The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained.

This study examined the use of a palmtop computer running a software program by transition-age students with cognitive disabilities to increase independence on vocational and independent living tasks. The purpose of this research was to test the hypotheses that a palmtop computer utilizing a Windows CE platform with touch screen capabilities and programmed with the Visual Assistant program would (a) decrease the need for external prompts from the instructor, (b) increase the number of steps completed in a given task without external prompts, and (c) decrease the duration of time spent on each task for students with intellectual disabilities. Four students from a large suburban school district who were receiving special education services under the category of mental retardation were included in this research. Research was conducted using a multiple-baseline, across-participants design. Baseline, intervention, and follow-up data were collected on vocationally-oriented or life-skill tasks in the student's existing educational program. Upon completion of baseline data collection, students were taught to use the palmtop with the Visual Assistant program. In the computer-use condition, students required fewer instructor prompts to complete the tasks and increased the number of steps that they completed independently. The potential benefit of applying technology to support transition-related tasks for students with mental retardation is discussed.

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

Self-determination, choice, and preference have become important issues in vocational rehabilitation and have long been staples of social work practice. This article provides an overview of a model, the self-determined career development model, which is designed to enable people with disabilities to self-direct planning that leads to employment. Specifically, this model is applied to young women with intellectual and developmental disabilities to obtain nontraditional employment through self-regulated, customized employment planning. This article examines issues pertaining to self-determination in the context of vocational guidance and planning, introduces the model and its use in secondary education and rehabilitation, and discusses the role of social workers in supporting consumer control and self-direction.

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