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Descriptors:
Special Education; Depression (Psychology); Developmental Disabilities; Burnout; Preschool Teachers; Workshops; Young Children; Special Education Teachers; Self Efficacy; Early Childhood Education; Teacher Burnout; Anxiety; Faculty Mobility; Pilot Projects; Preschool Education; Evaluation; Intervention; Evidence; Feedback (Response)

Abstract:
High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of "experiential avoidance" (EA) and "mindful awareness" (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members' EA, increased teachers' MA and "valued living" (VL), and improved teachers' sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Patterns; Developmental Disabilities; Control Groups; Mental Retardation; Literature Reviews; Pretests Posttests; Effect Size; Behavior Problems; Behavior Modification; Cognitive Restructuring; Attitude Change; Evidence; Best Practices; Inferences; Research Methodology; Meta Analysis

Abstract:
We conducted a systematic literature review of anger management in people with intellectual disabilities (ID). We identified 2 studies that used randomized controlled trials and 6 that used pretest-posttest nonequivalent control group designs. The mean between-group effect size was 1.52 for randomized controlled trials and 0.89 for the other studies; however, no studies were well controlled. Thus, anger management is not an empirically supported treatment for individuals with ID. The need for further research in this area and methods of strengthening said research are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Multiple Intelligences; Young Children; Disabilities; Developmental Disabilities; Syntax

Abstract:
Both Pre-K and K-3rd grade exceptional or talented children/students not only want but need more of an "accommodative" ambiance where their senses are given novel multiple-intelligences data so that they can continue to intellectually grow with respect to Piaget, Erickson, and Vygotsky's developmental schemes. Thus, to do this requires us to answer their queries in depth and then provide them with techniques that engage their curiosity daily. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (35K)

Descriptors:
Morphemes; Syntax; Phonology; Reading Comprehension; Phonemes; English (Second Language); Hispanic Americans; Individualized Instruction; Literacy Education; Teaching Methods; Developmental Disabilities; Child Development; Infants; Elementary School Students

Abstract:
When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and then-eventually short phrases and then-syntax by age-three-then we know we have done our academic=social work (see Jaramillo, J.; Fromkin & Rodman 1983, et. al). In closing, when all these infant to eighth grade students demonstrate reading comprehension of phonemes, morphemes, phrases, and syntax-then we all have progressed via the effective application of the aforementioned strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (135K)

Descriptors:
Intervention; Augmentative and Alternative Communication; Expressive Language; Delayed Speech; Program Implementation; Severe Disabilities; Developmental Disabilities; Developmental Delays; Assistive Technology; Agency Cooperation; Partnerships in Education; Pretests Posttests; Interviews; Participant Satisfaction; Protocol Analysis; Protocol Materials; Speech Language Pathology; Program Effectiveness; Grade 2

Abstract:
This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade student who had developmental and severe expressive language delays. Based on the collaboration that was initiated between university and school corporation during the device acquisition process, it was determined that an interagency support system for this student would provide the best long-term solution for training, implementation, and maintenance related to her device. The participant's intervention progress before and after intervention was described using tests and video interactions. Interviews with the principal collaborators (two speech and language pathologists) and the parent were conducted post intervention. Findings revealed positive changes in performance on the receptive and expressive vocabulary testing and scores on communication functions used based on video analyses before and after intervention. Spontaneous device use at home and school was, however, limited. As the study represented one case, no further statistical analysis was conducted. Finally, some reflections on the process were provided by the two main interagency collaborators as well as the mother of the participant, and implications for future intervention were discussed. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grammar; Autism; Language Impairments; Genetic Disorders; Mental Retardation; Delayed Speech; Pragmatics; Mental Age; Comparative Analysis; Form Classes (Languages); Children; Language Processing; Control Groups; Developmental Disabilities

