Education and Training in Autism and Developmental Disabilities

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the compilation of the scores obtained were also preserved. At each evaluation, each person’s IOF number, the data collection date and the name of the person in charge were registered on each page for each completed file. The IOF’s management was ensured by a counsellor in charge of the process, who adhered to a calendar to manage the evaluation follow-up. Concerning medication, a nurse had the responsibility of reading the data and converting the drugs into equivalence CPZ or Diazépam for each file. The data capture related to medication (type and posology) was taken at the time of exit from the institution (Time 1) and on the 27th month (Time 2). Results In this section, only the results obtained at Time 1 (or at discharge from the institution) and at Time 2 are presented. Statistical analyses were carried out with SPSS software (Windows’ version 11.5). Only the values for the bilateral thresholds of significance appear, with the intention of gaining a better overview of differences between measures revealed by the application of t tests with repeated measures for data obtained with ÉQCA’s and Reiss Screen for Maladaptive Behavior’s scales. Relocation. At the time of the initial exit date, 52.2% of the people (n 71) did not change residence. Among the 47.8% of the relocated individuals (n 65), 26.5% were relocated once (n 36); 14% twice (n 19); 5% three times; less than 1% four times (n 1); and 1.5%, five times (n 2). Changes in the type of residence between Time 1 and Time 2 indicates that 47.7% of the relocated people (n 31) were directed towards a model offering a lower level of support, 40% towards a model offering comparable level of support (n 26), and 7.7% towards a model offering more support (n 5). Table 1 indicates the distribution of people according to the type of residence they lived in at Time 1 and at Time 2. We observed 109 changes of residence. Seventy percent of these changes (n 77) were associated with the person (health [n 15], behavior [n 57], autonomy [n 4]) and 27.5% (n 30), to a reason independent of the person (reason related to the RFT [n 7] or to the service’s orientation [n 23]). TABLE 1 Distribution of the Participants According to Residence’s Type Time 1 Time 2 n % n % Resources of family type (RFT) 48 35 51 38 Intermediate ressources (IR) 22 16 44 32 Continuous assistance residences (CAR) 66 49 38 28 Other 0 0 3 2 Total 136 100 136 100 Three transfers were due to a combination of these reasons. Adaptive behaviors. Table 2 reveals the results of the ÉQCA obtained at Time 1 and Time 2 for all the participants and for the same participants but gathered according to whether they were or were not relocated following their exit of the institution (relocated, not relocated). The results obtained by participants indicate a significant improvement in the domestic skills’ sphere. No other significant difference is observed; the results are quite stable. However, for people that remained at the same place (not relocated), significant improvements in the fields of autonomy, domestic skills, communication and socialization are observed. Maladaptive behaviors. Table 3 presents the results for all participants that are related to the ÉQCA’s scale for the maladaptive behaviors’ section for Time 1 and Time 2. When all participants are considered, a significant diminution in serious behavioral problems is observed. However, it is noted that this improvement is especially observed in people that didn’t experience relocation. For those persons, intermediate behavioral problems also tend to decrease. No other difference is noted for each dimension of this ÉQCA’s section. Mental health problems. Table 4 reveals results obtained on the Reiss Screen for Maladaptive Behavior’s scale for all participants. In Table 5, the same results are presented but adapted according to whether residents were or were not relocated following their discharge from the institution. When all partici- Deinstitutionalisation and Adaptation / 369
TABLE 2 EQCA Adaptive Behaviors: Means, SDs, and t Test Time 1 M (SD) N 136 Time 2 M (SD) pants are considered, it can be observed that the number of people whose scores exceed the cutoff decreased on the total scale and on the subscales. More specifically, a significant reduction in mental health problems is observed in two sub-scales of the Reiss Screen for Maladaptive Behavior (aggressiveness and autism). Similar to the adaptive behaviors, improvement was more considerable for people that were not relocated. In their situation, significant improvements are observed on subscales related to aggressiveness, psychosis and paranoia and on the euphoria item. For people that were relocated, a significant improvement is observed on the autism subscale. t Not Relocated (n 71) Time 1 M (SD) Time 2 M (SD) t Relocated (n 65) Time 1 M (SD) Time 2 M (SD) Global EQCA 2.92 (2.01) 2.87 (1.69) .60 2.70 (1.89) 2.82 (1.74) 1.43 3.15 (2.11) 2.92 (1.65) 1.53 Autonomy 4.05 (2.27) 4.00 (2.09) .42 3.62 (2.32) 3.83 (2.26) 2.09* 4.51 (2.15) 4.19 (1.89) 1.73 Domestic skills 2.48 (3.15) 2.87 (3.23) 2.32* 2.19 (3.06) 2.75 (3.21) 2.10* 2.78 (3.25) 2.99 (3.28) 1.04 Health and sensorimotor skills 2.65 (1.89) 2.65 (1.76) .09 2.4 (1.84) 2.49 (1.80) 1.01 2.94 (1.91) 2.82 (1.72) .83 Communication 2.90 (1.99) 2.97 (1.95) 1.06 2.66 (1.93) 2.86 (1.91) 2.50* 3.16 (2.04) 3.10 (1.99) .50 Pre-school and school skills 