bluuebunny/crossref_metadata_2025 huggingface dataset:
Characteristics and Risk Factors of Chinese Immigrant Intimate Partner Violence Victims in New York City and the Role of Supportive Social Networks
Authors: Kim Chunrye , Sung Hung-En
Published: November 2015

This study identified the characteristics and risk factors of Chinese immigrant intimate partner violence (IPV) victims and their offenders through a case study of 189 IPV victims who sought help from a Chinese community organization in Queens, New York City called “Garden of Hope.” A descriptive analysis was conducted on socioeconomic status (SES), support network as well as history of substance abuse problems and childhood abuse. A multiple regression analysis was conducted to understand the role of different types of social support networks on the level of abuse. Overall, the risk factors which were identified by other researchers could be found in Chinese immigrant populations. However, higher SES—in particular employment status and educational level—does not help victims escape from IPV, and not all types of social networks played a positive role in preventing further victimization among Chinese immigrant populations.
The Phenomenological Experience of First Responder Spouses
Authors: Porter Krystin L. , Henriksen Richard C.
Published: November 2015

In this phenomenological study, the essence of being a first responder spouse was described through the lived experiences of the participants. The objective of this phenomenological study was to answer the question, “ What is the experience of being the spouse of a first responder?” Participants included six spouses of first responders in the Southern United States. Five themes emerged from the data: (a) safety, (b) stress, (c) pride, (c.1) civic-mindedness, (d) identity, and (e) finances. The qualitative results identified significant barriers and stressors that exist within the first responder family system and implications for clinical practice with this population.
Understanding and Addressing Teen Dating Violence
Authors: Murray Christine E. , King Kelly , Crowe Allison
Published: November 2015

Teen dating violence is a significant public health and social justice issue. However, family counselors may lack training in the knowledge and skills needed to provide safe, competent services to clients impacted by teen dating violence and other forms of abuse. To address this need for family counselors to develop competence to work with clients impacted by teen dating violence, this article integrates current literature on the subject of teen dating violence to provide a set of eight counseling recommendations. To further support these recommendations, examples of stories and statements made by survivors of past teen dating violence relationships between the ages of 13 and 19 are provided.
Applying Reality Therapy’s WDEP Tenets to Assist Couples in Creating New Communication Strategies
Authors: Mahaffey Barbara A. , Wubbolding Robert
Published: November 2015

Couples typically do not seek counseling resources until a crisis occurs. Many times during an intake interview with a counselor, couples report communication issues as a presenting problem. However to date, no best practices or treatment manuals in correspondence with a therapeutic system to improve interpersonal communication skills exist for helping couples recognize the barriers. This article reviews an approach to helping couples understand and make choices about their communication barriers and challenges. An informed philosophical direction, skills, and tools are needed for counselors to navigate the wants, direction, evaluation, and planning (WDEP) along with promoting positive outcomes in couples counseling. This article further outlines an integration of a communication model with the reality therapy WDEP tenets for use in establishing alliances, processing insights, and maintaining a therapeutic environment with couples. Further, counselors may utilize the WDEP method as a brief intervention framework to aid couples who have communication issues with insight acquisition, catharsis, self-disclosure, and goal setting to promote positive outcomes in counseling.
A review of blinatumomab, a novel immunotherapy
Authors: Newman Matthew J , Benani Dina J
Published: November 2015

Blinatumomab is a novel bispecific CD19-directed CD3 T-cell engager recently approved for the treatment of relapsed or refractory Ph-negative acute lymphoblastic leukemia in adults. The drug was approved after a phase II trial in adults with relapsed/refractory disease demonstrated complete remission or hematologic complete remission in 43% of patients within two treatment cycles, of which 40% went on to receive an allogeneic hematopoietic stem cell transplant. In a long-term survival analysis of patients with minimal residual disease after chemotherapy, hematologic relapse-free survival was estimated at 61% at a median of 33 months after blinatumomab. Nine patients underwent hematopoietic stem cell transplant, and six patients remained in complete remission without hematopoietic stem cell transplant or further therapy. Limited data in relapsed pediatric acute lymphoblastic leukemia are reviewed. Blinatumomab carries boxed warnings for neurotoxicity and cytokine release syndrome, which may be serious and lead to treatment interruption and discontinuation. Clinical controversies with blinatumomab include use in patients with Ph-positive acute lymphoblastic leukemia, dosing in underweight adults, and the optimal management of cytokine release syndrome. Oncology pharmacists must be aware of detailed preparation and administration procedures required for safe use of blinatumomab. Clinical trials are ongoing in the first-line setting for patients with Ph-negative acute lymphoblastic leukemia, in Ph-positive acute lymphoblastic leukemia, and other B-cell malignancies.
Why health care corruption needs a new approach
Authors: Radin Dagmar
Published: November 2015

