Education and Training in Autism and Developmental Disabilities

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Lecavalier, L., & Tassé, M. J. (2001). Traduction et adaptation transculturelle du Reiss Screen for maladaptive behavior. Revue francophone de la déficience intellectuelle, 12, 31–44. Lerman, P., Hall Apgar, D., & Jordan, T. (2005). Longitudinal changes in adaptive behaviors of movers and stayers: Findings from a controlled research design. Mental Retardation, 43, 25–42. Lynch, P. S., Kellow, J. T., & Wilson, V. L. (1997). The impact of deinstitutionalization on the adaptive behavior of adults with mental retardation: A meta-analysis. Education and Training in Mental Retardation and Developmental Disabilities, 32, 255– 261. Mansell, J. (2006). Deinstitutionalisation and community living: Progress, problems and priorities. Journal of Intellectual and Developmental Disability, 31, 65–76. McGillivray, J., & McCabe, M. (2005). The relationship between residence and the pharmacological management of challenging behavior in individuals with intellectual disability. Journal of Developmental & Physical Disabilities, 17, 311–325. Nøttestad, J. A., & Linaker, O. M. (2003). Psychotropic drug use among people with intellectual disability before and after deinstitutionalization. Journal of Intellectual Disability Research, 47, 664– 471. Nøttestad, J. A., & Linaker, O. M. (1999). Psychiatric health needs and services before and after complete deinstitutionalization of people with intellectual disability. Journal of Intellectual Disability Research, 43, 523–530. Reiss, S. (1988). Reiss screen for maladaptive behavior test manual. Worthington, OH: IDS Publishing Corporation. Spreat, S. M., Conroy, S. J., & Fullerton, A. J. (2004). Statewide longitudinal survey of psychotropic medication use for persons with mental retardation: 1994 to 2000. American Journal on Mental Retardation, 109, 322–331. Tassé, M. J., & Maurice, P. (1993). Étude de la stabilité et de la concordance de l’échelle québécoise de comportements adaptatifs. Revue Francophone de la Déficience Intellectuelle, 4, 57–67. Thinn, K., Clarke, D. J., & Corbett, J. A. (1990). Psychotropic drugs and mental retardation: II. A comparison of psychoactive drug use before and after discharge from hospital to community. Journal of Mental Deficiency Research, 34, 397–407. World Health Organization (2007). Atlas: Global resources for persons with intellectual disabilities 2007. Switzerland: World Health Organization. Young, L., Ashman, A., Sigafoos, J., & Grevell, P. (2001). Closure of the Challinor Centre II: An extended report on 95 individuals after 12 months of community living. Journal of Intellectual and Developmental Disability, 26, 51–66. Young, L., & Ashman, A. (2004). Deinstitutionalization for older adults with severe mental retardation: Results from Australia. American Journal on Mental Retardation, 109, 397–412. Young, L. (2006). Community and cluster centre residential services for adults with intellectual disability: Long-term results from an Australianmatched sample. Journal of Intellectual Disability Research, 50, 419–431. Received: 4 June 2009 Initial Acceptance: 1 August 2009 Final Acceptance: 5 December 2009 Deinstitutionalisation and Adaptation / 377
Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 378–399 © Division on Autism and Developmental Disabilities Training Teachers to Use an Inquiry-Based Task Analysis to Teach Science to Students with Moderate and Severe Disabilities Ginevra R. Courtade University of Louisville Diane M. Browder, Fred Spooner, and Warren DiBiase University of North Carolina at Charlotte Abstract: Federal mandates as well as the National Science Education Standards call for science education for all students. IDEA (2004) and NCLB (2002) require access to and assessment of the general curriculum, including science. Although some research exists on teaching academics to students with significant disabilities, the research on teaching science is especially limited. The purpose of this investigation was to determine if teachers of students with moderate and severe intellectual disabilities could learn to use a task analysis for inquiry-based science instruction and if this training increased student responding. The findings of this study demonstrated a functional relationship between the inquiry-based science instruction training and teacher’s ability to instruct students with moderate and severe disabilities in science. In 1983 the National Commission on Excellence in Education published A Nation at Risk, calling for reform in science education. The report claimed that the educational performance of American students in scientific areas was mediocre and would lead to competitors (e.g., Japan, South Korea, Germany) overtaking the United State’s dominance in scientific areas. Following the report, the American Association for the Advancement of Science (AAAS) began an initiative entitled Project 2061: Science for all Americans (1985). The purpose of the initiative was to develop a scientifically literate society by the year 2061. Both A Nation at Risk and Project 2061: Science for all Americans used inclusive terminology that Support for this research was provided in part by Grant No. H324M03003 of the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred. Correspondence concerning this article should be addressed to Ginevra Courtade, College of Education and Human Development, Department of Teaching and Learning, Room 138, University of Louisville, Louisville, KY 40292. Email: g.courtade@louisville.edu called for the scientific education of all students. Similarly, when the National Research Council (NRC) published the National Science Education Standards (NSES) in 1996 the focus was “. . . science standards for all students . . . regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science.” (NRC, 1996, p. 2) Although these science initiatives targeted “all students,” there were few discussions of applications for students with severe intellectual disabilities until No Child Left Behind (NCLB, 2002) required the assessment of all students in science. To meet this requirement states could include students with significant cognitive disabilities in large scale testing through the use of alternate assessments, described by the U.S. Department of Education (2003) as “an assessment designed for the small number of students who are unable to participate in the State assessment even with appropriate accommodations (p. 3).” Although states have been required to develop science assessments, and by default teachers have needed to provide science instruction to prepare students for these assessments, there has been almost no research on teaching science to students with severe disabilities. A comprehensive literature review of science in- 378 / Education and Training in Autism and Developmental Disabilities-September 2010
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dents in classes that included stud
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Page 27 and 28: TABLE 2 Mean Scores of the 7 PSE Pr
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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
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Page 41 and 42: TABLE 1 Demographic Characteristics
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Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
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Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
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Page 63 and 64: ing to questions, (c) the learner f
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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
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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
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Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
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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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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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