bluuebunny/crossref_metadata_2025 huggingface dataset:
Instructional Strategies Online Database (ISOD)
Authors: Hodges Dodi , Mandlebaum Linda Higbee , Boff Colleen , Miller Mitch
Published: December 2007

This article describes an online database of evidence-based learning strategies for students. The database is a quick resource written in user-friendly language for teachers of all students but may be especially useful for teachers of students with disabilities.
KidTools
Authors: Miller Kevin J. , Fitzgerald Gail E. , Koury Kevin A. , Mitchem Katherine J. , Hollingsead Candice
Published: December 2007

This article provides an overview of KidTools, an electronic performance software system designed for elementary and middle school children to use independently on classroom or home computers. The software system contains 30 computerized research-based strategy tools that can be implemented in a classroom or home environment. Through the research-based intervention strategies and corresponding computerized templates in KidTools, children are given tools to help them gain control of problem behaviors. A brief description of the software, how to use it, resources available for teachers and parents, and two classroom examples are offered.
Problem-Based Learning Software for Students With Disabilities
Authors: Cote Debra
Published: December 2007

When students are engaged in learning environments that allow for the practice of problem-solving skills, they are able to connect the classroom to the real world. Students with disabilities need to develop the skills of problem solving, and they need to know how to identify a problem, find the answer, and evaluate their choice. This article discusses the use of problem-based learning software to help students with disabilities develop these critical self-directed learning skills.
Peer-Mediated Teaching and Students With Learning Disabilities
Authors: Harper Gregory F. , Maheady Larry
Published: December 2007

Peer-mediated instruction holds particular promise as an effective educational strategy for children with learning disabilities. When properly implemented, peer-mediated instructional approaches permit active engagement, frequent opportunities to respond, immediate error correction, prompt feedback on the correctness of responses, and motivational elements. They promote the integration and acceptance of children with disabilities. Here, research on 3 peer-mediated instructional approaches shown to be effective in promoting the academic achievement of children with learning disabilities is described. Guidelines for implementation, research findings, and practical considerations for success are discussed.
Tutoring With Technology
Authors: Wood Charles L. , Mackiewicz Sara M. , Van Norman Renee K. , Cooke Nancy L.
Published: December 2007

Peer tutoring is an evidence-based strategy used across a wide range of age groups and settings. Teachers may find it challenging to successfully pair students for tutoring because the tutor must be able to evaluate the tutee's response as correct or incorrect. This article describes four examples of electronic devices that prompt tutors to provide accurate feedback during tutoring as well as the steps for preparing materials and using these devices for tutoring.
Adapting Peer Tutoring for Learners Who Are Deaf or Hard of Hearing
Authors: Herring-Harrison Tina J. , Gardner Ralph , Lovelace Temple S.
Published: December 2007

The purpose of this article is to present a classwide peer tutoring (CWPT) model successfully implemented with children who are deaf. Classwide peer tutoring is relatively easy to implement and is both teacher- and student-friendly. A large and growing body of professional literature documents the effectiveness of systematic peer tutoring models. Systematically implemented peer tutoring systems increase academic engagement and, in most cases, increase students' acquisition, maintenance, and generalization of skills across a variety of academic content areas. The innovative use of CWPT in classrooms for students who are deaf is based on adaptations made during the dissertation research of the first author. Specifically, adaptations will be described for the process of tutor training, the creation of tutoring materials, and the implementation and monitoring of a program for individuals who are deaf or hard of hearing. Suggestions for how these adaptations can be implemented with other special needs populations are presented.
“Who's on First?”
Authors: Van Norman Renee K.
Published: December 2007

As a growing number of students with disabilities are included within general education environments, it is important to plan ahead for the new and exciting social opportunities they will encounter in these environments. In addition to teaching programs designed to overcome basic communication deficits, it is important to give careful consideration to what students will talk about as they become fully participating members across a variety of new social environments. Students with disabilities often require repeated practice to acquire, generalize, and maintain social communication skills. A structured, reciprocal peer tutoring program can provide students with many opportunities to respond with immediate feedback. When implemented systematically, peer tutoring programs are able to support students as they practice the skills necessary for a conversational exchange. Therefore, this article describes how to create a systematic peer tutoring program with sports trivia content to teach and support social conversational skills for individuals with disabilities.
The General Educator
Authors: Bloom Lisa A. , Perlmutter Jane , Burrell Louise
Published: December 2007

