We evaluated formation of simple symbolic categories from initial learning of specific dictated word-picture relations through emergence of untaught or derived relations. Participants were 10 individuals with severe intellectual and language limitations. Three experimental categories were constructed, each containing 1 spoken word (Set A), 1…

Children and adults with severe disabilities may have nutritional problems due to the effects of the primary disability (including such syndromes as phenylketonuria, galactosemia, and Hurler's Disease), effects related to medications (including anticonvulsants, tranquilizers, and laxatives), effects of food preferences (restrictive food…

Seven fifth and sixth graders were successfully taught to become insructional trainers with severely handicapped students (5-10 years old). The nonhandicapped students participated in a systematic program featuring formal information sessions, in-vivo instruction, and feedback. (Author/CL)

Treatment in which only solid foods were presented and attempts to avoid the food or oral manipulation were not attended to resulted in greater acceptance of solid food by severely handicapped children (3-12 years old) than a contrast method that gradually increased food textures and withdrew avoided oral manipulation. (CL)

Critical factors in community-based followup of severely disabled persons placed in competitive job sites include (1) availability of support staff, (2) maintenance data checks, (3) employer conferences, (4) client-coworker interaction, (5) postplacement problems, (6) related skill training, and (7) client advocacy. (CL)

A study of social interaction intervention with two dyads of young severely handicapped and nonhandicapped children supported a programing for generalization approach. (CL)

No significant differences were found between the children's use of prelinguistic gestures or patterns of play. Significant differences were found, however, between the communicative environments of the two groups. Severely handicapped Ss experienced significantly fewer opportunities to hear labels for objects of their attention or observe…

Discusses the benefit of creating access for impaired or immobile persons to ritualistic experiences. The practice of bringing the ritual experience to the individual unable to physically attend significant events is described. Case studies are included. (NRB)

Research is examined on the use of family members in interventions with children having severe handicaps. First, interventions addressing inappropriate behavior are reviewed, and then skill acquisition research is discussed. In general, evidence to date suggests that family members can be effective interventionists. (Author/CL)

The effectiveness of two group-training formats relative to individual training in teaching three severely handicapped adults to identify Bliss symbols was compared. Results indicated either equivalent or faster acquisition in group training than in individual training only when the same symbols were taught to each group member. (Author/CL)

The paper reviews bioethical positions regarding the "human-ness" of severely handicapped students, notes that the quality of life for many severely handicapped persons is directly threatened by the utilitarian position which questions the personhood of individuals with limited IQ, and asserts that the deontological postition is more aligned with…

The authors review research on promoting positive social behavior of severely handicapped students and analyze the research in terms of those factors that have been found to influence generalization. Practical implications are drawn regarding ways to better foster generalization of the positive social behaviors of severely handicapped students.…

The Mother of Daniel, a severely handicapped child, helped the classmates of her nonhandicapped children understand about disabilities by bringing Daniel to school and answering questions. She and the teachers stressed Daniel's similarities with young children. The experiences helped Daniel's brother and sister deal with their own feelings toward…

The article defines the principle of partial participation and individualized adaptations (which asserts that severely handicapped students can acquire skills to enable them to function, a least in part, in a variety of school and non school activities) and describes their use to generate functional school and nonschool curricula. (Author/CL)

Strategies for teaching skills to severely handicapped students are considered. Procedures for selecting target behaviors and instructional settings are reviewed. The use of prompts, cues, and demonstrations in promoting skill acquisition is discussed, along with ways to implement consequences for both correct and incorrect behavior. (CL)