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Manuscripts Accepted for Future Publication in Education and Training in Developmental Disabilities December 2008 Noncontingent escape access to self-reinforcement to increase task engagement for students with moderate to severe disabilities. David Cihak and Robert I. Gama, University of Tennessee, A412 Claxton Complex, Knoxville, TN 37996-3442. Individuals with intellectual and developmental disabilities in <strong>the</strong> criminal justice system and implications for transition planning. Tammy Smith, Edward A. Polloway, James R. Patton, and Julia F. Beyer, Office of Graduate Studies, Lynchburg College, Lynchburg, VA 24501. Enhancing <strong>the</strong> job performance of employees with disabilities using <strong>the</strong> Self-Determined Career Development Model. Patricia Devlin, The University of Toledo, 2801 W. Bancroft Street, Mail Stop #106, Toledo, OH43606-7736. Effectiveness of discrete trial teaching with preschool students with developmental disabilities. Andrew Downs, Robyn Conley Downs, Michelle Fossum, and Kathryn Rau, Department of Psychology, Central Washington University, 400 E. University Way, Ellensburg, WA 98926-7575. High tech cooking: A literature review of evolving technologies for teaching a functional skill. Linda C. Mechling, University of North Carolina Wilmington, 601 S. College Road, Wilmington, NC 28403-5940. Attitudes of Israeli teachers and paraprofesionals towards <strong>the</strong> new definition of ID and <strong>the</strong>ir willingness to cope with special education law changes. Hefziba Lifshitz, Shoshanna Nissim, and Sara Cohen, Bar-Ilan University, School of Education, Ramat-Gan, 52900, ISRAEL. A distributive model of treatment acceptability. Stacy L. Carter, 4518 20th St., Lubbock, TX 79407. Staff variables that influence responses to challenging behaviour of clients with intellectual disability: A review. Greet Lambrechts, Katja Petry, and Bea Maes, Katholieke Universiteit Leuven, Faculty of Psychology & Educational Sciences, Vesaliusstraat 2, B-3000 Leuven, BELGIUM. Using literacy-based behavioral interventions and social stories to improve work behavior in employees with developmental disabilities. Jessica Bucholz, Michael P. Brady, Mary Lou Duffy, Jack Scott, and Larry G. Kontosh, University of West Georgia, Department of Special Education, and Speech-Language Pathology, Carrolton, GA 30118-5140. Implementation of a programme for students with profound intellectual and multiple disabilities in schools: Three case studies. Annemarie C. Tadema, Carla Vlaskamp, and Wied Ruijssenaars, University of Groningen, Department of Special Education, Grote Rozenstraat 38, Groningen, 9712 TJ, The NETHERLANDS. Teaching grocery store purchasing skills to students with intellectual disabilities using a computerbased intruction program. David L. Hansen and Robert L. Morgan, Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322-2865. Caregiver-delivered home-based instruction using simultaneous prompting for teaching home skills to individuals with developmental disabilities. Sema Batu, Anadolu Universitesi, Engelliler Arastirma Enstitusu, Eskisehir, 26470, TURKEY. Address is supplied for author in boldface type.