Many teachers are frightened by the idea of inclusion of children with special needs, especially when those children have very difficult behavior problems. Traditional approaches can be labor intensive and can further isolate children. A constructivist perspective offers an alternative to the traditional behavioral approach by capitalizing on the social context and social activity in a classroom to teach children how to manage their own behavior and be responsible members of a community. The authors explore— from this unique perspective—strategies for managing classroom behavior.
Middle School Teachers
Authors: Rose Terry D.
Published: December 2007

The inclusion of middle school students with special needs in general education classrooms can be a significant challenge. Teachers can make a difference during these transitional years by using strategies that individualize instruction for all students. This article describes strategies for teaching middle school students in a manner that promotes inclusion while allowing for individual differences.
Serving Students with Disabilities
Authors: Deck Mary , Scarborough Janna L. , Sferrazza Margaret S. , Estill Dana M.
Published: December 2007

School counseling services to students with disabilities and special needs are an essential component of a comprehensive developmental school counseling program. The authors examine some of the issues facing school counselors in working with students with disabilities and offer examples of specific interventions they can implement.
The Speech-Language Pathologist in the Schools
Authors: Harn William E. , Bradshaw Monica L. , Ogletree Billy T.
Published: December 2007

The role of the speech-language pathologist in the schools is changing in response to myriad developments within and outside the discipline of speech-language pathology. Collaborative service delivery models are replacing traditional "pull-out" approaches in many schools. In this article, the authors identify challenges that have reshaped the role of the school speech-language pathologist and use a case example to illustrate how speech-language services can be implemented within a collaborative framework.
Preparing the Inclusion Classroom for Students with Special Physical and Health Needs
Authors: Dugger Wadsworth Donna F. , Knight Diane
Published: December 2007

The Classroom Ecological Preparation Inventory (CEPI) is a vehicle designed to assist the instructional team in gathering critical information for the successful inclusion of students with physical impairments and health needs in the general education classroom. The CEPI focuses on health-related issues and medical concerns, arrangement of the physical environment, assistive equipment, instructional adaptations, and social skills management. Each of these issues is discussed briefly, followed by a case study and a sample of CEPI.
Teaching Adopted Students with Disabilities
Authors: Meese Ruth Lyn
Published: December 2007

Children and youth who have been adopted may be at risk for referral and placement in special education programs. Indeed, adopted children are overrepresented among students with disabilities. Teachers must be sensitive to the special needs of adopted students with disabilities in the classroom so as to avoid overreacting to learning and behavioral difficulties that may be temporary responses to adoption issues in children's development.
Cultural Diversity
Authors: Jairrels Veda
Published: December 2007

The changing demography of the United States is presenting new challenges for all aspects of society. The purpose of this article is to explore the implications of an increasingly diverse school population for the process of collaboration. This article focuses on the competencies for collaboration as pertinent to diverse exceptional learners, the role of the special education teacher, and the concept of collaboration across disciplines.
T.R.E.A.T
Authors: Roberts Richard L. , Baumberger Julie P.
Published: December 2007

The T.R.E.A.T. model was designed as a blueprint for constructing counseling goals and objectives during Individualized Education Program meetings. Our model provides the multidisciplinary team-specifically, school counseling professionals— with a procedure for systematically organizing all relevant information when addressing students with special needs. Use of this model results in measurable, manageable, and defensible goals and objectives.
Teaching Reading Comprehension Through Collaborative Strategic Reading
Authors: Vaughn Sharon , Kettman Klingner Janette
Published: December 2007

This article provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading comprehension skills of students with learning disabilities. The following four strategies that encompass CSR are presented: Preview, Click and Clunk, Get the Gist, and Wrap-Up. Procedures for implementing CSR with collaborative groups and techniques for teaching reading comprehension skills to students with learning disabilities are provided. The role of the teacher in enhancing the implementation of CSR is described, and sample teaching vignettes are included.
Incorporating Popular Literature into the Curriculum for Diverse Learners
Authors: Jairrels Veda , Brazil Nettye , Patton James R.
Published: December 2007

Popular literature can serve many purposes in the inclusive classroom. Magazines written for culturally and linguistically diverse groups can increase the knowledge base of teachers and serve as a resource for lesson planning. These publications may also provide students with an opportunity to learn about high-achieving individuals who come from backgrounds similar to their own. The purpose of this article is to show how teachers can use such magazines in the classroom.
Foreign Exchange
Authors: Rieck William A. , Dugger Wadsworth Donna E.
Published: December 2007

