Maureen M. Schepis

Acquisition and functional use of voice output communication by persons with profound multiple disabilities.

The acquisition and subsequent functional use of communication skills by persons with profound mental and physical impairment using a voice output communication aid (VOCA) was evaluated. Initially, a graduated guidance and time delay procedure was used to teach three individuals to use a VOCA in response to a trainers specific request. Results indicated that all participants increased their correct VOCA activations in response to specific requests following training. Probes also indicated that participants effectively used the VOCA after training to request preferred items in a variety of settings. The functional utility of VOCA skills was supported by a survey of individuals unfamiliar with the participants. This survey indicated that those surveyed could better understand the participants when they used a VOCA. Results are discussed as to potential advantages of VOCAs relative to other augmentative communication options for persons with multiple disabilities. Future research directions are discussed, focusing on strategies for promoting a broader set of communicative interactions using VOCAs.

Training Support Staff for Teaching Young Children with Disabilities in an Inclusive Preschool Setting

A growing trend in early intervention for children with disabilities is to provide education and related services in inclusive environments. One factor affecting the degree to which children with disabilities benefit from intervention in inclusive settings is the support staffs proficiency in teaching. We evaluated a rapid training program for improving the teaching skills of six support staff in a community-based preschool. Following baseline, staff were taught basic teaching skills (e.g., prompting, reinforcing, and correcting errors) through verbal and written instructions, role playing, and on-the-job monitoring and feedback. Results indicated all staff reached the 80% correct teaching skills criterion during participation in the training program. Results also indicated that children with disabilities made progress toward acquiring adaptive skills when staff applied the teaching skills within the context of naturally occurring activities in the preschool. Acceptability evaluations completed by support staff suggested the training program was well received among the staff and addressed child-teaching skills that could be realistically applied within the ongoing preschool routine. Discussion focuses on the need for continued research on staff-training methodologies for developing other types of teaching skills useful in inclusive settings and on how application of such skills can play an important role in positive behavior support.

Training Preschool Staff to Promote Cooperative Participation among Young Children with Severe Disabilities and Their Classmates

Young children with severe disabilities often require specific support to participate in activities with typically developing peers in inclusive preschools. We evaluated a program for training preschool staff to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing videotaped scenarios of examples of how to prompt and praise cooperative participation during different free-play situations, along with specific instructions and on-the-job feedback. The program was implemented with 2 staff persons who worked with 2 preschoolers with severe disabilities in two classrooms. Each time the staff training program was implemented, increases occurred in cooperative participation between the child with disabilities with whom a staff person worked and typically developing peers. Concurrent observations of a child whose support staff did not receive training revealed no corresponding increases in cooperative participation. Results are discussed regarding the importance of staff training procedures that directly impact child performance.

Observational assessment of toy preferences among young children with disabilities in inclusive settings. Efficiency analysis and comparison with staff opinion.

Numerous investigations have demonstrated means of assessing preferences among students and adults with disabilities. In contrast, there has been little attention on preference identification among young children. We evaluated a preference assessment with 7 toddlers and preschoolers with disabilities in inclusive programs. First, identification of toy-play preferences was compared across three assessments that varied in amount of toy-play behavior sampled and time required for implementation (5-, 10-, and 15-session assessments). Second, results of the assessments were compared to staff opinion. Results indicated the most efficient assessment identified preferences that generally were consistent with preferences identified with the less time-efficient assessments. Results also indicated staff reports did not consistently indicate which toys were played with most frequently. Overall, results demonstrate an efficient means of determining preferences among young children with disabilities in inclusive settings. Results also suggest that staff opinion should not be relied on exclusively to determine preferences.

Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

This paper focuses on the role of human service staff when supporting individuals with severe disabilities who use speech-generating devices (SGDs) for functional communication. Following a brief overview of research that demonstrates the efficacy of SGDs within this group, a summary is provided of skills staff require to help ensure that individuals with severe disabilities have opportunities to use SGDs in effective ways. A competency- and performance-based training model (based on adult learning principles) which has evolved through applied research is discussed in relation to providing relevant skills training. An applied research-based model for supervising and monitoring staff performance of SGD-related duties and responsibilities is also presented. Directions for future research, aimed at further enhancing the capacity of human service personnel to support people with severe cognitive disabilities in using SGDs, are noted.

Naturalistic Observations of Classrooms Serving Severely Handicapped Persons: Establishing Evaluative Norms.

A naturalistic, observational analysis was conducted of 43 self-contained classrooms serving severely handicapped students. The primary focus of the observations was on levels of on-task student performance and student involvement in functional educational tasks. Results indicated that during designated instructional periods, slightly less than half of all student time was spent on-task. When students were on-task, almost two-thirds of their time involved nonfunctional instructional tasks. Results are discussed in terms of establishing norms for evaluating and improving educational services for the severely handicapped. Additionally, future research directions are noted, with a particular emphasis on investigating means of assisting educators in providing more useful teaching tasks for severely handicapped students.

A rapid training procedure for teaching manual sign language skills to multidisciplinary institutional staff.

The benefits of teaching manual sign language skills to severely and profoundly mentally retarded persons are becoming well documented. However, if these individuals are to use manual signing for functional communication, then their daily caregivers must also be skilled in the use of signs. In this study, a program for teaching signing skills to institutional personnel was evaluated. The generality of the programs effectiveness was investigated in three studies involving different groups of staff: paraprofessional direct care staff, specialty habilitation persons, and nurses. Results showed that the training program, consisting of written and verbal instructions, modeling, practice, and verbal feedback, was effective in rapidly teaching signs to all participating staff members. Also, the acquired signing skills maintained over time, the program was well received by staff, and staff used the signs in their routine interactions with institutionalized residents. Results are discussed with respect to the need to insure that handicapped individuals have a manual signing community with which to use their signing skills and to important components of effective staff training programs.

Assistive Technology Assessment

The purpose of this study was to examine assessment procedures used to determine assistive technology needs of individuals with physical disabilities during the transition process from school to work. Three assessment protocols were used: 1) a professional multidisciplinary model; 2) a video screening model; and 3) a job coach model. Five students with physical disabilities received each of the three assessment protocols. A multiple case study design was used to evaluate assistive technology recommendations generated by the models for each of the participants. Results are discussed in terms of advantages and disadvantages of assessment protocols with regard to assistive technology recommendations for students in the transition process.

Embedding Sensory Preference into Toys to Enhance Toy Play in Toddlers with Disabilities.

Playing with toys as a means of environmental engagement has long been considered important in early child development (D. J. Messer, D. Rachford, M. E. McCarthy, & L. J. Yarrow, 1987; M. Wolery, M. G. Werts, & M. Holcombe, 1994). However, children with highly significant disabilities often engage in toy play less frequently than their peers without disabilities (P. M. Blasco, D. B. Bailey, & M. A. Burchinal, 1993; C. F. DiCarlo, D. H. Reid, & S. B. Stricklin, 2003; M. B. Langley, 1985) and frequently need specialized support to promote toy play (J. J. Ivory & J. A. McCollum, 1999; M. B. Langley, 1985; S. Sandall, 2003). In this study, preference assessment technology was used to identify preferred sensory attributes of very young children. Once identified, those attributes were embedded into a toy previously identified as nonpreferred. The initial paired-item presentation consisted of a rotation of 4 toys from the natural environment using a child-directed approach, which consisted of choice, prompting, and praise for completion of functional toy play. An additional condition added the childs preferred sensory attribute to a nonpreferred toy using the above-mentioned procedures. Results indicated that the addition of a preferred sensory attribute increased selection of that toy with 2 of 3 children and resulted in increased independent functional toy play for all 3 children.