Instruction of Students With Severe Disabilities

by Snell, Martha E.; Brown, Fredda

• ISBN13: 9780130142474
• ISBN10: 0130142476
• Edition: 5th
• Format: Hardcover
• Copyright: 2000-01-01
• Publisher: Prentice Hall

Summary

For courses in Severe/Multiple Disabilities Methods. This highly successful text addresses the full range of curriculum topics involved in educating individuals with severe disabilities. Clear descriptions and explanations of best practices, time-proven techniques, and a strong theory/research base combine to create one of the most comprehensive texts of its kind. Its focus on meaningful inclusion of students with disabilities and their non-disabled peers make this book an ideal main text for courses in severe disabilities.

Table of Contents

Inclusion and School Restructuring	1	(30)
Wayne Sailor
Kathleen Gee
Patricia Karasoff
The Community Schools Movement	3	(7)
School-Linked Service Integration	7	(2)
School-Based Community Schools	9	(1)
Inclusion	10	(12)
School Unification	22	(9)
Fostering Family-Professional Partnerships	31	(36)
Ann P. Turnbull
H. R. Turnbull
Individuals with Disabilities Education Act: Parental Rights and Responsibilities	33	(12)
IDEA's Six Principles	33	(10)
Supporting Families to Be Educational Advocates	43	(2)
A Family Systems Perspective	45	(22)
Family Characteristics	46	(3)
Family Interaction	49	(4)
Family Functions	53	(4)
Family Life Cycle	57	(10)
Meaningful Assessment	67	(48)
Fredda Brown
Martha E. Snell
The Importance of Assessment	70	(1)
Definitions of Disability	70	(1)
Purposes of Assessment	71	(5)
Screening	71	(3)
Diagnosis and Placement	74	(1)
Curriculum and Program Development	75	(1)
Evalution	75	(1)
Factors Related to Meaningful Assessment	76	(3)
Test Reliability	76	(1)
Test Validity	76	(1)
Data Gathering	77	(1)
Scoring	78	(1)
The Developmental Approach	79	(5)
IQ Tests	80	(2)
Developmental Scales	82	(2)
Adaptive Behavior	84	(2)
Criterion-Referenced Tests and Test of Adaptive Behavior	84	(1)
Criterion-Referenced Test of Specific Domains	84	(2)
Environmental Assessment Strategies	86	(2)
Who Assesses	86	(1)
When and Where to Assess	87	(1)
Multidimensional Framework for Conceptualizing Assessment	88	(2)
Ecological Inventories	90	(10)
Curriculum Domains	91	(1)
Current and Future Natural Environments	91	(1)
Subenvironments	91	(1)
Relevant Activities	91	(1)
Skills Required	92	(4)
Examples of Ecological Inventories	96	(1)
Applications of the Ecological Model	96	(4)
Functional Assessment of Problem Behaviors	100	(2)
Assessment of Student Preferences and Choices	102	(3)
Assessment Procedures	102	(2)
Considerations for Assessing Preferences	104	(1)
Program Quality and Quality of Life	105	(2)
Program Quality Indicators (PQI)	105	(1)
Person-Centered Approaches to Assessment	106	(1)
Prioritizing Skills from Assessment Information	107	(8)
Development and Implementation of Educational Programs	115	(58)
Martha E. Snell
Fredda Brown
Developing Educational Programs	115	(9)
Desirable Student Outcomes	115	(1)
Supportive School Practices	116	(5)
Guiding Team Principles	121	(3)
Designing Supports that Foster Relationships and Promote Membership	124	(2)
How Can Membership Be Promoted?	124	(1)
How Can Relationships Be Fostered?	124	(2)
Designing and Putting Skill Programs in to Place	126	(47)
Stages of Learning	126	(3)
Writing IEPs	129	(1)
The Logistics and Context of Teaching Programs	130	(7)
Adapting General Education Class Work and Activities	137	(9)
Intial Steps in Choosing Teaching Procedures	146	(2)
Assessing Current Performance and Revising Instructional Objectives	148	(3)
Selecting Antecedent Teaching Methods	151	(9)
Selecting Consequence Teaching Methods	160	(5)
Written Teaching Plans	165	(8)
Measurement, Analysis, and Evaluation	173	(34)
Fredda Brown
Martha E. Snell
Measurement	174	(21)
Making Measurement Meaningful	175	(2)
Making Behavior Observable and Measurable	177	(1)
Quantitative Measures	178	(1)
Measurement Strategies	179	(10)
