Repeated impedance measures were given over five weeks to 11 autistic, 20 learning-disabled, and 20 normal children. A repeated measures analysis of variance led to the conclusion that fluctuating, negative middle ear pressure greater than normal characterizes both autistic and learning-disabled children with the more abnormal pressures typical in…

A study compared the responsiveness to sound by normal infants and profoundly multihandicapped children. Results revealed that the profoundly multihandicapped subjects displayed relatively more reflexive than attentive type behaviors and exhibited fewer behaviors per response. (Author/CB)

A rural deinstitutionalization project for young people with multiple handicaps and maladaptive behavior is described. Measures of adaptive behavior change, maladaptive behavior, daily activities, and consumer satisfaction indicate that young people can be successfully deinstitutionalized regardless of their skill level, their behavior problems,…

The paper describes a model of services for 38 infants and young children whose primary handicap was a communication disorder or for whom a communication disorder was a related problem. Data indicated that the model was effective in producing child growth in receptive and expressive language, as well as other developmental areas. (Author/CL)

The study utilized a withdrawal (ABAB) design to analyze the effects of a self-recording procedure on attending to task behavior and academic productivity of two adolescents with multiple handicaps (mental retardation and schizophrenia). Results strongly suggest that this procedure may increase both attending to task behavior and academic…

Two studies examined on the effectiveness of behavioral training for improving prevocational work performance of three blind, severely retarded women. Combined response-contingent prompting and reinforcement procedures increased the quantity of tasks completed. Data also demonstrated that attentional behavior was enhanced following training and…

A model of interdisciplinary team education is described which is designed to prepare specialists to work with visually disabled/multiply disabled persons. Problems in implementing interdisciplinary courses in higher education are considered, including both institutional and student barriers. (CL)

The CARES project (Coordinated Ambulatory Rehabilitation Evaluation Services) presents a model to provide multidisciplinary services for multiply disabled children in rural settings. Background, information about model components, and descriptive data are presented to illustrate project evolution and operation. Nearly 400 children with multiple…

The authors describe a model for integrating multimodal assessments and intervention to meet the complex problems of multiply disabled children. An outline and guide for transdisciplinary team management is presented and discussed. (Author/CL)

The article describes a continuum of services designed to meet the living and employment training needs of multiply disabled, visually impaired persons deemed ineligible for vocational rehabilitation services. The article focuses on the interagency approach and the importance of community cooperation. (CL)

The article discusses procedures for development and implementation of a curriculum to shape functional skills for severely multiply or severely profoundly disabled preschoolers. Five response levels of increasing complexity are suggested. Teachers urged to be sensitive to child-determined instructional occasions in early assessment and…

Social routines based on rhyming verses combined with co-active participation with adults were developed to permit visually impaired young children with additional handicaps to associate communicative responses with attention to and action on objects. (Author/CL)

A total of 101 mothers of multihandicapped children completed a questionnaire reporting their child's behavior toward them in five areas: positive relationship, detachment, obedience, independence, and control problems. Factor analysis of these mothers' responses revealed a qualitatively different set of underlying factors as contrasted to the…

Described are methods used to help David, an emotionally disturbed and learning disabled 8-year-old child, learn basic reading skills and overcome his emotional problems in a residential school. (DB)