Bonnie R. Kraemer

Quality of Life for young adults with mental retardation during transition

The quality of life of 188 young adults with moderate or severe mental retardation was examined. Schalock and Keiths (1993) Quality of Life Questionnaire (QOL-Q) was used as the primary outcome measure. Young adults who had exited high school had significantly higher overall quality of life scores than did those who were still attending school. Individuals who had jobs in the community also had significantly higher levels of quality of life. Although young adult adaptive functioning was the single largest indicator of the QOL-Q index total score and three of the four subscales, it was not related to scores on the Satisfaction subscale. Here, family- and environment-related variables played a greater role. Implications and directions for future research are discussed.

Transition Satisfaction and Family Well Being Among Parents of Young Adults With Severe Intellectual Disability

The transition from high school to adulthood is a critical life stage that entails many changes, especially for youth with severe intellectual disability. The transition period may be especially stressful for the families of these young adults, who often experience a sudden change, or decrease, in services. However, little research has examined what constitutes a successful transition for the families of these individuals. The present study examined parent perspectives of transition for 128 young adults with severe intellectual disability, specifically, parent satisfaction with transition. Results suggested that transition satisfaction is related to young adult, family, and environmental characteristics, with environmental characteristics being the strongest predictors of transition satisfaction. Furthermore, transition satisfaction is related to multiple measures of family well being, indicating the tremendous need for considering the broader family system when planning for a young adults transition. Implications and directions for future research are discussed.

Exploring the Link Among Behavior Intervention Plans, Treatment Integrity, and Student Outcomes Under Natural Educational Conditions:

Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight by researchers, it is unclear whether these relationships hold true when implemented under real educational conditions. The purpose of this research was to conduct an initial study evaluating the relationship among the evidence-based quality of federally mandated BIPs, treatment integrity, and student outcomes under real-world educational conditions free from the help of researchers. Results indicated that the evidence-based quality of BIPs was significantly related to positive student outcomes. Results also supported the role of treatment integrity as a mediator of the relationship between the evidence-based quality of BIPs and student outcomes. The implications and limitations of this research as well as directions for future research are discussed.

Asperger syndrome and high functioning autism: research concerns and emerging foci

Purpose of review This review focuses on papers that pertain to recent work on Asperger syndrome or high functioning autism. We noted areas in which there was a preponderance of research published over the last year, including: social communication, sensory characteristics, eye gaze, neurocognitive aspects, comorbidity, and treatment and intervention studies. Recent findings Children, adolescents, and even adults with Asperger syndrome/high functioning autism appear to be deficient in social skills that involve self-referencing, empathy, determination of emotions in others or inferring the thoughts of others. Some neurocognitive studies suggest that Asperger syndrome and high functioning autism are distinct disorders. A variety of social-behavioral interventions appeared in the literature, with generally positive outcomes. Comorbidity of Asperger syndrome and other psychiatric conditions (e.g. attention-deficit hyperactivity disorder or depression) continues to be identified. Summary Studies focusing on descriptions and specific sequelae of social deficits in Asperger syndrome/high functioning autism dominated the literature of the past year. With the decoding of the human genome it is also likely that the search for genetic pathways to Asperger syndrome/high functioning autism will continue. Finally, based on the almost total lack of information in this area, there is a clear need to develop better understanding of the experience of families raising children with high functioning autism or Asperger syndrome.

Effects of Training on the Use of the Behavior Support Plan Quality Evaluation Guide with Autism Educators: A Preliminary Investigation Examining Positive Behavior Support Plans.

Positive behavior support (PBS) plans are required practice for students whose behaviors impede their learning or that of others. Educators of children and youth with autism and other developmental disorders represent a subgroup of special educators who are frequently involved in the development of PBS plans. The goal of this research was to assess the effect of a specific, brief training delivered to improve the substantive, evidence-based quality of PBS plans developed by autism educators in a graduate-level university program. Intra-individual tests of significance revealed that the training significantly improved the quality of PBS plans. The plan components with the highest ratings were predictors of problem behavior and behavioral definition, whereas the components with the lowest ratings were behavioral goals/objectives and team communication. The implications for delivering brief trainings to improve evidence-based practice, as well as limitations and future directions, are discussed.

Students with Dual Diagnosis: Can School-Based Mental Health Services Play a Role?

ABSTRACT This article describes and investigates initial findings from the Esperanza Mental Health Services (EMHS) Program, which is an intensive outpatient program that provides individual and group mental health services for students with “dual diagnosis” or developmental disabilities and co-occurring mental health problems. Previous research substantiates that the mental health needs of this population are significant, yet often go unaddressed in school settings. Preliminary outcomes for a sample of 61 children ages 4–22 suggest improvements in important school indicators, such as suspensions and absences during the year of program implementation, as well as positive changes in parent-reported mental health functioning. Lastly, parent satisfaction regarding these services and supports was high. The implications of these results for a proposed school-based mental health service delivery model within a multi-tiered system of prevention and intervention are discussed.