Data Sheets	189	(1)
Measures of Accuracy	190	(1)
Graphs	191	(4)
Analysis	195	(6)
Types of Data	195	(1)
Ungraphed Data	195	(1)
Obtaining a Baseline	196	(1)
AB, or Baseline-Intervention, Design	197	(1)
Graphing Conventions	197	(1)
Visual Analysis	198	(3)
Evalution	201	(6)
Analyzing the Problem	201	(1)
Special Considerations in General Educating Settings	202	(5)
Positive Behavior Support	207	(38)
Robert H. Horner
Richard W. Albin
Jeffrey R. Sprague
Anne W. Todd
Relevance of Positive Behavior Support	207	(2)
Functional Assessment	209	(19)
Outcomes of Functional Assessment	212	(1)
Why Conduct a Functional Assessment?	212	(1)
Functional Assessment as a Three-Step Process	213	(2)
Define the Challenge	215	(1)
Build a Hypothesis	215	(2)
Using Functional Assessment Interviews	217	(5)
Recent Developments in Functional Assessment	222	(1)
Validate the Hypothesis	222	(5)
Functional Analysis	227	(1)
The Design of Comprehensive Behavior Support	228	(17)
Behavior Support Should Be Technically Sound and Contextually Appropriate	228	(1)
Behavior Support Should Be Comprehensive	229	(2)
Competing Behaviors Model	231	(2)
Constructing a Written Behavior Support Plan	233	(12)
Special Health Care Procedures	245	(46)
Marilyn M. Ault
Jane P. Rues
J. Carolyn Graff
Jennifer F. Holvoet
Where to go for Further Information or Training on the Internet	246	(2)
Information about Disabilities	247	(1)
Medical Treatments	247	(1)
Opportunities to Confer with Other	248	(1)
Quality Health Care and Teaching	248	(2)
Integrating Health Care Needs	249	(1)
Preventing Additional Health Care Problems	249	(1)
What Does a school Nurse Know?	250	(1)
General Health Care Procedures	250	(9)
Infection Control	250	(2)
Cardiopulmonary Resuscitation	252	(2)
First Aid	254	(5)
Specialized Health Care Procedures	259	(14)
Monitoring Procedures	259	(5)
Growth Monitoring, Nutrition Supplementation, and Feeding Management	264	(4)
Routing Implementation Procedures	268	(2)
Skin Care	270	(1)
Bowel Care	271	(2)
Low-Incidence Health Care Procedures	273	(10)
Nonoral Feeding Procedures	273	(3)
Atypical Elimination Procedures: Bowel or Intestinal Ostomy Care	276	(1)
Atypical Elimination Procedures: Clean Intermittent Catheterization	277	(1)
Respiratory Management: Tracheostomy Care	278	(2)
Respiratory Management: Suctioning	280	(1)
Respiratory Management: Oxygen Supplementation	280	(1)
Respiratory Management: Mechanical Ventilation	281	(1)
Glucose Monitoring	282	(1)
Shunt Care	283	(1)
Issues in Providing Special Health Care	283	(8)
Occurence in Integrated Settings	283	(1)
Children in Pain	284	(1)
Children Who Are Dying	284	(1)
Withholding Treatment	285	(6)
Promoting Participation in Natural Environments by Accommodating Motor Disabilities	291	(40)
Philippa H. Campbell
Key Issues in Motor Disability	292	(9)
Movement Competence, Adaptation, and Participation	293	(1)
Motor From Versus Function	294	(1)
Barriers to Motor Competence	294	(6)
Coordination of Service and Supports	300	(1)
Goals of Proper Physical Management	301	(1)
Physical Management Routines	302	(3)
Methods of Changing Position	305	(3)
Lifting	305	(2)
Transfers	307	(1)
Carrying	307	(1)
Positioning	308	(5)
Selecting Adaptive Equipment	308	(1)
Purposes of Adaptive Equipment	309	(1)
Improving Functional Performance	310	(2)
Promoting Community Participation	312	(1)
Eating and Drinking	313	(6)
Positioning for Proper Feeding	314	(1)
Approaches to Eating and Drinking	314	(1)
Neuromotor Methods to Promote Coordinated Eating and Drinking Patterns	315	(2)
Nutrition	317	(1)
Independent Eating and Drinking	318	(1)
Toileting	319	(1)
Dressing	320	(2)
Positioning for Dressing and Undressing	320	(1)
Selecting Clothing	321	(1)
Facilitating Dressing and Undressing	321	(1)
Managing Fastenings	322	(1)
Getting Help from Therapists and Other Specialists: Working as a Team	322	(9)
Teaching Basic Self-Care Skills	331	(50)
Leslie J. Farlow
Martha E. Snell
A Rationale for Attainting Proficiency in Self-Care Routines	333	(1)