While corruption has been at the center of academic studies and on the agenda of international organizations for a couple of decades, in the health care sector corruption has not generated much interest or progress. At the centre of this issue is the lack of an interdisciplinary approach, which is warranted given the complexity of the issue and the lack of cooperation between STET scientifically rigorous academics and policy-makers, leaving room for more cooperation and progress.
Novel screening metric for the identification of at-risk peripheral artery disease patients using administrative claims data
Authors: Bali Vishal , Yermilov Irina , Coutts Kayla , Legorreta Antonio P
Published: November 2015

Despite high morbidity and mortality associated with peripheral artery disease (PAD), it remains under-diagnosed and under-treated. The objective of this study was to develop a screening metric to identify undiagnosed patients at high risk of developing PAD using administrative data. Commercial claims data from 2010 to 2012 were utilized to develop and internally validate a PAD screening metric. Medicare data were used for external validation. The study population included adults, aged 30 years or older, with new cases of PAD identified using the International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM) diagnosis/procedure codes or the Healthcare Common Procedure Coding System (HCPCS) codes. Multivariate logistic regression was conducted to determine PAD risk factors used in the development of the screening metric for the identification of at-risk PAD patients. The cumulative incidence of PAD was 6.6%. Sex, age, congestive heart failure, hypertension, chronic renal insufficiency, stroke, diabetes, acute myocardial infarction, transient ischemic attack, hyperlipidemia, and angina were significant risk factors for PAD. A cut-off score of ⩾20 yielded sensitivity, specificity, positive predictive value, negative predictive value, and c-statistics of 83.5%, 60.0%, 12.8%, 98.1%, and 0.78, respectively. By identifying patients at high risk for developing PAD using only administrative data, the use of the current pre-screening metric could reduce the number of diagnostic tests, while still capturing those patients with undiagnosed PAD.
Acculturation, perceived discrimination, and psychological distress: Experiences of South Asians in Hong Kong
Authors: Tonsing Kareen N. , Tse Samson , Tonsing Jenny C.
Published: November 2015

Although migration itself may not compromise the mental health of immigrants, the acculturative process can involve highly stressful factors that are specific to immigrant and minority status. Using structural equation modeling, this study examined the relations between acculturation orientations, perceived discrimination, acculturative stress, and psychological distress among 229 Pakistani and 218 Nepalese migrants living in Hong Kong. Although the initial hypothesized model was not confirmed, a modified model with good fit indices showed that acculturation orientation mediated the relationships of perceived discrimination and acculturative stress with psychological distress. Of all the factors in the model, acculturative stress had the strongest association with psychological distress.
Physical constitutive equations for plastic deformation of FCC metals subjected to high strain rate loading
Authors: Etemadi E , Zamani J , Jafarzadeh M
Published: November 2015

This paper develops a new physically based model to investigate face centered cubic (FCC) metals and alloys under high strain rate loadings (\gt104 s−1) which includes kinematics and constitutive equations for the propagation of elastic and steady plastic waves. The model’s formulations are based on the rate of the conservation energy law that includes the rate of the input energy, internal energy, and entropy generation. This formulation is obtained by incorporating the viscous drag effects and associating the entropy generation to the generation, glide, and annihilation of dislocations. The model is used for 6061-T6 aluminum alloys and the results are verified with the published theoretical models and experimental tests. Also, the effect of different parameters, such as the particle velocity, shear flow stress, shear strain rate and temperature are investigated. As a result, the presented model shows good capability in describing the mentioned parameters.
Transnational actors and policymaking in Ghana: The case of the Livelihood Empowerment Against Poverty
Authors: Foli Rosina
Published: November 2015

Transnational actors (TNAs) are a part of the global social policy process. But questions of their roles and involvement in the process remain unanswered. Using a qualitative research to study Ghana’s adoption of the Livelihood Empowerment Against Poverty (LEAP), this article brings new evidence to light on how TNAs influence social policies in developing countries. Contrary to arguments that stress imposition as the main policy diffusion mechanism, it is shown here that TNAs combine multiple strategies including ideational, institutional, and material incentives to influence social policies in particular countries. As idea purveyors at the transnational level, TNAs are linked to the national policy process through their connections with policymakers and, more specifically, through policy discussions at regular sector working group meetings. From this perspective, ideas are shared and availability of support toward policy development is communicated.
Investigating the chromatic contribution to recognition of facial expression
Authors: Fotios S , Castleton H , Cheal C , Yang B
Published: November 2015

