The social participation patterns of 28 young children with visual impairments (some with additional disabilities) during free-play periods was compared across specialized and integrated settings. Although no significant differences were found between settings, there were significant differences between children with and without additional…

Two boys (ages 6 and 15) with severe, multiple handicaps participated in social play activities with 10 nonhandicapped fifth graders, who had been trained on interaction with socially withdrawn children. Increases in all participants' socially directed behavior were observed. Both boys with handicaps increased targeted motor responses when…

A New Hampshire school district denied a special education program to a severely handicapped and profoundly retarded child. The Court of Appeals ruled in favor of the child. Reviews the legal history of "Timothy W. et al. v. Rochester et al." Advises school districts of actions to take to avoid such cases. (30 references) (MLF)

This review of behavioral research on teaching individuals with profound multiple handicaps found that behavior change has resulted from contingency management interventions, but the behavior changes cannot be described as beneficially affecting the individuals' quality of life. Explanations for this are offered, and suggestions for future…

An adolescent female with multiple handicaps and severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. The assessment and intervention produced substantial and durable reductions in the student's longstanding and severe behavior problems. (Author/JDD)

This study investigated the semantic and syntactic knowledge of a child (age 12) with severe multiple disabilities who could read, write, and comprehend 2 languages but did not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational…

This article explains a movement-based approach to the development of language in children with deaf-blindness. This approach uses the salient features of individuals or objects to stimulate use of language in the immediate environment, and later to refer to persons or concepts in a more abstract fashion. It stresses the use of structure and a…

This case study reports use of ignoring, positive reinforcement, passive restraint, and time-out in treatment of a 10-year-old girl with profound retardation and disruptive behaviors in home and classroom. Time-out was the most effective intervention with all three target behaviors, with improved behaviors maintained for at least six months.…

Lists programs for children and youth with deaf-blindness, Helen Keller Centers for youth and adults with deafness that provide extensive evaluative and rehabilitative services, and programs for training teachers of students with deaf-blindness. Programs are listed by state. (CR)

A special educator recounts lessons learned from her first year of teaching, in her case in a special class of students with multiple disabilities. Lessons include analysis of early mistakes and the importance of student file review, direct student observation, utilizing the advice of experienced educators, and planning for change. (DB)

This article reviews the characteristics of children who exhibit a behavior pattern characterized by hyperactivity-impulsivity-inattention coupled with conduct problems such as fighting, stealing, truancy, noncompliance, and arguing. Procedures for early identification of these so-called "fledgling psychopaths" are described and discussed.…

Comparison of two strategies--manual guidance only and manual guidance plus verbal prompts--with 6 students (ages 9 to 19) whose multiple disabilities included total blindness and severe mental retardation found that prompting methods that require shifting verbal information to the performance of a manual task may interfere with the learning of…

Clinical and psychoeducational data were analyzed for 119 children (ages 8-16) referred for learning and/or behavior problems. A learning disability was present in 70 percent of children with attention-deficit/hyperactivity disorder. A learning disability in written expression was two times more common than a learning disability in reading, math,…

A study assessed whether the impact of a microswitch-based program on indices of happiness would be comparable with that of a stimulation program on three persons with profound multiple disabilities. The microswitch-based program produced increases that were fairly clear for two participants and quite modest for the third. (Contains references.)…

This study evaluated data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning support services for 11 students with multiple disabilities in general education classes. The changes were perceived positively, especially the overall quality, practicality,…