The paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained behaviorally oriented noncategorical program for preschool children with speech and language impairments and other developmental delays. (CL)

A study accessed the outcomes achieved by preschoolers with both severe mental retardation and autistic features who received intensive Lovass (O Ivar) behavioral treatment (n=11) and those who received minimal treatment (n=10). Results found that the intensively treated children obtained a higher mean IQ and evinced more expressive speech.…

This article discusses a program that used holistic literacy instruction to foster literacy growth, self-expression, and communication skills in children with developmental disabilities. Strategies are highlighted for providing writing opportunities in the classroom, and recommendations are made to guide teachers in planning curricula and…

The Yes I Can Social Inclusion Program fosters the development and maintenance of social relationships of students with and without developmental disabilities by helping them to overcome negative behaviors and increase interpersonal skills. A sample lesson plan is included. Two case studies illustrate the program's effects on socially isolated…

This article makes the case for early intervention with young children with both developmental and behavioral problems. It cites intervention research that supports the effectiveness of parent management training and the use of applied behavior analysis, but recognizes the need for randomized controlled trials with adequate follow-up and…

A study was conducted of 217 clients with developmental disabilities and behavioral and psychiatric disorders, who had been referred for crisis intervention, to determine what factors predicted their rereferral. Factors included nonfamily residence and self-injurious behavior for those under age 30, and aggression for those over age 30. (CR)

A study examined guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine Michigan jurisdictions. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians, however, were often found to be minimal.…

An 8-year study examined the experiences of 23 rural families in the Early Intervention Early Childhood process. Findings indicated a lack of prenatal care and limited access to medical care, specialists, and local doctors due to geographic isolation and shortages of service personnel. Recommendations for improving rural service delivery are…

This sequential analysis tested the relative extent to which several adult utterance types elicited conversational replies from eight developmentally delayed children (mean age 53 months). Among findings were that child replies of any length were elicited by adult topic continuations more than by any other adult utterance type. (Author/DB)

This paper provides a conceptual model of the language learning environment of young children, incorporating child engagement with the physical environment, contributions of child and caregiver, and caregiver mediation of physical environment. A case study illustrates the impact of a relatively simple home environmental intervention on a…

Six articles comprise this feature which explores ways in which educators and recreation leaders can respond to the needs of disabled individuals by adopting a flexible teaching style. The emphasis is on creative use of dance, movement, and music with children and adults having various disabilities. (IAH)

Sixty subjects age 6 to 30 months were assessed with the Bayley Mental Scale of Infant Development (BMSID). Mean scores were substantially higher than standardized norms would predict, indicating that Bayley norms need to be revised, and that strict interpretation of the BMSID may result in misdiagnosis of some infants with developmental…

The article describes a university-based program in which volunteers were paired one-on-one with developmentally disabled children and engaged in weekly outings. Procedures for recruiting, screening, training, and supervising volunteers are briefly described, and program evaluation data are presented. (Author/DB)

Two teachers of integrated delayed children and two teachers of segregated delayed children were taught to use sample, mand, and delay techniques with five children, aged four-five, with language and cognitive delays. The techniques were successfully and easily implemented by all teachers, and the children significantly increased their language…

Attitudes of 29 special education teachers, 15 regular teachers, and 78 parents toward an integration program involving two special schools for primary and junior secondary aged moderately and severely intellectually handicapped or developmentally delayed children were assessed. Findings affirmed the need for clear objectives, adequate resources,…