The inclusion of students with disabilities in the general classroom setting can be beneficial to all students. Some teachers have expressed concerns about the types of accommodations that may be needed for successful inclusion. Cooperative learning has been shown to be helpful for most students with disabilities as well as for students without disabilities. This article examines a relatively new form of cooperative learning, "foreign exchange," which is designed to maximize both cognitive and social development. The strategy is described, and an example of how it has been used is provided.
Cooperative Learning and Social Skills
Authors: Goodwin Marilyn W.
Published: December 2007

Cooperative learning strategies can be successful with students of all ages, learning styles, and ethnic backgrounds. However, students who have never been taught the prerequisite social skills cannot be expected to work together effectively. This article links cooperative learning arrangements with social skills instruction to accelerate student learning and to improve students' social relationships.
Using Portfolios to Foster Independent Thinking
Authors: Duffy Mary Lou , Jones Joanna , Thomas Susan W.
Published: December 2007

The development of student self-evaluation skills is an important issue. In this article, the authors present a process for using portfolio assessment to encourage critical thinking and decision making by students. Portfolios are used for developing the reflectivity students need to make sound decisions about the quality of their products and selection rationale. Included are student perceptions about the value of portfolio assessment and its effect on student learning.
Music as a Classroom Tool
Authors: Chalmers Lynne , Olson Myrna R. , Zurkowski Joyce K.
Published: December 2007

This article describes a study of the effects of playing music in an elementary school lunch-room. Outcomes were generally positive, and the authors discuss the implications and suggest approaches for implementing use of music as a classroom tool.
SOAP Strategy
Authors: Bock Marjorie A.
Published: December 2007

The SOAP strategy is a problem-solving strategy that provides a systematic approach to adapting instruction for students with learning and behavior disorders (LBD). This strategy is based on four key assumptions. First, students with LBD, their families, and their friends are rich sources of information relevant to the problem-solving process. Second, while one teacher can make a difference in the life of a student with LBD, a team of professionals (e.g., including teachers, social workers) can make a tremendous difference in this student's life. Third, teachers can maximize success for students with LBD without taking a disproportionate amount of teacher time or diminishing the education of other students. And fourth, problem-solving strategies can incorporate ongoing functional assessment relevant to these student's Individualized Education Plans.
The Path to School Failure, Delinquency, and Violence
Authors: Walker Hill M. , Sprague Jeffrey R.
Published: December 2007

This article addresses the issues associated with the path to school failure, delinquency, and violence that increasing numbers of our children and youth are following. Causal factors are identified and described, and the developmental nature of the path leading from exposure to risk factors to short- and long-term destructive outcomes is discussed. Prevention strategies for diverting at-risk children and youth from this path are also described and illustrated. These strategies include but are not limited to supporting families, developing and implementing school-based prevention approaches, supporting schools, improving academic and social competence, and achieving prevention goals through true collaborative arrangements between schools, families, and communities.
A Stress Management Classroom Tool for Teachers of Children with BD
Authors: Jackson James T. , Owens James L.
Published: December 2007

School-age children, including those with behavioral disorders, are experiencing more stress than ever in the history of public education. Nevertheless, the literature has not addressed the seriousness of stress and how it affects the lives of these children. This article discusses how stress may affect the lives of children with behavior disorders, provides educators with a model for introducing stress management techniques, and closes with strategies for managing stress in the classroom.
A Mediation Strategy for Special Education Disputes
Authors: Mills Guy E. , Duff-Mallams Karla
Published: December 2007

The use of mediation in the resolution of disputes is not new to American society. It is new, however, in the realm of special education as a strategy for problem solving before a disagreement between parents and a school district escalates to the point of necessitating a due process hearing. As a result of the IDEA Amendments of 1997, mediations are now required to be offered as interventions in every state. Missouri, ahead of the regulation, began offering mediations in the fall of 1996. It is the purpose of this article to discuss the successes and challenges associated with mediations as they have occurred because of their brief history in Missouri, with a pointed examination of four specific cases.
Self-Management Instruction for Middle School Students with LD and ED
Authors: King-Sears Margaret E. , Bonfils Kara A.
Published: December 2007

Self-management instruction with a curriculum-based assessment (CBA) monitoring component was used with middle school students who had learning disabilities and emotional disturbance. Targeted behaviors included appropriate class participation and on-task performance. SPIN is described as a self-management design, instruction, and CBA monitoring process that teachers can use (a) with a variety of student behaviors in self-contained and inclusive settings, (b) to promote more independence and self-determination skills for students, and (c) with small and large groups of students.
Unpacking Personal Adaptability at Work
Authors: O'Connell David J. , McNeely Eileen , Hall Douglas T.
Published: December 2007

