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Little is known about the identification and educational placement of students considered to have intellectual disability in the Canadian context and, specifically, the province of Ontario. The purpose of this study was to describe trends in the school-based identification of students with mild intellectual disability and developmental disability based on the Ontario criteria over a 14-year period, as well as current patterns characterizing classroom placement. Using data provided by the Ontario Ministry of Education, a doubly multivariate analysis of variance and profile analysis were performed. Findings revealed a statistically significant decrease in the number of students identified with mild intellectual disability over time, and that students identified with developmental disability per the provincial criteria accessed their education in specialized settings at a significantly higher rate than their peers with mild intellectual disability. Reasons for differences in the identification and placement of the two groups of students are explored relative to the research context. • School-based intellectual disability identification facilitates access to supports • Classroom placement has a profound impact on students with intellectual disability • Little is known about identification and placement for this population in Canada [ABSTRACT FROM AUTHOR]

Using a pilot matched-pairs cluster-randomized control trial, we evaluated the acceptability and preliminary outcomes of universal Teacher-Child Interaction Training (TCIT-U) with students with disabilities in early special education programs. Twelve classrooms (clusters) were paired by age and type and then randomly assigned within pairs to either TCIT-U (81 students, 20 teachers) or wait-list control (63 students, 16 teachers) with services as usual. We analyzed the effects of TCIT-U on (a) teachers' skills acquisition via masked observational coding and (b) students' behavior and developmental functioning via teacher questionnaires. For child-directed interaction skills, teachers receiving TCIT-U exhibited significantly greater increases in behavior descriptions and labeled praise than teachers who did not receive TCIT-U at posttreatment and follow-up. No significant group differences were observed in use of teacher-directed interaction skills. Qualitative data from teachers expanded on these findings, suggesting that teachers found child-directed interaction skills more acceptable than teacher-directed interaction skills. Teachers receiving TCIT-U reported small but significant improvements in student behavior problems and socioemotional functioning at posttreatment and follow-up, as compared to wait-list students. We discuss considerations for future implementation and tailoring of TCIT for young students with disabilities, which may have positive impacts on future cohorts of students beyond teachers' initial training. [ABSTRACT FROM AUTHOR]

Background: School inclusion is an important right of students in school systems around the world. However, many students with special education needs (SEN) have lower perceptions of inclusion despite attending inclusive schools.Aims: This study examined perceived levels of inclusion, academic self-concept and developmental problems in inclusive schools.Methods and Procedures: The Strengths and Difficulties Questionnaire and the Perception of Inclusion Questionnaire were administered at two measurement points (6th and 7th grade; n = 407, including 48 with SEN) at multiple inclusive schools. Responses were compared based on gender, grade level, and SEN. Factor structure and measurement invariance were evaluated.Outcomes and Results: Factor structures of both questionnaires were confirmed. Academic self-concept and emotional inclusion were lower for learners with SEN. However, these effects shrank in grade 7. Similarly, academic self-concept increased between grade 6 and 7. Lastly, learners with SEN had a higher level of conduct problems.Conclusions and Implications: Both instruments remain suitable for use in comparisons in inclusive schools. Significant differences exist for learners with SEN in inclusive classrooms, although these differences may shrink over time. We recommend the continued use of the Perception of Inclusion Questionnaire for information about school inclusion and for learners with SEN. [ABSTRACT FROM AUTHOR]

Background and Aims: About 18% of college students have disabilities. Social capital, resources we can tap from relationships, may be particularly valuable for students with disabilities. Yet, disabilities often limit the individual's ability to develop or use social capital. We studied how college students with developmental disabilities understand, develop, and use social capital.Methods and Procedures: We conducted in-depth semi-structured Zoom interviews with 10 women with developmental disabilities enrolled at a public university in the southeastern United States early in 2021. We examined the qualitative data with thematic analysis.Outcomes and Results: Participants averaged age 20; 70% reported attention deficit disorder or attention deficit hyperactivity disorder; 90% reported multiple diagnoses. Most participants described COVID-19 pandemic-related isolation and stress, which magnified both the need for relationships and awareness of that need, prompting participants to become proactive in forming and maintaining relationships despite anxiety about them. Themes were: foundational relationships, reciprocity, expanding horizons, a need for new relationships, focus on the future and relationship barriers.Conclusions and Implications: Results highlight the importance of social relationships and the resources they provide to students with disabilities, particularly in stressful times. Colleges can help students by connecting them with others and providing strategies for building and maintaining social capital.What This Paper Adds: College students with developmental disabilities often face challenges developing and maintaining social capital, resources derived from relationships with other people. These resources are key to success in school and after graduation, as students continue into adulthood. We studied how students with developmental disabilities build social capital. The students described their relationships with others and the types of support they contributed to and received from those relationships. We also extended previous research by examining pandemic-related effects, interviewing participants nearly one year into the COVID-19 pandemic. We provide recommendations for further research and ways colleges and universities can encourage social capital development among all students. [ABSTRACT FROM AUTHOR]

Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed. [ABSTRACT FROM AUTHOR]

Background: Quality of life (QoL) is regarded as a framework to enhance inclusive education outcomes in different domains for all students, especially for those with intellectual and developmental disabilities (IDD). Assessment tools are needed to implement this framework. Although there is a long trajectory of QoL assessment in people with IDD, we identify a lack of instruments for students with IDD who attend to general education contexts.Aims: The goal of this study is to produce a pool of items in order to develop a field-test version of a QoL instrument for this target group.Methods: 14 educational professionals participated in a four-round Delphi study, assessing the content of the items proposed according to four criteria (suitability, importance, observability and sensitivity).Results: The results of this study provided evidence of content validity regarding the pool of items that will be included in a field-test version.Conclusions: The results obtained are important for the development of a QoL assessment tool to improve the inclusion of students with IDD in general education settings. [ABSTRACT FROM AUTHOR]

Abstract: Sight-word instruction is the most common method of reading instruction for students with Moderate Intellectual Disabilities reported in the research literature. The purpose of this study was to go beyond instruction of single word units to instruction of multiple-word phrases. This study demonstrated the instruction of reading and comprehending individual words and connected text through the use of simultaneous prompting. Instruction progressed through a series of phases which systematically introduced various parts of speech and combinations of parts of speech. Following acquisition, students demonstrated generalization across connected text found in community environments and leisure-reading materials. [ABSTRACT FROM AUTHOR]

Abstract: Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their social interaction. Specifically, it primitively explores social competence in collaborative virtual learning environment (CVLE) systems, and behavioral performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, and verbal as well as text-communication. A preliminary empirical study involved CVLE-social interaction systems. Three participants who had been diagnosed with ASCs were conducted using a multiple baseline research for evidence of improved social competence through usage of the system. The experimental study consisted of 17days; and the results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning. [Copyright &y& Elsevier]

Abstract: Many persons with developmental and physical disabilities experience drooling (i.e., loss of saliva from the mouth). Technology was recently developed to help two of these persons reduce the negative effects of drooling by increasing mouth-wiping responses. This study upgraded our initial approach and tested it with the two persons who we previously treated. Upgrading ensured that all technology components, including the stimulation sources, were on the participant’s body and that stimulation for mouth wiping caused no (or limited) environmental disturbance. We also conducted a social validation assessment of the new technology and its effects, employing university students as social raters. Evidence showed that the participants used the upgraded technology successfully in settings attended by varieties of other persons. The university students involved in the social validation viewed the use of the technology as enjoyable, beneficial, and environmentally acceptable, and they largely supported it. [Copyright &y& Elsevier]

Abstract: Introduction: This project tested visual schedules and social stories in a physical education setting in order to increase the physical activity of developmentally disabled students. Method: This cohort study design involved 17 physical education teachers in a training course with an initial survey and 7-month post-survey. The initial survey assessed participant experience with developmentally disabled students, visual schedules and social stories. The post-survey assessed usage of, effectiveness of, and satisfaction with visual schedules and social stories in a physical education setting. Results: On the initial survey, 100% of the participants reported that they work with developmentally disabled students and 24% reported little to no training in working with this population. On the post-survey, 75% of the participants reported using visual schedules in their teaching and 64% found them to be “effective” or “very effective”. Six percent used social stories in their teaching, reporting them as 100% “very effective”. Conclusion: There is an indication that visual schedules and social stories are effective learning tools in the physical education setting, increasing opportunities for developmentally disabled students to be physically active. However, additional resources and training are needed in order for physical education teachers to implement these tools widely in their classes. [Copyright &y& Elsevier]

Abstract: Two students with developmental disabilities were taught to request six snack items. Requesting involved giving a graphic symbol to the trainer in exchange for the matching snack item. Following acquisition, we assessed the correspondence between requests and subsequent item selections by requiring the student to select the previously requested snack item from an array containing all six items. The effects of acquisition training were evaluated in a multiple-probe across subjects design. Acquisition was achieved in from 9 to 29 trials per item. Following acquisition, Jason showed a high level of correspondence between requesting and selecting, but Ryan required additional training to achieve correspondence. These data support the use of exchange-based communication systems, but suggest that some students may require explicit correspondence training. [Copyright &y& Elsevier]

Abstract: Overselective stimulus control was assessed in 29 students at residential schools for individuals with developmental disabilities. Overselectivity testing included three different delayed identity matching-to-sample tasks. Sample stimuli for the Form/Color Test were nine possible combinations of three colors and three forms. On each trial, the S+ stimulus was identical to the sample, one S− was the same color as the sample but a different form, and the other S− was the same form but a different color. Sample stimuli for the Two-Sample Test were two alphanumeric characters. The S+ stimulus was identical to one of the sample stimuli, and two S− stimuli were characters different from both samples. Sample stimuli for the Faces Test were six digital images of adult faces. On each trial, the S+ stimulus was identical to the sample, one S− stimulus was a non-matching face to which one sample feature had been added (e.g., an identical hat or scarf), and the other S− stimulus was an unaltered non-matching face. All participants were also tested with the Peabody Picture Vocabulary Test III (PPVT) and the Autism Diagnostic Observation Schedule (ADOS). Results indicated overselective stimulus control on at least one test for 18 of the 29 participants. Overselectivity (a) was distributed across a range of PPVT mental age equivalent scores from <1.75 to 8.83; (b) was more likely in individuals with higher ADOS scores; (c) was most likely on the Two-Sample Test; and (d) was found in five individuals on more than one of the tests. Thus, overselective stimulus control may occur across a range of characteristics typical for students who attend residential special-education programs. [Copyright &y& Elsevier]

