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Results for “Persons with Intellectual Disabilities”

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PubMedDate not supplied

Supervisory training for teachers: multiple, long-term effects in an education program for adults with severe disabilities.

We evaluated a means of training special education teachers in supervisory strategies for improving specific teaching-related performances of their paraprofessional, teacher assistants. Using classroom-based instruction and on-the-job monitoring and feedback, seven teachers were trained to systematically observe the data collection and teaching performances of their assistants as well as to provide contingent feedback. The supervisory training for teachers, evaluated using a multiple-probe design across groups of assistants, was accompanied by improvements in data collection performances among seven of eight assistants. Improvement in other teaching skill applications also occurred. The improved performance among the assistants was maintained across a 17-month follow-up period. The supervisory training seemed to have multiple benefits in that the teachers' own teaching-related performances improved once teachers were trained to systematically observe and provide feedback to their assistants. The need for continued research is discussed to evaluate the benefits of supervisory training to improve and maintain other important areas of staff performance.

Adult↗
PubMedDate not supplied

Mobility versus sedentariness in task arrangements for people with multiple disabilities: an assessment of preferences.

This study was an attempt to assess preferences between a task arrangement involving mobility and a task arrangement involving sedentariness with three adults with multiple disabilities. Periods in which participants were exposed to both task arrangements were followed by periods in which they were allowed to choose between them. One participant had a strong preference for the task arrangement involving mobility from the beginning of the assessment. The other two participants developed a strong preference for the same task arrangement and showed higher levels of on-task behavior and/or of positive mood expressions within that arrangement. Aspects of the assessment as well as the use of assessment in daily contexts were discussed.

Activities of Daily Living↗
PubMed1990

Effects of a pragmatic teaching strategy for requesting information by communication board users.

The effects of a pragmatic teaching strategy on 4 nonspeaking children's abilities to initiate requests for information (i.e., who, what, and where) using manual communication boards were investigated. A teaching strategy based on milieu teaching and time-delay procedures was developed and embedded in naturally structured communication tasks to evoke information requests. Results indicated that information requests using the communication board occurred only after the pragmatic teaching strategy was applied sequentially to the three request types during the experimental condition. This effect was demonstrated repeatedly across the 4 subjects. Although generalization across request types was not demonstrated, substantial generalization was found across partners and environments. A social validation measure confirmed the treatment effectiveness. Independent raters perceived significant differences when viewing before- and after-training videotapes on 7 of 10 communication variables for all subjects.

Child↗
PubMed1978

New directions in the evaluation and education of handicapped children.

The Education for All Handicapped Children Act of 1975, which went into effect last October, ensures the right of handicapped children to free appropriate public education. State and local education agencies are required to identify, evaluate and provide services for all disabled children. This multibilliondollar program will guarantee special education resources for up to 12 per cent of American children. A role for physicians in the program is implied rather than defined in the law. Their involvement will vary somewhat from state to state, but will at a minimum involve counseling parents whose children are under evaluation. The law assumes a sophistication of diagnostic ability and curriculum design that does not yet exist, and therefore places a special burden upon physicians to deal effectively with patients now, while developing better training programs and assessment tools, and makes essential the enhancement of the communication between doctors and educators.

Adolescent↗
PubMed2003

Comparison of the psychosocial typology of children with below average IQ to that of children with learning disabilities.

This study investigates the subtypal patterns of psychosocial functioning of children with below average IQ (BAIQ) using the application of both Q-factor analysis and profile-matching. The results suggest that the psychosocial dimensions of children with BAIQ are quite similar to those of children with LD in a general sense. Many of the same subtypes were derived, and the proportions of children displaying normal, mild, and severe levels of psychopathology were not significantly different from those of children with LD. There were some minor differences, however: For example, children with BAIQ exhibited a greater tendency to display psychopathology with internalizing features. Consistent with previous research involving children with LD, there were no changes in either type or severity of psychopathology with advancing years.

Adolescent↗
PubMed1982

Teacher attitudes toward normal and exceptional groups.

A social distance scale was administered to 57 teachers in a small rural midwestern school district in order to assess their attitudes toward normal and exceptional groups. Findings revealed a hierarchy of preference for the different groups. Normal and gifted were the most accepted, followed by perceptually handicapped and physically handicapped. Least accepted were mentally retarded, emotionally disturbed, and delinquent. An analysis of eight different interpersonal situations revealed that, for all situations except marriage, teachers tended to accept several handicapped groups, including physically handicapped, speech handicapped, and perceptually handicapped. Mentally retarded, emotionally disturbed, and delinquent groups were rejected for all interpersonal situations.

Attitude↗
PubMed1985

Educational rehabilitation of mentally and physically handicapped children in Benin City, Nigeria.

Handicapping diseases have remained major problems associated with immense suffering and superstition in the African setting. There are no accurate vital statistics of the incidence of mental and physical retardation in children in Nigeria, but it is presumed to be higher than in the U.S.A. or Europe. This study shows that provision for education and rehabilitation for handicapped children, such as school accommodation, transportation, teaching aids, specialist teachers etc., attract low priority in the minds of the education planners. In developing countries, the efforts of voluntary organizations to supplement government efforts should be encouraged by the Government and by the public. Intensive health education is needed for the public and also for the teachers who come in contact with handicapped children.

Adolescent↗
PubMed2003

Microswitch clusters to enhance non-spastic response schemes with students with multiple disabilities.

PURPOSE: The study explored whether the use of microswitch clusters could enhance the performance of correct (non-spastic) response schemes by two students with multiple disabilities. METHOD: The study started with baseline on the two responses selected for each student. Then, intervention was implemented on the first response. This was followed by new baseline and intervention on the second response. Subsequently, intervention sessions on the two responses were alternated. Post-intervention checks were carried out over periods of 4 and 2.5 months. RESULTS AND CONCLUSIONS: Both students had an increase in correct response schemes and, conversely, a decline in spastic response schemes. The importance and practicality of microswitch clusters to enhance appropriate responding in students with multiple disabilities were discussed.

Adolescent↗