Reviews some of the major developments in teaching and training relevant community skills to mentally retarded persons. The following adaptive skills are discussed: (1) toilet use and bed wetting; (2) eating, dressing, and personal hygiene; (3) community survival; and (4) vocational and social skills. (BJV)

This report describes a self-management skills intervention utilizing a picture schedule for four high school students with moderate to severe mental retardation. The program was initiated at school and continued at home with different tasks. Students continued to successfully use the schedules on follow up after summer vacation. (DB)

This paper examines issues concerning self determination for people with mental retardation and other disabilities, within the context of the Life Centered Career Education (LCCE) curriculum. It looks at various views of self-determination; offers a definition; and relates self-determination to autonomy, self-actualization, and self-regulation.…

Two documents focus on Transitional Service Centers (TSC) programs designed to help persons with mental retardation or other developmental disabilities enter into employment and community life. The procedural manual introduces the concept of transition from school to work and community living and examines steps in developing TSCs: (1) conducting a…

The Project OMNI curriculum is intended to help students develop necessary prerequisite skills for independent travel. The teacher's guidebook provides an overview of the OMNI curriculum components (individual student inventories, individual student profiles, and curriculum modules); discusses the relation of the module areas to the mobility…

The TARC (Topeka Association for Retarded Citizens) Assessment System for Retarded Children is an instrument for determining the skill level of handicapped children and for indicating where remediation should take place. It is designed to provide an educational assessment on which to base precise instructional goals for individuals or a class, and…

Three conference papers describe the implementation behavior modification principles with severely handicapped (severely and profoundly retarded) institutionalized children, predelinquent adolescents in a group home, and educable retarded students in a special education secondary program. Discussed in the first paper on a behavioral approach to…

In every school system the education of mentally handicapped children presents serious problems. In the larger cities where such pupils may be gathered from the various classes in the school and placed in one room in charge of a specially prepared teacher, the problems are somewhat simplified. In the country schools where children cannot be so…

Four high school students with mental retardation and multiple sensory impairments were taught to initiate requests for items or assistance, using dual communication boards and gestures. Following training, students were able to initiate requests with 80 to 100% accuracy using the communication systems at vocational sites, demonstrating a skill…

Factor analysis of 65 variables relating to personal competence and community adjustment in 336 persons with mental retardation, living in residential facilities of 6 or fewer residents, yielded 8 principal components that accounted for approximately half the total variance. Components included such skill areas as self-care skills, problem…

This book describes the state of special education for students with mental disabilities in Pakistan and attempts to introduce beginning teachers to special education practice. The general nature and causes of mental disabilities are discussed, including emotional problems, genetic factors, and brain damage. Teaching methods are described,…

This manual provides additional instructional activities for teachers/trainers to use for in-service training of persons who work with mentally retarded, learning disabled, and handicapped clients. The first part of the booklet discusses standard learning activities, such as open discussion, games, modeling, role-playing, and debates. The rest of…

This handbook provides adult basic education teachers with instructional materials for working with adult mentally handicapped students. Section 1 examines planning programs for adult mentally retarded students (getting started, specific considerations, various kinds of program sites) and implementing instruction (staff selection and training).…

Presented is the Polk County, Florida preliminary model vocational-occupational curriculum guide for educable mentally retarded (EMR) students in grades 1-2. Aim of the curriculum is the successful placement of students in the community. Provided for grades 1-6 are the following components: a rating scale and behavioral objectives for primary and…

This test manual provides information on the Adaptive Behavior Education Scale-Revised (ABES-R), a 25-minute behavior scale designed to evaluate adaptive skills in students with behavioral, learning, and intellectual disabilities, including educationally relevant behavior which may be identified as contributing to more appropriate diagnosis,…