A program involving 40 severely handicapped autistic students (16-21 years old) provides community-based vocational training with intensive on-site job skills training. Training stresses functional job-related skills through a behavior analytic approach. Three supported work models included in the curriculum are mobile crews, the enclave model,…

An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…

The article focuses on vocational alternatives for severely disabled persons after age 21, including supported employment, supported competitive employment, and sheltered enclaves in industry. The authors also discuss the requirements for successful community living and note the importance of individualized transition plans, parent education and…

A review of selected self-management literature, with a focus on individuals with severe handicaps, is presented to identify potential replications and adaptations for practice and future research with this population. Strategies are categorized by their point of application as either consequences or antecedents to the target behaviors. (Author/CL)

A case study of a young woman in segregrated (handicapped-only) residential and educational environments identifies discrepancies between two human service agencies' stated philosophy of normalization and actual behavior in five areas: (1) prosthetic equipment, (2) home and classroom materials, (3) agency goals and individual programs, (4) agency…

The article describes a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with severe behavior problems in community environments. Data from two years of implementation and follow-up designed to evaluate the program are also presented which support the effectiveness of the model.…

Behavioral changes among seven adolescents with severe handicaps after moving to more normalized environments, were compared with changes among matched Ss remaining in an institution. After six months, experimental Ss made significantly greater gains in group maintenance and in the nongoal-oriented behavior subcategory of sitting. Greater change…

A retrospective examination of 56 young children with severe handicaps in community residential facilities revealed that risk status, facility, and reason were significantly related to early community placement, and children with greater caretaking/medical involvement did not appear to be placed in the community earlier than other severely…

No differential effects were revealed between minimal and relatively lengthy intervals in simulated and in vivo training of two students (8 and 13 years old) with severe handicaps. Performance in community fast food restaurants was measured. (CL)

A 15-year-old with severe handicaps who exhibited minimal intentional communicative behavior was taught to discriminately encode three classes of communicative functions. Results suggest that pragmatic discriminations can be established early in a sequence of communication intervention. The S used requesting and rejecting spontaneously in other…

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 survey of 285 assessment personnel in Texas indicated that most assessment personnel do not believe themselves adequately prepared to conduct assessments of students with severe disabilities and desired additional training. Further, a higher percentage of those assessment personnel with training perceived themselves to have the competency than…

A decision model is presented to help teachers intervene when severely disabled students fail to respond to relevant cues in the community. Five phases are addressed, including identifying those errors and deciding whether to allow a natural correction to occur. (CL)

ADAPT (A Developmental Activities Project Team), a program serving 25 profoundly emotionally handicapped children (3-18 years old) in Hillsborough, Florida, is described in terms of its highly structured curriculum, project personnel, and community agency linkages. (CL)

Examination of time-out data cummulated 2 1/2 years in a program for severely disruptive students has shown positive effects coincidental with major changes in program development, pointed to the need for extra attention to staff training at particular times, and has been useful in providing staff feedback and evaluating program development.…