Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
self-care <str<strong>on</strong>g>and</str<strong>on</strong>g> domestic skills by parent as a<br />
therapist or parent-therapist collaborati<strong>on</strong>.<br />
Future research is needed to verify the results<br />
of this study, <str<strong>on</strong>g>in</str<strong>on</strong>g>clud<str<strong>on</strong>g>in</str<strong>on</strong>g>g replicati<strong>on</strong> for children<br />
with other developmental disabilities<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> their family members such as peers <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
gr<str<strong>on</strong>g>and</str<strong>on</strong>g>parents. A larger sample size with vary<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
levels of severity would provide more <str<strong>on</strong>g>in</str<strong>on</strong>g>sight<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>to the coexist<str<strong>on</strong>g>in</str<strong>on</strong>g>g variables that may<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>fluence the speed at efficiency of how the<br />
skills are taught <str<strong>on</strong>g>and</str<strong>on</strong>g> mastered. Follow up data<br />
after mastery at vary<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>tervals would also<br />
give us <str<strong>on</strong>g>in</str<strong>on</strong>g>formati<strong>on</strong> about the c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>u<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>dependence<br />
<strong>on</strong> the skills taught.<br />
References<br />
American Associati<strong>on</strong> <strong>on</strong> Mental Retardati<strong>on</strong><br />
(AAMR). (2002). Mental retardati<strong>on</strong>: Def<str<strong>on</strong>g>in</str<strong>on</strong>g>iti<strong>on</strong>, classificati<strong>on</strong><br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> systems of supports. (10 th ed.). Wash<str<strong>on</strong>g>in</str<strong>on</strong>g>gt<strong>on</strong>,<br />
DC: Author.<br />
American Psychiatric Associati<strong>on</strong>. (2000). Pervasive<br />
developmental disorders. In Diagnostic <str<strong>on</strong>g>and</str<strong>on</strong>g> statistical<br />
manual of mental disorders (Fourth editi<strong>on</strong>—<br />
text revisi<strong>on</strong>) (DSM-IV-TR). Wash<str<strong>on</strong>g>in</str<strong>on</strong>g>gt<strong>on</strong>, DC:<br />
American Psychiatric Associati<strong>on</strong>, 69–70.<br />
Ariz<strong>on</strong>a Department of Ec<strong>on</strong>omic Security. (1996).<br />
<str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> of <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g> Reference<br />
Manual (1 st ed.).<br />
Batu, S. (2008). Care-giver provided home-based<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> us<str<strong>on</strong>g>in</str<strong>on</strong>g>g simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g for<br />
teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g home skills to <str<strong>on</strong>g>in</str<strong>on</strong>g>dividuals with developmental<br />
disabilities, <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 43, 541–555.<br />
Brookman-Frazee, L. Vismara, L., Drahota, A., Stahmer,<br />
A., & Openden, D. (<str<strong>on</strong>g>in</str<strong>on</strong>g> press). Parent <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g><br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>s for children with autism spectrum<br />
disorders. In J. Mats<strong>on</strong> (Ed.) Applied behavior<br />
analysis for children with Autism Spectrum Disorders: A<br />
h<str<strong>on</strong>g>and</str<strong>on</strong>g>book.<br />
Carothers, D. E., & Taylor, R. L. (2004). How teachers<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> parents can work together to teach daily<br />
liv<str<strong>on</strong>g>in</str<strong>on</strong>g>g skills to children with autism. Focus <strong>on</strong> Autism<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 19, 102–<br />
104.<br />
Cavkaytar, A. (1999, February).The parent tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
program for teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g self-care <str<strong>on</strong>g>and</str<strong>on</strong>g> domestic skills. 15th<br />
Pacific Rim C<strong>on</strong>ference <strong>on</strong> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>. Center <strong>on</strong><br />
Disability Studies Hawaii University Affiliated<br />
Program (UAP) University of Hawaii, H<strong>on</strong>olulu,<br />
Hawaii.<br />
Cavkaytar, A. (2007). Turkish parents as teachers:<br />
Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g parents how to teach self-care <str<strong>on</strong>g>and</str<strong>on</strong>g> domestic<br />
skills to their children with mental retardati<strong>on</strong>.<br />
<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>. 42, 85–93.<br />
