scholarly journals Communication interventions on conditional requesting or rejecting skills for individuals with moderate to severe developmental disabilities: a scoping review

2017 ◽  
Vol 65 (4) ◽  
pp. 205-219 ◽  
Author(s):  
Mo Chen
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Severe Developmental Disabilities ◽  
Communication Interventions

Speech-Language Pathologists’ Roles in the Delivery of Positive Behavior Support for Individuals With Developmental Disabilities

2004 ◽  
Vol 13 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Karen D. Bopp ◽  
Kenneth E. Brown ◽  
Pat Mirenda
Keyword(s):  
Developmental Disabilities ◽  
Positive Behavior Support ◽  
Augmentative And Alternative Communication ◽  
Positive Behavior ◽  
Functional Communication ◽  
Alternative Communication ◽  
Behavior Support ◽  
Speech Language Pathologists ◽  
Severe Developmental Disabilities ◽  
Communication Interventions

Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.

scholarly journals An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

2021 ◽  
Author(s):  
Melaura Andree Erickson Tomaino ◽  
Alissa L. Greenberg ◽  
Sarah Ann Kagawa-Purohit ◽  
Sagui A. Doering ◽  
Edward Steven Miguel
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Severe Disabilities ◽  
Technology Study ◽  
Educational Benefits ◽  
Additional Information ◽  
Behavioral Needs ◽  
Severe Developmental Disabilities ◽  
Learning Programs ◽  
Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Examining the Needs of Culturally Diverse Rural Caregivers who Have Adults with Severe Developmental Disabilities Living with Them

2000 ◽  
Vol 81 (2) ◽  
pp. 174-185 ◽  
Author(s):  
Elizabeth Ann Gammon
Keyword(s):  
Developmental Disabilities ◽  
Social Services ◽  
Culturally Diverse ◽  
Developmental Delays ◽  
Coping Skills ◽  
Service Needs ◽  
Policy Makers ◽  
Rural Caregivers ◽  
Severe Developmental Disabilities ◽  
And Coping

This article presents the results of a study of rural caregivers who have adults with severe developmental delays living at home with them. It examines their demographic characteristics, their perceived levels of stress, and the coping skills they use to deal with that stress. This article provides information on the availability and utilization of social services for the adults with mental retardation and developmental disabilities (MR/DD) and their families. In addition, the service needs, stresses experienced, and coping skills of these families are examined according to majority and minority racial status. This type of information should be valuable to policy makers, agency administrators, and program planners to improve the development, targeting, and accessibility of rural programs and services. For the purpose of this study, the term “developmental disability” refers to both mental and physical delays and is sometimes represented as MR/DD, which is consistent with the literature on this population.

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