The impact of typical peers on the perceived happiness of students with profound multiple disabilities

Journal of the Association for Persons with Severe Handicaps

Volumn 23, Issue 4, 1998, Pages 309-318

  Logan, Kent R ^a,d   Jacobs, Heidi A ^b   Gast, David L ^c   Murray, Amy Streu ^c   Daino, Kim ^a   Skala, Chuck ^a  

^a Gwinnett County Public Schools   (United States)

^b City Schools of Decatur   (United States)

^c UNIVERSITY OF GEORGIA   (United States)

^d NONE   (United States)

Author keywords

New behaviors; Perceived happiness; Profound disabilities

Indexed keywords

EID: 33749137102     PISSN: 07491425     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (28)

1. Belfiore, P. J., Browder, D. M., & Mace, C. (1993). Effects of community and center-based settings on the alertness of persons with profound mental retardation. Journal of Applied Behavior Analysis, 26, 401-402.
2. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
3. Evans, I. M., & Scotti. J. R. (1989). Defining meaningful outcomes for persons with profound disabilities. In F. Brown & D.Lehr (Eds.), Students with profound disabilities: Issues and practice (pp. 83-107). Baltimore: Paul H. Brookes.
4. Favell, J. E., Realon, R. E. & Sutton, K. A. (1996). Measuring and increasing the happiness of people with profound mental retardation and physical handicaps. Behavioral Intervention, 11, 47-58.
5. Felce, D., & Perry, J. (1995). Quality of life: Its definition and measurement. Research in Developmental Disabilities, 16, 51-74.
6. Ferguson, D. L., Wills, C., & Meyer, G. (1996). Widening the stream: Ways to think about including "exceptions" in schools. In D. H. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 99-126). Baltimore: Paul H. Brookes.
7. Gee, K., Graham, N., Sailor, W., & Goetz, L. (1995). Use of integrated school and community settings as primary contexts for skill acquisition of students with severe multiple disabilities. Behavior Modification, 19, 33-58.
8. Green, C. W., Gardner, S. M., & Reid, D. H. (1997). Increasing indices of happiness among people with profound multiple disabilities: A program replication and component analysis. Journal of Applied Behavior Analysis, 30, 217-228.
9. Green, C. W., & Reid, D. H. (1996). Defining, validating, and increasing indices of happiness among people with profound multiple disabilities. Journal of Applied Behavior Analysis, 29, 67-78.
10. Guess, D., Siegel-Causey, E., Roberts, S., Guy, B., Ault, M. M., & Rues, J. (1993). Analysis of state organizational patterns among students with profound disabilities. Journal of The Association for Persons with Severe Handicaps, 18, 93-108.
11. Hanline, M. F. (1993). Inclusion of pre-schoolers with profound disabilities: An analysis of childrens' interactions. Journal of The Association for Persons with Severe Handicaps, 18, 28-35.
12. Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating social supportive environments for fully included students who experience multiple disabilities. Journal of The Association for Persons with Severe Handicaps, 21, 53-71.
13. Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of The Association for Persons with Severe Handicaps, 19, 200-214.
14. Hunt, P., Haring, K., Farron-Davis, F., Staub, D., Rogers, J., Beckstead, S. P., Karasoff, P., Goetz, L., & Sailor, W. (1993). Factors associated with the integrated educational placement of students with severe disabilities. The Journal of The Association for Persons with Severe Disabilities, 18, 6-15.
15. Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of The Association for Persons with Severe Handicaps, 19, 290-301.
16. Ivancic, M. T., & Bailey, J. S. (1996). Current limits to reinforcer identification for some persons with profound multiple disabilities. Research in Developmental Disabilities, 17, 77-92.
17. Ivancic, M. T., Barrett, G. T., Simonow, A., & Kimberly, A. (1997). A replication to increase happiness indices among some people with profound multiple disabilities. Research in Developmental Disabilities, 18, 79-89.
18. Kennedy, C. H., & Itkonen, T. (1994). Some effects of regular class participation on the social contacts and social networks of high school students with severe disabilities. Journal of The Association for Persons with Severe Handicaps, 19, 1-10.
19. Landesman-Dwyer, S., & Sackett, G.P. (1978). Behavior changes in nonambulatory, profoundly mentally retarded individuals. In C. E. Meyers (Ed.), Quality of life in severely and profoundly retarded people: Research foundations for improvement (pp. 55-144). Washington, DC: American Association on Mental Deficiency.
20. Logan, K. R., Jacobs, H. A., Gast, D. L., Smith, P., Daniel, J., & Rawls, J. (1998). Preferences and reinforcers for students with profound multiple disabilities: Can we identify them? Manuscript submitted for publication.
21. Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforce value with profoundly retarded individuals.
22. Rainforth, B. (1982). Biobehavioral state and orienting: Implications for educating profoundly retarded students. The Journal of The Association for Persons with Severe Handicaps, 6, 33-37.
23. Reid, D. H., Phillips, J. F., & Green, C. W. (1991). Teaching persons with profound multiple handicaps: A review of the effects of behavioral research. Journal of Applied Behavior Analysis, 24, 319-336.
24. Sailor, W., Gee, K., Goetz, L., & Graham, N. (1988). Progress in educating students with the most severe disabilities: Is there any? The Journal of The Association for Persons with Severe Handicaps, 13, 87-99.
25. Schalock, R. L. (1996). Reconsidering the conceptualization and measurement of quality of life. In R. L. Schalock (Ed.), Quality of life, Volume 1: Conceptualization and measurement (pp. 123-139). Washington, DC: American Association on Mental Retardation.
26. Schalock, R. L. (1997). Can the concept of quality of life make a difference? In R. L. Schalock (Ed.), Quality of life, Volume II: Application to person with disabilities (pp. 245-267). Washington, DC: American Association on Mental Retardation.
27. Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Charles Merrill.
28. Thompson, B., & Guess, D. (1989). Teaching students who experience the most profound disabilities: Teacher perspectives. In F. Brown & D. Lehr (Eds.), Persons with profound disabilities: Issues and practices (pp. 3-42). Baltimore: Paul H. Brookes.