TEACHING SAFETY SKILLS TO HIGH SCHOOL STUDENTS WITH MODERATE DISABILITIES

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.     

FADING TEACHER PROMPTS PROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.     

Effects of alcohol intoxication on risk taking, strategy, and error rate in visuomotor performance.

Adult men (N = 44) participated for 2 days (alcohol vs. placebo treatment) in a double-blind, crossover experiment. Performance on the Digit Symbol Substitution Task (DSST) and a visuomotor (VM) task was measured 4 times each day. On the alcohol-treatment day, data were obtained once during ascending breath alcohol levels (BALs), once during maximal BALs (0.05 or 0.10), and twice during descending BALs. Data were collected at the same time points on the placebo-treatment day. Limited evidence for acute tolerance was obtained with the DSST, but error rates on the VM task were higher during maximal and descending BALs. Error rates remained near placebo values, and participants displayed slightly greater caution, while BALs were ascending. Strategy scores on the VM task exceeded placebo scores during maximal intoxication. Data interpretation is focused on individuals in higher level (e.g., professional) positions.     

EFFECTS OF VIDEO-ASSISTED TRAINING ON EMPLOYMENT-RELATED SOCIAL SKILLS OF ADULTS WITH SEVERE MENTAL RETARDATION

Two studies investigated effects of video-assisted training on employment-related social skills of adults with severe mental retardation. In video-assisted training, participants discriminated a model's behavior on videotape and received feedback from the trainer for responses to questions about video scenes. In the first study, 3 adults in an employment program participated in video-assisted training to request their supervisor's assistance when encountering work problems. Results indicated that participants discriminated the target behavior on video but effects did not generalize to the work setting for 2 participants until they rehearsed the behavior. In the second study, 2 participants were taught to fix and report four work problems using video-assisted procedures. Results indicated that after participants rehearsed how to fix and report one or two work problems, they began to fix and report the remaining problems with video-assisted training alone.     

Brain-Age quotient: age and education correlates.

The Brain-Age Quotient (BAQ) of Reitan has been proposed as a means of studying age-related cognitive differences. This study examined age and education correlates of the BAQ and a BAQ short form. A heterogeneous group of 100 subjects were selected from the neuropsychological testing case records published by Golden, Osmon, Moses, and Berg in 1981, Boll (undated), and Reitan (undated). Results suggest the BAQ and the BAQ short form are not significantly correlated with age and education.     

A generalized visual latency explanation of the Pulfrich phenomenon.

The classical visual latency explanation of the Pulfrich phenomenon is generalized to allow for the possibility that the visual system uses velocity information from motion detectors to compensate for spatial lag due to time lag, in identifying the instantaneous position of a moving object. The results of the reported experiment verify one consequence of the generalized version: the elliptical apparent path is skewed away from the filtered eye. The results suggest also that the extrapolation factor increases with visual latency and that there is a different extrapolation factor for each eye when the eyes are illuminated unequally.     

Lingual vibrotactile threshold and suprathreshold responses of normal-speaking black and white young adults.

A paradigm for studying oral sensory tactile function through use of single frequency vibration applied to the dorsal surface of the tongue was administered to a group of 10 young black women and 10 young white normal-speaking women. Analyses showed no differences between groups with regard to lingual vibrotactile threshold of sensitivity or suprathreshold magnitude-estimation scaling responses.     

Response patterns to central auditory tests and the clinical evaluation of Language Fundamentals--Revised: a pilot study.

Tests of central auditory function and measures of receptive and expressive language abilities were administered to 10 children suspected of having central auditory processing disorders. Eight of the 10 subjects displayed expressive language difficulties, suggesting a need to examine more closely the relationship between expressive language and central auditory processing.