Background: Within the context of the Special Interest Research Group (SIRG) on Persons with Profound Intellectual and Multiple Disabilities (PIMD), researchers often discuss the methodological problems and challenges they are confronted with. The aim of the current article was to give an overview of these challenges. Methods: The challenges are…

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

The aim of the article is to describe the assessment model adopted by the SCINTILLA Project, a project in Italy aimed at the online vocational training of young, seriously-disabled subjects and their subsequent work inclusion in smart-work mode. It will thus describe the model worked out for evaluation of the training program conceived for the…

Highly intelligent and capable high school students investigate their options for postsecondary education based on the strength of the institution's major courses of study, the size of campus, resources available for social activities, and a host of other criteria. The highly intelligent and capable high school student with a severe physical…

Historically, researchers focused on individuals with severe disabilities have utilized single-subject research methodologies to study the application of the behavioral theory to learning. In contrast, disability studies scholars have primarily used qualitative research methodologies to study quality of life or policy issues related to individuals…

The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…

Relatively little attention has been paid to the dimension of time in the design of social work interventions. Critical time intervention (CTI), an empirically supported psychosocial intervention intended to reduce the risk of homelessness by enhancing continuity of support for individuals with severe mental illness (SMI) during the transition…

Twenty-one retired professionals were trained, via a five module training program, to function as paraprofessionals in a developmental day-care center for severely handicapped preschool children. The model was inexpensive, simple to implement, and effective. (CL)

Three models designed to facilitate the integration of severely disabled children into community day care settings are described: the Technical Assistance Project, a consultation model; the Staff Development Preservice/Inservice Model, an approach offering training in special needs education; and the Consultation Team Model which relies on an…

Major elements of independent living programs for the severely disabled are described, existing programs are cited, and a hypothetical program model is offered. (SBH)

This article presents a matrix model to train individuals with severe handicaps to use language skills in spontaneous language situations. The model takes into account listener preparatory behaviors and contextual variables. The model suggests procedures for efficient training for generalization. (DB)

A program involving 40 severely handicapped autistic students (16-21 years old) provides community-based vocational training with intensive on-site job skills training. Training stresses functional job-related skills through a behavior analytic approach. Three supported work models included in the curriculum are mobile crews, the enclave model,…

A coordinated home and school planning process via a transdisciplinary model is designed to serve severely/profoundly handicapped students in functional curriculum areas. Planning begins with identification of needs, constraints, and resources, and formulation of student objectives. (CL)

Based on the assumption that the vocational curriculum for severely handicapped persons relies on the demands and opportunities of employment settings in the community, a vocational habilitation approach involving analysis of labor needs, job requirements, and client assessment and training is described. (CL)

The model stresses a focus on functional skills and suggests that assessment and remediation data facilitate placement into the training environment which maximizes productivity and minimizes dependency, and that counselors and case managers function as enablers who facilitate the client's movement into a less restrictive and more productive…