Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

Snell, Martha E.

doi:10.1017/s0813483900003557

Cited by 9 publications

(10 citation statements)

References 91 publications

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“…The right to make one's own decisions about life and future is viewed as an inalienable right by American adults without disabilities and yet has only recently been recognized for adults with disabilities (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). Evidence of this belated recognition is present in key pieces of disability legislation which have been passed or reauthorized since 1990 including the Americans With Disabilities Act of 1990, the Individuals with Disabilities Education Act, 1990 and1997, and the Reha-bilitation Act Amendments of 1992 (Ysseldyke, Algozzine, & Thurlow, 2000). These laws have all stressed the right of individuals with disabilities to choose where and with whom they want to live, what jobs they want, and by what means they want to achieve their personal goals and dreams.…”

mentioning

confidence: 99%

Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

Algozzine

Browder

Karvonen

et al. 2001

Review of Educational Research

376

302

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Self-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 100%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.

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confidence: 99%

Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

Algozzine

Browder

Karvonen

et al. 2001

Review of Educational Research

376

302

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“…There have been a number of notable contributions to this end, all of which have focused on particular aspects of published intervention articles. For example, Snell (1997) provided a detailed review of instructional research with children and young adults with mental retardation between 1990 and 1996, and Dunlap and Childs (1996) offered a quantitative analysis of the intervention research in emotional and behavioral disorders between 1980 and 1993. Carr et al (in press) accumulated an exhaustive study of the research in positive behavioral support between 1985 and 1996, and Scotti and his colleagues have conducted meta-analyses of the behavioral support literature (Scotti, Evans, Meyer, & Walker, 1991; Ujcich, Weigle, Holland, & Kirk, 1996).…”

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confidence: 99%

Intervention Research in Behavioral and Developmental Disabilities

Dunlap

Clarke

Steiner

1999

Journal of Positive Behavior Interventions

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The purpose of this study was to examine the status of experimental research on interventions intended to improve the responding of children and youth with behavioral disorders and developmental disabilities. The data pool consisted of all the articles published between 1980 and 1997 in 10 selected journals. Articles that met the criteria for intervention research were identified and scored on a number of descriptive dimensions (e.g., participant characteristics, settings, dependent measures, independent variables, ecological validity). The data revealed few notable trends over the 18-year period; however, there seemed to be some tendencies toward younger participant populations, general education settings, and studies of interventions in more typical contexts. Moreover, an increasing proportion of interventions are based on preliminary assessments. The discussion considers the general status of intervention research and its value in understanding and helping to guide practice.

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“…One challenge in alternate assessments has been the incorporation of scientifically based research surrounding best practices for teaching academic skills to students with SCD. The research conducted by Snell [15] revealed that there is minimal guidance for educators to teach reading, math, and science skills to students with SCD, but there is considerable research related to teaching functional life skills. In order for students with SCD to become college, career, and community ready, they must become proficient in academic skills also.…”

Section: Review Of Literaturementioning

confidence: 99%

Making Positive Impacts on Self-Determination via the National Center and State Collaborative Initiative

Davis¹

2015

IJCDSE

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Self-determination is an important measure of learning for students with significant cognitive disabilities. The purpose of this study was to determine whether the mean scores of two components of self-determination (capacity and opportunity) differed for students with significant cognitive disabilities that had participated in the National Center and State Collaborative Curriculum Resource Schema intervention. Research participants included seven students with significant cognitive disabilities, their parents, and teacher. Self-determination was measured using the American Institutes for Research (AIR) Self-Determination Assessment, which focused on capacity and opportunity. A one-group pretestposttest design was used to collect information on the status of subjects prior to and following the intervention. The differences between the posttest and pretest means for the components capacity and opportunity were determined. The results of this study contribute to the research knowledge of the learning theory of self-determination. Implications of the results and suggestions for future research are discussed. monitor and control their actions and to be goaloriented and self-directing [12]. The goal for educators must be to create learning conditions that foster selfdetermination in students with disabilities. The National Governors Association and Council for Chief State School Officers introduced the Common Core State Standards (CCSS) in 2010. These standards seek to prepare students for college, career, and community readiness. States are allowed to develop an alternate assessment based on alternate achievement standards (AA-AAS) for students with the most significant cognitive disabilities (SCD). The U.S. Department of Education awarded the National Center and State Collaborative (NCSC) a grant to develop a new AA-AAS for students with the most SCD. The full-scale NCSC project is led by five centers and twenty-four states to build an alternate assessment based on alternative achievement standards for students with the most SCD [10]. The NCSC developed the Learning Progressions Frameworks (LPF) for use with the CCSS. The LPF describe how the understanding of core concepts in English Language Arts and Mathematics typically develop over time when students have the benefit of high quality instruction. These frameworks offer a guide to instruction, and assist educators in lesson planning by linking instruction to CCSS through Core Content Connectors (CCC). According to the National Center and State Collaborative [10] CCC pinpoint the most relevant grade-level, core academic content in English Language Arts and Mathematics found in the Common Core State Standards. The CCC explain the necessary knowledge and skills needed to reach the learning targets that are within the LPF and the CCSS. The implementation of this curriculum resource schema is believed to allow students with disabilities to achieve at higher levels of learning because the CCC are based CCSS derived from the student's grade level. Higher levels of achiev...

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Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

Cited by 9 publications

References 91 publications

Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

Intervention Research in Behavioral and Developmental Disabilities

Making Positive Impacts on Self-Determination via the National Center and State Collaborative Initiative

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