This theme issue presents personal perspectives and approaches to self-advocacy from individuals who are deaf-blind. Individual articles are: (1) "Self-Advocacy: Attaining Personal Stature" by Michelle J. Smithdas; (2) "The American Association of the Deaf-Blind: A National Consumer Advocacy Organization" by Jeffrey S. Bohrman;…

Timeout, a widely used approach with severely handicapped and deaf blind students, is nevertheless potentially aversive and should not become a routine procedure. The decision to employ timeout from positive reinforcement should be based on careful consideration of the child's behavior, the severity of the target behavior, and the need for…

The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

The paper reports on a study of faculty work attitudes which was conducted to determine ways in which the work environment at the Hope School for Blind, Multi-Handicapped Children in Springfield, Illinois could be modified in ways that would lead to improved faculty morale. The study focused on two areas that are generally accepted as critical to…

The annotated bibliography on multiply handicapped children and adults contains approximately 90 abstracts and associated indexing information for documents, published from 1962 through 1972, which have been selected from the computer file of the Information Center of the Council for Exceptional Children. It is explained that the abstracts were…

The bibliography contains 52 references selected from Exceptional Child Education Abstracts concerning various types of multiply handicapped children. One in a series of over 50 similar selected listings relating to the education of handicapped or gifted children, the bibliography cites research reports, conference papers, journal articles, texts,…

The directory lists 30 programs for deaf-blind children and youth, the 10 regional offices of the Helen Keller National Center for Deaf-Blind Youths and Adults, and five programs for training teachers of the deaf-blind. Provided for each program is address, director's name, and phone number. (DB)

The paper discusses general considerations for selecting recreation/leisure skill targets for deaf/blind severely disabled individuals along with specific leisure task/materials adaptations. A pilot study is also presented illustrating such considerations and adaptations in teaching deaf/blind young adults to operate a tape player. (Author)

A 10-year followup of 49 deaf-blind children provided indirect comparisons of classifications of mental retardation, hearing loss, visual loss, and major communication mode. Results suggested problems with the methodology and indicated the need for new instruments to analyze current functioning as it relates to past evaluation data. (CL)

Future vocational and residential placements of 17 deaf-blind children predicted by their mothers were compared to placements predicted by a state coordinator of deaf-blind services. Most mothers agreed with the coordinator regarding the level of future independence in residential placement, but were more likely to offer a negative prediction for…

Discussed are the 10 comprehensive regional centers for deaf-blind children, provided for by federal legislation and intended to provide diagnostic, educational, and consultative services, in addition to carrying out research, training, and dissemination activities. (KW)

The association of hearing loss and retinitis pigmentosa has been generally recognized as the genetic disorder of Usher's syndrome. The article reviews findings of this syndrome and suggests strategies for dealing with the clinical and psychological problems displayed by Usher's syndrome patients. (Author/SW)

Operant conditioning techniques were used to teach a visually impaired deaf girl (six years old) to emit eye contact within a classroom for deaf-blind children. (Author/CL)