Instruction of Students with Severe Disabilities

by Snell, Martha E.; Brown, Fredda

• ISBN13: 9780131143357
• ISBN10: 0131143352
• Edition: 6th
• Format: Hardcover
• Copyright: 2006-01-01
• Publisher: Prentice Hall

Summary

This highly successful book addresses the full range of curriculum topics involved in educating individuals with severe disabilities.Instruction of Students with Severe Disabilitiesexamines the principles behind teaching students with severe and multiple disabilities. This edition includes more information on alternative assessment, a stronger focus on positive behavior interventions and supports, and additional strategies on peer relationships.

Table of Contents

Foundational Concepts and Practices for Educating Students with Severe Disabilities	1	(27)
Michael F. Giangreco
Who Are Students with Severe Disabilities?	2	(1)
Definitions	2	(1)
Societal Perceptions and Expectations	3	(1)
Opportunities for Interaction and Reciprocal Benefit	3	(1)
The Best and Worst of Times	3	(4)
The Best of Times: Reasons for Optimism	3	(2)
The Worst of Times	5	(2)
Access to Appropriate Education	7	(16)
Access to the Least Restrictive Environment	7	(1)
Access to Appropriate Curriculum	8	(7)
Access to Effective Instruction	15	(5)
Access to Individually Determined Supports	20	(3)
Summary	23	(1)
References	24	(4)
Fostering Family--Professional Partnerships	28	(39)
Ann P. Turnbull
Rud Turnbull
Individuals with Disabilities Education Act: Parental Rights and Responsibilities	30	(9)
IDEA's Six Principles	30	(8)
Supporting Families to Be Educational Advocates	38	(1)
A Family Systems Perspective	39	(17)
Family Characteristics	41	(3)
Family Interaction	44	(3)
Family Functions	47	(4)
Family Life Cycle	51	(5)
Summary	56	(1)
Suggested Activity: A Tale of Two Families	56	(2)
References	58	(9)
Meaningful Assessment	67	(44)
Fredda Brown
Martha E. Snell
Donna Lehr
The Importance of Assessment	67	(2)
Definitions of Disability	69	(1)
Purposes of Assessment	70	(4)
Screening	71	(1)
Diagnosis and Placement	72	(1)
Curriculum and Program Development	72	(1)
Evaluation	73	(1)
Factors Related to Meaningful Assessment	74	(3)
Test Reliability	74	(1)
Test Validity	74	(1)
Data Gathering	74	(2)
Scoring	76	(1)
Norm-Referenced Assessments	77	(2)
IQ Tests	77	(1)
Developmental Scales	78	(1)
Criterion-Referenced Assessments	79	(4)
Tests of Adaptive Behavior	79	(2)
Assessment of Academic Performance	81	(2)
Multidimensional Framework for Conceptualizing Functional Assessment	83	(1)
Informal Environmental Assessment Strategies	84	(19)
Who Assesses	85	(1)
When and Where to Assess	85	(1)
Ecological Inventories	86	(1)
Curriculum Domains	87	(1)
Current and Future Natural Environments	87	(1)
Subenvironments	88	(1)
Relevant Activities	88	(1)
Skills Required	89	(3)
Examples of Ecological Inventories	92	(4)
Applications of Ecological Inventory	96	(1)
Functional Assessment of Problem Behaviors	97	(1)
Assessment of Student Preferences and Choices	98	(1)
Assessment Procedures	99	(1)
Considerations for Assessing Preferences	100	(1)
Program Quality and Quality of Life	101	(1)
Program Quality Indicators (PQI)	101	(1)
Person-Centered Approaches to Assessment	102	(1)
Prioritizing Skills from Assessment Information	103	(2)
Summary	105	(1)
Suggested Activities	105	(1)
References	106	(5)
Designing and Implementing Instructional Programs	111	(59)
Martha E. Snell
Fredda Brown
Developing and Writing IEPs	112	(12)
What Is a High-Quality IEP?	112	(1)
Writing IEPs	113	(2)
The IEP and Inclusion	115	(1)
Influences on Goals and Objectives	116	(8)
Translating IEPs into Action	124	(29)
Articulating the Teaching Structure	124	(10)
Selecting Teaching Methods	134	(19)
Planning and Designing Instruction for the General Education Class	153	(10)
Adapting General Education Class Work and Activities	153	(10)
Teachers' Instructional Record Keeping	163	(2)
Summary	165	(1)
Suggested Activities	165	(2)
References	167	(3)
Measurement, Analysis, and Evaluation	170	(36)
Fredda Brown
Martha E. Snell
Measurement	172	(21)
