This study of 3 low-functioning children (ages 6-9) with autism found that subjects could successfully use pictures to manage their self-care behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow-up. When picture order was manipulated, subjects followed the new…

This paper emphasizes that the needs of students with mental retardation should drive program design, rather than clinical labels, philosophical issues, the Regular Education Initiative, or other factors. Program design should consider the need for curricular differentiation, life skills, vocational skills, community-based instruction, and futures…

Adaptive behavior in mentally retarded males with fragile X syndrome was longitudinally examined in 17 subjects, ages 1 to 17. Findings included relative strength in daily living skills and weakness in socialization only for older subjects, and significant declines in adaptive behavior scores from first to second testing for the older subjects.…

This study assessed the behavior of 41 4-through 8-year-olds with Williams syndrome. As expected, socialization and communication were relative strengths, whereas daily living skills and motor skills were relative weaknesses. Within socialization, interpersonal skills were stronger than play/leisure or coping skills. Adaptive behavior was not…

Multi-sensory stimulation provided in a Snoezelen room is being used increasingly for individuals with mental retardation and mental illness to facilitate relaxation, provide enjoyment, and inhibit behavioral challenges. We observed aggressive and self-injurious behavior in three groups of 15 individuals with severe or profound mental retardation…

Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

This guide presents strategies for increasing choice opportunities for people with moderate to severe developmental disabilities. Because choice opportunities are easily overlooked, these strategies are intended to provide a systematic way to ensure that simple, but important, daily choices are made available. The guide describes basic principles…

This fact sheet discusses the preparation of students with mental retardation for life in the community. It presents the position of the Association for Retarded Citizens (ARC) on the education of students with mental retardation, lists the school experiences that best prepare students for life in the community, examines how views of the role of…

The paper describes a system used in Nebraska in which vocational rehabilitation specialists determine who is a high need client and develop programs via a social-ecological or "person-environment" perspective. A high need client is defined as an individual who will require considerable staff support, intervention, and time. A three-phase study…

The Orthopedic Homebound Program was meant to prevent the institutionalization of orthopedically impaired, mentally retarded children and to involve parents in their training. The program was proposed and managed by the Shawnee Hills Community Mental Health/Mental Retardation Center in rural West Virginia. Each child's developmental needs were…

Presented is a language stimulation curriculum guide designed for severely mentally retarded institutionalized persons. Pre- and post-assessments and behavioral objectives with teaching suggestions are provided for the following curriculum areas: early motor development (such as sitting, crawling, and walking skills); adaptive skills (including…

Described is Project PRICE (Programing Retarded in Career Education), for educable retarded students from kindergarten through grade 12. Dealt with in three sections are a review of the literature and a discussion of such critical issues as the work ethic vs. the life ethic (concerning the major program emphasis in career education. It is…

Presented as a part of Project PRICE (Programming Retarded in Career Education) for primary through secondary age educable retarded persons, are behavioral objectives for 22 competencies in the areas of daily living skills, personal social skills, and occupational guidance and preparation. It is explained that the competencies should comprise the…