Catherine Nelson

Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings.

Three preschool-aged children with disabilities were taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing access to natural consequences for appropriate responses. Interventions occurred in inclusive preschool classrooms. The intervention strategy was effective in teaching functional communication behaviors using AAC for all three participants. Survey data on the acceptability of the intervention to preschool staff, and ecobehavioral data examining the impact of the intervention on child participation and use of symbolic communication are also discussed.

A Framework for Understanding Young Children with Severe Multiple Disabilities: The Van Dijk Approach to Assessment

This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach–withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.

Young Children with Autism: Judicial Responses to the Lovaas and Discrete Trial Training Debates

In the last decade, parents have filed an increasing number of due process hearings and court cases requesting the Lovaas method, an intensive discrete trial training based on select principles of applied behavior analysis, for their young children with autism. This article examines provisions of the Individuals with Disabilities Education Act (IDEA) that relate to these cases, the Lovaas method and research issues surrounding it, published federal cases decided since the revisions to IDEA in 1997, and public policy issues that have surfaced as a result of the controversial cases. Recommendations for addressing these issues are offered.

Improving Support Service Decision-Making: Consumer Feedback Regarding Updates to VISTA.

This study provides data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning educationally necessary support services for 11 students with multiple disabilities in general education classes. These data provide evaluative consumer feedback about changes in VISTA based on limitations identi® ed through previous research. The results indicated that the changes were perceived positively by consumers, particularly related to overall quality, practicality, and more substantive involvement of parents and general education teachers in support service decision-making. Study respondents also identi® ed areas in need of continued improvement in VISTA. Implications for future research, development, and practice are discussed.

Stress, Behavior, and Children and Youth Who Are Deafblind.

Children and youth who are deafblind with multiple disabilities have several identified risk factors for experiencing toxic levels of stress, and such stress is known to impair physical, mental, and emotional health. This single-case multiple baseline study examined the frequency and duration of behaviors thought to indicate stress, the duration of active participation in class activities, and the effect of the stress hormone salivary cortisol to determine the extent to which participating students with deafblindness were experiencing stress and how it affected their behavior and participation in school activities. Examined were three groups of intervention strategies designed to decrease stress and its behavioral manifestations and, at the same time, increase active participation. The selected intervention strategies did significantly lower behaviors that had been thought to indicate stress and concomitantly increased active participation. However, sampled salivary cortisol demonstrated only one instance of actual toxic stress. This finding is discussed from the perspective of delineated protective factors against toxic stress.

Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind

Self-regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple-baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail.

Using Graphic Symbols to Teach Children with Autism to Enter into Playgroups.

Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.