Measurement of Important Behaviors	172	(3)
Accurate and Reliable Measurement	175	(1)
Quantitative Measures	175	(2)
Measurement Strategies	177	(10)
Data Sheets	187	(1)
Measures of Accuracy	188	(1)
Graphs	189	(4)
Analysis	193	(7)
Types of Data	194	(1)
Ungraphed Data	194	(1)
Obtaining a Baseline	194	(1)
Baseline-Intervention Design	195	(1)
Graphing Conventions	196	(1)
Visual Analysis	197	(3)
Evaluation	200	(3)
Special Considerations in General Education Settings	202	(1)
Summary	203	(1)
Suggested Activities	203	(1)
References	203	(3)
Positive Behavior Support for Individuals with Severe Disabilities	206	(45)
Robert H. Horner
Richard W. Albin
Anne W. Todd
Jeffrey Sprague
Cascading Model of PBS	208	(20)
Problem Behavior	209	(1)
Assessment for Behavior Support Planning	210	(18)
Using Assessment Information to Guide Behavior Support Plan Content	228	(18)
A Positive BSP Should Be Technically Sound	229	(1)
A Positive BSP Should Be Contextually Appropriate	229	(1)
A Positive BSP Should Be a Collaborative Endeavor	229	(1)
A Positive BSP Should Be Comprehensive	230	(1)
A Positive BSP Should Be Sustainable	231	(1)
Competing Behavior Analysis	231	(4)
Contents of a Written BSP	235	(11)
Summary	246	(1)
References	246	(5)
Special Health Care Procedures	251	(40)
Jane P. Rues
J. Carolyn Graff
Marilyn Mulligan Ault
Jennifer Holvoet
Quality Health Care and Teaching	252	(2)
Integrating Health Care Needs	254	(1)
Preventing Additional Health Care Problems	255	(1)
What Does a School Nurse Know?	255	(1)
Health and Safety Procedures	256	(19)
Infection Control	256	(1)
Cardiopulmonary Resuscitation	257	(1)
First Aid	258	(4)
Routine Prevention Procedures	262	(2)
Skin Care	264	(1)
Bowel Care	265	(2)
Specialized Health Care Procedures	267	(8)
Low-Incidence Health Care Procedures	275	(9)
Nonoral Feeding Procedures	275	(2)
Atypical Elimination Procedures: Bowel or Intestinal Ostomy Care	277	(1)
Atypical Elimination Procedures: Clean Intermittent Catheterization	278	(1)
Respiratory Management: Tracheostomy Care	279	(1)
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	284	(3)
Participation in Integrated Settings	284	(1)
Children in Pain	285	(1)
Children Who Are Dying	285	(1)
Withholding Treatment	286	(1)
Summary	287	(1)
Suggested Activities	288	(1)
References	288	(3)
Addressing Motor Disabilities	291	(37)
Philippa H. Campbell
Key Concepts in Understanding Motor Disability	292	(9)
Movement Abilities, Adaptation, and Participation	293	(1)
Movement Form and Function	294	(2)
The Importance of Weight Shifting to Movement Abilities	296	(1)
Barriers to Skilled Movement	297	(4)
Getting Help from Therapists and Other Specialists: Working as a Team	301	(8)
A Framework for Team Decision Making	303	(2)
Adaptation Interventions to Promote Participation	305	(3)
Coordination of Services and Supports	308	(1)
Proper Physical Management	309	(17)
Physical Management Routines	310	(6)
Proper Positioning and Adaptive Equipment	316	(10)
Summary	326	(1)
Suggested Activities	326	(1)
References	326	(2)
Teaching Self-Care Skills	328	(47)
Leslie J. Farlow
Martha E. Snell
A Rationale for Attaining Proficiency in Self-Care Routines	329	(1)
Problems with Current Research	330	(1)
General Principles for Developing Self-Care Instruction	330	(18)
Collaborate with Team Members	331	(1)
Conduct Meaningful Assessment and Use the Results	332	(1)
Use Socially Valid Procedures, Appropriate for Age and Culture	333	(2)
Involve Peers	335	(1)
Use Partial Participation Carefully	336	(1)
Select Appropriate and Respectful Environments for Instruction	337	(1)
Select Uncomplicated and Effective Instructional Methods	338	(8)
Consider Related Skills for Instruction	346	(2)
Special Considerations for Toileting	348	(11)
Assessment and Instruction	348	(1)
Prerequisites for Toilet Training	348	(1)
Assessment of Toileting Performance	349	(2)
Approaches for Teaching Toileting	351	(8)
Special Considerations for Eating and Mealtime	359	(7)
Assessment and Instruction	359	(3)
Instructional Strategies for Eating and Mealtimes	362	(4)
