Classroom observations were made on staff and stu dents with severe disabilities to record opportunities to express preferences and make choices. Included in the study were 48 staff members and 37 students located in public schools, institutions, and university demonstra tion sites. An observational code was used to record staff-and student-initiated expressions of preference and choice in structured and nonstructured classroom activ ities. Results indicated that, regardless of age level or setting, classroom staff responded at very low rates to student-initiated expressions of choice or preference and that staff-initiated opportunities for student expressions of choice or preference were significantly higher in the 0 to 5 age range. Additional findings indicated that staff and students used distinctly different response modali ties to communicate. Results are discussed in relation to the development of communication and social skills, with implications for current educational practices, per sonnel training, and further research.

Implications of biobehavioral state measures for the assessment of students with profoundly handicapping conditions are discussed in relation to similar behaviors observed in infants and among persons recovering from severe head trauma. Data are presented showing different profiles in biobehavioral states among students with severe and profound disabilities. These profiles are compared with similar descriptions of physical and psychological functioning described in the head-trauma literature, with a discussion of similar education and intervention problems and the need for more exchange of information between special education and rehabilitation therapy for persons with severe neurological impairments. Additionally, biobehavioral state measures among persons with severe and profound disabilities are offered as a potentially valuable assessment tool with important implications for improved intervention strategies and future research directions.

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