Four after-school workshops for hearing impaired high school students focused on the independent transportation skills of riding a bus alone, using a transfer, figuring out routes and schedules, and securing additional travel information. (CL)

The work group's discussion presents a rank-ordering of the obstacles to maximum independent living by disabled youth. Considered in terms of research and policy are the need for an expanded knowledge base, community and family issues, the economics of disabilities and the service system, societal attitudes and beliefs, health care and other…

Guidelines are offered parents in helping their disabled children assume increasing responsibility for dental care. Guidelines touch on toothbrushing, dentist visits, nutrition, and medication. (CL)

Six mentally retarded adult students were exposed to a treatment consisting of verbal and visual prompts, reinforcement, and rehearsal opportunities. All students learned to criterion the problems to which they were exposed; however, large individual differences in performance were observed during all phases of the study. (Author/CL)

Three young adults with moderate/severe disabilities were taught to use an adaptive shopping aid in order to prepare a grocery shopping list, locate and obtain items in a supermarket, and purchase those items. Data indicated skill acquisition by all three young adults, with partial skill maintenance as much as four weeks following problem…

The article reviews strategies for selecting and prioritizing community survival skills for mentally retarded persons and tactics for performing a behavioral task analysis of the identified skill. The behavioral procedures common to community survival skills training programs are described and representative research is reviewed. (Author/CL)

The article discusses in general terms the principle of normalization, along with its implications for the means and ends of instructing the severely handicapped. (Author/DLS)

The study evaluated the effects of self recording alone and of additional self-management techniques in improving the ability of adults with mental retardation (N=9) to self-direct daily living activities. All subjects improved their performance in task completion suggesting that self-recording alone may be effective in improving task completion.…

The purpose of this workbook is to help youth to take the lead in planning for their adult lives. The workbook shares important information, encourages youth to begin thinking about life after high school, and offers ideas they can use to plan routes to reach their goals. This is not a workbook parents, educators or others should hand to young…

The objective of the study was to study differences in aging phenomena among adults with intellectual disability (ID), who live in community residence versus their peers in residential care centers and to determine the contribution of health status, age, gender, etiology and level of ID to the decline in ADL function with age. Our study was based…

The aim of this study was to assess rates of childhood disability as indicated by functional limitation of motor, sensory, or self-care skills in children living in severely-distressed neighborhoods. For a neighborhood in the US Census Track to be considered severely distressed, three of the following four characteristics need to be present:…

This paper describes the development of the interRAI-Intellectual Disability (interRAI ID), a comprehensive instrument that assesses all key domains of interest to service providers relative to a person with an intellectual disability (ID). The authors report on the reliability and validity of embedded scales for cognition, self-care, aggression,…

Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like…

Students with disabilities need self-determination skills to achieve desired in-school and post-school outcomes. Many of these students need direct and explicit instruction to develop these skills. To provide this instruction, schools can infuse self-determination skills into content instruction or adopt a stand-alone self-determination…

Chicago Public Schools (CPS) recognized that their graduates were still struggling to find employment. They also concluded that those graduates who found employment were having difficulty retaining their jobs. Chicago educators hired the company All Students Can Learn to write curriculum that addresses employability skills for junior high school…