Special Considerations for Dressing and Grooming	366	(1)
Assessment and Instruction	366	(1)
Range of Skills	366	(1)
Schedule and Location of Instruction	366	(1)
Dressing and Grooming Materials	367	(1)
Dressing and Grooming Routines	367	(1)
Instructional Strategies for Teaching Dressing and Grooming Skills	367	(2)
Summary	369	(1)
Suggested Activities	370	(1)
References	370	(5)
Peer Relationships	375	(30)
Ilene S. Schwartz
Debbie Staub
Charles A. Peck
Chrysan Gallucci
Peer Relationships and Developmental Outcomes	377	(6)
The Outcome Framework	378	(5)
Relationships and Learning	383	(1)
Strategies for Intervention	383	(11)
Designing ``Usable'' Interventions	384	(1)
Recognizing and Supporting Membership	384	(4)
Recognizing and Supporting a Range of Relationships	388	(5)
Recognizing and Supporting Skill and Knowledge	393	(1)
Assessment and Evaluation of Peer Relationships	394	(5)
Narrative Observational Records	395	(2)
Interviews	397	(1)
Analyzing and Evaluating Narrative Data	397	(1)
Blending Traditional and Alternative Data Collection Strategies	397	(2)
Nondisabled Students and Severely Disabled Peers: All True Benefits Are Mutual	399	(1)
Companionship	399	(1)
Growth in Social Cognition and Self-Concept	399	(1)
Development of Personal Principles	400	(1)
Summary	400	(1)
Suggested Activities	400	(1)
References	401	(4)
Nonsymbolic Communication	405	(42)
Ellin Siegel
Amy Wetherby
Nonsymbolic Skills	407	(2)
The Impact of the Disability	407	(1)
The Trifocus of Intervention	408	(1)
Early Communication Development	409	(8)
Critical Aspects of Communication	409	(1)
A Three-Stage Communication Progression	410	(4)
Recognizing Nonsymbolic Communication	414	(3)
The Capacity for Symbols	417	(1)
Assessment	417	(14)
Assessment: Understanding the Nonsymbolic Communicator	418	(7)
Strategies for Assessing Nonsymbolic Communication	425	(1)
Assessment: Understanding the Social Environment	426	(4)
Assessment: Understanding the Physical Environment	430	(1)
Teaching	431	(11)
Methods to Promote Communication	431	(2)
Communication Intervention Guidelines	433	(8)
Using the Intervention Guidelines: Examples	441	(1)
Summary	442	(1)
Suggested Activities	442	(1)
References	442	(5)
Teaching Functional Communication Skills	447	(42)
Ann P. Kaiser
Joan C. Grim
Naturalistic Approaches to Teaching Communication	447	(3)
Overview of Enhanced Milieu Teaching	450	(5)
Three Naturalistic Strategies	450	(2)
Considerations for AAC	452	(1)
Naturalistic Teaching Procedures and Students with Autism	453	(1)
The Goals of Language Intervention	454	(1)
EMT Strategies	455	(11)
Guidelines for Using EMT	455	(3)
Core Milieu Teaching Procedures	458	(5)
When to Use Each of the Four Procedures	463	(1)
Environmental Arrangement Strategies	463	(3)
Using Environmental Arrangements to Promote Peer Interactions	466	(4)
Responsive Conversational Style	466	(3)
Research on Milieu Teaching and EMT	469	(1)
Implementing Enhanced Milieu Teaching	470	(15)
Data Collection and Evaluation	470	(1)
How to Use EMT	471	(2)
Assessment	473	(4)
Generalized Skills Teaching	477	(3)
Designing an Optimal Teaching Approach	480	(5)
Summary	485	(1)
Suggested Activities	485	(1)
References	485	(4)
General Curriculum Access	489	(37)
Diane M. Browder
Lynn Ahlgrim-Delzell
Ginevra Courtade-Little
Martha E. Snell
The Meaning of Having Access to the General Education Curriculum	490	(3)
Legal Precedents for Access to General Curriculum	491	(1)
Increasing Expectations for Students with Severe Disabilities	492	(1)
Can Students with Severe Disabilities Master Academic Skills?	492	(1)
Ways to Create Access to the General Curriculum	493	(9)
Use Universal Design of Curriculum for All Students	493	(1)
Promote Self-Directed Learning	494	(1)
Apply Direct, Systematic Instruction to Teach Target Skills	495	(1)
Developing Standards-Based IEPs	495	(1)
Become Familiar with State Standards and Grade-Level Curriculum and Review Students' Needs	496	(2)
Consider the ``Critical Function''	498	(1)
Promote Active Participation	498	(1)
Use Functional Activities to Address Academic Skills	499	(1)