394 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-September 2009<br />
Cooper, J. O., Her<strong>on</strong>, T. E., & Heward, W. L.<br />
(2006). Applied behavior analysis (2 nd ed.). Upper<br />
Saddle River, NJ: Merrill/Prentice-Hall.<br />
Dillenburger K., Keenan, M., Gallagher, S., & McElh<str<strong>on</strong>g>in</str<strong>on</strong>g>ney,<br />
M. (2004). Parent educati<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> homebased<br />
behaviour analytic <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>: An exam<str<strong>on</strong>g>in</str<strong>on</strong>g>ati<strong>on</strong><br />
of parents’ percepti<strong>on</strong>s of outcome.<br />
Journal of Intellectual & <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> Disability, 29,<br />
119–130.<br />
Eyberg, S. M., & Matarazzo, R. G. (1980). <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g><br />
parents as therapists: A comparis<strong>on</strong> between <str<strong>on</strong>g>in</str<strong>on</strong>g>dividual<br />
parent-child <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong> tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
parent group didactic tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g. Journal of Cl<str<strong>on</strong>g>in</str<strong>on</strong>g>ical<br />
Psychology, 36, 492–499.<br />
Feldman, M. A., & Werner, S. E., (2002). Collateral<br />
effects of behavioral parent tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong> families<br />
of children with developmental disabilities. Behavioral<br />
Interventi<strong>on</strong>s, 17, 75–83.<br />
Giangreco, M., Edelman, S., Broer, S., & Doyle, M.<br />
(2001). Paraprofessi<strong>on</strong>al Support of Students <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>:<br />
Literature from the Past Decade. Excepti<strong>on</strong>al<br />
Children, 68, 45–63.<br />
Giangreco, M., Smith, C., & P<str<strong>on</strong>g>in</str<strong>on</strong>g>ckney, E. (2006).<br />
Address<str<strong>on</strong>g>in</str<strong>on</strong>g>g the paraprofessi<strong>on</strong>al dilemma <str<strong>on</strong>g>in</str<strong>on</strong>g> an<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>clusive school: A program descripti<strong>on</strong>. Research<br />
& Practice for Pers<strong>on</strong>s with Severe <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 31,<br />
215–229.<br />
Hanna, K., & Rodger, S. (2002). Towards familycentered<br />
practice <str<strong>on</strong>g>in</str<strong>on</strong>g> pediatric occupati<strong>on</strong>al therapy:<br />
A review of the literature <strong>on</strong> parent-therapist<br />
collaborati<strong>on</strong>. Australian Occupati<strong>on</strong>al Therapy<br />
Journal, 49, 14–24.<br />
Hauge, J. M., & Babkie, A. M. (2006). Develop<br />
collaborative special educator–paraprofessi<strong>on</strong>al<br />
teams: One para’s view. Interventi<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g> School <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Cl<str<strong>on</strong>g>in</str<strong>on</strong>g>ic, 42, 51–53.<br />
Hibbert, D., Kost<str<strong>on</strong>g>in</str<strong>on</strong>g>as, D., & Luiselli, J. K. (2002).<br />
Improv<str<strong>on</strong>g>in</str<strong>on</strong>g>g skills performance of an adult with<br />
mental retardati<strong>on</strong> through peer-mediated <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
support. Journal of <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Physical <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 14, 119–127.<br />
IDEA. (2004). Individuals with <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g> <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g><br />
Improvement Act, 2004. (P.L.) § 300.24.<br />
Matthews, J. M., & Huds<strong>on</strong>, A. M. (2001). Guidel<str<strong>on</strong>g>in</str<strong>on</strong>g>es<br />
for evaluat<str<strong>on</strong>g>in</str<strong>on</strong>g>g parent tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g programs.<br />
Family Relati<strong>on</strong>s, 50, 77–86.<br />
Ozcan, N., & Cavkaytar, A. (2009). Parents as teachers:<br />
Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g parents how to teach toilet skills to<br />
their children with autism <str<strong>on</strong>g>and</str<strong>on</strong>g> mental retardati<strong>on</strong>.<br />
<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>,<br />
44, 237–243.<br />
Ruble, L. A., & Dalrlmple, N. J. (2002). Compass: A<br />
parent-teacher collaborative model for students<br />
with autism. Focus <strong>on</strong> Autism <str<strong>on</strong>g>and</str<strong>on</strong>g> Other <str<strong>on</strong>g>Developmental</str<strong>on</strong>g><br />
<str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 17, 76–83.<br />
Sabanova, N., & Cavkaytar, A. (2007). Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g self-