During the post-World War II baby boom, increasing numbers of children with significant disabilities survived the birth process and lived longer than their predecessors. Many viewed them as less valuable than others and incapable of developing to more than the level of an infant without disabilities (Kliewer & Drake, 1998). Predictably, they were excluded or rejected from public schools and private alternatives emerged and proliferated. Most who provided direct services in these segregated private settings were untrained, relatively low paid, not college educated, or licensed. Subsequently, some legislatures established tax supported settings for these excluded and rejected children. Two additional segregated service models emerged: tax supported government operated programs and private services supported by public school tax dollars. In these settings, it was not unusual for one teacher and five

The frequency of reported reversals for rotary illusions and for figure-ground illusions (the Necker cube and the Schroeder staircase) was assessed as a function of hypnotic susceptibility level. High-hypnotic-susceptibility subjects reported a greater frequency of reversals with both types of illusions than those subjects judged low in susceptibility. Implications of these data for both hypnosis and illusion research are discussed.

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Background During the COVID-19 pandemic, there has been a rapid increase in the amount of information about the disease and SARS-CoV-2 on the internet. If the language used in video messages is not clear or understandable to deaf and hard of hearing (DHH) people with a high school degree or less, this can cause confusion and result in information gaps among DHH people during a health emergency. Objective The aim of this study is to investigate the relationship between DHH people's perception of the effectiveness of physical distancing and contagiousness of an asymptomatic person. Methods This is a cross-sectional survey study on DHH people's perceptions about COVID-19 (N=475). Items pertaining to COVID-19 knowledge were administered to US deaf adults from April 17, 2020, to May 1, 2020, via a bilingual American Sign Language/English online survey platform. Results The sample consisted of 475 DHH adults aged 18-88 years old, with 74% (n=352) identifying as White and 54% (n=256) as female. About 88% (n=418) of the sample felt they knew most things or a lot about physical distancing. This figure dropped to 72% (n=342) for the question about the effectiveness of physical distancing in reducing the spread of COVID-19 and 70% (n=333) for the question about the contagiousness of an infected person without symptoms. Education and a knowledge of the effectiveness of physical distancing significantly predicted knowledge about the contagiousness of an asymptomatic individual. Race, gender, and age did not emerge as significant predictors. Conclusions This results of this study point to the strong connection between education and coronavirus-related knowledge. Education-related disparities can be remedied by making information fully accessible and easily understood during emergencies and pandemics.

Recent challenges to the traditional view of the human change process—one that places emphasis primarily upon therapists' perspectives—have led to attempts to better understand clients' views of personal change. Although much is known about therapists' viewpoints of the change process, this narrow attitude neglects the clients' important contributions to psychotherapy. Understanding and working within the clients' theories of change has significant clinical and research implications. Eighteen coparticipants—including college age, adult, and senior individuals—were interviewed. Interviews were analyzed using an iterative process based upon grounded theory. Codings were developed from the coparticipants' narratives based on unanimous decisions, and themes were then developed reflecting the type of story shared. Three types of stories emerged from the data: Adaptation, Personal Choice, and Delimited Choice. Coparticipants' relative lack of focus on particulars of the change process was evident. In addition, the stories often did not include personal agency as central to the change process. Clients may not come to therapy with a clear and easily elicited theory of change; the understanding of change that guides working with the client may be truly cocreated by client and therapist within the psychotherapeutic process.