Teaching Retarded Learners Curriculam & Methods For Improvin

TEACHING RETARDED
LEARNERS
Curriculum and Methods
for Improving Instruction
/
John
Lngone
University of Georgia
ALLYN AND BACON, INC.

Boston, London, Sydney, Toronto
This book is dedicated to the mentally retarded learners I have worked with.
You are a constant reminder of what special education is really about.
Tq
National Isff
I
I
rapped L
up
,-.)
_________
L-
Copyright l986byAllynandBacon, Inc., 7WellsAvenue, Newton, MassachusettsO2l59.

All rights reserved. No part of the material protected by this copyright notice may be
reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage or retrieval system, without the
written permission of the copyright owner.
Series Editor: Jeffery W. Johnston

Production Administrator: Jane Schulman
Developmental Coordinator: Lauren Whittaker
Editorial-Production Services: Laura Cleveland
Cover Coordinator: Linda K. Dickinson

Cover Designer: David Ford
Library of Congress Cataloging-in-Publication Data
Langone, John
Teaching retarded learners.
Bibliography: p.
Includes index.
1. Mentally .handicapped childrenEducationUnited
States. 2. Mentally handicapped childrenEducation
United StatesCurricula. I. Title.
8523009
371.92'8'0973
LC4631.L36 1986
ISBN 0205086829
Printed in the United
10
States of America
9 8 7 6 5 4 3 2 1
91 90 89 88 87 86
I
BRIEF CONTENTS
CHAPTER ONE
EDUCATING THE MENTALLY RETARDED: AN OVERVIEW
CHAPTER TWO
PROGRAM ALTERNATIVES AND DEVELOPMENT
CHAPTER THREE
DESIGNING CURRICULUM OPTIONS FOR MENTALLY
RETARDED LEARNERS _.
CHAPTER FOUR
ASSESSMENT OF RETARDED LEARNERS
CHAPTER FIVE
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I:
MEASUREMENT SYSTEMS
26
60
98
134
CHAPTER SIX
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART II:
TECHNIQUES FOR CHANGING LEARNER BEHAVIORS.
CHAPTER SEVEN
CURRICULUM AND DAILY PLANNING
171
204
CHAPTER EIGHT
TEACHING FUNCTIONAL READING AI'JD
WRITTEN EXPRESSION
CHAPTER NINE
TEACHING FUNCTIONAL ARITHMETIC SKILLS
237
270
CHAPTER TEN
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING
SKILLS (ILS)
CHAPTER ELEVEN
TEACHING COMMUNICATION SKILLS TO RETARDED
LEARNERS
306
351
CHAPTER TWELVE
DEVELOPING LEISURE AND RECREATION PROGRAMS
383
a CHAPTER THIRTEEN
DEVELOPING CAREER AND VOCATIONAL EDUCATION
PROGRAMS FOR RETARDED LEARNERS
409
CHAPTER FOURTEEN
PHYSICAL/MEDICAL PROBLEMS CONSIDERATIONS FOR
TEACHING MENTALLY RETARDED LEARNERS
440
111
NOTE ABOUT THIS BOOK
Special education teachers are "special" to the extent that they are flexible and
pragmaticso states the theme ofthis book. The subject is the design ofinnovative
curricula and delivery of effective instruction for learners with mild to severe
retardation.
The heart and "specialness" of this book lie in Chapters 3 through 7:
Assessing students to find skills and deficits.
Monitoring students' behavior in relationship to the IEP.
Modifying curriculum as needed.
Utilizing behavioral principles and strategies of instruction.
Chapter 7 involves the aspect of curriculum development beyond the IEP.

Objectives identified in the IEP are translated intb the lesson plans of teachers'
everyday lives. Also, and most importantly, the chapter serves as a "hinge" for
the book as it sets the stage for the application of curriculum development and
effective instruction to the separate curriculum areas of the book's second half,
such as:
Reading and written expression.
Arithmetic.
Independent living skills.
Communication.
Leisure and recreation programs.
Career and vocational programs.
Finally, please note key pedagogy designed to provide emphasis and understanding: Key Concepts, The Idea File, and Case Studies.
JeffJohnston
Series Editor
I
CONTENTS
Preface, xiii
CHAPTER ONE
Historical Development of Issues in Mental Retardation, 2
Early Practices, 2
More Recent Developments, 3
Present-Day Issues, 4
Definition and Classification of the Mentally Retarded, 5
Historical Definitions, 5
Definition, 5
Causes of Mental Retardation, 8
Levels of Severity, 8
U
Affective Characteristics, 9
Learning Characteristics, 12
Basis for a Free and Appropriate Education, 14
Litigation Concerning Institutionalization, 14
Litigation Involving Public School Programs, 16
Legislation Establishing the Rights of the Handicapped, 17
Current SocioPolitical Climate, 21
References, 23
CHAPTER TWO
Need for Flexible Program Options, 26
Bridging the Communication Gap, 27
Mainstreaming, 29
A Model for Consulting Teachers, 31
A Model for Resource Teachers, 32
A Model for Teachers of Self-Contained Classes, 34
A Model for Hospital/Homebound Teachers, 35
A Model for Teachers in Residential Settings, 36
Physical Management of the Instructional Setting, 37
Arranging the Physical Environment, 38
Scheduling, 40
Grouping Learners, 43
Classroom Equipment and Learning Centers, 44
Other Teacher Competencies, 45
Management of Other Instructional Personnel, 46
Teacher Aides and Paraprofessionals, 48
Volunteers, 49
Peer Tutors, 51
University or College Classroom Assistants, 52
U
26
Vi
CONTENTS
Competencies for Effective Interactions with Other Personnel, 54

Assertiveness, 54
Time Management, 55
References, 57
CHAPTER THREE
DESIGNING CURRICULUM OPTIONS FOR MENTALLY
RETARDED LEARNERS
60
Selectivity in Curriculum Design, 61
Curriculum Development as a Dynamic Process, 61
A Systems Approach to Curriculum Development, 62
The IEP and Curriculum Design, 64
Components of the IEP, 66
Developing Effective IEPs, 68
Applying the Principles of Instructional Design: Identifying Annual Goals, 70
Community Needs Assessment, 71
Principles of Instructional Design: Identifying Short-Term Objectives, 78
Task Analysis, 79
Writing Measurable Objectives, 87
Assessing Present Level of Performance, 91

Identifying Prerequisite Skills, 91
Student Behavior Important to Instruction (Learning Styles), 92
Potential Reinforcers, 92
The IEP: Annual Goals, Short-Term Objectives, 93
References, 98
CHAPTER FOUR
Goals of Assessment, 99
Levels of Assessment, 100
Social Validity and Assessment, 103
Teacher's Role in Assessment, 105
Developing Assessment Competencies, 106
Overview of Assessment Methods, 107
Standardized Academic Measures, 107
Standardized Social Competency Measures, 110
98
CriterionReferenced Testing, 112

Observation as an Assessment Tool, 113
Task Analysis and Assessment, 116
Assessment and the IEP, 119
Present Levels of Student Performance, 119
Assessment for Revision: Ongoing Monitoring of Learner Progress, 123

Formative Evaluation, 123
Assessment for Program Effectiveness: The IEP Review, 131
References, 132
CHAPTER FIVE
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I:
MEASUREMENT SYSTEMS
Applied Behavior Analysis, 134
A Technology for Teaching, 136
Components of ABA, 136
134
CONTENTS lvii
Identifying Behaviors Targeted for Change, 138
Developing Effective Measurement Systems, 141
Measures of Permanent Products, 141
Direct Observational Recording of Behaviors, 148
Measuring Discrete Behaviors, 148
Measuring Transient Behaviors, 150
Reliability of Measurement, 156
Finding and Training Observers, 157
Developing Data Recording Sheets, 158
Establishing a Baseline: One Tool of Assessment, 159
Charting Student Progress, 160
References, 169
U CHAPTER SIX
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART II:
TECHNIQUES FOR CHANGING LEARNER BEHAVIORS
Applying Behavioral Teaching Strategies, 171
Reinforcement, 172
Positive Versus Negative Reinforcers, 173
Effective Use of Reinforcers: Relationship to Behaviors, 173
171
Levels of Reinforcers, 174

Additional Considerations for Using Positive Reinforcement, 175
Stimulus Control: Increasing New or Existing Behaviors, 177
Discriminating Among Environmental Events, 177
Implications for Teaching Retarded Learners, 180
Developing New Responses: Shaping and Chaining, 185
Increasing Behaviors: Token Economy Systems, 188
Decreasing Inappropriate Behaviors, 191
Differential Reinforcement Techniques, 191
Aversive Consequences, 193
Generalization of Skills, 198
Intermittent Reinforcement, 199
Generalization, 199
References, 201
CHAPTER SEVEN
204
Traditional Approaches to Curriculum Development, 204

Bridging the Gap, 205
Curriculum and the Community, 206
Toward an Appropriate Curriculum: Moderate and Severe Retardation, 208
Toward an Appropriate Cprriculum: Mild Retardation, 210
Ma4nstreaming, 211
Minimum Competency Testing, 212
Noncategorical Grouping, 214
Daily Planning: The Individual Implementation Plan (lIP), 215
Instructional Objectives, 217
Developing Educational Interventions, 221
Formative Evaluation, 229
Revising Interventions, 230
Summative Evaluation, 231
Additional Summative Evaluation Data, 233
References, 235
V11i CONTENTS
U
CHAPTER EIGHT
TEACHING FUNCTIONAL READING AND WRITTEN

EXPRESSION
237
Basis for Reading and Language Arts Instruction, 237
Reading and Written Expression: The IEP, 239
Steps One and Two: The Community Needs Assessment (CNA), 239
Step Three: Identifying Potential Annual Goals, 240
Step Four: Translating Goals into Potential Short-Term Objectives, 242
Step Five: Assessing Student Entry Behaviors, 244
Program Implementation, 248
Identifying and Analyzing Short-Term Objectives, 248
Developing Instructional Strategies, 249

Implementing Instructional Strategies, 256
Techniques for Teaching Decoding, 257
Techniques for Teaching Reading Comprehension, 261
Techniques for Teaching Content Area Reading Skills, 262
Techniques for Teaching Functional Reading Skills, 264
Techniques for Teaching Written Expression Skills, 265
References, 267
CHAPTER NINE
270
Need for Functionality, 270
Arithmetic: The IEP, 272
Assessing Community-Based Arithmetic Skills, 286
Program Selection, 287
Programmatic Approaches, 292
Implementing Instructional Strategies, 296
Techniques for Teaching Operations, 298
Techniques for Teaching Time and Money, 299
Techniques for Teaching Measurement, 301
References, 302
CHAPTER TEN
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS
(ILS)
306
Designing the ILS Curriculum: The IEP, 306
Step One: The Community Needs Assessment (CNA), 306
Step Two: Analyzing CNA Information, 309
Step Four: Translating Goals into Potential ShortTerm Objectives, 316
Steps Six and Seven: Identifying Short-Term and Instructional Objectives, 318
Step Eight: Developing Instructional Strategies, 320
References, 348
CONTENTS U ix
CHAPTER ELEVEN
TEACHING COMMUNICATION SKILLS TO RETARDED
351
LEARNERS
Issues in Language and Communication Training, 352
Language, Speech, and Communication, 352
Approaches to Language and Communication Training, 352
Teaching Communication Skills: The IEP, 354
Steps One and Two: Conducting the Community Needs Assessment
(CNA), 354
Step Three: Identifying Potential Anhual Goals, 355
Prerequisites to Communication, 366
Commercially Produced Language Programs, 370
Functional Communication Skills, 370
Total Communication, 375
Advanced Language Skills, 375
Generalizing Communication Skills, 378
References, 380
CHAPTER TWELVE
383
Rationale for Teaching Leisure/Recreation Skills, 383

Leisure and Recreation Skills: The IEP, 385
Prerequisites to Obtaining Leisure Skills, 389
Stimulating the Senses, 389
Playing with Toys, 390
Structured Versus Unstructured Activities, 401
Social Skills and Leisure Activities, 402
Adaptations for Leisure Training, 404
Adapted Physical Education, 405
References, 406
CHAPTER THIRTEEN
DEVELOPING CAREER AND VOCATIONAL EDUCATION
PROGRAMS FOR RETARDED LEARNERS
Career Education, 410
Career Versus Vocational Education, 410
What Is Career Education?, 411
Vocational Education, 413
What Is Vocational Education?, 414
Quantity Versus Quality, 414
Career and Vocational Programs: The IEP, 415
409
x U CONTENTS
Establishing a Program Philosophy, 416
Strategies for Teaching Vocational Skills to the Severely Handicapped, 430
The Role of Vocational Specialists, 431
The State of the Art, 432
The Supported Work Model, 433
Strategies for Instruction, 433
References, 437
CHAPTER FOURTEEN
PHYSICAL/MEDICAL PROBLEMS: CONSIDERATIONS FOR
TEACHING MENTALLY RETARDED LEARNERS
440
Working with Other Specialists, 441
Types of Physical Impairments, 443
Classroom Considerations for Retarded Learners with Physical Handicaps, 444
Classroom Considerations for Learners with Visual Impairments, 446
Classroom Considerations for Learners with Hearing Impairments, 447
Classroom Considerations for Learners with Hea.lth Impairments, 451
Adaptive Equipment, 452
Self-Care Equipment, 453
Instructional Aids, 453
Other Adaptive Devices, 454
References, 455
Indexes, 456
PREFACE
U I began to conceptualize this textbook when a regular educator attending a

workshop I was presenting asked me, "What makes special education teachers so
special?" After a good deal of throat clearing I began to recite a list of prepackaged
competencies commonly known to all teacher educators.
My answer did not satisfy this teacher and he continued by stating, "I never
did see what teachers of retarded kids did that was any different from what any
good elementary school teacher does!" On the drive home I wrestled with this
teacher's statement because it had awakened memories of old arguments; arguments questioning the efficacy of special education.
Those arguments suddenly began to become real. In my daily visits to classes
for retarded learners, I found many inconsistencies between existing and preferred
teaching practices. On the one hand, professionals seemed to want retarded

students to become as independent as possible by acquiring skills that allowed them
to live on their own, be good consumers, work productively, and spend their
leisure time fruitfully. The philosophical base of special education appeared to
center around the community and the role that a retarded learner can assume as an
integrated member.
On the other hand, in many classes I found mildly retarded students spending
their entire day in small rooms attempting to memorize facts that their regular
education peers learned last year. Along similar lines, moderately and severely
retarded students were being asked to learn preacademic skills because, based on
their -developmental level, someone decided that those skills were appropriate.
Fortunately, since my encounter with that sagacious teacher, special educators across the country have and are continuing to develop programs for retarded
learners that are "special" in the sense that they are more pragmatic. Increasingly,
the community is being seen as an extension of the classroom because that is where
retarded learners will live, work, and play. Curriculum is changing to reflect a
"common sense" approach that includes teaching skills that are valid in sites where
people are required to purchase items, eat, make products, converse with others,
and perform countless other independent living skills.
This approach to teaching retarded learners is having a profound influence on
the skills special educators must have to be effective. If the same question concerning the "specialness" of teachers confronted me today, I would dispense with the
professionaljargon, discussing instead how special educators are good assessors of
students, using a variety of techniques not resulting solely in scores, but in a

detailed list of students' skills and deficits. Special educators are also good at
monitoring students' progress frequently (often daily), changing curriculum,
methods, and materials, if the students are not learning.
xi
Xii PREFACE
Most importantly, special educators are courageous and flexible. The classroom is a relatively safe and secure environment and it requires courage to leave
that safety and teach in locations not traditionally considered "schools." The teacher
who takes small groups of mildly retarded students to grocery stores to learn
consumer skills and one who teaches busriding skills to severely retarded learners
on a city bus, are under the watchful eye of a skeptical public.
Special educators are increasingly being asked to be more flexible, teaching
skills and assuming roles that may be temporarily foreign to them. I am often
surprised to note the expressions on the faces of my students when I tell them
they may have to teach retarded learners the reading and measurement skills
needed to work in an agribusiness or to teach skills necessary to be good custodians. They look at me with incredulity when I talk to them about being better
managers, effectively scheduling volunteers and peer tutors while also seeking
community resources and environments where instruction can occur. Once the initial shock has worn off, however, the energy and effort they put into being good at
their changing roles, a true test of their flexibility, have never failed to amaze me.
Audience and Purpose
This book is intended for use by both preservice ard inservice teachers at either the
undergraduate or graduate level. It emphasizes preferred practices for both curricu-
lum and methods of instruction for all retarded learners, mildly to severely
handicapped.
To some, the scope of this book may seem broad. A close inspection of
teaching strategies, however, reveals that the techniques found to be successful are
generic and equally applicable to all content areas. The instructional techniques
used to teach a mildly retarded learner reading skills are the same as those used to
teach a severely retarded learner to assemble a complex industrial product or to
brush his teeth (e.g., verbal instructions, modeling, guidance).
Likewise, curriculum is generic across the severity levels of retarded students. Mildly to severely retarded learners must be taught to read and compute and
they must learn vocational, communication, and leisure/recreation skills. Although
capacity and sophistication of learning differs from learner to learner, all students
can find some success in each area of the curriculum.
This book is unique in the sense that examples of methods and curriculum are
presented inirelation to all severity levels of retarded learners. The strategies and
curricular examples are based on various research efforts and I have tried to
translate these efforts for the practical world of teachers. With this goal in mind,
each chapter contains sections labeled Key Concepts, Idea File, and Case Studies.
These sections highlight some of the preferred practices and most important
considerations found in each chapter. In addition, the chapters on the specific
curricular areas present information on how microcomputers can be used effectively in teaching retarded learners.
As the field moves into the last half of the 1980s, special educators will be
PREFACE Xiii
learners they teach. The emphasis is on transistion from school to work and daily
living so teachers will no longer be able to say goodbye to students when they leave
our programs. Our concern for them will continue throughout their lives and
everything we do as teachers should contribute to making their transistion a
positive one.
Acknowledgments
Regardless of the name printed on the cover, no one person can ever author a book.
I acknowledge that fact by thanking all the people who helped me write this book,
including my former teachers, authors of books I have read, students I have taught,
and their parents.
I would like to thank my colleagues at the University of Georgia who

supported and advised me during this project. My appreciation to Wanda
Callaham, Liz Roberts, Harriet Elder, Sheila Myers, and Tyrone Tarber for their
untiring efforts in putting my terrible handwriting into a readable typed manuscript. Special mention needs to be made of my friend and teacher Andy Oseroff,
who guided my learning and taught me much of what I know al?out diagnosticprescriptive instruction. Also, my thanks to Mark Koorland and Jon Bailey who
spent many hours showing me the ways of Applied Behavior Analysis, and Dave
Westling who taught me the value of reading the classical research in our field and
the "fun" of writing. Finally, I would like to thank Walt Dick, whose teachings
help form many of my ideas about instructional design.
Quality reviews from experts in the field can be a tremendous asset to an
author. I would especially like to thank Barbara Tymitz-Wolf at Indiana University and Paul Bates at Southern Illinois University for their thorough and critical
reviews. Their suggestions were excellent and made a significant impact on my
thinking throughout the project. In addition, I would like to thank Alan Frank,
University of Iowa, Dave Powers, East Carolina University, Glen Thomas,

Brigham Young University, Jack Dinger, Slippery Rock State College, and Steve
Feldman, Southern Connecticut State University, for their help in reviewing the
manuscript in various stages.
My thanks to the staff of Allyn and Bacon, in particular, Lauren Whittaker,
Editorial Coordinator, Sue Canavan, Developmental Editor, and Jane Schulman,
Production Coordinator. A very special thanks goes to Jeff Johnston, Series

Editor, who came into my life when I was about out of steam. He motivated me to
complete the project, provided me with excellent advice, and generally became a
good friend.
Finally, I would like to acknowledge my wife and our son. Kevin has given
me a true appreciation of the rigors andjoys of parenthood, thus helping me teach
others how to work more productively with parents. A special thank you to
Christine who continues to be my best friend and muse.
CHAPTER ONE
EDUCATING THE MENTALLY

RETARDED: AN OVERVIEW
An interesting and informative exercise for students in the field of mental retardation is to conduct an informal survey of attitudes toward intellectually handicapped
people. For example, they might ask community members to speak the first word
that comes to mind when they hear the term "mentally retarded." A majority of
the responses would probably fall into two distinct categories: (1) words representing attitudes based ott fear (e.g., "crazy," "weird," "different") or lack of
knowledge and, (2) words representing paternalistic feelings (e.g., "help," "shelter,"
"care, ""protect"). Words such as "independent," "productive," and "neighbor"

will probably be used the least, if they are used at all.
These results, although speculative, are indicative of a paradox existing in
society today. On one hand, some parents, advocates, and professionals are
striving to create more community based options for mentally retarded citizens
and to develop an air of enlightenment toward these individuals. Conversely, there
have been instances in the United States where group homes for the retarded have
been victimized by arson or where citizens have attempted to change zoning laws
in order to prevent the opening of these residences in their neighborhoods.
On the whole, societythas made great strides in the care and treatment of the
mentally retarded. Generally; most people would no longer wish to allow beatings, starvation, and wholesale warehousing of retarded people, while at the same
time, they may not be convinced that the retarded should be integrated into the
community. In contrast to these prevailing attitudes, there have been many instances when the capabilities of retarded people have been demonstrated. The goal,
then, is to help current practices catch up to existing knowledge, a task that should
be directed toward some professionals and the community at large.
2 TEACHING RETARDED LEARNERS
HISTORICAL DEVELOPMENT OF ISSUES IN MENTAL

RETARDATION
Early Practices
Early history provides an excellent example of how retarded or other handicapped
persons were exploited or became victims of cruel practices. For example, the
Spartans of Greece believed that only the strong should survive; therefore, they
abandoned anyone who was handicapped (Kanner, 1964). The Romans, on the
other hand, found the retarded to be amusing, and many families of the ruling class
kept such people in their homes as court jesters, a practice that continued into the
early history of both France and Germany (Kanner, 1964).
During early times, Christianity began to play an important role by providing more humane approaches to the care and treatment of the mentally retarded.
Unfortunately, these practices were not widespread, and during medieval times
treatment ranged from tolerance to persecution (Doll, 1962; MacMillan, 1983).
The pattern of change in the treatment of the mentally retarded continued
over the years like a swinging pendulum (Burton, 1976). In some instances
retarded individuals were treated like innocent children and were cared for
paternalistically; in other instances they were treated as disciples of the devil and
were persecuted, often to the point of death (Kanner, 1964).
During the late eighteenth century and into the nineteenth century, some of
Many of today's curricular programs reflect the five training objectives
developed by Itard. (Courtesy of DLM Teaching Resources, Allen,

Texas)
the first attempts to educate handicapped persons were made. Jean Marie Itard
(17741838), a medieval doctor, greatly influenced the field of special education
through his work with a feral (wild) boy, who was found in the woods near
Aveyron, France. Victor, known as the Wild Boy of Aveyron, exhibited little or
no social behavior when found, and was unable to communicate. Itard believed
that through systematic training Victor's mental deficiencies could be eliminated
(Kanner, 1964). The program that hard developed was based on five objectives
addressing the following areas: social skills, sensory stimulation, knowledgeof his
environment, communication skills, and general academic skills.
Interestingly, all five of these areas can be found firmly embedded in manyof
today's curricular efforts for the retarded. Itard, however, after working for five
years with Victor, gave up in disgust, feeling that his efforts to "civilize" the boy
were unsuccessful. Unfortunatley, Itard failed to realize the great strides that he
had made with Victor. He set a precedent in educating severely handicapped
individuals by creating interest in the area and developing one of the first systematic sets ofinstructional procedures for teaching skills such as selfcare and communication. The program objectives and instructional strategies he designed can be
found in use today.

hard's initial optimism for the intellectually impaired was abandoned in the
late 1 800s and replaced by a mood of pessimism. Professionals began to feel thatthe
retarded could not benefit from treatment. This mood of pessimispi increased, and
by the beginning of the twentieth century, society wished to see the retarded
segregated, fearing that they were a potential menace. Thus, for thefirst part of the
twentieth century, training the mentally retarded to return to the community was
not a primary goal.
More Recent Developments

The period between 1930 and 1950 saw a decline in the alarmist spirit, but the plight
of the retarded during this period remained basically the same: one of institutional-
ization. After 1950, however, professionals began to take more interest in mental
retardation. Menolascino (1977) identified a number of events that caused this
resurgence of interest.
First, diagnosis of the causes resulting in mental retardation focused on the
differences between the retarded and the mentally ill. Second, research efforts in
medicine, education, and psychology drew more interested people into the field
who wished to study the behavior of retarded people. Finally, parent groups such
as the Association for Retarded Children (known today as the National Association
for Retarded Citizens, or NARC) provided the impetus for increased awareness and
program development.
As more parents, professionals, and others attempted to develop additional
educational programs for the retarded, the federal government began to take an
active role in these endeavors. In the early 1960s, President Kennedy made a strong
appeal for special education program development and appointed a panel to study
the problem. This attention by the president provided a tremendous boost to the
4 U TEACHING RETARDED LEARNERS

field of special education and marked the beginning of a trend toward increased
involvement at the federal level.
Landmark court decisions in the early l970s, initiated by parents and professionals, spurred federal legislators to enact a number of laws designed to protect
the rights of the handicapped and provide monies to stimulate research and new
program develQpment. Unfortunately, up to this period of time the public had, in
effect, forgotten that retarded people existed. State institutions had become warehouses for the mentally retardedplaces where treatment was for all purposes
nonexistent and abuses to personal dignity and, in many cases, health were prevalent (Blatt & Kaplan, 1966).
Present-Day Issues
Since the 1970s great strides have been made in care, treatment, and education for
the mentally retarded. However, many problems still exist that will require some
resolution over the next decade. For example, the issue of whether or not parents
have the right to withhold medical treatment from defective newborns has created
a national controversy (Soskin & Vitello, 1979). An Indiana state court ruled that
the parents of a Down syndrome infant had the right to withhold their consent to
surgery that may have saved his life ("In the Mater of Treatment and Care of
Infant Doe," 1982).
After the infant's death, public outcry prompted the Reagan administration
to issue regulations under the Rehabilitation Act of 1973, Section 504, stating that
no handicapped citizens were to be excluded from federally supported programs
based on their handicaps. The regulations required that individuals aware of cases
where treatment was being withheld were to call a toll-free hotline and report the
violation.
The American Medical Association subsequently filed a suit against the
federal government based on the belief that these regulations hindered the relationship between physicians and the families they advise (Vitello & Soskin, 1985). The
court ruled against the government, and the regulations were rescinded.
Similar cases have continued to create public debate. In Weber v. Stony Brook
Hospital (1983) the parents of an infant called Baby Jane Doe were allowed to
withhold treatment that would have prolonged her life. The federal government
attempted to intervene but was denied a hearing by the Supreme Court.
These anI other cases create many questions. The question of whata child's
life would be likeifhe were provided treatment that prolonged his life is important.
For example, in the case In re Phillip Becker (1979) parents of Phillip, a 12yearold
boy with Down syndrome, refused to permit him to have heart surgery that would
prolong his life. After various legal efforts, a California court awarded legal
guardianship of Phillip to a surrogate family (Herr, 1984). Recent reports indicate
that Phillip is progressing well in his new home (Vitello & Soskin 1985).
A major issue appears to be how best to educate the public concerning the
ultimate functioning level of retarded children if they are exposed to quality

educational programs. Professionals can help by developing effective teaching
programs that allow retarded learners to become highly visible in community
environments.
DEFINITION AND CLASSIFICATION OF THE

MENTALLY RETARDED
Society uses labels and definitions to identify people in need of specific services.
This approach has some merit, if used correctly. Certain definitions can identify
people who are mentally retarded (particular mildly retarded) and assist them in
obtaining services.
There are many definitions of mental retardation. Each is unique in the sense
that elements of it result from the philosophical viewpoint of its authors.
Historical Definitions
MacMillan (1983) has identified three categories of definitions of mental
retardation: biological, social, and psychometric. The first category, biological
definitions, was influenced by the medical profession and included components
such as diseases affecting the central nervous system and incomplete cerebral
development.
Proponents of social definitions viewed mental retardation in terms of societal issues and the effects resulting from the interaction of the mentally retarded
with their environments. These approaches were directed mainly at the mildly
retarded and attempted to demonstrate that retardation was primarily a function of
the environment in which a person lived.
The psychometric definitions resulted directly from the development of
intelligence tests. Their ease of administration and the fact that intelligence tests
could compare individuals to the so-called normal population made psychometric
definitions popular. IQ scores in such definitions became the sole determinant for
classifying a person as mentally retarded. There are numerous critics of psychometric definitions, particularly because of the adverse effects of such definitions on
minority populations, but this has not stopped the approach from becoming
popular. In many areas the intelligence test score is still the prime determinant for
identification and placement of children in various educational environments.
Definition
The definition adopted by the American Association on Mental Deficiency
(AAMD) is the one most used by educators and, at the present time, is the most
comprehensive. This definition has evolved through a number of revisions over
the years, with the last three occurring in 1973, 1977, and 1983. The 1973 definition
was incorporated in the Education for All Handicapped Children Act of 1975.
(P.L. 94-142).
tEACHING RETARDED LEARNERS

In the 1983 revision of its Manual on Terminology and Classfi cation in Mental
Retardation, the AAMD defined mental retardation as ". . . significantly subaverage
general intellectual functioning existing concurrently with deficits in adaptive

behavior and manifested during the developmental period" (Grossman, 1983,
p. 11).
The manual also presented additional criteria explaining the following four
components of the definition:
1. General intellectual Jirnctionin,g is operationally defined as the results obtained by.
assessment with one or more of the individually administered general intelligence
tests developed for that purpose.
2. Significantly subaverage is defined as IQ of 70 or below on standardized measures of
intelligence. This upper limit is intended as a guideline; it could be extended

upward through 1Q75 or more, depending on the reliability of the intelligence test
used. This particularly applies in schools and similar settings if behavior is impaired and clinically determined to be due to deficits in reasoning and judgment.
3. Deficits in adaptive behavior are defined as significant limitations in an individual's
effectiveness in meeting the standards of maturation, learning, personal independence, and/or social responsibility that are expected for his or her age level
and cultural group, as determined by clinical assessment and, usually, standardized
scales.
4. Developmental period is defined as the period 'of time between birth and the 18th
birthday. Developmental deficits may be manifested by slow, arrested, or incomplete development resulting from brain damage, degenerative processes in the
central nervous system, or regression from previously normal states due to psychosocial factors.*
The concept of adaptive behavior has caused much controversy among

professionals in special education (Clausen, 1972). One one hand, professionals
believe that a person's ability to function in society is a better measure of competence than an isolated score on a standardized intelligence scale. Conversely, the
lack of objectivity currently inherent in the measurement of adaptive behavior may
weaken the argument for its use.
When analyzing the skill areas that comprise what is considered adaptive
behavior, it is difficult to dispute that these skills are vital for an individual's
survival in society. Grossman has classified adaptive behavior into three areas:
During infancy and early childhood in:
1. Seisory-motor skills and development
2. Comhiunication skills (including speech and language)
3. Self-help skills
* From Classflcation in Mental Retardation, H.J. Grossman, Ed., 1984, p.11. Washington, D.C:
American Association on Mental Deficiency. Reprsnted by permission.

4. Socialization (development of ability to interact with others)
During childhood and early adolescence in areas 14 and/or:

5. Application of basic academic skills in daily life activities
6. Application of appropriate reasoning andjudgment in mastery of the environment
7. Social skills (participation in group activities and interpersonal relationships)
and
During late adolescence and adult life in areas 17 and/or:
8. Vocational and social responsibilites and performances (Grossman, 1983, p. 25).
Accurate measurement of adaptive behavior is important and yet very difficult. It is especially crucial for borderline cases where an appraisal of adaptive
behavior may be the only criterion standing between a child and the label mental
retardation.
KEY CONCEPTS
Society has moved from isolating retarded individuals in state institutions supporting an "out of sight, out of mind" philosophy to a better understanding of the need
to bring retarded people back to the community. There are stfll problems that
hinder a smooth transition, but community members in general are becoming
more aware of handicapped individuals and their needs.
Definitions available for classifying a person as mentally retarded are many and
reflect different viewpoints.
One of the more popular definitions of mental retardation was developed by the
American Association on Mental Deficiency (AAMD) and includes psychometric,
biological, and social criteria.
When an overly representative number of minority children are classified as mildly
mentally handicapped, it is possible the school systems are relying too heavily on the
psychometric portion of a definition (Huberty, Koller, & Ten Brink, 1980). Some
intelligence tests used to establish IQ scores have been found to be culturally biased,
thus not providing a true picture of a person's abilities.

Using measures ofadaptive behavior allows professionals access to additional information concerning a1person's functioning level in the community (Witt, 1980). If a
person's adaptive behayior is considered normal, there should be some question as to
whether the label "mentally retarded" is appropriate.

Measures of adaptive behavior can be subjective, and ratings on the same individual
can vary from rater to rater. Professionals aware of this characteristic can approach
the significant others in a person's life and gather as much information as possible
concerning adaptive behavior. This information may provide a more thorough pro-
file of a learner's ability to function in the environment.
CAUSES OF MENTAL RETARDATION

Researchers attempt to isolate and identify causes of mental retardation, hopeful of
finding ways to prevent certain conditions from occurring. The causes of mental
retardation can be categorized into two groups. The first involves the largest
number of retarded people, who manifest a mild intellectual handicap. For these
individuals there is no clear cause of retardation, and, in fact, their handicap is
probably a result of a complex interaction between heredity and environmental
conditions (e.g., poverty, inadequate nutritional practices, poor prenatal care).
The second category involves the smaller percentage of retarded individuals
whose disability can be traced to biological causal factors (e.g., Down syndrome,
phenylketonuria). Medical science has made the greatest strides in this area and
continues to discover new ways to prevent or ameliorate the harmful effects of
certain etiological factors (Clewell, et al., 1982).
CHARACTERISTICS OF RETARDED LEARNERS

Levels of Severity
Over the years many terms have been used to describe the severity levels of mental
retardation. For example, earlier in this century terms such as feeble-minded, moron,
imbecile, and idiot were used to describe people with mild to severe retardation.
Unfortunately, over time these terms began to take on negative connotations, and
the characteristics the public visualized when hearing these terms were, at best,
unfavorable.
Today, teachers generally come in contact with two different systems for
describing the severity levels of mental retardation. The first system describes
people who have the mildest retardation as educable mentally retarded (EMR); those
who have middle level retardation as trainable mentally retarded (TMR); and the most
severe cases as custodial mentally retarded. Some professionals feel that the use of
these terms associates negative images with mentally retarded people (Koegal &
Edgerton, 1982).
The argument focuses on the terms educable and trainable, specifically relating
to ultimate functioning levels. Some professionals believe that people view EMR
students as those who can only be educated in the most basic of academic skills.
Similarly, TMR students generally cannot be "educated" in the traditional public
school sense and instead must be trained in skills relating to selfcare, basic commu-
nication, and other areas needed for a sheltered life. Terms connoting artificial
limits for learners may become a self-fulfilling prophecy. As educational technology continues to advance, professionals are realizing that older notions of educable
and trainable no longer hold true, because learners are now meeting skill levels
previously thought impossible.
An alternative system for identifying severity levels that is becoming increasingly more popular in public shools is the one used by the American Association on
Mental Deficiency (Grossman, 1983). This system identifies four levels of severity:
(1) mild retardation (IQ 5055 to approximately 70); (2) moderate retardation
(IQ 3540 to 5055); (3) severe retardation (IQ 2025 to 3540); and (4) profound retardation (below 20 or 25). These terms appear to be more general in
nature and less related to preconceived educational outcomes. In this way, professionals are encouraged to look at the behaviors of specific students and design
programs to meet individual needs.
Affective Characteristics
Personality problems associated with mental retardation and identifying specific
affective characteristics that are related to the mentally retarded continue to be a
source of debate among special educators. Traditionally, some professionals be-
lieved that personality deficits were inherent to mental retardation, finding a

tendency among retarded people to be overly anxious, easily frustrated, aggressive, rigid in thinking and acting, and generally a potential menace to society.
Although there appears to be a higher incidence of personality problems among the
mentally retarded, these problems may not necessarily be a function of their

retardation (Robinson & Robinson, 1976; Stuckey & Newbrough, 1981). Rather,
personality problems or differences in the affective behaviors of retarded individuals may be the result of a complex interweaving of the person, the family, and social
systems that provide services to both (Balla & Zigler, 1979; Hill & Bruininks, 1984;
Reiss, Levitan, & McNally, 1982). For example, a mentally retarded child may not
be born with inherent personality problems. Her family, however, may suffer the
severe stress that parenting a retarded child can place on its members. This stress
may affect the quality of parentchild and sibling interaction, causingthe retarded
child to develop personality problems (Crnic, Friedrich, & Greenberg, 1983).
Social Learning Theory
Research efforts are generally based on some type of personality development

theory. There are a number of theories; however, two of them have been the
impetus for much of the available research with the retarded. Rotter's (1954, 1975)
social learning theory attempts to describe an individual's personality based on that
individual's perception of success or failure. Basically, perception of the degree of
task difficulty may cause a retarded learner to move away from the task without
engaging in the activity. gn the other hand, an easier task as perceived by the
learner would be approachable.
People's expectancies of success or failure are related to their experiences,
whether those experiences are positive or negative. Retarded learners who experience more failures are thought to have negative expectancies.
Social Deprivation Theory
A second personality theory related to the mentally retarded that has been the basis
for considerable research is the motivational approach. Zigler and his associates
According to Rotter's social learning theory, an individual's personality is influenced by his or her perceptions of success or failure. (Courtesy of Gwinnett
County Public Schools, Georgia)
have attempted to refute the belief that the personality differences in the mentally
retarded are a result of in-born traits (Mercer & Snell, 1977). They have attempted
to demonstrate that differences in a retarded individual's personality are related to
three areas: (1) varying perceptions of success and failure; (2) varying reactions to
different rinforcers; and (3) varying experiences from individual to individual
(Balla & Zigler, 1979). The importance of motivational factors related to these
areas provides the basis for understanding certain personality problems exhibited
by some mentally retarded people.
Overdependency. Researchers have attempted to identify variables that would

cause a retarded person to develop abnormal affective characteristics. For example,
some professionals have felt that the mentally retarded as a group appear to be
overly dependent on others. When studying institutionalized mentally retarded
people, Zigler and his colleagues found this to be the case (Zigler, 1961; Zigler and

Balla, 1972). However, this overdependence did not appear to be a problem caused
by mental retardation; rather, the problem appeared to be related to the social

deprivation these people suffered as residents of a large institution. On the other
hand, results of some research studies appear to indicate that close contact with
significant others lessens the tendency of retarded people to be overdependent, thus
providing a strong argument for normalizing relationships between the retarded
and their families or significant others.
Wariness of Adults. Social deprivation may also lead to a retarded person's lack of
trust in adults. Wariness of adults, especially by institutionalized people, seems to
be related to age; that is, retarded people who have been institutionalized when
they are older children or teenagers tend to become more distrustful of adults.
Outerdirectedness. Another personality trait, outerdirectedness, involves the tendency for some individuals to copy or imitate the behaviors of others rather than
trusting their own problem solving skills. Again, the work by Zigler and his
associates sheds light on this problem. Outerdirectedness appears to be primarily a
function of overreliance on external cues. Therefore, the tendency of special

educators to provide continual prompts and reinforcers that are part of error-free
learning may, in effect, promote this need for constant cues and feedback from
others.
Anxiety. Some researchers believe that retarded people exhibit a higher level of
anxiety than do other individuals. Anxiety has been found to be particularly

prevalent among institutionalized mentally retarded persons (Cochran & Cleland,
1963). Enhancing a retarded person's self-concept is generally a much-discussed
component of the overall special education curriculum. Unfortunately, selfconcept is difficult to define and very often has different meanings among special
educators. Generally, selfconcept involves the ability to assess one's abilities and
disabilities. Whether or not a person is able to be realistic in that assessment appears
to determine the extent of his or her adjustment (MacMillan, 1983).
The problem of adequately measuring self-concept in people who generally
exhibit low verbal skills has contributed to considerable confusion (Balla & Zigler,
1979). Some studies have found a low self-concept among the retarded, and some
have found no difference between the self-concept of retarded people and that of
the general population (Carroll, 1967; Mayer, 1966).
Locus of Control
Locus of control involves a person's ability to view the cause and effect relationship
between his or her behavior and the succeeding events (Mercer & Snell, 1977). This
characteristic is especially important in regard to the mentally retarded and their
relationship to the law. Early authors believed that the retarded did not have the
capacity to understand the differences between right and wrong.
Locus of control also has implications for the types of reinforcers an individ
ual responds to best. For example, retarded people whose locus of control is
external believe they have little control over their own behavior and thus respond
primarily to external reinforcers (Bialer, 1961). The opposite is true of people
whose locus of control is internal.
Bialer's research was valuable because it demonstrated that retarded people
move from external to internal locus of control in much the same fashion as do
many within the general population. The difference, however, involves the speed
with which retarded individuals move toward internal controls. Research results
appear to support instructional approaches that provide consistent consequences
and feedback to learners. These approaches, as well as appropriate modeling

procedures, help retarded learners to understand the effects of their actions and
become more in tune to intrinsic reinforcement (Mercer & Snell, 1977).
Learning Characteristics
Professionals have always been interested in retarded individuals' potential for
learning Unfortunately because of a lack of adequate instructional technology
and the identification of inappropriate curricular options, retarded learneis historically were thought to be capable of far less than teachers now know is possible
With the instructional technology that exists today, severely retarded students, for
example, are learning complex vocational skills that are allowing them to become
somewhat competitive in the job market (Homer & Bellamy, 1978).

Zigler's social deprivation theory and Rotter's social learning theory can
contribute to teachers' understanding of the motivation that retarded individuals
have to learn new skills. If social deprivation affects individuals as the results of
research suggest, some retarded learners may mistrust adults who are their teachers
and work within the confines of a narrow bank of tangible reinforcers. Each of
these situations can adversely affect learning. Social learning theory suggests that
motivation to learn may be strongly affected by the person's perceptions of the
tasks as being easy or difficult According to this theory the types of perceptions
that a person has are linked to the individual's history of failure and may cause
avoidance of tasks perceived as too difficult to attempt.
This approach or avoidance behavior, theorized by Rotter and others, can
have serious effects on the learning progress of some retarded learners. Deficits in
motivation will need to be identified early by teachers in order to modify instructional procodures to meet these needs.
Memory Deficits
Researchers have been interested in the effects that mental retardation may have on
a person's memory. New experiences providing unfamiliar circumstances require
that the individual use previous knowledge and apply it to the situation at hand. A
number of research efforts have identified a deficit in short-term memory among
retarded individuals (e.g., Ellis, 1963; 1970). Conversely, other research efforts
have demonstrated that mentally retarded persons retain knowledge over longer
periods of time (longterm memory) as well as nonretarded individuals (Belmont,
1966).
The work completed by Zeaman and House (1963) involving discrimination
learning may provide some insight into possible strategies for dealing with a
retarded learner's memory deficits. One explanation for deficits in shortterm
memory identified during these research efforts was that retarded learners generally do not attend adequately to relevant stimuli in the learning task. This problem
in paying attention to the task at hand may be directly related to memory

problems.
Two aspects of learning theory that have led to strategies for assisting
retarded students are called mediators and paired associates Mediators involve the use
of some "memory bridge" between stimuli and responses. For example, a common mediator used by some elementary students involves memorizing the sen-
tence, "My very educated motherjust served us nine pickles."The first letter of each
word in the sentence represents the planets in the solar system in the order of their
positions from the sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, Pluto). This memory device helps the student to bridge the gap between
information learned and the ability to recall it under specific circumstances

(Borkowski & Varnhagen, 1984).
Paired-associate learning involves pairing two words together so that when
one word is used as the stimulus the other word will result as the response
(MacMillan, 1983). Research results indicate that retarded learners have more
difficulty than their nonretarded peers in using paired associates for learning
(O'Connor & Hermelin, 1963). However, these differences appear to be related to
the types of materials used in the research. Specifically, when the material is
meaningful to the student and more concrete in nature (e.g., pictures), the retarded
learners can make the associations as well as their nonretarded peers (Spitz, 1966).
Skill Generalization
Pairedassociate learning deals with the acquisition of a skill or series of skills;

however, once the skills are learned they must be transferable to other situations
before they can be useful to the individual who has acquired them. The ability of
retarded persons to generalize acquired skills has become an important point of
interest among educators.
In the past, many educators assumed that once retarded individuals were
taught skills in the classroom, they would automatically be able to transfer those
skills to other settings, where different materials are used or different people are
supervising the activity. A number of research efforts have demonstrated that this
assumption may not be true (Wehman, Abramson, & Norman, 1977). Since
retarded learners do not generalize learned skills and knowledge across conditions
as well as their peers, teachers may need to be more aware of strategies that will
assist the student in transferring training.
13
IDEA FILE
Knowing the affective and learning characteristics of retarded individuals can give
teachers a better understanding ofhow certain instructional techniques can increase
the probability that these students will learn. Following are some ideas related to
researchon these characteristics that teachers can incorporate into their classes:
By gradually fading cues and prompts, teachers may help retarded learners to come
to rely more on their own problem solving abilities.
Breaking a task into smaller parts (task analysis) may help to relieve some of the
anxiety exhibited by some retarded learners when facing a new activity.
Retarded learners can be encouraged to discuss their own strengths and weaknesses
regarding a specific task.
Breaking a task into component parts may also reduce the avoidance behavior of
some retarded learners.
Gradually fading artificial reinforcers (e.g., candy, free time) and allowing more
natural reinforcers (e.g., smiles, pat on the back) to take effect may assist learners
in becoming more confident in their internal abilities to control the environment
around them.
Retarded learners will often require a number of repetitions before a skill or set of
skills can be learned. An important technique is to vary the activities used to teach
these skills, minimizing boredom while increasing the students' attention to relevant
stimuli.
Verbal mediators can help students learn new words and concepts (MacMillan, 1972;
Milgram, 1967). For example, a teacher wishing a student to learn the words ball
and box may construct a sentence that includes the two words (e.g., "The ball
is in the box. ") The sentence acts as a mediator, assisting the student in remembering
the key words.

