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Agran, Martin; Spooner, Fred; Brown, Fredda; Morningstar, Mary; Singer, George H. S.; Wehman, Paul – Research and Practice for Persons with Severe Disabilities, 2018
At the 2016 TASH Conference in St. Louis, a research colloquium was held that focused on the state of selected life-span services for people with severe disabilities. Topics addressed by leading experts in the field included inclusion, teaching academic skills, family support, challenging behavior, supported employment, and voting. This article…
Descriptors: Lifelong Learning, Conferences (Gatherings), Conference Papers, Meetings
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Connolly, Jennifer F. – Research and Practice for Persons with Severe Disabilities, 2017
In the last several years, there has been growing concern about the use of seclusion in schools. Little is known about its use, particularly with students with disabilities. This article presents the findings from an analysis of 26 due process hearings taking place nationwide over a 12-year period containing a description of the use of seclusion.…
Descriptors: Disabilities, Discipline Policy, Discipline, Definitions
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Brock, Matthew E.; Seaman, Rachel L.; Downing, Courtney – Research and Practice for Persons with Severe Disabilities, 2017
Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the…
Descriptors: Paraprofessional School Personnel, Evidence Based Practice, Behavior Problems, Functional Behavioral Assessment
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Carter, Erik W.; Boehm, Thomas L.; Biggs, Elizabeth E.; Annandale, Naomi H.; Taylor, Courtney E.; Loock, Aimee K.; Liu, Rosemary Y. – Research and Practice for Persons with Severe Disabilities, 2015
Can young people with intellectual and developmental disabilities be known for their strengths? This mixed-method study explored the strengths of 427 youth and young adults with intellectual disability and/or autism (ages 13-21) from the vantage point of their parents. Using the Assessment Scale for Positive Character Traits-Developmental…
Descriptors: Mental Retardation, Autism, Mixed Methods Research, Youth
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Brock, Matthew E.; Carter, Erik W. – Research and Practice for Persons with Severe Disabilities, 2013
The involvement of paraprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with…
Descriptors: Paraprofessional School Personnel, Disabilities, Educational Practices, Mental Retardation
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Voorhees, Mary D.; Walker, Virginia L.; Snell, Martha E.; Smith, Carol G. – Research and Practice for Persons with Severe Disabilities, 2013
Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of…
Descriptors: Preschool Education, Preschool Children, Behavior Problems, Behavior Modification
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Larson, Sheryl; Lakin, Charlie; Hill, Shannon – Research and Practice for Persons with Severe Disabilities, 2012
This article reviews 43 U.S. studies assessing adaptive and challenging behavior outcomes associated with people with intellectual and developmental disabilities (IDD) who moved from institutions to community residential settings. These studies were published between 1977 and 2010. Longitudinal and comparison group studies were selected based on a…
Descriptors: Adjustment (to Environment), Developmental Disabilities, Longitudinal Studies, Mental Retardation
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Westling, David L.; Trader, Barbara R.; Smith, Cynthia A.; Marshall, Denise Stile – Research and Practice for Persons with Severe Disabilities (RPSD), 2010
A survey of a convenience (nonrandom) sample of parents and guardians of children with disabilities was undertaken to document the use of restraints, seclusion, and aversive procedures. A 23-item questionnaire was presented to participants using SurveyMonkey, a Web-based program. Participants were informed of the survey by different advocacy…
Descriptors: Disabilities, Ethics, Discipline, Behavior Modification
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Snell, Martha E.; Chen, Lih-Yuan; Allaire, Janet H.; Park, Eunhye – Research and Practice for Persons with Severe Disabilities (RPSD), 2008
Data about communication breakdown were gathered through interviews of care providers and mailed surveys of special education teachers and speech and language pathologists of 17 children with cerebral palsy and significant language delay. Most care providers indicated that children used personalized communication systems and that these frequently…
Descriptors: Delayed Speech, Cerebral Palsy, Special Education Teachers, Interpersonal Communication
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Mundy, Peter C.; Henderson, Heather A.; Inge, Anne Pradella; Coman, Drew C. – Research and Practice for Persons with Severe Disabilities (RPSD), 2007
The study of phenotypic variability in social impairments and comorbid emotional disorders in autism is important because it provides information on phenotypic differences that currently complicate diagnosis, research, and treatment of this disorder. Currently, though, relatively little is known about the processes that contribute to individual…
Descriptors: Motivation, Withdrawal (Psychology), Social Development, Emotional Disturbances
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Freeman, Rachel; Eber, Lucille; Anderson, Cynthia; Irvin, Larry; Horner, Rob; Bounds, Monica; Dunlap, Glen – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral…
Descriptors: Student Behavior, Inclusive Schools, Behavior Modification, Mainstreaming
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Hawken, Leanne S.; O'Neill, Robert E. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Throughout its evolution, school-wide positive behavior support (SWPBS) has explicitly promoted the perspective that it should involve all students in a given school setting. However, the literature on SWPBS has not always fully and clearly addressed the involvement of students with severe disabilities. This article will (a) briefly review the…
Descriptors: Behavior Disorders, Intervention, Behavior Problems, Severe Disabilities
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Brown, Fredda; Michaels, Craig A. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
As people see a powerful technology and philosophical value system originally developed to promote the self-determination and inclusion of individuals students with severe disabilities applied to and having impact on the broader school population, they wonder what the outcomes will be. In this article, the authors reflect on two issues: (1) the…
Descriptors: Labeling (of Persons), Disabilities, Behavior Problems, Educational Environment
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Snell, Martha E. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
In this article, the author recognizes and responds to the three major themes of the four articles focusing on the use of school-wide positive behavior support (SWPBS) with students having the most serious problem behavior: needed research, including students with severe disabilities at all support levels through adaptations, and avoiding further…
Descriptors: Disabilities, Behavior Disorders, Intervention, Behavior Problems
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Cosden, Merith; Koegel, Lynn Kern; Koegel, Robert L.; Greenwell, Ashley; Klein, Eileen – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Despite improvements in interventions for children with autism, assessments tend to focus on their social, cognitive, and behavioral deficits, without similar systematic examination of their strengths. Strength-based assessment (SBA), which has been used in work with children with milder behavioral disorders, may also have value for individuals…
Descriptors: Behavior Disorders, Autism, Pervasive Developmental Disorders, Children
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