Ultrasonic switches connected to electrical or battery operated equipment such as a radio, a television, or a toy car have motivated severely retarded multiply handicapped students (3 to 15 years old) to actively control their environment. (CL)

The use of a trained paraprofessional in a response reduction procedure with a self-stimulating severely/multiply disabled 12 year old resulted in a decrease in self-stimulation and an increase in socially relevant behavior. (CL)

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)

Data were collected regarding the work performed by houseparents in residential schools for the visually/multiply handicapped. Of the 519 usable critical incidents reported, the most frequently reported group was health care activities followed by discipline tasks. (CL)

Results indicated that untrained observers perceived the group of children as functioning at a somewhat higher level than did trained evaluators. (Author)

A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)

The author cites findings from a study of the educational placement of 195 deaf blind children. Results indicate that placement seems to be based on several factors, including level of intelligence and additional physical disabilities. (Author/CL)

The article describes the process and activities of the outreach phase of the Model Vision Project (Tennessee) for multihandicapped and visually impaired children and youth. The project has two replication sites for the purpose of stimulating awareness and for which the model provides technical assistance. (PHR)

The article describes the program at Beech Tree House, an experimental unit providing short-term education for multihandicapped children (9 to 13 years old) with deviant behavior. Sections address the following components: referral and duration of stay, facilities, parents, use of punishment, and research. (SBH)

This study compared 21 children with pervasive developmental disorders (autism group) with 15 children with fragile X syndrome on the Childhood Autism Rating Scale and the Reiss Scales for Children's Dual Diagnosis. Seven of the fragile X children also scored in the autism range and were more impaired than the other fragile X children. (Contains…

This study observed ten students with profound and multiple disabilities, with particular attention paid to social and communicative variables operating in educational settings. Comparisons are made with other published studies of behavior state assessment and socio-communicative processes observed in special education programs. (Contains…

The study found that five multiply handicapped two-year-olds engaged in a greater frequency of communicative behaviors, a higher number of limb movements, and a higher developmental level of communicative behaviors when the interaction was child-initiated compared to when it was adult-initiated. (Author/JDD)

The responses of administrators and psychologists (N=129) to a survey of population, system, and program issues regarding people who are disabled by both mental retardation and a psychiatric impairment were summarized. Results indicated that services are not readily available and additional administrative and clinical resources are required by…

Three experiments were conducted involving five people with profound multiple disabilities, to determine whether variations in alertness affected subsequent responsiveness to training programs. Findings suggest that existing levels of alertness do not indicate how individuals will respond during training and that alertness actually can be…

Considerations are offered for making toys for children with severe multiple disabilities. Eight toys are described, and objectives for the use of each toy are outlined. Toys include a pulley, tunnel, slide-the-discs, window, bowling, tactile wheel, activity centers, and multisensory mat. (JDD)