A pedestrian may judge the intentions of another person by their facial expression amongst other cues and aiding such evaluation after dark is one aim of road lighting. Previous studies give mixed conclusions as to whether lamp spectrum affects the ability to make such judgements. An experiment was carried out using conditions better resembling those of pedestrian behaviour, using as targets photographs of actors portraying facial expressions corresponding to the six universally recognised emotions. Responses were sought using a forced-choice procedure, under two types of lamp and with colour and grey scale photographs. Neither lamp type nor image colour was suggested to have a significant effect on the frequency with which the emotion conveyed by facial expression was correctly identified.
The Results of Teaching Fifth and Sixth Graders to Be Instructional Trainers with Students Who are Severely Handicapped
Authors: Kohl Frances L. , Moses Lucy G. , Stettner-Eaton Barbara A.
Published: November 2015

This study examined whether systematic training enables fifth and sixth graders to become instructional trainers with severely handicapped students. The training program focused on teaching cafeteria skills and consisted of three components: formal information sessions, in vivo instruction, and feedback sessions. An ABAB reversal design was employed to evaluate the effectiveness of the systematic training components. Results revealed that nonhandicapped students can become instructional trainers with severely handicapped students as long as systematic training is provided.
Remediation of Behavior-Related Eating Problems: A Preliminary Investigation
Authors: Jones Thomas W.
Published: November 2015

Twenty severely handicapped children who refused to eat solid foods were randomly assigned to two treatment methods. Both methods included prefeeding desensitization techniques and manual jaw and lip control. One method involved presenting solid food only and not attending to attempts to avoid the food or oral manipulation. The contrast method involved gradually increasing food textures as each child's tolerance improved and withdrawing oral manipulation procedures avoided by the children. During the 15 consecutive meals of treatment, the children receiving solid food only were observed to become increasingly cooperative and independent eaters; however, the children in the contrast group appeared to maintain a stable level of resistance and to become more dependent. After the 15 meals, the proportion of children accepting solid food was greater among those who had received the first method. Ratings 4 weeks later showed continued superiority of the first method. Because each method included several variables, the reasons for the success of the first method are not conclusive.
Educability: Public Policy and the Role of Research
Authors: Noonan Mary Jo , Reese R. Matthew
Published: November 2015

Values rather than science are often unrecognized as an impetus for policy development; a reasonable role of science is to determine how the intent of policy can best be realized. In recent years, the policy of educating all handicapped students has been reevaluated primarily because of two factors: (a) costs associated with providing educational services and (b) disagreement among professionals concerning whether all handicapped students can benefit from an education. A review of the educability litigation reaffirms that equal educational opportunity is still valued, and education can be defined broadly. Rather than questioning the value of equal educational opportunity, we suggest that research and curriculum development should focus on three areas: First, apply the criteria of educational validity (Voeltz & Evans, 1983) to demonstrate that education is appropriate; second, investigate student variance in learning associated with specific student characteristics and interventions; and third, evaluate valid curricular approaches for efficiency and cost-effectiveness.
A Close Look at the Standard Rebus System and Blissymbolics
Authors: Clark Charlotte R.
Published: November 2015

Information on two widely-used logographic-type systems, Rebus and Blissymbolics, is compiled in this paper. An analysis is made of the internal characteristics of the systems, and research on the systems is reviewed. Decision-making variables in selecting a particular system are addressed applying information from knowledge of the internal characteristics and from research findings.
Neurophysiological Facilitation of Eating Skills in Children with Severe Handicaps
Authors: Sobsey Richard , Orelove Fred P.
Published: November 2015

This study examines the effects of neurophysiological facilitation procedures on eating skills in four severely handicapped children. A reversal design is used to measure the effects of exteroceptive and proprioceptive stimulation on lip closure, rotary chewing, and spilling of food and drink from the mouth. Some improvements in eating skills were found in each student when facilitation procedures were administered.
Comparison of Three Strategies for Teaching Generalized Grocery Purchasing to High School Students with Severe Handicaps
Authors: McDonnell John J. , Horner Robert H. , Williams Julie A.
Published: November 2015

