https://www.archives-pmr.org/article/S0003-9993(01)63844-9/pdf

The community integration measure: development and preliminary validation.

When the transition movement began as a federal initiative in 1984, it was conceptualized as “an outcome-oriented process leading to employment.” Although many educators viewed this narrow focus on employment as too constrictive, an alternative framework for conceptualizing transition outcomes has been slow to develop. This article explores a broader framework, quality of life, organized around three topics: (1) theoretical issues that pertain to the definition and conceptualization of quality of life; (2) research findings that provide support for quality of life as an outcome framework for evaluating transition programs and services; and (3) a few suggestions about issues we should address as we move through the 1990s.

Quality of Life as a Conceptual Framework for Evaluating Transition Outcomes

Background This study explored 'loneliness' as experienced by adults with intellectual disability, with 'intermittent' to 'limited' support needs. Method A measure of loneliness was piloted, and qualitative techniques used to develop a greater understanding of the participants' experience. Results The Loneliness Scale proved valid and reliable and the participants reported loneliness in ways comparable with the general population. Conclusions The findings demonstrate the effectiveness of combining quantitative and qualitative techniques to enhance understanding of people's perspective when developing support systems to promote their quality of life. Based on participant perspectives, recommendations are made concerning the issues and types of support families and professionals could consider when seeking to assist people with intellectual disability address loneliness. Further investigation of the effects of differing educational and vocational opportunities on people's post-school social networks appears warranted.

'I Get by with a little help from my friends': Adults with intellectual disability discuss loneliness

This study evaluated the effects of visual performance feedback (VPF) on teacher use of behavior-specific praise. In addition to receiving individual VPF, teachers participated in group consultation focused on increasing competence in the use of behavior-specific praise. Three general education elementary teachers and six students participated in the study. Classroom peer composite data were also collected. Teacher and student behaviors were monitored across baseline and VPF conditions in a multiple baseline design. The results indicated that VPF resulted in an increase in behavior-specific praise for participating students across all teachers relative to baseline. Additionally, teachers increased their use of behavior-specific praise with classroom peers. The findings highlight the need for direct assessment of intervention implementation and for the collection of peer data to identify collateral intervention effects.

The effect of visual performance feedback on teacher use of behavior-specific praise.

In this article we discuss the definition of emotionally disturbed (ED) from the Individuals with Disabilities EducationAct, with a specific focus on the clause contained in this definition, which is designed to exclude from special education services students who are considered to be socially maladjusted (SM). The history of the SM exclusionary clause and its impact is detailed herein. We argue that the federal ED definition, and especially its SM exclusionary clause, have both served to inhibit the progress of the behavior disorders subspecialty within the special education field, and have diverted energy and attention from more important aspects of serving students with behavioral and emotional problems. From both a pragmatic and empirical standpoint, we argue that the SM exclusionary clause is untenable, and that it deserves neither our support nor the continued professional focus that it continues to demand. Using the “Triangle of Support” model as an exemplar, we propose that assessment methods should be linked to comprehensive systems of service delivery to provide a true cascade of services for students with behavioral and emotional problems. Recommended alternative definitions of ED are discussed, including the National Coalition definition of Emotional and Behavioral Disorders that narrowly missed congressional approval for replacing the current definition. Further, we recommend adoption of the externalizing‐internalizing broadband dimensional dichotomy as an emerging and scientifically sound alternative way of conceptualizing emotional and behavioral problems. © 2004 Wiley Periodicals, Inc.

Deconstructing a Definition: Social Maladjustment versus Emotional Disturbance and Moving the EBD Field Forward.

We examined the differences between early and late start juvenile delinquents in a sample of 531 previously incarcerated youth in Oregon's juvenile justice system. Data were analyzed with logistic regression to predict early start delinquency based on four explanatory variables: foster care experience, family criminality, special education disability, and socioeconomic status. Youth with foster care experience were four times more likely to be early start delinquents than youth with no foster care experience. Youth with a family member convicted of a felony were two times more likely to be early start delinquents than youth with no family felony. Implications for future research are discussed, as well as implications for practice and policy. We suggest that future studies examine differences between male and female delinquents, the effects of foster care on children, and interfamilial processes that facilitate criminal behavior. Efforts to support children and families at risk of abuse and neglect should be reexamined in light of the results of our study, which adds to the emerging knowledge base regarding the relationships between violence experienced in early childhood, and future criminal behavior.

Different Pathways to Juvenile Delinquency: Characteristics of Early and Late Starters in a Sample of Previously Incarcerated Youth

This study examines the empirical validity of a multi-dimensional model of community adjustment, utilizing a sample of adults with disabilities from semi-independent living programs in 4 western states. The findings confirm a proposed 4 dimensional model, including occupation, residential environment, social support/safety, and client satisfaction as largely independent dimensions of community adjustment These findings are discussed with respect to the current Federal model of transition in the United States, looking particularly at the implications for program planning and program evaluation.

An Empirical Analysis of the Dimensions of Community Adjustment for Adults with Mental Retardation in Semi-Independent Living Programs

On My Own: The Impact of Semi-Independent Living Programs for Adults With Mental Retardation

The present study examined the effects of one component of overcorrection—verbal reprimands—and compared them with the effects of the entire overcorrection procedure. Generalization and maintenance of effects were also evaluated. A combined reversal and multiple-baseline experimental design was used to evaluate the effect of the various contingencies on the inappropriate searching behavior of a severely and profoundly mentally retarded adult living in a group home. Searching was defined as carefully and thoroughly touching floors, sofas, cabinets, etc. Data were collected by group-home personnel during three separate observation periods each day of the 115-day study: before breakfast, after breakfast, and after dinner. Observers also served as experimenters. Following an initial baseline phase, verbal reprimands followed searching behavior during two daily experimental periods in multiple-baseline fashion. An immediate reduction of searching during experimental periods occurred with the onset of verbal reprimands. No reduction was observed in the third daily observation period, the control session. After a second baseline phase, during which searching behavior was not shown to return to the original baseline levels, overcorrection procedures (washing hands) were instituted. Overcorrection virtually eliminated inappropriate searching during both daily experimental periods. Further, the effects generalized to the daily control session. In a final experimental phase, decreased searching behavior was maintained with verbal reprimands alone.

/pdf/overcorrection-generalization-and-maintenance1-1yxtw98jwg.pdf

Overcorrection: generalization and maintenance1.

This article focuses on the theme of, "What's right with behavior disorders?" In recent years, the internal and external attacks on special education have accelerated markedly. The field of behavio...

What Is Right With Behavior Disorders: Seminal Achievements and Contributions of the Behavior Disorders Field

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