Adaptability is a key competency for career success. In this article, the authors examine how individual adaptability is associated with the accrual of human capital, the organization of the work environment, and the characteristics of individuals. They find that a number of factors are particularly strongly related to personal adaptability: gender, employability, education, and management support. By understanding the variety of factors that are intrinsic to individuals, those that can be developed within individuals, and work environment design, it seems possible to foster the development of personal adaptability in the workplace.
Interpersonal Coping Among Boys With ADHD
Authors: Hampel Petra , Manhal Simone , Roos Thomas , Desman Christiane
Published: December 2007

Objective: The authors investigate self-reported coping with interpersonal stressors among boys with and without ADHD in two studies and provide initial evidence for effects of different subgroups of ADHD on coping in Study 2. Method: In Study 1, 20 Austrian adolescents with ADHD were compared to 20 healthy controls. In Study 2, 44 German children and adolescents with ADHD (35 without and 9 with conduct disorders) were compared to 44 healthy controls matched by age and grade level, respectively. Results: Increased maladaptive coping was found in both studies. Study 2 revealed heightened maladaptive coping among both subgroups of ADHD, but the subgroup of ADHD with conduct disorders was more affected compared to healthy controls than the subgroup with ADHD alone. Conclusion: Results suggest an impaired interpersonal coping style in ADHD and point to the potential benefit of stress management and social skills trainings for boys with ADHD. (J. of Att. Dis. 2008; 11(4) 427—436)
The Use of Video Priming to Reduce Disruptive Transition Behavior in Children with Autism
Authors: Schreibman Laura , Whalen Christina , Stahmer Aubyn C.
Published: December 2007

This study investigated the use of video priming, or exposure, as a means for reducing or eliminating the disruptive behavior of children with autism in transition situations. Specifically, it was hypothesized that such disruptive behavior would be reduced if the children received prior priming to upcoming transitions. Three children with autism who demonstrated severely disruptive behavior during transitions viewed short videos of specific transition situations in which parents reported behavioral difficulties. A multiple-baseline design across participants showed that the implementation of the video priming procedure led to a reduction or elimination of the disruptive behavior. Further, behavior reductions generalized to new transition situations. The results are discussed in terms of the possible mechanisms responsible for treatment effects and the potential advantages of using video interventions with this population.
Case Demonstration of a Fading Procedure to Promote School Attendance of a Child with Asperger's Disorder
Authors: Luiselli James K.
Published: December 2007

A 5-year-old girl with Asperger's Disorder experienced agitation when required to separate from her mother following entry into a preschool classroom at a public elementary school. As part of a nonexperimental case demonstration, an intervention plan was developed to promote school attendance by first having the girl's mother be present continuously in the classroom and then scheduling the mother to be out of the classroom for progressively longer durations that were introduced along a "fading" sequence. The girl learned to remain in the classroom without agitation and to participate fully in her educational program, with positive adjustment maintained during a postintervention period. Components of the intervention plan and recommendations to improve the empirical evaluation of antecedent control approaches that incorporate fading procedures are discussed.
Understanding the Difference and Relationship Between Functional Behavioral Assessments and Manifestation Determinations
Authors: Knoster Timothy P.
Published: December 2007

Two of the new requirements in the Individuals with Disabilities Education Act of 1997 are to conduct functional behavioral assessments (FBAs) and manifestation determinations under certain circumstances. It is important to understand the difference and relationship between these two distinct team-based assessment processes because they both occur in response to a student's problem behavior. Guidance and literature continue to emerge about FBAs, but little has been published to date concerning manifestation determinations. In light of the clear need in the field for guidance on both types of assessment, this article begins to articulate the difference and relationship between FBAs and manifestation determinations. In addressing this need, the team-based process Manifestation Determination Checklist: A Tool for IEP Teams is highlighted. Sample questions from this instrument are presented, with insights and guidance provided for school-based practitioners.
Functional Assessment and Intervention for Challenging Behaviors in the Classroom by General Classroom Teachers
Authors: Ellingson Sherry A. , Miltenberger Raymond G. , Stricker Jason , Galensky Tami L. , Garlinghouse Matthew
Published: December 2007

This study assessed teachers' abilities to conduct functional assessments and functional interventions in the classroom setting with students who had developmental disabilities and behavior problems. The results showed that information on antecedents and consequences was consistent when derived from a structured behavioral questionnaire completed by the teacher or when the questionnaire was administered in an interview format by a behavior analyst. Although raters agreed on the hypothesized function of problem behaviors of three students with disabilities based on information from the questionnaire and interview, behavioral functions hypothesized by separate raters for the questionnaire and interview varied for one student, indicating problems with interrrater reliability. Results also revealed that teachers without specialized training in applied behavior analysis are able to carry out direct observations of behavior problems, antecedents, and consequences, and produce information on antecedents and consequences comparable to that of graduate students with 2 years of training in applied behavior analysis. Lastly, implementation of functional and nonfunctional interventions (likely to be implemented in typical classrooms) provided support for the hypothesized functions from both indirect and direct methods of assessment.
Modified Incidental Teaching Sessions
Authors: Charlop-Christy Marjorie H. , Carpenter Michael H.
Published: December 2007