Problems with Current Research	334	(1)
General Principles for Developing Self-Care Instruction	334	(18)
Collaborate with Team Members	335	(1)
Use Socially Valid Procedures that Are Appropriate for Age and Culture	335	(1)
Involve Peers	336	(2)
Use Partial Participation Carefully	338	(1)
Conduct Meaningful Assessment and Use the Results	338	(3)
Select Appropriate Setting and Schedules for Instruction	341	(1)
Select Uncomplicated and Effective Instructional Methods	342	(8)
Consideer Related Skills for Instruction	350	(2)
Special Considerations for Toileting	352	(11)
Assessment and Instruction	352	(1)
Prerequisites for Toilet Training	353	(1)
Assessment of Toileting Performance	353	(2)
Approaches for Teaching Daytime Toileting	355	(8)
Approaches for Teaching Nighttime Toileting	363	(1)
Special Considerations for Eating and Mealtime	363	(8)
Assessment and Instruction	363	(4)
Instructional Strategies for Eating and Mealtime	367	(4)
Special Considerations for Dressing and Grooming	371	(10)
Assessment and Instruction	371	(1)
Range of Skills	371	(1)
Instructional Considerations	371	(1)
Dressing and Grooming Materials	372	(1)
Embedded Behaviors in Dressing and Grooming Routines	372	(1)
Recent Studies in Dressing and Grooming Research	373	(8)
Peer Relationships	381	(28)
Debbie Staub
Charles A. Peck
Chrysan Gallucci
Ilene Schwartz
Peer Relationships and Developmental Outcomes	384	(6)
The Outcome Framework	385	(2)
Three Case Illustrations	387	(2)
Relationships and Learning	389	(1)
Strategies for Intervention	390	(10)
Designing ``Usable'' Interventions	390	(1)
Recognizing and Supporting a Range of Relationships	391	(5)
Recognizing and Supporting Membership	396	(4)
Assessment and Evaluation of Peer Relationships	400	(3)
Narrative Observational Records	401	(1)
Interviews	401	(1)
Analyzing and Evaluating Narrative Data	402	(1)
Nondisabled Students and Severely Disabled Peers: All True Benefits Are Mutual	403	(6)
Companionship	404	(1)
Growth in Social Cognition and Self-Concept	404	(1)
Development of Personal Principles	404	(5)
Nonsymbolic Communication	409	(44)
Ellin Siegel
Amy Wetherby
Nonsymbolic Skills	411	(1)
The Impact of the Disability	411	(1)
The Tri-Focus of Intervention	411	(1)
Early Communication Development	412	(10)
Critical Aspects of Communication	412	(1)
A Three-Stage Communication Progression	413	(4)
Recognizing Nonsymbolic Communication	417	(4)
The Capacity for Symbols	421	(1)
Assessment	422	(13)
Assessment: Understanding the Nonsymbolic Communicator Using a Learner Profile	423	(6)
The Communicative Environment	429	(1)
Assessment: Understanding the Social Environment Using a Partner Profile	429	(4)
Assessment: Understanding the Physical Environment Using an Environmental Profile	433	(1)
Strategies for Assessing Nonsymbolic Communication	434	(1)
Intervention Methods	435	(18)
A Reciprocal Assessment Focus	436	(1)
Functional Systematic Methods in Natural Routines	436	(1)
Potential Communication Content	436	(1)
Intervention Guidelines to Enhance Partner's Symbolic Expression	437	(4)
Intervention to Enhance Partner's Understanding of Nonsymbolic Communication	441	(1)
Intervention to Enhance Communication Contexts	442	(1)
Enhance Communication Contexts and Attend to External Influences on State Behavior	442	(11)
Teaching Functional Communication Skills	453	(40)
Ann P. Kaiser
Overview of Milieu Teaching	456	(3)
The Goals of Language Intervention	457	(2)
Milieu Teaching Strategies	459	(13)
Guidelines for Milieu Teachers	459	(1)
Milieu Teaching Procedures	460	(6)
Environmental Arrangement Strategies	466	(3)
Responsive Conversational Style	469	(2)
Research on Milieu Teaching	471	(1)
Implementing Milieu Teaching	472	(21)
Data Collection and Evaluation	472	(1)
How to Use Milieu Language Teaching	473	(3)
Assessment	476	(5)
Generalized Skills Teaching	481	(3)
Designing an Optimal Teaching Approach	484	(9)
Teaching Functional Academics	493	(50)
Diane M. Browder
