bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Environmental Modification on the Behavior of Persons with Severe Handicaps
Authors: Sandler Allen G. , Thurman S. Kenneth , Meddock Terry D. , DuCette Joseph P.
Published: November 2015

Behavioral changes occurring among seven adolescents with severe handicaps after moving to a more normalized environment were compared with changes occurring among a matched group of subjects who remained in an institutional setting. After 6 months, experimental group subjects made significantly greater gains in the category Group Maintenance and in the Nongoal-Oriented Behavior subcategory Sitting. However, greater change occurred in the area of Gestural Communication for comparison group members. These results are discussed in relation to the relative importance of programmatic and environmental factors in promoting habilitation of persons with severe handicaps.
Increasing Opportunities for Social Control by Children with Autism and Severe Handicaps: Effects on Student Behavior and Perceived Classroom Climate
Authors: Peck Charles A.
Published: November 2015

The present study assessed the effects of an intervention package designed to (a) increase the quality and quantity of opportunities for students with autism and severe handicaps to exercise control over aspects of instructional interactions and to (b) improve aspects of classroom social climate as represented by teacher-student interactions. Results across two classrooms indicated that the intervention was successful in increasing student opportunities for controlling aspects of student-teacher interaction. Increases in both spontaneous and indirectly prompted social/communicative interactions were observed. Independent rating of videotaped interactions by preservice regular and special educators indicated that substantial improvements in classroom social climate were associated with the intervention package. Results are discussed in terms of implications for the design of therapeutic social environments for children with severe social/communicative handicaps.
Effects of Choice on Leisure Participation for Persons with Severe Handicaps
Authors: Dattilo John , Rusch Frank R.
Published: November 2015

The purpose of this investigation was to analyze the effect of choice on the behaviors of four children with severe handicaps. The investigation compared each individual's behaviors during participation in a chosen leisure activity (contingent participation) to behaviors during participation in the same leisure activity without the opportunity for choice (noncontingent participation). A multiple baseline, single-subject design was used that incorporated the introduction of three different conditions across subjects at different points in time. Changes were noted in the behaviors of attending and manipulation during each of the three conditions and were replicated across students to support the conclusion that there was a difference between the students' behaviors during their participation in a chosen leisure activity and their behaviors during participation in the same activity without choice.
Enhancing Sensitivity of Assessment Instruments for Children: Graded Multidimensional Scoring
Authors: Cole Kevin N. , Swisher M. Virginia , Thompson Marie D. , Fewell Rebecca R.
Published: November 2015

A comparison was made between two methods of scoring the Gestural Approach to Thought and Expression (GATE), a communication assessment for young children with visual impairments. The first method was a standard system of “correct” versus “incorrect” for each item. The second method of scoring used was the graded multidimensional scoring system (GMSS). This system provided a graded rating of frequency of response, generalization of response, initiation of response, and fluency of response for each test item. Ten children were administered the GATE as a pretest-posttest measure. When the correct versus incorrect scoring method was used, no significant difference was found between pretest and posttest. When the GMSS was used, significant differences were found for the four factors of frequency, generalization, initiation, and fluency. This suggests that the GMSS is more sensitive to small changes in behavior.
A Decision-Making Process for Using Microswitches
Authors: York Jennifer , Nietupski John , Hamre-Nietupski Susan
Published: November 2015

This article describes a decision-making process for the appropriate use of microswitches in educational programs serving students with severe handicaps and physical disabilities. Guidelines for the following steps of the decision-making process are provided: (a) determining an educationally valid activity; (b) deciding if the activity should be taught directly; (c) deciding if use of a microswitch is an appropriate adaptation; (d) developing and implementing an individualized instructional program, including determining appropriate positions, motor behaviors, types of microswitches, and instructional procedures; and (e) evaluating the effectiveness of a microswitch for accomplishing an educational objective. Examples of individual student programs are used to illustrate the application of these guidelines.
Friendship and Our Children
Authors: Strully Jeff , Strully Cindy
Published: November 2015

The close and caring relationship between two people known as a friendship requires shared experiences in order to develop and grow, and children who go to school together have the opportunity to develop relationships as well as skills. This essay about the friendship between Shawntell and Tanya, who attend intermediate school together, raises an important question: No matter what a school program has to offer, if it prevents children like Tanya and Shawntell from sharing daily experiences and becoming friends, is “special” good enough?
A Comparison of In-Context and Traditional Instructional Approaches: Total Task, Single Trial versus Backward Chaining, Multiple Trials
Authors: Kayser Joan E. , Billingsley Felix F. , Neel Richard S.
Published: November 2015