In this study, traditional incidental teaching was modified and a new naturalized parent training speech program, modified incidental teaching sessions (MITS), was designed. We then compared the efficacy of MITS with traditional incidental teaching and discrete trial. Using a multiple baseline design across and within children, with an alternating treatments design, we examined both the acquisition and, more importantly, generalization of target phrases for MITS as well as the comparison methods. Parents of three children with autism were trained to deliver MITS, traditional discrete trial, and incidental teaching in their home. Results indicated that MITS led to acquisition for all children, whereas only one child acquired the behavior with traditional incidental teaching, and two children acquired the behavior with discrete trial. Importantly, MITS also led to the generalization of target phrases, whereas no children generalized the target phrases with the incidental teaching and discrete trial conditions. These promising results are discussed in terms of maximizing the effectiveness of incidental teaching and the potential to provide naturalistic teaching strategies for parents that are associated with rapid and durable treatment gains.
Parent-Assisted Modification of Pivotal Social Skills for a Child Diagnosed with PDD
Authors: Hupp Stephen D. A. , Reitman David
Published: December 2007

The social skills training literature for children diagnosed with pervasive developmental disorder (PDD) has recently emphasized the parent's role in generalizing treatment gains, and several studies have promoted the utilization of parents as the primary treatment providers for their children. In this study, two parents were instructed in implementing a token reinforcement and shaping program designed to improve the social behavior of their 8-year-old boy diagnosed with PDD. Interestingly, although the child's parents directly targeted only eye gaze for change, question response latency also improved during treatment. This is one of just a few studies to demonstrate positive response generalization by targeting one "pivotal" behavior. Although as a clinical replication the study lacks many of the experimental controls characteristic of more formal research designs, the study demonstrates that procedures developed in laboratory settings can be meaningfully replicated in "real world" settings.
A Self-Management Functional Assessment-Based Behavior Support Plan for a Middle School Student with EBD
Authors: Smith Benjamin W. , Sugai George
Published: December 2007

The purpose of this study was to examine the effect of a functional assessment-based self-management strategy on the problem classroom behavior of a seventh-grade student identified as having emotional and/or behavioral disorders. On the basis of data obtained from functional assessment interviews and direct observations, the student was taught a self-management strategy that consisted of self-recording work completion and appropriate hand raising, self-instruction on "keeping his cool," and self-recruitment of adult attention. An ABAB design was used to evaluate the impact of the self-management package. The results indicated that the self-management package was associated with increases in work completion and percentage of intervals of on-task behavior, as well as decreases in percentage of intervals of talk-outs.
Public Policy Foundations for Positive Behavioral Interventions, Strategies, and Supports
Authors: Turnbull H. Rutherford , Wilcox Brennan L. , Stowe Matthew , Raper Carolyn , Hedges Laura Penny
Published: December 2007

This article examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). The authors concluded that the IDEA 1997 provisions are warranted by several well-established precedents based in constitutional law, in the right to treatment and the right to education cases, in moral philosophy, and in democratic-government philosophy.
IDEA Requirements for Use of PBS
Authors: Turnbull H. Rutherford , Wilcox Brennan L. , Stowe Matthew , Turnbull Ann P.
Published: December 2007

Positive behavioral interventions and supports (PBS) is the federal law's preferred strategy for dealing with challenging behaviors of students with disabilities. The Individuals with Disabilities Education Act (IDEA) requires PBS to be considered in all cases of students whose behavior impedes their learning or the learning of others, reflecting IDEA's preference for use of state-of-the-art technology in special education. This article explains the legal ramifications of these requirements for responsible agencies, including schools, school boards, other local educational agencies, and state educational agencies.
Variable Structure/ Variable Performance
Authors: Timler Geralyn R. , Olswang Lesley B.
Published: December 2007

