Training Support Staff for Teaching Young Children with Disabilities in an Inclusive Preschool Setting

Journal of Positive Behavior Interventions

Volumn 2, Issue 3, 2000, Pages 170-178

  Schepis, Maureen M ^a   Ownbey, Jean B ^b   Parsons, Marsha B ^c   Reid, Dennis H ^d  

^a Center for Early Communication   (United States)

^b Western Carolina Center Morganton   (United States)

^c Support Center Morganton   (United States)

^d LOUISIANA STATE UNIV MEDICAL CENTER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990385255     PISSN: 10983007     EISSN: None     Source Type: Journal    
DOI: 10.1177/109830070000200305     Document Type: Article

References (24)

1. Bayley, N. (1993). Bayley scales of infant development (2nd ed.). San Antonio, TX: Psychological Corp.
2. Billingsley, F.F., & Kelley, B. (1994). An examination of the acceptability of instructional practices for students with severe disabilities in general education settings. Journal of The Association of Persons with Severe Disabilities, 19, 75-83.
3. Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
4. Burke, P.J., McLaughlin, M.J., & Valdivieso, C.H. (1988). Preparing professionals to educate handicapped infants and young children: Some policy considerations. Topics in Early Childhood Special Education, 8, 73-80.
5. Chiara, L., Schuster, J.W., Bell, J.K., & Wolery, M. (1995). Small-grouped massed-trial and individually-distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203-217.
6. Crow, R., & Snyder, P. (1998). Organizational behavior management in early intervention: Status and implications for research and development. Journal of Organizational Behavior Management, 18, 131-156.
7. Demchak, M.A. (1987). A review of behavioral staff training in special education settings. Education and Training in Mental Retardation, 22, 205-217.
8. Demchak, M.A., & Browder, D.M. (1990). An evaluation of the pyramidal model of staff training in group homes for adults with severe handicaps. Education and Training in Mental Retardation, 25, 150-163.
9. Green, C.W., Reid, D.H., Canipe, V.S., & Gardner, S.M. (1991). A comprehensive evaluation of reinforcer identification processes for persons with profound multiple handicaps. Journal of Applied Behavior Analysis, 24, 537-552.
10. Green, C.W., Reid, D.H., White, L.K., Halford, R.C., Brittain, D.P., & Gardner, S.M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinions versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.
11. Haney, M., & Cavallaro, C.C. (1996). Using ecological assessment in daily program planning for children with disabilities in typical preschool settings. Topics in Early Childhood Special Education, 16, 66-81.
12. Logan, K.R., & Malone, D.M. (1998). Comparing instructional contexts of students with and without severe disabilities in general education classrooms. Exceptional Children, 64, 343-358.
13. Oregon Research Institute. (1988). Teaching people with developmental disabilities. Champaign, IL: Research Press.
14. Parsons, M.B., Reid, D.H., & Green, C.W. (1993). Preparing direct service staff to teach people with severe disabilities: A comprehensive evaluation of an effective and acceptable training program. Behavioral Residential Treatment, 8, 163-185.
15. Parsons, M.B., Reid, D.H., & Green, C.W. (1996). Training basic teaching skills to community and institutional support staff for people with severe disabilities: A one-day program. Research in Developmental Disabilities, 17, 467-485.
16. Peck, C.A. (1995). Some further reflections on the difficulties and dilemmas of inclusion. Journal of Early Intervention, 19, 197-199.
17. Reid, D.H., & Parsons, M.B. (in press). Organizational behavior management in human service settings. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis. Reno, NV: Context Press.
18. Schwartz, I.S., & Baer, D.M. (1991). Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24, 189-204.
19. Schwartz, I.S., & Olswang, L.B. (1996). Evaluating child behavior change in natural settings: Exploring alternative strategies for data collection. Topics in Early Childhood Special Education, 16, 82-101.
20. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.
21. Strain, P.S. (1995). The challenge of inclusion: Points well-taken and related challenges. Journal of Early Intervention, 19, 195-196.
22. Thorndike, R.L., Hagen, E.P., & Sattler, J.M. (1986). Stanford-Binet intelligence scale (4th ed.). Itasca, IL: Riverside.
23. Warren, S.F., Alpert, C.L., & Kaiser, A.P. (1986). An optimal learning environment for infants and toddlers with severe handicaps. Focus on Exceptional Children, 18(8), 1-11.
24. Wolery, M. (1991). Instruction in early childhood special education: “Seeing through a glass darkly… knowing in part.” Exceptional Children, 57, 127-134.