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…

This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the…

The paper describes an interactive evaluation process based on E. Brown's transactional evaluation model, and its application to evaluating programs serving children with severe and multiple disabilities or other low incidence populations. The model emphasizes the first part of the assessment process, determining which questions to ask and what…

A model is presented to link the evaluation and treatment processes in vocational rehabilitation of severely handicapped persons. The model is explained to include task analysis, functional anslysis, and ecobehavioral approaches and incorporates them within a database. (CL)

The project addressed the discrepancy between research (documenting the vocational potential of severely handicapped adults) and current services (which include an expanding national program of nonvocational day activity centers) with five coordinated components designed to improve, implement, and evaluate vocational services. The first component,…

A review of research on state behavior among students with profound disabilities is presented, and a model depicting interactions of state with endogenous and exogenous variables is offered. Applications of the model are illustrated through four case studies displaying different state patterns. Measurable attributes of state having implications…

This paper discusses strategies for the evaluation of severely handicapped students. The shortcomings of standardized assessment techniques are reviewed, and the appropriateness of normative comparison and the developmental model with this population is discussed. The role of the school psychologist in student assessment is described, and the need…

A model for assessing severely handicapped learners is intended to allow diagnosticians to collect information for designing cross-referenced objectives in functioning areas related to specific disabilities, general curriculum areas, and environmental demands. A case study is presented to illustrate the process. (Author/CL)

This study evaluated several statistical models for estimating treatment effects in a randomized, longitudinal experiment comparing assertive community treatment (ACT) versus brokered case management (BCM). In addition, mediator and moderator analyses were conducted. The ACT clients had improved outcomes in terms of housing and psychiatric…

The normative developmental model is discussed in terms of its implication for assessment and instruction for severely/profoundly retarded children. (Author/PHR)

Issues that underlie the development of measurement systems to evaluate the social effects of supported education for disabled students are discussed. An assessment model which examines both outcome (i.e., increased acceptance, social participation, and levels of friendships) and process variables (e.g., specific social interaction skills) is…

This final report describes a 3-year federally funded project designed to conduct an analysis of the factors that contribute to the performance of high intensity problem behaviors by students with severe disabilities. The project utilized a series of five integrated studies, which involved students with severe intellectual disabilities and the…

This volume is a guide for assessing children with dual sensory or severe impairments between the ages of 6 and 15. It presents a functional-ecological assessment process that is individually determined, contextually based, and leads directly to intervention. It begins by discussing the benefits of this model over standardized assessment…

This monograph explores the development of comprehensive systems of care for severely emotionally disturbed children and adolescents. It is intended as a technical assistance tool for states and communities interested in improving services and as a review of the state of the art for developing systems of care. A generic model of a system of care…

Project TTAP (Technology Team Assessment Process) demonstrated a functional technology assessment model that can be used to ensure that children from birth to 8 with moderate to severe disabilities receive a thorough team assessment and follow-up consultation focused on individualized technology applications. Team-based procedures were developed…