Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes…

Across the country, colleges are opening their doors to students with intellectual and developmental disabilities. At University of Rochester (UR), we coordinate one such initiative called "Transition Opportunities at University of Rochester (TOUR)." Inclusive higher education at UR is based on the philosophy that ACCESS + SUPPORT =…

School-based microenterprises and vocational training opportunities represent an effective approach to developing transferable vocational skills in students with intellectual and developmental disabilities. The authors describe the implementation of an online, school-based microenterprise at a rural high school that emphasizes functional digital…

This brief is the first in a series focusing on Employment First implementation as it relates to one of the seven elements within the High-Performing States in Integrated Employment model. It examines the background of circumstances under which Employment First efforts began in seven states, and introduces each state's values, mission, and goals…

Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate…

The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The…

This document is a guide for implementing widespread use of evidence-based practices for improving the outcomes for young children with or at-risk for delays or disabilities and their families. The evidence-based practices are selected practices from the Division for Early Childhood (DEC) Recommended Practices (RPs). The guide is written for…

Five individuals with autism or other developmental disabilities participated in paired-stimulus preference assessments during repeated baseline probes. All subjects initially showed a pronounced bias by typically selecting the stimulus placed in either the left or right position. Biased responding for 3 subjects was eliminated when training…

This article describes a social-ecological approach for promoting and enhancing self-determination among individuals with developmental disabilities. A five-level model is presented, based on the interaction of person and environmental factors, that identifies a series of social mediator variables (i.e., social effectiveness, social capital,…

Neither school reform nor the focus on developing accountability systems that measure and evaluate the success of schooling are new or innovative educational practices. Even before the No Child Left Behind (NCLB) Act of 2001, many states had changed or were changing their accountability and assessment systems. Similarly, individual school…

Describes features of specialized family foster care in Finland for children with developmental disabilities, and issues such as professionalization and training of foster parents. Includes a case study of a 12-year-old boy. Highlights features of the Finnish system which might be adapted to the American system. (BAC)

Professional experience or educational background in public health provides a valuable perspective for designing, implementing, and evaluating early intervention services for children with developmental disabilities and chronic illnesses. Described are public health's historic role in early intervention and a graduate program exemplifying the…

This report describes achievements and activities of the Parent Early Evaluation of Kids (PEEK) Outreach Project at the University of Oregon. This project focused on assisting state agencies, regional and tribal entities, and local health and education programs to develop comprehensive, low-cost systems for child-find and referral. Rural and inner…

Describes the Special Training and Employment (STEP) program at South Brunswick (New Jersey) High School Library, a job-training program for students with developmental disabilities. Presents scenarios that illustrate student workers' experiences. Discusses the importance of cooperation, program costs and budgeting, and benefits of the program.…

Respite care provides relief or backup emergency care for families of individuals who are developmentally disabled. In sparsely populated rural areas, center-based urban models for service delivery and provider recruitment and training may be inappropriate. Las Cumbres Learning Services has developed a model for provision of respite care services…