The effects of two instructional strategies were compared in a combined, multiple baseline-crossover design. Total task, single trial instruction and backward chaining, multiple trials instruction were used in a program designed to teach eight children with severe handicaps how to make a snack. Students' behaviors were assessed in both training and generalization settings. Total task, single trial instruction resulted in clearly superior acquisition of independent steps in the training setting for three of the eight students and less substantial effects for two students. For three students, differences between the two methods were negligible or nonexistent in terms of independent steps. In all cases, instructional time was substantially less for total task, single trial instruction than for backward chaining, multiple trials instruction. Findings related to generalization were mixed. Implications and limitations are discussed and issues for future research are delineated.
Facilitating Task Acquisition through the Use of a Self-Operated Auditory Prompting System
Authors: Alberto Paul A. , Sharpton William R. , Briggs Anita , Stright Mary Helen
Published: November 2015

This study investigated effects of a self-operated auditory prompting system, utilizing a Walkman-type cassette player, on the acquisition and maintenance of functional tasks by adolescents with severe handicaps.

A multiple baseline design across tasks was employed to evaluate the effectiveness of the procedure for meal preparation, washing machine operation, and a vocational assembly task. Results indicated that each of the four participants successfully learned and maintained performance of each task.
Prerequisite Skills for Semi-Independent Living Services (SILS) Placement
Authors: Rudrud Eric H. , Vaudt Tom M.
Published: November 2015

The goal of residential services should be placement in the least restrictive setting. Individuals and programs who make placement decisions should therefore understand what skills are needed to move from a more restrictive residential setting (ICF-MR) to a less restrictive semi-independent living services (SILS) program.

A survey instrument, Independent Living Evaluation and Training Program, was sent to 128 directors of SILS, directors of Class A ICF-MR group homes, and directors of combined programs (SILS/ICF-MR). Directors were asked to identify what they believed to be prerequisite skills for placement into SILS programs. Seventy surveys were returned, representing a 56% response rate. Large differences were found among and between directors of the ICF-MR group homes, SILS providers, and those directors offering both programs. ICF-MR program directors identified more skills and rated skills as being more important than did SILS directors.
Selective Abortion and the Diagnosis of Fetal Damage: Issues and Concerns
Authors: Cohen Libby G.
Published: November 2015

This article discusses some of the issues involved in selective abortion of fetuses that may be handicapped or that have the potential of being handicapped. Computer searches of the Educational Resources Information Center (ERIC) and West's Law data bases yielded the sources for this article. A review of the legal issues relating to selective abortion is presented and, in order to place selective abortion in context, issues relating to abortion are reviewed. Next, issues relating to selective abortion are examined and suggestions for further discussion are made.
Using an Interrupted Behavior Chain Strategy to Teach Generalized Communication Responses
Authors: Hunt Pam , Goetz Lori , Alwell Morgen , Sailor Wayne
Published: November 2015

Three students with severe disabilities were taught to request items or events within four interrupted behavior chain contexts. When interrupted behavior chain procedures were in effect, a typical operant instructional trial for teaching communication responses was inserted into the middle of an ongoing predictable sequence of behaviors such as brushing teeth or playing ball. Throughout the baseline and intervention phases, generalization probes were conducted to determine whether the newly acquired responses would be performed within behavior chains not yet used for instruction. The results demonstrated that for each of the three students the communicative function and the response form acquired within one behavior chain context generalized without further instruction to at least two chains in which training had not yet occurred. Moreover, for two of the students the picture discrimination skills required for selection of the appropriate content for each communication response generalized to nontraining contexts.
Adapted Miniature Golf: A Community Leisure Program for Students with Severe Physical Disabilities
Authors: Banks Ronald , Aveno Arlene
Published: November 2015

The body of instructional research addressing community leisure skill training for students who are mentally retarded and severely physically disabled is limited. Effective training typically requires the use of a variety of partial participation techniques with these individuals, such as use of adapted devices and rule changes. The program presented here utilized adapted devices to enable students with mental retardation and severe physical disabilities to participate in the community leisure activity of miniature golf. With minimal instruction, the students acquired a sequence of skills that enabled them to actively participate in the game.
Acceptance of Severely Handicapped Students by Nonhandicapped Peers
Authors: Condon Mary Ellen , York Robert , Heal Laird W. , Fortschneider Joan
Published: November 2015