Martha E. Snell
Overview of Functional Academics	497	(5)
The Importance of Functional Academics	497	(1)
Selecting Functional Academic Skills for Instruction	497	(5)
Teaching Strategies for Functional Academics	502	(23)
Where to Teach Functional Academics	502	(3)
Format for Instruction: Group Instruction and Observational Learning	505	(2)
Incidental Learning in the Context of Systematic Instruction	507	(1)
Peer Tutors	507	(1)
Prompting and Feedback Procedures	508	(13)
Designing and Selecting Materials to Encourage Learning	521	(1)
Planning for Generalization	522	(2)
Skill Maintenance	524	(1)
Functional Reading and Language Arts Instruction	525	(6)
Generalized Functional Reading	526	(3)
Specific, Embedded Reading	529	(2)
Functional Math	531	(12)
Generalized Functional Math	531	(6)
Specific, Embedded Math Skills	537	(6)
Home and Community	543	(48)
Diane M. Browder
Linda M. Bambara
Planning Instruction to Enhance Skills for Home and the Community	544	(2)
Self-Determination: A New Era for Home and Community Instruction	544	(2)
Guidelines to Plan Instruction	546	(1)
Guideline One: Use Person-Centered Planning Strategies	546	(4)
Structured Action Planning	546	(3)
Collaborative Meetings	549	(1)
Guideline Two: Enhance Choice, Self-Prompting, and Self-Management	550	(4)
Choice	550	(1)
Self-prompting	551	(1)
Self-management	552	(2)
Guideline Three: Use Efficient Strategies, Peer Instruction, and Observational Learning	554	(6)
Choosing the Instructional Setting	554	(3)
General Case Instruction	557	(1)
Efficient Teaching Strategies	558	(2)
Guideline Four: Use Transition Planning to Focus Community-Based Instruction	560	(1)
Resources for Planning Instructional Support	561	(30)
Skills for the Home	561	(1)
Food Preparation	561	(6)
Housekeeping and Laundry	567	(2)
Home Safety and First Aid	569	(2)
Telephone Use	571	(1)
Sex Education	572	(1)
Skills for the Community	573	(1)
Safety Skills	573	(1)
Purchasing	574	(1)
Dining Out and Buying Snacks	575	(3)
Community Leisure	578	(4)
Banking	582	(1)
Community Mobility	582	(9)
Vocational Preparation and Transition	591	(38)
M. Sherril Moon
Katherine Inge
Defining Transition	592	(1)
Characteristics of Effective Vocational Preparation and Transition Programs	593	(6)
Understanding Which Services Are Available in Your Community	593	(4)
Supporting Families	597	(1)
Determining Student Preferences ad Interests	597	(1)
Balancing Vocational Preparation with Inclusion and Other Programs	597	(1)
Collaborating with a Team for Successful Transition	598	(1)
Individual Transition Planning and the IEP	599	(1)
School-Based Vocational Preparation	599	(22)
Longitudinal Instruction of Work-Related Skills Across Grades and Settings	600	(1)
Identifying a Career Path	601	(2)
Employment Training Related to the Local Economy	603	(1)
Job Training Across a Variety of Real Jobs in Real Employment Settings	604	(2)
Establishing Community-Based Training Sites	606	(4)
Selecting Systematic Behavioral Procedures to Teach Vocational Skills	610	(4)
Selecting an Instructional Strategy	614	(6)
Special Considerations for Students with Physical Disabilities: Assistive Technology	620	(1)
Paid Employment	621	(8)
Social Security Benefits and Work Incentives	624	(1)
Employment Support After Graduation	625	(4)
The Promise of Adulthood	629	(28)
Philip M. Ferguson
Dianne L. Ferguson
Understanding Adulthood	630	(8)
The Changing Status of Adulthood	631	(1)
The Dimensions of Adulthood	632	(6)
Denying Adulthood	638	(6)
Unending Childhood	638	(1)
Unfinished Transition	639	(1)
Unhelpful Services	640	(2)
The Dilemma of Adulthood	642	(2)
Achieving Adulthood	644	(4)
The Concept of Support	645	(1)
What Is New About Supported Adulthood?	645	(1)
Components of Supported Adulthood	645	(3)
Dimensions of Adulthood Revisited	648	(9)
Supported Autonomy	649	(1)
Supported Membership	650	(1)
Supported Change	651	(1)
Multidimensional Adulthood	652	(1)
Some Dangers Ahead	653	(4)
Name Index	657	(14)
Subject Index	671