Find Opportunities to Practice Self-Determination	500	(1)
Apply Levels of Symbol Use to Guide Instruction	500	(2)
Language Arts Instruction	502	(9)
Creating Access to Language Arts for Students with Severe Disabilities	502	(6)
Expanding Symbolic Reading: Bridging to Literacy	508	(1)
Comprehension Skills	509	(1)
Teaching Writing Skills	510	(1)
Math Instruction	511	(7)
Presymbolic Math Instruction	512	(1)
Early Symbolic Math	513	(5)
Other Academic Areas	518	(3)
Science	519	(1)
Social Studies	519	(2)
Summary	521	(1)
Suggested Activities	521	(1)
References	521	(5)
Home and Community	526	(43)
Linda M. Bambara
Diane M. Browder
Freya Koger
Planning Instruction to Enhance Skills for Home and the Community	527	(2)
Self-Determination: A New Era for Instruction	528	(1)
Guidelines to Plan Instruction	529	(1)
Guideline One: Use Person-Centered Planning Strategies	529	(3)
Structured Action Planning	529	(2)
Collaborative Meetings	531	(1)
Guideline Two: Enhance Choice-Making, Self-Cuing, and Self-Management Skills	532	(5)
Choice	533	(1)
Self-Cuing	533	(2)
Self-Management	535	(2)
Guideline Three: Choose Appropriate Instructional Settings, Plan for Generalization, and Use Efficient Strategies	537	(5)
Choosing the Instructional Setting	537	(2)
Plan for Generalization: General Case Instruction	539	(2)
Efficient Teaching Strategies	541	(1)
Guideline Four: Use Transition Planning to Focus Community-Based Instruction	542	(1)
Resources for Planning Instructional Support	543	(20)
Skills for the Home	543	(11)
Skills for the Community	554	(9)
Summary	563	(1)
Suggested Activities	563	(1)
References	563	(6)
Vocational Preparation and Transition	569	(41)
Katherine J. Inge
M. Sherril Moon
Valued Employment Outcomes	571	(1)
Defining Transition	572	(1)
Characteristics of Effective Vocational Preparation and Transition Programs	573	(2)
Supporting Families	573	(2)
Available Vocational Services and Supports in the Community	575	(1)
Vocational Rehabilitation	575	(4)
One-Stop Career Center System	576	(1)
Eligibility	577	(1)
Medicaid Home and Community-Based Waiver	578	(1)
Social Security Benefit Issues Affecting Transition Age Youth	579	(4)
Eligibility	580	(1)
Ticket to Work Program	581	(1)
Social Security Work Incentives	581	(2)
Determining Student Preferences and Interests	583	(1)
Balancing Vocational Preparation with Inclusion and Other Integrated Opportunities	583	(2)
Collaborating with a Team for Successful Transition	585	(1)
Individual Transition Planning and the IEP	586	(1)
School-Based Vocational Preparation	586	(13)
Longitudinal Instruction of Work-Related Skills Across Grades and Settings	587	(1)
Continual Assessment of Work Preferences and Interests	588	(1)
Community-Referenced Employment Training Based on the Local Economy	589	(1)
Job Training Across a Variety of Real Jobs in Real Employment Settings	590	(1)
Establish Community-Based Training Sites	591	(3)
Community-Based Training Sites Meet Labor Law Requirements	594	(1)
Selecting Systematic Behavioral Procedures to Teach Vocational Skills	595	(4)
Special Considerations for Students with Physical Disabilities	599	(2)
Paid Employment	601	(5)
Employment Support After Graduation	605	(1)
Summary	606	(1)
Suggested Activities	606	(1)
References	606	(4)
The Promise of Adulthood	610	(28)
Philip M. Ferguson
Dianne L. Ferguson
Exploring the Promise of Adulthood	611	(1)
Understanding Adulthood	612	(7)
The Changing Status of Adulthood	612	(1)
The Dimensions of Adulthood	613	(6)
Denying Adulthood	619	(6)
Unending Childhood	620	(1)
Unfinished Transition	621	(1)
Unhelpful Services	622	(2)
The Dilemma of Adulthood	624	(1)
Achieving Adulthood	625	(5)
The Concept of Support	625	(1)
What is New About Supported Adulthood?	626	(1)
Components of Supported Adulthood	626	(4)
Dimensions of Adulthood Revisited	630	(5)
Supported Autonomy	630	(2)
Supported Membership	632	(1)
Supported Change	632	(2)
Multidimensional Adulthood	634	(1)
Some Dangers Ahead	634	(1)
Suggested Activities	635	(1)
References	635	(3)
Name Index	638	(11)
Subject Index	649