The Acceptance Scale was administered to 507 nonhandicapped students in grades 2 through 6 in two similar public schools in a Midwestern university town. One of the schools included five classrooms of students with severe mental handicaps. The results showed that girls were more accepting of handicaps than boys and that respondents in the same school as the students with handicaps were more accepting than those in a different school. Older respondents were more tolerant of children with disabilities than younger respondents, especially in the integrated school. However, increased acceptance appeared to dissipate when contact between the two types of students stopped.
Independent Living: The Concept, Model, and Methodology
Authors: Budde James F. , Bachelder Judy L.
Published: November 2015

The emerging independent living (IL) field enables persons with severe disabilities to live independently and control their lives. The concept and model have implications for rehabilitation, education, and related human service fields. This article discusses guiding influences that led to changes in the IL concept and model and presents a state-of-the-art definition of independent living. It discusses general application of the IL concept. An IL model is presented that focuses on improving the community environment and offering assistive services to persons with severe disabilities. Finally, future IL challenges are discussed.
Communicating with Persons with Severe Handicaps: Roles of Parents and Professionals
Authors: MacDonald James D. , Gillette Yvonne
Published: November 2015

Since 1971 the language and communication program at the Nisonger Center has integrated training, research, and program development into a unified approach to communication problems of persons with severe delays. The focus of the program is on establishing a balanced and matched communicative relationship between the child and his natural teachers. First, five stages of communication development between adult and child are identified. Second, four major developmental areas are described in relation to the establishment of social-communication habits: social play, communication, language, and conversation. Each of these areas is discussed in detail, with attention to specific problems and strategies for enhancing communication development. Implications of this model are discussed, including the need for a revaluation of the roles of parents and professionals as well as the need for recognition of the importance of social interaction between a child and significant adults in the development of language and communication.
Promoting Community-Based Services: Implications for Program Design, Implementation, and Public Policy
Authors: Powers Michael D.
Published: November 2015

As persons with severe developmental disabilities are transferred from institutional environments to community-based programs for habilitation and residential care, a wide variety of service delivery needs and public policy issues must be confronted. In those jurisdictions where the courts have intervened and mandated alternatives to institutional living, the process of change and ensuing alternatives can be profoundly affected by appropriate legal intervention. The task of balancing professional, community, legal, ethical, and political needs in bringing alternatives into existence represents a formidable challenge to all involved.

This article describes five community-based projects developed and maintained by the Georgetown University Child Development Center University Affiliated Facility providing services to children and adults with severe developmental disabilities and those at risk for handicapping conditions. Special emphasis is placed on training and public policy issues, the consultative process, and interdisciplinary service delivery models as they relate to the development of community-based programs.
Reducing Severe Behavior Problems among Persons with Dual Sensory Impairments: An Evaluation of a Technical Assistance Model
Authors: Durand V. Mark , Kishi Gloria
Published: November 2015

A consultation model to provide technical assistance for the treatment of severe behavior problems exhibited by persons with severe/profound retardation and dual sensory impairments (deaf/blind) is evaluated. Technical assistance was provided to two programs in the areas of behavior management and curriculum design. During visits to these programs, we: (a) identified problem behaviors and possible controlling variables, (b) identified curriculum needs and made recommendations for changes, (c) videotaped clients and staff and established staff-implemented data collection procedures, (d) trained staff and intervened with each client using functional communication training, and (e) conducted follow-up observations. A “correlated probe” design combining staff-collected and consultant-collected data was used to evaluate the results of the technical assistance. Data from five individuals who engaged in behaviors such as severe aggression, self-injury, and tantrums are presented. Clients with dual sensory impairments were successfully taught to communicate basic requests, and this resulted in significant reductions in behavior problems for four of the five clients at follow-up. Issues related to a technical assistance model are discussed, including steps for programming maintenance.
A Report on Competitive Employment Histories of Persons Labeled Severely Mentally Retarded
Authors: Wehman Paul , Hill Janet W. , Wood Wendy , Parent Wendy
Published: November 2015

The purpose of this article is to describe the competitive employment experiences of 21 persons labeled severely mentally retarded. Over an 8-year period from 1978 to 1986, 21 persons with measured intelligence levels under 40 were competitively employed with ongoing or intermittent job site support. A cumulative total of over $230,000 of unsubsidized wages was earned. Significant vocational problems included slow work rate and lack of appropriate social skills. The majority of the persons worked in part-time, entry-level service positions. The major suggestions for improving the quality of vocational interventions included (a) more creative and comprehensive job development and (b) more powerful systematic instructional techniques. It was concluded that, while this report extends the concerns of competitive employment literature to persons with more severe intellectual handicaps, much more innovative work needs to be performed with individuals who exhibit profound disabilities.
Siblings as Home Trainers: A Strategy for Teaching Domestic Skills to Children
Authors: Swenson-Pierce Ann , Kohl Frances L. , Egel Andrew L.
Published: November 2015