Spitz (1966) highlighted the need for using paired associates in teaching retarded
learners. Words and experiences familiar to a student can be paired with unfamiliar
content to form an association that may assist the learner in retaining the new
information.
Varying settings, times of the day, materials, and persons working with the student
may facilitate the generalization oflearned skills (Langone & Westling, 1979; Stokes
& Baer, 1977).
BASIS FOR A FREE AND APPROPRIATE EDUCATION

Litigation Concerning Institutionalization
Society has a long history of treating the mentally retarded inhumanely. This
problem existed into the 1960s and 1970s within large institutions, where residents
EDUCATING THE MENTALLY RETARDED: AN OVERVIEW is
were found beaten, ill-fed, and sexually abused (T., 1974). During the late 1960s
parents and advocates of the handicapped, frustrated at their attempts to work
directly with state agencies and local education systems, began to look to the
judicial system to uphold individual rights. As a result of these efforts, by the
mid-1970s 35 states had affirmed the rights of the handicapped either judicially or
through statutes resulting from judicial proceedings (Stick, 1976). During this
same period 899 bills dealing with education for the handicapped were introduced
into various state legislatures, of which 237 were enacted into law (Stick, 1976).
The litigation that provided the legal base for enacting laws to protect the
rights of the handicapped involved a large number of court cases. Duringthe early
1970s a series of court cases in Alabama known originally as Wyatt v. Stickney
(1971; 1972) demonstrated how the courts could order state institutions (i.e.,
Partlow State School, Tuscaloosa, Alabama) to provide minimum care and treatment for residents of these facilities.
Basically, the court ordered steps to be taken to correct inadequate care and
obvious infringements on the residents' rights to wellbeing. These steps are
summarized as follows:
1. The state would immediately hire 300 resident care workers, including professionals, within 30 days. In addition, within 10 to 15 days of the court's decision, a team
of physicians would appropriately immunize all patients (Wyatt v. Stickney, 1971).
2. The court established a master and an expert advisory panel to oversee the
correction of abuses and insure dignity and human rights of the residents
(Wyatt v. Stickney, 1971).
3. The court established minimum standards for evaluation when classifying

residents. Also, standards were set for client-staff ratios and for individual
habilitation plans (Wyatt v. Stickney, 1972).
4. The court dictated to the state of Alabama that unavailability of funds, staff, or
facilities could not be used as an excuse to deny treatment and adequate conditions. Instead, the court served notice to the state that if the legislature would
not provide the funds, the court would be forced to order the sale of state lands
or place an injunction against what it deemed as unnecessary state expenditures
(Wyatt v. Stickney, 1972).
A case similar to the Wyatt litigation was reviewed in New York State and
involved the controversy surrounding the Willowbrook State School and inappropriate care and treatment o the institutionalized mentally retarded (NYARC v.
Rockefeller, 1973). In this case, the court did not take the sameradical stand as in the
Alabama case. Specifically, the court felt that the residents of Willowbrookhad no
constitutional rights to treatment or due process and that the state was not required
to provide the mentally retarded with a certain level of special education. However, the court ruled that residents did have the basic human rights such as clean
living conditions, protection from other residents and staff members, and due
process for admittance and labeling.
The two cases discussed here dealt with mentally retarded persons commit-
ted to state institutions. Although the two outcomes were different in degree

regarding what each state was forced to do, the basic principles of the rights of the
handicapped were clearly established. More important, the public was made aware
of the conditions under which the mentally retarded were still living. Public
awareness became an important tool to be used in order to achieve enactment of
legislation affirming right to treatment and education.
Litigation Involving Public School Programs

The same period (late 1960s to early 1970s) found a number of states and school
systems involved in court cases attempting to establish both the right of the
handicapped to a public education and the right to appropriate educational practices for those enrolled in school programs (Keim, 1976). A major court case that
questioned the inappropriate placement of children into special education classes
was Hobson v. Hansen, 1967). The court ruled that using culturally biased tests to
track children in the Washington, DC school system was unconstitutional.
Diana v. The State Board of Education (1970; 1973) involved the use of culturally biased tests for placing Spanishspeaking children in classes for the mentally
retarded. The court ruled against the state of California and ordered that the
Spanishspeaking children be reevaluated using intelligence tests translated into
Spanish.
The Pennsylvania Association for Retarded Children (PARC) v. The Commonwealth of Pennsylvania (1971) was one of the more important cases that later became
the basis for the Education for all Handicapped Children Act (P. L. 94-142). This
case was a class action suit affecting all mentally retarded individuals in Pennsylvania. After hearing the testimony from recognized experts, the court ruled that all
retarded persons were capable of benefiting from an educational program.
Another crucial case that assisted in laying the groundwork for P. L. 94-142
was the Mills v. The Board of Education, District of Columbia (1972). The following
principles were delineated as a result of the Mills class action suit:
1. The District of Columbia had an obligation to provide whatever special instructions will benefit the child who is determined to be mentally retarded, emotionally
disturbed, or hyperactive.
2. The District of Columbia needed to apply the right of due process before ex-
pelling, suspending, or reassigning regular students as well as handicapped

stulents.
3. Insufficient funding and administration inefficiency could not be used as an excuse
to cut back programs for the handicapped. The court ruled that where limited
funds were a problem, existing funds must be distributed evenly across both
nonhandicapped and handicapped students. Funds from low priority programs
(band, sports) were to be redistributed to programs for handicapped learners if
additional funding was unavailable.
One final case that was important for ending the practice of discriminatory
testing was Larry P. v. Riles (1972). Similar to the Diana case mentioned earlier, the
Larry P. litigation was concerned with the practice of labeling Black children as
mentally retarded solely on the basis ofintelligence test scores. The court ruled that
this practice was discriminatory because of the builtin cultural biases of intelligence tests. In addition, the court affirmed the importance of adaptivebehavior in
the labeling process and required procedural due process to accompany any classification of a student.
There were many other cases brought to the attention of the public during
this time period. Some of the cases ruled in favor of the handicapped and some
against. Parents and advocates began to use the principles established in these court
cases to stimulate legislatures into enacting laws that once and for all established the
right of handicapped persons to a free and appropriate education and affirmed their
civil rights as citizens.
Legislation Establishing the Rights of the Handicapped
Since 1973 there have been a number of federal legislative efforts enacted ensuring
the rights of handicapped persons. To enforce individual state compliance with

these laws, the federal government stipulated that states or corporations could lose
federal funding when not in accord with the tenets described in the legislation.
The Vocational Rehabilitation Act of 1973 (P. L. 93-112) ws one of the first
pieces of legislation that encouraged equal opportunity for handicapped individuals. This law stated that a person could not be discriminated against (i.e., excluded
from programs or denied benefits) because of a handicap in any program receiving
federal funding. Further, the bill provided funds for a number of innovative
program efforts including individual rehabilitation plans, comprehensive vocational evaluation, construction/improvement of rehabilitation facilities, and expansion of employment opportunities for the handicapped in both public and
private sectors.
The most notable component of the Rehabilitation Act was Section 504,
which as amended protects the handicapped against discrimination. Section 503 of
this law obliges employers receiving a certain amount of federal funds to begin an
active affirmative action program for hiring handicapped persons. These two
sections together provide a powerful force for protecting the rights of retarded and
all other handicapped individuals. Section 504, for example, provides one basis for
enforcing the regulations of P. L. 94-142, citing that denial of an education is an
infringement on civil rights. Section 504 also provides for an individual's right to
equal access to public facilities and has stirred public awareness to the plight of
handicapped persons in regard to physical barriers existing in the community.
Another law providing a tiemendous boost to program development for
handicapped individuals was the Vocational Education Amendments of 1968
(P. L. 90-576). These amendments provided that as a national priority area, 10% of
a state's basic grant to implement vocational education would be "set aside" to
develop programs for handicapped people.
P. L. 91517, The Developmental Disabilities Services and Facilities Con

struction Amendments, emphasized the existence of a wide variety of disabilities,
including mental retardation, which originated before the age of 18 and were
expected to continue indefinitely. The main purpose of such a bill was to coordinate services and project the needs of the disabled population after they left the
public schools, or to provide services that may be needed by individuals outside of
the realm of education (Lubin, Jacobson, & Keily, 1982).
IDEA FILE
There are many more topics relating to the care and treatment of the mentally
handicapped than can be presented in this chapter. Following is a list of some

relevant topics that interested readers may wish to pursue:
Respite care services provided by the law (Appoloni & Triest, 1983; Cohen, 1983)
Living environments for retarded persons (Balla & Klein, 1981)
Special education legal hearings (Budoff & Orenstein, 1981)

Multiple developmental disabilities (Jacobson &Janicki, 1983).
The final piece of legislation discussed in this section probably has the most
implications for teachers of mentally retarded learners. The Education for All
Handicapped Children Act (P. L. 94-142), passed in 1975, has done much to ensure
the rights of handicapped individuals to an education. This effort is an amendment
to the Elementary, Secondary and other Educational Amendments of 1969 Act

(P. L. 91-230) and is not in itself a separate law. The reason for adding P.L. 94-142
to existing legislation was partly a symbolic one; that is, the attempt was made to
demonstrate that education for handicapped children is not a separate entity; rather
it is a part of the total educational program.

There are a number of important points mandated by P.L. 94-142. The
following is a summary of the guarantees provided by the law:
1. All handicapped children between the ages of 3 and 21 are entitled to a free and
appropriate public education. The exception occurs when individual state law
pr6hibits educational programs for children under the ages of 5 or 6.
2. Handicapped children have the right to be educated in the least restrictive environment to the maximum extent possible. Basically, this point of law means that all
efforts must be made to bring closer contact between handicapped and nonhandicapped learners (e.g., resource room placement or having classes in the same
school). However, the key point is that least restrictiveness is based on the learner's
needs. For some learners, the least restrictive environment may be a residential
facility because of their acute and chronic medical needs in addition to severe
mental retardation. Least restrictive in these cases may mean that they are housed
in community hospitals close to their families instead of a traditional state institution. Flexibility, then, is an important concept of least restrictiveness.
EDUCATING THE MENTALLY RETARDED: AN OVERVIEW U 19

3.
An appropriate education relates to the right of handicapped learners to have

developed for them an individualized education program (LEP). The IEP serves as
a link between the parent, school system, and in some cases, the child, so that all
may work together to establish a program based on learner needs. Also, the IEP is
a vehicle by which parents and the school system can resolve their differences.
Finally, the IEP serves as a management tool by placing in writing a commitment
of resources needed for the program and establishing a monitoring system to

ensure student progress or, if needed, a program change. The following are the
components of the IEP:
a. Current level of student performance.
b. Annual goals and short-term objectives.
c. List of related services.
d. Timeline for related services.
e. Extent of regular class placement, if possible.

f. Evaluation of student progress.
4. The IEP must be developed in a conference where the parents, teacher, representative of the school administration and, if possible, the child are in attendance.
5. If the parents or the student's advocates are not satisfied with the program, they
4.
1
Tue Education for All Handicapped Children Act (P.L. 94-142) demonstrates that
education for the handicapped is part of the total education program. (Courtesy of
Kay Shaw)
20U TEACHING RETARDED LEARNERS

have the right to due process. Basically, due process includes the following
procedures:
a. All records pertaining to their child are open for the parents' examination.
b. Parents are allowed to obtain an educational evaluation of their child independent of the school system's evaluation or evaluators.
c. Parents have the right to be accompanied by legal counsel, to confront and
crossexamine witnesses, and to present evidence.
d. Students have the right to be protected against the use of discriminatory tests.
e. Parents must have written notice in their native language when the school
system proposes any changes in their child's program, identification, or classification.
f. Surrogate parents must be appointed if parents or guardians cannot for some
reason represent the child.
g. Parents have the right to have their case decided by an impartial hearing officer
based solely on evidence presented, with the burden of proof on the educational
agency.
h. Parents have the right to pursue further action through the courts if they are not
satisfied with the due process hearing.
6. The handicapped student has the right to related services necessary for success in an
educational program. These services includetransportation, speech pathology,

audiology, physical and occupational therapy, psychological counseling, medical
diagnosis, and recreation.
)
Daily living skills are important components of the Individualized Education
Program (IEP). (Courtesy of Glynn County Public Schools, Georgia)
EDUCATING THE MENTALLY RETARDED: AN OVERVIEW U

7.
21
Extensive child find identification procedures must be used to identify handicapped children at birth or at a young age to ensure that proper services are
provided.
The source of enforcement the federal government has used to guarantee

compliance with P.L. 94-142 has been federal flowthrough funds that are allotted
to the states and passed on to the local districts. In order for the states to receive this
funding, a number of procedures delineated in the law needed to be met in relation
to a set timetable.
KEY CONCEPTS
Litigation and legislation over the past two decades have affirmed and established
the rights of retarded learners to a free and appropriate education in the least
restrictive environment.
Institutions have been found to be the least desirable alternatives for retarded
individuals. In Alabama and elsewhere courts have developed stict guidelines for
the care and treatment of residents in state facilities.
The courts have directed to many states policies for fair treatment of the handicapped and an equal opportunity to an education including protection against
discriminatory testing practices, avoidance of due process procedures, and unfair
classification procedures.
Section 504 prohibits discriminatory practices against the handicapped.

The Vocational Amendments provide funds to be set aside for inclusion of the
handicapped into vocational education programs.
P.L. 94-142 provides handicapped people many rights to a public education and
programs to meet their individual needs.
The federal government enforces these laws for the handicapped by threatening to
withhold funds earmarked for the states if they do not comply with the regulations.
Current SocioPolitical Climate

During the 1970s the field of special education enjoyed continued growth in
financial support for program development from both federal and state governments. By the end of the decade, the role of the federal government had increased
to one of tremendous influence over what constituted appropriate educational pro-
gramming at the state and local levels. This increasingly complex role is not
without critics wlo base their views primarily on the rights of the states to govern
education. UFtanately,the
hai rnplary record in provid-
ing appropriprogra.m.s without. fqderal inteentio
I r
The trend toward shifting the responsibility for developing and monitoring
education for the handicapped appears to be moving back to the states. This trend
appears to be closely linked to the problems of severe inflation and a large federal
budget deficit. With the election of the Reagan administration, the push from
Washington was twofold. First, there was an attempt to cut budgets, precluding
any significant growth in program development and resulting in cutbacks for
existing programs. Second, the push for states' rights has given rise to the idea of
block grants. Block grants would entail the federal government's sending a total
amount of money for education to a given state, allowing that state to fund its own
educational priorities. In theory, the idea of block grants has merit because each
state has somewhat different needs. However, the reality that the funds may go to
the group with the most powerful lobby, resulting in inequitable funding for the
handicapped, becomes much more of a threat.
Fortunately, the support from Congress for the handicapped continues to be
strong, and block grants have thus far been avoided for special education. However, there will always be a need for parents and advocates to be diligent in speaking
out for the handicapped. A decision by a New Jersey court ruling that the severely
and profoundly retarded are not capable of being educated and are not entitled to
free public education (The National Advocate, 198182) is a good example.
There are additional instances demonstrating a swing away from providing
so many services for the handicapped. For example, in the case of St. Louis
Developmental Disabilities Training Center Parents Association, eta!. v. Arthur Mallory,
et al. (1984) the court basically ruled against the plaintiffs, finding that segregated
settings for severely handicapped students were in some cases appropriate (Burton,
unpublished manuscript).
Two recent Supreme Court decisions (Smith v. Robinson, 1984; Irving Independent School District v. Tatro, 1984) determined that attorney fees are not available
to the plaintiffs as a provision of P. L. 94142. Also, the decisions ruled that there
are limitations to how far a local education agency has to go to provide related
services for a handicapped child.
These cases may not have devasting effects on the rights of the handicapped;
however, when taken in conjunction with the economic climate and a return to
states' rights, they signal advocates of the handicapped to keep legislators informed
of the need to maintain educational programs for these students as a high priority
area.
KEY CONCEPTS
By the end of the 1970s the federal government exerted a great influence over state
and local programs for the handicapped.
During the 1980s the primary responsibility for developing and monitoring programs for the handicapped has shifted back to the states.
23
There has been some evidence that the courts are beginning to rule against the
handicapped in cases involving requests for services. For example, the Supreme
Court determined that attorney fees are not available to the plaintiffs as a provision of
P. L. 94-142.
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TEACHING RETARDED LEARNERS

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.
CHAPTER TWO
PROGRAM ALTERNATIVES
AND DEVELOPMENT
Some professionals may have misinterpreted the philosophy of the least restrictive environment. Basically, it means that handicapped learners should be educated
in environments as close to normal as possible, determined by each individual's
abilities and disabilities. The principle of least restrictive environment was developed to minimize placement of retarded learners in residential settings when their
current needs do not dictate that type of environment (Leinhardt & Pallay, 1982).
Rather, retarded individuals in residential settings should have educational goals
designed to assist them in moving to less restrictive settings as soon as possible.
This principle applies to all severity levels of retarded learners. For example, a
mildly retarded student who has the skills to participate in regular classes with
support from special educators should be placed there on a fulltime basis. Similarly, severely retarded learners should not be placed in an institutional program if
they can benefit from the experiences of self-contained public school classes. Least
restrictiveness emphasizes the fluid nature that programs for retarded learners
should take (McCord, 1983).
NEED FOR FLEXIBLE PROGRAM OPTIONS

Educational options for the retarded historically have been static; once a learner
was placed, there generally was little movement from one placement option to
another. In contrast to this, the principle of least restrictive environment suggests
that a learner's needs are continually changing, and with those changes comes the
need to modify program options when and where necessary. Setting program
goals designed to move learners on a continuum toward less restrictive environments appears to be a desirable approach.
26
PROGRAM ALTERNATIVES AND DEVELOPMENT 27
Rigidity in placement options may also exist within special education program options. Students who have been classified as moderately retarded may have
little chance of being exposed to program options for the mildly retarded, even if
the appropriateness of these options can be demonstrated. Conversely, mildly

retarded learners who could benefit from skills that can be obtained in a prevocational program for the moderately retarded may be excluded from such a program.
An important part of the least restrictive environment is the principle of

individualization: Where each learner has unique needs, programs are developed
to meet those needs. As these principles become accepted, there should be much less
emphasis on categorical labeling of students. At present, however, there may still
be a tendency to place learners primarily based on category (e.g., mildly, moderately, severely, or profoundly retarded).
BRIDGING THE COMMUNICATION GAP

The number and variety of duties that teachers must perform may cause some to
lose sight of the existing continuum of services ranging from preschool to

postsecondary. Consequently, learners entering a secondary program who did not
receive instruction in career awareness and basic prevocational skills at the elemen
tary level may be gravely disadvantaged in a program designed to i'nstruct them in
independent living and vocational skills. Therefore, there is a need for continual
contact among teachers of the retarded across program grade levels as well as
between general and special education.
There are some specific suggestions teachers may find helpful in bridging the
communication gap between different programs. First, teachers should become
thoroughly acquainted with professionals from all other grade levels that students
will come from or move toward. For example, elementary teachers for severely
retarded students could visit the classrooms of both preschool and secondary
programs in their catchment area. In addition to visiting those classes for the
purpose of observing teaching techniques and materials, the teachers may have the
opportunity to coordinate program objectives in a scope and sequence fashion

across different levels. Teachers along the continuum should know what skills the
students are working on at the various points in their programs. An additional
benefit ofincreased teacher contact can be the coordination of assessment methods.
If two teachers have been ccmmunicating on a regular basis, a learner entering a
new program should not arrive without adequate support data.

Teachers also need to have a good working knowledge of community
services such as respite care centers, sheltered workshops, work stations in industry, physical therapy, recreational opportunities, and emergency funding sources.
Beyond knowing of the existence of such services, teachers will need to visit these
programs and establish working relationships with the professionals who staff
them.
One illustration of this is the case of a 19yearold severely retarded learner
named Sam. Sam was progressing at a satisfactory rate in the areas of functional
literacy (e.g., reading menus in fast food restaurants), social skills including
Continual contact between teachers of all grade levels and programs is necessary to
ensure a comprehensive and beneficial learning program for the student. (Courtesy
of DLM Teaching Resources, Allen, Texas)
interpersonal communication, use of the telephone, and a variety of other independent living skills. Sam was also included in an innovative program allowing him to
participate in a variety of vocational education programs with general education
students. The primary focus of these vocational program options was to allow Sam
time to practice and generalize skills he learned in special education to settings more
like community placements. This approach also allowed him to learn basic vocational skills aimed at eventual employment.
At this point, Sam demonstrated that he might be ready for increased

community interaction. A teacher in continual contact with available community
services (e.g., vocational rehabilitation) would be in a position to identify sites that
could accommodate Sam for half the school day, allowing him an additional
opportunity to generalize his skills to the natural setting. Where program options
such as this do not exist, a closer working arrangement with community-based
professionals, employers, and citizens could provide a resource for developing
additional placements.
To function in a community setting, retarded learners must

be able to generalize skills learned in the classroom.
(Courtesy of Gwinnett County Public Schools, Georgia)
MAINSTREAMING
Mentally retarded learners can be placed in many different program options
ranging from less restrictive to more restrictive in nature. Less restrictive models,
generally called mainstreaming alternatives, invi placing handicapped students in
contact with their nonhandicapped peers for a majority of the school day In
practice, mainstreaming is a word with many definitions. Some policy statements
refer to mainstreaming in a broad sense, allowing all handicapped persons the right
to participate with their general education peers to the maximum extent possible
(The Council for Exceptional Children, 1976) This definition includes both
placement of mildly retarded learners in regular classes and placement of severely
retarded learners in community-based programs.. Other professionals view

mainstreaming as a more restricted concept that deals with the delabeling of mildly
retarded students who are capable of participating in general education programs
(MacMillan, 1977). Mildly retarded students are the population most affected by
mainstreaming (Vitello & Soskin, 1985). Since Dunn's (1968) famous article questioning the validity of special education for the mildly retarded, there have been
major efforts to avoid placement in selfcontained classes that some professionals
felt created stigmatizing labels and barriers to socialization.
Because of these efforts to move mildly retarded learners back to regular

classes, professionals have observed that the population now known as "EMR"
apparently exhibits very different characteristics (Polloway & Smith, 1983). The
students remaining in self-contained EMR classes function at lower levels and

would traditionally have been classified in the higher range of the TMR group.
At the heart of the debate that still rages is the question of whether or not
special education can help mildly retarded students to progress faster than regular
education classes. The evidence of a large number ofefficiency studies appears to be
split (e.g., Carlberg & Kavale, 1980; Gresham, 1982), with some studies supporting the efficiency of mainstreaming while others support the efficiency of special
education as the primary service delivery model. This debate, combined with the
results of legal and legislative efforts, may have created what Strain and Kerr have
termed "a single solution to a complex problem" (1981, p. 32).

Gottlieb (1981) presented strong evidence supporting his opinion that wholesale mainstreaming of EMR students has not been effective. Based on his arguments, it appears that on the whole these children continue to be socially rejected
and that in many cases their movement to regular classes represents little change in
racial balance.
The question of whether EMR students should be mainstreamed cannot be
answered only by using criteria such as percentages per school system or the fact
that mainstreaming is a less expensive alternative to selfcontained EMR classrooms. There are many mildly retarded students for whom self-contained classes
may indeed be the "least restrictive environment" (MacMillan & Borthwick,

1980).
Since the major concern of the mainstreaming debate has been tojustify where
mildy handicapped students should be taught (Gottleib, 1982), it may have served
to cloud the most important issue of what to teach these students. This concern
keeps many professionals from realizing that in both self-contained and main-
streamed settings the major emphasis has always been on teaching traditional
academic skills. The "back to basics" movement accentuates this emphasis and
may serve to further delay the development of a more appropriate curriculum for
these learners (Smith & Dexter, 1980).
As the field of special education moves into the second half of the 1980s, there
appears to be a renewed interest in a close inspection of the curriculum in both

self-contained and mainstreamed settings. Professionals such as Polloway and
Smith are calling for a move away from the "narrow focus on academic and
remedial concerns" (1983, p. 157). The alternative is to develop a curriculum that
is communityvalid. Communityvalid skills are those that allow students to learn
and practice skills applicable to community life. Therefore, a mildly retarded

student assigned to a Unites States Government class would not be asked to try and
memorize the branches of government. Instead, the student might be taught to call
the local office of the senator representing his district and request assistance in
obtaining, for example, information about changes in his social security benefits.
IDEA FILE
Some professionals support definitions that are overconcerned with the administrative functions while giving little consideration to the daily instructional prob
PROGRAM ALTERNATIVES AND DEVELOPMENT I 31

lems involved in making mainstreaming a success (Kaufman, Gottlieb, Agard, &
Kukic, 1975). For example, some IEP staffings may result in heated discussions
concerning how much time a student should spend in the regular class before the
student is considered "mainstreamed." These arguments can misdirect staffing
committees (including teachers) and take time from valuable program planning.
Teachers may be in a position to redirect staffing committees into considering mainstreaming as Kaufman and colleagues have termed itan "instructional
approach" (1975 p. 4). Teachers can point out that effective programming in the
mainstream primarily involves development of appropriate services. These services include assessment of learner strengths and weaknesses, designing and implementing effective instructional interventions, and monitoring the interventions for
success (revising whenever and wherever necessary). The issue is not the quantity
of time spent in regular education, but the quality of time spend under these
conditions. Teachers may look upon themselves as facilitators, directing other
professionals toward the more important considerations of successful

programming.
Mainstreaming allows handicapped learners to participate in classes with

their general education peers whenever possible. The following ections present
descriptions of placement options currently in use for educating handicapped
students. The models presented range in restrictiveness from those allowing
maximum integration to those allowing minimum integration, depending on
individual student needs. Teachers can increase contact between retarded learners
and their general education peers in all settings regardless of the existing level of
integration, and techniques will be presented here that are designed to assist
teachers in increasing such contact.
A Model for Consulting Teachers

The consulting teacher model allows mildly retarded learners to participate fully in
the regular classroom. The special education teacher has no direct instructional
time with the students included in this placement option (Anderson, Martinez, &
Rich, 1980; Reynolds & Birch, 1977). This system allows the special educator to be
a consultant to general education teachers, assisting them in developing appropriate assessment tools, modifying the curriculum, and identifying effective educational interventions. The general education teachers, however, provide all the direct
instruction.
There are several conditions needed for this model to be an effective alterna-
tive for educating mildly retarded learners. First, the special educator must be
expert in diagnosing learner deficits and then matching appropriate methods and
materials to those needs. This requirement is important since the consultant must
be able to provide the regular class teacher with meaningful assistance in the form
of ideas, materials, and techniques (Heron & Harris, 1982).
Second, in the relationship between the two educators equal importance

must be assigned to the roles of each teacher (Rauth, 1981). If the consultant's role is
looked upon as being something more important or prestigious than that of the
classroom teacher, the relationship may be hindered (Reynolds & Birch, 1977).
This consideration is important to teachers who are or will be functioning in this
type of instructional environment. An effective change agent (in this case the
special educator) should not enter the classrooms of other professionals to "tell"
them how to run their program. Rather, a more effective technique is to sincerely
present the role of a consultant as a support service, there to aid an overburdened
teacher.
The techniques teachers use to instruct learners may be useful for presenting
effective teaching methods to general educators (IdolMaestas, 1983). For example, inservice providers often try to present new ideas and methods via lectures and
discussions; however, there is little evidence that teachers actually transfer this
knowledge into practice (Hentschel, 1977). Instead, the consulting teacher may
choose to model techniques targeted for use with specific learners (e.g., demonstrating a behavior management technique).
Consulting special education teachers can also become the source of reinforcement for general educators. For example, when general educators incorporate
various direct product measurement systems into their programs, the special
educator can provide some form of sincere social ieinforcement. A statement such
as, "I really like the method you used; I never actually considered that possibility,"
can go a long way with some professionals.

Quality is as important as quantity when making contact with the regular
education teacher. Consulting teachers who are only infrequently available or
those who are frequently available but only for cursory visits will probably not
provide services that are adequate for a classroom teacher. Contacts should be
frequent, preplanned, and organized so that specific objectives are covered during
the time available for the meeting. A few minutes at the end of the visit spent
planning what is to be accomplished during the next contact may increase the
probability that the goals will be met.
A Model for Resource Teachers

Considerable variations exist in resource teacher models among public school
programs Payne & Patton, 1981). This placement option involves enrolling
mildly and, in some limited cases, moderately retarded students in regular classes
for at least part of the day. The remainder of the school day is spent in a resource
center where the special educator provides direct instruction using either remedial
or compensatory instructional techniques. These programs vary in form and the
amount of time that students participate in regular education programs. For
example, in some school districts mildly retarded learners may be enrolled in
regular education programs such as physical education, art, and music while
receiving all of their academic training in a resource center. Conversely, in some
districts learners may be enrolled in regular education classes at least half of the

school day before they become eligible for a resource teacher's services. The second
example is probably the one that best describes a resource program.

The objectives of a resource room are generally consistent with what many
define as mainstreaming. Resource models strive to provide services for those
students who because of learning problems are currently unable to participate on a
fulltime basis in the regular classroom. In a sense, this model may be a vehicle to
prepare students for entering a consulting teacher model program as soon as

possible. The goals of a resource program are to provide individual or small group
instruction based on the learners' deficit areas while developing innovative instructional techniques that can be used with the students while they are in the regular
classroom. Many successful resource center programs are currently in operation.
Their success can usually be traced to one or two people who are able to put into
practice some basic tenets of good programming. Programs that use peer tutors
and volunteers are examples of how teachers can increase the efficiency of instructional interventions.
Special educators have the opportunity to develop a plan designed to increase
and maintain quality contacts with regular educators. Initially, special educators
can assist their colleagues in understanding the principles of curriculum modifica-
tion, that is, the need to identify specific content that is appropriate for a given
learner. This model is quite the contrary of one where teachers assume that mildly
retarded learners must be exposed to everything in, say, a particular chapter in an
earth science textbook. The resource teacher can assist the regular educator in
choosing only those curricular objectives that are appropriate for the student.
From the initial contacts, the resource teacher can foster a relationship allowing each educator to provide suggestions for effective instructional procedures.
The probability increases that interventions designed by both teachers and tried out
in the resource center will in turn be implemented in the regular classroom.

There are retarded learners who, because of the nature of their strengths and
weaknesses, require more structured placement than a consulting or resource
option provides. These learners range from a small number of mildly retarded
learners to most moderately retarded and all severely retarded students enrolled in
public school programs.
IDEA FILE
Special educators have the opportunity to develop a plan designed to increase and
maintain quality contacts with regular educators. Resource teachers in particular
should spend as much time as possible interacting with and supporting the activi-
ties of their regular education colleagues. The following ideas might provide
teachers with a starting point for increasing contact with other professionals.
Resource teachers might consider identifying three or four regular educators per
month as people to get to know. As an "icebreaker" they might invite them to an
afternoon coffee session to share ideas and tell about each other's programs.

Weekly reports on the students' progress toward certain objectives can be helpful to
regular educators whose students are served by the resource teacher.
Information on weekly reports can include a sharing of ideas targeting effective
instructional procedures and identifying aspects ofthe regular education curriculum
that appear to be useful to the students.
Writing a newsletter to share ideas and teaching strategies and to highlight noteworthy achievements of regular educators as they work with handicapped students can
be a good method for resource teachers to become a more integral part of the school.
A Model for Teachers of Self-Contained Classes

Selfcontained special education classes are designed for retarded learners who can
not benefit from enrollment in a regular class. Primarily, these students are unable
to keep up with the instructional pace (Payne & Patton, 1981), and heavy emphasis
on traditional academic objectives may not meet their needs.
The arguments are numerous both for and against special class (selfcontained) placements for retarded learners (specifically the mildly retarded), with
a voluminous amount of research either supporting or refuting the effectiveness of
these program options. A cogent statement by MaMillan (1977) presents a logical
philosophy that could be derived from careful analysis of the pros and cons of
selfcontained public school classes for retarded learners:
To contend that any one administrative arrangement is the best for all EMR children,
or, conversely, to argue that one is bad for all EMR children, is naive and ignores
variation in individuals within the population of EMR. (1977, p. 431)
The same, of course, can be said of all moderately retarded learners when
considering placement alternatives. One reason why selfcontained special education classes have received a bad name (especially in the area of mild retardation)
may be because in some instances they have been used as a dumping ground. Some
self-contained classes may include an overproportional number of minority group
members. They also have been known for easy enrollment policies and an almost
insuperable barrier against leaving the program once admitted.
Some students with severe educational deficits can benefit from classes with
smaller enrcllment and curricular options designed for maximum community

integration. However, this option should also allow students placed in special
classes to have opportunities for participating with their general education peers
whenever possible.
Mildly retarded learners spending most of the school day in a special class can
be integrated into basic remedial programs, nonacademic programs and clubs,

lunch, work-study programs, and vocational education classes. Moderately retarded students may benefit by integration into program options similar to these
with a particular emphasis on the career and vocational aspects.

Severely retarded learners enrolled in selfcontained public school classes
could benefit from more contact with their general education peers, but probably
would not benefit from inclusion into most mainstreaming situations. The use of
peer tutors from regular education programs would increase the contact of these
retarded learners with classmates from outside special education as well as provide
opportunities for the general population to get to know and assist retarded learners
(Dale, 1979; Langone, 1981).
KEY CONCEPTS
Selfcontained special classes for retarded learners can be an acceptable placement
option provided the decision is based on information such as the need for more
individualization, specific objectives offered in the selfcontained class, and identified student strengths and weaknesses that can best be served in a selfcontained
setting.
Teachers ofmildly retarded learners should continually reevaluate the placement and
attempt to integrate learners into less restrictive placements as soon as possible.
Teachers of moderately and severely retarded learners will continually be develop-
ing innovative activities that allow these students quality contact between their
general education peers and the community at large.
Quality contact as stated above refers to activities such as integrating retarded
learners into vocational education programs, developing work stations in industry,
training independent living skills in community sites, and developing recreation and
leisure programs that include both retarded and rionretarded students.
A Model for Hospital/Homebound Teachers

Teachers of students enrolled in hospital and/or homebound programs are generally itinerant and serve learners of varied cognitive levels. However, there may be
instances when teachers of retarded learners have students enrolled in their classes
who require temporary or ir some extreme cases permanent services of this nature.
Hospital instruction is generally considered for learners who are confined temporarily in a hospital because of an illness or accident that requires continuous medical
treatment. The student's stay in the hospital must be long enough that it interrupts
the educational program (Reynolds & Birch, 1977).
Homebound instruction is designed for learners who must be confined to
home for long periods in order to recover from an illness or accident. If the period
of recovery is sufficiently long that it interrupts the educational program, a

program designed to bring the instruction into the learner's home is required.
IDEA FILE
To minimize the problems of generalizing skills from the hospital/homebound
(H/H) setting to the classroom and vice versa, the classroom teacher should plan on
both introducing the initial lessons at the beginning of the H/H program and
returning at the end just before the student is to return to school.
If an extended absence from school is known about beforehand (e.g., notice of a
pending operation), the itinerent teacher can participate in classroom lessons before
the student leaves school. The itinerent teacher thus has a chance to work with the
learner in a familiar environment and under the direction of the classroom teacher.
Peer tutors can greatly enhance the generalization of skills between settings (Stokes
& Baer, 1977). Other students who live in the H/H student's neighborhood might be
able to participate in study sessions in the H/H setting.
In most cases, teachers of retarded learners probably would not provide

direct instruction to hospital/homebound students; however, as coordinator of the
learner's program, the responsibility to monitor and assist with program develop
merit lies with the classroom teacher. There are a number of considerations that,
once addressed, could imprqve the effectiveness of these programs.
A hospital/homebound program must, by its nature, be considered a more
restrictive alternative because of the learner's isolation from his or her peers.
Teachers may have the opportunity to keep in close contact with medical specialists
and help them to realize the need for the learner to return to school as soon as is
medically feasible. Also, to minimize the effects of prolonged isolation from peers,
teachers can (with the permission of medical specialists and parents) develop class
activities that allow small groups of these students to participate with the student in
the home at regular intervals. The classroom teacher should maintain continual
contact with the itinerant teacher providing the hospital/homebound instruction.
The continuity of the program can be established by the two teachers when a
minimum of weekly meetings are scheduled to analyze student progress, revise
instructional techniques, and update objectives where necessary.
A Model for Teachers in .esidentia1 Settings

A residential placement setting (e.g., state institution, intermediate care facility
(ICF), or private school) may be the least desirable placement option for most
retarded learners because these facilities are the most segregated from the general
mainstream of society. The preferred trend in education and medical care is to
provide these learners with smaller environments closer to the individual's home,
as opposed to large state institutions, in an effort to maintain contact with the
natural family (Menolascino & McGee, 1981).
Until the time when smaller, local facilities become available on a widespread
basis, residential educational programming will still be provided in large institutional settings. Teachers employed to instruct retarded learners under these conditions usually function in one of two ways. First, and less prevalent, are teachers
who conduct their instruction on the medical wards for learners whose medical
needs are so great that they cannot leave the ward without the potential threat of
death. This placement alternative differs from hospital instruction as explained in
the last section because it involves a permanent placement.
A second option for instruction within the institutional setting involves
teaching in a special school or center, usually on the grounds of the facility. The
student population generally enrolled in these settings falls into one of two
categories: (1) schoolaged learners suffering from multiple handicaps in addition
to severe and profound mental retardation and (2) older residents who have spent
the greater part of their lives in institutional settings and who for varied reasons
have not been integrated into the community (Vitello, Atthowe, & Cadwell,
1983).
The skills required to manage the physical environment of the instructional
setting become increasingly more sophisticated with the new and innovative
placement options that are being designed by teachers. The following sections
present teachers with suggestions for assessing and then designing the physical
environment in order to increase the efficiency and effectiveness of instruction.
KEY CONCEPTS
Hospital/homebound teachers are generally itinerant.
U Teachers can invite H/H teachers to visit their classes to observe the types of
activities the student was engaged in prior to the illness.
The classroom teacher should provide the H/H teacher with activities, materials,
behavior change programs, and assessment devices.
Teachers in residential settings often teach in selfcontained schools located on the
grounds of large state institutions.
PHYSICAL MANAGEMENT OF THE INSTRUCTIONAL

SETTING
Instructional environments can be located anywhere teachers decide learning is to
take place. Traditionally, professionals have considered the classroom as the area
where teaching occurs; however, the trend is now moving toward recognizing
community locales as appropriate instructional environments (Landesman
Dwyer, 1981; Schalock, Harper, & Genung, 1981). The concept of arranging the
38 R TEACHING RETARDED LEARNERS
physical environment to facilitate learning is an important aspect of the program

development process (Lindsey, 1964; Payne, Polloway, Smith, & Payne, 1981).
Arranging the instructional environment goes beyond moving desks and chairs.
Other considerations for designing an efficient learning environment include
scheduling, developing group and individual activities, using equipment, and
developing learning centers.
Arranging the Physical Environment

When arranging the physical environment of the classroom teachers should develop an overall plan (including diagrams), allowing a maximum use of space
while keeping materials centralized to minimize teacher movement. Valuable
instructional time may be wasted when a teacher has to stop a lesson to retrieve
materials in another part of the room. Peter (1975) has suggested that teachers
arrange the classroom in relation to the room's fixed features (doors, windows,
closets), functional relationships among areas (study sections away from activities
producing higher noise levels), and primary pathways (efficient planning of student traffic routes).
The fixed features of a room become important when the requirements of
specific activities are considered. For example, an'area of the classroom designed
for teaching prevocational skills (e.g., assembly line tasks, woodworking) would
need a large storage area. The location of this section should be near a closet.
Similarly, the section for teaching selfcare skills should be located in an area near a
sink, bathroom, or shower.

Arranging centers in relation to their functional characteristics is also an
important consideration. High rates of activity (group math lesson) versus low
rates of activity (individual reading center) should be separated as far as possible.
Centers that require sharing materials, such as a library center and study carrels,
should be located close together. Figures 2.1 and 2.2 provide an illustration of
classroom floor plans that teachers may wish to use as models.
Planning efficient traffic patterns can save both the teacher and the learners
valuable time and steps. For example, an activity requiring students to leave the
room at varying intervals to retrieve water from the hallway lavatories might be
located near the class entrance. This eliminates the need for students to move
through other activities to reach the door. Activities can also be located so that
teachers or clther supervisory personnel in charge of a number of duties can easily
manage those areas without crisscrossing the room. Various learning centers in the
room should be located to facilitate orderly movement (Peter, 1975). In an attempt
to maintain order, teachers at times may misinterpret this goal and arrange their
classrooms in traditional fashions that discourage student movement (Rich, 1980).
These efforts may, at best, simulate an environment very different from what
occurs in vocational and other community settings. Instead, a classroom should be
designed to teach and then allow maximum freedom and responsibility on the part
of the students.
Classrooms should be designed to facilitate the teacher's ability to scan the
class with maximum efficiency (Hart, 1981). The teacher must have an unobstructed view of all areas of the room at any given time. For example, teachers can
train students to react to eye contact as a reminder to return to a task. Thus, an

important feature of the classroom structure is to allow maximum eye contact
between the teacher and students from any point in the room. There are a number
of reasons for maintaining close visual contact with students, the most important
being safety. If students engage in unsafe activities or are involved in physical
j.
Windows
ED
_____
Door
Windows
tO
Outside
==
Time
Clock
C)
__ __
nfl fi
F
cn
(5
Indoor
Exercise Area
Student Desks
-C
C
U
fl
Teacher's
Desk
Prevocational
Training
Area
(5
Grooming
and
Dressing
Area
Microcomputer
Center
ft
KitchenLiving Center
Door
FIGURE 2.1
Potential Classroom Floor Plan (Self-Contained)
Storage
Door
39
/\
Blackboard
Bulletin
Board
Language Arts
Center
Microcomputer
Center
Reading
Center
Audio-Visual
Center
II
_________
Math Center
Teacher's
Student Carrels
Desk
Student
Desks
Science
Center
Storage (Low)
Class Library and Talking Book Center
Windows
Windows
Windows
FIGURE 2.2
Classroom Floor Plan (Resource)
altercations,
teachers with an unobstructed view may be able to react more
quickly.
Scheduling
Developing an efficient time schedule is a skill that is invaluable for teachers.
Downtime in the classroom can be a chief contributor to poorly managed programs where a number of inappropriate behaviors can occur (Laycock, 1980).
(Downtime refers to times when little or no instruction occurs, and it does not
allow students the knowledge of what to do or what comes next.) Consequently,
teachers must consider the length of lessons, times of day more appropriate for
teaching specific skills, and time blocks for individualized instruction as well as
group instruction.
Time schedules can be used as learning tools as well as organizational aids.

