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…

A multiple baseline single-case study examined the integration of functional and academic goals in an individualized story-based lesson plan incorporating an adapted text on grade level content for adolescent students with moderate to severe intellectual disabilities across three staff--student dyads. The research team collected data on teacher…

Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of…

This paper focuses on aspects of the relationship that develops between people offering daily support and those seeking those supports. We interviewed 16 personal assistants employed in two agencies in the Pacific Northwest. Both agencies are members of a community of practice among organizers of person-centered supports that is coordinated…

Romer and Walker's "Appreciative Inquiry," which obtained input from 16 capable personal assistants, challenges some influential assumptions about personal assistance and opens a way to think about the demanding work of developing capable and committed personal assistants. Attempts to depersonalize the relationship between people…

This article provides a response to Romer and Walker from two distinct perspectives: the field of developmental disabilities and a parent of children with developmental disabilities. Jeffrey Strully describes his current role managing a moderate-sized agency in Los Angeles that provides individualized and personalized supports as well as his work…

This study investigated whether receiving transition services early (i.e., by age 14) promoted better vocational outcomes than receiving transition services later (i.e., by age 16) for young adults with ASD. To do this, the outcomes achieved by two matched groups were examined--453 young adults from states requiring transition services be…

Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support. We evaluated the efficacy and social validity of an intervention package incorporating paraprofessional facilitation, peer initiation, and increased…

Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, "Functional Curriculum" was used to describe curriculum adaptations necessary for students to access their environment (school and community). However,…

Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with intellectual and developmental disabilities, developing new programs on…

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…

The involvement of paraprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with…

Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This…

This study examined family quality of life (FQOL) of Turkish families who have children with intellectual disabilities (ID) and autism. To research the perceptions of FQOL and relevant predictive relationships, data were gathered from 3,009 families who have children with ID and autism. The data were collected by using a Socio-demographic Family…

This study documented the process of developing and validating the Family Needs Assessment (FNA), a seven-factor 73-item measure developed for research and practice, using a sample of Taiwanese families. In developing the FNA, the research team identified a theoretical basis for family needs, used literature and qualitative results in generating…