Teachers often provide classroom based instruction on the assumption that behaviors learned in the classroom will be performed in natural settings. The present study examines this assumption by comparing the effectiveness of three strategies for purchasing grocery store items with four high school students labeled moderately or severely retarded. Students were trained to negotiate payment to the cashier by (a) role playing in the classroom with flashcards designating the amount of purchase, (b) role playing in the classroom with slides of cash registers at different amounts, or (c) role playing with the slides and in vivo training in one store. A multiple baseline design across subjects indicates afunctional relationship between the combined slide and in vivo strategy and correct performance across a range of nontrained probe stores. Neither role playing strategy alone was successful at teaching a generalized purchasing skill. The data are discussed in terms of research implications for studying generalization and instructional recommendations for teachers.
Continuity of Treatment: Toilet Training in Multiple Community Settings
Authors: Dunlap Glen , Koegel Robert L. , Koegel Lynn Kern
Published: November 2015

This study investigates the toilet training of four severely handicapped autistic children who regularly participated in a number of diverse community settings. In the context of a multiple baseline design, the children were first provided a systematic toilet training program in only some of the environments. In a subsequent “continuity” condition, the same toilet training program was systematically and simultaneously implemented within all of the children's environments. Results showed no consistent trends towards acquisition when training was provided in only some of the settings, even when the program was in progress for over two years. However, the continuity approach which coordinated all of the children's daily activities produced immediate and steady gains in successful toileting. This success was evident with children who had long histories of unsuccessful training attempts as well as with a child who had no previous exposure to toilet-training programs of any kind, These data are discussed in terms of the need for and benefits of continuity of treatment across settings for severely handicapped individuals.
Group Instruction with Persons Who have Severe Disabilities: A Critical Review
Authors: Reid Dennis H. , Favell Judith E.
Published: November 2015

This paper reviews the published research on group instruction with persons who have severe disabilities. It is concluded that group instruction can be effective and efficient with these individuals; however, considerably more research is needed before specific group instruction programs should be regarded as scientifically validated methods of training persons with severe disabilities. A number of areas are discussed in which future research is needed, with particular emphasis on the teaching of a wider variety of skills and in a greater variety of training situations, more comprehensive evaluations of group instruction parameters, and delineation of conditions in which different methods of group instruction are most effective and efficient.
Acquisition and Generalization of Coffee Purchase Skills by Adults with Severe Disabilities
Authors: Storey Keith , Bates Paul , Hanson Harold B.
Published: November 2015

Six adults with severe disabilities were taught to purchase coffee in a community sit-down restaurant. Skills in the community were taught using a 46 step task analysis, a prompt hierarchy of least to greatest prompts, and social reinforcement. Generalization was assessed across two restaurants with similar characteristics and one with dissimilar characteristics (i.e., a fast food restaurant). At the completion of training, the people involved in the study demonstrated competencies equal to non-handicapped customers and they maintained these skills at a two to five month follow-up assessment.
An Analysis of Initial Sign Lexicons as a Function of Eight Learnability Variables
Authors: Luftig Richard L.
Published: November 2015

Recent interest in the use of manual sign intervention for language-impaired, severely mentally retarded individuals has led to creation of initial sign lexicons for such clients. However, the overriding basis for inclusion of sign/concepts in initial lexicons has been concept functionality. The present investigates the studies inclusion of sign/concepts in two initial sign lexicons as a function of eight sign learnability variables. For an adolescent/adult sign lexicon, the referent variables of concept concreteness and word frequency were significantly represented while the learnability variables of sign translucency and other production variables were only marginally represented. For the elementary-aged lexicon, none of the eight variables were significantly represented. The results are discussed in terms of learning ease of the lexicons and possible curricular language intervention implications.
Analyzing the Communicative Functions of Aberrant Behavior
Authors: Donnellan Anne M. , Mirenda Patricia L. , Mesaros Richard A. , Fassbender Lynette L.
Published: November 2015

This paper presents some issues related to the assessment of possible communicative functions of aberrant behavior. These issues are addressed in terms of both the behavioral and the pragmatics literature, with the suggestion that the latter can be drawn upon to support and enhance the information derived from traditional functional analyses of behavior. Included are an assessment strategy and tool that can be used to formulate and test hypotheses about functions of behavior.
Family Involvement in Intervention with Children Having Severe Handicaps
Authors: Snell Martha E. , Beckman-Brindley Sharon
Published: November 2015

Research is examined which pertains to the use of family members in interventions with children having severe handicaps. First, interventions addressing inappropriate behavior are reviewed and then skill acquisition research is discussed. In general, evidence to date suggests that family members can be effective interventionists. Some critical issues are discussed including the child focus of the literature, generality, measurement, and cost-effectiveness. Implications for further research are delineated.
Arena Assessment: Description and Preliminary Social Validity Data
Authors: Wolery Mark , Dyk Linda
Published: November 2015