For example, a teacher may begin by scheduling daily activities consistently so that
learners can benefit from the support of a structured environment. Activity in the
community, however, does not exist in neatly arranged time blocks. Accordingly,
teachers could plan deliberate changes in the schedule over time, thus promoting
flexibility in the learners (Hart, 1981). This does not mean schedules should be
disorganized so that students are in a continual state of confusion. Rather, planned
change allows retarded students to gain skills in dealing with sudden alterations in
schedules appropriately and in an orderly fashion. (See Figures 2.3 & 2.4.)
In addition to planning schedule changes as an instructional tool, teachers can
design activities to teach learners organizational skills. Retarded persons may not
become responsible citizens if others tell them when to awake, when to eat, and
when to go to the bathroom. Instead, teachers can use scheduling as a vehicle for
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T Trn. (P.rr To,or(
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U FIGURE 2.3
Sample Schedule (Self-Contained Class)
A = Angni
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Lrnr

TIME
845900
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3-304-00
MONDAY
TUESDAY
WEDNESDAY
Bobby, Lin,
Jamal, Karen
(Reading)
Ricky, Ken,
LaRonda, Pam,
Deimetris
(Written Exp.)
Bobby, Lin,
Karen, Ken,
LaRonda
(Math)
Tim-Spelling
Juan-Handwriting
Telisa, Pam,
Jim
(Math)
Telisa, Pam,
Jim, Susan
(Shopping
Community)
Bobby, Lin,
Jamal, Karen
(Reading)
Ricky, Ken,
LaRonda, Pam,
LUNCH
PLANNING
PERIOD
Juan, Bobby,
Lin, Ricky,
Deimetris
(Functional
Reading
Community)
Toni-Reading
Bus Duty
Meet With
(Written Exp.)
Bobby, Lin,
Karen, Ken,
LaRonda
(Math)
THURSDAY
Juan-Handwriting Bobby, Lin,

Jamal, Karen
Telisa, Pam,
(Reading)
Jim
Ricky, Ken,
(Math)
LaRonda, Pam,
Telisa, Pam,
Deimetris
Jim,
Exp.)
(Shopping Skills
Bobby, Lin,
Community)
Karen, Ken,
LaRonda
(Math)
TimSpelling
TimSpelling
LUNCH
Kurt, Kevin,
Pula, Sally
(Written Exp.)
Josh, Peter
LUNCH
Diane, Megan
(Lang. Arts)
Juan, Bobby,
Lin, Ricky,
Deimetris
(Functional
Reading
Community)
Tom-Reading
Regular
Education
FRIDAY
LUNCH
Kurt, Kevin,
Paula,
Exp.)
Josh,
Megan
(Lang.
LUNCH
Juan, Bobby,
Lin, Ricky,
Deirnetris
(Functional
Reading
Community)
TomReading
Teachers
U FIGURE 2.4
Sample Schedule (Resource Room)
instructing one facet of responsible living. For instance, a higher level goal for
students involves obtaining a list of tasks at the start of the day that must be
accomplished before the end of school. The learner, then, would develophis or her
own daily schedule around those tasks, keeping in mind the regular daily activities
required of the total group. Retarded learners trained in developingsuch management systems gain an important skill for independent living.
IDEA FILE
Firstyear teachers may find it difficult to set up their first class schedule. There are
many different approaches to scheduling, and teachers should experiment with a

number of them until they find one that meets their needs. The following steps
may prove helpful for developing a basic schedule:
Teachers should first decide what lengths of instructional sessions best meet their
students' needs. For example, younger or more severely retarded learners with
shorter attention spans require shorter instructional periods. Some activities may
--7

require longer sessions, which may affect the schedule. To start, teachers may wish
to divide the school into half-hour sessions then adjust the sessions as student need
and activity length dictate. (Before dividing the day into sessions, teachers should
subtract the times for set activities such as lunch, physical education, art, and recess.)
Grouping learners is an important part of scheduling (see the next section). The first
step in grouping involves the physical management of a given number of students.
Teachers can divide the number of students present in the class during a session by
the total number of instructional personnel (e.g., teacher, aides, peer tutors). This
calculation will give the teacher an idea of the ratio of students to instructors. For
example, if there are 20 students in the classroom from 10a.m. until 10:30a.m. and
only a teacher plus one aide, the ratio is 10 to 1. Ifthe teacher wishes to teach a reading
group of six students the ratio ofstudents to aides increases to 14 to 1. At this point, a
teacher may wish to schedule help from a peer tutor or volunteer so that the students
not engaged in group work will have adequate supervision while they are working
individually or in centers.
Grouping Learners
Programming for the individual does not eliminate group instruction. Factors such
as dwindling resources and teaching students to work as members of a team make
grouping a must. Teachers should consider moving beyond grouping by ability
and consider grouping according to the complementary skills of the learners.
Small group instruction can be implemented in one of two ways, depending
on the activity. First, an activity may require that each group member complete a
task that contributes to a total group product. For example, a group of severely
retarded learners might be learning the skills necessary for completing assembly
line tasks, each student required to complete one section of the assignment.
The second method of grouping involves meeting the needs of individual
students while in the confines of a group, where what the learners share in common
are the subject and physical proximity. For example, a group of four mildly
retarded students may be working with the teacher on computation objectives.
The learners may be at varying levels, requiring the teacher to spend small amounts
of time individually directing each student. The primary concern is that the teacher
arrange the physical space for delivery of prompts/cues and reinforcers. This
arrangement may be advantageous, because the teacher can instruct and direct
more learners simultaneously while allowing them to work at their own levels.
Commercially produced materials can be helpful in deciding on how to
group learners. A reading program allowing the teacher to work with a more
diverse group of students may be more efficient, because the teacher can increase
the size of the group. Mildly retarded students come to school with many deficit
areas and, in a sense, can each use individually designed lessons. Because of their
numbers, this would be an improbable task for one teacher, so good commercially
produced programs can be invaluable for teaching groups of students who need to
learn similar skills.

Individualized instruction that allows a teacher to work onetoone \vith a
learner is difficult to schedule. However, this form of instruction should not be
overlooked, and short periods of time during the day can be scheduled for it.
Teachers who locate their desk in a central location (to maintain maximum visual
scan) can call specific students to them for individualized instructionin new skills.
The time allotted per student may be minimal; however, if the session is carefully
planned a great deal can be accomplished.
Classroom Equipment and Learning Centers

A wide variety of audiovisual equipment, microcomputers, and other instructional
aids is available that can be highly effective for use with retarded learners.
Commercial catalogs are one source for identifying these resources, and another is
exhibits at professional conventions. Retarded learners have strengths and

weaknesses in different instructional modalities, as do all learners, and matching
the appropriate equipment to those needs is important. Learning centers are often
built around individual themes specified by the portion of curriculum being

emphasized. Hence, a classroom may be equipped with centers dealing with such
subjects as career education, science, prevocational skills, math, reading, and
self-care skills. The efficiency of these centers can be improved if teachers incorporate equipment into them that can be used to indidualize instruction. For example, a tape recorder incorporated into a reading center can allow students to practice
skills using talking books and taped lessons.
Computers and other instructional aids can be highly effective
in the classrooom environment. (Courtesy of DLM Teaching

Resources, Allen, Texas)
45
Structuring Learning in Community Settings

Teachers of retarded learners will eventually be increasing time spent in community instruction. Each of the areas previously discussed has implications for developing communitybased learning activities. For example, arranging the physical
environment would be important for teaching streetcrossing skills to retarded
learners. In this case, teachers can enlist the aid of law enforcement officials for
controlling traffic.
Similarly, when designing community-based activities teachers should con-
sider the need for efficient scheduling and grouping of students. Scheduling
problems will have to be worked out on an administrative level in order to make
available the necessary personnel. Scheduling the assistance of more able learners to
assist the less able ones can provide valuable help. Using teams of students to work
on problems or practice learned skills involves careful planning and matching of
group members.
Good teachers demonstrate many superior competencies, including those
described in this section. They also demonstrate superior qualities in their relationships with people. The following section presents issues and techniques for improving a teacher's professional relationships as well as improving the efficiency of
support staff.
KEY CONCEPTS
Carefully arranging the teaching environment (e.g., classroom, community work
sites) increases the probability that learning will occur.
All space in the classroom should be used efficiently. Traffic patterns should be
considered that allow freedom ofmovement to all areas. In addition, equipment and
furniture should be arranged to allow observation of students from any point in the
room.
A welldesigned schedule is vital. Teachers need to be able to schedule frequent trips
to the community with small groups while scheduling the remainder of the class in
school-based activities.
A small group is the most efficient method of teaching many skills.
Groups involved in community-based training often work well when students with
different problems ai represented.
OTHER TEACHER COMPETENCIES

An interesting phenomenon may occur when groups of teachers from various
disciplines gather together for crosstraining workshops. Special educators may
have a great deal of difficulty describing their specialty areas to others. Regular
46 I TEACHING RETARDED LEARNERS

education teachers generally find this task easier, because most specialize in one or
two content areas (e.g., math, science). Special educators, however, are not always
specialists in subject areas, and the skills and competencies they possess are much
more ambiguous.
There are basically three broad competency areas in which many teachers of
the mentally retarded are proficient: assessment and diagnosis, curriculum devel-
opment and modification, and applied behavior analysis. A teacher of retarded

learners should be able to use a variety of both normative and criterion-referenced
assessment tools (described in Chapter Four) to pinpoint a student's strengths and
weaknesses. After the information from these assessment strategies is gathered and
closely analyzed, the teacher should be able to identify each student's major
strengths and weaknesses.
Special educators should also be proficient in skills related to designing

instruction based on student need. They should be capable of breaking down
instruction into component parts and expert in monitoring student progress.
Finally, teachers of retarded learners should develop competencies involving
behaviorally oriented instructional programs. This system allows teachers to

precisely define target behaviors; conduct frequent and accurate measurements of
defined behaviors; apply instructional procedures or materials designed to change
the students' behavior; measure change; and revise the program where necessary.
The ability tq describe these competencies tp other teachers is an important
starting point for establishing cooperative relationships. For example, a vocational
educator teaching a mildly retarded learner may need help in identifying the
learner's academic strengths and weaknesses and matching a module format to
those needs. The special educator could provide the competencies of criterionreferenced assessment and curriculum modification to support the vocational
educator. Similarly, a special educator may lack the necessary content expertise to
develop activities for severely retarded learners that reflect skills similar to those in
industrial settings. A vocational educator can provide the technical expertise,

materials, and community contacts needed to develop more appropriate curricular
options. Other teacher competencies that appear to be vital to program success
involve the ability to use and schedule paraprofessionals, volunteers, and materials
to maximize instructional time, and the ability to deliver appropriate consequences
based on observed learner behaviors (Boomer, 1982; Fredricks, Anderson, &

Baldwin, 1977). In addition, special educators may be called upon to provide
inservice training for regular educators mainstreaming handicapped students into
their classest In any event, before teachers can bring skills and knowledge to a team
effort, they first must have a strong grasp of what they can and cannot do.
Management of Other Instructional Personnel

A problem faced by some teachers is the need for additional classroom personnel.
Unfortunately, it is unlikely that there will be large amounts of funds available to
hire additional staff in the future. More efficient use of existing personnel may
prove to be the best long-term solution. Efficient use of instructional support
PROGRAM ALTERNATIVES AND DEVELOPMENTI 47
personnel is much like good teaching; that is, teachers must have clearly stated
objectives for what their assistants are to accomplish (Lombardo, 1980). This
approach to management is accomplished by devising a written plan for each
individual providing instruction for learners. This plan should be developed in a
combined effort between the teacher and the assistant, with the assistant providing
input into the objectives.
Scheduling other instructional personnel efficiently is the first step toward
developing a good management system. Lieberman (1982) has suggested ways to
cut down on the travel time of children (thus cutting down their learning time) by
scheduling their activities closer together in the school. Efficiently managing a
volunteer's or paraprofessional's time can involve similar scheduling practices.
Teachers may provide assistants with only verbal instructions, assuming that
the assistant can follow through with the task, or they may have more success using
techniques such as modeling and prompts to demonstrate what they want the
assistant to do. Frequent observations of the assistants can provide information for
helping them to improve their skills.
Teachers can choose to use additional techniques for managing the effectiveness of other instructional personnel, such as self-charting and public posting (see
Chapters Five and Six). Various schedules of reinforcement are also important
considerations for managing instructional assistants. Teachers may have more
success at improving the effectiveness of their assistants if they provide them

frequent reinforcement and feedback concerning the quality of their work.
Scheduling frequent staff discussions is an important consideration for managing other classroom personnel. A 15minute daily meeting after school to review
the day's occurrences is often all the time needed to review and improve instruction. It is often easier to handle problems when they are addressed as quickly as
possible after they occur.
Teacher Aides and Paraprofessionals

There are a variety of labels that are used for individuals paid by a school district to
assist teachers. For example, titles such as teacher aide, teacher assistant, instructional
assistant, and paraprofessional are all common terms describing other classroom
personnel. Many teachers of retarded learners have an aide of some type, ranging
from fulltime assistant to varying levels of parttime help. The formal educational
requirements for these positions vary from school district to school district;
however, the basic requirement is generally a high school diploma.
Paraprofessionals, who often have degrees from community colleges or
technical schools, can accomplish a variety of tasks that support the special educator, including managing students, providing basic,instruction, and acting as members of the educational team (Goff& Kelly, 1979). Paraprofessionals and teacher
aides can be invaluable, and teachers should guard them from being underused or
inappropriately assigned tasks that lessen both their effectiveness and efficiency.
Teachers can avoid problems by precisely defining the roles of instructional
assistants.
There may be some confusion as to whether an aide should perform only

noninstructional duties or provide direct teaching to the learners (Peter, 1975).
Some teachers may decide to use aides only for noninstructional tasks that in many
cases are ones that teachers would not consider doing themselves. This situation
can hinder the development of a mutually beneficial relationship between teachers
and aides. First, the aides may feel that they are only to do the teacher's "dirty
work," possibly resulting in their developing less than effective work habits.
Second, by adhering to the noninstructional role policy, teachers may be losing a
most effective vehicle for providing individual instruction to retarded learners.
Barriers can also exist between teachers and aides if they allow age differences
to adversely affect their working relationship. For example, most preservice

teachers entering the field and many existing inservice teachers have to establish
working relationships with aides who are older than themselves. Under these
circumstances, teachers may be uncomfortable in a supervisorsubordinate relationship with their aides. This attitude of teachers may result in their providing
little concrete direction to assistants, hoping they will find something useful to do.
Any requests made by the teacher are made carefully in an effort to avoid hurting
the aide's feelings.
An important factor for establishing a good working relationship with an
aide is the ability to establish rapport on a personal level and to feel comfortable
with the individual (Marsh & Price, 1980). When teachers do not participate in
choosing an aide it is necessary to establish a good working rapport on the first
meeting day. Greer (1978) has suggested that the teacher firmly establish that the
aide is an important part of the educational team, with the stipulation that the aide
must "take no independent action, and have no decision making authority"

(pp. 34). Making these basic facts clear will help set the tone for the future of the
relationship.
IDEA FILE
Whether or not aides and volunteers become effective instructors often may
depend upon the extent to which teachers train them in the appropriate classroom
procedures. For instance, a brieftraining program and periodic review sessions can
assist other classroom personnel in learning skills needed to observe student

behavior in a consistent manner.
The teacher might consider developing a training manual that explains how to deal
with certain behaviors and implement specific classroom procedures (Marsh &
Price, 1980). This technique can save lengthy discussions while providing the
assistant with a guide for those times when the teacher is unavailable for help. The
manual can be more helpful to assistants if snapshots or drawi'ngs are included
depicting the teaching technique being explained.
Assistants may be more willing to implement programs ifthey have been included in
the planning (Hart, 1981). Short daily meetings between teachers and assistants can
be a good method for correcting problems and sharing ideas.
These short meetings should be a dialogue between the teacher and assistant, not a
onesided conversation presenting all of the teacher's ideas.
Teachers should develop daily schedules for their assistants and post them where
they can frequently refer to their responsibilities.
The following is a partial list of appropriate tasks for assistants:
o
o
Perform clerical tasks.
Observe, record, and chart student behaviors.

U Implement behavioral programs (e.g., self-feeding
program).
o Assist learners in academic skill practice or generalization.
o Help learners geneialize independent living skills to community settings.
Volunteers
Volunteers are an often overlooked source of classroom assistance that can potentially provide a wealth of instructional talent for retarded learners. Developing a
good volunteer program involves careful planning and scheduling.
Be sure to schedule volunteers to assist when they are the most needed.
U Keep a master schedule posted to minimize the overlapping of volunteers.
When volunteers arrive, be sure that a list of tasks awaits them.

U Take time to train volunteers in the techniques they are to use and in the rules of the
class.
Use principles of applied behavior analysis to monitor the actions of volunteers.

Observation, public posting, and self-charting are useful techniques to use with
these assistants (see Chapters Five and Six).
Approach service organizations and church groups, and volunteer your services as a
speaker for their meetings. A slide show demonstrating a class in action, followed by
a discussion of program goals, is a good public relations tool and may encourage
potential volunteers.
Carefully interview each volunteer, selecting only those who appear to be dependable, punctual, flexible, and emotionally stable (Lombardo, 1980). Prior to interviewing prospective candidates, teachers should list the qualities they wish the
volunteers to have, so they can compare the candidates to the list.
Ajob description completed prior to interviewing candidates can help candidates to
decide whether or not they would like to participate.
Peer Tutors
Peer tutoring began to gain more acceptance in the late 1970s as increased numbers
of handicapped students were being mainstreamed into regular classes. The results
of several studies indicate that peer tutoring can be an effective method for helping
mildly handicapped students acquire specific skills (Dale, 1979; Ehly & Larsen,
1980).
Peer tutors can come from a number of sources both within special education
and from general education classes (Morsink, 1984). Tutors from within the
teacher's classroom can be the first source of these assistants. Older and/or more
able learners can be used in a number of instructional situations. For example,
resource room teachers may choose to pair off learners, allowing students who
have mastered specific academic skills to help others who have not. Similarly,
teachers of moderately and sverely retarded students may assign learners who are
proficient in workshop-related skills to supervise students who are in the process of
obtaining those skills.
Another alternative is to make use of the talents of students from other special
education classes to assist as peer tutors. Programs allowing learning disabled or
behavior disordered students to participate as tutors for retarded learners are

becoming popular. These program options can often present a student the opportunity to learn responsible behavior by helping others if the opportunity to tutor is
regarded as a privilege earned by demonstrating predetermined appropriate

behaviors.
Many classes for the mentally retarded are now closer to the mainstream of

public education. The opportunity exists to incorporate the use of general education students as peer tutors for retarded learners. These general education students
can provide excellent assistance in tutoring academic, selfhelp, and vocational
skills. Equally important is the opportunity such options allow for the general
population to learn appropriate interactions with retarded learners (Poorman,
1980).
Peer tutors can also be a factor in facilitating better generalization of the skills
learned by retarded students. For example, peer tutors who reside in the same
neighborhood as the target learner can assist that student in transferring skills
learned in school to the learner's natural environment. Specifically, a peer tutor
who has participated in a program designed to teach shopping skills to a moderately retarded learner can accompany the student to neighborhood grocery stores
and assist in generalizing the shopping skills to new environments.
Teachers may wish to consider the following suggestions for recruiting peer
tutors:
1. Teachers must thoroughly plan a peer tutor program, including objectives and
types of skills to be targeted and then presenting the outline to the school principal.
Winning over the administration may stimulate more teachers to participate in the
program.
2. Teachers can present this idea immediately to any general education teacher who
will be working with a retarded learner. The topic can be approached as a method
for taking some of the pressure off the regular education teacher.
3. Teachers can present the idea to other teachers who are club advisors. Parents or
cooperative extension agents who are in charge of 4H programs are also likely
sources of help in identifying potential peer tutors.
4. If club advisors agree, teachers can speak to the members, explaining the program
goals and presenting information about people who are mentally retarded. Using
slides of special education classes can augment the presentation.
5. Teachers should enlist the support of parents early in the development stages,
asking for time during PTA meetings to present the format ofthe tutoring program.
6. Being careful to adhere to school district policy, teachers can use the media for
public relations purposes. A story about the benefits of the peer tutoring program
can elicit additional support from the community and other school personnel not
currently participating.
7. Teachers should take time to carefully schedule the tutors and train them prior to
their contact with the learners, making sure they understand their assignments.
University or College Classroom Assistants

For some teachers, the use of university or college classroom assistants is not a
pressing concern. For teachers who do interact with these individuals, however,
there are some basic suggestions for effectively using them that may prove helpful.
First, student teachers (interns) can be a great asset to teachers, becoming an "extra
pair of hands" and providing support to students that might otherwise be unavail-
able. Scheduling a student teacher's duties should reflect a gradual increase of

responsibility, moving from small groups to eventually spending a period of time
programming for the entire class.
1. Teachers should make a list of the skills they would like the student teachers to gain
during the internship.

2. Teachers can require the student teachers to list the skills they would like to attain
during the internship.
3. Teachers and interns should translate both lists into behavioral objectives that are
to be completed by the end of the quarter or semester.
4. Teachers can schedule short daily sessions with the student teachers to discuss
problems or concerns as well as allowing the interns to contribute ideas to program
development.
5. Teachers should define the desired student teacher behaviors operationally and
observe/record/chart those behaviors while the student teachers are implementing
lessons (Chapters Five and Six). These techniques will help the interns get a clearer
idea of their performance on a daily basis.
Teachers should give serious consideration to evaluating the quality of their

contacts with the student teachers' college supervisors. Problems can arise when a
college supervisor maintains only a minimum of contact with both the intern and
the teacher. This situation is not desirable since the college supervisor presumably
has the knowledge to assist the intern in translating the best practices from the
college curriculum into daily instructional methods. Therefore, teachers should
consider the following points that may help to foster a better professional
relationship:
1. At the initial meeting, the teacher can request a list of objectives required by the
supervisor and share the list of teacher-developed objectives.
2. The teacher can request that the supervisor visit for at least half of the school day
when observing the intern. At the end of the observation a short session can be
scheduled to discuss any points of concern with the supervisor and the intern.
3. The teacher can schedule frequent evaluation sessions that allow for a sharing of
data between the college supervisor, teacher, and intern.
Developing a professinal relationship with another person may not be an

easy task. College supervisors are sometimes perceived as being superior to the
classroom teacher, an image that can be fostered by either the supervisor or the
teacher. Instead, the goal should be to become a team, each providing skills to
improve the quality of the student teacher. To accomplish this and other workable
professional relationships, teachers must be adept at certain competencies that
allow them to be efficient with their own time and assertive enough to accomplish
their goals. With these considerations in mind, the following section briefly
presents additional competencies designed to assist teachers in developing effective
professional relationships.
54
COMPETENCIES FOR EFFECTIVE INTERACTIONS WITH

OTHER PERSONNEL
Effectiveness as a teacher is not restricted to performing skills geared to instruc-
tional intervention, but also involves learning skills needed to become better
managers. Teachers of retarded students are increasingly called upon to interact
with many individuals. Two areas where they generally need to improve their
skills are assertiveness and time management.
Assertiveness
The ability to be assertive involves a positive approach to dealing with others.
Interacting with other professionals may place the special educator in a low power
position, that is, accepting the judgments of administrators, psychologists, physicians, and/or parents. How a teacher reacts to these attempts at control can result in
either self-denying (nonassertive), assertive, or aggressive behaviors. Unfortunately, if teachers resort to either selfdenying or aggressive behaviors it can cause
others to ignore the good ideas they may have regarding a student's program. Baer
(1976) distinguished between assertive and aggressive behavior by defining assertiveness as those traits that allow people to stand up for themselves and make their
own choices. Conversely, aggressiveness is an attempt to enhance one's own

position at the expense of someone else's rights. In contrast to either of these
approaches, nonassertive people allow others to make their decisions and guide
their actions, usually at the expense of their own selfesteem (Alberti & Emmons,
1974; Dyer, 1979). A great deal of stress can be placed on individuals who either
continually allow others to dictate to them or alienate colleagues through aggressive actions.
Assertiveness is the ability to state a point of view or make a request in a

positive, plain, and strong manner. The key is that the affirmation is made clearly
and is based on a well-thoughtout set of logical statements. For example, a school
psychologist may inform a teacher that his or her findings support the decision to
place a mildly retarded learner in a selfcontained class. Accepting this judgment
without question or vehemently arguing against the placement will probably not
bring about a satisfactory conclusion. Conversely, if the teacher practices assertive
techniques he or she can calmly but firmly convey to the psychologist agreement or
disagreement with the finding, subsequently supporting the teacher's own position with data gathered in the classroom.
The emphasis, then, is on the delivery of the message to be conveyed to
others. Albeti and Emmons (1970) have presented seven suggestions for delivery
of an effective message using the components of assertive behavior:
Eye contact: Looking directly at another person when you are speaking to him is an
effective way of declaring that you are sincere about what you are saying, and that it is
directed to him;
Body posture: The "weight" of your messages to others will be increased if you face
the person, stand or sit appropriately close to him, lean toward him, hold your head
erect;
Gestures: A message accented with appropriate gestures takes on added emphasis
(overenthusiastic gesturing can be a distraction!);
Facial expression: Ever see someone trying to express anger while smiling or laughing? It just doesn't come across. Effective assertions require an expression that agrees
with the message;
Voice tone, inflection, volume: A whispered monotone will seldom convince another person that you mean business, while a shouted epithet will bring his defenses
into the path of communication. A level, wellmodulated conversational statement is
convincing without intimidating;
Timing: Spontaneous expression will generally be your goal since hesitation may
diminish the effect of an assertion. Judgment is necessary, however, to select an
appropriate occasion, such as speaking to your boss in the privacy of his office,
rather than in front of a group of his subordinates where he may need to respond
defensively;
Content: We save this obvious dimension of assertiveness for last to emphasize that,
although what you say is clearly important, it is often less important than most ofus
generally believe. We encourage a fundamental honesty in interpersonal communication, and spontaneity of expression. In our view, that means saying forcefully, "I'm
damn mad about what you just did!" rather than "You're an S.O..!" People who
have for years hesitated because they "didn't know what to say" have found the
practice of saying something, to express their feelings at the time, to be a valuable step
toward greater spontaneous assertiveness.
One further word about content. We do encourage you to express your own
feelingsand to accept responsibility for them. Note the difference in the above
example between "I'm mad" and "You're an S.O.B." It is not necessary to put the
other person down (aggressive) in order to express your feeling (assertive).*
Assertiveness training is a vital topic for all teachers. Sources of further

information include Fensterheim and Baer's (1975) excellent section involving
assertiveness on thejob and Gordon's (1974) discussion of teacher communication
skills.
Time Management
"If only we didn't have all ihese regulations from the federal and state governments, we could have time to teach." "The principal is driving me crazy with
paperwork and extra duties. I wish I could see my class long enough to teach
them!" Anyone who has had the opportunity to teach either may have made
similar statements or will have heard others voice such complaints. Interruptions in
* From Your Perfect Right: A Guide to Assertive Behavior (Second Edition) (pp. 3132) by Robert
E. Alberti and Michael L. Emmons, 1970. Material revised and expanded in Fourth Edition,
1982. Reproduced for John Langone by permission of Impact Publishers, Inc., P.O. Box 1094,
San Luis Obispo, CA 93406. Further reproduction prohibited.
teaching can be frequent occurrences given the many bureaucratic regulations and
daily duties of public school personnel. However, teachers should not feel they
have no control over the situation. Teachers can control their own time given some
basic planning techniques.
There are a number of resources that interested readers can seek out for
assistance in time management. Two of the more thorough works are by Lakein
(1973) and Applegate (1980), and the following list includes suggestions from both
authors. These techniques should be taught to retarded learners and, in fact, in
many cases are used to change the behaviors of these students.
1. Teachers should sort out their professional and personal goals by making lists.
First, a list of what is to be accomplished during the school year, prioritizing the
items from most to least important, is needed. Second, a daily list ofwhat needs to
be accomplished, by priority, is a valuable tool when followed.
2. Teachers should analyze the work setting, including both the classroom and the
school in general. All schools have activities requiring preset times. Teachers can
organize their time around these activities by identifying times for uninterrupted
work. Also, when interruptions occur (e.g., assembly) lessons that can be shortened can be planned.
3. Teachers can identify the times of the day that they are most productive (e.g., a.m.
or p.m.). Accordingly, they can schedule the most important tasks for their peak
times. Also, keeping a schedule fairly constant is important. The routine of

performing a task at roughly the same time each day helps cut down on indecision.
Once a schedule is set, it is very reinforcing to cross out the activity upon
completion.
4. Teachers should build into their schedules frequent, short periods when there is
nothing to do. Daydreaming can be an effective reinforcer when controlled. For
example, 2 minutes of daydreaming after completion of an activity can be an
effective impetus for beginning the next task. When teachers sit down to accomplish an activity, goals requiring a specific period of time or a specific amount of
work that must be completed before leaving should be set.
5. Teachers should be assertive and say no. Teachers can't please everyone, so they
should be selective of tasks accepted. Some principals, other teachers, and aides are
always willing to transfer their burdens onto the shoulders of others. Instead of
saying, "I'll do it" or "I'll think about it,"teachers can refer the problem back to these
people by saying, "What are you going to do?" or "What do you think about it?"
6. Teachers need to delegate authority. Using aides, volunteers, and peer tutors more
effetively can accomplish this task.

7. Teachers can battle procrastination through reinforcement. Many teachers use the
Premack Principle in reverse; doing something enjoyable first, then working. Unfortunately, this usually results in procrastination. The goal should be to work first
and then get a reward. Also, teachers can task analyze the activity into smaller
chunks, reinforcing themselves after completion of each component of the task.
8. Teachers should be flexible when unforeseen interruptions occur, for interruptions
are inevitable in schools no matter how good the planning. Before returning to a
task, teachers can ask themselves if they should move on to a new task and
reschedule the interrupted one.
KEY CONCEPTS
Special educators should be competent in three areas: assessment and diagnosis,
curriculum development, and applied behavior analysis.
Teachers must be able to efficiently manage other instructional personnel such as
aides, volunteers, and peer tutors.
Frequent discussions with other personnel can help solve problems before they
occur.
Teachers should not assign only nonpreferred activities to aides and

paraprofessionals.
Programs can often be improved when the opinions ofother personnel are solicited.
Training manuals developed by teachers can be helpful to other personnel in effectively completing their duties.
Volunteers make excellent behavioral observers. Videotapes representing different
types of student behavior can help train volunteers as observers.
Parents can be excellent volunteer teachers and observers. These opportunities also
give teachers the chance to model preferred teaching strategies with the students of
the parent volunteers.
Service organizations and church groups are excellent sources of volunteers.
Techniques of assertiveness are vital competencies for teachers. Appropriate body
posture, eye contact, and gestures are important considerations when converting
others to a point of view.

Teachers can manage their time more efficiently if they list and prioritize their tasks.
Breaking tasks down into smaller components can be an effective technique.
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Payne,J. S., &Patton,J. R. (1981). Mental retardation.

Payne,J. S., Polloway, E. A., Smith,J. E., & Payne,
R. A. (1981). Strategies for teaching the mentally re-
tarded (2nd ed.). Columbus, OH: Charles E.
tion of the concept. Focus on Exceptional Children,

7(3), 112.
Lakein, A. (1973). How to get control of your time and
Peter, L. J. (1975). Competencies for teaching: Classroom
your life. New York: P. H. Wyden.

Landesman-Dwyer, 5. (1981). Living in the community. American Journal of Mental Deficiency, 86,
instruction. Belmont, CA: Wadsworth.

Polloway, E. A., & Smith, J. D. (1983). Changes in
mild mental retardation: Population, programs,
223234.
Merrill.
and perspectives. Exceptional Children, 50, 149.
PROGRAM ALTERNATIVES AND DEVELOPMENT U59
Poornian, C. (1980). Mainstreaming in reverse.

TEACHING Exceptional Children, 12(4), 136
142.
cracy or professionalism: Implications of P.L. 94

142. journal of Teacher Education, 29, 3438.
Smith, J. D., & Dexter, B. (1980). The basics
Rauth, M. (1981). What can be expected of the regular

education teacher? Ideals and realities. Exceptional
Education Quarterly, 2, 2736.
movement: What does it mean for the education
Reynolds, M.C., & Birch, J. W. (1977). Teaching
exceptional children in all America's schools. Reston,
VA: The Council for Exceptional Children.

Rich, H. L. (1980). Managing interfering behavior.
InJ. W. Schifani, R. M. Anderson, & S. J. Odle
(Eds.), Implementing learning in the least restrictive
environment. Baltimore: University Park Press.

Schalock, R. L., Harper, R. S., & Genung, T. (1981).
Community integration of mentally retarded

adults: Community placement and program success. American journal of Mental Deficiency, 85,
478488.
Schlechty, P. C., & Turnbull, A. P. (1978). Bureau-
of mentally retarded students? Education and Training of the Mentally Retarded, 15, 7279.
technology of generalization. journal ofApp lied Behavior Analysis, 10, 349367.
Strain, P., & Kerr, M. (1981). Mainstreaming of children
in schools: Research and programmatic issues. New
York: Academic Press.
Vitello, S. J., Atthowe, J., & Cadwell, J. (1983).

Determinants of community placement among institutionalized mentally retarded persons. American journal of Mental Deficiency, 87, 539545.
Vitello, S., & Soskin, R. (1985). Mental Retardation:

Its social and legal context. Englewood Cliffs, NJ:
PrenticeHall.
.
CHAPTER THREE
DESIGNING CURRICULUM
OPTIONS FOR MENTALLY
RETARDED LEARNERS
Curriculum, as a concept, is not easily or precisely defined. For example, debates
are carried on over whether curriculum should emphasize the child versus a
subjectcentered approach, transmission of a culture, or the totality of experiences
learners encounter in schools (Tanner & Tanner, 1980). Such issues have generated
a number of definitions of what curriculum is (Goldstein, 1981a). Unfortunately,
the many definitons of curriculum may confuse the teachers they were designed to
help, unless they are seen as valid parts of a dynamic whole.
SELECTIVITY IN CURRICULUM DESIGN

Whatever its definition,a curriculum needs tobe flexible enough to meet the needs
of a variety of students (Heiss, 1981). All learners, including mentally retarded
learners need exposure to a wide array of curricular options The key to the
differences between curriculum development for general education studenis and
retarded learners is select Skills and objectives chosen for mental1ytarded
goal of becoming as independent as possible both in
students should reflect
existing and future living environments Therefore one definition of curriculum
for retarded learners may establish two priority levels in curricular content wIiat
skills are essential for retarded individuals to meet some defined level of independence, and what further skills are desirable for those individuals to learn, provided
they have mastered the essential skills.
Selectivity involves the careful identification of the skills and objectives that
must be met by each retarded individual to reach his or her optimal level of
independencel Special educators may be in the best position to identify what those
select curricular experiences should include, but unfortunately they are relegated to
-r
DESIGNING CURRICULUM OPTIONS FOR MENTALLY RETARDED LEARNERS
61
a secondary role in the curriculum design process. A curriculum plan may either be
adapted from some other source (e.g., commercially produced curriculum guides)
or written without input from the teacher. The resulting product of this may be a
curriculum that is "content redundant" (Cegelka, 1978, p. 187). Content redundancy results when curriculum guides for one area (e.g., urban New York) closely
reflect the content of guides from other areas (e.g., rural Texas).
A major problem arises when teachers try to follow curriculum guides in
which they have had little or no input. The goals included in many commercially
produced guides may have objectives that are too broad, too general, or inappropriate for teachers to apply to the unique needs of their students.
CURRICULUM DEVELOPMENT AS A DYNAMIC

PROCESS
This chapter depicts curriculum somewhat
ment is viewed as an ongoing, dynamic processlwysinLa. state of planned

change. The goal is learner improvement based on individual needs. Second, the
process of curriculum design should be ad3ptable and applicabletQ many different
subjects and situatioiiY-For example, when developing curricular options for
Teacher cooperation is necessary to appropriate curriculum de-
velopment. (Courtesy of Kay Shaw)

retarded learners, teachers may assist in modifying a middle school science curricu-
lum for the mildly handicapped or develop community mobility options for the
moderately and severely handicapped. To match skills to learner needs, the curriculum design process must have a clearcut sequence of steps that can be applied to a
variety of situations.
finally, the teacher should have a primary role in the desigipecss.At

present some teachers are relegated to a secondary role in identifying apppiate
curriculum for students (Budde, 1981)This situation isunfortunite because

teachers frequently are the oneb1Tathr in some students' lives. If one goal of
special education is to individualize programs for learners, then the person who
knows students best as learners and individuals ought to have a primary role in
curriculum planning. Accordingly, this chapter focuses on teachers as the coordinators of curriculum design for their students. This does not place the burden of the
entire process on teachers, but suggests that teachers be allowed a leadership role in
curriculum design with assistance from other professionals as needed.
A Systems Approach to Curriculum Development

Of the three curriculum components that are the basis of this chapter, two require
more detailed discussion. A systems approach to cuhiculum views any development
project as dynamic and adaptable to many situations (Dick & Carey, 1978; Gagne,
1975). The systems approach involves the application of systematic, clearly designed procedures to a problem or to an identified goal (see Figure 3.1). Some
features of this approach set it apart from other techniques.
First, before a problem can be solved or an objective achieved, it niust be
clearly defined. For example, a group of secondary special educators are concerned
FIGURE 3.1
A Systems Approach to Planned Change
that mildly handicapped students trained in their program appear to be unemployed in numbers exceeding the national average. Taken by itself, knowledge of a
high unemployment rate among former students probably will not be of much
help to the teachers in terms of program development or adjustment. If they were
able to define the problem in terms of the following examples, they might have a
better understanding of the variables influencing the situation.
1. Many former students appear to have had too narrow a skills training sequence.
When they lose ajob, they do not have sufficient skills to be easily trained for a new
position.
2. Certain former students obtained their first jobs through the work-study coordinator or vocational rehabilitation counselor. After losing ajob or when wishing to
change jobs, they do not appear to have the necessary jobsearch skills.
These examples represent only two of the elements that might have been included
in the definition of the problem. By beginning with these, the teachers can take an
important step toward identifying potential solutions. First, the students seem not
to have learned a wide enough array of usable vocational skills, and second, they
appear weak in jobsearch skills.
Once the problem has been pinpointed, the teachers should find it easier to
identify possible solutions. One effective method for generating solutions involves
a brainstorming session in which each teacher expresses his or her ideas The
following are typical solutions that might be generated in such a session by the
secondary school teachers.
1. Develop a scheduling system that gives students the option to spend the first four
semesters of high school in four different vocational education clusters. The last
four semesters might involve intensive training in one or two clusters depending
upon observed student interest and aptitude.
2. Work-study or co-op blocks that give students work experience in industry or
other community sites might be expanded to include more than one experience.
3. Beginning in the freshman year of high school, students could be given intensive
training sessions to teach them effective jobsearch skills. Information should be
appropriate for mildly retarded learners and should be structured to include role
playing based on a variety of interview situations. As the secondary program
continues, students should be given opportunities to attend interviews in a large
number of business nd industrial settings.
Once the teachers have discussed these possible solutions, one ftothings
can happen. The suggested solutions may turn out to be unworkable, requiring a
redefinition of the problem or goal If the problem or goal has been precisely
identified the solutions are more likely to be appropriate and implementation can
occur.
The target problem or goal is then observed under the new conditions, and
any changes are monitored. The foundation of the systems approach is the ability
to monitor the effectiveness of a set of solutions. A good monitoring system should
63

The second level of curriculum design emphasizes individual needs in relation to the group. This is the basis for all special education and is highlighted by the
development of the individualized education program (LEP). The IEP is a vital

requirement of Public Law 94-142 and includes a number of elements that are best
described by the actual text of the law.
[an IEP includesi (A) a statement of the present levels of educational performance of
such child, (B) a statement of annual goals, including short term instructional objec-
tives, (C) a statement of the specific educational services to be provided to such

children, and the extent to which such children will be able to participate in regular
educational programs, (D) the projected date for initiation and anticipated duration of
such service, (E) appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis whether instructional objectives are
being achieved. (P. L. 94-142)
The second level of curriculum design emphasizes individual needs in relation to the general groupthe basis
for all special education and the individualized education
program (IEP). (Courtesy of Gwinnett County

Public Schools, Georgia)
65

Basically, these points relate to five components of curriculum design: (1) assessment of learner needs; (2) development of curricular components to meet those
needs; (3) identification of support systems and instructional settings to meet

student needs; (4) implementation of program management and time-line components; and (5) development of a program monitoring system. The LEP may be
viewed as a management system that assists teachers in providing the most effective and efficient instruction for individua,J students (Price & Goodman, 1980).
Components of the IEP

The entire system is based on assessment. A profile that gives a clear picture of
the learner's current level of performance is developed (Turnbull, Strickland, &
Brantley, 1982). Standardized tests, criterionreferenced measures, and behavioral
observations can be used to assess student behavior in curricular areas such as

academic and social skills. Assessment of a student's strengths and weaknesses is
the basis for both instructional design and the IEP3 For example, a social goal for a
profoundly retarded person may be to establish eye contact with a therapist when
he or she says, "Look at me." This goal can be asessed initially by recording the
number of defined eye contacts occurring within a given time. Once this hs been
established, a program to increase the target behavior can be developed.
Similarly, a mildly retarded student's current computation skills may be

assessed by usinz the Key Math Diagnostic Test (Connally, Nachtman, &
Pritchett, 1971). U3oth on the IEP and in systematically developed instruction,
sampling the learner's entry behavior is vital. The difference between the systems is
simply the degree to Which assessment is implemented. The IEP assessment level is
broad and describes a student's general level of performance, while the process of
instructional design continues and the assessment becomes more specificj (See
Figure 3.2.)
jThe second component of the LEP deals with curricular options stated as
annual goals and shortterm instructional objectives. Objectives based on the
initial assessment are written in performance terms and designate the broad curricular goals and subsequent objectives that are important to the studeiit. There is an
important relationship between this component of the IEP and instructional
design To test understand this relationship, the IEP should be viewed as the
document identifying the components of the general curriculum best fitting a
learner's needs. Principles of instructional design are then applied to those areas
outlined in the IEP to implement the plan for daily teaching.
[The third component of the IEP identifies support services needed by the
learner to successfully participate in the selected program options. For example, a
severely retarded student who is also physically disabled may require the services
of a physical therapist to ensure maximum participation in a public school pro
grani\ Similarly, a mildly or moderately retarded learner may benefit from a
counselor to assist in adjusting to nonhandicapped peers.
The connection between the LEP and instructional design is a simple one.
Step 1: Design and conduct a

community needs assessment
(CNA)
Step 2: Analyze information

gathered from CNA
[Step 3A: Identify potential

annual goals for entire class]
Level I IEP
Development
Step 3B: Identify potential

annual goals for individual
learners
_______________________
Step 4A: Translate goals to I

potential shortterm objectives for entire class
Step 4B: Translate goals to

potential short-term objectives for individual students
Step 5: Assess students' entry

behaviors (present level of performance)
Step 6: Identify annual goals and

shortterm objectives (based on
individual student needs found in
step5)
Step 7: Analyze short-term objectives and translate into daily

instructional objectives
Level II liP
Development
Step 8: Develop instructional

strategieslocate or develop '4 Step 9A: Provide feedmaterials
back and revise
_______________________________
objectives, methods,
and materials when
_____________________________
Step 9: Conducting ongoing

assessment of student progress
(formative evaluation)
Step 10: Conduct assessment of

student while demonstrating skills
in a generalized or community
environment (summative
evaluation)
FIGURE 3.2
A Systems Approach to Designing Special Education Curricula
necessary

'Students should have the necessary methods, materials, and services they need to
succeed. The ultimate goal in both systems is essentially the same: to increase the
probability of student progress)
he fourth major area of the IEP is program management. Here, availability
of regular education programs in which the student can participate is indicated.
Also, the anticipated duration of the program is stated to assist in overall time
management and to suggest schedules for goal reevaluatio) The systems approach
to instructional design relies on organization to ensure a smooth transition between
program components.
The final component of the IEP deals with program evaluation and accountability and outlines procedures for ongoing assessment of student behavior. Frequent samples of learner performance, usually in the form of criterion-referenced
tests and behavioral observations, are used to measure the program's effectiveness
in bringing about the desired change (Bepko, 1981). Iftherogram is not working,
the analysis should result in the necessary modifications,j
The elements of the IEP not only relate to, but actually were developed from
the tenets ofsystems analysis. Each area of the LEP is based on empirically validated
components from a number of systems models. For example, Glaser (1962)

developed a model consisting of (1) designing instructional objectives; (2) deter-.
mining student entry behavior; (3) developing instructional procedures; and (4)
implementing performance assessment. These four units resemble the components
of many systems analysis and instructional design models. The usefulness of a
systems approach to designing curriculum is that the model can translate the IEP
management plan into objectives and activities used by teachers.
When the systems approach is used, the IEP is not the end ofprograrn design.
Rather, the development of this plan is only the beginning, the framework. The
principles of instructional design are then further applied to develop a more

detailed implementation plan. This plan has many labels, such as individual implementation program (lIP), portfolio, student profile, and unit ofinstruction. Whatever the label, the construction of an LIP requires more detailed use of instructional
design. In perspective, the IEP is a plan based on the identified needs of individual
students that establishes broad curricular goals and program objectives. The HP for
a target student specifically states daytoday objectives and intervention techniques to be used.
DEVELOPING EFFECTIVE IEPs

Developing an IEP that is an effective management plan is not a difficult task.Unfortunately, the bureaucracy of public schools may put pressure on teachers to use
"shortcuts" when developing programs (Nadler & Shore, 1980). A number of

mistakes may occur if IEP development is looked upon as an arduous task. Table
3.1 presents some possible errors that can be made and alternative steps that may
be more appropriate.
DESIGNING CURRICULUM OPTIONS FOR MENTALLY RETARDED LEARNERS U 69

TABLE 3.1 Potential Mistakes and Solutions When Developing IEPs
Undesirable Practices
1. Evaluation information used to establish

present level of performance is based
only on survey level norm-referenced
instruments. For example, in order to
expedite the IEP development process
only a Wide Range Achievement Test is
administered to establish academic
deficits. This test provides only a rough
grade level score over certain academic
areas.
2. Present level of student performance is
represented by only grade level scores,
e.g.,
Math 2.6
Reading Recognition 2.2
Spelling 2.3
3. Annual goals and short-term objectives
are taken from a list provided by the
school system. Essentially all mentally
retarded learners in a class have objectives from that list based on what is
being taught in their class at a given
time.
4. Shortterm objectives are written in
terms that are not measurable, e.g.,
Understand division.
Improve communication skills.
Improve mealtime behaviors.
5. Evaluation procedures consist of retest
ing student at end of year with a norm-
referenced measure, e.g.,

Fall, 1983NAT
Math 3.2
Spring, 1984PIAT
Math 3.3
6. Educational services, such as time spent
in regular classes, are basd on existing
class sizes and which courses are easiest
for retarded students to take. Also, once
staffed into a regular class, the student
Preferred Practices
1. A thorough assessment process is

applied including specific level tests
in each academic area. These tests might
include norm-referenced and such

criterionreferenced measures as the
Brigance Testwhere portions

pertaining to a given student are administered to obtain a complete picture of, for example, a learner's
ability to add and subtract.
2. Present level of student performance
is represented by a thorough list of student strengths and weaknesses identified
by the above assessment process (refer

to Table 3.8).
3. Annual goals and short-term objectives

are tailored for a specific student
based on results from an in-depth
assessment process. Using this method,
students within the game group may
have somewhat different objectives
based on their needs.
4. Short-term objectives are written in
terms that are measurable, e.g.,
Correctly compute 10 division
problems.
Orally request free time.
Make 10 new manual signs.
Use a spoon to place food in mouth.
5. Ongoing evaluation procedures
involve the weekly or daily criterion
referenced (teachermade) tests re
lating to each objective. When this

approach is used, if learning is not occurring a change can be made relatively quickly.
6. Designating what regular classes are
best for a given learner is based on
course content and its appropriateness
to the student's life. In such cases students might only be staffed into some
classes for specific modules when the
subjects were deemed appropriate.
Where students are placed in classes on
inued)
has to follow the same curriculum as
everyone else.
a fulltime basis, it is done because they

are to benefit, not because of an opening
in the schedule.