Families of children with alcohol-related disabilities report difficulty choosing the most appropriate educational support services for their children. A case study of a school-age boy with a diagnosis of fetal alcohol syndrome is presented to explore the parent's and teacher's viewpoints about the best educational program for him. During open-ended interviews, the child's mother and teacher described his strengths and challenges differently, ultimately leading to disagreement about the most appropriate educational placement and supports for this child. Analysis of these interviews indicated that differences in environmental structure and adult expectations for child behavior across the home and school settings are one likely source for these diverse viewpoints. These results suggest that intervention planning must take into account this child's variations in performance across contexts. Recommendations for positive behavioral supports are provided to facilitate the child's performance across home and school settings.
Winning Over the Resistant Teacher
Authors: Morin Joe E.
Published: December 2007

Exemplars for initiating positive behavior support programs in schools for students with behavioral difficulties are discussed. Such programs may not be sufficient to change the attitudes of teachers who have had negative experiences with these students, compromising both their ability to remain objective and their willingness to "help" these students. The limitations for achieving acceptance of system-wide positive behavior support programs among teachers who are resistant to such changes is also discussed. A suggested remedy is to use a process involving attributional training in combination with skills development.
The Effects of an Accelerated Parent Education Program on Technique Mastery and Child Outcome
Authors: Stahmer Aubyn C. , Gist Kristin
Published: December 2007

Educating parents of children with autism regarding how to act as treatment providers for their own children is now understood to be an essential component of successful treatment programs. Although most parent education programs have been successful overall in teaching parents to use specific techniques, the programs are often time consuming and costly, and some parents continue to have difficulty learning, then implementing, techniques at home. The current project assessed the addition of a parent education support group to an accelerated parent education program. Both groups of families received individualized parent education for 12 weeks. One group also attended a weekly parent education support group. Both parent mastery of the parent education techniques and the children's language skills were assessed before and after training. Results indicate that inclusion of a parent education support group in a parent education program may increase parent mastery of teaching techniques and success of accelerated programming and, in turn, increase children's language success. Limitations and implications of this clinical research study are discussed.
A Schoolwide Example of Positive Behavioral Support
Authors: Scott Terrance M.
Published: December 2007

Without prevention strategies, schools can expect to observe behavioral difficulties in more than 20% of the school population. Using schoolwide systems of positive behavioral support, schools can decrease the number of problem behaviors by students, providing a clearer focus for intervention on the students with the greatest support needs. This article presents a case example of schoolwide positive behavioral support, including its planning, implementation, and outcomes. The entire process of creating schoolwide teams, determining actions, and developing consensus is described in detail with specific examples. Outcomes of school-selected dependent variables indicate large decreases in the number of students excluded from the classroom learning environment for problem behaviors. Details of specific problems and issues are discussed with examples.
Supporting the Sexuality of Adults with Mental Retardation
Authors: Lumley Vicki A. , Scotti Joseph R.
Published: December 2007

Historically, individuals with mental retardation have not enjoyed the sexual freedom afforded to individuals without disabilities. Although progress has been made, there is much room for improvement. This article suggests a comprehensive approach to supporting the sexuality of adults with mental retardation. A discussion of traditional sex education programs is provided, followed by recommendations for building on this approach. Specifically, individualized assessment and programs, to be conducted within the framework of a person-centered planning approach, is proposed. This approach enlists significant persons in the target individual's life, including family and formal care providers, who can serve as supports. Finally, the support role of agencies providing services to individuals with mental retardation is discussed.
Using Choice with Game Play to Increase Language Skills and Interactive Behaviors in Children with Autism
Authors: Carter Cynthia M.
Published: December 2007

Children with autism often exhibit significant language delays and extremely disruptive behaviors when confronted with task situations or other interactions in which they would rather not partake. The developmental literature suggests that language skills may be increased by engaging in play interactions, but children with autism are unlikely to engage in interactive toy and game play. Providing choice opportunities may increase responding and adaptive behaviors in children with autism. Therefore, this investigation was conducted to assess the effects of choice during language intervention on disruptive behavior, social play/ pragmatic behaviors, and language development. Participants exhibited problem behaviors, a lack of engagement in interactive play, and delayed acquisition of grammatical morphemes. Within a reversal (ABAB) design, Choice and No Choice conditions were compared in a naturalistic language intervention procedure using play. Results indicated that when choice is permitted during language intervention within a play context, disruptive behaviors are considerably reduced, and levels of appropriate social play/pragmatic skills increase, thereby reducing interventionist redirection. Moreover, the children participating in the study showed generalization of the targeted language structures only to their home environments following intervention in the choice condition. Findings and directions for future research are discussed with regard to the importance of providing choice for children with autism.
Parent Education for Autism
Authors: Symon Jennifer B.
Published: December 2007

