Working with children who have multiple disabilities that include visual impairments can be especially challenging. Many disabling conditions manifest into behavioral difficulties that may take away from learning. Acting out may be a student's way of expressing a lack of healthy coping mechanisms in relation to his or her environment. Implementing…

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational…

This paper introduces educators to CHARGE syndrome (CS), a multiple anomaly developmental syndrome that is usually accompanied by some degree of hearing and visual impairment. We describe the defining medical characteristics of the syndrome, and following this, outline the behavioral features commonly seen in individuals with CS. Throughout, we…

Differential reinforcement procedures were combined with momentary restraint conditions to reduce the stereotypic behaviors of three visually impaired, severely disabled students (7-10 years old). Procedures were carried out in a classroom setting by classroom staff. (Author/CL)

At least 60% of children with disabilities have multiple disabilities including visual impairments (VI). Because the visual system is neurologically based, any problems of the neurological system will also likely affect vision. The estimated number of students with VI and additional disabilities has increased significantly over the years. Since…

The authors describe behavior modification treatment procedures applied by direct-care staff in a residential school to conrol severe aggression and self-injury in two developmentally disabled, visually handicapped students. Techniques included positive practice overcorrection, verbal command, and response immobilization. (Author/CL)

The article reviews the use and limitations of medical and behavioral approaches (restraints, shock, drugs, punishment and aversive stimulation, reinforcement of incompatible behaviors, and overcorrection) to reduce self injury in visually impaired, mentally retarded persons. Legal and ethical considerations are pointed out. (Author/CL)

The applicability of two reinforcer assessment procedures to children with developmental disabilities and visual impairments was evaluated. Greater differentiation between stimuli occurred with a choice procedure than with a preference procedure. Measurement of compliance and responding rate in adaptive skill training confirmed that the choice…

This study examined the relationship between the level of self-stimulation and the rate of correct task-related responses in 2 multiply disabled (severely retarded, deaf and visually impaired) individuals (ages 16 and 12). Findings suggested that self-stimulation does not always need to be suppressed to promote adaptive responding. (DB)

Positive reinforcement was used to effectively treat aggressive and noncompliant behavior of two visually impaired, multiply handicapped male students (an 18-year-old and an 11-year-old). In one case positive effects of treating aggressive behaviors generalized to a reduction in self injurious behaviors. (DB)

Positive reinforcement (food) presented both regularly and variably was effectively used to reduce self-stimulatory behavior in a 12-year-old profoundly retarded visually impaired male over a 2-month period. The improved behavior was maintained after the summer break and into the new school year. (DB)

A functional analysis of eye poking by a four-year-old female with severe developmental disabilities and visual impairments showed that high rates occurred in all conditions. Attempts to identify the maintaining variable found that eye poking decreased only when finger-eye contact was interrupted by blocking the response. (Author/DB)

The Teaching Parents Program at a center for moderately retarded students (5 to 13 years old) who may also be visually handicapped, multiply handicapped, or emotionally disturbed allows parents to learn principles of behavior modification, task analysis, and data collection while working with a child in the classroom. Materials used in the program…

The guide lists and summarizes publications designed to help parents of children with disabilities. In the first section, publications covering general aspects of handicaps--including personal accounts of parents, early home intervention, schooling, adulthood, and additional information resources--are described. Section II presents information…

This book is designed to provide teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms. Chapter 1 explores issues relating to children with general and specific learning difficulties. It discusses inclusive schooling and special educational needs, factors associated…