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Perspective of Relatives on Restrictions Applied to Their Family Members with Moderate Intellectual Disability
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Van der Meulen, Anne Pier S.; Taminiau, Elsbeth F.; Hertogh, Cees M. P. M.; Embregts, Petri J. C. M. – International Journal of Developmental Disabilities, 2022
The application of restrictions plays a great part in daily support of people with moderate intellectual disability (ID). In this study we examine the evaluation of relatives of restrictions applied to their family members with moderate ID. Relatives are key and permanent figures in the lives of people with moderate intellectual disability.…
Descriptors: Family Attitudes, Moderate Intellectual Disability, Barriers, Well Being
Using Errorless Teaching to Teach Generalized Manding for Information Using "How?"
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Bloh, Christopher; Scagliotti, Christopher; Baugh, Sarah; Sheenan, Megan; Silas, Shane; Zulli, Nicole – Journal of Special Education Apprenticeship, 2017
Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying "How?" in order to resume the activity. The dependent variable included both the cumulative number of…
Descriptors: Autism, Teaching Methods, Verbal Operant Conditioning, Reinforcement
Identifying the Important Factors Associated with Teaching Sex Education to People with Intellectual Disability: A Cross-Sectional Survey among Paid Care Staff
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Schaafsma, Dilana; Kok, Gerjo; Stoffelen, Joke M. T.; van Doorn, Paulien; Curfs, Leopold M. G. – Journal of Intellectual & Developmental Disability, 2014
Background: Sex education programs have been developed with paid care staff as sex educators. However, no information is available about whether these programs are being delivered. Method: The aim of this study was to investigate whether paid care staff working in an organisation specialised in the care of people with mild to moderate intellectual…
Descriptors: Sex Education, Sexuality, Caregiver Role, Mild Intellectual Disability
Using Story-Based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism
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Courtade, Ginevra R.; Lingo, Amy S.; Whitney, Todd – Rural Special Education Quarterly, 2013
The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of…
Descriptors: Regular and Special Education Relationship, Story Telling, Teaching Methods, Moderate Intellectual Disability