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Behavior state is potentially a major variable that affects the level of alertness and responsiveness of persons with profoundly handicapping conditions. Two studies were conducted involving 50 students with severe, profound, and multiply handicapping conditions who ranged in age from 1 year and 8 months up to 21 years. In Study 1, behavior slate conditions for each student were observed across 20 sessions in classroom settings. Data were analyzed according to profile groups that reflected similarities and differences in behavior state conditions. The analyses also included short and long term measures of state stability. Results indicated that these stability measures further differentiated the profile groups. The data also showed that the students were observed to spend an average of 42% of their classroom time in slate conditions that were not judged optimal for learning. In Study 2, developmental, medical, environmental, and student characteristic data were compared statistically for the profile groups identified in Study 1. These results showed some different characteristics and conditions associated with each of the behavior state profiles. Overall results suggested that behavior state conditions have significant implications for the education and treatment of students with the most profound handicaps.

Clinical, policy, and programmatic implications may be elaborated by studying risk factors for nonadherence in a community mental health setting. Given the multitude of problems associated with nonadherence, interventions should be tailored around specific characteristics that elevate the risk of nonadherence, especially nonadherence in the form of failure to attend the first appointment after psychiatric hospitalization.

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Implications of biobehavioral state measures for the assessment of students with profoundly handicapping conditions are discussed in relation to similar behaviors observed in infants and among persons recovering from severe head trauma. Data are presented showing different profiles in biobehavioral states among students with severe and profound disabilities. These profiles are compared with similar descriptions of physical and psychological functioning described in the head-trauma literature, with a discussion of similar education and intervention problems and the need for more exchange of information between special education and rehabilitation therapy for persons with severe neurological impairments. Additionally, biobehavioral state measures among persons with severe and profound disabilities are offered as a potentially valuable assessment tool with important implications for improved intervention strategies and future research directions.

The aim of the current study was to test the effectiveness of pleasant odors on perception of exertion and attention allocation. A secondary purpose was to employ a placebo-control design and measure perceived smell intensity during task performance; methods that have been overlooked in previous olfaction studies in the sport and exercise domain. Seventy-six college students (35 females, 41 males) were recruited to perform a handgrip task. They were randomly assigned to one of 4 groups: control, placebo, lavender odor, and peppermint odor. Adhesive strips were placed under the noses of those in the latter three groups. The placebo group had a strip with no odor. The lavender and peppermint odor groups had a drop of concentration on the strip. After establishing a maximal voluntary contraction (MVC) level, participants performed at 30% of their MVC level for as long as they could tolerate, during which they provided ratings of perceived exertion (or effort; RPE), attention, and smell intensity at 30s intervals, and affect every 60s. MANOVA procedures failed to reveal significant differences among the treatment and nontreatment groups on rate of perceived exertion, attention allocation, and total time duration on the task. However, statistical differences were found between both odor groups and the placebo group on perceived attention diversion. The lavender group reported that the odor diverted attention to a higher degree than both the peppermint and placebo groups. Although nonsignificant, findings revealed a trend suggesting that odors may have an effect on cognitive processes, and on performance. There is a need for additional research to better capture these effects. Directions for further research, with an emphasis on methodological issues are outlined.