1989) and Woltersdorf (1992). The successes to be observed on video may be selected as exemplars taken out of the context of typical performance, as is often done for classroom on-task behavior. For example, Kehle, Clark, Jenson, and Wampold (1986) recorded hours of unprompted classroom behavior of four elementary school children (boys) who had been identified with behavior disorders, and then they edited a selection of positive examples into relatively short videos. Each student watched his own videotape once a day for 5 days, and the rates of inappropriate behavior declined, on average, from 47% to 11%. This type of self-modeling-to increase adaptive behavior that is currently intermixed with nondesired behaviors-is known as positive self-review (PSR). PSR is also used for mood-based disorders, the transferal of role play to the real world, and the maintenance of disused or low-frequency skills (Dowrick, 1999).Video feedforward can create images of positive futures, as has been shown by researchers using self− modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to read. Ten students with special needs participated in a multiple baseline intervention. Each received tutoring only, followed by tutoring plus video feedforward, another phase of tutoring only, and follow-up. Overall, reading fluency improved significantly for all students; in 9 out of 10 cases, rate of improvement was significantly greatest during feedforward. Other measures (e.g., word identification) confirmed student progress from most at-risk to mid-stream status. We conclude that video images of success with challenging materials may enhance the acquisition of reading skills.All creatures learn from observing their successes, but not usually on video; humans distinguish themselves by being able to learn through observing successes they have not yet had. This type of self-modeling is known as feedforward, an image of future mastery (a term coined to contrast with feedback, which illustrates past or present performance). For example, behavior that occurs only in one setting may be transferred to other settings by video or audio feedforward (Blum et al., 1998). In the classic application to selective mutism (Dowrick & Hood, 1978; also described in Dowrick, 1999;Kratochwill, 1981), two children were never observed to speak at school, although they spoke freely at home. Essentially, videos were made in both locations, and each child's conversation from the home was edited into the context of an adult asking questions and making comments to the same child at school. Both children watched together-first one feedforward video over a period of days, then the other-with the result that each child significantly increased the rate of speech at school in response to the self-model but not to the peer model. These increases in speech were rapid and dramatic, with only a...

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Transitioning from high school to employment or postsecondary education is a critical juncture in any person's life. For students with disabilities, the complexities associated with such pivotal decisions are compounded, increasing the need for transition preparation and ongoing support to develop self-determination, social, academic, and career skills. Although many programs have offered services to students during transition periods, there is little empirical research on the long-term impact of specific support activities, including those that employ computers and the Internet. This article reports the results of a retrospective survey of participants in a technology-based exemplary transition program for college-bound youth. It reports how participants perceive the impact of key components, including technology-enriched summer study and year-round computer and Internet activities, on their self-determination, social, college, and career skills. Recommendations for applications to transition programs as well as future research are provided.

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During the past decade, there has been tremendous growth in the number of online distance education courses offered by postsecondary institutions. Does this growth imply better access to higher education for individuals with disabilities? This article examines individual and institutional case studies identified through a search of ERIC and other major databases. The findings are summarized in terms of student characteristics, technology trends, support and accommodation provided by postsecondary institutions, and the overall impact of distance education on people with disabilities.