This study, involving a 10-year-old child with cerebral palsy and autism, found that the use of headphones resulted in an increase in on-task behavior whether stimuli were presented in an audiovisual mode, an audio-only mode, or a visual-only mode. Preference was for the auditory only or the mixed audiovisual stimuli. (DB)

Assessment of 67 elementary-aged subjects with behavioral/emotional disturbances admitted to a school and day treatment program within a psychoeducational center found that 54 percent exhibited some kind of speech and/or language disorder. Implications for diagnosis and treatment are discussed. (JDD)

Three high-school students with deafness and additional disabilities used microcomputer software featuring graphics and cartoons to improve their creative writing. Though use of correct syntactic structures did not improve, output of written language did increase. Descriptions of the software used and case studies of the three students are…

Discussed are principles of nonverbal therapy for deaf children with disorders in the development of self, and the possible existence of a relationship between lack of auditory experiences in deaf children and disorders in mother-child bonding. A case study presents a three-year-old deaf boy successfully treated through a nonverbal…

Research on relationships among depression, social withdrawal, reticence, and language disorders in children is reviewed. Methodological issues regarding the assessment of depression and social withdrawal are raised, and alternative assessment procedures are proposed for further research. Implications for intervention are discussed, emphasizing…

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)

An orientation and mobility (O&M) instructor presents a case study of a blind 14 year old with mild cognitive deficits and emotional and behavioral problems. The case study demonstrates the importance of individualizing the O&M curriculum, including changing the usual sequence of instruction. (DB)

Three students (ages 12 and 13) with developmental disabilities and severe behavior disorders were taught independent purchasing skills. To bypass the need for money computation skills, discrimination between three stimulus classes of frequent purchases (vending machine snack, convenience store snack, lunch) were trained. Two students mastered the…

The Progressive Tactile Timetable was developed to enable pupils with visual impairments and severe learning difficulties to progress from use of concrete symbols (objects of reference) to the abstract tactile Moon code (a simplified raised line version of the Roman print alphabet). A case study illustrates its application with an adolescent with…

This study evaluated effects of a multifaceted training procedure on acquisition and generalization of social behaviors of 9 language-disabled deaf children (ages 8-9). The intervention involved child training as well as supervision, feedback, and goal setting by teachers and staff. Results indicated increases in appropriate target behaviors which…

The development of visual perception skills in children with partial vision as well as developmental disabilities is considered. A model of visual learning is offered which incorporates the role of visual experience, movement, and visual learning. Specific teaching suggestions for developing visual attention and visual search skills are offered.…

This paper reports a survey of 1,283 Michigan families of children with severe mental impairment, multiple impairments, or autism, concerning the state's cash subsidy program. Families reported that the subsidy amount was adequate. The greatest need was for sitters and respite care, followed by life planning, speech and physical therapy, and…

A survey of 123 special educators found that respondents did not feel adequately trained to work with individuals with profoundly handicapping conditions. For a variety of reasons, some teachers did not implement instructional techniques such as integration strategies, technological applications, and Piagetian procedures and such curricular areas…

Two severely handicapped children (ages 5-6) exhibiting self-injurious behavior were treated with negative reinforcement (brief escape from grooming activities) contingent upon a behavior that was incompatible with self-injury (pressing a microswitch that activated a "stop" message). Treatment led to decreased self-injury, which was maintained at…

This article describes a program at the Dallas (Texas) Regional Day School for the Deaf for multihandicapped elementary and secondary students. The program utilizes the Functional Skills Screening Inventory to identify current skills, develop objectives, monitor student progress, facilitate long-range planning, and evaluate the instructional…