A brief experimental analysis was used to compare the effects of the presence of tangible objects in an alone condition following an inconclusive functional analysis of screaming and handmouthing behavior of an 8-year-old boy. The alone condition with tangibles involved having toys available throughout the session with no interaction from the therapist and produced a higher percentage of intervals with screaming and handmouthing. The study demonstrates the importance of evaluating the effects of the presence of tangible items during a functional analysis.
The purpose of this study was to examine the relationship between drug use patterns of students identified as behaviorally disordered and a matched group of nonhandicapped students. Drug use patterns of 43 students with behavioral disorders and 43 students without behavioral disorders were assessed through the use of the Typology of Adolescent Drug Use. It was hypothesized that the students with behavioral disorders would evidence more serious drug use patterns more often than the nonhandicapped students. This hypothesis was supported. The implications of these results are discussed.
For an individual with disabilities, leaving high school and transitioning into society is one of life’s most challenging experiences. Planning for this transition is not only important, it is mandated by law. Despite federal mandates and advancements in technology, the unemployment rate of individuals with disabilities is increasing. This study seeks to depict what parents think and feel about the school-based transition program for their child with a disability. A second purpose is to show their ideas of what they would like to see on their child’s transition plan. The study was conducted using qualitative research methods. Interviews and casual conversations were conducted to collect data and identify parents’ thoughts, feelings, and ideas. Responses from those interviews and conversations were used to provide a constant comparative matrix for data analysis. Parents identified three main areas of concern in the process of transition planning; communication, knowledge, and involvement. Parents are a key component in the transition planning process. However, the parents do not feel they are being included in the decision-making process.
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