The study examined the unsupervised responding of 20-year-old male with profound handicaps and a lifelong history of dependency. Two objectives were pursued: establishment of independent unsupervised task responding with a stimulus and reinforcer fading procedure; and generalization of unsupervised performance across tasks and settings. (Author/DB)

A mediated punishment procedure that involved recreating a behavioral sequence by guiding the subject through the behavior in the situation in which it occurred was used to suppress several severe behavior problems in two severely handicapped children (ages 4 and 17). (Author/DB)

The performance of a 3-year-old with Rett Syndrome in a Contingency Intervention Program using head and hand switches and adapted toys was assessed over 18 months. Learning contingent control of the stimuli positively motivated the child, promoted attention to toys and objects, and generalized to the classroom. (SW)

The progress of a 4-year-old child with Rett Syndrome (a developmental disability resulting in severe mental and physical deficits in female children) in learning simple environmental control over an 18-month-period is described. A systematic program providing for contingency control of toys and music via switches was provided in the child's…

A teaching procedure incorporated high-probability request sequences to increase low-probability communication behaviors of a 4-year old and an 8-year old with severe disabilities. Findings included increases in communication responses by both participants, as well as increases in unprompted communication responses by one participant. (Author/DB)

This manual, written in workbook form, presents a self-management program for individuals with severe disabilities. The program is designed to facilitate treatment gains in multiple settings and in the absence of a treatment provider. The steps in the program include: (1) getting ready (define behaviors, measure behaviors, choose a reward, and…

A multiple-probe design demonstrated the effectiveness of a match to sample paradigm using tactile recipe cards, a positional tray, and systematic prompting in teaching a severely handicapped deaf-blind retarded woman the independent preparation of three breakfast foods. (Author/DB)

This article explains how a 12-year-old boy with profound mental retardation and autistic behaviors, living in a group home, was taught to follow number- and color-coded directions so that he could independently cook his own meals in a microwave oven. The article covers materials used, the skills taught, adaptations for classroom use, and safety…

A coat was adapted for a 20-year-old severely handicapped woman to control her practice of "mouthing" her hands and clothing. Velcro strips attached to the coat held the student's arms down long enough to allow for differential reinforcement of appropriate behavior, which successfully reduced the rate of mouthing. (JDD)

Contingent vibration was used to train a precommunication response in a spastic/quadriplegic profoundly mentally retarded boy (age 11). The results indicated an increase in the S's eye pointing behavior subsequent to the administration of response contingent vibration. (Author)

Time delay was used to successfully teach two elementary aged children with severe mental retardation and significant concomitant handicapping conditions how to request food or drink. Suggestions for implementing time delay with students not able to generalize imitative responses or to wait for a prompt are offered. (Author/DB)

A case study is presented of a 19-year-old deaf and legally blind boy who transcends his handicapping condition in using felt-tipped markers and tempera paints to produce graphic landscapes of urban life. Discussed are his choice of subjects, manner of working, the impact of art therapy, and therapeutic issues. (JDD)

Because the communication skills of people with significant disabilities are often limited, ordinary choices often elude them. This guide provides step-by-step instructions to help care-providers recognize the choices made by people with severe disabilities, especially those natural cues which indicate an individual's preferences. It discusses…

This project developed and evaluated an intervention program involving applications of technology to enhance the communication skills and behaviors of children with deaf blindness and other severe disabilities. Of interest were specific applications designed to increase attention, use of symbols, reception, expression of choice, awareness of…

This annual directory describes current and newly expired projects funded under the United States Office of Special Education and Rehabilitative Services' (OSERS) Secondary and Transition Initiative. Project areas include family networking, secondary and transition services follow-up and follow-along projects, training and employment models for…