This article presents an evaluation of the effectiveness of a sibling training procedure designed to prepare nonhandicapped siblings to teach domestic tasks to their younger siblings with handicaps. A multiple baseline design across three sibling pairs was used to assess (a) the acquisition and generalization of the use of an increased prompt sequence and social praise by the nondisabled siblings, (b) the level of independent skill performance by the siblings with handicaps, and (c) the maintenance of skills acquired by both the nonhandicapped child and the sibling with a disability in the absence of the instructor. Results indicated that the nonhandicapped siblings learned to use the prompt sequence proficiently and consistently; the use of social praise was not as consistent. The acquired skills generalized at levels above baseline when teaching a different task and were maintained at varying levels of proficiency in the absence of the instructor. Finally, the independent skill performance of the siblings with handicaps increased as a result of the training. Implications of these results are discussed in terms of the potential use of siblings as instructional agents for individuals with moderate handicaps.
Beyond Baby Doe: Does Infant Transplantation Justify Euthanasia?
Authors: Coulter David L.
Published: November 2015

Recent advances in medical technology have made it possible to transplant organs into infants with severe heart and kidney disease, but the need for these organs exceeds the presently available supply. Some have suggested that infants born with the severe neurological defect of anencephaly might be used as organ donors, even if these infants do not meet the criteria for brain death. Current criteria for brain death are reviewed and it is concluded that this proposal represents active euthanasia or medical killing of infants with anencephaly. Justification of active euthanasia is discussed in medical, ethical, and historical terms. Recently developed protocols to obtain organs for transplantation from infants with anencephaly after brain death has been determined are described and their ethical implications are discussed. It is argued that active euthanasia of infants with anencephaly is undesirable and should be prohibited in order to safeguard the rights of all persons with severe neurological disabilities.
Characteristics of Programs for Children with Deaf-Blindness: Results of a National Survey
Authors: Bullis Michael , Otos Maurine
Published: November 2015

Specialized service programs for children and youth (ages 0 to 21) with deaf-blindness have received federal support since 1968. Currently, a combination of single state and multistate/regional programs serve students with dual sensory impairments. A national survey of program coordinators was conducted to provide a description of services. Respondents completed a 57-item questionnaire about their program's administrative structure, teacher certification requirements, technical assistance, eligibility determination, educational placement, curricula/instructional settings, transition, and unmet educational needs. Thirty-two surveys (a response rate of 59%) were returned and analyzed. Most coordinators indicated that they work only part time in the position and that technical assistance to practitioners and families constitutes a major part of their responsibilities. Educational placements for students with deaf-blindness include classrooms for persons with severe handicaps/sensory impairments, residential programs, and vocational programs. The majority of respondents noted that transition programs are in place in their service areas, but that individualized transition plans (ITPs) are not mandated. Services to families of preschool and elementary students were identified as an area needing further attention, and the lack of appropriate curricula materials was identified as a problem across age groups.
Assessment for Generalization of Parenting Skills in Home Settings
Authors: Cordisco Linda K. , Strain Phillip S. , Depew Nancy
Published: November 2015

This study examined the effectiveness of a behavioral parent training package that included initial training in two settings in the home with generalization of parenting skills (and the need for additional intervention) being assessed to a third setting in the home. Training in behavior modification skills was introduced in a multiple baseline design across parents. The results showed that although all parents increased their correct use of behavior modification skills following the introduction of intervention in two home settings, only one parent out of three spontaneously generalized these skills to a third home setting. The results of this study suggest that generalization of parenting skills across home settings may not take place for some parents without specific programming. Finally, the study showed that once skills had generalized across settings, parenting skills and child efforts maintained over a 1-year period.
Determining Extended School Year Eligibility: From Esoteric to Explicit Criteria
Authors: Browder Diane , Lentz Francis E. , Knoster Timothy , Wilansky Carol
Published: November 2015

Litigation in the 1970s and early 1980s encouraged the provision of school services in excess of 180 days for certain students who demonstrated summer regression and poor recoupment. Criteria for these services have varied widely and have sometimes been difficult to surmise. The literature on extended school year is sparse, providing administrators with few empirical guidelines from which to develop policy on the eligibility and provision of such services. By contrast, the literature on maintenance provides useful strategies for extended school year assessment and planning. In this article we review existing extended school year literature, provide a case analysis, and make recommendations for developing explicit criteria for eligibility.
The Home School: Why Students with Severe Intellectual Disabilities Must Attend the Schools of Their Brothers, Sisters, Friends, and Neighbors
Authors: Brown Lou , Long Elise , Udvari-Solner Alice , Davis Louanne , VanDeventer Pat , Ahlgren Charlotte , Johnson Fran , Gruenewald Lee , Jorgensen Jack
Published: November 2015