Abstract: Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining and maintaining jobs, and many researchers have looked for ways to make employment more successful [McConkey, R. & Mezza F. (2001). Employment aspirations of people with learning disabilities attending day centers. Journal of Learning Disabilities, 5(4), 309–318; Stevens, G. (2002). Employers’ perceptions and practice in the employability of disabled people: a survey of companies in south east UK. Disability and Society, 17(7), 779–796; Capella, M., Roessler, R., & Hemmeria, K. (2002). Work-related skills awareness in high-school students with disabilities. Journal of Applied Rehabilitation Counseling, 33(2), 17–23; Ingraham, K., Rahimi, M., Tsang, H., Chan, F., & Oulvey, E. (2001). Work support groups in state vocational rehabilitation agency settings: a case study. Psychiatric Rehabilitation Skills, 5(1), 6–21; Gosling, V. & Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability and Society, 15(7), 1001–1018; Neitupski, J. & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(2), 103–119]. While research has accumulated that has examined predictors of successful employment, this research assessed longitudinal outcomes of employment. Data were obtained from an existing data set of all known persons receiving services from the Developmental Disabilities Division of the Oklahoma Department of Human Services (N =2760). Results indicated that as people moved to employment, scores on adaptive skills increased, that as people moved from employment, adaptive skills decreased, and that as employment status remained constant, adaptive skills also remained unchanged. No consistent impact was found on challenging behaviors. Type of employment (sheltered, supported, and competitive) was then examined, and the same pattern of changes in adaptive skills was found; i.e., changes in employment to more/less competitive was accompanied by more/less adaptive skills. This suggests that employment itself, especially work in the competitive workforce, may be a significant source of enhancing adaptive skills for people with developmental disabilities and, thus, greatly adding to the success of community living. [Copyright &y& Elsevier]

Background: Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing appropriate communication.Aims: Current research on this topic has not applied multiple evaluation tools, despite the recent suggestion to do so. Further, there are limited studies in the field of special education that have (a) applied multiple evaluation tools and (b) compared the results of the tools.Method: In the current review, we applied three evaluation tools to intervention studies examining the use of FCT with AAC supports in school-based settings to determine the current level of scientific support for this intervention. We identified 38 studies, which contained 59 single-case designs (SCDs). Next, we compared the methodological rigor and/or quality, outcome scores, and Evidence-Based Practice (EBP) ratings provided by the three evaluation tools.Results and Conclusion: Our results yielded inconsistent methodological rigor and/or quality, participant outcome measures, and EBP classifications between the evaluation tools. No two evaluation tools completely aligned. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

Background: Children with significant intellectual and developmental disabilities (IDD) are characterized by substantial language delays. Responsivity, the quantity and quality of the communication partner's responses to child's behaviors, is a key component in communication development.Aims: The aim of the study was to map multidimensional factors predicting school staff's responsivity toward communication of students with IDD with complex communication needs.Method: Interactions between 120 school staff members and 43 students ages 9-16, were videotaped, during group and individual routine sessions in school. Staff's behaviors were transcribed and coded to form responsivity scores. Statistical tests were performed to map variables predicting staff's responsivity.Results: Analysis revealed the type of session (individual/group) as a main predictor of responsivity. Separate analysis of individual and group sessions revealed that while in the individual session students' speech level was the main predictor for responsivity, in group sessions, group size, number of sessions per week, staff's attitudes and students' disability level were among the variables predicting responsivity.Conclusions: Results emphasize group setting as more complex where multidimensional factors influence the communication process, whereas students' speech ability is important in promoting staff's responsivity in individual sessions. Implications for designing conditions to promote responsivity are discussed. [ABSTRACT FROM AUTHOR]

Errorless learning is an instructional strategy used widely with individuals with intellectual and developmental disabilities. The present systematic review aims to update the literature on the application of 'within-stimulus' errorless procedures. The protocol was registered with PROSPERO (CRD42018118385). Twenty-eight articles including 283 participants met the operationally defined inclusion criteria. In the majority of cases, the errorless learning procedures evaluated led to improvements in acquiring discrimination skills. Most of the reviewed studies evaluated stimulus fading. Results are discussed in relation to the selection of within-stimulus procedures. Areas identified for future research include further evaluations of other within-stimulus tactics, as well as further refinement of procedural parameters. [ABSTRACT FROM AUTHOR]