Abstract:
This study investigates whether distinct neurodevelopmental disorders show distinct patterns of impairments in particular grammatical abilities and the relation of those grammatical patterns to general language delays and intellectual disabilities. We studied two disorders (autism and Williams syndrome [WS]) and two distinct properties (Principle A that governs reflexives and Principle B that, together with its associated pragmatic rule, governs pronouns) of the binding module of grammar. These properties are known to have markedly different courses of acquisition in typical development. We compare the knowledge of binding in children with autism with language impairment (ALI) and those with normal language (ALN) to that of children with WS, matched on age to the ALN group, and on age and nonverbal mental age (MA) to the ALI group, as well as to two groups of typically developing (TD) controls, matched on nonverbal MA to ALI and ALN groups. Our results reveal a remarkably different pattern of comprehension of personal pronouns and reflexives in ALI as opposed to ALN, WS, and two groups of TD controls. All five groups demonstrated an equal delay in their comprehension of personal pronouns, in line with widely reported delays in TD literature, argued to be due to delayed pragmatic abilities. However, and most strikingly, the ALI group also showed a pronounced difficulty in comprehension of reflexive pronouns, and particularly of the knowledge that the antecedent of a reflexive must c-command it. The revealed pattern confirms the existence of a particular impairment concerning Principle A in this module of grammar, unrelated to general language delays or cognitive deficits generally present in a large portion of individuals with autism as well as WS, or to general pragmatic deficits, known to be particularly prevalent in the population with autism. (Contains 2 tables and 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Special Education; Intervention; Autism; Mathematics Skills; Skill Development; Handheld Devices; Pervasive Developmental Disorders; Special Schools; Special Needs Students; Mathematics Instruction; Instructional Effectiveness; Teacher Surveys; Parent Surveys; Barriers; Behavior Problems; Program Effectiveness; Fidelity; Elementary Secondary Education; Special Education Teachers; Assistive Technology; Urban Schools; Developmental Disabilities

Abstract:
This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of instructional technology with students with ASD and single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads[R] can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (331K)

Descriptors:
Attention Deficit Hyperactivity Disorder; Verbal Learning; Autism; Visual Learning; Neurological Impairments; Developmental Disabilities; Pervasive Developmental Disorders; Children; Visual Perception; Auditory Perception; Verbal Communication; Genetic Disorders; Comparative Analysis; Memory; Learning Processes; Learning Disabilities

Abstract:
Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Validity; Behavior Disorders; Attention Deficit Hyperactivity Disorder; Adolescents; Mental Disorders; Developmental Disabilities; Mental Retardation; Comorbidity; Public Policy; Children; At Risk Persons; Clinical Diagnosis; Incidence; Gender Differences; Correlation; Symptoms (Individual Disorders); Intervention

Abstract:
Children with intellectual and developmental disabilities are at heightened risk for mental disorders. Using current diagnostic criteria, disruptive behavior disorders, specifically Attention-Deficit/Hyperactivity Disorder (ADHD), appear to be the most prevalent co-occurring disorders. However, the validity of ADHD as a diagnosis for children and adolescents with intellectual disabilities remains unclear. The present study examined the clinical presentation of ADHD (prevalence, sex differences, and comorbidity) among adolescents with and without intellectual disability (ID) as well as investigated the validity of ADHD for adolescents with ID by examining similarities in terms of symptom presentation, developmental course, and associated functional impairment. The sample included 142 adolescents and their families, about a third of whom were classified in the ID group and the remaining were in the typically developing (TD) group. Findings indicated that adolescents with ID continue to be at elevated risk for ADHD (risk ratio: 3.38:1) compared to their typically developing peers. Additionally, the presentation of ADHD appeared similar among adolescents with and without ID, supporting the validity of an ADHD diagnosis for this population of adolescents. Implications for public policy and intervention are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Developmental Disabilities; Student Diversity; Higher Education; Student Needs; Family Influence

Abstract:
During the past year, the Diversity Committee of the Division of Developmental Disabilities (DDD) Board worked with the Board and the Issues Committee Chair to develop an issue brief addressing diversity, its impact on the membership and the wider community that is served by the work of DDD, resulting in recommendations that will influence policy and program/initiative changes within DDD. The diverse membership of DDD is made up of administrators, educators, students and faculty within higher education. This membership is comprised of individuals who implement best and promising practices. This brief is designed to give the membership opportunities to engage in structured and facilitated conversations about diversity issues that impact them professionally. All have a shared role in the identification and implementation of services that reflect best and promising practices for individuals with developmental disabilities, including those who are from diverse cultures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (27K)