TABLE 3.1 (Continued)
Undesirable Practices
7. One afternoon a week is designated as

"IEP day," and schedules of 10-minute
sessions are used to develop the
document.
Preferred Practices
7. IEP sessions are scheduled at the convenience of all participants, and

ample time is allotted to develop an
effective document. Preparation for the
IEP can begin before the actual meeting
by assigning different tasks to different
people. For example, a pool of objectives based on a community needs
assessment can be developed from which
8. For expediency purposes, IEP meetings

are called at a time when concerned
professionals cannot attend, or they are
attended by others instead of the
teachers who will be in charge of the
child (e.g., vocational supervisor
attends instead of the agriculture
teacher in whose class the learner will be
enrolled.)
9. Parents are invited to the meeting and

presented with standardized test scores
and educational jargon in an effort
to convince them that professionals
know what is best for their children.
the committee can choose the ones that

are most appropriate.
8. The specialists whose impact may be
crucial to a given student's IEP
(e.g., physical therapist, vocational
educator, special educator, or regular
educator) take an active part in the development process. For example, if a
student is being considered for placement in a vocational education
program, the vocational educator assists
in developing work samples that can be
used to determine the student's present
level of vocational performance. These
results are used by the vocational
educator to develop a pooi of objectives for the IEP committee's
consideration.
9. A volunteer (possibly the teacher
who will be working closest with the
parents) becomes the family's and
student's advocate. This individual
meets with the parents prior to the IEP
meeting, explaining the assessment
results (in terms of strengths and
weaknesses, not test scores). Also, the
advocate attempts to assist the parents
and whenever possible the student to
set their goals and express their interests
in what they feel is important.
APPLYING THE PRINCIPLES OF INSTRUCTIONAL

DESIGN: IDENTIFYING ANNUAL GOALS
Teachers generally can choose broad program goals before learners enter the
classroom. An appropriate curriculum for mentally handicapped learners includes
71
that emphasize teaching these individuals to live in less restrictive environments (Frank, 1983; Siders & Whorton, 1982). The most appropriate goal areas for
goals
some severely retarded students may be self-feeding, dressing, communication

skills, and participation in leisure activities. Many mildly retarded persons may
profit from the application of complex academic skills (e.g., math word problems,
word analysis).
Arithmetic can serve as an example for this process of program goal identification. Arithmetic goals are found in most curricula for retarded learners (e.g.,
functional use of the hand calculator for shopping, measurement in a vocational
setting, or counting change to buy a soda). Within the broad program area of
arithmetic there are a number of subunits or cluster goals (Schwartz & Oseroff,
1975) such as the basic operations (e.g., addition, subtraction), time, money management, and fractions.
Selfcare skills are a second example of a program area. A number of cluster
goals can immediately be identified, including dressing, eating, toileting, and

grooming.
Basic skill areas (reading, arithmetic, writing, selfcare) are identified before
the student arrives, providing the teacher with an organizational reference for
assessment. Teaching the mentally retarded requires teachers to go beyond what
are considered traditional basic skills and develop programs to teach community
mobility, career education, and prevocational/vocational compbnents. The instructional design process begins with establishing this framework for identifying
annual goals. It then becomes more specific, with annual goals analyzed into
subtasks (TymitzWolf, 1982). At this stage the instruction is individualized by
comparing the learner's present performance against these subtasks. This compo-
nent allows teachers to make decisions about the skills most important for a
student's needs (See Figure 3.2).
Relying only on what teachers think students need, however, may result in a
narrow view of curriculum (Morgan, 1981). For example, teaching functional
arithmetic in some schools may translate into computing addition and subtraction
problems on worksheets. The alternative is to apply the principle of community
validity, establishing whether curricular content is useful to students. Community
validity is a principle that allows teachers to judge the usefulness of certain skills to
the lives of mentally retarded learners. If skills are not deemed to be community-
valid, they are not given a high priority for instruction. Therefore, for some
learners, computing additi9n or subtraction problems on a worksheet may not be
considered a communityvalid set of skills. On the other hand, teaching those same
skills in the context of making purchases in a grocery store may translate the skills
into more valid outcomes.
Community Needs Assessment

The method of deciding the validity of potential annual goals or identifying
previously unidentified goals is to conduct a community needs assessment (CNA).
This first step in the curriculum development process (see Figure 3.2) allows
"Student will independently ride the bus from point A to point B" is an outcome
component of a measurable objective. Behavioral objectives also include context
and criteria components. (Courtesy of Kay Shaw)
teachers and other concerned professionals the opportunity to be more aware of

what skills are needed in the home and in other community sites. The information
from a CNA assists teachers in identifying actual student needs and establishing
priorities for teaching based on those needs. For example, a teacher of moderately
and severely retarded students between the ages of 18 and 21 years might visit
potential community living options targeted for these students. In any given
community, there may be many options ranging from home placement to independent living centers to no community based group homes.
Each available living option will differ in its features that learners must adapt
to, for example, availability of mass transit, relationship to leisure/recreation
activities, types of cooking facilities, amount of supervision, and physical layout of
the living quarters. These and other environmental features will dictate different
annual goals and shortterm objectives, which teachers can address while the
students are still in school (see Table 3.2).

TABLE 3.2 Sample Questions for Community Interviews
Parents' Interview (Current Students)
Sample Questions
1. What jobs or self-care tasks would you like your son or daughter to be able to perform
independently at home?
2. Are there any academic skills that, if your son or daughter could do them, would be
directly usable at home or in the neighborhood?
3. Do you live near any mass transit? If so, what type?
Former Student Interview*
1. What training did you receive in school that does not help you in your current job
or life in the community?
2. What skills did you have to learn in order to live on your own?
3. Are there any jobs that you would rather do? Why have you not tried to get these
jobs?
4. What problems do you have where you live, where you work, or in your places of
recreation?
*j the case of moderately or severely retarded individuals, the same informatiin can be gained by
directly observing them in their current placement.
Sources of CNA Data
The CNA can be a formal project resulting in a published research study or a series
of informal observations resulting in information for use by teachers. There are

many sources where this information can beobtained. The most important sources
are those most affected by the program (e.g., parents, guardians, and current
students) (Soffer, 1982). As dictated by P.L. 94-142, these individuals should be
allowed to participate in the program planning process and provide input into the
identification of appropriate goals and objectives (Goldstein, Strickland, Turnbull,
& Curry 1980).
Meeting the parents at the IEP meeting and discussing potential curriculum
options may not provide the best information. If possible (especially in the caseof
severely retarded studentsf, teachers should consider working with parents by
conducting a needs assessment of skills required at home. A teacher may teach a
student to cook on an electric stove at school, only to find out that there is a gas or
woodburning stove at home. Similarly, teaching a student to take a shower if
there is only a bathtub at home serves to narrow the scope of the curriculum.
Including parents and learners in the community needs assessment provides a
wealth of knowledge about the need for specific skills in the natural environment.
There are many other sources of information as well. Graduates of the
program and their parents, as well as nongraduates or dropouts, canoften provide
insight into how well the curriculum is training students to live and work inthe
73
74
community. Employers in business and industry can also provide useful information concerning types ofjob skills required, trends in employment, current openings, and the possibility of establishing community work sites. This information
regarding job requirements can be helpful when establishing objectives for a

secondary curriculum. In addition, information concerning the types of jobs
available may be of help to elementary teachers who are developing career awareness components in their curricula.
There are other people in the community who can be useful to teachers. For
example, neighbors of group homes can often provide insight into what makes
retarded adults "good neighbors" and accepted members of a neighborhood.

Community agencies, state departments, and university faculty can all provide
data useful in establishing the scope of curriculum.
One immediate source of information is teachers from different disciplines
who can identify skills retarded learners will find helpful in mainstreamed environments. In any case, before special educators can consider developing curricular
options, a community needs assessment should be implemented to identify the

skills learners need to be as independent as possible in current or future environments.
Gathering CNA Data
Methods for gathering community assessment data include questionnaires, interviews, public meetings, and direct observation. Questionnaires can often reach
large numbers of people, providing a large amount of information to those who
conduct the survey. However, because it may be difficult to get a significant

return, this method may not be practical for teachers. The questionnaire method
might be used to better advantage by districtwide curriculum committees.
Interviews will be an important part of any community needs assessment
effort. Gathering information from parents, students (both present and those no
longer involved in the program), employers, and neighbors are examples of how
the interview method can be used. An interview with any community member
will be more productive if the teacher plans for it in advance. This advance
planning usually involves listing several questions that are pertinent to the person's
occupation (e.g., questions to parents will be different from questions to employers) and designing a form so that the data collected can be kept for analysis and
future use. T'able 3.2. provides two examples of sample questions that may be asked
of former students and parents of current students. In each instance the goal of the
interview will be to ascertain how well these people are integrating into the
community, what skills would be helpful for them to be better integrated, and
what skills were taught to them that had very little impact on their lives.
Public meetings can be another form of interview technique. Teachers can
attend these meetings and discuss with participants their ideas about appropriate
curricular options for retarded learners. For example, teachers may attend local or
state Association for Retarded Citizens (ARC) meetings. By request, they may be
included on the agenda, presenting the group with questions similar to those in
Table 3.2.

Other meetings where teachers can gather useful information are advisory
board and service group meetings that are held periodically around the community. Vocational educators are mandated by law to develop advisory boards in their
service areas. A special educator who has established a working relationship with a
vocational educator may be able to attend an advisory board meeting and discuss
topics such as the skills needed for retarded students to enter the workforce.
The final, and often most useful, technique for gathering CNA information
is direct observation. This technique involves venturing into the community,
observing specific skills demonstrated by community members, and recording
those skills in the sequence in which they occur. Gathering information in this
manner should not be overlooked or underrated. A teacher of secondary learners
may, for example, record the duties and skills required of a person who works in a
hospital. This recorded information can be translated into objectives and included
in the curriculum. Similarly, by riding a city bus and recording the steps required
to do so (e.g., communication skillsasking the driver about stops; academic
skillscounting out the correct change), teachers can better identify the skills a
retarded learner would need to be more mobile. Once identified, these skills can
become part of the general curricular area of community mobility.
There are an endless number of communitybased environments that teachers and others can observe and analyze. Table 3.3 provides some of the more
important of these. As information is gathered about relevant community environments, a more detailed analysis of each situation will produce a list of specific skills
for each area for inclusion in the curriculum (see Table 3.4).
TABLE 3.3 Analyzing Community-Based Environments: Direct Observation

Skill Areas
Environment
1. Grocery
stores
2. Bowling alleys
Videogame arcades
3. Home
4. Restaurants
Reading
skills IMath
Corn unication skills
obility ski s
dernic skills
2.
1. Academic
Communication skills
Mobility skills
Leisure/recreation skills
3. Self-care skills
Home management skills
Mobility skills
Home maintenance skills
4. Potential employment outcomes
Selfcare skills
Academic skills
Eating skills
75
76

TABLE 3.4 Analyzing Community-Based Environments: Direct Observation
Tasks or Skills
Community Environment
Location of Task Completion
1. Grocery stores
Deli
Request two types of cold
Checkout line
Use a calculator to figure

cost
Read names of cold cuts
Communicate with cashier
Place items oif counter
Pay for items
Check returned change
cuts
2. Bowling alley
Cashier counter
Bowling ball rack
Alley
3. Home
Kitchen
Bathroom
Ask fees
Rent shoes
Pick up score sheet
Choose appropriate size
and weight
Find correct alley
Play game
Keep score
Wash dishes
Make simple meals
Clean kitchen
Practice appropriate
grooming and toileting
skills
4. Restaurant
Counter
(fast food)
Read menu
Estimate cost
Order; communicate with
cashier
Seating area
Pay
Choose seat
Eat
Clean area
IDEA FILE
Most teachers do not have unlimited time to venture into the community and
implement a needs assessment. However, there are a number of other ways to
gather a good deal of valuable information:
Use volunteers. High school students, college students (if available), community
service groups, and parents are all potential sources of assistance.
Spend a little time training the volunteers. For example, a high school student whose
task is to observe and record the job skills of a hospital orderly will need to know

what skills to look for, such as number ofcommunication efforts the orderly engages
in, types of verbal directions the orderly must understand, and academic skills
needed to peform the task (e.g., reading labels on boxes).
Identify one or two environments to observe per week (this number can change
depending on the availability of volunteers).
Organize information as it is gathered in a series of file folders. For example, if a
grocery store is being analyzed, (e.g., adding, subtracting, money management),
adaptions for academic skill deficits (e.g., use of calculator), communication skills
(e.g., asking where items are located). This information is easily retrieved for later
IEP development if it is organized in a systematic fashion.
Use the telephone as a quick and efficient method for gathering some types of
information.
Analysis of CNA Data
Identifying annual goals for a student's IEP is one result of the information
gathered during the community needs assessment (CNA). A strict definition of
community may be understood to include everything outside the school. The
learner's school experience, however, is a large part of his or her life. Therefore, the
concept of community should also be applied to school activities.' For example, a
mildly retarded learner who is to be mainstreamed into a science class may be at a
disadvantage if someone has not analyzed the situation beforehand. In this instance, the needs assessment may involve having the regular and special educators
decide which of the units in the science curriculum would most benefit the learner.
Similar examples of moderately retarded students entering a vocational

education class or severely retarded students eating in the school lunchroom
highlight the need for an in-school needs assessment. In the first case, the moderately retarded learner may need a number of adaptations to be successful that, if
identified, can be programmed into the curriculum by both teachers. The severely
retarded student eating in the lunchroom may require a different set of skills than
those needed to eat in an isolated classroom (e.g., choosing among a variety of
foods). The teacher who analyzes the lunchroom environment should be alert to
these differences and account for them in the teaching sequence.
KEY CONCEPTS
Annual goals for IEPs are a direct result of a needs assessment conducted for
community and school environments.
By knowing what retarded learners must be able to do at home, on the job, in
leisure/recreation situations, and so forth, teachers are in a better position to separate
curricular goals and objectives into need-to-know and nice-to-know categories, teaching
the need-to-know objectives first.
77
78

Deciding which annual goals are a "best match" for individual student needs is not
an easy process. However, there are some techniques and criteria that can help
teachers make good decisions.
D Interview parents and the students themselves, asking for their opinions.
fl Consider the age of the students and how many years they have left in school
(e.g., for an 18-year-old student community mobility may be a high priority).
D Decide whether the skill is a necessary prerequisite for other skills (e.g., addition
and subtraction skills are required before it is possible to learn division).
0 Identify any adaptations that may assist students in moving on to more advanced
skills (e.g., a moderately retarded student who has not mastered the basic operations may be able to use a calculator to comparison shop).
Questionnaires, interviews, public meetings, and direct observation are all useful
methods for gathering needs assessment data for curriculum development.
PRINCIPLES OF INSTRUCTIONAL DESIGN:

IDENTIFYING SHORT-TERM OBJECTIVES
Short-term objectives on the IEP are an important concern in two steps of the
instructional design process (see steps 4a, 4b, and 6 in Figure 3.2). First, a group of
potential short-term objectives identified during the CNA can be used as a guide by
which students can be assessed. For example, the analysis of one CNA may
identify an annual goal ofimproving community mobility using public transportation (bus riding). A breakdown of the skills required to meet this goal generates a
number of potential short-term objectives. The teacher now has a guide to assess a
student's present level of performance in riding a bus. This step is important.

Without a bank of community valid short-term objectives to use as a guide, the
temptation may be to judge the student's performance against academic skills and
isolated selfhelp skills as evaluated by adaptive behavior scales.
The second step in identifying short-term objectives (step 6, Figure 3.2) is to
choose those that meet the needs of the individual retarded learner. In this step a
group of professionals establishes a student's present level of performance against
many potential shortterm objectives (see Table 3.5). For a given retarded learner
there can be large number of areas that require attention (each area having a large
number of potential short-term objectives); however, it would not be possible to
cover all the identified student needs in one school year. Therefore, in step 6 of the
process the LEP committee picks those shortterm objectives that the learner most
needs to accomplish.
Before discussing how the most important short-term objectives are chosen
for students, the process oftranslating annual goals to shortterm objectives should
be discussed. Trans1ating refers to breaking down large units of instruction into
smaller, more manageable tasks, a process that has been termed task analysis.
79
TABLE 3.5 Examples of the Many Areas That Can Be Assessed Prior to the IEP Development
Professional
1.
Classroom teacher
2. School psychologist
3. Vocational educator
4. Physical therapist
5. Speech therapist
Potential Areas Assessed
1. Specific level academic skills (e.g.,

decoding vowels, reading comprehension: sequence).
Dressing skills (e.g., at school, with
parent at home).
Street crossing skills (e.g., three
community intersections).
2. Performance on personality tests.
Psycholinguistic skills.
3. Work samples in agricultural
education.
4. Performance with adaptive equipment.
Range of motion.
5. Articulation of sounds.
Use or need of alternate communication systems.
Task Analysis
The process of instructional or task analysis may not be as simple as some professionals believe. Teachers are finding that to develop a meaningful analysis they
need such resources as knowledge of the content area, ample time, andbrainstorming sessions with their peers. Teachers of the retarded are also finding that although
many task analyses are commercially available in the areas of academic and self
help skills, there is still a need for analyzing taskspecific skills that arise in
prevocational cluster areas.
In beginning the process of analysis teachers ask one important question: Do
I have the expertise to design a program in the subject area in question?No one is an
expert in all content areas. In instances when unfamiliar subject matter is involved,
specialists should be consulted. A special education teacher, for example, may not
be familiar with the intricacies of teaching in the cluster area decoding under the
program goal of reading. The teacher could consult with a reading specialist
concerning an appropriate task analysis for this area. By the same token, other
teachers may not be famillar with the latest toilet training techniques or proper
physical positioning in a classrpom for retarded learners with severe physical
impairments. In either case, consultation with appropriate professionals must
occur before an effective task analysis can be accomplished.
The technique of instructional or task analysis is used to translate annual goals
into shortterm objectives (IEP) and later to translate the shortterm objectives into
daily instructional objectives (LIP or lesson plans). Dick and Carey (1978), Gagne
and Briggs (1974), and Gagne (1977) have differentiated between two major forms
of instructional analysis that can be useful for teachers: the procedural approach

and the hierarchical approach. The procedural approach is used when individual
behaviors are taught consecutively to reach a specific objective. The series of
behaviors included in a procedural analysis are independent of each other and often
can be interchanged. One example of this approach is home dishwashing skills.
Some teachers may require a student to wash all the dishes before rinsing, while
other teachers may require their learners to wash each dish and then rinse it before
moving on to the next step. Each step is independent, and in some cases they can be
interchanged depending on teacher decision or student needs (Table 3.6).
The hierarchical approach involves identifying prerequisite skills and placing
them in a hierarchical order leading to the desired objective. Academic skills

generally lend themselves to this approach, each skill in the sequence being somewhat dependent upon the previous skill. The instructional analyses of reading and
arithmetic shown in Figures 3.3 and 3.4 were developed by Schwartz and Oseroff
(1975) and provide a good example of hierarchical analyses.
Finally, a logical extension of the two approaches is a combination of both.
The combination approach, as described by Dick and Carey (1977), is useful when
dealing with behaviors requiring a complex set of both psychomotor and cognitive
skills. For example, an approach to teaching a community mobility skill such as
riding the bus might look like the one shown in Figure 3.5.
The task sequencing approach a teacher uses depends upon the behaviors that
are to be taught. A number of resources exist for teachers to gain assistance in
developing a workable analysis. For example, appropriate instructional analyses
for academic skills can be found in the scope and sequence charts in teachers'
manuals and college textbooks. Also, commercially available task analyses for
independent living skills are plentiful (e.g., the MORE System, Keilitz, Homer, &
Brown, 1975).
TABLE 3.6 Examples of Task Sequences for Washing Dishes

Skill
Sequence
1. Place plug in drain.

2. Place disFsoap in sink.
3. Turn on hot water (adjust temperature).
4. Place dishes in sink.
5. Wash all dishes and place in second sink.
6. Rinse each dish and place in drainer,

7. Drain water from sink.
8. Rinse sink.
9. Dry counter.
Skill Sequence
1. Place plug in drain.

2. Place dishsoap in sink.
3. Turn on hot water (adjust temperature).
4. Place dishes in sink.
5. Wash each dish and rinse, placing dish
in drainer.
6. Drain water from sink.
7. Rinse sink.
8. Dry counter.
81
FIGURE 3.3
Sample Hierarchical Task Analysis of Reading (From The Clinical Teacher for Special Education by L. Schwartz
and A. Oseroff 1975. Tallahassee: Florida State University.)
FIGURE 3.3 (Continued)
I ARITHMETIC]
Addition, Subtraction, Multiplication and Divttion of Whole Numbers
[
I
Concept of
Multiplication
Concept of
Any Digit
Multiplication
Any Digit
Divition
3 Digit Number Times

a 1.2. or 3 Digit Number
3 Digit Number by a
1,2. or 3 Digit Number
Two Digit
Two Digit Division With
Division
or Without a Remainder
Multiplication
One Digit Number Times a Two

Digit Number With or Withoot Regrouping
Two Digit Number by a One Digit

Number With or Without a Remainder
Two Digit Diviiion
Withoot a Remainder
Digit Number Without Regroupinj
Two Digtt Number by a One Digst

Number With No Remainder
Single Digit
Multiplication
1-
Single Digit Dtvition

With No Remainder
Concept of
Addition
Any Digit
Addition
Concept of
Subtraction
3 Digit Number Plus a

1.2. or 3 Digit Number
Subtraction
Any Digit
Two Digit Addition

With or Without Regrouping
3 Digit Number Minut a
Two Digit Number Plus a One Digit

Number Witb or Without Regrouping
Two Digit Subtraction

With or Without Rrgrouptng
Two Digit Addition

Without Regrouping
Two Digit Number Minus a One Digit

Number With or Without Regeouping
Two Digit Number Plus One

Digit Without Regrouptng

Without Regrouping
I .2, or 3 Digit Number
]
1
U FIGURE 3.4
Sample Hierarchical Task Analysis on Arithmetic (From The Clinical Teacher for Special Education by L. Schwartz
and A. Oseroff 1975. Tallakassee: Florida State University.)

83
ARITHMETIC
Addition. Subtraction, Multiplication ad Division of Whole Numbej
Concept of
Concept of
Multiplication
Division
Any Digit
Multiplication
Any Digit
Division
3 Digit Number Times

a 1.2, or 3 Digtt Number
3 Digit Number by a
1,2, or 3 Digit Number
Two Digit
Multiplication
Two Digit Division With

or Without a Remainder

Digit Number With or Without Regrouping
Two Digit Nstmbrr by a One Digit

Numbrr With or Without a Remainder

Digit Number Without Regrouping
Two Digit Division

Without a Rrmainder
Two Digit Number by a One Digit

Number With No Remainder
Single Digit
Multiplication
j1
Single Digit Division

With No Rrmainder
Concept of
Addition
Any Digit
Addition
3 Digit Number Plus a

1.2, or 3 Digit Number
Concept of
Subtraction
Any Digit
Subtraction
Two Digit Addition

3 Digit Number Minus a
Two Digit Number Plus a One Digit

Number With or Without Regrouping
Two Digtt Subtraction

II
1,2, or 3 Digit Numbrr
Two Digit Addition

Without Regrouping
Two Digit Number Minus a One Digit

Number With or Without Regrouping
Two Digit Number Plus One

Digit Without Regrouping

Without Regrouping
I FIGURE 3.4
Sample Hierarchical Task Analysis on Arithmetic (From The Clinical Teacher for Special Education by L. Schwartz
and A. Oserolf 1975. Tallahassee: Florida State University.)

83

SKILL AREA:
RIDING A PUBLIC BUS

13. Stands at proper location at bus
Task Sequence
stop and exhibits appropriate social
1. Walks to correct corner and bus

stop.
2. Stands at proper location at bus
stop and exhibits appropriate social
skills.
3. Identifies bus by reading location

or asks driver if this bus goes to the
desired location.
4. Boards bus and deposits correct

change (two quarters or five
dimes).
5. Asks for transfer if desired.

6. Pays for transfer if desired.
7. Finds seat and exhibits appropriate
social behavior.
8. Identifies landmarks along route.
9. Gets off at appropriate stop or
requests stop by ringing buzzer.
10. Departs bus within 15 to 20
seconds after bus stops.
11. Continues to desired destination.
If transfer is required:
12. Walks to correct corner and bus

stop.
skills.
14. Identifies bus by reading location

or asks driver if this bus goes to
the desired location.
15. Boards bus and hands driver the
transfer slip or tokn.
social behavior.
requests stop by ringing buzzer.
19. Departs bus within 15 to 20
seconds after bus stop.
Program for the following

uncontrollable variables:
1. Bus never arrives.

2. Bus is late.
3. Driver is rude.
4. Other passengers are rude.
5. No seats are available.
FIGURE 3.5
Sample of Bus-RidinR Task Sequence
IDEA FILE
There are different ways to use task analyses to develop effective guides for
determining what skills to teach and in what order the skills should be presented.
Practice in analyzing tasks is the one sure way teachers can become good at
developing skill sequences.
For analyzing complex tasks, gather a team to participate in analysis. Parents and
regular education high school students are examples of people who can be useful in
helping the teacher to task analyze a skill. Often, two people riding a bus will be able
to analyze the task more thoroughly than one person could. If two peopleride the
same route at different times and their analyses are compared, a more detailed task
analysis will be the product.
85

A stack of 3 x 5 inch cards can be valuable when task analyzing complex skills such
as opening and managing a checking account or shopping for groceries. Each step on
the task analysis (subskill) can be assigned to one card. The teacher can then spread
the cards out over a large table or on the floor and attempt various sequential
arrangements until the most appropriate analysis is found. This method prevents the
erasures and discarding of paper that are inevitable when an analysis is written in a
conventional format. Moreover, as individual learners require modifications in the
original analysis, the new substeps generated can easily be added on cards and filed in
sequential order. The bus-riding task analysis shown in Figure 3.5 was designed in
this fashion. Each skill was placed on a card and moved about until the final sequence
was agreed upon by those involved.

At a later time, if a skill requires that a complete objective be written, it can be done
on the same 3 x 5 inch card.

Before using a task analysis with the students, run a trial on other people, for
example, a group ofregular education students. Mistakes in the original analysis can
often be discovered before exposing the retarded learners to any errors such as steps
that are too difficult.

If the equipment is available, it may be helpful to videotape certain highly critical
community skills such as crossing a busy intersection or completing a complex
industrial assembly task. Videotapes allow practitioners to review and rereview
segments where complex behaviors require close inspection.
Developing More Detailed Skill Sequences
Whether task sequences can be developed once, for large groups of learners, or
must be developed individually according to specific student needs appears to
depend on the severity of a student's disability. As the severity level increases, the
need to tailor the skill sequence to the individual becomes more important. A task
analysis for putting on a pair of pants may look markedly different for two learners
who suffer from different types of physical handicaps (e.g., one student having no
use of his legs, and the other having little use of one arm). Conversely, a task
analysis for putting on a pair of pants may look the same for two mildly retarded
boys with no physical handicaps.
The process of task analysis also becomes more specific when translating
shortterm cbjectives (IEPs) to daily instructional use in lesson plans. For example,
the task analysis of reading presented in Figure 3.3 has a skill area under vowels that
requires the learner to pronounce diphthongs. A further breakdown of that area

would involve identifying the specific diphthongs (ou, ow, oi, oy, aw, ew). Each
diphthong essentially becomes a step in the sequence when the teacher develops
objectives.
Similarly, a toothbrushing task analysis would contain a step involving the
removal of the cap from a toothpaste container. An individual retarded learner may
have difficulty with this specific step. Consequently, the teacher must include
additional subtasks such as exercise to increase muscle strength and practice with
larger container tops.
KEY CONCEPTS
Task analyses can be divided into three categories or types: hierarchical (e.g.,
reading and arithmetic), procedural (e.g., toothbrushing), and combination (e.g.,
riding a bus).
The approach that may be the most useful for analyzing community-based skills is
the combination approach. Many community skills will require a student to perform
both cognitive skills (reading) and psychomotor skills (crossing the street).
Developing a task analysis is often a chaining process whereby each step (subskill)
is linked together with the next step (subskill), thereby cueing the learner to perform the next step in the chain. For example, in a toothbrushing chain, the removal
of the cap on the toothpaste container signals the next step in the chain (squeezing
toothpaste on the brush).

Chaining is accomplished by linking subskills together in either a forward or
backward fashion. The decision whether to order the subskills in a forward sequence
(pour milk from a container, grasp cup, lift cup to lips, drink milk) or a backward
sequence (drink milk, lift cup to lips, grasp cup, pour milk from container) is
generally dependent on the skill and the student's performance level. For instance, a
severely retarded learner may take months to be able to accomplish each ofthe above
steps in the simple drinking sequence. In this case, backward chaining would be in
order so that the learner could be immediately rewarded by tasting the milk. Many
selfcare skills such as dressing, eating, and grooming lend themselves to the backward chaining task analysis approach.
Some skill sequences can lend themselves to either a forward or backward approach
depending on which works best for a given student. Some students learn to make a
bed faster following a forward approach, while some learn faster following a
backward chaining process.
Subskills on a task analysis should be written in measurable terms, and in some cases
complete objectives should be written for the subskill (see next section).
Writing Measurable Objectives

Behavioral objectives* (Gronlund, 1970; Mager, 1975; and others) are similar to
yardsticks; that is, they are a device by which to measure student progress. These
instructional devices assist teachers in organizing their programs into manageable
components for teaching. Objectives should be viewed not as an exercise in

futility, but as a method to make teachers' jobs more systematic and easier to
manage.
The three components of a measurable objective are outcome, context, and
criterion (Schwartz & Oseroff, 1975). The outcome component of the objective is
simply a statement describing what learners will do after instruction that they
* The term behavioral objectives is used here in a general sense to include shortterm objectives (IEP) and
instructional objectives (lIP or daily lesson plans).
could not do prior to it (Dick & Carey, 1978). This statement is written in
behavioral terms so that the teacher can observe the student's performance. For
example, the following outcome statements represent possible objectives for retarded learners:
Correctly writes the answer.
Orally reproduces vowel sounds.
Manually assembles the complete set.
Orders a complete meal at a designated restaurant.
Holds up head with no assistance and looks in direction of teacher.
The context component specifically outlines the situation the teacher will
structure that will allow the student to perform the behavior identified in the
content area. This sets the stage for the conditions of the learning environment.
Using the previous examples, the objectives begin to take shape as follows:
Outcome: Student will correctly write the answers.
Context: Twenty written double-digit addition problems with and without regrouping.
Outcome: Student will orally reproduce the sounds.
Context: Taped demonstration of vowel sounds.
Outcome: Student will manually assemble the complete set.
Context: Given a disassembled lawn mower carburetor and screwdriver.
Outcome: Student will independently ride the bus from point A to point B.
Context: Upon request from supervisor, including oral information concerning departure time.
Outcome: Student will order a complete meal consisting of one main course, dessert,
and a drink.
Context: Given a limited amount of money and taken to a designated restaurant.

Outcome: Student holds head up independently and looks in direction of teacher.
Context: When teacher calls student's name.
The final component of a well-written objective involves establishing the

criteria for success. Here the teacher considers what criteria must be met before the
learner will have adequate skills for continuing to the next step in the learning
hierarchy. The teacher can decide whether the criteria can be adjusted up or down
to match the learner's strengths or weaknesses. An erroneous conception is that

90% correct is a standard for mastery. This magical number may not be appropriate, based on individual students or on different types of tasks. Conceivably, five
different students in the same classroom could be working on the same annual goal
and the same shortterm objective, yet have varying criteria for success based on
their individual needs. Referring to the previous examples, the criteria might be as
follows:

Outcome:
Student will correctly write the answers.
Context: Twenty written double-digit addition problems with and without regrouping.
Criterion: Eighteen out of twenty correct.
Outcome: Student will orally produce vowel sounds.
Context: Taped demonstration of vowel sounds.
Criterion: 100% correct articulation of all sounds.
Outcome: Student will manually assemble the complete set.
Context: Given a disassembled lawn mower carburetor and screwdriver.
Criterion: 100% correct for all steps on the task analysis.
Outcome: Student will independently ride bus from point A to point B.
Context: Upon request from supervisor, including oral information concerning departure time.
Criterion: Arrival at point B.
Outcome: Student will order a complete meal consisting of one main course, dessert,
and a drink.
Context: Given a limited amount of money and taken to a designated restaurant.
Criterion: Four out of five trials.
Outcome: Student holds up head independently and looks at teacher.
Context: When teacher calls student's name.
Criterion: Each trial.
The measurement unit chosen for each criterion is dependent on how the data
will be recorded. For example, when dealing with academic skills, teachers may
wish to use a quality measure such a percentages. As the number of problems or
questions changes from day to day, the standard of percent correct can maintain a
relatively stable measure, and thereby facilitate charting of progress. Effective
criteria can also be measured by rate (number of correct problems per minute),
frequency (percentage of correct trials), duration (length of time the behavior
occurred), and latency (length of time that passed before the behavior began).
The process of task analysis and the procedure for writing measurable objectives are interwoven. It may be helpful to highlight and expand upon the diphthong
example from the previous section here. During the needs assessment (steps 1 and 2,
Figure 3.2) the teacher map have discovered that while attending the third grade
regular class (mainstreaming), Joanne, a mildly retarded student, is being exposed
to reading exercises that are requiring her to decode unknown wordsa task which
she is having.a great deal ofdifficulty performing. A potential annual goal forJoanne
might be to improve her decoding skills when presented with unknown words (step 3,
Figure 3.2).
The arrows between steps 3a and 3b and steps 4a and 4b represent the
translation or task analysis of decoding into its component parts. In the case of an
academic skill such as decoding, it is likely that task analysis of the skills has already
been done and is commercially available (e.g., Stephens, Hartman, & Lucas, 1982).
89
9() TEACHING RETARDED LEARNERS

For example, a general task analysis for decoding skills usually includes: (1) short
vowels; (2) long vowels; (3) initial consonants; (4) medial consonants; (5) final
consonants; (6) diphthongs; (7) digraphs; and (8) blends. (For another example,
refer to Figure 3.3.) The translation that is mentioned in steps 4a and 4b involves
writing a measurable objective for each of the eight areas if such objectives do not
exist.
Highlighting diphthongs, a possible short-term objective might be the following:
Outcome: The student will recognize and pronounce the sounds ou, ow, oi, oy, aw,
er.
Context: Thirty whole words on the second and third grade levels.
Criterion: Between 80% and 90% accuracy.
In this example, the task analysis was used to identify the steps in decoding, and the
teacher then was able to translate the steps into measurable objectives.
A second example, involving a severely or profoundly retarded learner,may
help to demonstrate that the process is the sameonly the outcomes change.
During the needs assessment phase (steps 1 and 2, Figure 3.2), teachers' discussions
with Steve's parents and visits to Steve's home have identified the need for
increased leisure/recreation skill training. The information from the CNA highlights the fact that Steve, upon returning home from school, spends his entire time
in his wheelchair in front of the television set. A potential annual goal for Steve
might be to instruct Steve in a number of potential leisure/recreation activities
found in and around his home; also, to provide Steve with a means to communicate
his choice from a number of available leisure/recreation acitivities.
The task analysis of this annual goal is more difficult only in the sense that it
must be completed on-site (at Steve's house) with the assistance of his parents.
Potential skills in the task sequence might include the following possibilities (all
located in Steve's home): (1) playing a video game; (2) listening to a talking book;
and (3) listening to music. As with the example on decoding, the translation (steps
4a and b) involves converting each of the three leisure activities into potential
short-term objectives.
Taking the example of the talking book, a possible short-term objective (IEP)
might be:
Outcome: Student will select a talking book tape, place tape in recorder, and turn on
the recorder.
Context: Selection from ten talking books.
Criterion: [Selection not critical.] Correct manipulation of tape and recorder.
The selection of tapes is not a critical component of the criterion since the teacher's
job at a later stage will be to expose the student to a variety of options. Rather, the
crucial criterion is that Steve learn to manipulate the equipment independently or
with some adaptation, so that a choice can be made by Steve as to whether or not he
wishes to engage in this activity.
91
Using task analysis as the vehicle for moving from potential annual goals to
potential shortterm objectives is the first level of the curriculum design process.
The identical sequence of steps occurs once more when task analysis becomes the
vehicle for moving from shortterm objectives (IEP) to smaller bits of instruction
termed instructional or daily objectives (LIP or lesson plans).
ASSESSING PRESENT LEVEL OF PERFORMANCE

Assessment and curriculum are complexly interwoven, and separating them into
different components may weaken the entire syste1i. )tor the assessment of a
student's present level of performance (LEP) and an ong$ing monitoring of student
progress (IEP and lIP), several evaluative tools and procedures must be employed.
A complete discussion of the assessment process will be presented in a later chapter.
However, there are several important considerations for curriculum development
that are appropriate to discuss here.
Identifying Prerequisite Skills

As teachers are notified of the students they will be teaching, thy can begin to
identify potential curricula that may be appropriate for these learners. Therefore,
global curricular areas can be identified (e.g., self-help skills for the profoundly
retarded). This process becomes more systematic as additional data on the students
are gathered and present levels of performance are pinpointed. A number of

resources and methods are available for accomplishing this data collection.
First, the teacher should inspect each learner's permanent records, noting
information such as absentee patterns, time of onset of learning problems, previous
test scores, and previous teacher observations (Moran, 1979). Information from
records can be valuable in a number of ways. For example, a deficit in crucial basic
skills can often be traced to a particularly long absence period at a time when
instruction in those skills was being given. Similarly, studying previous test scores
often pinpoints discrepancies with current assessment results, indicating possible
errors in the testing process, loss of skills, or gains in student abilities.
Teacher observations, if written in behavioral terms and supported by data,
can often alert teachers tc potential problertis that need immediate attention.
Teachers must treat observations from former colleagues with caution, however,
since in many cases they reflect a subjective opinion. For example, the statement
that "Student A is exhibiting extremely violent behaviors" may adversely affect a
teacher's expectation of this learner. Conversely, if the statement reads that "Student A punches other students on an average of three times a day," the teacher has
databased facts with which to work. In this case, the possibility of cueing the class
to ignore the occurrence may be sufficient to eliminate or decrease the inappropriate behavior.
Effectively identifying student prerequisite behaviors may also minimize

unnecessary assessment efforts. Often teachers can judge where to begin intensive

assessment with a student when they have analyzed previous records. Consideration of instruction in the academic areas can provide an illustration of this. For
example, a student's records may indicate a long absence during one school year.
By estimating the skills that were to be taught during that time, the teacher can
begin to evaluate the student's proficiency in those skills. The teacher also has the
option to return to the most basic skills in the sequence and begin testing there.
Beginning at the bottom, however, may result in a loss of time that could be spent
in instruction. Inspecting student records is merely a survey method to place the
teacher "in the ballpark" when beginning to evaluate student characteristics. Other
data collected on a learner's entry behavior assist inestablishing a clearer picture of
student needs.
Student Behavior Important to Instruction (Learning Styles)

Teachers must be constantly observant of behaviors exhibited by students that can
affect learning. As previously mentioned, student records can sometimes alert the
teacher to behaviors that may influence performance. The best assessment of these
behaviors, however, will generally occur when the student enters the classroom
and the teacher can observe various interactions within the environment. For
example, a severely retarded individual who engages in repeated self-stimulating

behaviors needs to have these movements decreased if they interfere withlearning.
Similarly, teachers should note affective entry behaviors of students such as task
completion, risk-taking, and other social behaviors (e.g., cooperation within the
group, ability to follow spoken or written directions).
Potential Reinforcers
At the outset, teachers must begin compiling lists regarding potential reinforcers
that may affect each of their students' behaviors. This process begins by noting
whether the learner appears to be reinforced intrinsically or extrinsically. In addition, an important notation would be whether the student reliesonly upon immediate reinforcement or can tolerate having reinforcementdelayed to a later time (an
important vocational prerequisite).
Observation is the most useful method for identifying reinforcers for individual learners; however, interviewing the student will often help. Teachers may
also have to develop structured situations where the student can be exposed to
several reinforcers. Observations can then be made to identify rewards that are
most potent for specific learners.
KEY CONCEPTS
The point ofassessing student entry behavior is simply to gain an initial understand-
ing of learner strengths, weaknesses, and needs. These data can be collected by
93
analyzing student records (including interviewing parents and past teachers) and
observing the learner upon entry into the program.
The collected information is used in two ways. First, an overview profile of
the learner is developed using data outlining entry behavior as described in this
section. Initial data (e.g., prerequisite behaviors) are used to place the student in
position for the second step, which involves further assessment with standardized
and criterion-referenced measures. Pinpointing specific student strengths and
weaknesses is discussed in detail in Chapter Four. All entry behavior data assist the
teacher in placing students at levels that most appropriately meet their needs.
Reviewing students' files can be considered one activity in the CNA (steps I & 2,
Figure 3.2). The information obtained may be of assistance in establishing potential
annual goals and shortterm objectives.
Observing student learning styles as well as potential reinforcers can be considered
part of the assessment ofpresent level ofperformance (step 5). This information aids
the teacher in deciding what specific goals and objectives are appropriate for a given
retarded learner.
THE IEP: ANNUAL GOALS, SHbRT-TERM OBJECTIVES

After an individual retarded student has been thoroughly assessed (see Chapter
Four) and a list of strengths and weaknesses has been generated as a result, the
identification of appropriate annual goals and shortterm objectives can begin (step
7, Figure 3.2). The information obtained from the needs assessment and the
potential goals/objectives generated were used as guidelines against which students' present levels of performance were assessed. By the nature of their disabili-
ties, retarded learners will have many deficit areas that could be targeted for
instruction. However, listing all possible instructional areas on an IEP is not
prudent. Rather, the rule is that only those objectives that might reasonably be
taught to a student in one school year should be included on the IEP. (Table 3.7 and
3.8 provide examples of IEPs.)
The problem is how to decide which of the potential goals and objectives
should be included in the individual's curriculum. One reason for allowing the IEP
committee to make these judgments is that the committee is comprised of members (including the students themselves) who should best know the needs of the
students. However, there are some criteria that teachers and other committee
members can use tojudge whether or not goals and objectives are appropriate. The
following is a list of possible criteria which may be helpful in establishing priorities
for learning:
I. Age of the learner: Beyond a certain age, remediating academic deficits may not be
desirable and some form of compensatory skill may be more appropriate. For
example, a mildly retarded highschoolage student may learn to use a calculator
exclusively to solve math problems encountered in daily living. Short-term objec-
TABLE 3.7 Sample of IEP

Name Stephanie W.
School Chase School
Current Placement Chase School
l)ate of Birth March 10, 1973
Date of Development
4-1-83
LEP From 8/29/83
to
6/5/84
JEP Committee
Dr. Jones
Mrs. Barnes
Age 10
Signature
Ms. Couch
Principal
Regular class
teacher
Special education
Ms. Smith
Psychologist
Mr. & Mrs. W. Parents

Special Educatio,t and Related Services
Start Date
Speech and Communication

Remedial Reading
Resource Roomi Remedial Help
Oct. 1, 1983
Oct. 1, 1983
Oct. 1, 1983
Evaluation Data
Vmrbal
WISC-R (5-83)
Key Math (6-83)
Woodcock Reading
Mastery (6-83)
Present Level of Perforpnat,ce
End Date
1984
1984
June, 1984
Responsibility
Ms. Ball
Mr.
Ms. Couch
Extent of Recular Class Placement
Performance
Full Scale
60%
Education
40% Special Education (Resource)
Annual Goal Statements
S/tort-Term Objectives
1.0 Student will correctly read out loud
1.4 OUTCOME:
Consonant blends
fr,
(p1, Sm,
gr,
pr, bI, si, st, sw, cI,
dr, br, sp)
CONTEXT: When
presented in a word
(pronounce whole
word)
CRITERIA: 50
Evaluation Procedure
Strengths:
I. Can sound out

consonant-vowdconsonant words,
2. Can read 90% words
from Dolch word
list Level 1.
3. Can read orally at

instructional level
from second grade
passage.
Weaknesses
I. l)ocsn't know seeond grade sight
words
2. Cannot decode
words with beginning/ending
consonant blends.
3. Cannot answer corn
prehension questions
based on main idea,
specific details, and
sequencing directly
stated in second
grade passage.
all consonants im
bedded in the words

from a 2051 grade
passage
2.0 Student will read

sight words at seeond grade level,
3.0 Student will comprehend material
read at second grade
kvel.
94
student supplies beginfling sound

Probe shect20
w/initial consonant
blends
words90% 100%
2. 1 Given Dolch word

list, Level 2, student
will read words with
90% accuracy.
3.1 Given 100-word
passage at second
grade level, stu
Dolch word
Five teacher-made
questions
dent will demonstrate recall of

directly stated spe
cific details by
answering teacher
made questions with

l00% accuracy.
3.2 Given a 101)word
at second
grade level, student will answer sewith 100% accuracy.
(Prepared by Tina Kinsley)
nonsense words with

initial consonant blends.
Teacher reads ending,
Five teachermade

TABLE 3.8 Sample JEP
Present Level of Performance
Annual Goal Statements
Short-Term Objectives
Evaluation Procedure
1.1 OUTCOME: Wash

and blow-dry hair
with no assistance
CONTEXT:
Shampoo
Blow-dryer
Towel
See Context and enteria for all objectives.

