Practical support for the supervision of the implementation of behavior plans for individuals with severe disabilities: a book review.Behavior analysis applications in developmental disabilities series: Vol. 1. working with staff to overcome challenging behavior among people who have severe disabilities: a guide for getting support plans carried out, Dennis H. Reid & Marsha B. Parsons, 2002. Habilitative Management Consultants, Morganton, NC 286 Pages. 29.00, ISBN 0-964-5562-3-5

2003 ◽  
Vol 18 (4) ◽  
pp. 299-302
Author(s):  
Nina J. Pinnock
Keyword(s):  
Developmental Disabilities ◽  
Challenging Behavior ◽  
Severe Disabilities ◽  
Management Consultants ◽  
Practical Support ◽  
Behavior Plans

scholarly journals An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

2021 ◽  
Author(s):  
Melaura Andree Erickson Tomaino ◽  
Alissa L. Greenberg ◽  
Sarah Ann Kagawa-Purohit ◽  
Sagui A. Doering ◽  
Edward Steven Miguel
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Severe Disabilities ◽  
Technology Study ◽  
Educational Benefits ◽  
Additional Information ◽  
Behavioral Needs ◽  
Severe Developmental Disabilities ◽  
Learning Programs ◽  
Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

Technological Solutions for Helping Adaptive Responding of Children with Severe to Profound Developmental Disabilities

2022 ◽  
pp. 1845-1858
Author(s):  
Viviana Perilli ◽  
Fabrizio Stasolla ◽  
Adele Boccasini
Keyword(s):  
Developmental Disabilities ◽  
Assistive Technology ◽  
Challenging Behavior ◽  
Adaptive Response ◽  
Social Contact ◽  
Clinical Practices ◽  
Literature Overview ◽  
Adaptive Responding ◽  
Cluster Technology

This article provides the reader with a literature overview of the newest empirical evidences available on the use of assistive technology-based programs for teaching and improving adaptive responding of children with severe to profound developmental disabilities. Four main categories of studies were selected, regarding (a) the technology for promoting independent access to positive stimulation, (b) the combination between microswitch and VOCA aimed at asking for social contact with a caregiver, (c) the cluster technology for increasing an adaptive response, and simultaneously reducing a challenging behavior, (d) the technology for requesting and choosing desired item or the access to the literacy. Overall, 26 studies were reviewed, and 75 participants were involved. The outcomes were largely positive, although few failures occurred. Psychological and Rehabilitative implications of the findings for both research and clinical practices were critically discussed

Community Integration in Vermont

1986 ◽  
Vol 11 (4) ◽  
pp. 294-299 ◽  
Author(s):  
Wes Williams ◽  
Wayne Fox ◽  
Lu Christie ◽  
Jacque Thousand ◽  
Michael Conn-Powers ◽  
...  
Keyword(s):  
Special Education ◽  
Developmental Disabilities ◽  
Family Support ◽  
Community Integration ◽  
Systems Change ◽  
Severe Disabilities ◽  
The State ◽  
Vocational Services ◽  
The University ◽  
University Of Vermont

The Center for Developmental Disabilities, a University Affiliated Facility Satellite, at the University of Vermont, has had a major role in facilitating community integration throughout the state. This article describes the development and implementation of a statewide interdisciplinary model for providing special education to learners with severe disabilities and the Center's role in facilitating systems change in early special education, recreation/leisure opportunities, vocational services, and family support.

Reliability of Structured Interviews for the Assessment of Challenging Behaviour

1993 ◽  
Vol 10 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Jeff Sigafoos ◽  
Michelle Kerr ◽  
Donna Roberts ◽  
Donna Couzens
Keyword(s):  
Developmental Disabilities ◽  
Direct Observation ◽  
Severe Disabilities ◽  
Challenging Behaviour ◽  
Assessment Methodology ◽  
Structured Interviews ◽  
Interview Protocol ◽  
Problem Behaviours ◽  
Aggressive Behaviours

While structured behavioural interviews are often used in the assessment of problem behaviours among persons with developmental disabilities, there are no data on the reliability of this assessment methodology. In the present study, the reliability of a 15 item interview protocol was determined by comparing the answers provided by different staff concerning the aggressive behaviours displayed by 18 persons with severe disabilities. Agreement was generally low with an overall mean of 43% across clients and questions. The results suggest that information obtained from structured behavioural interviews should be verified by direct observation.

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