modeled by the experimenter with role-play practice by the students and feedback. The target students with autism received training in the use of an augmentative communication system along with two training sessions in social skills with their peer network. Feedback and reinforcement for appropriate behaviors and interaction continued throughout the intervention phases. A multiple baseline design across settings was employed to document the effects. Dependent variables included durations of social interaction time, use of the augmentative communication system by the target students and peers (trained and untrained), language use during 10-minute samples, and disruptive behavior. Results showed increased social interaction time and use of the augmentative communication system for all 3 students, with increased expressive language for 2 students. Increases were also noted in peer nominations of the target student following the intervention.
Issues Associated with the Design and Delivery of Online Instruction
Authors: Meyen Edward L. , Lian Cindy H. T. , Tangen Paul
Published: December 2008

This is the third in a series of three articles on the development and delivery of instruction online via the Internet and the World Wide Web. The focus of this article is on the issues and policy concerns that are emerging as K-12 schools and postsecondary institutions place instruction online. Advancements in technology have made possible the delivery of instruction via the Internet. This has resulted in a number of issues surfacing as barriers and created the need for policies. These concerns have been made even more complicated by the lack of standards to guide those engaged in instructional development. This article discusses issues that K-12 school and institutions of higher education are encountering as they respond to the demand for online instruction.
Interventions for Children and Youth with Autism
Authors: Juane Heflin L. , Simpson Richard
Published: December 2008

This article is a continuation of our discussion of intervention options for educating and treating children and youth with autism. In this article, we discuss court decisions related to intervention options for students with autism, along with recommendations for choosing interventions and treatments that have the best chance of producing desired outcomes and resolving disputes among professionals, parents, and advocates.
Exploring the Relationship Between Experience and Problem Behaviors
Authors: Harris Christopher J.
Published: December 2008

This study explores the relationship between police officer experience and problem behaviors using longitudinal data gathered from a large cohort of officers. As extant research on problem behaviors has been cross-sectional and gathered for a limited number of years, little is known about the patterns of these behaviors over time. As there is no guidance in police research for examining these behaviors across experience, the criminal career paradigm is employed. Results suggest that although experience and problem behaviors are related in an orderly way in the aggregate, there is a substantial amount of variation in these behaviors across the police population. Implications are discussed.
The role of the level and diversity of horizontal illumination in an appraisal of a simple office task
Authors: Saunders J.E.
Published: December 2008

Observers were asked to rate their preferences for the lighting of a simple office task under a range of illumination levels and diversities. It is concluded that an increase by a factor of 2 in the current IES minimum service value of illumination for offices (400 lux), would be appreciated by the majority of observers and that the recommendation of a minimum uniformity ratio of 0.7 in the total working area, or at least in each unit of this area when the office space is broken up in some manner, is applicable at both low and high levels of illumination. Results were also obtained which indicate that the experimental conditions were reasonably well related to more normal office situations.
A review of present requirements for road vehicle lighting and signalling
Authors: Judd D.L.
Published: December 2008

The various types of lighting required on road vehicles and their use are discussed. Suggestions are made on how the requirements may be met, bearing in mind the lighting equipment normally fitted on existing vehicles and the current relevant regulations. Particular consideration is given to those problems of vehicle lighting and signalling which could be dealt with by legislation. Special requirements for cycles and vehicles whose shapes make normal lighting requirements difficult to comply with are not dealt with nor are the requirements for fog lights.
Brightness—a review of current knowledge
Authors: Marsden A.M.
Published: December 2008

The paper examines the process of scaling brightness and compares the various reported relationships between brightness and luminance for single visual elements using a ratio scale of brightness. The influences on this basic relationship of previous stimulation of the eye (adaptation), of simultaneous luminances in the field of view (induction) and of the lightness and chromaticity of surface elements are reviewed and summarised. The significance of these findings on the brightness of building interiors is examined briefly.
A review of UK practice on integrated environmental design
Authors: Page J.K.
Published: December 2008

Until recently the UK lagged behind both Europe and the USA in acceptance of the principle of integrated design and its application to buildings, but rapid progress has enabled the gap to be closed. After a short historical review, the aims and philosophy of integrated design are stated and their implication for the lighting, heating, ventilating and acoustical aspects of design are detailed. Design factors are illustrated by reference to buildings recently erected in the UK, and the problems, and success of the solutions adopted, are discussed. The further research and development projects which are needed for fully comprehensive integrated environmental design are indicated.
A study of user preferences for fluorescent lamp colours for daytime and night-time lighting
Authors: Cockram A.H. , Collins J.B.
Published: December 2008

A field study has been made in eight offices in a new municipal building to determine the fluorescent lamp colours preferred by the staff for supplementing daylight and providing the night-time lighting. Four of the offices were glazed with clear glass and four with tinted 'Anti-sun' glass. Office areas and ceiling heights varied as did the illumination levels in the different offices. It is concluded that for supplementing natural daylight the Daylight (CCT 4300 K) lamp is best on account of its compatibility with daylight and its high luminous efficacy. This lamp was also well accepted for night-time lighting. The White (CCT 3500 K) lamp was in general the second choice.
Bromophosphonitrile lamps
Authors: Rees J.M.
Published: December 2008

A major problem of tungsten halogen lamp technology has been the difficulty of gettering oxygen and water vapour in the finished lamp, A material, such as phosphorus, can be used to getter the oxygen providing its concentration is carefully controlled. The introduction of the getter as accurately as the halogen has been overcome by introducing both together in the form of a bromophosphonitrile, (PNBr 2)n. These involatile solids are introduced as a solution in a volatile, non-polar solvent. The compound is dissociated in the finished lamp by the heat of the filament and the phosphorus so produced acts as a getter and as a buffer to the reactive bromine. A 35 per cent improvement in automobile lamp life has been achieved and halogen lamp manufacture has been simplified to a point where conventional lamp machinery can be used.