Charting of percentage
correct steps on task
Strengths:
1. Tells time to the

hour.
2. Average five motor
skills,
3. Is ambulatory.
4. Has good receptive
language.
5. Makes needs known

with one-word
requests.
Weaknesses:
1. Waves hands for long

periods of time.
2. Has short attention

span.
3. Hits others.
4. Has poor selfhelp
skills.
5. Haspoorgrossmotor
skills,
6. Has poor posture.
1.0 Student will improve

grooming.
2.0 Student will improve
home management
skills.
3.0 Student will improve vocationally

related behaviors.
analysis.
Sink (school &

home)
CRITERIA: 100%
of steps on task
analysis over I
month, twice a week
2.0 OUTCOME: Make

toast
CONTEXT:
Toaster
Loaf of bread
Butter and knife
CRITERIA: 100%
of steps on task
analysis over 5 days
3.0 OUTCOME: Care
of plants
transplanting,
watering, etc.
CONTEXT:
Flower garden
Vegetable garden
(school)
CRITERIA:
Successfully
transplant
and care for three
house plants over a
period of 6 months.
tives involving calculator use (the calculator is included in the context component
of the objective) may be more desirable than objectives that reflect practice on math
worksheets.
2. Prerequisite skills: Priority may be given to those skills that must be mastered
before other skills can be learned. A disruptive student may need to learn more
appropriate behaviors before he or she can move on to more advanced skills.
3. Community validity: The skills should be ones that the students can quickly generalize to the community. Students learning to read sight words, for example, might
96

have better success if the words chosen reflect those they see on a daily basis (e.g.,
words on menus in fast food restaurants). Information from the CNA (e.g.,
opinions of parents) should provide a basis on which tojudge the validity of a given
skill.
4. Resource availability: There may be times when the necessary materials and expertise are not available for teaching a skill. If this is the case, and alternative solutions
cannot be generated, the decision to put off teaching the skill (if not critical to the
student's life) may be a possibility. For example, if the student is not scheduled to
leave the program in the next year, inschool training involving the same subject
areas (e.g., cooking, cleaning, budgeting) may be substituted for a placement for
training in a community program.
KEY CONCEPTS
U
The final product of assessment is the development of a list of strengths and

weaknesses that become the foundation for shortterm objectives.
U Older students may benefit from learning compensatory academic skills rather than
attempting to remediate basic skills.

U Shortterm objectives in any curricular area should reflect some form ofrelevance to
the community.
REFERENCES
Bepko, R. A. (1981). The role of evaluation in the
development ofcurriculum. InH. Goldstein (Ed.),
Gagne, R. M. (1977). The conditions of learning. (3rd
Curriculum development for exceptional children. San
Gagne, R. M. (1975). Essentials of learning for instruc-
Francisco: Jossey-Bass. pp. 5770.

Budde, J. F. (1981). Managing curriculum development. In H. Goldstein (Ed.), Curriculum development for exceptional children. San Francisco: Jossey
Bass. pp. 7188.

Cegelka, W. J. (1978). Curriculum guides for mentally retarded: An anlaysis and recommendations.
Education and Training of the Meitally Retarded,
13(2), 187188.
Connally, A., Nachtman, W., & Pritchett, T. (1971).

Key Math Diagnostic Arithmetic Test. Circle Pines,
MN: American Guidance Service.

Dick, W., & Carey, L. (1978). The systematic design of
instruction. Glenview, IL: Scott, Foresman.

Frank, A. (1983). Formulating long-term goals and
shortterm objectives for individual education programs. Education and Training of the Mentally Retarded, 18(2), 144147.
ed.). New York: Holt, Rinehart, & Winston.

tion. Hinsdale, IL: Dryden Press.
Gagne, R. M., & Briggs, L. J. (1974). Principles of
instructional design. New York: Holt, Rinehart &
Winston.
Glaser, R. (1962). Psychology and instructional technology. In R. Glaser (Ed.), Training research and
education. New York: Wiley.
Goldstein, H. (1981a). Conceptual and structural

foundations of curriculum. In H. Goldstein (Ed.),
Curriculum development for exceptional children. San
Francisco: JosseyBass.
Goldstein, M. T. (1981b). Implementing a curriculum field-test model. In H. Goldstein (Ed.), Curriculum development for exceptional children. San
Francisco: Jossey-Bass.
Goldstein, S., Strickland, B., Turnbull, A., & Curry,
L. (1980). An observational analysis of the IEP

conference. Exceptional Children, 46(4), 278280.
p.-

Gronlund, N. E. (1970). Stating behavioral objectives for
York: Macmillan.
Heiss, W. E. (1981). Two models for developing
curriculum materials. In H. Goldstein, (Ed.), Curclassroom instruction. New
riculum development for exceptional children. San

Francisco: JosseyBass.
Keilitz, I., Homer, R., & Brown, K. (1975). Project

MORE. Bellevue, WA: Edmark Associates.
Mager, R. F. (1975). Preparing instructional objectives.
Palo Alto, CA: Fearon.
Moran, M. R. (1979). Nine steps to the diagnostic
prescriptive process in the classroom. In E. L.
Meyen, G. A. Vergason, & R. J. Whelan, (Eds.),
Instructionalplanningfor exceptional children. Denver:
Love Publishing.
Morgan, D. (1981). Characteristics of a quality IEP.
Education Unlimited, 3, 1217.
Nadler, B., & Shore, K. (1980). Individualized education programs: A look at realities. Education Unlimited, 2(3), 3033.
Price, M., & Goodman, L. (1980). Individualized education programs: A cost study. Exceptional Children, 46(6), 446458.
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Schwartz, L., & Oseroff, A. (1975). Clinical teacher in

special education. Tallahassee:
Florida State Uni-
versity.
Siders, J. A., & Whorton, J. (1982). The relationship
of individual ability and IEP goal statements. Elementary School Guidance and Counseling, 16, 187
193.
Soffer, R. (1982). IEP decisions in which parents desire greater participation. Education and Training of
the Mentally Retarded, 17(1), 6770.
Stephens, T. M., Hartman, A. C., & Lucas, V. H.

(1982). Teaching children basic skills: A curriculum
handbook (2nd
ed). Columbus, OH: Charles E.
Merrill.
Tanner, D., & Tanner, L. N. (1980). Curriculumdevelopment (2nd ed.). New York: Macmillan.
Turnbull, A. P., Strickland, B. B., & Brantley, J. C.
(1982). Developing and implementing individualized

education programs (2nd
ed.). Columbus, OH:
Charles E. Merrill.
Tymitz-Wolf, B. (1982). Guidelines for assessing IEP
goals and objectives. TEACHING

Children, 14(5), 198201.
Exceptional
CHAPTER FOUR
ASSESSMENT OF RETARDED
LEARNERS
Educators have at times looked to the field of medicine for a conceptual base on
which to develop programs for retarded learners. Consequently, the term diag-
nostic-prescriptive has become popular for describing the relationship between assessment and instruction (Lerrter, 1981)iagnosis refers to identifying thereasons
why students are failing to learn targeted skills. This process could involve pinpointing factors such as a student's learning style, preferred reinforcers, and the
point on a skill sequence where instruction is not leading to student progress.
Prescription refers to the methods and materials teachers choose to use with
students based on the strengths and weaknesses identified during the diagnosis
phase. Thus, the process of teaching is ongoing and all of theparts are interrelated.
A teacher would have a difficult time deciding where to begin instructionwithout a
thorough assessment of the student's present level of performance. The previous
chapter on curriculum design introduced the concept of objective-based assessmentmeasuring learner progress in relation to prestated goals and criteria. The
underlying tenets for the curriculum chapter can also serve as a basis for this
chapter. That is, all students are different, and teachers need to be familiar with
these differences in learning styles before appropriate instruction can be developed
Curriculum design and assessment are interwoven, and one process will not
necessarily precede the other.
The purpose of this chapter is to present teachers with a systematic approach
for gathering assessment data that will be useful inprogram development. Generating assessment data for their own sakewithout a clear, concise plan for why the
information is neededmay be counterproductive. The main goal, then, is to
demonstrate how teachers identify the information that is most important for
developing daily lessons.
98
99
GOALS OF ASSESSMENT
For teachers, assessment increases in importance after students are placed. Students
who have problems are referred to the school psychologist or psychometrist for in-
depth evaluation to determine the most appropriate classroom placement. After

the assessment is complete and an IEP meeting is convened, the learner may be
placed in a special education classroom.
This is when the teacher's job begins. Formal testing done by the school
psychologist is valuable for obtaining general information about the academic and
behavioral performance of students; however, this information cannot stand
alone. In developing instructional programs, consideration must be given to the
unique qualities inherent in each teacher's class. Different professionals have varied
styles of teaching, their classrooms have a variety of materials, and their presentation of skills can be disparate. Consequently, any psychologist will find it difficult
to predict how a student will react from teacher to teacher if only a formal battery
of tests is given in isolation. An alternative is to rely on the assessment of the

teachers who know a student best when planning educational strategies.
For example, Norman's general education teacher realizes that Norman
continues to fall behind the class in reading. This teacher consul,ts with a special
education teacher to develop a comprehensive assessment package that addresses
specific areas delineated as important. The data are then collected by each teacher as
designated. Information gathered from these sources can feed directly into developing an effective intervention for teaching the target skills. Using this system,
eventual placement into special education may be possible. However. Norman's
Assessment identifies information most important for
developing daily lessons. (Courtesy of DLM Teach-
ing Resources, Allen, Texas)

strengths and weaknesses will need to be identified by the professionals working
with him on a daily basis. Transition time should be minimized. Placement into the
special education program will be based on data demonstrating that Norman's
needs will best be met there.
IDEA FILE
Effective special educators need to be competent in several areas ofassessment such
as selecting appropriate tests; correctly administering a variety of tests; managing
records; interpreting results of assessment; and making sound decisions based on
interpreted data (Lund, Schnapps, & Bijou, 1983; McNutt & Mandlebaum, 1980).
In addition, special educators must be thoroughly versed in the legal implications
of assessment (Bateman, 1982).
Nonbiased assessment is an important principle of P.L. 94-142 (see Chapter
One) and should assist in reducing overrepresentation of minority children in

classes for the handicapped (Oakland, 1980). Certain keyelements should be
carefully observed when assessing students for placement purposes.
Students should be tested using instruments dev.eloped in their dominant language
(e.g., Spanishspeaking children should be tested by instruments written in

Spanish).
All medical, visual, and auditory problems and problems resulting from emotional
disabilities should be explored prior to evaluating students for educational deficits
(Gonzalas, 1982).
LEVELS OF ASSESSMENT
Assessment is an ongoing process and should not be thought of as merely an
end-ofthe-week quiz or unit test. Rather, assessment is difficult to separate from
teaching. The most effective teachers may be the ones who use a systems approach
to assessment. These teachers continually sample whether or not they are making
an impact on the lives of their students, constantly probing into the teacher-learner
interaction arid monitoring program effectiveness and subsequent studentprogress
(Scott & Goetz, 1980). To accomplish this, teachers choose from various levels of
assessment that vary in intensity and comprehensiveness to assist them in "draw
ing a picture" of each student's learning style.
Wallace and Larsen (1978) have identified the following three levels of
assessment of learning problems:
1. A survey level of assessment resulting in a measure of general classroom performance and initially identifying that a problem exists.
2. An intermediate level of assessment involving administration of diagnostic tests
designed to further specify areas of difficulty.
ASSESSMENT OF RETARDED LEARNERS 101

3. An intensive level of assessment resulting in a comprehensiveevaluation of the
learner including specific diagnostic testing and a study of the home, health status,
and other factors.
The process of assessment begins with a broad collection of data concerning general
learning problems. As the assessment process continues, the data gathered become
more specific, gradually narrowing in focus until specific learner strengths and
weaknesses are identified. The assessment results also allow teachers to identify the
individual needs of students within different learning environments (Zentall,
1983).
As the LEP is developed, it moves from the broad to the more specific. This
approach relates to the levels of assessment as identified by Wallace and Larsen
(1978) (see Figure 4.1). First, during the survey level, teachers notice that there is a
marked difference between a particular student's performance and that of the rest
of the class. The difference in learner progress usually shows up in general screening procedures initiated by the school system, for example, by administration of
the California Achievement Test (Tiegs & Clarke, 1970) or inclassroom activities
developed by the teacher. Once it is suspected that a problem exists that will
require an extensive change in programming, the teacher begins to gather genera)

assessment data supporting a referral for further analysis (Algozzine & McGraw,
1980). The information gathered at this level (teachermade tests, behavioral
observations, district screening procedures) sets the stage for implementing the
second assessment level needed for IEP development. For example, an elementary
student is rapidly falling behind peers in learning to read. Although instruction
continues, the teacher begins to collect survey data concerning where skillrelated
problems appear to be occurring. In this case, data reveal deficits in letter recognition and decoding. With this information, a teacher can either seek the assistance of
a psychometrist or continue to the next level of assessment independently.
The second or intermediate level of assessment relates to the section of the
IEP dealing with the student's current level of performance. Here the teacher
gathers data from standardized tests, criterionreferenced measures, and more
detailed behavioral observations. These measures can be gatheredfrom different
sources such as other teachers, psychometrists, and social workers. However, the
teacher who is functioning as coordinator organizes the data for a workable
analysis (see Figure 4.2). During this level of assessment, the professional team
(teacher, psychometrist, physical therapist, or other professionals) attempts to
pinpoint specific deficits ui all curricular areas. In addition, information relating to
student learning styles and strengths and potential reinforcers are gatheredmostly as
by-products of the general assessment procedures. For example, a teacher may be
assessing a severely retarded learner for possible parttime enrollment in a community sheltered workshop. At this level, an adaptive behavior scale or behavior
checklist is administered to pinpoint deficit areas that could hinderlearner progress
in a workshop environment. Also, learner strengths are identified to further assist in
programming decisions. Other pertinent information canalso be gathered at this
level including medical workups and shop experience.
Finally, the last level of assessment results in an intensive and ongoing
evaluation of the learner. Gathering information at this level isthe responsibility of
102
Needs Assessment
Learners
Community
Criterion
enced
Tests
Criterion-
Enced
Tests
FIGURE 4.1
Objective_based Assessment Model for Classroom Imp lemesitation
the practitioners who are involved with the learner on a daily basis and who have
the ultimate responsibility for program implementation and revision. This intensive level of assessment involves an ongoing evaluation of learner progress. An
important fact to remember is that by law the LEP must be evaluated once a year.
This requirement may be "too little, too late." The ongoing monitoring of student
performance is the most important assessment task, and this responsibility rests
primarily with teachers. By monitoring the student on a daily basis, teachers can
measure the effectiveness of their instruction and revise it where necessary.
ASSESSMENT OF RETARDED LEARNERS U 103
TEACHERS' ROLE
Data Collector
Data Coordinator
I FIGURE 4.2
Teacher's Role in Assessment Process
The levels of assessment demonstrate important features in their relation to
the IEP process (refer to Figure 3.2, Chapter Three). As professionals move
through the levels, information is gathered in a systematic fashion, moving from

broad to specific characteristics. Systematic assessment procedures allow the professional to function in the same manner as a good detective; each bit of information gathered becomes a clue, and enough clues gradually pinpoint a solution. Data
gathered at the survey level lead the teacher to apply certain tools at the intermediate
level for further clarification. Information gathered at the intermediatelevel needs
further clarification at the intensive level, and the subsequent instructional programming is based on this information. Finally, during the intensive level of
assessment, student progress is monitored for feedback into the instructional
system. The conceptualization of this process of systematically moving from
broad to specific assessment data is important. It is the basis of this chapter. Once
this concept is understood the focus shifts to finding the best sources for collecting
assessment data.
SOCIAL VALIDITY AND ASSESSMENT

If teachers take a close look at their classrooms, curricula and school systems,
they may find that the programs developed for mentally retarded learners are
isolated from everyday community activities. For example, teachers may present
lessons on grocery shopping without allowing the class to visit a market, or they
may teach community mobility skills in the confines of a classroom. These same

problems can be experienced in the assessment process. The psychometrist who
administers a diagnostic evaluation of a learner's computation skills in a strange
room may not get a true picture of how the student performs in the classroom.
Professionals are becoming more aware that the concept of social validity
(Bailey, 1977) requires educational programs to be in the best interest of learners
with regard to both their needs and the needs of their community. The related
concept of ecological validity (Brooks & Baumeister, 1977), views mentally retarded learners in compex interactions with their environments. Methods and
materials for teaching are developed to instruct the learner in those skills appropriate for community life. Therefore, assessment, if it is to relate to the teaching of
community skills, must occur in the learner's natural environments (e.g., home,
neighborhood, worksites).
Examples of ecologically valid assessments can be found in the literature
related to teaching independent living skills to retarded learners. Behavioral observations and records of learner progress including (a) selfcare skills (Fowler,
Johnson, Whitman, & Zukotynski, 1978), (b) community mobility (Cortazzo &
Sansone, 1969), (c) home and life management skills (Robinson-Wilson, 1977),
and (d) leisure activities (Johnson & Bailey, 1977) are made in several settings. The
concept of ecological validity would also support programs that allow learners to
apply academic skills to everyday living experiences as opposed to practicing
academic skills only in workbooks or on dittoed exercise sheets. The charge is to
evaluate student needs accurately. Assessment should be taken out of its traditional
confines and applied to the learner-community interaction.
IDEA FILE
Teaching mentally retarded students skills directly applicable to both their current
and future lives in the community (defined in this text as community valid skills) is an
important concept for programming. Consequently, teachers must first decide

whether what they want to assess is a basic skill to be taught in isolation from the
community (e.g., finding the main idea in a story from a basal reader) or a
community-valid skill (e.g., reading a story from a newspaper and identifying the
main idea). Younger learners will generally spend more time during the school day
working on basic skills in traditional activities. Older learners, however, may be
allowed the chance to apply arithmetic, reading, and writing skills to community
problems. Teachers may wish to consider the following tips as an alternative

approach:
Younger retarded students may benefit from increased exposure to communityvalid basic skills instruction. For example, when assessing subtraction skills the
teacher might present the students with problems relating to the difference in cost
between store items such as toys, candy, and books.
Teachers may be surprised to find that a student can compute the correct change he
receives from a soda machine yet cannot compute the same problem when it is
105
presented on a written test. For a more accurate appraisal of certain skills, teachers
may wish to enlist the aid of parents or volunteers to monitor a student's completion
of such community-based tasks.

As an alternative to writing objectives with traditional academic outcomes, teachers
should consider writing the shortterm objectives on the IEP in terms relating to
community activities. All teaching ofbasic academic skills occurring during the year
would relate to the final community outcome.
Example:
The student will be able to correctly compute the answers to 10 subtraction problems that require regrouping in consecutive places (e.g., 517358).
Alternative:
The student will be able to locate the prices ofused furniture in an ad provided by the
teacher and subtract the differences between two couches, two tables, two lamps,
and two chairs. The prices included in the ad will require the skills of regrouping in
consecutive places.
TEACHER'S ROLE IN ASSESSMENT

We live in a society of specialistsin education, medicine, the trades, and other
fields. In education, the assessment specialists are school psychologists and psychometrists. Administrators and teachers often refer learners to testing specialists for
diagnostic work-ups. Although these professionals can provide useful information,
teachers may in fact be the best, most reliable source of assessment data (Smith &
Neisworth, 1969).
There are definite advantages to giving teachers the central role in learner
evaluation. These advantages were voiced in 1969 by Smith and Neisworth and are
more recently becoming popular with teacher educators (e.g., Howell & Kaplan,
1980). One advantage is that teachers know their students better than anyone else.
This fact is important especially in light of the credence that psychometricians place
on establishing rapport with the learner prior to testing. Teachers generallyhave a
solid rapport and can assess the learner at times and places that are comfortable to
both whereas a professional from outside the classroom is often a stranger with
little hope of observing the learner's true performance. In addition, a professional
from outside must test the student while adhering to a strict time schedule and
subject to availability of testing facilities.
A second advantage to having teachers conduct assessment involves the
contact they have with students. Teachers are in a position to observe students
under varied conditions, including their contact with a variety of peers and others
associated with the school. For example, when assessing the prevocational skills of

a severely retarded learner, a teacher has the option to place the student in different
situations where target behaviors can be observed (e.g., in the lunchroqm and on
the playground). This freedom to alter environments allows teachers to obtain a
more global picture of learner behaviors. Similarly, when assessing a student's

academic skill problems, a teacher can structure activities testing the learner's
ability to apply the target skills to a variety of daily living tasks.
Another advantage of teacher involvement in the assessment process relates
to program development and accountability. Teachers are familiar with the program goals and objectives that they have developed themselves. Thus, they are in
an excellent position to assess students in relation to those goals. Typically,
psychornetrists use standardized tests to measure academic skills that may not
correlate with the curriculum. For example, studies indicate that the Key Math
Diagnostic Arithmetic Test (Connolly, Nachtman, & Pritchett, 1971) omits considerable content (Howell & Kaplan, 1980). Therefore, performance on a standard-.
ized test may not relate to items taught in the classroom at a given time. Teachers
having knowledge of exact program objectives can assess specific skills that are
being required in their classroom. In addition, teachers have the responsibility to
develop educational interventions and continually revise those interventions as

needed. To accomplish this, there must be a system of continuous measurement of
learner progress so that decisions can be made concerning appropriate program
revisions.
Teachers should view assessment activities as part of their instructional role.
The work these activities entail will pay off in the development of more effective
instructional strategies.
Developing Assessment Competencies

This section has presented a case for teachers acting as the primary evaluators of
their students. Obviously, if teachers develop their program objectives and have
the opportunity to observe learners in a number of situations during the school
day, then they are the most likely candidates to administer appropriate assessment
measures to students. What remains, however, is to provide teachers with the
appropriate competencies to effectively measure student behavior. Burnett (1970)
identified competency guidelines for teachers that included the following abilities:
1. Identify useful data from past assessment results and observations.
2. Develop informal assessment measures designed to increase the diagnostic infor
mation about learner characteristics.
3. Analyze data once they are gathered.
4. Apply the analysis to designing educational interventions.
In addition to these competencies, teachers should be able to analyze assessment

data so that they can have adequate feedback for program revision. These competencies provide the scope for the remainder of this chapter.
107
OBJECTIVE-BASED ASSESSMENT
The process of evaluating student behavior in relation to criterion-referenced goals
can be termed objective-based assessment. It is the foundation for assessment models
described by several authors (Howell & Kaplan, 1980; White & Haring, 1980;
Howell, Kaplan, & O'Connell, 1979; Smith, Neisworth, & Greer, 1978; Wallace &
Kauffman, 1978; Wallace & Larsen, 1978; Smith, 1969). The process of assessment
is dynamic in that it is ongoing and totally interwoven with curriculum design (see
Chapter Three). When teachers design program goals and subsequent behavioral
objectives, they have actually developed yardsticks by which they can assess
student achievement. The highlight of this system is simply the organization and
the systematic procedures that it entails.
Teachers begin by identifying the goals and objectives that may be important
to the learners and then assessing them in relation to those objectives. Using a
system of this nature can answer two important questions, namely, "What do I
assess?" and "What do I teach?" This process involves moving from general
learning characteristics to more intensive specific assessment aimed at pinpointing
the exact needs of the learner.
KEY CONCEPTS
The process of assessment is one that moves from screening broad learning
problems to identifying specific strengths and weaknesses. Teachers play an integral
part in every level of assessment and should be active as equal partners with
psychologists, psychometrists, and administrators;
During screening, the teacher may be the first to recognize that a student is having a
problem and refer the student for testing according to district policy. Any informa-
tion that the teacher can provide the psychometrist (e.g., class work, program
objectives) will be helpful.
Information regarding present level of performance for the IEP may be most useful
if gathered by the student's teachers.
Daily monitoring of student progress towards IEP objectives is a must. This

monitoring helps the teacher relate the quality of instruction to how the student is
doing.
Assessment should relate to the activities retarded students will be expected to

accomplish in the community.
OVERVIEW OF ASSESSMENT METHODS

Standardized Academic Measures
Standardized tests are in wide use in the field of education and are also known as
formal or normreferenced measures. These commercially produced measures

require administration by trained professionals, including teachers, and they provide results that allow comparisons between the learner and other students on a
national or regional basis. There are various levels of standardized tests (e.g.,
achievement and diagnostic tests) and methods of administration (e.g., group and
individually applied). Therefore, teachers have a choice of which tests they wish to
administer based on the information they will yield. This chapter does not include a
comprehensive description ofavailable tests, their applications, or their quality. For
that information the reader is referred to excellent books by Salvia and Ysseldyke
(1985), and Wallace & Larsen (1978). An excellent source for critiques of specific
tests is Buros's Eighth Mental Measurements Yearbook (1978).
Professionals may, at times, inappropriately use group achievement tests to
place and subsequently program for learners. Group achievement test results are
valuable only for screening for gross learning problemsa process similar to
finding a basketball in a medium-sized haystack. In the same light, individually
administered achievement tests, although somewhat more appropriate, again only
provide broad information concerning learning problems (see Table 4.1). Teachers
should not feel that results from these tests are futile. Rather, this level of testing
needs to be placed in proper perspective, that is, achievement testing is a method to
quickly ascertain general learner problems and suggest more specific diagnostic
testing. Under no circumstances, at least for retarded learners, are achievement
tests sensitive enough to measure daily progress, much less program effectiveness.
Diagnostic tests generally are characterized by their administration to individuals and their testing of more specific skills in designated subject areas. Therefore, subtests on a diagnostic arithmetic test cover cluster goal areas such as basic
operations, numeration, time, and money. Similarly, a diagnostic reading test

includes subtests covering areas such as word attack, sight vocabulary, and comprehension. These diagnostic tests can provide a global picture (yet one that is more
TABLE 4. 1 Examples of Commercially Produced Tests That Can Provide Information for a General Level Assessment
of Academic Skills
Name of Test
Skills Covered
Appropriateness for Students
Type of Reference
Reading
California Reading Tests

Tiegs & Clark (1970)
California Test Bureau
Los Angeles
Vocabulary
Readihgcomprehension
Grades 1High School
Diagnostic Reading Scales

Spache (1972)
Oral reading
Comprehension
Grades 18

Monterey
Woodcock Reading
Mastery Tests
Letter identification
Word identification
Word attack
Woodcock (1974)
American Guidance Service Word comprehension
Circle Pines, MN
Passage comprehension
Normed
Group Test
Normed
Individual
Grades K12
Individual
Normed
109
TABLE 4.1 (Continued)

Name of Test
Skills Covered
Appropriateness for Students
Type of Reference
Arithmetic
Basic operations
Key Math
Fractions
Connolly, Nachtman &
Numeration
Pritchett (1971)
American Guidance Service Word problems
Circle Pines, MN
Money
Measurement
Symbols
Time
Geometry
Basic Operations
Stanford Diagnostic
Decimals
Arithmetic Test
Fractions
Beatty, Madden, &
Percent
Gardner (1966)
Harcourt, Brace,
Counting
Grades K8
Individual
Normed
Grades 1High School

Individual
Normed
Grades 18
Normed
J ovanovich
Orlando, FL
Spelling
The Test of Written
Dictated words
Individual
Spelling
Larsen & Hammill (1976)
Empiric Press (Pro Ed.)

Austin, TX
General Achievement
Peabody Individual
Achievement Test
(PIAT)
Dunn& Markwardt (1970)
American Guidance
Service
Mathematics
Reading recognition
Reading comprehension
Spelling
General information
Grades K12
Individual
Normed
Circle Pines, MN
General Diagnostic
Criterion Test of Basic

Skills (CTBS)
Lundell, Evans, & Brown
Reading
Arithmetic
Criterion-referenced
Individual
(1976)
Academic Therapy Pub.

San Rafael, CA.
Brigance Diagnostic
Inventory of Basic
Skills
Brigance (1977)
Curriculum Associates
Woburn, MA
Readiness
Reading
Mathmatics
Language Arts
Very comprehensive
All students with academic
learning problems
Individual
Criterion-referenced

detailed than achievement tests) of a learner's abilities in a particular subject area in a
relatively short time. A test of this nature also allows teachers to use systematic
procedures when students first enter their programs. This characteristic of diagnostic tests is valuable, especially when a new student is placed with a new teacher
and a quick, relatively reliable technique is needed to profile the learning needs of
the student (See Table 4.1).
Master teachers who have indepth experience with academic evaluation
realize that information from an achievement or diagnostic measure has minimal
value when the test was administered by another professional. In cases where
someone other than the teacher administers a test, various problems associated
with standardized testing such as overgeneralization of findings, lack of teaching
information, and child/administrator variability become accentuated (Wallace &
Larsen, 1978). Therefore, the relative usefulness of these types of evaluations relies
on whether or not the teacher can participate with the student in the testing process
to view behaviors and become familiar with test content in relation to program
goals.
This section has presented some ofthe more cogent and pragmatic arguments
concerning standardized academic testing. Readers will notice the lack of discussion concerning measures of intelligence. This omission was not an oversight, but
a planned strategy to make a point. Setting aside all arguments either supporting or
refuting the value of intelligence testing, scores yielded by these measures have
almost no benefit to teachers in designing educational programs for retarded
learners.
The IQ score generated by intelligence is an indicator ofthe relative success or
failure of a student in the academically based public school system. Therefore,

these scores are used as one of several indicators for initial identification and
placement. Programming concerns for retarded students begin where the identification (screening) process ends. The role of teachers is in program development
and in realistically identifying the curricular areas of benefit to retarded learners.
With this in mind, the next section is concerned with a general level of assessment
of those skills that benefit retarded learners by assisting them in becoming as
independent as possible in community living.
Standardized Social Competency Measures

The prevailirg goal of many special educators is to teach academic skills by relating
them to community living skills. Therefore, the logical connection with social
competency, or more appropriately, independent living skills, is evident. Adaptive
behavior scales are measures used at the general level of assessment to assess the
independent living skills of retarded learners (see Table 4.2). Generally, adaptive
behavior scales incorporate various categories such as interpersonal relations and
selfhelp skills, allowing professionals to rate learners on a graduated scale. In order
to rate a learner, the professional must either interview someone who intimately
knows the student (teacher, parent) or have contact with the learner in observable
situations.
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The use of adaptive behavior measures constitutes a general level of assessment designed only to identify the global strengths and weaknesses of the target
learner. Inherent problemsthe high degree of subjectivity in rating, for examplepreclude these devices from being useful for specifically monitoring student progress or assisting in program accountability (Childs, 1982). Adaptive
behavior scales are also useful in obtaining a relatively fast assessment of students'
severe deficits that hinder independent living. In addition, once a learner's global
deficit areas and relative strengths have been identified, the teacher can proceed in
identifying appropriate assessment tools that will be more specific in pinpointing
areas needing matching interventions.
Criterion-Referenced Testing
Technically, criterionreferenced testing and informal assessment are different.
Criterion-referenced testing (CRT) is based on a behavioral objective including a
specific criterion that a student must meet to master the task, while informal
assessment involves measuring the learner in relation to specific content with no set
criterion. In practice, the two forms of assessment have essentially become synonymous. What actually occurs at this level of assessment is a combination of the two
procedures; objectives for a student are based onpreset criteria, and yet the learner
is informally tested without the specific directions and normative data of formal
tests. For purposes of clarity, the term criterion-referenced tests will be used here to
include components from both procedures.

CRT should not be viewed as unsophisticated or unsystematic because it is
referred to as informal testing. On the contrary, this particular type of assessment
can yield the most important and often most intensive information for program
development. At the specific or intensive level of assessment, teachers identify
from general information gathered (e.g., formal procedures at the global level)
exactly what areas of learning need further scrutiny. Using CRT, the teacher can
design very specific measures to assess learner performance based on objectives in a
specific area of the curriculum. For example, a teacher may have information on a
severely retarded student obtained from administration of a Cain-Levine Social

Competency Scale (Cain, Levine, & Elzey, 1963). Data from this measure may
indicate that the learner is performing below a designated norm in communication
skills, specifically in the area of communicating wants or needs. This information
is important because it alerts the teacher to initial problems; however, there is
generally not enough information provided to make appropriate programming
decisions. Therefore, the teacher would then develop objectives specifying the
conditions under which the behavior will occur (e.g., when the class is questioned,
the student will communicate the need to use the restroom facilities) and with a
preset criterion (e.g., successful elimination after each request).
A similar illustration of assessing academic performance of a mildly retarded
student might begin with information from a diagnostic reading test identifying
severe deficits in decoding skills (see Table 4.1). The next step is to further assess
each of the decoding areas that is suspect by first developing behavioral objectives
113
that relate to each identified skill. An example of an objective that could be used as a
basis for intensive assessment might be:

Context: Given a printed list of 20 prefixes.
Outcome: Student will be able to point to each prefix and say it correctly.
Criterion: 18 out of 20 correct.
In this case, the teacher now can develop a test and obtain a measure of student
performance based exactly on the objective. Similar objectives can be written for
each of the skills within the cluster goal of decoding using various commercially
produced scope and sequence charts for guides (see Chapter Three).
The preceding section on CRT was designed to describe how assessment
moves from the formal or general level to the informal and more intensive level of
measuring learner performance. Within this intensive level of assessment there is
an additional method of gathering data that is often the most valuable techniquefor
measuring specified behaviors of retarded learners. Systematic observation allows
the teacher to assess the learner's application of skills or identify the lack of such
skills in naturalistic settings (classrooms, community environments) on a daily
basis. If observation measures are designed and implemented appropriately, reliable information can be gathered that meets the rigorous standards of social
validity.
Observation as an Assessment Tool

The foundation for designing a high-quality observation system is the operational
definition of the behavior(s) in question. If the behaviors have not been defined in
terms that are measurable (i.e., they can be seen, heard, or touched), then the data
collected by the system will be questionable. The test for defining a behavior is
simply this: Can two independent observers record the defined qualities of the
behavior and be fairly reliable as to the occurrence or nonoccurrence of the stated
qualities (at least 80% of the time)? This requirement of defining behaviors in
observable, measurable terms can be met provided the behavioral objectives for the
student are written accurately. That is, if the context, outcome, and criterion are
included in the objective, the necessary components for observation will be

present.
CASE STUDY
Laronda was a student in Mr. Moss's class who was exhibiting behavior problems.
One day in the teachers' lounge Mr. Moss lamented that Laronda was driving him
crazy by acting out more and more frequently.

"I know what you mean," said Ms. Barnes. "She's acting out more in my
class too. Why, just yesterday she spent my entire math period passing notes to her
friends!" Mr. Moss looked at her with a puzzled expression. "That's interesting.
But when I say she's acting out I mean that shejumps out of her seat during lessons
to do things that can wait until a later time."
Listening with interest was Mr. Vader, the school psychologist, who had just
finished reading an article about observation and analysis of behavior. "The

problem you two are having," he said, "is that you both have different ideas about
what the problem is. You need to operationally define 'acting out' as a class of
behaviors."
After Mr. Vader explained to Mr. Moss and Ms. Barnes that operational
definitions describe the behavior in such a way that it can be either counted
(number of times the behavior occurred) or timed (how long the behavior was
exhibited), the teachers set about trying to be more precise. The operational
definition they devised would now allow them to assess Laronda's unproductive
behavior:
Acting out occurs when Laronda ceases doing the assigned task either by looking
away from her work for more than one minute or by standing and leaving the work
area. If Laronda looks away or stands in order to ask a question about her work, it will
not be counted as an occurrence of acting out.
Another component of systematically observing behavior results in the

recording of events other than the behavior itself (Mercer & Mercer, 1981). In
order to adequately assess behaviors in relationship to a learner's environment, the
teacher must also record events that happen prior to the target behavior (antecedent
events) and events occurring after the behavior (consequences). The same criterion
of rigor in behavioral definitions holds true in either case. Knowledge of such

occurrences is vital when assessing learner behaviors, because teachers can more
appropriately design an intervention when they can make decisions based on
events that are influencing and interacting with the student in question.
Recording Systems
Once impqrtant behaviors have been defined in observable, quantifiable terms, the
next step involves designing an appropriate measurement system for collecting the
necessary data. Hall (1971) identified five techniques that can be used to record the
frequency of defined behaviors: continuous recording; event recording; duration
measures; interval recording; and time sampling procedures.
Continuous recording systems allow the teacher to observe and record in

anecdotal format behaviors occurring at a given time. This system requires the
observer to state the specific behaviors in operational format. Continuous recording systems are useful in identifying those antecedent consequences that are important for eventual programming. For example, if a middle school EMR student is

engaging in a number of fights while attending mainstreamed classes, the teachers
involved first record all the happenings prior to each fight. If there is an
obvious cause such as the student's reacting to being called "retard," the teachers
will have a better idea of how to correct the problem. Continuous recording
should, in most instances, be a first step because the recording of antecedent events
can often lead to a common-sense solution.
A second type of recording system is called event recording. This system

involves a simple frequency count, noting the occurrence of specified behaviors.
For example, a teacher may record the number of times Jeff pokes his peers during
the school day or the number of times Theresa has a temper tantrum.
Duration recording is a useful measurement system for those behaviors that
do not have a clear onset and offset. That is, teachers come in contact with
behaviors that have no discrete reference points, making it impossible to count the
number of times the behaviors occurred (e.g., some types of off-task behavior such
as daydreaming). When dealing with behaviors of this nature, it becomes necessary
to measure the behavior in terms of the length of time that it occurs, noted as
duration of occurrence. Theresa's temper tantrum is a behavior that can dictate the
type of measurement system used. If the temper tantrums are short and have a clear
beginning and end, a simple frequency count could be used. However, behaviors
such as this ordinarily do not occur in a nice, concise form. Spontaneous outbursts
often occur in varying lengths and intensity, making them diffitult to predict.
Therefore, a duration measure can be used to assess the length of the occurrence.
Subsequent interventions will be designed to shorten the duration of the behavior.
A fourth observation system measures behaviors that are erraticthose that
start and stop or continue for long periods without warning. Interval recording
systems are characterized by establishing a defined period of time (e.g., 10 minutes)
and dividing that time period into standard subcomponents (e.g., 20-second
intervals). Observers can then watch a behavior in relation to each interval and
record either of two possibilities: (1) the behavior occurred or did not occur during
the interval (frequency); or (2) the behavior lasted for the entire interval (duration).
Over the period of 10 minutes in which the behavior is recorded, the teacher can
compute the total data, such as the percentage of time that behavior occurred or the
total length of time the behavior was exhibited. Information such as this gives the
teacher a benchmark to compare the resulting behavior with after the intervention
has been implemented (e.g., percentage of intervals when the behavior decreases).
Time sampling, another technique used to measure behaviors, is a method
similar to interval recording twith one important difference: the observation is not
continuous. Teachers may not have the time to watch target learners continually.
Instead, teachers may interrupt their schedule occasionally to observe and record
certain behaviors. For example, a teacher may look up from a group lesson every 5
minutes to record whether a student working independently is on-task. Similarly,
a teacher may record behaviors of a group interaction where different students are
observed and their behavior recorded every 3 minutes. In either case, this system
allows teachers the freedom to perform additional tasks along with the observation
process.
115
Task Analysis and Assessment

Task analysis actually has two uses. First, a task analysis allows the teacher to
develop a management system that structures a learning task in a logical teaching
sequence. This use of task analysis relates it to curriculum design. Second, task
analysis can be a method of assessment when it is used to compare learner progress
to specific steps in the instructional sequence. The use of task analysis as an

assessment tool is discussed here.
The skill of developing task analyses should be practiced based on the

information presented in Chapter Three. If there were a request to analyze the goal
of division or the goal of self-feeding, the teacher could develop a breakdown ofthe
steps involved in sequential order from least to most demanding. These substeps,
when learned in the same order, would lead the student to perform increasingly
more complex tasks. Repeating this process for a specified mmber of behavioral
objectives would result in the learner's being proficient in the given cluster goal
area. The relationship between task analysis and assessment will be further clarified
in the following paragraphs.
Each step on a given task analysis is the yardstick by which to assess student
performance. For example, a behavioral objective under the self-feeding cluster
may state, "Student will be able to swallow pureed food when presented by the
teacher." This objective will be broken down into dditional components that may
include (1) opening mouth with prompt; (2) allowing teacher to place food in
mouth; (3) keeping food in mouth; (4) closing mouth; (5) swallowing food after
throat has been stroked; and (6) swallowing food without assistance of prompt.
Using the objective and its components as an assessment tool, the teacher then
merely records how the learner responds at each level of the instructional analysis.
Given a task sequence of academic skills, the teacher can follow the same pro
cess(see Figure 4.3).
Using task analysis as an instructional tool has become increasingly important to teachers.)Once a task analysis of a particular skill area has been completed,
the teacher has a "blueprint" for assessing behaviors,teaching new skills, and
subsequently modifying the program. This flexibility in the task analysis approach
also allows it to work well in conjunction with other assessment techniques.
Task analysis is not, however, a casual process. The ability to develop

highquality task sequences involves a logical thought process and the ability to
observe the fine details of how a task is completed.
For e!ample, a task analysis of reading comprehension might include basic
steps such as identifying the main idea, pinpointing details, drawing logical conclusions, and making inferences. These areas may be broken down further, however,
with the sequenced skills written in behavioral format. The teacher then develops
criterionreferenced tests or administers a standardized test to gather information
on student progress in each of the stated areas. Similarly, a task analysis for
teaching the motor skills necessary for a profoundly retarded learner to hold her
head up might entail various steps; for example, holding the head up at one-, two-,
or threesecond intervals while sitting and while lying on the stomach. These steps
could also be incorporated into various activities such as eating. In any case, once
I __
Task analysis helps the teacher to structure a learning task in a logical teaching sequence and to assess learned behaviors. (Courtesy of
Glynn County Public Schools, Georgia)
Goal Area:
Phonetic AnalysisReading
Cluster Goal:
Student will be able to recognize and read in context words

containing consonant variants.
Short-term Objective:
Second grade passage to be read orally.
Context:
Outcome:
Criterion:
Subs kills:
Words, including all consonant variants.

