This study evaluated the potential of using the Supports Intensity Scale (SIS) for resource allocation for people with intellectual disabilities (ID) in Taiwan. SIS scores were compared with those obtained from three tools that are currently used in Taiwan for homecare services: the medical diagnosis issued by local authorities and two scales…

Background: Families with parental intellectual disabilities (ID) are likely to need support in achieving a decent family life. In order to accurately plan for such support services, society needs data regarding the occurrence of those parents and their children. The aim of this study was to investigate the 5-year incidence of children born to…

We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned…

This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments…

The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of…

A home intervention approach focused on helping parents teach mentally handicapped 15- to 21-year-olds to develop such self-help skills as grooming, independent travel, and supermarket shopping. (CL)

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing…

Stressful problems of adolescence are related to the retarded and parent-educator collaboration suggested in trying a merit badge system to foster the learning of personal, social, and economic skills by retarded youth. (KW)

Individualized instruction and token reinforcement were used to teach six institutionalized delinquent or mildly retarded adolescents attending a special community living, prevocational class to complete job application forms with the date, their name, signature, address, telephone number, date of birth, and a reference's name, address, and…

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Examined were the effects of reversing the color of stimulus materials used to teach survival vocabulary to 16 spastic cerebral palsied and 16 other multihandicapped adolescents with mental retardation. Compared to black-on-white cards, white-on-black cards improved the acquisition performance of both groups, but did not affect retention.…

This monograph describes the Perceptive Motor Skills Program (PMSP) being used with adolescents and adults having mental retardation in Catalonia, Spain. The program is based on the following principles: chronologically age appropriate activities; use of daily living tools; multiple objectives and working materials; and balance between…

An activity center was established in a special school to give educable mentally retarded adolescents and primary level children experience in social competency, money, time, and measurement skills. (MC)

The mother of a mentally retarded adolescent describes the implementation of her idea to hire nonretarded neighborhood peers as friends and resource persons for her daughter. The program's purpose was to educate nonhandicapped youth as well as to increase her daughter's opportunities for socialization and peer contact. (JW)

The article describes courseware developed by Project LIVE (Learning Through Interactive Video Education), designed to teach generic, cognitive independent living skills to mentally handicapped adolescents. The curriculum focuses on Life Enhancement Skills as content domain, uses multiple teaching strategies (e.g., verbal rehearsal), and…