Differential reinforcement procedures were combined with momentary restraint conditions to reduce the stereotypic behaviors of three visually impaired, severely disabled students (7-10 years old). Procedures were carried out in a classroom setting by classroom staff. (Author/CL)

The paper provides an overview of audiological terms and types of hearing impairments to help teachers of visually impaired preschoolers work more effectively with audiologists. Both functional auditory assessment and formal audiometric evaluations are discussed. (Author/CL)

An eight-step decision-making paradigm appropriate for guiding decisions regarding selection of instructional programming alternatives for visually impaired multiply disabled children is presented. Brief case studies illustrate the application of the paradigm. (Author/DB)

The article examines trends in the education of the visually impaired, severely-to-profoundly retarded population. Present trends advocating functional curricula, particularly with the chronological adolescent, are reviewed. Within the framework of life goals, narrowing of the range and scope of individualized programing is proposed for the…

The author describes specific classroom activities and materials that can be used with visually impaired, multihandicapped children who can function in a group. Objectives, procedures, materials, and possible modifications are listed for activities involving colors, shapes, and gross motor development. (Author/CL)

Data were collected regarding the work performed by houseparents in residential schools for the visually/multiply handicapped. Of the 519 usable critical incidents reported, the most frequently reported group was health care activities followed by discipline tasks. (CL)

A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)

The article describes the process and activities of the outreach phase of the Model Vision Project (Tennessee) for multihandicapped and visually impaired children and youth. The project has two replication sites for the purpose of stimulating awareness and for which the model provides technical assistance. (PHR)

Twelve blind retarded adolescents residing in a public institution for the mentally retarded participated in a 12-week project that sought to develop and implement a program focusing on stimulus behavior and motivation. (CB)

Discussed is goal attainment scaling, an individualized, goal-based measure for systematic program evaluation in agencies working with visually handicapped persons with other disabilities. (BD)

The bibliography presents 47 references for parents of visually disabled preschoolers and 33 references for professionals. Citations include information on title and author, audience, disability focus (blind, low vision, deaf blind, and multidisabled), and a brief description. (CL)

The article reviews the use and limitations of medical and behavioral approaches (restraints, shock, drugs, punishment and aversive stimulation, reinforcement of incompatible behaviors, and overcorrection) to reduce self injury in visually impaired, mentally retarded persons. Legal and ethical considerations are pointed out. (Author/CL)

The authors outline a number of problems that educators encounter in competency based teacher education development, including the issue of generic v cross categorical training, and time and cost-effectiveness. The Project SERVE training model for teachers of the multiply handicapped, visually impaired is summarized to illustrate the functionality…