Self-Determination in Relation to Having or Not Having a Legal Guardian: Case Studies of Two School-Aged Young Adults with Developmental Disabilities Dorothy Squatrito Millar Saginaw Valley State University Abstract: IDEA mandates that all rights accorded to parents transfer to students when <strong>the</strong>y reach <strong>the</strong> age of majority, unless <strong>the</strong>ir competence is questioned. Using case studies, this research examined <strong>the</strong> concern that when competence is challenged, guardian appointments may occur, thus negatively impacting <strong>the</strong> self-determination of school-aged young adults who have developmental disabilities. The assumption that a young adult who had a full legal guardian would exhibit fewer, if any, self-determination skills in comparisons to a peer who did not have a legal guardian was investigated. Findings include (a) values, beliefs, and knowledge impact guardian roles, and (b) more research is needed to determine <strong>the</strong> impact IDEA age of majority and transfer of rights mandates are having on families as well as school, law, and agency service providers’ interpretations and actions. The importance of developing self-determination related attributes in youth and young adults with disabilities is emphasized in legislation (e.g., IDEA; Rehabilitation Act Amendments of 1992 and 1998), as well as in an abundance of literature (e.g, Algozzine, Browder, Karvonen, Test, & Wood, 2001; Test, Fowler, Brewer, & Wood, 2005). In addition, <strong>the</strong>re is a growing body of research which is providing evidence that self-determination does positively impact employment outcomes (Wehmeyer & Palmer, 2003); post secondary education (Field, Sarver, & Shaw, 2003); and overall quality of life (Wehmeyer & Schwartz, 1997). Despite <strong>the</strong> efforts directed toward promoting and increasing self-determination of youth and young adults with disabilities such that <strong>the</strong>y can communicate <strong>the</strong>ir preferences, interests, and advocate for <strong>the</strong>mselves, little is known about how self-determination is being impacted at <strong>the</strong> time students reach <strong>the</strong> age of majority, and become legally responsible for <strong>the</strong>ir decisions and actions. When a student reaches <strong>the</strong> age of majority, IDEA mandates Correspondence concerning this article should be addressed to Dorothy Squatrito Millar, Saginaw Valley State University, College of Education, 7400 Bay Road, University Center, MI 48710. Education and Training in Developmental Disabilities, 2008, 43(3), 279–293 © <strong>Division</strong> on Developmental Disabilities that all <strong>the</strong> rights accorded to <strong>the</strong> parents are to transfer to <strong>the</strong> student unless <strong>the</strong> student is determined to be incompetent by State law, or considered unable to provide informed consent with respect to educational programming. When competence is in question, States are responsible for establishing procedures for appointing an individual (e.g., parent) to represent <strong>the</strong> educational interests of <strong>the</strong> student [614(d)(1)(A)VIII]. To date, <strong>the</strong>re is no known investigation that examines <strong>the</strong> procedures States have established to address <strong>the</strong> mandate, who is determining competence, how it is being determined, and what criteria is being used to determine it. Concern has been raised that when students are reaching <strong>the</strong> age of majority, and <strong>the</strong>ir competence is questioned, guardian appointments might be unnecessarily sought (Millar, 2007, 2003; Millar & Renzaglia, 2002). As it applies to adults, guardianship is a process when a judge appoints someone (a guardian) to make decisions for and handle <strong>the</strong> affairs of ano<strong>the</strong>r (a ward) who is believed “partially” or “totally” incompetent (Bulcroft, Kielkopf, & Tripp, 1991; Lisi, Burns, & Lussenden, 1994). Dependent on a court order, guardians can assume complete or limited control over decisions related to <strong>the</strong> ward’s residence, educational services, voca- Self-Determination and Guardianship / 279
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trums, aggression) in a four-year-o
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(Quill, 1995). Furthe</stro
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following picture prompt training.
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medication, for example anticonvuls
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TABLE 1 Number of Facilities That U
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Snoezelen on a variety of behaviors
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Kapell, D., Nightingale, B., Rodrig
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ity being on the c
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communication turns (i.e., initiati
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Definitions of Target Behaviors and
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student gave the p
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Figure 2. Bob’s performance data.
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contact increased 41% from baseline
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Figure 5. Eric’s performance data
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Figure 6. Jen’s performance data.
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to students with severe disabilitie
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The use of arm splints has been suc
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Figure 1. Intervention results for
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sions, he engaged in hand mouthing
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Effects of a Reciprocal Questioning
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4-45). Because the
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TABLE 2 Codes of Student Question G
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TABLE 3 Examples of Elements of a S
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Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
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Figure 5. Frequency of unprompted s
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their children to
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and lack of random selection makes
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prehension-monitoring activities. C
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all three participants who passed b
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va
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