This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.

A program evaluation of the benefits of utilizing sys tematic procedures for data review to make instructional decisions was conducted with teachers in two universityaffiliated programs who had been using a standard method of data summary and evaluation with schoolaged children and with adults for 1 to 2 years prior to our study. During a 6-month period, the teachers' on going decision making was evaluated through measures of decisions to change or continue instruction that were based on rules for various data patterns and the effect of these decisions on subsequent student progress. Some support was found for the benefit of rule following on student progress. Suggestions for designing research to further evaluate the benefits of systematic data-based decisions are described.DESCRIPTORS: assessment, behavioral assessment, data analysis, data collection, decision making, instruc tional strategies, measurementThe primary purpose of measuring student perform ance is to evaluate the effectiveness of instruction to determine if changes are needed to improve student progress. The tradition of applied behavior analysis has provided techniques to operationalize and measure stu dent behavior. Building on these techniques, profession als who work with students with severe disabilities have developed methods to assess discrete behaviors, behav ioral chains, and clusters of related behaviors (Browder, 1987). Evaluation in applied behavior analysis tradi tionally has focused on the research objective of dem-

In this study we describe and evaluate a pyramid model of staff training to teach behavior management strategies to the staff of an integrated childcare center. Using instructions, modeling, role playing, and verbal and video feedback, three co-workers were trained as specialists in the use of contingent ignoring, time-out, and verbal reprimands. Subsequently, these specialists trained other staff to implement the procedures. The results of a multiple baseline design across subjects demonstrated that the training of specialists caused improvements in performance for specialists as well as other staff, although the latter were affected to a lesser degree. Changes in child behavior also lend tentative support to the effectiveness of the pyramid model. Additionally, specialists and staff socially validated the results by indicating satisfaction with the training procedures and continuing to implement the behavior management strategies.

Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The Teaching Pyramid, a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated toddler teachers’ use of Teaching Pyramid practices and the relationship between these practices and classroom quality. Results indicated that toddler teachers used practices associated with the universal level of the Pyramid (e.g., positive relationships with children and parents). At this level, however, it was also evident that some preventive practices were missing (e.g., posted visual schedules and rules). Missing across classrooms was evidence of practices associated with the secondary level (e.g., explicitly teaching behavior expectations) and tertiary level (e.g., participating in developing behavior support plans). Implementation of Pyramid practices appeared to be associated with classrooms rated as being high quality.

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized employment and supported employment, have existed for years; however, there seems to be a disconnection between theory and current practice in employment of people with disabilities (Rusch & Wolfe, 2008). This article presents one rural teacher's efforts for customized employment opportunities through an After School Work Camp and discusses implications for replication.