A home school is the one a student with severe intellectual disabilities would attend if he or she were not disabled. A clustered school is a regular school attended by an unnaturally large proportion of students with intellectual disabilities, but it is not the one any or most would attend if they were not labeled disabled. Students who have severe intellectual disabilities should attend home schools so that (a) all children can be prepared to function in a pluralistic society; (b) the most meaningful and individually appropriate instructional environments and activities can be used; (c) parents, guardians, brothers, and sisters can have reasonable access to schools and services; and (d) a wide range of social relationships with students and others who are not disabled can be developed, maintained, and enhanced over long periods of time. The individualized educational program (IEP) of each student should include individually determined kinds and amounts of instruction in chronological age-appropriate regular education classrooms; on school grounds, but not in regular education classrooms; and in a wide variety of integrated nonschool environments that will actually be used during nonschool hours and days. Individually determined kinds and amounts of direct therapy and other needed services also must be provided from a home school base. Once a student with intellectual disabilities attends a home school, the next major issue becomes whether the student should be based in a regular education or in a special education classroom.
Should Students with Severe Intellectual Disabilities Be Based in Regular or in Special Education Classrooms in Home Schools?
Authors: Brown Lou , Long Elise , Udvari-Solner Alice , Schwarz Patrick , VanDeventer Pat , Ahlgren Charlotte , Johnson Fran , Gruenewald Lee , Jorgensen Jack
Published: November 2015

All students with severe intellectual disabilities should attend the schools they would attend if they were not disabled; that is, their home schools. In a home school, each student must have an individualized educational program (IEP) that requires individualized instruction in chronological age-appropriate regular education classrooms; individual instruction on school grounds, but not in regular education classrooms; and individualized instruction in a wide variety of integrated nonschool environments that will actually be used during nonschool days and hours. The resources necessary to develop, maintain, and enhance an array of social relationships with nondisabled peers and others over long periods of time and individually appropriate therapy services are also considered critical components of each IEP.

The focus here is whether students with severe intellectual disabilities should be based in special education classrooms or in chronological age-appropriate regular education classrooms in home schools. Ten challenging issues related to these two options are addressed.
Effects of a Peer-Mediated Aerobic Conditioning Program on Fitness Measures with Children Who have Moderate and Severe Disabilities
Authors: Halle James W. , Gabler-Halle Debra , Bemben Debra A.
Published: November 2015

Concerns about the physical fitness of children with moderate and severe intellectual disabilities have received relatively little attention in the literature. A school-based aerobic conditioning program for such children was developed and evaluated experimentally. Unique aspects of the program are its emphases on children who have moderate and severe disabilities, on the experimental rigor of the evaluation, and on integration within the context of an exercise program. Two groups of children, each group from a different school, participated. Their entry into the program was staggered in a multiple baseline fashion. The results revealed that the level of fitness of both groups improved only at the point in time when the program was introduced. Individual results displayed greater variation; some children benefited and others did not. Consumer satisfaction measures suggest that both the students with disabilities and their nonhandicapped peers enjoyed participating in the program. Specific suggestions for improving both the program and the measures gathered are described. Means of maintaining such a program in school and community settings are discussed.
Training Teachers to Use Naturalistic Time Delay: Effects on Teacher Behavior and on the Language Use of Students
Authors: Schwartz Ilene S. , Anderson Stephen R. , Halle James W.
Published: November 2015

Teachers of students with severe disabilities were taught to implement a naturalistic time delay procedure within their normal classroom routines for the purpose of improving the language skills of their students. Following a short training program that consisted of explanation, role playing, and feedback, implemented as a multiple baseline design, the teachers increased their use of three types of opportunities for time delay. However, they required special training to capitalize on untrained opportunities for delay. Verbatim samples of the students' speech were collected. The results indicate that teachers of students with severe disabilities can be taught to use the time delay procedure within their normal classroom routine and that their use of delay may have beneficial effects (e.g., increases in mean length of utterance, responsivity, and movement along a continuum of spontaneity) on the speech of their students.
Teaching an Adolescent with Blindness and Severe Disabilities: A Correspondence between Requesting and Selecting Preferred Objects
Authors: Reichle Joe , Sigafoos Jeff , Piché Laura
Published: November 2015