95% of the targeted words must be correctly read.
Soft or hard c
Soft or hard g
Silent sound of letter when in kn, wr, gn blends
Final sounds of gh/f
FIGURE 4.3
Sample Task Analysis for One Area of Phonetic Analysis of Reading.
117
the blueprint of the task analysis has been developed, the teacher can include an
observation component that allows a trained observer to record student progress.
This section includes assessment techniques that should be used, and in most
cases developed, by teachers for collecting assessment data on mentally retarded
learners. Data must be interwoven with program development and teaching,
allowing the results of assessment to aid the teacher in making appropriate instructional decisions.
Scores can provide valuable information for monitoring purposes, just as a
body temperature that is too high or too low can indicate the presence of a health
problem. Assessment scores, such as a score from a standardized reading test indicating a deficit area in decoding, can be valuable to a teacher when they are
(a) based on preset criteria, or (b) used for global assessment purposes. Unfortunately, some teachers may find themselves totally relying on various test scores. For
example, to such teachers grades may have become an end in and of themselves
instead of being the monitoring system they are intended to be.
KEY CONCEPTS
Standardized tests are helpful for identifying severe deficit areas in both academic
and social skill areas.
Standardized diagnostic tests of academic skills are most useful when givenby the
teacher because the teacher can observe student behavior and error patterns that will
have an effect on the student's behavior in his or her classroom.

Criterion-referenced tests (CRTs) can be either commercially produced or developed by the teacher. They are developed from specific objectives, allowing the
teacher to compare the student's performance in relation to certain skills instead ofin
relation to the performance of other students.

CRTs often provide the most useful information relating to classroom programming because they can be developed with a specific skill area in mind. For example, a
teacher working on fractions can develop a CRT that intensively assesses a student
in only that area.
Observation is a valuable assessment tool, especially when dealing with social

behaviors, independent living skills, academic skills that are being applied to commu-
nity problems, and vocational skills.

Taskanalysis is both an assessment and teaching tool, providing the teacher witha
device to monitor a student's performance against a series ofsubskills. This approach
allows the teacher to identify exactly where the student is having difficulty and
where to begin instruction.
Teachers must analyze learner responses to identify error patterns and aras
of strength. This process is opposed to viewing a set of scores as the end product of
assessment. Gathering only scores from standardized assessment batteries provides
little, if any, useful information for teaching. Conversely, teachers should gather
assessment data that allows them to make competent programmatic decisions. The
119
next section of this chapter presents a pragmatic approach to gathering useful data
that will assist the teacher in developing effective educational interventions. The
format of the following section is based on the IEP process, following sequential
steps to demonstrate the importance of assessment and the kind of data needed to
develop effective programs.
ASSESSMENT AND THE IEP

Initial assessment of learners to establish their present level of performance provides the foundation for future program development. This level of assessment is
crucial for identifying the needs of the student where more intensive investigation
is necessary. The teacher's responsibility for appropriate assessment of the learner
is paramount, and it begins before the IEP meeting convenes. The teacher plays an
important part in the data collection and program development process as well as
being an advocate for the student.
Present Levels of Student Performance

Information for establishing a student's present level of performnce is collected
from three sources: cumulative records and an interview of the student, the
parents, and past instructors; standardized tests; and criterionreferenced measures
(including observation of student behaviors). The information from these sources
must be collected and analyzed prior to IEP development if the data are to be of
practical use.
First, a careful inspection of cumulative records, followed by an interview,
can produce a wealth of information that will point to the next step in the
assessment process. Moran (1979), for example, found that cumulative records can
yield valuable data such as deficiencies in academic and social areas, age at onset of
difficulties, absenteeism, and testing results in comparison to classroom performance. Identifying noticeable deficits in student behavior can save time when the
teacher is deciding the types of diagnostic measures to use. For example, achieve-
ment test results located in a learner's record may indicate severe problems in
reading. This information can save time by alerting the teacher to this area for
intensive analysis. Similari), information from previous adaptive behavior scales
and behavioral checklists can pinpoint areas for further inspection without the
teacher's having to repeat screening procedures.
The age of onset of learning problems is especially important for profiling
academic skills (Moran, 1979). If records show that the student demonstrated
problems when entering school (which should be the case for mildly retarded
learners), the indication is a developmental disability. Learners whose deficits do
not appear until later grades, however, generally demonstrate learning problems
resulting from sources other than mental retardation. This data could aid in
interpreting poor test results and signal that placement in classes for the mildly
retarded would be inappropriate.

Two final areas indicating the need for more specific assessment are absentee-
ism and discrepancies between records and classroom performance. Carefully

scrutinizing absentee and health records can pinpoint when in a student's career a
long illness occurred. This may point to deficits in skills normally taught at that
time (Moran, 1979). Absentee and health records can also supply information
concerning when during the year certain students may be absent (e.g., in cold
weather) and pertinent information concerning vision or hearing, as well as possible medical problems. This level of assessment provides valuable clues to the types
of standardized and/or criterionreferenced measures that will be necessary for
further analysis.
When information pertaining to student performance on a standardized

measure is presented to a teacher, it may have little meaning for program development. Often the most valuable data provided by measures of this nature are not test
scores. Rather, the most useful information is what some professionals call "byproducts" of assessment. These byproducts are what constitute learner characteristics that can only be observed by the astute assessor. Besides the obvious data
generated by administering a particular type of test, information such as the

following should be noted:
1. Preferred modality: Does the student respond better to visual, auditory, or tactile
stimuli?
2. Learning style: How does the learner respond to unfamiliar questions? Will the
learner guess (risktaker) or refuse to answer (failure avoider)?
3. Information processing: Does the learner reason through an answer or quickly
attempt the first answer available?
4. Error patterns: Does there appear to be patterns of errors that occur in specific skill
areas?
5. Reliance on assistance: Will the learner attempt to work on the solution to a question
alone (independent learner),or does the learner demand constant feedback with
questions such as "Is this right?" (dependent learner)?
6. Hierarchy of reinforcers: What types of initial reinforcers appear to have positive
effects on the learner (e.g., smiles, "good job," etc.)?
To obtain such valuable information, the teacher should have first-hand

experience with testing the learner. This can be obtained by closely observing the
learner while administering standardized measures.
IDEA FILE
Assessing a student's modality preference and whether or not any changes can be
effected in identified deficit areas is a highly controversial issue (e.g., Kavale, 1981;
Sternberg & Taylor, 1982); however, there appear to be some data supporting the
need to identify preferred modalities when assessing academic skill areas (e.g.
Kampwirth & Bates, 1980; Tarver & Dawson, 1978).
Mildly retarded learners could probably benefit if teachers could identify

their modality strengths because teachers could then present some information in
ways that were easier for the students to grasp. For example, a student with strong
auditory perception skills might be allowed to listen to stories on tape while
reading a corresponding manuscript.
Assessing Skill Areas with Standardized Tests
Standardized tests also provide a quick, relatively accurate measure for assessing
skill areas. For example, the administration of several academic diagnostic tests
provides a general profile of student strengths and weaknesses in the designated
area. These measures then can identify skill areas where more intensive assessment
is necessary. The information generated from these measures can also be of

sufficient detail to develop objectives for the IEP. However, before the IEP can be
translated into an implementation plan, the teacher will have to gather more
intensive information. One word of caution: Students can perform less than their
best when presented with a standardized test (Moran, 1979). Teachers should not
underestimate the extent to which a student can perform. Often, a student's

performance is less than his or her potential for progress.
Teachers may find it impossible to collect data using standardized tests. In
this case a number of less formal measures are available including behavioral
checklists, informal reading inventories, and teachermade tests, among others.
The goal of administering these measures is the same as it would be if formal tests
were used: to establish a global learning profile of the student.
Constructing the Performance Profile
Before an IEP can be adequately developed, a profile of student performance

relating to predetermined goals and objectives is required. Therefore, the standardized and CRT measures administered during this pre-IEP level of assessment relate
specifically to those outcomes. Once data have been collected and analyzed relative
to goals, it will be time for the teacher, parents, and supporting professionals to
meet for detailed program development.
For example, the cumulative record of a profoundly retarded learner may
contain anecdotal reports denoting questionable selffeeding skills, possible self
abusive behavior, and no apparent toileting programs. This information, although
valuable for setting parameters for additional assessment, is far too general for use
in making programming decisions. To obtain more specific information the

teacher may have to coordinate and in some cases implement the following
assessment activities:
1. Request a physical therapist to develop a motor assessment profile.
2. Request a complete medical profile if one is not available (including types of drugs
administered and their effects on programming, e.g., drowsiness).
121

3. Administer an adaptive behavior scale to former teachers and significant others.
4. Observe the learner in his or her current placement and continuously record
learner movements, responses to stimuli, and other behaviors.
5. Request a communication profile from the language specialist.
6. Meet informally with each member of the assessment team to. discuss the findings.
7. Notify the school administration that sufficient information has been gathered to
conduct the LEP meeting.
Importance of the Teacher's Role
Two crucial points are implicit in the seven assessment activities listed. First,
teachers may feel that coordinating these activities is not part of their job and will
result in additional work. This attitude may be difficult to overcome. Teachers
need to realize that a process of this nature actually saves time and can result in less
work for the teacher. When learners are placed in a program, the teachermay have
to rely on information provided by people they have never met, and information
about important areas may not be available. The result is that the teacher must
perform additional work to assess the learner adequately, and these tasks have to be
completed while responsibility for the rest of th class is pending.
The second point involves the pivotal role of the teacher in the assessment
process. In each of the seven assessment activities listed, teacher involvement is
vital for two reasons: (1) the teacher can ensure that skills important to the student
and related to the classroom are assessed; and (2) the teacher benefits from the
knowledge of the specialists and can assimilate data concerning the learner. This
last point assists in the development of the more intensive assessment activities
needed for program implementation.
The same seven assessment activities would be applied with mildly retarded
learners, substituting the use of academically related measures in steps 3 and 4 and
eliminating or including assistance from other professionals as needed (e.g., voca-
tional educator). Whatever modifications are made, the process is the same,
culminating in information used for IEP decisions.
The next step in the assessment continuum occurs after the IEP has been
developed and involves the implementation plan, including the instructional objectives. This level of assessment includes the intensive activities that will be used
for both ju4ging learner performance and monitoring student progress.
IDEA FILE
Error analysis is a vital component in the assessment process that is becoming more
popular with special educators (e.g., Howell & Kaplan, 1980). Essentially, error
analysis involves carefully reviewing a sample of errors that a student is making
and hypothesizing the cause for the student's mistakes. This approach should be
used with both standardized and criterionreferenced measures by recording the
stimulus that was presented to the student and the erroneous response given.
123
The method presented by Howell and Kaplan (1980) is a simple, yet effective
one for teachers to use. Their approach is to develop a table such as the one shown
in Table 4.3 and record student errors as they occur.

Analyzing the mistakes of learners appears to be a more important end
product of assessment than the mere recording of scores. The error analysis allows
the teacher to locate a student's current level of performance in relation to a scope
and sequence chart and begin teaching from that point.
Assessment for Revision: Ongoing Monitoring of Learner Progress
Formative Evaluation
Formative evaluation involves a continual monitoring of student progress. Performance is measured against preset instructional objectives chosen specifically for the
individual learner. The assessment tools available to the teacher for this level of
intensive inspection of skills include both criterion-referenced tests and behavioral
observations.
The reader is referred to the example in the previous sectiqn involving the
profoundly retarded learner. At the first level of the IEP, the behavioral objectives
indicate that instruction is necessary in all areas of selfhelp skills (e.g., eliminating
self-abusive behaviors and developing self-feeding and toileting skills. Using the
example of selffeeding skills, the teacher would devise a systematic observation
system to record existing sucking skills, types and frequency ofjaw movements,
frequency of tongue thrusting, and other behaviors. During initial assessments the
adaptive behavior scale may have indicated a deficit area in the learner's ability to
keep food in his mouth rather than in the precise learner movements stated above.
A more intensive evaluation would involve counting the number of tongue thrusts
occurring under different conditions and at different times. Assessment information of this nature provides a baseline as well as information affecting the type of
intervention needed to dectease the number of tongue thrusts, thus facilitating

appropriate eating responses.
A similar example can be given for assessing an academic skill. Global
assessment procedures may have identified a deficit area in fractions, as pinpointed
TABLE 4.3 Student Error Record

Stimulus
195
x7
1365
SHOW
BOY
Response
195
X7
735
SHOE
BY
Assumed Cause
Cannot carry in consecutive places.

Does not read diphthongs
in context.

by the Key Math Diagnostic Arithmetic Test (Connolly, et al., 1971). From these
data and other information (e.g. cumulative records, CRT) adequate behavioral
objectives could be written for the IEP. From this point, teachers would devise
both criterion-referenced tests based on their instructional analysis and subsequent
objectives similar to the following:
Behavioral Objective 1. 1
Outcome: 20 numbers including decimals (e.g., 1.75)
Context: Student will be able to correctly write the equivalent fraction.

Criterion: 80%
Instructional Objectives:
Divide figure into designated number of parts.

1.12 Write fractional parts into which a whole has been divided.
1.11
Given a complete instructional analysis of,the fraction area (available in a

number of scope and sequence charts and commercial teacher manuals), the teacher
can intensively assess the learner in relation to the stated objectives. When this step
is completed, the teacher will have a profile of the learner's abilities.

Assessment-Instruction Interaction
What occurs in a process of this nature is simply a sequence involving assessment

instruction, and so forth. Explaining differences between the two steps is difficult
since they are interwoven throughout the instructional process. For example, a
teacher instructing severely retarded learners to brush their teeth will be providing
the necessary prompts and reinforcers to increase the probability that the students
will master each instructional objective. In addition, that teacher will be recording
the success rate of the learners for each objective, thereby collecting ongoing
assessment data. Similarly, when a teacher administers to a mildly retarded learner
a short test designed to measure progress in reading comprehension, that teacher
will spend time reviewing the test with the learner to reinforce appropriate answers, correct existing errors, and generalize skills to the next step in the instructional sequence. In this case interfacing occurs between assessment and instruction.
Probing
Probing is a technique of assessment that results in an ongoing profile of learner

progress. The techniques used to probe learner behavior are tools that have been
ASSESSMENT OF RETARDED LEARNERS U 125

discussed throughout this chapter: criterionreferenced tests and systematic obser
IEP is that they are
vation. A unique feature of probes that relates directly to the
frequent and, if possible, they should occur daily. This principle of frequent
retarded students learn at a
monitoring is important. By definition, mentally
slower rate resulting in less obvious gains. Therefore, frequent probing is important because any gains that are made should be an indication of program effectiveness. Conversely, if no student progress occurs the teacher is alerted to program
materials,
inadequacy. With frequent probing, ineffective teacher techniques,
and/or reinforcers will be identified and modified, thereby reducingthe amount of
time needed for instruction. With all the extra activities and unseen events that
occur during the school day, every minute of instructional time is valuable.
A typical sequence of teaching events usually involves scheduling a short
time each day for individualized instruction in all categorical areas. That is, for a
mildly retarded student the teacher ensures at least 5 minutes of onetoone
instruction in the academic areas designated by assessment data. Also, the teacher
arranges for individual guided practice time for the student on the instructional
objective(s) covered during the session. The teacher eventually presents the learner
Interfacing between assessment and instruction occurs when the teacher reviews
tests with learners to reinforce appropriate answers, correct existing errors, and
generalize skills to the next step in the instructional sequence. (Courtesy of
DLM Teaching Resources, Allen, Texas)
with a CRT covering what the student was targeted to learn, attempting to
measure whether the instruction had an impact. By applying probes of this nature,
teachers gather information from assessment measures that are sensitive to student
progress. Based on data from the probes, teachers subsequently can make decisions
as to whether more practice is needed before continuing to the next objective, a
revision of the instructional intervention is required, or the skill has been mastered.
Examples of Ongoing Assessment
To illustrate the important points concerning assessment and its relationship to

program evaluation and revision, two brief examples concerning both academic
and vocational skill areas are presented here. In the first example, an instructional
sequence is to be designed to teach subtraction with the final objective that the
learner will subtract by regrouping in alternate places. A typical instructional
analysis of subtraction might include at least the following instructional objectives:
1.1 Context: Given worksheets requiring written answers,

student will be able to
Outcome:
Correctly compute subtraction problems.
1.11 With no regrouping.

1.12 Regrouping in each of the decimal places.
1.13 Regrouping consecutively.
1.14 Regrouping alternately.
Criterion: Between 80% and 90% per worksheet
Percentages are usedas a quality measure of student performance in this instance

because the teacher probably will change the number of problems that will be
included in each probe. If the number of problems changes from day to day, a
measurement system that will allow comparison between daily performances is
necessary. In other words, criterion requirements stated in terms of four problems
out of five correct or eight problems out often correct cannot be compared because
the total number is different. However, if they are converted to percentages, the
results become 80% and 80% respectively, demonstrating that the ldrner is
maintaining the quality of performance. Figure 4.4(a) presents an example of how
an assessment profile in subtraction can be obtained on a student.
The original CRT of the most complicated subtraction problems indicated a
severe deficit in that area, which alerted the teacher to begin instruction with simple
facts. The first two sessions resulted in a review for the student based on the scores
of both probes. Instructional objective 1.13, however, indicates that the student
probably is just learning regrouping in each of the decimal places and the current
mode of instruction is having no effect. In this case, the teacher might have decided
to break down the instructional sequence into finer steps that included each of the
separate decimal places.In addition, decisions to add different or additional cues,
change reinforcement schedules, and use more modeling may be made to increase
Cluster Goal (1.0):
SUBTRACTION
Behavioral Objective (1.1): Given 15 worksheet problems concerning
regrouping alternately, student will be able to correctly write the

answers.
Instructional Objectives: Given worksheets requiring written answers,
student will be able to correctly compute

1.11 Simple facts
1.12 No regrouping
1.13 Regrouping in each of the decimal places
1.14 Regrouping consecutively
Assessment Results:
Criterion
Expected
Objective
Preinstructional B.O. 1.1

assessment:
Probes:
1.0. 1.11
1.0. 1.12
1.0. 1.13
1.0. 1.13
Decision to
revise 1.0. 1.13
instruction: 1.0. 1.14
1.0. 1.14
B.0. 1.1
Criterion
Obtained
90%
0%
100%
100%
90%
90%
100%
100%
70%
70%
90%
90%
80%
90%
90%
90%
90%
90%
FIGURE 4.4(a)
Sample Assessment ProfileSubtraction
the probability of learner siccess. In any case, these data indicate that the student
met the criterion after the program revision was made. Figure 4.4(b) is self
explanatory, demonstrating the eventual learner success at mastering the unit
objectives.
A similar example of how ongoing assessment provides teachers with data
for program revision can be illustrated by a process for developing vocationally
related skills in moderately and severely retarded learners. To summarize the initial
steps, both the special education teacher and the vocational education teacher work
together to gather preliminary information about each student's present level of

performance. Subsequently, this dual educator team provides the IEP participants
127
12N TEACHING RETARDED LEARNERS
I FIGURE 4.4(b)
Example of a Graph Depicting a Profile of a Student's Progress in Subtraction
with suggestions based on their findings as to what goals and objectives would be
beneficial for the learners. Once the decision has been made concerning modified
placement either in an occupational readiness program or a combination readiness
and occupational preparation program, the team applies curriculum modification
procedures (see Chapter Three) to develop appropriate instructional objectives.
For example, a moderately retarded learner who
appropriate adaptive behavior and motor skills may benefit fromdemonstrates
vocational training in a horticulture cluster. The following cluster goal and objectives highlight one potential
curricular area: horticulture.
Cluster Goal ?.O: Transplanting

Short-Term Objective 2.1: Given any potted plant, with verbal directions to transplant it to another container, student will be able to gather necessary materials and
reroot the plant so that at least 98% ofthe repotted plants survive for a minimum of
two weeks.
Sample Instructional Objectives: Given materials and verbal directions, the student
will be able to:
2A\ )u&ge vihet'her or not a phnt needs watering.
Vocational skills such as gardening illustrate the importattce of assessment and its relationship to program evaluation and revision. (Cour-
tesy of Kay Shaw)
2.12 Sufficiently water1a plant.

2.13 Transport potted plants without dropping.
2.14 Handle a nonpotted plant without damage.
2.15 Root a nonpotted plant.
Etc.
The objective reflects the content area knowledge of the vocationaleducator and
a technique for assessing contributed by the special educator.
A task analysis format is used in assessing the ongoing performance of the
student. Figure 4.5 presents an example of a task analysis including the instruc
129
130
Goal Area:
Horticulture
Cluster Goal:
Student will be able to transplant plants.
Short-term Objective: 2.1
12
Subskills
SE
Judge whether or not the plant needs watering.

Sufficiently water the plant.
Transport the potted plants without dropping.
Handle an unpotted plant without damaging it.
Root an unpotted plant.
GG
GG
GG
GG
45
I
S S
78
0 N
G VI
Code
VI: Student completes task with only verbal instruction.

M: Student completes task with only teacher model.
PP: Student completes task with only physical prompt.
G: Student completes task with only guidance.
FIGURE 4.5
An Example of a Task Analysis Recording Sheet for Horticulture
tional objectives outlined above. Both educators have contributed to developing
this tool. However, once the analysis form has been devised, the vocational
specialist can use it to monitor the progress of the learner. As instruction continues,
the teacher observes that the student is having difficulty progressing with both
instructional objectives 2.14 and 2.15. Using this assessment data, the dual educator team can decide what revisions are needed to increase the probability of learner
progress. For example, the data presented in Figure 4.5 should alert the teachers to
problems the student is having with controlling fine motor movements. When
presented with the delicate task of handling unpotted plants without precise
guidance from a teacher or peertutor, the student damages the plant. In this case,
program mdification would require introducing additional instructional objectives that would allow the student to practice control of fine motor movements.
This section has described the process of applying ongoing assessment techniques in an effort to monitor student progress for program revision. The two
examples presented provide a basis for understaiding the use ofassessment data on a
continual basis. What remains is to "take a step back" to view the entire instructional system as a whole instead of daily interventions. To accomplish this task,
teachers need to reapply assessment techniques similar to those they used to

establish the learner's entry behavior on designated behavioral objectives.
131
Assessment for Program Effectiveness:
The IEP Review

In Chapter Three the principle of summative evaluation was discussed. Reviewing
the definition, summative evaluation involves gathering information at the completion of the unit that establishes whether student performance matches the preset
criteria. The general assessment methods that can be used at this level involve direct
product measurement, observational analysis, and learner output. Examples of

each of these techniques were presented in Chapter Three. They were also stressed
in this chapter. This form of evaluation is essentially a posttest, that is, an assessment based on the behavioral unit objective the results of which are compared with
those of a similar measure administered at the program's outset. When the learner
entered the system, he or she was assessed in accordance with preset criteria. The
results of this assessment delineated what specific objectives were to be the focus of
the learner's instructional program. When instruction is completed, the student is
presented with the same or a similar assessment measure to note overall progress in
the unit of study and to make judgments concerning overall effectiveness of the
program.
One more consideration must be addressed during summative evaluation.
Generalization and the need to program for it are discussed in a later chapter, but a
brief explanation relating to assessment is warranted here. When a'retarded learner
has successfully completed a unit, the next step in the summative evaluation
process is to allow the student to demonstrate those skills under different and/or
varying circumstances. In this instance, the teacher requires the learner to perform
the skill in different settings, under the supervision of different individuals, using
alternative materials and under varying reinforcers or schedules. If the learner fails
to accomplish the transfer, the teacher should develop additional program components that will focus on using the learned skills under varied conditions.
KEY CONCEPTS
Ongoing monitoring ofstudent progress is a vital component ofthe IEP process and
allows the teacher to modify the instructional methods and materials if results
indicate that little or1no learning is taking place.
Monitoring a student's daily progress can be done either by using CRTs or by

observing student behavior: Probes, another term for the frequent monitoring of
learnerprogress, come in many forms. Flashcards, worksheets, workbooks, having
students answer questions orally, task analyses for grooming skills, and watching
students interact in a group are all examples of probes.
Converting the data from probes to chart form may help teachers and students to
better follow the learning patterns of the person being charted.
Sunmatve evaluation reXates to assessing tine stutent' s percoTmance o'jer a1atgebloc
of instruction (e.g., endoftheunit test). For example, a student working for 2

weeks on the six subskills of subtraction might have demonstrated sufficient progress that the teacher wishes to assess her over a more complicated area. In this case,
the teacher may choose to develop a CRT including a sample of subtraction problems representing all six of the subskills.
Another aspect of summative evaluation vital for assessing retarded learners involves monitoring the generalization of learned skills to community problems.
Thus, if the student in the example passed the unit test on subtraction the teacher
would devise another measure that tested the student's ability to use the skills to
solve a community-based problem (e.g., balancing a checkbook or conducting a
cost comparison between two items in a grocery store).
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Smith, R. M. (Ed.) (1969). Teacher diagnosis of educa-
Exceptional Children, 49(3), 254256.
ence and the teaching of reading: A review. Journal

of Learning Disabilities, 11, 517.
Tiegs, E. W., & Clarke, W. W. (1970). California

Achievement Test. Monterey, California: CTB/
McGrawHill.
Wallace, G., & Kauffman, J. M. (1978). Teaching

children with learning problems (2nd Ed.). Colum-
bus, OH: Charles E. Merrill Publishing

Company.
Wallace, G. , & Larsen, S. C. (1978). Educational assess-
ment of learning problems: Testing for teaching.

Boston: Allyn & Bacon, Inc.
White, 0. R., & Haring, N. G. (1980). Exceptional
teaching (2nd Ed.). Columbus, OH: Charles E.
Merrill.
Zentall, 5. (1983). Learning enviornments: A review
of physical and temporal factors. Exceptional Education Quarterly, 4 (2), 90109.
I
CHAPTER FIVE
DEVELOPING
INSTRUCTIONAL
INTERVENTIONS, PART I:
MEASUREMENT SYSTEMS
Some teachers mistakenly believe that assessment and program implementation
are separate processes. Information from the previous chapter demonstrated that,
in some instances, discriminating between assessment and instruction can be an
impossible task. Many teachers use assessment probes to provide immediate

feedback to the learner. As they administer the probes, they also demonstrate and
prompt correct responses, thus combining both assessment and instruction.
Assessment is an ongoing process; it works alternately with instruction in an
assessinstructassess4nstruct format. Data acquired from the assessment probes
feed immediately and directly into the instructional system, facilitating program
improvements (Scott & Goetz, 1980). The success of the program is measured by
learner progress; therefore, assessment and instructional intervention are virtually
dependent upon each other (Walker & Shea, 1984).
The goal of this chapter is to present instructional interventions that are keyed
into a continuous assessment system. Chapter content will address current approaches to teaching mentally retarded learners and focus on behavior analysis, an
approach whlch this author and others feel has the strongest empirical foundation
(e.g., Sailor & Guess, 1983; Snell, 1983; Wallace & Kauffman, 1978). A large body
of the literature regarding mentally retarded individuals demonstrates the extent
and success operant procedures have had with this population (Repp, 1983).
APPLIED BEHAVIOR ANALYSIS

Many research studies attempt to measure changes in the behavior of retarded
learners while they are members of a group. For example, a statistical research
design might be used to measure whether or not a new reading program will be
134
DEVELOPING INSTRUCTIONAL INTER VENTIONS, PART I

useful for teaching a group of learners, with success indicated by increasing student
scores on standardized reading tests. By choosing participating students based on

specific characteristics of a larger group, the researchers hope to generalize their
findings to the identified population. Therefore, if the target group of students
has increased its reading scores, the generalization is that this program may be
effective with the larger group.
The current trend appears to be moving away from the traditional method
based on group norms because these norms are seen as inappropriate for teaching
mentally retarded learners. These students differ significantly from group norms in
both academic and social behavior. Statistical metFipdology that uses mean scores
to represent the total group's behaviors serves only to point out the deviance
between the retarded and the general population, a deviance already known to
exist. Public Law, 94142 states that retarded learners need an educational program
Informal assessmentassessment is an ongoin, process that works alternately with instruction.
(Courtesy of Clarke County Public Schools,

Georgia)
135

that is individually designed to match their strengths and weaknesses. Therefore, a
measurement system that can analyze the learner as an individual and not as a
member of a group is desirable.
A Technology for Teaching

A desirable technology for teaching includes a system that identifies the needs of
individual learners, applies behavioral techniques to meet those needs, and uses
measurement systems that monitor progress frequently. A system that meets these
criteria has been developed from years of operant conditioning research paired
with the principles of systems design (Lovitt, 1976). Applied behavior analysis
(ABA) is a process that is best conceptualized by focusing on the word applied. As
used here, it refers to the systematic application of
operant conditioning principles
designed to improve learner behaviors (Suizer-Azaroff & Mayer, 1977). ABA
should not be confused with behavior modification, whichis a narrower approach
that refers to only the operant procedures themselves. Applied behavior analysis,
on the other hand, includes a number of components needed for comprehensive
program development such as observing, measuring, and changing the behaviors
of learners in their daily environments (Bailey, 1977).
A perusal of the literature will identify a great number of research endeavors
demonstrating the effective use ofABA principles with mentally retardedlearners,
as well as many other handicapped populations (e.g., Polloway & Polloway,
1980; Schilling & Cuvo, 1983). Problems can arise, however, when these welldocumented programs are not completely understood and/or inappropriately
implemented by practitioners, which is unfortuante since the techniques of ABA
can be very useful with retarded learners.
Components of ABA
A classic article by Baer, Wolf, and Risley (1968), described several characteristics
of ABA that can provide special educators with a powerful tool for changing
learner behavior. First, an ABA program must be applied; that is, it must be
relevant to the learner for which it was designed.
The concept of"applied" has taken on the added dimensionofsocial validity,
supporting th study of behaviors important to retarded individuals and the

environments in which they live (Wolf, 1978). Programs guided by this philosophy are not concerned with comparing mentally retarded learners with others.
They are concerned with modifying behaviors to improve the quality of a person's
life.
A second characteristic of ABA programs is that they are what Baer and
colleagues termed analytic. Establishing that the teaching procedure used is in fact
altering the behavior of the learner is the essential component of the analysis phase.
A clear causeeffect relationship must be established between the instruction given
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I

and the learner's behavior. A teacher introducing a positive reinforcer to a learning
setting may expect that the reinforced behavior is strengthened. Conversely, if the
reinforcer is removed from the learning setting the teacher might expect the
behavior to decrease.
A third area delineated by Baer and colleagues (1968) involves the behavioral
aspects of ABA, emphasizing Skinner's (1953) discussion of measuring observable
behaviors. ABA concerns itself with behaviors that are operationally defined so
that an accurate measure can be obtained of how often or how long they occurred.
Once the definition has been established, more than one observer should be able to
view the behavior concurrently, and the observers should be reliable among
themselves concerning the measurement.
Finally, the procedure used to change the behavior must be described in a
systematic fashion (Baer, et al., 1968). Precisely describing procedures used to
change the behaviors of learners allows others to use the techniques elsewhere.
Clearly outlining instructional procedures also provides teachers with opportunities to analyze certain portions of their approach that prove to be ineffective.
When a behavior is targeted for change, any change that occurs must be
deemed effective. That is, the change in behavior must be great enough to be of
practical significance to the learner (Bailey, 1977). This point is related to the
concept of social validity mentioned earlier. Wolf (1978) delineated three criteria for
social validity:
1. The social significance of the goals. Are the behavioral goals really what society
wants?
2. The social appropriateness of the procedures. Do the ends justify the means? That
is, do the participants, caregivers, and other consumers consider the treatment
procedures acceptable?
3. The social importance of the effects. Are consumers satisfied with the results? All
the results, including any unpredicted ones? (p. 207)
Social validity should be a major concern in developing programs for mentally

retarded learners. All aspects of the curriculum must be of practical use to the
consumer (student). Using the concept of social validity as a guide, teachers will
seek input from the learner (where possible), parents, significant others, and the
community at large. Making programjudgments without such input carriesthe risk
that skills will be taught in isolation with little or no carryover into the learner's
outofschool daily activities.
A final point relating to the effectiveness of ABA involves the generalizability

of program results (Baer, Wolf, & Risley, 1968; Bailey, 1977). Practitioners should
develop instructional procedures that teach students to generalize new skills to
different situations, times, and people, and while using alternative materials.
Hoping the skills learned by retarded learners will be generalized to other situations
is not enough (Stokes & Baer, 1978). Teachers must consciously program for
generalization if they wish it to occur. ABA techniques lend themselves as tools
available to teachers for programming the transfer of newly learned skills to
community living.
137
KEY CONCEPTS
Applied behavior analysis (ABA) is a systems approach that includes application of
behavioral principles (e.g., fixed ratio reinforcement schedules; time out from
positive reinforcement); replicability of the procedures used to change behavior;
evaluation of the effects of the procedures on behavior; and change in procedures
when evaluation results demonstrate that a change is warranted.
ABA programs differ from traditional techniques of analyzing change in learner
behavior primarily because ABA systems involve direct, frequent measurement of
behavior as opposed to infrequent standardized testing procedures.
An important concept imbedded within ABA programs is social validity (Wolf,
1978). Social validity is a guideline for designing ABA programs which requires
that the behavioral procedures used be designed with the best interests ofthe student
in mind. In the field of special education, one way to interpret social validity is to
apply instructional techniques that assist the learner in becoming as independent as
possible.
Identifying Behaviors Targeted for Change

Lithe foundation of a newly built house is weak, the structure will not stand the test
of time. Starting with an inappropriate definition of learner behaviors is an example of a weak foundation that can adversely affect an educational program. Teachers who do not specify and define the behaviors they wish to change may set the
stage for eventual failure of the programs they design.

All objectives in a curriculum for mentally retarded learners can be defined so
that the behaviors involved are observable; that is, they can be seen, felt, and/or
touched to establish a record of occurrence. For certain behaviors, an observable
definition may require timing the behavior to determine the length of occurrence.
Teachers should describe precisely what they want the learner to do. Statements
such as "He annoys me" or "He can't read" do not communicate what changes in
behavior the teacher would like to see occur.
All effective programming is built on objectives. The quality of these objectives and whether or not they include the necessary components (see Chapter
Three) dictate the success or failure of the intervention (Polloway, Payne, Patton,
& Payne, 195). Therefore, if the objectives are written in measurable terms the
first step of the design has been successfully completed. White and Haring (1980)
have suggested viewing behaviors in terms of physical movements. They believe
that all objectives targeted by practitioners as being "teachable" require the learner
to demonstrate some type of movement during or after instruction has occurred.
For example, if a learner is asked a question, the expected answer may require the
movement of lips to produce the necessary sounds. Likewise, when the learner is
presented with an arithmetic problem, the movement might be a written response.
White and Haring (1980) defined a movement as ". . . any change in the position of
the body" (p: 12). Teachers may find it difficult to visualize a learning situation for
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I U 139

retarded students in which the student would not be required to physically move in
some way. In all curricular areas, retarded learners are required to move to
demonstrate a skill (or sequence of skills) and to demonstrate the application of
some knowledge that has been learned. Therefore, if teachers can describe the
movement of the learner when defining a particular behavior, they essentially have
written the main part of an objective.

The precision of movement definitions varies among different behaviors. For
example, the out-of-seat behaviors of Brenda may be easily counted because her
movements away from her chair are obvious and distinct. Jeff's out-of-seat behaviors, however, may not be as clear, requiring a more complete definition of the
movement before an accurate measure can be obtained. White and Haring (1980)
provided three questions by which teachers can judge the precision of their movement (behavioral) definition:
1. Does the definition allow for more than one type of movement to occur?
2. Are all the behaviors in a class equally acceptable or important to us?
3. Would two or more people be able to agree exactly as to when an instance of the
desired movement has occurred, how long it occurs, and when it stops occurring?
(p. 13)
A closer inspection of these three criteria suggests a number of implications

for classroom teachers. First, in instances where they may be a nu'mber of ways a
behavior can be exhibited (e.g., learner may exhibit different methods for holding
a toothbrush), the teacher must precisely describe the behavior(s) so that there is no
debate as to which form of the behavior is acceptable. On the other hand, if it is not
critical, for example, whether students compute addition problems using their
fingers or using counting sticks, this also should be stated.
A second implication for teachers involves making decisions concerning the
importance of certain behaviors. A behavior considered appropriate by some

teachers may be deemed inappropriate by others. When it is important for learners
to begin an assembly task by holding one component in their right hand nd a second
in their left hand (instead of the reverse), this should be outlined in the definition.
CASE STUDY
Mr. Moss and Ms. Tree wee having coffee in the lounge and discussing Waldo, a
student who was causing trouble in both of their classes.
"I just don't know what do do, Palma," said Mr. Moss. "Waldo is driving
me crazy! He's hyperactive and swears in class. On top of all that, his academic
functioning is poor. Why, he never understands the answers to questions!"
Ms. Tree looked concerned, and after some thought she said, "Pete, the
problem we're both having with Waldo may not be so much Waldo but the trouble
we have defining what he does! My professor in this course I'm taking says that we
have to define Waldo's behaviors operationally before we can develop procedures
to change them."
"Oper. . . what! I said he was hyperactive, swears, and doesn't understand

questions," exclaimed Mr. Moss.
"Operationally defined means that we define his behaviors in terms of movements," said Ms. Tree. "For example, hyperactive might be defined as the number
of times Waldo leaves his seat during a 20-minute lesson. Swearing might be
defined as the exact words you identify as disruptive and the number of times
Waldo says these words during a given period of time."
"Palma, those definitions sound reasonable, but what do we do for understanding?"
"Now Pete, calm down. We can define understanding in terms of the percentage of correct answers Waldo gives during an oral questionand-answer period!"
Suddenly Mr. Moss's eyes lit up. "I see what you mean, Palma. By defining
the behaviors more precisely we can each attempt to change them in our classes and
know we are working on the same things!"

"That's right Pete. Furthermore, we could come into each other's classrooms, watch Waldo's behaviors, and compare the results to see how reliable our
system is.''
"Palma you're brilliant!"
Finally, the best test of the precision of definition is whether or not

independent observers can simultaneously record and agree on the occurrence or
nonoccurrence of the behaviors. For the most part in classroom situations the
teacher's judgment concerning behaviors will suffice; however, some mentally
retarded learners exhibit behaviors that are difficult to measure. In these instances a
When defining behaviors to be measured, it may be necessary to structure situations where the behaviors occur as frequently as possible. (Courtesy of Kay
Shaw)
141
or at times more than two observers, will be required. For example, an

accurate measurement of self-abusive behavior in some retarded persons cannot be
second,
obtained by one person. Likewise, recording the duration of a student's temper

tantrum may require an accurate measure to count the number of minutes it lasts.
Measuring the subtle changes in a behavior of this type requires that teachers
establish the accurateness of the measurement system by employing additional
observers and comparing their results.
For the purpose of defining behaviors, it may be necessary to structure
situations where they occur as frequently as possible. These situations are important for retarded learners, who require many trials to learn a specific task. If a
behavior is defined so that it may only occur once or twice a day, it may not be
sufficient for teaching purposes. For example, this consideration is important
when teaching toileting skills to the retarded. To have sufficient opportunities for
instruction, a teacher may need to structure the behavioral definitions and the
environment to provide frequent opportunities for toileting behaviors. If the
teacher waits for natural occurrences of these behaviors, they may be sporadic, and
infrequent.
DEVELOPING EFFECTIVE MEASUREMENT SYSTEMS

Developing a precise behavioral measurement system is a vital first step for all
teachers of mentally retarded students. Such measurement systems provide a
means for analyzing the effectiveness of an ABA program (Suizer-Azaroff &
Mayer, 1977). Measures used to track the progress of students under specified
behavioral conditions are required as a component of the LEP (individualized
education program). There are a number of techniques of behavioral measurement
available to classroom teachers that can be grouped into two categories: (1) direct
measurement of permanent products and (2) observational recording of transitory
learner behaviors (Cooper, 1981; Sulzer-Azaroff& Mayer, 1977).
Measures of Permanent Products

A measure of a permanent product is a desirable and highly effective method for
assessing learner progress. This measurement system allows the teacher to evaluate
a product that the learner has generated by demonstrating behaviors that the
teacher has targeted for change. Examples include the number of math problems
computed, pages read, items assembled, glasses broken, and floors mopped.
Unfortunately, even though most teachers use permanent product measures, some
do not use them in a systematic fashion, possibly losing valuable learner progress
data. Cooper (1981) has summarized a number of techniques that teachers can use
to assess permanent products. These techniques have been discussed by a number
of different authors (e.g., Bailey, 1977; SulzerAzaroff& Mayer, 1977) and have
been validated by research (e.g., Johnson & Bailey, 1977).

Frequency and Rate of Behavior
The first technique actually includes two methods, each a mathematical function of
the other: measuring frequency of behavior and measuring rate of behavior.

