Introduction This article describes the most prevalent visual conditions and other demographic characteristics of 5,931 young children with severe impairments in 28 states United States, largest sample reported to date. The information presented this can assist planning implementing programs. Method data were collected at time entry into specialized early intervention programs for through reviews records, interviews, direct observations. They sent Babies Count: National Registry Children...

Tangible symbols are objects or partial with qualities, such as shape, texture, and consistency (Trief, 2007), that can be used to represent a person, place, object, activity, concept. They handled share perceptual relationship what they represent, known the referent (Werner & Kaplan, 1988). The following terms, drawn from literature, synonymous tangible symbols: object cues (Lancioni, O'Reilly, Oliva, 2002; Westling Fox, 2004), of reference (Golinkoff Hirsh-Pasek, 2000; Park, 1997; Werner...

Students with visual impairment (VI) were taught to request using the Picture Exchange Communication System (PECS) and tangible symbols. Participants four males additional disabilities, 5 11 years old, who had little no functional vision. A relation between PECS Phase 1 requesting was established a multiple baseline single subject design. All students learned independently within 7 14 sessions in 1. maintained above criterion for months. generalized new communication partner (CP); however,...

Students with visual impairment (VI) lack access to the same models and reinforcers as students sight. Consequentially, behaviors that children sight acquire through observation must be explicitly taught VI. In addition, VI have difficulty maintaining such behaviors. Therefore, interventions promote self-management of students’ own behavior are desirable. this study, three adolescents used self-talk increase chewing a closed mouth during mealtimes. We explicit instruction teach target use...

Practitioners need validated strategies for teaching children with significant multiple disabilities (e.g., cognitive, motor, and sensory disability) to use tangible symbols expressive communication. This single-case experimental design study replicated the positive effect of an adapted protocol Phase 1 Picture Exchange Communication System (PECS) using extended it a younger group (4–7 years old) learners disabilities. It also tested 2 PECS incorporate single switch speech-generating device...

Introduction Constant time delay has been identified as an evidence-based practice to teach print sight words and picture recognition (Browder, Ahlbrim-Delzell, Spooner, Mims, & Baker, 2009). For the study presented here, we tested effectiveness of constant new braille words. Methods A single-subject multiple baseline across behaviors design was used investigate use highly motivating four students with visual impairments intellectual disabilities. Results Each participant learned all...

Introduction Many students with adventitious vision loss or progressive need to transition from print braille as a primary literacy medium. It is important that this handled efficiently so the student can have continued access medium and make progress in core curriculum. For study, we used constant time delay teach literary contractions Nemeth Code for Mathematics Science Notation (hereafter, Code) symbols learners visual impairments who were making braille. Methods A single-subject,...

Children’s skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace quantity of food intake, which has important implications for health self-determination. Children with severe multiple disabilities, including cognitive visual impairment (VI), require intensive instruction to achieve spoon. We used graduated guidance verbal prompting teach use three children VI, pullout setting afternoon snack at school. Efficacy intervention was...

Introduction Constant time delay is an evidence-based practice to teach sight word recognition students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using multiple-baseline design, we evaluated the constant highly motivating words three beginning braille readers developmental Procedural variations included pre-teaching and assessment tool, higher criterion mastery, increased number trials per session, remediated...

Introduction This study evaluated the influence of maternal age on presence optic nerve hypoplasia. Methods Logistic regression analysis was used to find best-fit model explain hypoplasia (ONH), and estimate unique variance accounted for by age, in a sample 4,269 children with severe visual impairments who entered early intervention programs United States between 2004 2010. Results Maternal birth weight infant, gestational were found be significant predictors ONH compared other conditions....

Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used test isolated combined physical prompting engage in object manipulation preferred items, contingent reinforcement, response blocking on target hand-related one 9-year-old boy deafblindness Results: functional relation observed show that...