Providing effective support services for families of children with autism is a growing area of concern. Individual and system-level risk factors that are associated with having autism could result in poor outcomes. Positive behavior interventions that address individual and family needs could potentially ameliorate these risk factors. Literature on parent education, effective behavior interventions, and the importance of viewing the individual within a socioecocultural framework are presented. These components should be considered in designing effective intervention programs for families. This article documents through a review of relevant research the need to provide appropriate services along with the need to develop service delivery models that will effectively reach families.
Socially Valid Outcomes of Intervention for People with MR and Challenging Behavior
Authors: Fox Peter , Emerson Eric
Published: December 2007

Potentially salient outcomes of intervention for challenging behavior shown by people with mental retardation (MR) were identified by focus groups and through a literature review. Items generated by this process were subsequently rated by 150 respondents from seven stakeholder groups: 28 people with MR, 9 parents of people with MR, 22 clinical psychologists, 7 psychiatrists, 31 nurses, 33 managers, and 20 direct support workers. Results indicated that reduction in the severity of challenging behavior was considered the most important outcome of intervention for a child/young adult living with his or her family by four of the seven stakeholder groups; reduction in the severity of challenging behavior was considered the most important outcome of intervention for an adult living in a community-based group home by three of the seven stakeholder groups; alternative outcomes considered to be the most important by stakeholder groups included increased friendships and relationships, changes in the perceptions of individuals by others, learning of alternative ways of getting needs met, increased control, and empowerment; there were moderate levels of agreement on the relative importance of outcomes between individual members of stakeholder groups who did not have MR; there were high levels of agreement on the relative importance of outcomes between stakeholder groups of people who did not have MR; and levels of agreement on the relative importance of outcomes between people with MR and members of all other stakeholder groups did not reach the level of statistical significance.
A Demonstration of the Effects of Augmentative Communication on the Extreme Aggressive Behavior of a Child With Autism Within an Integrated Preschool Setting
Authors: Frea William D. , Arnold Cynthia L. , Vittimberga Glenda L.
Published: December 2007

Research in the area of behavior support has repeatedly demonstrated the positive effects of learning more effective and efficient communication on the challenging behaviors of individuals with developmental disabilities. More recently, augmentative and alternative communication strategies have been receiving increased attention as primary teaching goals for young children with autism. Use of picture exchange and choice-making opportunities has been reported to facilitate speech acquisition and/or result in increased communicative attempts across daily routines. The case study discussed in this article examines the effects of picture exchange on the severe aggressive behavior of a preschooler with autism who was at risk of losing his integrated school placement. Picture exchange was introduced within two play routines in the classroom. The effects of picture exchange on the student's aggression were evaluated within a multiple baseline design. Results indicated that the student's aggressive behavior was eliminated in a brief amount of time when picture exchanges were in place. These findings are discussed in terms of integrating augmentative communication into behavioral support planning and future research in this area.
Teaching Recess
Authors: Todd Anne , Haugen Laurie , Anderson Kathryn , Spriggs Marilyn
Published: December 2007

This article describes an intervention using positive behavior support strategies to reduce behavioral incidences occurring during recess. The intervention was developed and implemented by an elementary school Effective Behavior Support team. The intervention was based on a model that focuses on (a) data-based decision making, (b) systems-oriented school improvement goals, and (c) team-driven management as the critical features of the intervention design. Available data suggest that the intervention reduced the number of behavioral incidences, improved the overall school climate, and increased staff satisfaction.
The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism
Authors: Lorimer Peggy A. , Simpson Richard L. , Smith Myles Brenda , Ganz Jennifer B.
Published: December 2007

The purpose of this study was to determine the efficacy of a social story intervention implemented in a home setting to decrease precursors to tantrum behavior in a 5-year-old boy with autism. Using an ABAB design, two social stories were presented and withdrawn while using an event recording procedure in which interrupting verbalizations, determined to be precursors to tantrum behavior, were tallied. Data revealed a decrease in interrupting verbalizations and tantrums when the social stories were available and an increase in these behaviors when the social stories were withdrawn.
Using Individualized Schedules as a Component of Positive Behavioral Support for Students with Developmental Disabilities
Authors: Mesibov Gary B. , Browder Diane M. , Kirkland Cameron
Published: December 2007

An important form of positive behavioral support is the use of predictor strategies that prevent the occurrence of problem behavior. Teaching students to follow a personalized schedule is one type of predictor strategy. This article describes how to teach students to use personalized schedules. We review relevant research, describe one method for encouraging schedule use, and recommend directions for future research about the use of schedules as a predictor strategy.
Parent Education for Families of Children with Autism Living in Geographically Distant Areas
Authors: Koegel Robert L. , Symon Jennifer B. , Kern Koegel Lynn
Published: December 2007

