This paper provides a descriptive narrative on some recent research processes and outcomes in general classrooms in Australia that include students with multiple and severe disability. A mentor-model approach to professional development for the teaching staff was employed and this paper outlines what happened, along with some of the specific needs…

The paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three components: communicative intentions, presupposition, and the social organization of discourse. Resulting instructional guidelines and principles are offered. (Author/DB)

The paper describes a model of services for 38 infants and young children whose primary handicap was a communication disorder or for whom a communication disorder was a related problem. Data indicated that the model was effective in producing child growth in receptive and expressive language, as well as other developmental areas. (Author/CL)

The authors describe a model for integrating multimodal assessments and intervention to meet the complex problems of multiply disabled children. An outline and guide for transdisciplinary team management is presented and discussed. (Author/CL)

Described is the parent involvement model at the Home for Crippled Children in Pittsburgh, a center for multiply handicapped urban preschoolers. It is explained that the model is comprised of three components: Parents as Partners (parent training), Community Liaison (home visitation), and the educational and Home Prescription Plan (individualized…

This article suggests that the speech-language pathologist may appropriately serve as a case manager for students who have multiple needs and describes a case management model. The skills necessary for effective case management are outlined and functional outcomes are demonstrated with a child and family story. (Contains references.) (DB)

The rationale for and negative results of structured preschool programs are examined, and an alternative model based on research is suggested for use with multiply handicapped infants. Major aspects of the model are seen to include a combination of modeling and reinforcement, increased focus on nonverbal communication, and emphasis on a…

Examination of 115 women with eating disorders revealed a secondary diagnosis of borderline personality disorder associated with a history of childhood sexual abuse. A model involving background features, precipitants, and immediate and long-term psychological consequences is suggested to explain the link to childhood abuse, and implications for…

The first in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on diagnosis and assessment. It includes the definition and levels of mental retardation, difficulties in diagnosing psychiatric and behavioral problems in the presence of MR, assessment…

The third in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on psychosocial treatment. Guidelines cover general principles, choosing among psychosocial treatments, severity of MR and psychiatric/behavior symptoms, diagnosable disorders, target…

This article presents a practical approach to the problem of attention deficit disorder in children with deafness or hearing impairment, based on experience with a model treatment program at a residential school. Suggestions are provided regarding diagnostic procedures; management in the classroom, home, and residential area; therapeutic…

This paper introduces an alternative to the conventional "method-oriented" approach to evaluation of interventions with people having profound/multiple intellectual disabilities (PMPID). The proposed approach uses the principles of theory-driven evaluation, based on a program theory which specifies what must be done to achieve the desired goals,…

The paper defines the population of primary school age language/learning-disabled children with communication disorders and emotional/behavioral disorders. It then discusses the language demands of traditional treatment methods, assessment and diagnostic procedures, approaches to communication intervention, and treatment modalities; and offers a…

The Training Resource Unit is a New South Wales (Australia) community services initiative that provides services such as direct client training, career training, and consultation to individuals with severe intellectual disability and severe challenging behaviors. The service is provided in the person's place of residence, workplace, or school…

This volume is a guide for assessing children with dual sensory or severe impairments between the ages of 6 and 15. It presents a functional-ecological assessment process that is individually determined, contextually based, and leads directly to intervention. It begins by discussing the benefits of this model over standardized assessment…