1.64 (2.31) 1.46 (2.09) 1.46 1.52 (2.18) 1.35 (2.07) 1.19 1.76 (2.45) 1.59 (2.12) .91 Socialization 3.06 (2.15) 3.20 (1.93) 1.55 2.83 (2.12) 3.08 (2.01) 2.08* 3.31 (2.16) 3.32 (1.86) .98 * p .05. TABLE 3 EQCA Maladaptive Behaviors: Means, SDs, and t Test EQCA- Maladaptive Behaviors Time 1 M (SD) N 136 Time 3 M (SD) t Not Relocated (n 71) Time 1 M (SD) The observation of the correlation between the scores noted at Time 1 on the total scale of the Reiss Screen for Maladaptive Behavior’s scale (26 items) and on the of the maladaptive behaviors’ part of the ÉQCA’s scale, indicates a significant correlation R .535, p .000. Personal characteristics and relocation. Taking into account the differences observed, whether there was or was not an impact related to relocation on the evolution of adaptive and maladaptive behaviors and mental health problems, we wanted to verify if two distinct groups could be identified following their departure from the institution. The results of the univariated variance analysis with one factor (relocation) applied to the major Time 3 M (SD) t Relocated (n 65) Time 1 M (SD) Time 3 M (SD) Mild 7.27 (7.15) 7.37 (6.88) .17 7.63 (7.6) 6.96 (6.18) .97 6.88 (6.66) 7.82 (7.59) 1.07 Moderate 5.11 (5.92) 4.43 (5.40) 1.20 5.1 (6.48) 3.97 (4.97) 1.74 5.12 (5.3) 4.94 (5.82) .19 Severe 0.59 (1.64) 0.21 (0.97) 2.64** .55 (1.49) .17 (.76) 2.78** .63 (1.81) .25 (1.16) 1.453 Maladaptive behaviors score 19.26 (15.2) 16.85 (14.16) 1.89 19.48 (17.02) 15.41 (13.62) 2.77** 19.02 (13.07) 18.43 (14.67) .28 * p .05. ** p .01. 370 / Education and Training in Autism and Developmental Disabilities-September 2010 t t
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Page 5 and 6: Manuscripts Accepted for Future Pub
Page 7 and 8: dents in classes that included stud
Page 9 and 10: TABLE 1 Summary Descriptors of Meli
Page 11 and 12: tions were conducted at their work
Page 13 and 14: her function more independently wit
Page 15 and 16: eluctant to engage in interactions.
Page 17 and 18: ehaviors were consistent with Phill
Page 19 and 20: disabilities. Second, it has promot
Page 21 and 22: youth with severe disabilities. Min
Page 23 and 24: parents of students with intellectu
Page 25 and 26: tributed to such PSE program compon
Page 27 and 28: TABLE 2 Mean Scores of the 7 PSE Pr
Page 29 and 30: that educators’ and parents’ po
Page 31 and 32: gan, 1997). Despite the challenges
Page 33 and 34: ing the total score of the Family A
Page 35 and 36: with the identified factors being r
Page 37 and 38: of a positive outlook has been docu
Page 41 and 42: TABLE 1 Demographic Characteristics
Page 43 and 44: ways in the same interviews where s
Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
Page 51: eliability (r .92) and good inter-
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
Page 59 and 60: practice may have had an influence
Page 63 and 64: ing to questions, (c) the learner f
Page 65 and 66: around a small instructional table
Page 67 and 68: TABLE 2 (Continued) 9. Guide studen
Page 69 and 70: TABLE 3 (Continued) Student Steps B
Page 71 and 72: TABLE 3 (Continued) Student Steps D
Page 73 and 74: esponding to errors by interrupting
Page 75 and 76: Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
Page 81 and 82: data was not simply an artifact of
Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
Page 89 and 90: Descriptive Analysis The first rese
Page 91 and 92: eakdown whenever it is the case. He
Page 95 and 96: stood attribution when two consecut
Page 97 and 98: within easy reach. The instructiona
Page 99 and 100: and provided Takao a pen with thin
Page 101 and 102: Figure 3. Percentages of correct re
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teacher whether we should fully hon
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Education and Training in Autism an
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components to be effective promptin
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ability (IQ 44, Stanford-Binet Inte
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TABLE 1 Task Analysis for Cooking R
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pographic); and (c) no response, ch
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Figure 2. Percentage of steps perfo
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Figure 4. Percentage of steps perfo
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ture audio feature of the PDA, but
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M. (1992). The effects of self oper
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Education and Training in Autism an
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TABLE 1 Stages of The Halliwick’s
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plete other steps (Tekin & Kɹrcaal
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Figure 1. Percentage of correct res
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Martin, J. (1981). The Halliwick Me
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systematic instruction to teach fou
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also extremely low with a standard
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Procedural reliability probes measu
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Discussion The purpose of this stud
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(1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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