The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for…

Engagement is important for learning. Because of their atypical expression, measuring engagement for students with multiple and severe disabilities (MSD) is challenging. Group activities often enhance engagement of children and gross motor activities include an expanded variety of behaviors by which engagement may be measured. The purpose of this…

Families raising young children diagnosed with multiple disabilities encounter experiences that are often unique and extend well beyond the early childhood years due to the intensity and severity of their child's needs. The contexts of these families must be understood to provide meaningful services and supports, particularly during the child's…

Children who are deaf are at risk for the development of behavioral issues such as Attention Deficit Hyperactivity Disorder (ADHD). Early diagnosis and intervention are imperative based on the lack of communication, development of language, emotional and social functioning in these children. Current intervention programs for children who are deaf…

This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…

To determine the attitudes of teachers of students who are visually impaired or blind about the use of contracted or uncontracted Braille for emergent readers, the author posted a questionnaire on three electronic listservs from October through December 2002 and received responses from 40 teachers in India, Canada, the West Indies, and the United…

A functional behavioral assessment was conducted to identify the maintaining function(s) of aberrant behaviors displayed by a 6-year-old diagnosed with multiple disabilities. The assessment included indirect measures such as interviews, rating scales, and direct observations such as antecedent, behavior, consequence (A-B-C) charting. These…

A system of graduated guidance was used to teach three children (ages six through nine) with severe multiple disabilities to don and remove their jackets and coats independently. The training approach involved initial use of oversized garments, fading of guidance, and individualized reinforcement. Skill maintenance and generalization were also…