Findings in the existing literature on the lack of correspondence between verbal behavior and subsequent learner actions refer primarily to learners' descriptions of their behavior. No data exist on another type of correspondence—the match between verbal requests and items selected by learners with severe disabilities. Often, such learners are taught to request objects without being required to then select the object requested. This study examines the efficiency of an intervention procedure designed to establish correspondence between requesting and subsequent reinforcer selection in an adolescent woman diagnosed as blind and severely mentally retarded. The results indicated that valid requesting could be established by reinforcement procedures which required a correspondence between verbal requests and subsequent object selections. The learner also was taught to use generalized and explicit requesting repertoires as a function of object availability. The results highlight a need to incorporate correspondence procedures when teaching requesting repertoires to learners with severe disabilities.
Integration Considerations for Infants and Toddlers with Multiple Disabilities
Authors: Hanline Mary Frances , Hanson Marci J.
Published: November 2015

The implementation of P.L. 99–457 will result in the expansion of services to infants, toddlers, and preschoolers with disabilities. With this expansion, the issue of providing opportunities for social integration with non-disabled peers for infants and toddlers with multiple disabilities in community-based settings assumes increasing importance. Because the developmental, educational, and family needs of very young children differ from those of older children, successful integration requires careful consideration of the unique issues facing these children and their families. This article outlines these issues in order to stimulate appropriate integration opportunities for infants and toddlers with multiple disabilities.
Supported Employment in the Public Sector: Procedural Issues in Implementation
Authors: Rhodes Larry , Drum Charles
Published: November 2015

Supported employment for persons with severe disabilities has maintained a focus upon jobs within private industry, frequently bypassing opportunities within the public sector. Although public employment represents a large percentage of available jobs, many states have reported procedural regulations that create barriers to establishing supported employment in public jobs. A survey of 10 states was conducted to identify policy or procedural barriers that present particular problems in implementing supported employment. Results indicate the presence of hiring procedures that discourage or limit employment for many persons having severe disabilities. Suggestions are made for modifying civil service practices to reduce or eliminate the effects of certain barriers and to facilitate development of supported employment within public jobs. The authors suggest that reasonable accommodations for employing persons with severe disabilities in the public sector should require consideration of the ongoing support available through supported employment, as well as review of how job activities are classified and minimum qualifications perceived.
Functionality of Two Modes of Communication in the Community by Students with Developmental Disabilities: A Comparison of Signing and Communication Books
Authors: Rotholz David A. , Berkowitz Susan F. , Burberry Jacqueline
Published: November 2015

Functional communication skills are essential for effective participation in society by persons with autism and other developmental disabilities. Because most of the general public does not understand sign language, use of this method in typical community settings has been questioned. This study examined empirically the functionality of signs and iconic communication book symbols in community settings with two students with autism. The results demonstrated successful communication in community settings by the students with communication books but not with signs. These results are discussed as they relate to functionality and training issues associated with the two communication systems.
Units of Analysis of Social Interaction Outcomes in Supported Education
Authors: Haring Thomas G. , Breen Catherine
Published: November 2015

In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.
Using Qualitative Data Collection Procedures to Investigate Supported Education Issues
Authors: Stainback William , Stainback Susan
Published: November 2015

There is growing interest in the potential contributions of qualitative research to scholarly inquiry, and what was a quiet and perhaps peripheral aspect of educational research has been moving rapidly toward center stage in recent years. This article identifies two data collection procedures employed in qualitative research and discusses how these procedures can be used to investigate emerging issues in supported education.
Profile of Illinois Supported Employment Specialists: An Analysis of Educational Background, Experience, and Related Employment Variables
Authors: Winking Deborah L. , Trach John S. , Rusch Frank R. , Tines Jeffrey
Published: November 2015

Coordinators of Illinois supported employment programs were surveyed for information regarding the demographics and reasons for job turnover of employment specialists. In addition, the employment specialist position was compared with that of direct service personnel in local rehabilitation agencies in terms of salary, benefits, and turnover. Survey results showed that although 58% of the programs responding required employment specialist applicants to hold a bachelor's degree, only 34% of those employment specialists actually hired held a bachelor's degree in a related field and an additional 10% held a degree in an unrelated field. Approximately two individuals were hired for every available employment specialist position in the Illinois supported employment program, with salary identified as the primary reason for the turnover. Although the nature of the direct service role fulfilled by the employment specialist in supported employment differs greatly from that of traditional direct service personnel within the local rehabilitation agency (e.g., workshop floor supervisors, day activity trainers), 55% of the programs responding stated that the salary levels for the two groups were comparable.
Policy Development and Public Expenditures in Supported Employment: Current Strategies to Promote Statewide Systems Change
Authors: Kregel John , Shafer Michael S. , Wehman Paul , West Michael
Published: November 2015

