Download the Journal (PDF) - Division on Autism and ...

More documents

Recommendations

Info

http://www.larta.org/lavox/articlelinks/2005/ 050425_workforce.asp. Polloway, E. A., Patton, J. R., Smith, J. D. & Roderique, T. W. (1991). Issues in program design for elementary students with mild retardation: Emphasis on curriculum development. Education and Training in Mental Retardation, 26, 142–150. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25–40. Remillard, J. T. (1997, March). Ma<strong>the</strong>matics teaching as improvisation: A problem for policy implementation. Paper presented at <strong>the</strong> annual meeting of <strong>the</strong> American Educational Research Association, Chicago. Remillard, J. T., & Bryans, M. B. (2003). Teachers’ orientations toward ma<strong>the</strong>matics curriculummaterials: Implications for curricular change. Manuscript submitted for publication. Retish, P., Hitchings, W., Horvath, M., & Schmalle, B. (1991). Students with mild disabilities in <strong>the</strong> secondary school. New York: Longman. Sabornie, E. J., & deBettencourt, L. U. (1997). Teaching students with mild disabilities at <strong>the</strong> secondary level. Merrill: Columbus, OH. Snell, M., & Browder, D. (1987). Domestic and community skills. In M. Snell (Ed.) Systematic instruction of persons with severe handicaps (pp. 390–434). Columbus, OH: Charles E. Merrill. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Standard & Poor’s. (2004). School Data. Retrieved August 9, 2005, from http://www.schoolmatters. com/ Synder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), The handbook of research on curriculum (pp. 402–235). New York: MacMillian Waldrip, B. G., & Giddings, G. J. (1996, April). Multicultural learning environments: Influence of culture on science learning. Paper presented at <strong>the</strong> annual meeting of <strong>the</strong> National Association for Research in Science Teaching. St. Louis, MO. Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside <strong>the</strong> classroom: A study of k-12 ma<strong>the</strong>matics and science education in <strong>the</strong> United States. Chapel Hill, NC: Horizon Research, Inc. Retrieved November 17, 2004, from http://www.horizon-research.com/ inside<strong>the</strong>classroom/reports/looking/complete.pdf Received: 4 January 2007 Initial Acceptance: 1 March 2007 Final Acceptance: 22 May 2007 310 / Education and Training in Developmental Disabilities-September 2008
Thirty Year Review of Safety Skill Instruction for Persons with Intellectual Disabilities Linda C. Mechling University of North Carolina Wilmington Abstract: This review syn<strong>the</strong>sizes <strong>the</strong> empirical literature (1976–2006) focusing on teaching personal safety skills to persons with intellectual disabilities. Thirty-six investigations were identified which provided information on six areas of instruction: (a) pedestrian/street crossing safety; (b) home accident prevention; (c) application of first aid (including identification and reporting of illnesses); (d) response to lures or advancements of strangers; (e) fire safety; and (f) emergency use of telephones. Implications for instruction and future research are discussed based on <strong>the</strong> results of <strong>the</strong> review. Deinstitutionalization and desegregation in <strong>the</strong> early 1960’s initiated <strong>the</strong> need to prepare persons with disabilities to function in less supervised and sheltered environments (Marchetti, McCartney, Drain, Hooper, & Dix (1983). Today focus continues on providing inclusive opportunities for persons with disabilities, requiring instruction of skills in preparation of integration into communities. By nature of <strong>the</strong>ir disabilities, persons may lack judgment and skills to recognize, avoid, or escape dangerous situations and <strong>the</strong> communication skills to report situations or crimes against <strong>the</strong>m (Mazzucchelli, 2001; Wilson, Seaman, & Nettelbeck, 1996). They may also be more dependent on o<strong>the</strong>rs for physical and psychological needs and support across environments (Matson, 1984; Taber, Alberto, Hughes, & Seltzer, 2002). This dependence and lack of skills often cause <strong>the</strong>m to be compliant and passive towards o<strong>the</strong>rs, which may leave <strong>the</strong>m susceptible to victimization (Matson). Moving from supervised to semi-independent or independent living arrangements and from sheltered to competitive work environments require planning and programming for attainment of increased independence. An increase in independence results in decreased Correspondence concerning this article should be addressed to Linda C. Mechling, University of North Carolina Wilmington, 601 S. College Road, Wilmington, NC 28403-5940. Education and Training in Developmental Disabilities, 2008, 43(3), 311–323 © <strong>Division</strong> on Developmental Disabilities dependency on o<strong>the</strong>rs. Less supervision and support from adults and transitioning from protected environments may lead to an increased exposure to risk and unsafe situations. Wilson and Brewer (1992) report a significantly higher risk of criminal victimization, including personal and property offenses, among persons with intellectual disabilities and that this risk increases for those living alone or with someone else with a disability. Yet, in spite of <strong>the</strong>se difficult concerns, reasonable risk is a necessary part of normal life (MacEachron & Janicki, 1983). The right to experience normal risk taking is necessary for human growth and <strong>the</strong> development of human dignity (MacEachron & Janicki), <strong>the</strong>refor, <strong>the</strong>re is a need to provide opportunities for increased independence and to teach skills that minimize risk. Personal safety skill instruction is considered by many as being as important as teaching communication, motor, and social skills to persons with disabilities (Collins, Wolery, & Gast, 1991). Safety goals are being included for students receiving transition planning services through <strong>the</strong>ir Individualized Education Program (IEP) while teachers seek ways to teach strategies and skills to increase personal safety through awareness of safe and unsafe situations and understanding how to take appropriate actions in dangerous situations (Collins et al.). The focus of this review is <strong>the</strong> syn<strong>the</strong>sis of research available on teaching personal safety Safety Skill Instruction / 311
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19 and 20: literature, mostly to do with <stro
Page 21 and 22: tion? The national consumer survey.
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27 and 28: also used to support and challenge
Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37: Bouck, E. C. (2005). Service delive
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
Page 43 and 44: TABLE 1—(Continued) Reference Par
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53 and 54: and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
Page 73 and 74: communication turns (i.e., initiati
Page 75 and 76: Definitions of Target Behaviors and
Page 77 and 78: student gave the p
Page 79 and 80: Figure 2. Bob’s performance data.
Page 81 and 82: contact increased 41% from baseline
Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
Page 87 and 88: to students with severe disabilitie
Page 89 and 90:
The use of arm splints has been suc
Page 91 and 92:
Figure 1. Intervention results for
Page 93 and 94:
sions, he engaged in hand mouthing
Page 95 and 96:
Effects of a Reciprocal Questioning
Page 97 and 98:
4-45). Because the
Page 99 and 100:
TABLE 2 Codes of Student Question G
Page 101 and 102:
TABLE 3 Examples of Elements of a S
Page 103 and 104:
Figure 2. Self-monitoring checklist
Page 105 and 106:
TABLE 4 Example Question Words, Thi
Page 107 and 108:
Figure 4. Frequency of prompted and
Page 109 and 110:
Figure 5. Frequency of unprompted s
Page 111 and 112:
their children to
Page 113 and 114:
and lack of random selection makes
Page 115 and 116:
prehension-monitoring activities. C
Page 117 and 118:
all three participants who passed b
Page 119 and 120:
TABLE 2 Leisure Activities Used in
Page 121 and 122:
papers were removed and the
Page 123 and 124:
was 68% (range 42% to 83%). In <str
Page 125 and 126:
Teaching Test-taking Strategies to
Page 127 and 128:
ing experiences beginning at <stron
Page 129 and 130:
short essay question. Items were ei
Page 131 and 132:
plication of the t
Page 133 and 134:
Figure 2. Percent correct on <stron
Page 135 and 136:
aseline probes, data were highly va
show all

Download the Journal (PDF) - Division on Autism and ...

Create successful ePaper yourself

Delete template?

Save as template?