Many families who are geographically distant from a center that specializes in intervention for autism are unable to access specialized services for their children. This article describes an evaluation of an intensive, week-long, center-based parent education program that teaches procedures for improving social communication for children with autism. Five representative families who participated in this program are described. Data were collected on parent implementation of target behaviors using specific motivational teaching procedures of Pivotal Response Training. Data suggest improvements in the parents' use of the procedures, parent affect, and child expressive language during a week-long parent education session. Furthermore, follow-up measures demonstrate that these positive changes generalized to the families' home communities and maintained over time. These findings suggest the feasibility of a short-term, intensive parent education program for families who live in areas that are geographically distant from an intervention center.
Multiple Microsuvitches for Children with Multiple Disabilities
Authors: Lancioni Giulio E. , Singh Nirbhay N. , O'Reilly Mark F. , Oliva Doretta
Published: December 2007

This study assessed the response maintenance of 4 children with multiple disabilities who had previously been exposed to intervention programs that used multiple microswitches. Maintenance checks were carried out in the children's homes or educational settings over periods of 6 to 8 months from the end of the original programs. Data showed that all 4 children retained high levels of responding during the maintenance checks. Such levels were comparable with those achieved during the last section of the intervention programs. Implications of the data for the use of microswitches in daily contexts of children with multiple disabilities are discussed.
Quality Indicators of Professionals Who Work with Children with Problem Behavior
Authors: Park Jiyeon , Turnbull Ann P.
Published: December 2007

We present the perspectives that emerged from our qualitative data. Sixteen focus groups were conducted with 69 families of children with disabilities. From a larger study addressing partnerships between families and professionals, the data analyzed in this article focus on quality indicators of professionals in their work with children who experience challenging behavior. Findings from the qualitative analysis are organized into three themes: (a) respect for children, (b) skills to meet special needs, and (c) commitment.
Employing Descriptive Functional Assessment Methods to Assess Low-Rate, High-Intensity Behaviors
Authors: Radford Pamela M. , Ervin Ruth A.
Published: December 2007

Low-rate, high-intensity behaviors, such as aggression and violence, are not uncommon in school settings. This study evaluated the utility of descriptive methods (e.g., record reviews, interviews) of functional assessment in documenting behavior function for low-rate, high-intensity behaviors. The participant, a 13-year-old boy with ADHD, exhibited low rates of aggression toward peers in school. A comprehensive record review of archival data sources (i.e., office referrals, previous school records) indicated aggression was more likely to occur during unstructured activities (e.g., recess), primarily following negative peer approaches (e.g., teasing, name-calling, or physical aggression). Descriptive information and observations led to the development and selection of potential intervention strategies. Direct observational data indicated that the peer buddy intervention was effective in reducing the number of inappropriate responses to negative peer approaches, as well as the number of aggressive incidents. Implications for utilizing descriptive data to document predictor variables and maintaining variables for low-rate, high-intensity behaviors are discussed.
Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling
Authors: Shipley-Benamou Robin , Lutzker John R. , Taubman Mitchell
Published: December 2007

Research on video modeling has typically utilized either competent peer models or self-models engaging in criterion performances. Although both methods have demonstrated utility in achieving skill acquisition, each has potential disadvantages. The current research utilized a multiple probe design across tasks and replicated across participants in order to demonstrate the efficacy of an instructional video modeling technique to teach functional living skills to three children with autism. Five tasks were selected. Prior to the development of each training video, task analyses were created. Videotapes were developed from the participant's viewing perspective, that is, as the participant would be viewing the task. Instructional video modeling was effective in promoting skill acquisition across all three children and maintained during the postvideo phase and a 1-month follow up.
A Comparison of Forced-Choice Preference Assessment Procedures Using a Parent and Novel Therapist
Authors: Haynes Regina S. , Derby K. Mark , McLaughlin T.F. , Weber Kim P.
Published: December 2007

Forced-choice preference assessments have been found to identify reinforcers. However, the utility of this procedure to identify similar reinforcers when conducted by different individuals is unknown. This investigation sought to determine whether a child's parent and a novel individual delivering the stimuli would yield the same results within forced-choice preference and subsequent reinforcer assessment procedures. During the forced-choice preference assessments, the child chose the same items. However, when the utility of these items as reinforcers was evaluated, different outcomes were found. The child chose to work for immediate reinforcers when the parent served as the therapist and to work for delayed rewards when a novel therapist was employed. The clinical significance of these outcomes is discussed.