Supported employment for persons with developmental and other severe disabilities has moved rapidly from university-based demonstration projects to the development of comprehensive statewide services delivery systems. This article reports the results of a survey of 27 states that received major systems change grants from the Rehabilitation Services Administration (RSA) to convert traditional day activity programs to supported employment. The results indicate that although mechanisms have been developed to establish a large number of supported employment programs, states are taking a very cautious approach toward converting existing segregated employment settings, funding for ongoing support services is often unavailable, and specific procedures for including individuals with the most severe disabilities are poorly defined. Expenditures for supported employment have risen dramatically. During Fiscal Years 86–88, RSA expenditures approached $75 million, obligations from mental health and mental retardation agencies have increased 460%, and collectively over $214 million has been obligated by federal and state agencies for supported employment.
Deinstitutionalization of Persons with Mental Retardation: Behavioral Outcomes
Authors: Larson Sheryl A. , Lakin K. Charlie
Published: November 2015

This article examines experimental/contrast group and longitudinal studies of the changes in adaptive behavior associated with moving from state institutions to small (15 or fewer people) community living arrangements for persons with mental retardation. It reviews 15 research reports, including 18 separate studies with 1358 subjects that met specific criterion for design and recency. It summarizes outcomes in the areas of overall adaptive behavior, seven specific domains of adaptive behavior, and overall problem behavior. All eight of the experimental/contrast group studies, and 5 of the 10 longitudinal studies reported statistically significant improvement in either overall adaptive behavior or in the basic self-help/domestic domain associated with movement to the community. All 18 studies reported at least some improvement for groups moving from institutions to community living arrangements.
Making Related Service Decisions for Students with Severe Disabilities: Roles, Criteria, and Authority
Authors: Giangreco Michael F.
Published: November 2015

Effective delivery of related services requires a shared framework for decision making among educators, related service personnel, and families. This framework may be characterized by (a) the roles of related service professionals, (b) the criteria used to make related service decisions, and (c) the authority for making decisions. Differences among team members regarding roles, criteria, and authority may impede the development of a shared framework, while similarities may provide foundations upon which to advance collaborative efforts and appropriate services.

Identification of similarities and differences regarding roles, criteria, and authority were explored using a questionnaire distributed to parents, special education teachers, occupational therapists, physical therapists, and communication specialists who served students with severe disabilities in public schools. Comparisons were made using one-way ANOVA and Scheffé post hoc comparisons. Interpretations of results focus on conceptualizations for viewing roles, criteria, and authority regarding the provision of related services for students with severe disabilities.
Building Connections While Conducting Qualitative Health Fieldwork in Vietnam
Authors: Boggiano Victoria L. , Harris Lesley Maradik , Nguyen Duy Thang
Published: November 2015

Researchers are increasingly embarking on international qualitative health research projects, where unknown social structures and government systems make inquiry uniquely challenging. In this article, we document our experiences conducting two related studies on HIV/AIDS in Northern Vietnam. We describe how our research relied on harnessing the social capital of vital community stakeholders, such as key informants, interpreters, and host organizations, to effectively engage with government bodies on a macro level and with local communities on a microlevel. By highlighting our processes, pitfalls, and successes, we provide current and future scholars with strategies to use when conducting cross-national field research.
Evaluation of neutrophil-to-lymphocyte ratio as a marker of inflammatory response in septic arthritis
Authors: Bilir Bülent , Isyar Mehmet , Yilmaz Ibrahim , Varol Saracoglu Gamze , Cakmak Selami , Dogan Mustafa , Mahirogullari Mahir
Published: November 2015

Is neutrophil-to-lymphocyte ratio high in patients with septic arthritis? Septic arthritis may lead to higher rates of morbidity or even mortality if not diagnosed on time. This study was planned to answer the question that “Could neutrophil-to-lymphocyte ratio be utilized to help to diagnose septic arthritis?” The cohort of the study consisted of 39 patients diagnosed with septic arthritis. After ruling out the patients who did not meet the research’s inclusion criteria, the data of 26 patients were evaluated. The control group was collected from healthy volunteers who were admitted to the internal medicine outpatient clinic for a routine medical checkup at the same period (n = 26). Complete blood count (CBC) parameters, C-reactive protein, erythrocyte sedimentation rate, and neutrophil-to-lymphocyte ratios of the septic arthritis and control groups were compared statistically. In comparison, neutrophil-to-lymphocyte ratios of the septic arthritis group were significantly higher than the control group. In conclusion, neutrophil-to-lymphocyte ratio can be utilized in the emergency department or in outpatient clinics to support the diagnosis of septic arthritis.
Cicatricial alopecia: What’s new in etiology?
Authors: Bergler-Czop Beata , Arasiewicz Hubert , Brzezińska-Wcisło Ligia
Published: November 2015

Cicatricial alopecia is a rare, clinically diversified set of disorders causing permanent and irreversible hair loss, which often results in serious discomfort and patient’s mental problems.

