The Mobility Opportunities Via Education (MOVE®) Curriculum is a functional mobility curriculum for individuals with severe disabilities. This study investigated the effects of the MOVE Curriculum on the functional walking skills of five elementary-aged students with severe, multiple disabilities. The MOVE Curriculum was implemented using a multiple-baseline across subjects design. Repeated measures were taken during baseline, intervention, and maintenance phases for each participant. All students demonstrated progress in taking reciprocal steps during either intervention or maintenance. Results for each participant are discussed as well as implications and future directions for research.

This study attempted to extend research on factors affecting acceptance of behavioral interventions and to identify factors involved in acceptance of instructional strategies. A questionnaire was used to survey teachers' acceptability ratings of instructional strategies and behavioral interventions. Teacher ratings of current mainstreaming practices also- were obtained. Results revealed a relation between perceived effectiveness of an intervention and willingness to implement. Questions about the match between perceived effectiveness and empirically supported effectiveness are raised, and directions for future acceptability studies are discussed.

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