This paper describes the arena assessment approach which is an extension of the transdisciplinary team model into assessment activities. Social validation data are presented comparing two assessment procedures: the traditional interdisciplinary team approach and the arena approach. Parents and staff members who participated in both approaches responded to questionnaires about the two models. In terms of effectiveness, efficiency, and affective variables, they rated the arena model equal to or higher than the traditional interdisciplinary model. The limitations of the study and issues for further research are described.
A Matched Comparison Study of Cost-Effectiveness: Institutionalized and Deinstitutionalized People
Authors: Jones Philip A. , Conroy James W. , Feinstein Celia S. , Lemanowicz James A.
Published: November 2015

Seventy people with mental retardation who had moved from a large state institution to small community living arrangements were matched with 70 people who remained at the same institution. They were matched by sex, level of retardation, years institutionalized, self-care skills, age, and IQ. Developmental growth, operationally defined as adaptive behavior change using a research version of the AAMD Adaptive Behavior Scale, was measured for all people; only those people who had been deinstitutionalized demonstrated significant growth. They also received more services. Subsequently, telephone surveys and other procedures were used to identify the inclusive public costs associated with the two groups. Upon comparison, the deinstitutionalized group required less public money than the institutionalized group, although the financial burden shifted substantially from federal sources to state (and local) funding sources when people moved from the institution to community-based facilities. Correlates of costs in the community were explored in a preliminary way.
A Supported Work Approach to Competitive Employment of Individuals with Moderate and Severe Handicaps
Authors: Wehman Paul , Kregel John
Published: November 2015

This article describes the key features of a supported work approach to providing vocational placement and support to persons with moderate and severe handicaps in competitive employment settings. This approach is based on an ongoing longitudinal study of persons with mental retardation who are competitively employed through the Rehabilitation Research and Training Center at Virginia Commonwealth University. The importance of competitive employment is emphasized and the four major components of the supported work approach (job placement, job-site training, ongoing monitoring, and follow-up) are outlined in detail. Specific proposals are made for integrating a supported work approach into community-based adult services and secondary special education programs.
Industry-Based Supported Employment: An Enclave Approach
Authors: Rhodes Larry E. , Valenta Lee
Published: November 2015

Most individuals labeled severely handicapped remain unemployed in segregated institutions, activity programs, and work activity centers despite repeated demonstrations of vocational competence. This discrepancy presents a challenge to create alternatives to current services that will provide employment benefits and job security to individuals within the least restrictive environment possible. This article describes a program model that provides ongoing supported employment within a normal industrial setting to six persons previously judged to have severe handicaps. After 1 year, employees have dramatically increased earnings and productivity over previous earnings and national averages, and public costs have declined to one third the costs of alternative state programs.
Using a Behavior Chain Interruption Strategy to Teach Communication Skills to Students with Severe Disabilities
Authors: Goetz Lori , Gee Kathleen , Sailor Wayne
Published: November 2015

Two adolescents with severe disabilities were taught pictorial communication skills using an interrupted behavior sequence strategy. The independent variable involved insertion of a typical operant instructional trial for teaching communication skills into the midst of ongoing predictable sequences of behaviors, such as making toast or washing dishes, rather than at the beginning of the task performance. Results indicated the strategy was effective, and are discussed in terms of motivational factors and in terms of potential application of the strategy in community settings.
Functional and Health Status Characteristics of Persons with Severe Handicaps in New York State
Authors: Jacobson John W. , Janicki Matthew P.
Published: November 2015

As part of a needs assessment and registry survey of persons with mental retardation and other developmental disabilities in New York State, information became available on 22,256 persons with severe or profound mental retardation. This report presents findings regarding the characteristics of these children and adults in institutional and community settings. A subpopulation of persons with profound disabilities who were additionally classified as physically frail is identified and described in terms of physical and adaptive characteristics, therapeutic service needs, and residential care requirements. The findings underscore the fact that there are differences in service levels and programs among persons who are physically frail within this population.
Transition Issues Facing Youth with Severe Disabilities: Parents' Perspective
Authors: McDonnell John J. , Wilcox Barbara , Boles Shawn M. , Bellamy G. Thomas
Published: November 2015