Clinically, this form of irreversible hair loss is characterized by visible loss of hair follicle openings in the bald spots. Histologically, it consists in destroying a hair follicle and replacing it with fibrocartilage. Such disorders are perceived as primary if a hair follicle itself is the target of the disease process and secondary if hair follicles are damaged incidentally in the context of more general tissue damage (e.g. deep skin infections, thermal burns, trauma or ionizing radiation).

In this article we tried to summarize the knowledge on possible pathogenic mechanisms of cicatricial alopecia. The presented factors usually overlap and affect prognosis of particular patients. Their profound understanding may enable further research on the treatment methods of this challenging disease unit.
Effects of Lycium barbarum on bacterial translocation in thioacetamide-induced liver injury in rats
Authors: Bilgic Y , Harputluoglu MMM , Kutlu O , Demirel U , Gul M , Otlu B , Temel I , Gursoy S , Dertli R , Selcuk EB , Yilmaz I , Kilis T
Published: November 2015

Background and study aim:

The aim of the present study was to investigate the effects of Lycium barbarum (LB) on bacterial translocation (BT) frequency in thioacetamide (TAA)-induced liver injury in rats.

Materials and methods:

Group 1 was the control. In group 2 (TAA), rats received TAA daily for 3 days. In group 3 (TAA+LB), Lycium barbarum was administered orally 25 mg/kg for 21 days prior to the first TAA injection. In group 4 (LB), rats received only Lycium barbarum.

Results:

In our study, Lycium barbarum treatment did not attenuate liver damage. Lycium barbarum treatment decreased ileal E. coli counts and intestinal damage but it did not alter BT frequency.

Conclusions:

In conclusion, the effects of Lycium barbarum on BT may be related to ongoing severe liver damage in this model.
Study on anti-inflammatory and immunomodulatory effects of fluoxetine in rat models of inflammation
Authors: Kostadinov Ilia , Delev Delian , Petrova Atanaska , Stanimirova Irina , Draganova Krassimira , Kruzliak Peter , Kostadinova Ivanka , Murdjeva Marianna
Published: November 2015

The aim of the present study was to evaluate the anti-inflammatory effect of fluoxetine in carrageenan- and lipoplysaccharide-induced models of inflammation by investigating the changes in serum levels of pro-inflammatory cytokine TNF-α and anti-inflammatory cytokines IL-10 and TGF-β after single and repeated administration of the drug. To study the effect of a single and repeated dose fluoxetine on carrageenan-induced paw edema male Wistar rats were divided into five groups (n = 8): control group; positive control group; and three experimental groups treated with 5, 10, and 20 mg/kg bodyweight (bw) fluoxetine, respectively. To study the effect of a single and repeated dose of fluoxetine on serum cytokine levels, the animals were divided in four groups (n = 8): two control groups treated with saline and two experimental groups treated with fluoxetine 20 mg/kg bw. Carrageenan and LPS were injected immediately after fluoxetine or saline injection. Serum cytokine concentrations were tested by enzyme immunoassay. In single administration only the highest dose used inhibited carrageenan-induced inflammation. Edema inhibition was seen with 10 and 20 mg/kg bw fluoxetine after repeated administration. At 24 h a statistically significant effect on inhibition of carrageenan edema was found only in rats treated with 20 mg/kg bw fluoxetine In carrageenan-induced inflammation, fluoxetine significantly increased Il-10 and decreased TNF-α after repeated administration. Surprisingly, in single-dose treated animals an increase in TNF-α values upon fluoxetine administration was observed in this model of inflammation. In LPS-induced inflammation, fluoxetine significantly decreased TNF-α after single and repeated treatment. Fluoxetine has anti-inflammatory and immunomodulatory effect in the carrageenan-induced model of exudative inflammation. In LPS-induced inflammation it showed an immunomodulatory effect manifested with a decrease in pro-inflammatory cytokine TNF-α.