Obtaining the frequency at which a behavior occurs involves taking a count of that
behavior. For an accurate count, the behavior must be discrete (with a clear beginning and end), and the length of the session must be kept constant. For example,
using a frequency measure of a permanent product a teacher could count the

number of correct arithmetic problems completed in 10 minutes or the number of
pine tree seedlings a student correctly planted in 1 hour. Using permanent products
is a desirable technique because it allows the teacher to return to the completed

products and compare the progress with newly completed tasks.
Rate is a function of the frequency count. It is used when the time needed to
complete a product is variable. For example, a teacher may require a learner to
work on 20 problems for 10 minutes one day, 15 problems for 7 minutes the next
day, and so forth. In order for the measure to remain standard, a rate of correctly
completed problems is divided by the total number of minutes the learner had to
complete the task. The result yielded by this method will be the number of correct
problems the learner produced per minute (see Figure 5.1).
Measures involving rate of permanent products can be tremendously useful
to teachers of retarded learners. Rate lends itself o measurement of efficiency, a
vital prevocational and vocational skill. In many instances, the speed at which
workers can correctly complete tasks is a requirement forjob success. Using rate as
a classroom measure introduces students early to the need for efficiency in their
work. In addition, the use of rate as a measure can be an efficient method for data
collection. Students can be taught to monitor their own time by recording when
the task was completed, thus freeing the teacher from constant supervision.
Percentages
One technique of measurement that allows the teacher to follow learner progress
across varying numbers of completed tasks is the calculation of percentage of
correctly completed products. Percentages are computed by dividing the number
ofunits the learner completed correctly by the total number ofunits presented. The
use of percentages lends itself to monitoring progress in academic skills and is the
technique most used by teachers to award grades. There is a problem, however, in
using percentages only for grading purposes. Percentages as quality measures have
more utility when they are charted, allowing the teacher and learner to obtain a
picture ofprogress made on specified objectives (see Figure 5.2). All basic skills can
be monitored using percentages, including the quality of a learner's writing skills,
oral communication skills (when a taped permanent product is retained), and

computation and reading skills.
There have been a number of research efforts demonstrating the utility of
percentages as a measure of ongoing assessment ofstudent permanent product data
26
24
22
20
18
16
Number of Correctly Completed

Math Problems (Frequency)
14
12
10
8
6
4
2
I
'
2 3 4 5 6 7 8 9 10
Daily 20 Minute Sessions
12
11
10
9
8
7
Rate of Correctly Completed

Math Problems per Minute
6
5
4
3
2
-I
I
1
2 3 4 5 6 7 8 9 10
Sessions
(Length of Time Varies Daily)
U FIGURE 5.1
Two Charts Depicting the Frequency and Rate of Correctly Completed Math Problems
143
144
100
90
80
70
60
% of Written Reading Comprehension

50
Questions Answered Correctly
40
30
20
10
12
345
10 11
12
Sessions
FIGURE 5.2
Chart Depicting the Percentage of Written Comprehension Questions Answered Correctly During Sea twork Sessions
(Cooper, 1981; Lovitt, 1976, 1978). Cooper (1981) has suggested that percentages
are a most effective measure when they reflect larger numbers ofunits. For example,
a learner who answers three out of ten items correct reflects a 30% accuracy rate.
On the following day the same student might correctly complete four out of ten
items for a 40% accuracy rate, resulting in a 10% improvement. However, in such
cases teachers should not make hasty judgments about results of their teaching.
The use of percentages with smaller units tends to generate spurious results,
thereby requiring a longer period of time before judgments about the success of
teaching techniques can be made. Referring to Figure 5.2, the reader will note that
between any 2 days in sequence, the learner's progress will have increased or
decreased by minimum of 10 percentage points. However, when these data are put
into perspective for the entire 8 days, a steady pattern of improvement is demonstrated. Generally the larger the number of permanent products (e.g., math problems, readirg questions), the more sensitive the system will be to fluctuations in
performance. Percentages can be useful for probes with a small number of assessment units if the data are considered over longer periods of time after patterns of
progress are established.
Number of Trials to Completion
Other techniques for evaluating permanent products are deviations of or used in

conjuction with frequency/rate and percentages. Cooper and Johnson (1979) and
later Cooper (1981) discussed four variations, two of which are particularly rele

vant for use with retarded learners. First, for many retarded learners selfcareand
prevocational skills are the main curricular areas. In instances where steps or tasks
are identified for student completion, a measurement systemwould be used that
records the number of trials needed for the student to learn each step. For example,
a severely retarded student may be learning to disassemble, clean, and assemble a
carburetor from a lawnmower. For each step in the process, a number of trials will
be needed before the learner will master that step and move on to the next one. If
the instruction is effective, the teacher will expect to see a gradual reduction in the
number of trials needed for the student to successfully complete each step (refer to
Figure 5.3). Since the student requires fewer trials to criterion, the data would indicate an improvement in fine motor skills, ability to follow certain directions,
and so on.
Percentages can also be used in conjunction with trials to criterion by simply
measuring the number of trials that the student correctly completed and dividing it
by the total number of trials initiated by the teacher. As instruction progresses and
if the interventions are effective, the teacher would expect that the quality of learner
responses (percentage of correct trials) would increase. Viewing the previous

example from a different perspective, the severely retarded learner now has to
improve on the number of trials that he correctly completes. After the student is
first presented with the task of removing the adjustment screws from the carburetor, the data should indicate that he had a low percentage of correct trials.
However, as instruction progresses, the percentage of correct trials should increase
12
11
10
9
8
Trials Needed to
Reach Criterion
6
5
4
3
2
Steps on Task Analysis
I FIGURE 5.3
Trials to Criterion in Task Analysis
10
11
145

until the student can correctly complete the entire task at each presentation (see
Figure 5.4). Whichever technique is used, the resulting information is basically the
same: each presents a different picture of the same behavioral progress.
Task Analysis
A final technique for measuring permanent products is task analysis. A student

learning to add numbers follows a set of steps ranging from column addition with
no carrying to carrying in alternate places. Taking the example of the carrying in
alternate places, the learner must actually perform a multiplestep operation depending on the number of place values in the problem. Each of the steps the learner
successfully completes can be counted and charted. The technique of analyzing task
complexity can be extremely useful when teaching writing skills. The number or
percentage of correctly formed letters is an example of the utility of this technique.
100
% Trials Correct
Da
10
Steps on Task Analysis
FIGURE 5.4
Percentage of Correct Trials to Completion
11
12
13
14
IDEA FILE
The use of permanent products as a measure of learner progress continues to
increase in popularity among teachers. These techniques have a wide range of uses
and often are limited only by the teacher's imagination. The following is a short list
of examples of how some teachers have used permanent products and how researchers have used these techniques to validate their experimental procedures.
Hansen (1979) used electronic sensing devices to count the frequency ofbedwetting
instances for two retarded children.
Neef, Iwata, and Page (1980) monitored the cumulative number of words students
learned to spell correctly.
Martin, Pallotta-Cornick, Johnstone, and Goyos (1980) used the mean number of
units correctly produced to monitor any improvements in work production rates for
retarded clients in a sheltered workshop.
Wood and Flynn (1978) developed 15 criteria for appropriate room cleaning and used
them to measure any improvements in room cleanliness exhibited by boys reinforced to complete the tasks.
Other Examples
Match-to-sample, where a student completes a task by copying the design of a
model provided by the teacher (e.g., Student attempts to copy a pegboard design
provided by the teacher).
The number of times in a taped conversation with a peer that the student states his
point of view.
The square feet of floor space that a student mops.
With the availability of videotape equipment and cameras, teachers can now
record the completed product on film so a more in depth observation can be made
at a later time (Bailey, 1977). Pictures of a task can be taken at various points along
the way, so that a record is kept of the learner's progress. Also, teachers could
videotape a play session or roleplaying activity and later analyze student behav-
iors. Research has been conducted on the use of videotaping for instructional
purposes; however, the use of this technology for observational purposesand to
assist teachers in task analysis merits further study.
147
DIRECT OBSERVATIONAL RECORDING OF BEHAVIORS

Many learner behaviors do not result in the completion of a permanent product and
require different measurement systems. These behaviors involve what SulzerAzaroff and Mayer (1977) termed transitory events; that is, behaviors that must be
observed under natural environmental circumstances to make it possible to count
or time whether the behavior occurred or did not occur. For example, behaviors in
this category that are often exhibited by retarded learners include headbanging,
rocking, name calling, sound utterances, out-of-seat behavior, off-task behavior,
compliance, smiling, and initiating conversations. Measuring these and other

behaviors requires the use of live observers. In any case, transitory behaviors do
not result in permanent products by students but rather in behaviors that can be
categorized as either discrete or transient.
Measuring Discrete Behaviors

Discrete behaviors have a clear and distinct beginning and end (onset and offset).
Teachers of retarded learners who use task analyzed curricular components have in
fact identified discrete behaviors. Therefore, when teachers define a behavior

operationally, it can be termed discrete if there is no doubt when the behavior
started and when it stopped. If a mildly retarded student asks a question, this can be
considered a discrete behavior. Conversely, if a severely retarded learner babbles a
number of undistinguishable sounds, so that identifying a clear onset and offset is
not possible, it cannot be classified as a discrete behavior.
Two methods can be used to measure discrete behaviors: event recording

and duration recording (Alberto & Troutman, 1983; Bailey, 1977; Cooper, 1981;
Sulzer-Azaroff& Mayer, 1977). Event recording involves a count or tally of the
number of times that a specific behavior occurs within a designated period of time.
The teacher can choose either frequency, rate, or percentages to use with event
recording. For example, a teacher may record the number of words that a severely
retarded student can repeat in 10 minutes (frequency), or convert the system to
record rate simply by dividing the total number ofwords said correctly by the total
time. The percentage of words said correctly by the student can be determined by
dividing the number of correct responses by the total number of words presented.
The choice of whether to use frequency, rate or percentage depends on the task to
be taught; some tasks lend themselves better to one type of measurement technique
than either of the others.
There are a number of event recording techniques teachers can use to obtain
accurate data. Probably the most efficient and unobtrusive technique is to use a
wrist golf counter. Teachers (or other observers) can keep this device with them at
all times, keeping their hands free to engage in other activities. Additional devices
or techniques for collecting event data might include transferring pennies from one
pocket to another, making tallies with a pencil on a recording sheet, and the like. It
is up to the teacher to choose the most appropriate techniques given the target
behaviors.

The second method for recording discrete behaviors involves taking a measure of duration (length of time). This method allows the teacher to time the length
of a specific behavior with the goal of either decreasing or increasing the length of
time that the behavior occurs. For behaviors where approximate measures will
suffice (e.g., length of time to complete an assignment), teachers can use a wristwatch or wall clock. However, if a duration measure is to be accurate, a precise
definition of the discrete behavior must be available, and for this there is no
substitute for a stopwatch. Teachers of mentally retarded learners will find that
both a stopwatch and wrist counter are vital tools for monitoring and changing the
behaviors of their students. Figure 5.5 shows examples of two types of recording
sheets that teachers can use for recording discrete behaviors.
Event recording does not lend itself to recording behaviors that occur at high
rates (e.g., certain selfinjurious behaviors). Therefore, teachers should be able to
develop observational systems to collect data that, when charted, will provide an
accurate picture of those fleeting behaviors often exhibited by mentally retarded
learners. Research in the field of applied behavior analysis has provided time
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FIGURE 5.5
Examples of Event Recording Sheets
/gy I 3/so/gyl /'M' I /z/4' I /g' I

'WAL
149
sampling procedures that use intervals of time as the basic unit of measure for
recording these fleeting behaviors.
Measuring Transient Behaviors

Transient behaviors include movements exhibited by learners that occur at varying
intensities and varying times of the day. These behaviors often do not have a
predictable pattern associated with their occurrence or nonoccurrence. Behaviors
such as sporadic temper tantrums, rocking, sudden utterances, and other types of
fleeting movements that do not have a clear onset and offset require a recording
system that can "capture" the essence of the behavior. Interval recording systems
take a standard block of time such as a 20-minute reading lesson or a half-hour
physical therapy session and break down the total time into smaller discrete time
intervals. This allows teachers to analyze the components or patterns that are being
exhibited by learners and attempt to alter the patterns of behavior (Cooper, 1981).
Continuous Observation Systems
Bailey (1977) has classified interval recording systeMs into two categories. The first
category includes techniques known as continuous observation. These methods require that the teacher or other observers watch the learner continuously and record
the specified aspects of the target behavior for the entire interval. For example, a
teacher who is interested in increasing the selfinitiated sounds that a profoundly
retarded learner will make might choose to observe the student for 10 minutes
during a physical therapy session. Since selfinitiated utterances are fleeting behaviors, the teacher can break down the 10-minute period into forty, 15-second inter-
vals. The teacher would then observe for the entire 10-minute session, recording
some aspect of the behavior during each of the forty intervals (see Figure 5.6).
Partial Interval Recording. There are two different methods for developing continuous observation systems that are especially useful for classroom teachers. These
methods have been discussed by many authors (e.g. Bailey, 1977; Cooper, 1981;
Hall, 1971; SulzerAzaroff& Mayer, 1977). First, the partial interval recording system
allows the pbserver to record a response if the response occurred during any
portion of the interval. In the example just given, if the learner made a sound any
time during the interval that interval would be scored (see Figure 5.6). This system
allows the teacher to record a percentage of intervals during which the learner
initiated sounds, thus providing an estimate of the current level of this behavior.
Subsequently, the teacher might design a program to increase the number of

utterances emitted, and this would be represented by an increase in the percentage
of intervals in which sounds were uttered. The use of percentges results in a type of
quality measure, allowing the teacher to judge if and when patterns of improvement occur.
[11
11
I
12
13
14
15
10
111_(It I H
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38
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40
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31
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37
I1
7= SelfInitiated Utterance
Each interval is 15 seconds, total 10 minutes
16 Intervals Where Behavior Was Observed X 100 = 40%
40 Total Intervals
% of Intervals in
100
90
80
70
60
Which the Behavior Occurred 50

40
30
20
10
I
Physical Therapy Sessions
I FIGURE 5.6
Partial Interval Recording System Plus Charted Data
151

Partial interval systems have a weakness that can be minimized with some
preplanning. When behavior occurs at high rates (e.g., more than one talk-out per
interval), the data recorded will not be representative of the actual number of
behaviors ifonly the first occurrence is marked. Any additional occurrences are lost
(not counted) until the following interval. The simplest solution to this problem is
to shorten the length of the intervals. In many cases this modification will decrease
the probability that more than one occurrence of the behavior will be exhibited
during any interval. Rapidly occurring behaviors may require teachers to use an
event recording system if a discrete definition of the movement can be developed.
Whole Interval Recording. A second method of continuous observation in an interval
recording system involves observing whether or not the target behavior was
emitted for the entire interval. This whole interval recording system allows the teacher
to mark the interval only when the student engages in the behavior for the entire
length of the interval. If the behavior ceases at any time during the interval, that
block is not scored (see Figure 5.7). For example, the deteriorating work habits of a
mildly retarded learner may have become a concern to her teachers. Karen may be
demonstrating alarmingly long periods of time when she engages in some type of
offtask behavior. After a behavioral definition has been established delineating
what constitutes off-task behaviors, her teachers can set up an observation system
using a whole interval approach. By totaling u the numbers of intervals that

Karen has engaged in these behaviors and multiplying by the length of time of one
interval, the teachers can obtain a conservative estimate of the length of time she
stayed off-task.
Whole interval recording systems tend to produce conservative estimates of
the behaviors they measure. Figure 5.7 demonstrates that parts of the behaviors
actually occurred within intervals two, three, and five. Following the rules ofusing
whole intervals, these segments cannot be recorded, and yet some behaviors did
occur. This characteristic of whole interval systems is not necessarily a weakness;
instead it can be considered a strength when certain behaviors are being recorded.
Sulzer-Azaroff and Mayer (1977) have pointed out that to select a valid
measurement system professionals must match the characteristics of the system to
the characteristics of given behaviors. Therefore, since whole interval systems tend
to be more conservative (they underestimate) and partial interval systems tend to
be more liberal (they overestimate), considering how they affect the recording of
behaviors iimportant. For example, in Karen's case any eventual reduction in her
off-task behavior would actually be less than what is presently occurring. It might
be more efficient to redefine the behavior so that the amount of time Karen engages
in ontask behavior is recorded. An observation of on-task behavior using the
conservative method would estimate slightly less time engaged in the activities
than was actually occurring. When attempting to increase these behaviors, a

slightly conservative estimate will show more improvement than is actually being
charted. One general rule of thumb would be to use more conservative methods
when an increase in behavior is required and more liberal measures when a decrease
is desired (Sulzer-Azaroff & Mayer, 1977).
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I U 153
10
I v' ILL 111 1 /

12
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15
I,r77
22
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31
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'I i__
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7[vv
27
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I LII_IIIII'Ii
32
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34
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37
= Scored only when behavior occurs for the entire interval.
Each interval is 15 seconds, total 10 minutes

5.15 Minutes
21 Intervals Scored
Seconds per Interval
60) 315
300
315 Seconds
8
7
6
Total Minutes
Engaged in Behavior
3
2
I
Sessions
U FIGURE 5.7
Whole Interval Recording System Plus Charted Data
154

Momentary Time Sampling
There is a second interval recording system that can be useful to teachers. Momentary time sampling allows teachers to record the occurrence or nonoccurrence of
target behaviors only at the end of prespecified time periods. As a result, teachers
using momentary time sampling systems are free to participate in other activities
while they are collecting data on a target behavior. For example, a teacher inter-
ested in obtaining a representative sample of how often a moderately retarded

preschooler participates in cooperative activities with other children could use this
approach (see Figure 5.8). The instructor may wish to observe the child during a
free play period but not waste valuable teaching time by continuously observing
the student.
The teacher could choose to break up the hour into twelve 5-minute inter-
vals, observing the learner only at the end of each time period and recording
whether or not a cooperative interaction is taking place at that time. This system
allows the teacher to interact with other students without abandoning the applied
behavior analysis program formulated for the target learner. With momentary
time sampling systems, teachers can either use fixed time periods or observe learners
at random intervals. In either case, if teachers are able to gather a sufficient number
of data points (observations of the behavior), this system can be efficient and
practical.
Inherent in all behavioral observation systems is a chance of error from

recording more or less of the behavior than is actually occurring. Therefore,
teachers should consider some type of system that checks whether or not observers
are seeing what is intended. This system of checks, called reliability of measurement,
is easy to use in classrooms. It will be discussed in the next section.
:'
:'
+ Engaged in activity at end of interval

o Not engaged in cooperative play activity at end of interval
1 FIGURE 5.8
Momentary Time Sampling at 10-Minute Intervals
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I I
KEY CONCEPTS
Permanent product evaluation is easy to use because obtaining these data does not
interfere with the class schedule. Teachers can evaluate the products after the
students complete the assignment.
By writing good objectives with clearly stated criteria, teachers can easily evaluate a
completed product based on the preset criteria.
Frequency, rate, and percentages are three measures that can be used to evaluate
permanent products.
By task analyzing the steps needed to complete permanent products (e.g., assemble a
lawn mower carburetor), teachers can monitor students' progresstoward the final
objective.
Observational recording systems are used to measure behaviors thatdo not result in
a permanent product.
Discrete behaviors are those with clear beginning and ending points (e.g., brushing
teeth, catching a ball).
Event recording differs from permanent product evaluation only in the sense that
discrete events occur and can be observed yet do not necessarilyresult in a lasting
product (e.g., toothbrushing). Event recording can also use measures such as
frequency, rate, and percentages.
Duration recording involves recording the length of time a student engages in a
targeted behavior. Latency is similar to duration because it involves a length of time;
however, this measure is used to record the length of time that elapses before a student
engages in a behavior (e.g., length of time before students pick up their toys after a
request by the teacher).

Transient behaviors are fleeting, leaving no predictable pattern for when they occur
or for how long (e.g., some types of self-stimulatory behavior such as rocking or
hand waving). Interval recording systems artifically break down largerblocks of
time into discrete units in an effort to "capture" the fleeting response.
Partial interval recording systems are used to record a response ifit occurs at any time
during the interval. If there is a chance that the behaviorwill occur more than once
during an interval, the length of the intervals should be shortened. Data resulting
from a partial interval system can be graphed using frequency of intervals in which
the behavior occurred or percentage of intervals in which the behavior occurred.
Whole interval recording systems are used to get a duration measure of a behavior.
The teacher marks jn interval only when the behavior occurred for the entire
interval. A count of the number of scored intervals multiplied by the interval
length results in the total time a student was engaged in a behavior.
Momentary time sampling allows the teacher to record behaviors if they occur atthe
end of an interval (e.g., whether Tommy is on-task at the end of each 5-minute
interval). This system is less accurate than the others, but it does allow the teacher to
sample behavior while engaged in other activities.
155
Reliability of Measurement
The best test of a measurement system's accuracy is whether or not it allows two or
more people to simultaneously observe and consistently record the occurrences or
nonoccurrences of the behavior. Interobserver reliability checks should produce a
figure demonstrating that the observers agreed a minimum of 80% of the time.
A tiumber of methods exist for establishing reliability among observers.
However, for the purpose of most classroom teachers the point-by-point method
or its variations appear to have the most utility. Interobserver agreement is reported in the form of percentage of agreement and disagreement among the
various observers (see Figure 5.9). When the data gathered by two or more observ-
ers are compared using the simple formula given in Figure 5.9, the reliability
percentage should be greater than 80% before the teacher can feel comfortable that
the measurement system is accurate. Moreover, to increase the accuracy of the

reliability estimate, it is important to compare each interval and note whether
or not observer agreement occurred. This point-by-point method tends to be
more conservative and accurate, lending additional support to the quality of
the measurement system.
The importance of establishing good reliability estimates should be evident.
If teachers fail to check the accuracy of their measurement systems, they can never
be sure that they are obtaining an accurate count of learner behavior. Bailey (1977)
has outlined a number of steps for enhancing the effective use of interrater reliability checks.
1. Observers must share the same vantage point.
2. Observers should not be able to view each other's scoring.
3. Observers must be using exactly the same interval.
1
Observer
1
Observer I
6 .7
10
11
12
+1+101010101
JI oI+J+1+I
A
D
A
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A A
A
Number of Agreements
Number of Agree + Number of Disagree
FIGURE 5.9
Point-by-Point Reliability Formula
10
X 100 = .83 X 100 = 83%

12
4-
157
Observers should not communicate with each other.

5. Observers, if possible, should be unaware of checks. (pp. 111116)
4.
It may not always be possible to institute these procedures in classes for the
retarded. However, being aware of the potential problems may limit the damage
done to reliability estimates. For example, the first two steps can easily be handled
using room dividers and other partitions located in many classrooms. The third
step can easily be arranged by making a simple cassette tape that has been pretimed
with a recorded voice stating "Interval one... , interval two. . . ," and so forth.
The observers can be hooked in to the tape recorder via inexpensive singleear
receivers and plug-in jacks. The fourth and fifth steps can usually be handled
simply by the teacher's monitoring of the situation.
IDEA FILE
One disadvantage inherent in the use of applied behavior analysis systems is the
need for assistance when implementing such programs. A majority of behavioral
programs should require only the efforts of the teacher, who can implement the
intervention and quickly record the data. At times, however, programs become
more complicated, especially when teachers are attempting to mon.itor and change
transient behaviors of their students. The following suggestions may help teachers
to design and implement more sophisticated programs.
Teachers should locate and train a pool of volunteer observers who are available
when needed. Parents, members of church groups, and members of community
service groups can be good sources of these volunteers.
Another source of potential observers is students enrolled in either high school or
postsecondary vocational child care classes. Teachers of these classes often look for
activities to increase their students' contact with children.

Teachers who have developed a good peer tutoring program also will have a ready
pool of observers for recording data.
Whenever possible, teachers should help students learn to record their own behaviors. This technique affords learners some measure of control over their lives and
helps them to take more responsibility for their actions. Self-charting can also
become a behavior modification procedure, helping students keep track of frequency, duration, or iptensity of their behaviors.
Finding and Training Observers

No standardized procedures exist for training observers. As with all the components of applied behavior analysis, the foundation for training observers is the
behavioral definitions and concise, operational definition of movements will make
training observers easier.

Once the behaviors have been outlined and defined, the next step is to locate
potential observers who are available during the times needed for observation, are
interested in the class, and are reliable enough to meet with the teacher for training
sessions (Bailey, 1977). Reliable, wellprepared observers are invaluable; however,
there are times when even the most conscientious volunteers cannot attend a
session. To avoid losing data, substitute observers should be available.
The length of training sessions varies from teacher to teacher. However, all
sessions should allow ample time for practice. The mechanics of manipulating data
sheets, tape recorders, and/or stopwatches while attempting to observe a learner
can cause a loss of data. Initial sessions should allow observers to "get a feel" for the
target behavior(s) either from the teacher's discussion and modeling of the behavior(s) or from viewing a videotape of the student exhibiting the movement(s). The
latter technique is preferred in cases where the behavior is resistant to change and
video equipment is available.
More than one observer may be necessary (especially when the teacher
cannot act as a reliability checker), and it is best to train them at the same sessions.
This allows for all observers to ask questions and discuss the behaviors simultaneously. Additional sessions allow for practice in coding the behaviors. Observers
who are trained with video equipment should practice their skills in the natural
setting at least once before the actual data collection sessions begin. Trial runs tend
to iron out many problems that are unforeseen daring training sessions.
Developing Data Recording Sheets

The efficiency of a data recording sheet is vital to both the teachers and any other
observers gathering data. A cluttered, poorly designed sheet causes confusion and
adversely affects the reliability of the measurement system. Therefore, a primary
concern of the teacher is to design a recording sheet that will facilitate observation.
A coded sheet minimizes the amount of writing required of the observer,
thus simplifying the system. Figure 5.10 demonstrates how it is much simpler to
mark through a predetermined code than it is to remember the codes and write
them down.
When an interval system is employed, the observation sheet would include
boxes representing each interval. A simple check mark would be made in the box if
the behavior was observed during that interval.

Bailey (4977) has suggested that an efficient observation sheet should contain
three sections: (1) descriptive information; (2) observation boxes; and (3) a scoring
and reliability summary of the data. The demographic data on the top of the sheet
provide a reader with all information needed to understand when and how the data
were gathered. This section is part of the teacher's management plan, allowing
for the original data to be filed for later use.
Observational boxes were explained previously; however, equally important
is the data scoring and reliability summary (Figure 5.10). This information minimizes confusion at later dates concerning who the reliability checker was or what
the scores were for a particular day or session.
DEVELOPING INS UCTIONAL INTER VENTIONS, PART I
Y TO9
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10
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12
11
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159
TO
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TO
Off task
TO Talk-outs
P
Poking others
Throwing objects
FIGURE 5.10
Example of a Coded Data Sheet Within Intervals
ESTABLISHING A BASELINE:
ONE TOOL OF ASSESSMENT
Traditional assessment procedures attempt to measure a learner's present level of
performance with standardized instruments such as diagnostic arithmetic or read-
ing tests. The scores obtained from these tests establish a point of reference,
allowing a comparision for later test samples. The information presented in Chapter Four suggested that these scores may not be sensitive enough to monitor the
progress of retarded learners. The techniques of direct measurement, onthe other
hand, provide a way to visualize learner progress.
Establishing a baseline involves recording data that reflect student behaviors
prior to the application of iI1structional techniques and materials or changes in the
physical environment. These data can reflect permanent products (e.g., number of
syllables pronounced correctly), discrete movements (e.g., getting out of a seat),
or transient behaviors (e.g., rocking) and can all be charted to form a baseline.
Establishing a baseline of learning behavior is a vital component of the

applied behavior analysis process; however, problems that can occur during base-
line may adversely affect the gathering of a representative sample of learner

behaviors. Professionals agree that it is best to gather repeated measures of a
behavior over a period of several days or, in some cases, more than 1 week. Data
that have been charted provide teachers with the best indication of when a truly
representative sample has been obtained. For example, a teacher interested in
The techniques of direct measurement provide a way to visualize the
learning process. (Courtesy of Clarke County Public Schools,

Georgia)
modifying Kathy's sudden talk-outs during workshop exercises may find that
these behaviors had alternately high and low rates ofemission. In this case, it would
probably be wise to continue baseline observation longer. Figure 5.11 presents a
chart of Kathy's baseline for talkouts. Note that during the first week (sessions
15), the number of talkouts recorded was unstable. In this instance, the teacher
was wise totextend the baseline over the next 4 days in order to obtain a clearer
representation of Kathy's behavior, Of course, not all the behaviors exhibited by
retarded learners will stabilize over time. When they do not stabilize, teachers can
take an average of the behaviors and use that as a point of reference for possible
changes occurring after intervention (see Figure 5.11).
Charting Student Progress

One goal for teachers of retarded learners should be to make instructional techniques more effective. Accomplishing this goal will require teachers to carefully
12
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5
4
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3/26
3/27
3/28
3/29
4/2
4/3
4/4
4/5
3/30
4/1
FIGURE 5.11
Chart of Kathy's Talk-OutsBaseline
monitor student progress and relate any progress to the intervention. This functional relationship between what the teacher does (e.g., use of behavioral procedures, materials, or media) and subsequent student behavior was discussedearlier.
A key point, however, is that student behavior should occur as planned or itwill be
necessary to alter the behavioral procedures.
The methods used to measure student progress should be designed to moni-
tor the behaviors of individuals. Often data will be more useful if they are
converted into graphic forms that allow teachers to see the patterns of behaviors as
they occur. The old saying that "one picture is worth a thousand words" has
definite implications for charting the behaviors of retarded learners.
Line Graphs
Line graphs are drawn using two axes on graph paper, with the horizontal axis
(abscissa or xaxis) representing the times the behavior occurred and the vertical
axis (ordinate or y_axis) representing the amount of behavior that will be charted.
Figure 5.12 provides examples of line graphs for monitoring behaviors. These
graphs provide teachers with a method for frequent, easyto-use checks of their
students.
161
60
50
% of Total 40
Occurrences 30
20
10
1
10
9
8
7
Number of Total 6
Occurrences
4
3
2
4.5
4
3.5
Rate per Minute

of Occurrences
2.5
2
1.5
.5
FIGURE 5.12
Basic Line Graphs

Cumulative Graphs
low
Cumulative graphs are an excellent way to monitor behaviors that occur at

rates by providing the user with a view of the upward trend of the response. To use
a cumulative graph, the teacher adds the number of occurrences for the present
session to those of the previous session.
For example, a resource teacher may wish to chart Maria's tardiness forclass.
Since Maria can only be late once each day, the use of a line graph would not be
helpful because it would not demonstrate a pattern (e.g., a linefluctuation between
zero and one occurrence). A cumulative graph, on the other hand, will allow the
teacher to establish a pattern of Maria's behavior (see Figure 5.13). The teacher
defined the target behavior as crossing the door's threshhold after the class bellhas
rung. On the first day Maria was late, and the teacher recorded this on the chart.
Days two and three were also late days for Maria, requiringher teacher to add the
first occurrence to the second (scoring a two for day two) and the third to thefirst
two (scoring a three for day three). For days four and five, however, Maria was on
time. This required the teacher to add zeros (representing no occurrences of late
behavior) to day three.
The cumulative graph is a helpful tool for teachers because it allows them to
monitor the patterns of behaviors occurring at low rates and pinpoint the exact
times the behaviors occurred. In the example given, the teacher's goalwill be to
plot a straight line that will represent Maria's getting to class on time.
10
9
8
7
6
Occurrence
5-
Days
FIGURE 5.13
Cumulative Graph
163

Ratio Graphs
Ratio graphs are becoming more popular for charting behaviors occurring at high
rates (e.g., handwaving) or where the numbers of possible occurrences from

session to session vary sufficiently that charting percentages would not be useful.
(e.g., Monday a student gets 18 out of 20 math problems correct, or 90%, and
Tuesday he gets 48 out of 50 correct, or 96%a difference of six percentage points
when the student could have missed the same two problems.)
In these instances, teachers could choose to use ratio graphs, charting the rate
per minute of their students' behaviors (Figure 5.14). These charts allow a great
deal of variability, charting behaviors up to 1,000 per minute. A form of applied
behavior analysis called precision teaching (White & Haring, 1980) uses ratio charts
for improving academic skills, social behaviors, and any other response that can be
converted into rate.
Single-Subject Designs
The charting methods used for establishing a causeand-effect relationship between student behaviors and the interventions used by the teacher are called
single-subject designs. The designs provide teachers v'ith tools forjudging the success
of their teaching techniques and materials.

The first step in using singlesubject designs is to gather baseline data. These
data reflect the student's behavior before the teacher attempts to make any changes.
Taking baseline data is important because the teacher will compare the student's
behavior after the intervention has been applied. When singlesubject designs are
used appropriately to control other variables, any changes in the student's behavior
might be attributed to the intervention.

The most basic of the singlesubject designs is the A B design. This design is
easy to use because it only requires the teacher to collect data during two phases:
the baseline and after the intervention. For example, Ramon has been having a
great deal of trouble completing his arithmetic worksheets with any degree of
success. After analyzing his errors, Ms. Barnstorm suspects that Ramon is not
discriminating between the various operational signs (+, , x, ). She first records
his scores for five trials, and then after the fifth trial she begins to color code the
signs on his 1worksheets (Figure 5.15). In this case, the intervention (color coding
the signs on the worksheets) may have been a help to Ramon, since the data indicate
a rapid improvement after the treatment phase began.
The reversal design is a technique used to assess the causal relationships between
interventions and behaviors by following four steps: (1) taking baseline data; (2)
applying the intervention; (3) returning to the baseline phase by removing the
intervention; and (4) returning once again to the intervention phase (Figure 5.15).
The control exerted by the reversal design is based on the belief that the intervention is controlling the behavior. Therefore, when the intervention is removed the
behavior should return to its normal rate.
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART I R
165
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90
80
70
60
% of Correct
Arithmetic Problems 50
40
30
20
10
Sessions
12
11
10
9
8
7
6
5
4
3
2
I FIGURE 5.15
Examples of A B and Reversal Designs
10
11
12
13
14

The example of the reversal design in Figure 5.15 shows the measurement of
the effects of ignoring on the unproductive behaviors of a student. In this example
the teacher counts the number of times that a student requests assistance from
others. The teacher, who had previously stopped all her activity to help the
student, now ignores each incident and praises the student for attempting the task
before requiring assistance.
The numbers ofrequests dropped during the treatment phase, suggesting that
the teacher's ignoring and praise technique was working. Further evidence that the
treatment was effecting the decrease in the target behavior occurred when the
teacher discontinued this intervention. When the intervention was not in place, the
target behavior returned to higher levels, and it decreased again when the teacher
began to ignore and praise.
Multiple-baseline designs are used to analyze the effects of an intervention on
behaviors that are difficult to reverse. For example, if a student learns to add
singledigit numbers because of a teacher's intervention, the removal of the intervention does not guarantee a reversal since the behavior has been learned. Therefore, most academic behaviors are not easily measured with reversal designs.
Multiple baselines have also been used to measure behaviors that it would be
considered unethical to reverse. If a student's headbanging is controlled by using a
pleasant stimulus such as light or sound, the procedure should not be reversed to
prove that the treatment is effective, because the student might injure himself.
When using the multiplebaseline design, the teacher applies the intervention
at different times across different settings, individuals, or target behaviors. The
first example (Figure 5.16) demonstrates how a teacher uses a multiplebaseline
across different settings. The resource teacher wishes to demonstrate that the useof
chapter outlines developed by regular education peers might affect the test performance of a mainstreamed mildly handicapped student. Baseline data on the student's performance on semiweekly quizzes in science, social studies, and health
education are taken by the regular educators for 2 weeks. Volunteer students in the
science class then begin providing the target learner with chapter outlines the day
before each quiz.
During this intervention the teacher continues to monitor the student's
performance in social studies and health, where no outlines are used. After 2 weeks
of using outlines in science, the teacher introduces them to the social studies class
and then 2 weeks later to the health education class. As the baselines in Figure 5.16
indicate, the outlines appear to have assisted the student in improving his grades in
I
all settings.
baselines
have
a great deal of utility because they can also measure
Multiple
the effects of interventions on more than one individual or on more than one
behavior of the same individual. Figure 5.16 provides examples of each of these
variations.
There are a number of other variations of the multiplebaseline design that are
used primarily for research purposes. Changing criterion designs and multi-element or
alternating treatments designs are examples of variations that may not be practical for
classroom use because of the rigor required to control intervening variables.

Teachers interested in measuring the effects of their teaching techniques generally
can do so using either the reversal or multiplebaseline designs.
167
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KEY CONCEPTS
A system of monitoring student performance is a vital component of ABA programs. This system usually results in charting student behaviors, making it easier
to see slower learning rates and to discover problems with interventions.
Line, cumulative, and ratio graphs do not allow teachers toestablish a cause-and
effect relationship between their intervention and studentbehaviors. These graphs
do, however, allow for a relatively simple way to monitor student progress.
Singlesubject designs are methods ofcharting that allow teachers to experimentally
strategies and student
verify the causeand-effect relationship between teaching
behaviors.
A B designs are the easiest to use and the least rigorous in terms of experimental
control. The "A" represents the baseline phase, where the teacher measures the
target behaviors before any intervention occurs. The "B" represents the intervention
phase, which is a measure of the target behavior after the intervention is applied. Any
subsequent changes might he attributed to the intervention.

Additional phases can be added to the A B design if the teacher wishes to try more
than one intervention on the same behavior (e.g., A B C D E. .
Reversal designs are more sophisticated than A B designs because they require a
return to baseline, attempting to prove that without the intetvention the target
behavior will return to the previous levels. This design becomes morepowerful as
the number of reversals increases (e.g., A B A B. . .). Reversal designs cannot
effectively measure acquired behaviors (e.g., academic skills) and should never be
used to reverse behaviors where ethical questions are of concern (e.g., selfinjurious
behaviors, aggressive behaviors).

classrooms for retarded
Multiplebaseline designs have great potential for use in
learners. They can be used to measure the effects of teaching strategies on a student's
behaviors across different settings. These designs can also measure the effects of
teaching strategies across more than one individual (e.g., token reinforcement on the
baselines can be
student's completion ofhomework assignments). Finally, multiple

used to measure the effectiveness of a treatment across more than one behavior of an
individual (e.g., ignoring and praise on Pam's out-of-seat, talking, and note-passing
behaviors).
the treat Mutliple baselines establish experimental control by successively applying
ment at different intervals to different baselines.
REFERENCES
Alberto, P., & Troutman, A. (1983). Appli94 behavior
analysis for teachers. Columbus, OH: Charles E.
Merrill.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968).

Some current dimensions of applied behavior anal-
ysis. Journal of Applied Behavior Analysis, 1(1),

9197.
Bailey, J. 5. (1977). A handbook of research methods in

applied behavior analysis. Tallahassee: Florida State
University.
Cooper, J. 0. (1981). Measuring behavior (2nd ed.).

Cooper, J. 0., & Johnson, J. (1979). Direct and continuous measurement of academic behavior. Directive Teacher, 1, 1011; 21.
Hall, R. V. (1971). Measurement systems. Lawrence,
KS: H & H Enterprises.

Hansen, G. (1979). Enuresis control through fading,
escape, and avoidance training. Journal of Applied
Behavior Analysis, 12(2), 303307.
Johnson, M. S., & Bailey,J. S. (1977). The modifica-
tion of leisure behavior in a half-way house for

retarded women. Journal ofApplied Behavior Analysis, 10(2), 273282.
students: An instructional design. Boston: Houghton-
Mifflin.
Schilling, D., & Cuvo, A. J. (1983). The effects of a
contingency-based lottery on the behavior of a

special education class. Education and Training of the
Mentally Retarded, 18(1), 5258.
Scott, L., & Goetz, E. (1980). Issues in the collection

of in class data by teachers. Education and Treatment
of Children, 3, 6571.
Skinner, B. F. (1953). Science and human behavior. New
York: Macmillan.
Snell, M. E. (1983). Implementation and monitoring
of the IEP: Intervention strategies. In M. E. Snell
(Ed.), Systematic instruction of the moderately and se-
Lovitt, T. C. (1976). Applied behavior analysis techniques and curriculum research: Implications for
research. In N. G. Haring & R. L. Schiefelbusch
verely handicapped (2nd. ed.). Columbus, OH:

Charles E. Merrill. pp. 113145.
(Eds.), Teaching special children. New York: Macmillan. pp. 112156.

Lovitt, T. (1978). In spite of my resistance I've learned
from children. Columbus, OH: Charles E. Merrill.
technology of generalization. Journal ofApplied Behavior Technology, 10, 349367.
Martin, M., Pallotta-Cornick, A., Johnstone, G., &

Goyos, A. (1980). A supervisory strategy to improve work performance for lower functioning
retarded clients in a sheltered workshop. Journal of
Applied Behavior Analysis, 13(1), 183190.
Neef, N. A., Iwata, B. A., & Page, T. J. (1980). The

effects of interspersal training versus highdensity
reinforcement on spelling acquisition and retention. Journal of Applied Behavior Analysis, 13(1),
153158.
Polloway, E., Payne, J., Patton, J., & Payne, R. A.

(1985). Strategies for teaching retarded and special
needs learners (3rd ed). Columbus, OH: Charles

E. Merrill.
Polloway, E.A., & Polloway, C. H. (1980). Remediating reversals through stimulus fading. Academic Therapy, 15, 539543.
Repp, A. (1983). Teaching the mentally retarded. Engle-
wood Cliffs, NJ: Prentice-Hall.

Sailor, W., & Guess, D. (1983). Severely handicapped
Sulzer-Azaroff, B., & Mayer, G. R. (1977). Applying

behavior-analys procedures with children and youth.
New York: Holt, Rinehart & Winston.

Walker, J., & Shea, T. (1984). Behavior management:
A practical approach for educators. St. Louis: Times
Mirror/Mosby.
Wallace, G., & Kauffman, J. M. (1978). Teaching
children with learning problems. (2nd ed.). Colum-

teaching (2nd ed.). Columbus, OH: Charles E.
Merrill.
Wolf, M. M. (1978). Social validity: The case for
subjective measurement or how applied behavior
analysis is finding it's heart. Journal of Applied Behavior Analysis, 11, 203214.
Wood, R., & Flynn,J. (1978). A self evaluation token
system vs. an external evaluation token system

alone in a residential setting with predelinquent
youth. Journal of Applied Behavior Analysis, 11,
503512.
CHAPTER SIX
DEVELOPING INSTRUCTIONAL
INTERVENTIONS, PART II:
TECHNIQUES FOR CHANGING
LEARNER BEHAVIORS
U Teachers may fail to realize the utility of behavioral teaching str'ategies, and they
also may fail to recognize exactly what they do in the teaching process. Some lesson
plans describe in great detail what the student will do, but present no description of
what the teacher does during the instructional process. Lovitt (1976) stated that a
crucial element of applied behavior analysis (ABA) teaching programsis that all
teaching procedures must be replicable. For example, a typical description of a

teacherlearner situation might be that the teacher will present the learner with a
discrimination task which, if successfully completed, will be reinforced.Unfortunately, this statement's lack of precision makes it impossible to understand or
analyze what variables are occurring, which makes it impossible to judge the
effectiveness of instruction. A replicable description might state that the teacher
will model the discrimination task in conjunction with verbal directions, subsequently following the model with a graduated guidance procedure. Each time the
learner correctly completes the task, a social reinforcer (e.g., smile) and a verbal
reinforcer (e.g., "good job") are presented.
APPLYING BEHAVIORAL TEACHING STRATEGIES

Before the appropriate instructional procedure can be chosen, teachers mustdecide
what effects they wish to have on student behaviors. To begin the process,it may
be helpful to categorize the behaviors targeted for change. A simple procedureis to
view behavior change in one of four ways: (1) increasing (accelerating) new or
existing behaviors; (2) decreasing (decelerating) inappropriate behaviors; (3) main-
taining existing behaviors; and (4) generalizing learned behaviors (Kysela &
Hillyard, 1978; Snell & Smith, 1978; SulzerAzaroff& Mayer, 1977). All behaviors
171

of retarded learners should fall into one of these categories. Behavioral procedures
(teaching strategies) are designed to change behavior in one of these four ways.
REINFORCEMENT
Technically, reinforcers are stimuli which, when applied as a consequence of a
behavior, increase the probability that the behavior will reoccur. The principle of
reinforcement is relatively easy to understand, and that may be one reason why it
has been misused. When the principles of primary reinforcement became popular
among educators, there was a rather abrupt increase in the use ofsweets (candies) to
modify the behavior of retarded learners. These sweets at times were administered
in an unsystematic manner, and at times were not contingent upon the target
behavior but rather a series of behaviors. As children began to "get wise" to the
system, these sound behavioral principles became known as bribing and ultimately
took on a negative image among some teachersa situation analogous to blaming
the hammer for pounding a nail in crooked.

