Pamela S. Wolfe

The Influence of Personal Values on Issues of Sexuality and Disability

Issues of sexuality and disability have traditionally been value-ladened areas. Using quantitative and qualitative methodology, attitudes toward sexual practices and relationships of individuals with disabilities were examined. Responses of teachers and administrators were differentiated on the variable of level of disability (moderate and severe disabilities). Results of the study indicated that teachers and administrators differentiated between individuals with moderate and severe disabilities on issues of sexual practices, types of relationships deemed appropriate, and the right to have children. The potential effects of trainer values on sexuality issues of individuals with disabilities are discussed.

Making Inclusion a Reality for Students with Severe Disabilities

include students with severe disabilities in the general education classroom (see box, “What Does the Literature Say?”). Let’s focus on how and when and where. This article provides helpful perspectives and suggestions for teachers, students, and parents in the struggle to provide an appropriate education for all students. Here, we provide a cascade of integration options for inclusion. These integration options are based on the work of many researchers (Bradley, King-Sears, & Tessier-Switlick, 1997; Giangreco, Cloninger, & Iverson, 1998; Janney & Snell, 2000; Stainback & Stainback, 2000). In these options, we have applied content area instruction to inclusive settings, using a case example. We have also outlined a system designed to facilitate collaborative planning between general and special education teachers, using a student’s individualized education program (IEP) as a foundation for decision making. Use of the IEP ensures that educational programming is both individualized and integrated with the general classroom curriculum.

Regular and Special Educators' Perceptions of Transition Competencies

We conducted a survey to examine the (a) perceived importance of 30 transition-related teacher competencies as rated by regular educators and (b) nature of their preparation for tranition programming for students with disabilities. A total of 39 ompleted surveys (72%) were returned from regular educators in ennsylvania. We compared these results with similar data collected from another group of special educators to ascertain the degree of correspondence in transition competency ratings and training between regular and special educators. Results indicated that while the majority of educators had received some inservice training on transition, there were a number of competency areas in which the majority of regular educators received no training. Regular and special educators differentially rated the importance of six teacher competency areas. We discuss the meaning of these results for practice and service delivery.

Use of Video Modeling and Video Prompting Interventions for Teaching Daily Living Skills to Individuals with Autism Spectrum Disorders: A Review.

Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with ASD daily living skills. The findings suggest that daily living skills can effectively be taught through technology-enhanced methods, with video prompting reported as being an effective intervention method and video modeling being somewhat effective at increasing skill acquisition for students with ASD. Future research must address the effect that various components of the interventions (e.g., model type, perspective, length of video, error correction procedures, prompting fading, voiceover, method of viewing the video) have on student performance.

Sex Education for Students with Disabilities An Evaluation Guide

fied whether the material is designed for students with disabilities? Is the intended audience students with mild, moderate, or severe disabilities? • Is the reading level of the material appropriate? • If the intended audience has not been specified or is different from my students, can the materials adequately be adapted? These are a few questions educators need to ask when selecting or evaluating a sexuality education curriculum. As with other curricula decisions, educators must evaluate sexuality education curriculum in a systematic, informed manner and create a “match” among students, their families, and selected materials. We have developed several strategies to assist educators in reviewing appropriate sexuality curricula for their students with disabilities. The strategies include an instrument to evaluate components of a sexuality education curriculum and a set of questions designed to assist educators in finding a match between the curricula, the needs of students and their families, and available resources.

Potential Applications of Behavioral Fluency for Students With Autism

Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue.

A Review and Analysis of the Picture Exchange Communication System (PECS) for Individuals with Autism Spectrum Disorders Using a Paradigm of Communication Competence

Research related to the use of the Picture Exchange Communication System (PECS) with individuals having autism spectrum disorders (ASDs) was examined using a communication competence paradigm detailed by J. C. Light (1988, 1989, 2003). Communication components were operationalized based on skills identified in ASD research. A review was conducted to examine general PECS outcomes and outcomes related to communication competence including generalized, spontaneous, and joint attention abilities, and maintenance. Results indicated that there were few empirical studies related to the PECS. Of note, the reported studies indicated generally positive outcomes for individuals with ASDs, particularly related to manding and generalization. When the communication competence paradigm was applied, results indicated that, in its present form, the PECS needs to be used as a part of a multimodal communication system. Results suggest that training related to the PECS includes joint attention and question asking. Recommendations for the use of PECS and future research with individuals having ASDs are outlined.

Judgment of the Social Validity of Instructional Strategies Used in Community-Based Instructional Sites.

This study examined differences in attitude toward the social acceptability of training techniques commonly used in community-based sites (skill acquisition, reduction of inappropriate behaviors, and data collection techniques). The subjects (N = 178) in this investigation were volunteers and members of one of the following four groups: sheltered workshop staff, job coach staff, fast food restaurant staff, and business students. These groups of respondents represented individuals with a current or future involvement with persons having severe disabilities in community sites. Respondents were asked to complete the Survey of Community-based Training Procedures (SCTP) scale, which measured attitudes toward the social acceptability of antecedent, consequence, and data collection techniques. Results of the study indicated that groups of respondents differentially rated the social acceptability of training techniques. Factors affecting ratings of social acceptability are discussed and implications for future research delineated.

Sociosexuality Education for Persons with Autism Spectrum Disorders Using Principles of Applied Behavior Analysis

emerged as one of the most effective empirically based strategies for instructing individuals with autism spectrum disorders (ASD). Four ABAbased strategies that have been found effective are video modeling, visual strategies, social script fading, and task analysis. Individuals with ASD often struggle with issues of sociosexuality. How can ABA principles be applied to sociosexual education for individuals with ASD? What content areas should such instruction comprise? What are the best practices for teaching?

Self-Advocacy Preparation of Consumers with Disabilities: A National Perspective of ADA Training Efforts

To understand efforts of Mental Health/Mental Retardation/Developmental Disabilities (MHMR/DD) agencies to prepare clients with disabilities to assert their rights under the Americans with Disabilities Act (ADA), MHMR/DD personnel in 50 states responded to questions about self-advocacy needs of clients, nature of agency training in ADA self-advocacy, success of training strategies, barriers to client training, and perceived impact of the ADA. Respondents believe MHMR/DD clients need training in advocacy-related skills. They cite a number of barriers to client self-advocacy preparation. Respondents see minimal impact of the ADA on the lives of agency clients; however, they are optimistic that future impact will be significant.