An observational study is reported in which social interactions and on-task behavior were investigated in a mainstreaming program for 20 severely multihandicapped children. It was concluded that severely multihandicapped students in this program experienced many interactions with nonhandicapped children and that their educational activities were…

Four young children with severe and moderate handicaps were taught to generalize play responses. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. (Author/CL)

The relationship of 11 social and status variables to two placement groups of severely handicapped children (home and community-based residential facility) was analyzed. Six variables (child's age, parental feelings about the suggestion to institutionalize, religiosity, mother's age, child's age at first words, and child's age at school entry)…

A 16-year-old severely handicapped student was trained to bowl, purchase a drink from the concession, and use a vending machine in the bowling alley in six weeks. The subject successfully transferred the skill to similar environment and materials. (CL)

The project used multiple adaptive methods and teaching procedures to reinforce school mobility skills for seven severely handicapped secondary students. Student ambulation became more functional when present skills were reinforced by sequential teaching with daily practice. (CL)

A respite care program in New Jersey provides 50 families of mentally alert severely disabled adults with periodic relief. The program, which featured recreational and social activities, promotes the mental health of parents and families. (CL)

The development of effective community integration training programs for persons with severe handicaps is examined in terms of the human needs of severely disabled persons, the importance of comprehension and community-oriented training, emphasis on generalization, and consideration of individual preferences and interests. (CL)

A set of 45 mental scale items from the Bayley Scales of Infant Development was administered by two testers to 33 nonambulatory, profoundly mentally retarded subjects. Bayley raw scores predicted success in conditioning programs, suggesting that this test is useful for educational programing. (Author/CL)

Three young adults with moderate/severe disabilities were taught to use an adaptive shopping aid in order to prepare a grocery shopping list, locate and obtain items in a supermarket, and purchase those items. Data indicated skill acquisition by all three young adults, with partial skill maintenance as much as four weeks following problem…

A five-year-old, severely handicapped boy was trained to activate an adapted battery-operated and electronically controlled toy. Training involved the use of verbal and three different types of physical prompts. Among findings were that physical prompting was effective in rapidly establishing the response and the response was later also performed…

A multiple baseline design across subjects assessed effects of vestibular stimulation on acquisition of erect and symmetrical sitting of three preschoolers with severe and multiple handicaps. All three Ss made gains in erect sitting. Results from the symmetrical sitting measure were less conclusive. (Author/CL)

The paper presents data suggesting that differential reinforcement procedures can be used to control multiple maladaptive behaviors of severely multihandicapped persons in group situations. Modifications of traditional differential reinforcement scheduling and interval calulations, are introduced. (Author/CL)

Results of a study of the differential impact of three types of reinforcers (edibles, social praise, and sensory events) on the attending behavior of three severely handicapped boys (9-12 years old) supported the contention that performance is a function of the value attributed to a reinforcer. (CL)

The authors review recreation/leisure training programs conducted with moderately/severely disabled individuals. Emphasis is placed on databased task-analytic, instructional efforts and recent curriculum volumes/position papers. Programing implications include the value of task sequences involving gradual increments in response requirements.…

Three studies were undertaken to examine ways in which profoundly disabled infants and children interact with the environment. Findings suggested that the Ss were active responders and processors of environmental stimuli and that automated equipment under their control was highly motivating for them. (CL)