At a time when the transition from school to work and community life for students with handicaps has become a major national concern, the need for information to help guide transition planning is acute. Parents of youth with handicaps are an important and frequently overlooked data source in transition planning. The present study surveyed parents of high school students with severe handicaps throughout Oregon. Parents were asked to project the service needs of their son/daughter at graduation, 5 years after graduation, and 10 years after graduation. They were also asked to rank the features of adult service programs that they desire for their children, and to describe the source of their own information about post-school opportunities and services for their sons and daughters. The findings are discussed in terms of their implications for planning and developing appropriate post-school services for students with severe handicaps.
A Functional Approach to Teaching Generalized Street Crossing
Authors: Horner Robert H. , Jones Donald N. , Williams Julie A.
Published: November 2015

The effects of general case instruction for teaching street crossing to individuals with moderate and severe mental retardation were examined. Three dependent variables were assessed within a multiple baseline probe design across subjects. The first measure was performance across a group of 20 nontrained streets systematically selected to represent the range of street crossing situations encountered in the subjects' home town. The second dependent variable was performance across 20 additional nontrained streets selected individually for each subject by parents or guardians as particularly relevant in the subject's daily life. The third dependent variable was the number of training trials to criterion. Two subjects completed training with the third serving as a no-treatment control. Results support the effectiveness and efficiency of general case instruction for teaching subjects to cross nontrained streets. Implications for further research on generalization and for instructional programming in the community are addressed.
Teaching Positioning and Handling Techniques to Public School Personnel through Inservice Training
Authors: Inge Katherine J. , Snell Martha E.
Published: November 2015

Two public school teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise. Training took place in the natural school environment, during school hours, and with students that the teachers taught. A multiple baseline design indicated that a functional relationship existed between inservice training and the teachers' acquisition of skills.
A Time-Limited Intensive Intervention Program Model to Support Community Placement for Persons with Severe Behavior Problems
Authors: Donnellan Anne M. , LaVigna Gary W. , Zambito Joseph , Thvedt John
Published: November 2015

This article describes a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with their severe behavior problems in community environments. Data from 2 years of implementation and follow-up designed to evaluate the program are also presented which support the effectiveness of the model. Additional data collected from parents and an independent review committee provide additional support for the social validity of the program's goals and methods.
Effects of Vestibular Stimulation on Sitting Behaviors among Preschoolers with Severe Handicaps
Authors: Kuharski Tracy , Rues Jane , Cook Debbie , Guess Doug
Published: November 2015

A multiple baseline design across subjects was used to assess the effect of vestibular stimulation on the acquisition of erect and symmetrical sitting of preschoolers with severe and multiple handicaps. The subjects were three children aged 3-5 with various handicapping conditions. Measurements of erect and symmetrical sitting were taken in separate 3-minute time samples following vestibular stimulation. All three subjects made gains in erect sitting. Results from the symmetrical sitting measure were less conclusive. The two subjects with athetosis appeared to maintain these gains across a 4-month follow-up period while the subject with hypertonicity did not.
The Selection of an Augmentative System in Communication Intervention: A Critique of Decision Rules
Authors: Reichle Joe , Karlan George
Published: November 2015

Sets of augmentative decision rules used to determine a learner's candidacy for an augmentative communication system were reviewed and critiqued. Particular scrutiny was given to criteria addressing certain cognitive acquisitions and the identification of a significant communication deficit(s) as prerequisites to system implementation. A case is presented to support the use of an augmentative communication system as a preventive treatment and a potential facilitator of language comprehension skills. An alternative approach to traditional decision rules that involves the implementation of procedures that allow the simultaneous scrutiny of graphic (communication board), gestural (sign), and vocal communicative modes is proposed.
Managing the Aggressive and Self-Injurious Behavior of Adults Disabled by Autism
Authors: Smith Marcia Datlow
Published: November 2015

Two case studies are presented demonstrating the treatment of aggression and self-injury in community-integrated work, school, and home settings. Nonaversive treatment strategies were implemented by trained paraprofessionals based on information obtained from functional analyses of the aggressive and self-injurious behaviors of two adults disabled by autism. Marked decreases in aggression and self-injury were achieved. Feasibility of the treatment of aggression and self-injury in community-integrated settings is discussed.
Community-Referenced Instruction: Research and Issues
Authors: Snell Martha E. , Browder Diane M.
Published: November 2015

This review addresses some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities. These issues include environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement. A stimulus set of standards that emerged from the literature reviewed was presented to guide and evaluate future community-referenced research.
Guidelines for Making Simulation an Effective Adjunct to in Vivo Community Instruction
Authors: Nietupski John , Hamre-Nietupski Susan , Clancy Patrick , Veerhusen Karen
Published: November 2015

