This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe…

The purpose of this study was to examine disproportionality in transition services for students with disabilities. The authors predicted that students' transition services and secondary programs would be driven not only by their postschool goals, but also by their gender, ethnicity, disability, and school setting. To test this hypothesis, the…

Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families…

The site visit report describes the private, non-profit Community Work Services program located in Madison, Wisconsin, which provides community-based vocational services to adults (currently 33) with a wide range of developmental disabilities. The program philosophy is that all persons should have the option of working in individually arranged and…

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate…

This report contains the findings and recommendations of a review of the residential services system for South Dakota adults with developmental disabilities, based on site visits, interviews, and an analysis of documents and materials. The policy analysis report examines how South Dakota could implement a…

Background: Judgements about students' competence influence the goals of their individualised education programs (IEPs), the location of service delivery, and their placement in general education (GE) as opposed to special education (SE) classes. The purpose of this study was to describe how presumed competence to learn the GE curriculum was…

A multiple baseline across behaviors design was used to evaluate the efficacy of embedded instruction with 3 students with developmental disabilities who were enrolled in general education classes. Two general education teachers and 1 paraprofessional delivered embedded instruction to students during regularly scheduled instructional activities.…

This study examined the extent to which students with disabilities or special needs participate in Postsecondary Enrollment Options (PSEO), a Minnesota program which allows 11th and 12th grade students to complete high school credits at a 4-year or 2-year college or a postsecondary vocational training institution. Directors of the PSEO programs at…