Investigation of determinants of 143 intermediate grade children's attitudes and behavioral intentions toward peers with physical disabilities found that the children's own attitudes toward inclusion of peers was the strongest predictor of behavioral intentions, though attitudes of teachers, principals, and parents were also significant…

A review of the research on parent training programs for parents with intellectual disabilities found that, of 10 studies, 8 applied single-subject designs, two used quantitative methods, one examined basic child-care skills training, 2 examined decision making in child rearing, 5 were about safety, and 3 addressed the mother-child interaction.…

The variability in the play of 30 preschool children with cognitive delays associated with different toy sets (vehicle, doll, and mixed toy sets) was examined. Sex differences emerged for only 4 of 12 play behaviors: exploration, pretend, ordered multischeme sequences, and global play sophistication. (Author/CR)

Describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts, which incorporates these and additional empirically based approaches. Service components, methodologies, and program objectives are described, including representative summary data. Best practice approaches toward…

Illustrates some of the changes in research practice associated with and exemplified by quality-of-life studies. Examples of research development in Down syndrome involving quality-of-life concepts are briefly described, indicating the way that quality-of-life studies can affect aims, direction, structure, and interpretation of research.…

Shares findings from past and current research into Down syndrome and makes suggestions for future research. The contributions of medical, genetic, and psychological research are reviewed, along with findings relating to the neuropathology of Down syndrome, prenatal screening for Down syndrome, life expectancy, and obstacles to learning. (CR)

This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children) and VISTA (Vermont Interdependent Services Team Approach) for a 4-year-old with Down syndrome who attends a general education preschool. The decision-making process and follow-up interviews are described, illustrating the…

Adults with blindness or visual impairments (N=85) and nondisabled adults (N=78) completed the Employment Access Questionnaire. Analysis found that people with and without visual impairments had similar attitudes toward the importance of training, career guidance, work expectations, and assistance, but the visually impaired group were…

This paper chronicles the development of two children with severe disabilities who were fully included in a community child care center that implemented a developmentally appropriate play-based curriculum. Data indicate that the children made progress in all areas of development over the nine-month school year. (Author/DB)

This paper describes Education Review Teams as an evolution of practice stemming from evidence of the effectiveness of teacher assistance teams and teacher support teams. Evidence showing the value of adding a monitoring function, subject area consultation, and the authority to allocate resources to these teams is offered. (DB)

This article discusses basic learning processes utilized by children with profound intellectual disabilities, including classical conditioning, operant conditioning, and habituation. The article also explores how these learning processes may be used in assessing the capabilities and preferences of children with profound intellectual disabilities.…

This article reviews the components of social validation and how they apply to social skills assessment for people with disabilities. Components include the social importance of the intervention outcomes, the social significance of the goals, the appropriateness of the procedures, and determination of the optimal levels for target behaviors.…

This article explores the theoretical and empirical support for the teaching of reading as a supportive language development program for young children with disabilities. Unidirectional and multidirectional theories are discussed. Some evidence was found for a formative influence of reading on language development. (Author/CR)

This report describes a database, Database Problem Behavior, which provides professionals in the area of problem behaviors and developmental disabilities with accessible information beyond their own disciplines. The current machine-readable database encompasses 885 empirical studies on the functional analysis and behavioral and pharmacological…

An intervention using natural reinforcement and peer influence with three three-person groups of preschoolers, each containing one child with a disability, was evaluated. The design of the intervention (multiple probe across subjects) was found to be effective in increasing the subjects' positive social initiations. Some generalization was also…