A recent controversy has arisen over the relative merits of simulated versus in vivo community instruction. The view presented here is that in cases where in vivo instruction alone is unfeasible, practitioners should employ both training formats in a concurrent fashion. Accordingly, five guidelines for making simulated instruction a more effective adjunct to community instruction are presented and discussed. Future research needs in this area also are suggested.
Adult Leisure Education for the Independent Use of a Community Recreation Center
Authors: Schleien Stuart J. , Larson Angela
Published: November 2015

The purpose of this study was to implement and evaluate a leisure education training program designed to teach the complete and functional use of a community recreation center to two adults with severe mental retardation. Since these individuals resided in a group home in close proximity to the recreation center, this recreation program was deemed socially valid by group home and park board staff. Community recreation center use by nonhandicapped citizens of the neighborhood was utilized in this program as the training standard.

Within a multiple baseline design across three recreational activities involving the recreation center, the participants acquired the skills necessary to access and use the recreational facility without the presence of the care provider. Results demonstrated that individuals with severe mental retardation could (a) acquire age-appropriate leisure skills to independently use a neighborhood center; (b) access a neighborhood recreation center in the absence of the residential care provider; and (c) partially, but effectively, interact with agency staff concerning personal preferences of recreational activities.
Do We Know Enough to Plan for Transition? A National Survey of State Agencies Responsible for Services to Persons wtih Severe Handicaps
Authors: McDonnell John , Wilcox Barbara , Boles Shawn M.
Published: November 2015

Transition of students with severe handicaps from school to community life has become a principle concern of parents, advocates, and professionals. The failure of students with disabilities to access appropriate vocational and residential services following school has highlighted the need for comprehensive transition planning at both an individual and systems level. Through interviews with state administrators of educational, vocational, and residential services, this study attempted to define the scope of the postschool service needs of individuals exiting public school programs on a national level. The results of the survey are discussed in terms of the implications for state agencies in effectively planning the transition of students with severe handicaps from school to postschool services.
Teaching the Use of a Multipage Direct Selection Communication Board to an Adult with Autism
Authors: Reichle Joe , Brown Liz
Published: November 2015

A 23-year-old adult with autism was taught to use a portable multipage direct select communication device. Prior to training, the learner had been reported to use several sign approximations perseveratively and out of context. Training procedures involved teaching the use of a generalized request symbol, a variety of object labels, a sequential searching strategy to locate the symbol(s) required to communicate a message, and the use of two-symbol requests. The learner requested and provided information during elicited generalization probes. He frequently was observed to request spontaneously but rarely self-initiated comments. A discussion of implications for future attempts to train the discriminative use of pragmatic language functions is included.
Staffing Strategies for Implementing Community-Based Instruction
Authors: Baumgart Diane , VanWalleghem John
Published: November 2015

This article describes eight staffing strategies that can be used to implement community-based instruction. Examples of the use of the strategies, advantages and disadvantages which may accrue with implementation, and a decision-making process for selecting particular strategies are discussed. A number of recommendations for enhancing the implementation and coordination of school and community-based instruction are mentioned as well as the need to collect additional cost-benefit data on the strategies presented.
Template Matching: An Objective Approach to Placing Clients in Appropriate Residential Services
Authors: Cone John D. , Bourland Gordon , Wood-Shuman Sherry
Published: November 2015

Informal strategies for placing clients in community residential arrangements are reviewed and contrasted with a more formal, objective strategy based on the template matching procedures of Bem (Bem & Funder, 1978; Bem & Lord, 1979). Group homes (N = 14) were described in terms of the minimum adaptive behavior required for successful placement therein. They were also described in terms of the maximum maladaptive behavior tolerated. The Pyramid Scales and Part II of the Adaptive Behavior Scale were used to develop the environmental templates. Considerable variation in behavior requirements was noted among group homes. A nonsignificant correlation between adaptive and maladaptive behavior requirements shows the need to consider both types of behavior when developing placement criteria. Implications of the template matching approach for decision making and for the design of various health and human services are discussed.
An Evaluation of the Effectiveness of an Extended Year Program
Authors: Barton Lyle E. , Johnson Harold A. , Brulle Andrew R.
Published: November 2015

This study evaluates the effects of extended year programming for individuals with severe handicapping conditions. Over a 2-year period, summer educational programs were provided for a portion of the available population in a large Canadian city. Data were gathered before the beginning of the educational program, at the end, and at times within the subsequent academic school year. These data suggest that students enrolled in summer programming gain an equivalent or greater amount of skills per amount of time as that gained during the regular school year. In addition, these skills are additive to those gained during the regular academic year.
Improving the Functional Utility and Effectiveness of Classroom Services for Students with Profound Multiple Handicaps
Authors: Green Carolyn W. , Canipe Vicki S. , Way Pamela J. , Reid Dennis H.
Published: November 2015

A difficult task facing special educators is the provision of appropriate educational services to students who have profound mental and physical handicaps. We evaluated a means of improving classroom services for this student population by (a) increasing their involvement in more functional educational tasks than those traditionally provided and (b) increasing their overall attending-to-task (on-task behavior). A multicomponent staff supervision and classroom management program was implemented with staff in three classrooms and was accompanied by large increases in functional task involvement in each classroom. The increases maintained over a 6-month period. The program was also accompanied by smaller, but consistent, increases in student on-task performances. The increased on-task behavior improved the classroom performances to a level above that observed in four control classrooms serving students with profound handicaps. A staff survey indicated a high degree of acceptance of the intervention strategy employed as well as the emphasis on functional educational tasks. Results are discussed in terms of continued development of more appropriate and effective educational services for individuals who have profound handicaps.
Hepatitis B: An Occupational Hazard for Special Educators
Authors: Bauer Anne M. , Shea Thomas M.
Published: November 2015

As a result of deinstitutionalization, more persons who are carriers of hepatitis B are attending public school classrooms for persons with handicaps. The behaviors demonstrated by some members of this population increase the risk of hepatitis B to both other students and staff. This article discusses the transmission and prevention of hepatitis B and the implications of the disease for special educators. Several administrative and legal issues of concern to special educators, administrators, students, and parents are presented.
Setting Free the Captives: The Power of Community Integration in Liberating Institutionalized Adults from the Bonds of Their past
Authors: Baker Milton J. , Salon Rebecca S.
Published: November 2015

This article demonstrates the power that integration can have in bringing out the positive potential within people with handicaps and in positively altering stereotypes and expectancies of staff. The experiences of nine people who had the opportunity to leave their institutional environment for a week-long vacation are described herein. During these vacations, all of which were in popular vacation spots in New York State, dramatic behavior changes were witnessed in the men and women from the institution. Staff were transformed as well: Their expectations and perceptions changed markedly. It became clear that a person's behavior and demonstrated abilities in an institutional setting cannot be used to predict his or her readiness for, or behavior in, a typical community setting. Other lessons which can be learned from community integrative experiences are included in these nine vignettes.
A Preliminary Evaluation of Independence in a Competitive Employment Setting
Authors: Wacker David P. , Berg Wendy K. , Visser Melissa B. , Egan John E. , Berrie Pat , Ehler Clarence , Short Becky , Swatta Patty , Tasler Bridget
Published: November 2015

Two students received 3 months of training at a community job site where they received minimum wage for performing clerical tasks (e.g., photocopying and mail sorting). In addition to documenting the students' improved performance on the job tasks, the students' independent demonstration of incidental behaviors was also evaluated within a case study design. Incidental behaviors were defined as any behavior that might increase independence in a job setting, but which did not receive direct instruction from staff. The results indicated that both students demonstrated increased independence in the work setting based on three qualitatively different measures of their incidental behavior. First, both students demonstrated substantial increases in their number of appropriate incidental behaviors across work days, suggesting that they were beginning to interact more appropriately with the work environment. Second, both demonstrated over 20 new incidental behaviors, suggesting that experience in the work environment resulted in collateral changes in behavior. Third, both students demonstrated a higher ratio of appropriate versus inappropriate behavior over time. The potential benefits of documenting incidental behaviors are discussed, as are limitations with the current approach.
A Comparison of Preschool and Elderly Community Integration/Demonstration Projects at the University of Missouri Institute for Human Development
Authors: Calkins Carl F. , Dunn Winnie , Kultgen Phyllis
Published: November 2015

This article reviews two community integration projects at the University of Missouri-Kansas City Institute for Human Development which illustrate model development across the life-span. The preschool project is aimed at successfully mainstreaming preschoolers who are handicapped with their nonhandicapped peers through the use of trained volunteers. The elderly project is directed at increasing community integration of elderly persons with developmental disabilities by using nonhandicapped elderly volunteer companions. A description of each project, including project goals, methods, and preliminary results is provided to develop a frame of reference for a comparative discussion of the strengths, weaknesses, and outcomes in these community-based demonstration projects. Three common variables are discussed: use of trained volunteers, changes in attitudes and knowledge by nonhandicapped volunteers, and measured outcomes for clients. The costs and benefits of model development are summarized.