At least a decade has passed since the push to use edible reinforcers, but some
of these same problems may still be evident. Changes have occurred in the type of
edibles that are used, but not in the quality of use. Recent visits by the author to
some classes for young mildly retarded learners foind that candy has given way to
sweet cereal, or in more healthoriented programs apples and raisins. Although
these changes may be appropriate, they will need to reflect a more systematic and
precise use of the principles of reinforcement before desired changes in behaviors
can occur.
A variation of the old saying that "one person's bread is another person's
poison" can represent the basic foundation of reinforcement. Reinforcers that may
be highly preferred by one learner may have little or no effect on others. Similarly,
an event that may appear to be punishing to one person may, in fact, be reinforcing
to others. These two examples illustrate where some teachers may have problems
when using reinforcers with retarded learners. A first step for teachers is to
incorporate techniques and/or observations designed to establish a hierarchy of

reinforcers for each learner as part of their assessment strategies.
IDEA FILE
Many retarded students may have little experience with a wide variety of reinforcers. For example, a student who has never heard jazz music will not choose jazz
records as reinforcers. Teachers can better assess a learner's hierarchy ofreinforcers
by exposing the student to a wide variety of potentially pleasant experiences. This
assessment technique is called reinforcer sampling. It can be implemented in two
ways.
First, teachers can observe students engaging in normal daily activities. The
activities, materials, and other individuals most frequently approached by each
learner can be considered reinforcing.
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART II
173
A second technique is to structure situations where students can be exposed

to different activities, materials, and individuals, noting which ones appear to be
preferred (sometimes called a reinforcer menu). The reinforcersfor each student are
then ranked in terms of preference.
Finally, teachers can talk to the students, their parents, and siblings to
establish other potential reinforcers.
Positive Versus Negative Reinforcers

Positive reinforcers are consequences that when paired with behaviors cause an
increase in or strengthen the rate of response. If the behavior does not increase or
maintain itself after a specific consequence has been applied, that consequence is not
a positive reinforcer. Negative reinforcers also increase or maintain the behavior
they are connected with; however, the difference is that negative reinforcers are
aversive consequences which when removed from the situation cause the behavior
to increase. Negative reinforcers are frequently used by teachers. When a teacher
tells a student that she must complete her workbook activities before she can go
with the rest of the class to recess, the teacher is using negative reinforcement. The
aversive consequence of missing recess will be removed when the student completes her assignment. Some teachers use academic work as negative reinforcers,
which may cause students to dislike their assignments.
Negative reinforcers resemble punishers only because they may stimulate
adverse side effects in the student. In the example just cited, the danger isthat the
student will come to dislike workbook activities and attempt to avoid them. The
misuse of negative reinforcers may be partially responsible for student dislikeof
academic tasks. Negative reinforcers are different from punishers in their effect on
behaviors. Negative reinforcers tend to increase behaviors, whereas punishers tend
to decrease behaviors. A reinforcer, then, serves to increase ormaintain the level of
a behavior.
Effective Use of Reinforcers: Relationship to Behaviors

Teachers can enhance the effectiveness of their positive reinforcement systems by
precisely defining the behaviors they wish to reinforce. This step relates to the
important principle of immediacy of reinforcement;that is, a poorly defined behavior
makes it difficult to present the reinforcer immediately following that behavior.
Moreover, an imprecisely defined behavior may result in the teacher's inadvertently reinforcing the wrong behavior.
For example, a teacher wishing to reinforce a severely retarded learner for
"appropriate verbalizations" needs to define the kinds of verbalizations that are
considered appropriate. Otherwise, utterances such as curses and screams maybe
reinforced by mistake. Similarly, if a behavior has not been defined in a manner
identifying a clear beginning and ending, such as the completion of an assembly
task, the teacher may fail to immediately reinforce the behavior when it is
completed.
Levels of Reinforcers
Positive reinforcers are enhanced when teachers match the most effective reinforcers to specific learners. Therefore, teachers should understand a reinforcer hierar-
chy (MacMillan, 1973; Snell & Smith, 1978) and how the levels of primary,
secondary, and generalized reinforcers affect students.
Edible reinforcers are powerful tools for use with retarded learners if not
abused or overused. The use of nutritious foods such as fruits and vegetables is
desirable. However, teachers should be aware that satiation may occur if a specific
food item is used too often. Overuse of reinforcers should be avoided at all costs.
Edibles should be distributed in small quantities and should always be paired with a
social reinforcer (e.g., a smile, a pat on the back). For instance, younger mildly
and/or severely retarded learners may respond better to a small quantity of a

reinforcer (one raisin or one piece of unsweetened cereal) paired with a very
enthusiastic delivery ("Great job" or physical contact such as a pat on the arm).
Tangible reinforcers are the next level of the, hierarchy. They include items
such as toys, comic books, colored pencils, and free time. Teachers may look
Edible reinforcers should be distributed in small quantities and always paired with a
social reinforcer such as a smile or a pat on the back. (Courtesy of Kay Shaw)
175
of excess cost orproblems associated

with presenting such reinforcers in conjunction with the behavior (Sulzer-Azaroff
& Mayer, 1977). Tangible reinforcers do, however, improve the learning of some
retarded learners and are generally most effective when used in conjunctionwith a
token system.
Tangible reinforcets alone can be used effectively if two points are keptin
mind. First, more complex behaviors merit more expensive rewards. In other
words, you would not present a learner with a record album for completing one
math assignment. Instead, the album may be contingent on a series of complex
negatively upon tangible reinforcers because
behaviors, such as using math skills appropriately in a number of community

settings. Second, it may be wise to use tangible reinforcers that have many parts
(Sulzer-Azaroff& Mayer, 1977). In this way, a student can earn, for example, a
different crayon for each completed task, culminating in the presentation of a
coloring book when the sequence of skills is combined to produce a completed
task. This technique eliminates the possibility of "using up" potent reinforcers
early and not having additional tangibles that are as effective for the remaining
sequence.
The third step in a positive reinforcer hierarchy involves the use of token
reinforcers. Token reinforcer systems are characterized by allowing students to
earn points for specific behaviors that can be "cashedin" at a later time for various
tangible reinforcers. In classrooms, group homes, workshops or on-the-job
placements, token economy systems can be an effective tool for changing the
behaviors of retarded learners. Token systems may be the best available tool for
teaching retarded learners to defer reinforcement. In many ways, these systems are
effective methods of simulating work for pay situations.
The final step in a positive reinforcer hierarchy involves approval (praise) by
significant others. Social reinforcers, such as smiles, verbal praise, a pat on the
back, or a handshake are the types of reinforcers teachers should work students
toward. The utility of social reinforcers lends strong support for their use because
of their ease of application and the extent to which they are available in the natural
setting. If the primary goal is to assist retarded learners to be as independent as
possible, the use of social reinforcers becomes an important program component.
Therefore, it is important to pair social reinforcers with each presentation of edible,
tangible, or token reinforcers. The goal is to gradually fade the primaryreinforcers
and allow behaviors to come under the control of social reinforcers.

In general, it is best to use the highest level of reinforcer that works with a
learner and move on to the next highest level as quickly as possible. For example, a
teacher would not choose to use edibles with a moderately retarded learner if
tangible reinforcers proved to be effective. Likewise, the teacherwould attempt to
move the learner promptly to the next higher level of atoken economy. This effort
moves the learner closer to more natural contingencies.
Additional Considerations for Using Positive Reinforcement

Maximizing the effects of reinforcers requires that students have a clear indication
of the conditions for reinforcement. For example, if a student is to bereinforced
176
after completing a certain number of tasks or at a certain time of the day, the
delivery of the reinforcers and the conditions must remain constant.
Deprivation of reinforcers is an important concept to consider when using
edible reinforcers. Martin and Pear (1978) have defined deprivation as the time
period that precedes any teaching in which the learner has not come in contact with
the reinforcer. For example, presenting an edible reinforcer soon after a student's
lunch period probably will minimize the strength of the reinforcer. Training sessions should be scheduled to allow a reasonable gap between when the student has
eaten and when edibles are used as reinforcers.
Severe conditions of deprivation are unethical (Martin & Pear, 1978). Under
no circumstances should teachers develop programs that incorporate intensive

deprivation conditions, such as eliminating a student's breakfast and lunch so that
edible reinforcers will be more powerful. Natural deprivation that is part of a
student's daily schedule is a more appropriate option. For example, a teacher may
wait until just before a learner leaves school to present instruction for which edibles
are reinforcers. In this case, there has been a reasonable length of time since the
lunch period, and the potency of the reinforcer is increased.
Using highly preferred activities to strengthen the response of nonpreferred
ones is another form of reinforcement, known as the Premack Principle. Students
often will engage in a behavior that otherwise has a low probability of occurring
provided that they are then allowed to engage in behaviors that have a high
probability of occurring (Premack, 1959). Parents and grandparents have for ages
found this principle to be effective when they have told children, "Finish your
chores and then you can go out and play."

Teachers can find many uses for the Premack Principle (e.g., "Finish your
arithmetic and you can have extra recess time."). However, the failure to use this
approach to reinforcement systematically can cause it to be less than effective.
When using preferred activities it is important to establish firm conditions under
which the behavior is to be reinforced and to use preferred activities sparingly.
KEY CONCEPTS
eiQ
A positive reinforcer is a stimulus that, when paired with a behavior as its consequene, either maintains the behavior at the current level or increases the probability
that the behavior will reoccur.

Positive reinforcers will be most effective when their presentation is contingent upon
the production of the target behavior and is administered immediately following the
behavior in question.
Negative reinforcers are not punishers, because they tend to increase the behaviors
they are paired with while behaviors paired with punishers tend to decrease. The key
to understanding how negative reinforcers influence behavior is based on the concept of removal of an aversive stimulus or escape from one. If the teacher pairs the
removal of an aversive stimulus with an increase in a desired behavior, a negative
reinforcer has been used.
177
Negative reinforcers should be used with caution since they can trigger aversive
sideeffects in some students. Some students become aggressive when presented
with an either/or choice, and they can also learn to dislike the desired behavior if they
perceive that it caused them to be subject to the aversive consequence.

Positive reinforcers that can be used with retarded learners fall into four categories:
edible, tangible, token, and social reinforcers. Each of these can be powerful tools
for behavior change if not abused or overused.
Students should have a clear indication of the conditions under which they will be
reinforced.
Satiation results when a student is overexposed to a given reinforcer and its effect is
severely weakened. This is especially true with edible reinforcers.
Deprivation or the space of time between meals can either strengthen or weaken the
effects of edible reinforcers. For example, using edibles after lunch tends to weaken
their effect.
The Premack Principle is a powerful tool for change. Highly preferred activities are
used to strengthen the responses of less-preferred ones.
STIMULUS CONTROL: INCREASING NEW OR EXISTING

BEHAVIORS
Antecedent stimuli are a set of events preceding behaviors that have a profound
influence on the direction those behaviors will take. A stimulus (stimuli) is any one
or a set ofevents, objects, or changes in the environment that results in a change in a
learner's behavior (Miller, 1980). In an instructional setting, stimuli exist that may
increase the probability that a student behavior will reoccur in the presence ofthose
events, objects, or changes in the environment. For example, a teacher's saying to
the class, "Let's get ready for lunch" increases the probability that activities will
cease, materials will be returned to their places, and students will begin washing
their hands.
Identifying and analyzing antecedent stimuli that trigger learner behaviors is
a most important teacher responsibility. Teachers may fail to see the causeand
effect relationships between what they do and how learners react, and the relationship between the behaviors oflearners and their effects on other students can also be
easily overlooked. This section presents strategies of stimulus control, that is,
techniques for increasing th probability that a learner behavior will occur in the
presence of certain stimuli and not in the presence of others. Stimulus control
through a systematic arranging of antecedents is a technique for teaching retarded
learners to discriminate among environmental events.
Discriminating Among Environmental Events

Historically, some professionals have felt that retarded individuals had a deficit in
the ability to discriminate, that is, the ability to detect differences in objects, events,

and behaviors needed to respond appropriately in different situations. The use of
systematic and precise instructional strategies for teaching appropriate discrimination skills appears to remediate some of these deficits (Westling & Koorland, 1979).
For example, a nonretarded infant is apt to pick up subtle cues from its mother as
she prompts the baby to babblea behavior that brings immediate reinforcement.
A retarded infant, because of some degree of sensory deprivation or other prob-
lems associated with retardation, may not pick up on these cues. Over time,
reinforcers for the parents tend to decrease as the baby fails to generate responses,
and this exacerbates the problem. Conversely, parents of retarded infants should
increase their talking and babbling in order to help the infant to begin discriminating
among sounds.
Differential Reinforcement
The procedure for teaching learners to exhibit certain behaviors in the presence of
specific stimuli while inhibiting responses in the presence of others is called

d[ferential reinforcement. This strategy involves reinforcing a learner under certain
conditions and not under others. For example, each time a student is about to enter
the bathroom, the teacher points and says, "Mike, you're going to the men's
room." If the teacher reinforces Mike when he enters the room, Mike should
respond to the sign "Men," discriminating between the different bathrooms. The
term for a stimulus occurring prior to a behavior that will be positively reinforced
upon its occurrence is discriminative stimulus (SD). For example, if a teacher wishes
to have a mildly retarded learner change assignments, the teacher may press a
low-frequency buzzer, reinforcing the learner only when the change is made. Over
a number of trials the buzzer will become the S', increasing the probability that in
its presence the learner will appropriately change assignments.
Two other ways to use differential reinforcement for stimulus control include
choosing not to reinforce a learner's response when it occurs in the presence of a
stimulus (S) or choosing to punish a response when it occurs in the presence of a
stimulus (S'). Teaching learners to discriminate appropriately, then, involves

either positively reinforcing, ignoring, or punishing behaviors when they occur in
the presence of specific stimuli. Teaching retarded learners requires precision in
identifying the stimuli important for control purposes and also in correctly reinforcing those stimuli once identified.
TeachErs should consider a number of points before developing programs
aimed at bringing behaviors under the control of environmental stimuli. First, the
stimuli chosen by the teacher (e.g., verbal directions, events) must be clear and
distinct. Stimuli can be adequately identified when teachers make a written list
designating the conditions under which the behavior should occur as well as what
conditions are inappropriate.
Students must know exactly what the 5D involves, along with the target
response expected and the method of reinforcement. With mildly and moderately
retarded learners, this communication can be enhanced by posting and referring to
specific rules (Martin & Pear, 1978). The use of verbal directions by teachers must

concise. Teachers may have a tendency to combine a number of verbal directions with no clear beginnings and endings to their requests (Langone, Koorland,
& Oseroff, submitted for publication). For retarded learners who have auditory
processing problems, such directions may increase confusion.
Teachers must find a way to clarify SD5 for severely and profoundly retarded
learners who are initially unable to comprehend rules and verbal directions. Clarifying S's can be accomplished by developing distinct cues to catch the learner's
attention. The teacher can also schedule several opportunities for the learner to
come into contact with the designated stimulus. This allows the teacher to guide
the behavior and subsequently reinforce it, structuring a number of pairings of the
discriminative stimulus and behavior to allow additional reinforcement.
Choosing and appropriately applying the best reinforcement procedures for
be
each learner is vital. Many severely and profoundly retarded learners do not
respond to what are considered appropriate reinforcers, such as certain foods or
social praise. As a result, teachers can become frustrated in their efforts to change
behavior. In these instances, some nontraditional methods of reinforcement such
as bright or colored lights, buzzers, vibrators, or fruit juices placed on the tongue in
small doses can be highly effective.
CASE STUDY
SD, who does this nut from the university think we are, physics
professors?" exclaimed Betty. "This inservice course was supposed to teach me to
teach my EMR kids, and all she's doing is talking about discriminative something
or other!"
"Now don't get all worked up, Betty. Dr. S. Control has some good ideas,"
said Gene. "Remember, the examples she used to teach academic skills were very
good and made me realize that my behaviors have a tremendous influence on how
the kids will react."
Betty asked, "Well, explain to me how all this mumbojumbo is going to help
me teach reading."
Shaking his head, Gene stated, "One example of an S' is when you ask your
kids to pick out the words you read them that begin with a certain sound. When
students identify a correct word you reinforce them with social praise. That's an
example of a discriminativ stimulus that will increase the probability that they'll
get the right answer when you read the words aloud."
"OK, I understand how that can be useful, but what's this S and S'
stuff?"
are easy to remember because you ignore a wrong answer, providing

no reinforcer, and redirect the student toward the correct choice. S's are used
very infrequently because they involve punishing a response in the presenceof a
given stimulus. Dr. Control told us that punishers have many bad side-effects
and may not be worth using."
Betty looked relieved. "When you explain it, I can understand how discrimi-
179
180
native stimuli can be more helpful if I use them more precisely and am careful
whether or not I reinforce or ignore my kids' responses. Does that mean that
everything I do affects how my kids will respond?".
"Just about," answered Gene. "Verbal instructions, models, prompts, written cues, and guidance are all considered discriminative stimuli."
"Now I understand," said Betty. "1 can't wait until our next cocktail party,
when I can impress my wise-guy science teacher neighbor with my new technical
vocabulary! By carefully using SD5 I'll get him talking about what I want to talk
about for a change."
"The idea, Betty, was to use SD5 to be a better teacher, remember?" asked
Gene.
"Oh, yeah, that too!"
Implications for Teaching Retarded Learners

Stimulus control involves some action by the teacher that is either direct, such as a
physical prompt, or indirect, such as a written cue. The goal of arranging

antecedent stimuli is to increase the probability that the desired learner outcome
will occur. First, teachers must be more aware oEthe quality of verbal directions
that they use with learners since, with the constant action and interaction occurring
within classrooms, verbal instructions can become confusing.
IDEA FILE
The teacher should get the student's attention before presenting the instruction. A
rule of thumb would be to have the learner look at the teacher's facejust prior to and
during the verbal direction. (Langone, et al., submitted for publication).

Verbal instructions should have a clear onset and offset. Also, in most cases one
verbal direction should be presented at a time. When it is necessary to provide more
than one instruction at a time, there should be a distinct pause between directions.
(Langone, et al., submitted for publication).

Verbal directions should be sequenced in the order in which the student is expected
to perform them (Sulzer-Azaroff & Mayer, 1977).
In many cases teachers should speak slowly, using sentences with appropriate
vocabulary and simple word combinations (Snell & Smith, 1978).
Teachers should determine whether or not the target response is in the learner's
repertoire (SuizerAzaroff & Mayer, 1977) so that the instruction given is not
beyond the student's present functioning level.
Teachers should assess whether or not the verbal direction is, in fact, an effective
discriminative stimulus (Sulzer-Azaroff& Mayer, 1977). Teachers may erroneously
assume that instructions have been in the presence of a behavior long enough for the
response to be adequately reinforced.

Verbal Directions
Verbal directions are the most sophisticated of stimulus control procedures. The
ability to live independently requires that retarded individuals be able to appropriately respond to the verbal instructions and requests of others. Conversely, there
might be times when a retarded person would be appropriately responding to a
verbal instruction by not responding at all, for example, if a peer were to instruct
him to shoplift. In either case, the ability to discriminate and act on verbal
directions is an important competency for learners. Nevertheless, many moderately, severely, and profoundly retarded learners have inadequate or no skills for
being able to follow verbal directions alone (Dunlap, Koegel, & Burke, 1981).
Consequently, teachers must initially pair verbal directions with other techniques
of stimulus control, eventually getting the learner to respond to verbalinstructions
alone or, in most cases, to environmental stimuli that trigger the need for them to
perform certain behaviors (Richman, Reiss, Bauman, & Bailey, 1984).
Modeling
Modeling is an important teaching tool. Unfortunately, manyretarded individuals

demonstrate a severe deficiency in their ability to model the behaviors of others
(Whitman & Scibak, 1979), and teachers do not appear to use modeling techniques
to their fullest advantage (Langone, et al., submitted for publication). The result
may be the loss of a valuable teaching technique.
Modeling involves demonstrating a sequence of skills as a completeset or
simply demonstrating isolated steps in a sequence. The learnerwatches the demonstration and is then required to imitate the desired responses.
IDEA FILE
U Teachers should always get the student's attention prior to each step in the modeling
procedure (e.g., Neef, Walters, & Egel, 1984). One suggestion is to direct the
learner's view toward the task being modeled (e.g., hands in an assembly task)
(Langone, et al., sullmitted for publication).
Teachers should combine clear, concise verbal directions with the modeling procedure (Langone, et al., submitted for publication).
A model must be carefully chosen. Learners tend to model more readily the behaviors ofothers who have characteristics similar to their own, and they will also model
the behaviors ofothers they deem prestigious. Therefore, teachers should point out
the similar characteristics of the model and use class leaders as models in a peer
tutoring process (Sulzer-Azaroff & Mayer, 1977).
Teachers should keep the modeling process as simple as possible. If an instructional
analysis has been properly designed, the teacher follows the sequential steps from the
easier to the more difficult (Martin & Pear, 1978).
181

U Teachers can use effective reinforcement procedures to reinforce correct modeling
behaviors of learners. Learners tend to imitate more readily when the models have
been reinforced for their behavior (Sulzer-Azaroff & Mayer, 1977).
Teachers should choose models who are familiar to the learner and allow the models
to demonstrate competence in the behaviors they are to demonstrate. (SulzerAzaroff & Mayer, 1977).
Teachers should always model the behaviors from the same direction that the learner
is required to perform the task. This minimizes any left to right confusion (Langone,
et al., submitted for publication).
A variation on modeling procedures that is very effective in teaching prevocational skills to retarded learners is called match-to-sample modeling. This technique
involves teaching the learner to follow a completed task matching the steps to a
completed duplicate sample. For example, when students are being taught to
complete a circuit board assembly, using a completed unit as a sample helps by
serving as a reference to the pattern.
Teaching Imitative Skills
Many severely and profoundly retarded learners lack the basic skill of imitating.
Therefore, teaching imitative skills becomes paramount before modeling can be
effective. Researchers have developed some effective procedures for teaching
imitative behaviors in this population (Butz & Hasazi, 1973; Streifel & Phelan,
1972). These procedures include physical prompts, guidance, and various shaping
techniques.
Physical Prompts and Cues. Physically prompting a learner by using gestures or
building written cues into instructional materials is a technique of stimulus control.
For example, a teacher may point to an object and request that the student pick it up.
Similarly, when teaching reading comprehension skills a teacher may underline
key words in a paragraph in order to cue the student to the main ideas of the
passage. In each case, the teacher systematically attempts to direct the learner's
attention to some relevant stimulus of the task.
IDEA FILE
Teachers should always use a clear verbal direction with each prompt and cue,
following the rules for verbal directions stated earlier in this chapter (Langone, et al.,
submitted for publication).

When using cues embedded in activities and materials, teachers should make sure the
cue is distinct enough in color, shape, or size to direct the learner's attention to the
key aspects of the stimulus (Westling & Koorland, 1979).
DEVELOPING INSTRUCTIONAL INTERVENTIONS, PART II U 183

natural tothe
Teachers should order prompts and cues in a hierarchy from the most
when requiring a
most artificial (Sulzer-Azaroff & Mayer, 1977). For example,

learner to discriminate between two different colors of transistors, the most natural
prompt may be to point in the direction of the desired color. The most artificial
prompt, then, may be to push the desired transistor closer to the student, facilitating
the choice of that object.
Teachers should not overuse any prompt or cue that encourages the learner to
become overly dependent on it (Sulzer-Azaroff& Mayer, 1977). A generalrule
of thumb is to fade the prompt or cue as soon as possible.
Teachers can use a combination of prompts and cues as required by student needs,
carefully fading one element of the combination at a time (Fisher & Zeaman, 1973).
Initial teaching of a skill may require the use of two or more artificial prompts and
cues, for example, pointing as well as increasing the size and changing the color of
the stimulus. However, when fading the cues, the teacher should graduallyfade one
cue, then another, and so on.
Using physical prompts and cues as teaching procedures can be highly

effective when applied systematically. Gold (1972), in his now famous bicycle
brake study, demonstrated the effectiveness of using color cues in teaching a
complex assembly task to severely retarded learners. Similarly, Lovitt (1978, 1984)
has demonstrated in a number of research projects the utility of prompts and cues in
teaching academic skills to handicapped individuals.
Physical Guidance. The concept of antecedent events is concerned with using a

teaching procedure that ensures learner success. Physical guidance involves carefully "guiding" the learner through the desired task by shadowing the student's
movements. For instance, golf pros often shadow a beginner's movements by
standing behind the student, placing their hands over the student's grip on the club,
and guiding the student through the swing. Likewise, when teaching a psychomotor skill to a retarded learner, the teacher can guide the learner through the task by
manipulating the learner's hands, arms, or legs. Physical guidance can be subdivided by degrees. The first degree, called graduated guidance, involves partially
guiding a learner through a task. The second degree, total guidance, involves
completing the entire task while manipulating the learner's movements (Foxx &
Azrin, 1973). Total guidaiice is designed to ensure the success of the learner by
guiding the learner through the entire task. For example, when teaching a profoundly retarded learner to hold up his or her head, a teacher would manually assist
the learner's head to the desired position while presenting the verbal stimulus,
"Hold up your head." This procedure allows for immediate and frequent reinforcement because the student completes the desired task on each trial.
The second degree of guidance gradually directs the learner through the task
using varying amounts of hand pressure (Foxx & Azrin, 1973). Graduated guidance may in some cases have more utility for teachers than a total guidance
procedure. This technique uses only the amount of force necessary to direct the

student toward the desired goals. That is, if a learner resists a teacher's direction,
the teacher should only use enough force to counteract the opposition. The amount
of force used to begin the student's movement will be minimal, increasing only as
the need arises (Foxx & Azrin, 1973). For example, when teaching cursive writing
to mildly retarded students, the teacher may assist them by gently touching their
writing hands in the direction that the pen should go to complete the letters.
IDEA FILE
Whether a teacher decides to use total or graduated guidance is dependent upon the
needs of the learner.
If a learner is very passive (e.g., limp hands), or if a learner simply resists a teacher's
efforts at total guidance, the teacher should use the graduated technique (Foxx &
Azrin, 1973).
Teachers should develop a teaching setting that is relaxed and comfortable, thereby
increasing the probability that the learner will only minimally resist teacher direction
(Sulzer-Azaroff & Mayer, 1977).
Teachers should use clear, simple verbal direcions with each attempt at guidance
(Langone, et al., submitted for publication).

Teachers should fade guidance to a touch or shadow the learner's movement from a
short distance away as soon as possible (Foxx & Azrin, 1973).
When fading the guidance, teachers should use a smaller degree of the original
procedure, such as touching the wrist, the elbow, and finally the back (Snell &
Smith, 1978).
One technique of presenting the antecedent events (teacher behaviors) is to

do so in hierarchical fashion. The hierarchy generally proceeds from giving the most
sophisticated SD of verbal directions to modeling, then physical prompts/cues,

and ending with the lowest level of guidance. PROJECT MORE, developed at the
University of Kansas, sequences teacher behaviors in this hierarchy and suggests
that teachers follow this pattern when teaching skills to retarded learners (Lent &
McLean, 1976). The important point is that the level ofantecedent teacher behavior
used is dependent on learner needs. Information gathered during the assessment
process (see Chapter Four) should help the teacher decide the level of S' that a
student comprehends. The teacher begins the instructional presentation to the

learner by gradually fading each of the lower levels until the student can function
under modeling and eventually with only verbal directions.
KEY CONCEPTS
Increasing the probability that behaviors will occur and reoccur can be accomplished
more efficiently by pairing some form of antecedent stimulus with a consequence
185
following the behavior. Essentially, the teacher provides learners with some type of
prompt or cue designed to stimulate the desired responses. If the desired behavior
the probability that it will
occurs, the teacher positively reinforces it, increasing
reoccur when the original prompt or cue is given.

behaviors that occur
Teachers can choose to positively reinforce, ignore, or punish
control
over the behaviors,
after antecedent events. Once these events begin to have
they become discriminative stimuli (SD).
Using SD5 is a method of helping students discriminatebetween conditions when

a bell in the
behaviors may be appropriate or inappropriate. For example, ringing
in
a
noisy
game.
classroom may signify that it is time to actively engage
The most common Ss used by teachers are verbal instructions, modeling, physical
prompts, visual or auditory cues, and physical guidance.
All teachers use S's. The skill is in using SD5 consistently and precisely across
different situations. For example, if a teacher asks a student to complete his math
assignmentsometimes punishing him for failure to do soand sometimes ignoring
him when assignments are unfinishedshe sends mixed signals to the student. It
then may become a game, with the learner trying to see if he can "get away with it"
when she asks him to do his work.
removal of less desirable
Fading is an important concept that involves the gradual
under
the
control of more natural
prompts so that behaviors will eventually come
S's (e.g., verbal instructions).
Developing New Responses: Shaping and Chaining

Shaping is a strategy designed to develop behaviors not currently in a student's
repertoire of responses. The teacher first identifies some response related to the
target behavior. The next step is to reinforce any changes in behavior (no matter
how minor) until those changes begin to resemble the desired outcome. For
instance, Michael, who is physically able to walk, does not do so independently
when he needs to go to the bathroom. His gaze in the direction of the bathroom
of
may be the first response to reinforce. Each time Michael moves inthe direction
teacher
selectively
reinforces
movethe bathroom he will also be reinforced. The
ments that get closer to the target (successive approximations) while discontinuing
reinforcement of those approximations when they no longerare useful (extinction).
The result is a procedure tiat cn be used successfully to develop new academic,
language, social, selfcare, and vocational behaviors in retarded learners.
Mildly retarded learners may have a great deal of trouble dealing with large
numbers of stimuli presented at one time. Students who are mainstreamed into
regular classes for academic subjects often find it difficult to complete assignments
involving many parts (e.g., 25 arithmetic probleips or 15 reading comprehension
questions). Shaping can be a useful technique for helping students to gradually be
able to complete larger units of work.
For example, out of 25 arithmetic problems, Cassius generally can only
complete about five. His teacher will reinforce him for any improvement over five
and continue to reinforce him only for improvements over the preceding level.
DEVELOPING INSTRUCTIONAL
INTERVENTIONS PART II
CASE STUDY
retarded student who spent two periods a day in
Bill was a high_school_age mildly
well as
a resource room and the remainder of the day in mainstreamed regular as
vocational education classes. Mr. Hansom, the resource teacher, discovered that
in his consumer education class in keeping up
Bill was having a particular problem
with the class assignments and grasping the material.
Mr. Hansom approached Ms. Adams to ask her about the problem. "I just
don't know what to do Mr. Hansom.
Bill tries hard but he can't see the total picture
a lesson about the

of anything I teach. For example, just yesterday I taught
and family needs, and
importance of choosing a place to live based on individual

Bill just looked at me with this blank look on his
when I assigned the homework
face!"
"Tell me more about the assignment," said Mr. Hansom.
sections of the
"Well, I asked them to look in the "For Sale" and "Rental"
live based on a net income of $800 dollars a month for
newspaper and pick a place to
a family of four," answered Ms. Adams.
"Why don't we develop successive
"I have an idea," claimed Mr. Hansom.
approximations!"
"Please, Mr. Hansom, watch

your language!"
misunderstand me. What I mean is that we can
"No, no, Ms. Adams, you
for Bill and reward him for each step he combreak down the large assignment
pletes toward the desired outcome."
Ms. Adams and Mr. Hansomworked out the following steps, each a successive approximation toward completion of the desired assignment.
accessibility to mass transit (because he doesn't
Bill will locate a home based onts
have a car) and where his job is located.
number of bedrooms needed for him and his
Bill will locate a home based on the
take into account the available storage space
wife plus their two boys. He will also
and size of yard.
school is close enough to their home so he or
Bill will decide whether or not the
his wife can walk the boys to and pick them up from school.
rental or mortgage costs are in line with their
Bill will decide whether or not
of 25% of their total budget (using a
monthly budget based on the proportion
calculator).
Bill will judge whether or not any

(e.g., no pets).
restrictions to tenants would be undesirable
in hand, Ms. Adams now reinWith this list of successive approximations

"mini_assignment." After he completes all the
forces Bill each time he completes a
combines all the approximations
steps, she will give him another assignment that
at one time.
187

The procedure of backward chaining may be a more appropriate technique
for teaching skills that require immediate completion and those that reinforce the
learner when the last step in the chain is finished. Teaching retarded learners to
dress is one example where the completion of the last step first allows students to
see the completed task early in the teaching sequence. A second advantage for using
the backward chaining procedure was demonstrated by Martin and Pear (1978) in
an example of teaching a severely retarded girl to make her bed. The last step of the
chain is to pull the bedspread over the pillow at the head of the bed. When the
backward chaining procedure is applied, each step in the chain, when sufficiently
reinforced, eventually becomes an SD, serving as a cue to the next step.
Teachers have the option to use either forward, backward, or a combination
of chaining procedures depending on the learner and the skill to be taught. When
used inappropriately or in an unsystematic and inconsistent fashion, chaining can
be a frustrating event for both teachers and students.
IDEA FILE
Field testing the task analysis with other people such as teachers, aides, general
education students, and parents before applyijig it with retarded learners can improve the teaching sequence.
Teachers should make sure the steps are taught in proper sequence so that each step
in turn becomes a discriminative stimulus (Martin & Pear, 1978).
Teachers should move slowly through the steps, being sure one step is thoroughly in
place before moving on to the next step. (The criterion component of each instructional objective or step on a task analysis becomes the guide).
Teachers should use clear, distinct verbal directions; models; prompts; and guidance
when teaching each link of the chain (Sulzer-Azaroff & Mayer, 1977).
As external prompts and cues become obsolete, teachers should fade them, leaving
the natural S"s that are inherent in the task.

Teachers should be cognizant of areas where shaping can be incorporated into the
teaching strategy. If there are links in the chain that are weak and not firmly in place
in the student's repertoire, shaping will be helpful in strengthening those skills

(SulzerAzaroff & Mayer, 1977).
At any level of the chain, teachers should require the student to perform all the steps
leai'ned up to that point (Martin & Pear, 1978).
Teachers should identify and use reinforcers that are effective with the target
learner.
Increasing Behaviors: Token Economy Systems

Token economy systems, a form of reinforcers, are so complex in design and
implementation that they can be easily misused and rendered ineffectual. How-

ever, the literature concerning token economies demonstrates a great many suc-
cesses with these systems, supporting their potential value when they are designed
carefully and implemented with a great deal of consistency.
Token economies are based on the same principles as our economic system;
that is, we perform specified tasks for artificial incentives (money), and in turn we
use money in exchange for our choice of goods and services. For educational
purposes, tokens or points are earned bylearners for exhibiting appropriate behaviors as negotiated between the teacher and students. The learners canthen exchange
these tokens or points for tangible reinforcers such as free time, preferredactivities,
and comic books. The effectiveness of token economies depends upon the learner's
ability to understand a system of delayed gratification. A systemof this nature can
prove useful with many mildly and moderately retarded learners, but it may only
be effective with some severely retarded students depending upon their ability to
comprehend.
If token economies are scorned by some practitioners as being ineffective, it
may be due to an unsystematic use of the technique. Research on token economies
demonstrates that these systems have been quite effective in improving the academic skills (Bijou, Birnbrauer, Kidder, & Tague, 1967), prevocational task
completion (Repp, Klett, Sosebee, & Speir, 1975), and self-help skills (Thomas,
Sulzer-Azaroff, Lukeris, & Palmer, 1977) of retarded learners.
Research on token economics demonstrates that these systems

have been quite effective in improving academic skills, prevo-
cational task completion, and self-help skills. (Courtesy of
DLM Teaching Resources, Allen, Texas)
189
IDEA FILE
Teachers should present tokens to learners immediately after the task has been
completed (reinforce small steps at the beginning, gradually increasing the requirements necessary for earning tokens). However, teachers should set a minimal period
that a learner has to wait before the tokens can be cashed in for the backup
reinforcers.
Backup reinforcers must be reinforcing to the students. Establishing a fair price list
stating the cost in tokens for each reinforcer is a must. This price list should be in
proportion to the actual cost of the items (Martin & Pear, 1978) or reflect the
importance that the students place on the item (e.g., free time being a highly
preferred activity).
Once the price list has been set and the rules ofimmediate reinforcement developed,
it is vitally important that teachers be consistent in the delivery of tokens and with
the procedures for allowing tokens to be cashed in. Making exceptions to set rules
will, more often than not, destroy the effectiveness of a token system.
Teachers should be sure to obtain an accurate baseline ofthe target behaviors (Martin
& Pear, 1978). Ongoing data arejust as necessary as in any other behavioral program
for establishing whether or not the token system is working.

Teachers should keep an accurate, uptodate recording system. Systems can become unmanageable if teachers lose track of who has how many tokens and who
purchased what items. Data of this nature will be invaluable when revising the
program.
Teachers should identify people who can be of assistance in monitoring the program. Aides, parent volunteers, and regular education students, among others, can
assist teachers in implementation, record keeping, and program management.
Teachers should use tokens that cannot be counterfeited (Martin & Pear, 1978). In
many instances, a points system that allows both the teacher and the student to keep
a record of points earned may be more efficient for classroom purposes.
To be effective, token economies must be consistent and systematic. These

programs are best implemented in an open atmosphere where administrators,
parents, and significant others are kept abreast of occurrences and progress. Complicated tok?n systems are generally devised for settings which encompass the
learners' entire day such as residential or vocational settings; however, in many
classrooms token systems can involve earning points for the completion of a
specific activity (e.g., a math assignment). These points can be cashed in at a later
time for preferred activities.
A technique that often works well in conjunction with token systems is called
contingency contracting. Mildly retarded learners in particular react well to this
approach, which spells out in contractual form what is expected of the student and
what the teacher's role will be. After the teacher and the learner agree zo the
stipulations, they both sign the contract. This technique works well for some
students and not for others. Yet, when used properly, it allows learners to take
191
for their actions and make decisions concerning the behaviors they
wish to demonstrate. Teachers should always keep the original contract in a safe
place, allowing the student to have a copy. At times, a learner who has not met the
responsibility
stipulations of the contract, and thus fails to receive the reinforcement, may
destroy the document. After a "cooling off' period, the student may wish to
reenter the agreement, which will necessitate only making a new copy of the
document (Homme, 1969).
This section has provided teachers with suggestions for developingnew behaviors
or increasing existing ones. There are occasions, however, when teachers will need
to apply techniques for decreasing the inappropriatebehaviors of retarded learners.
These techniques, designed to reduce the frequencyand intensity of target behaviors, also require planning and systematic application. Inconsistent application of
these techniques not only renders them ineffective but also has negative side-effects
related to punishing contingencies. Therefore, it is crucial to develop programs
that not only are effective for reducing inappropriate behaviors but also are
consistent in their use.
DECREASING INAPPROPRIATE BEHAVIORS

Teachers should use a positive technique for behavior reduction first, applying
aversive consequences only if the positive methods fail to have an effect (Barton,
Brulle, & Repp, 1983). There are a number of positive methods that can be used to
reduce behavior which are classified as techniques of differential reinforcement (Deitz
& Repp, 1983; Martin & Pear, 1978; Sulzer-Azaroff& Mayer, 1977).
Differential Reinforcement Techniques

Differential reinforcement of low rates of behavior (DRL) allows the teacher to reinforce
a learner who is emitting a behavior less than a predesignated amount during a

certain time period. For example, while at a work station in vocational education,
Ralph continually stops work to ask passers-by whether or not his work is
"alright." In this case, the teacher may inform Ralph that if he only stops work to
ask this question five timesor fewer during a 1-3 hour session, he will be allowed to
work on a preferred activity at the end of class. Ralph's teacher has decided that it
would be best if Ralph seldom asked the target question; however, for now five
times or fewer is an acceptable level.
In addition to the DRL technique, teachers have the option to apply a
d([ferential reinforcement of other or zero behaviors (DRO). This procedure involves
reinforcing learners only fter there are zero responsesemitted during a specified
time period. In Ralph's case, the teacher may decide that after he has decreased the
number of the target responses, he is now ready to eliminate the behavior entirely.
To accomplish this goal, the teacher would reinforce Ralph only if there were zero
inappropriate questions asked during the 1-hour session.
A third technique for reducing behaviors using positive methods is called

differential reinforcement of incompatible behaviors (DRI). Essentially, this procedure
involves reinforcing a response that is incompatible with the target behavior. For
example, a teacher could reinforce a severely retarded learner for picking up a ball,
a response that competes with a self-stimulating behavior such as hand-waving.
A final ttchnique is termed differential reinforcement of alternative behaviors
(DRA). This procedure is similar to DRI except that the teacher reinforces behaviors that are substitutes for the target response. For example, a teacher might show
a student how to work out with weights in the gym and reinforce the student for
doing that instead of becoming overly anxious and engaging in destructive behaviors. Another example would be to reinforce mildly retarded students for writing
letters of complaint to the teacher instead of talking back and cussing. The main
thrust of the DRA procedure is to teach students more socially acceptable ways of
dealing with stress.
IDEA FILE
Differential reinforcement procedures generally take longer than aversive approaches to bring the target behaviors under conttol. However, the use of these
procedures often leads, to long-lasting effects because the students are learning new
behaviors to compete with or supplant the undesirable ones.

Differential reinforcement procedures can be used in conjunction with full sessions
or intervals, depending on the frequency of the target behavior.
Full sessions take a large block of time (e.g., 30 minutes), with the student being
reinforced at the end of the session.
Interval approaches take the session and divide it into equal parts (e.g., 30 minutes
divided into 1-minute intervals) with students reinforced at the end ofeach interval.
A full-session DRL (differential reinforcement of low rates of behavior) might be
used for a less frequent behavior, reinforcing the student if he or she exhibits the
behavior less than the preset criteria during the 30minute session.
An interval DRL can be used for behaviors that occur frequently, thus allowing the
student more chances for reinforcement. For example, a student who leaves her seat
about 30 to 50 times in 30 minutes would have little chance for reinforcement if the
teachr targeted 20 incidences. However, if the teacher used 1-minute intervals and
reinforced the student if she left her seat once or less, she might be able to keep the
incidences at 30. The next step would be to lengthen the interval to 2 minutes,
reinforcing her if she left her seat once or less during that interval.
The lengths of intervals should not be set arbitrarily. Interval lengths should be set
only after baseline data have been taken and analyzed. Teachers can choose interval
lengths that best fit the student's needs and the characteristics ofthe target behavior.
Full sessions and intervals can also be used with DRO procedures (differential
reinforcement of other or zero behaviors).
There have been a number ofresearch efforts proving the effectiveness ofdifferential
reinforcement procedures, including the following applications:
DEVELOPING INSTRUCTIONAL INTER VENTIONS, PART II
193
1974).
o Controlling the activity level of retarded learners (Edelson & Sprague,

o Reinforcing low rates of misbehavior (Dietz & Repp, 1973; 1974).
o Training staff members (Repp & Dietz, 1979).
o Reducing self-injurious behavior (Rose, 1979; Tarpley & Schroeder, 1979).
o Reducing stereotypic behaviors (Harris & Wolchik, 1979).
inappropriate verbalizations using DRO (Konczak & Johnson, 1983).
0
Reducing
Aversive Consequences
behaviors do not
Unfortunately, positive approaches for decreasing inappropriate
different
times
with
the
same learner. In
always work with different learners or at
cases such as these, teachers have the option to apply aversive consequences.
Various punishers range in level of severity, and teachers should always use the
least severe methods such as response cost, timeout, and overcorrectiorl. The most
severe of the aversive techniques (corporal punishment) results in too many
negative side-effects and should be governed by an advisory committee of parents,

administrators, and teachers (McDaniel, 1980; Rose, 1983). Aversive techniques
such as electric shock are beyond the realm of the special educationpractitiOfler and
are governed by human rights committees and other qualified professionals.
Response Cost
Response cost is the levying of fines on reinforcers, withdrawing specified
amounts that are contingent upon certain offences (Walker, 1983). For example, if
a student is fined 20 tokens for fighting, a response cost procedure has been applied.
As with all behavioral procedures, a systematic application is needed if response
behavior that has not
cost is to be effective. When confronted with an inappropriate
been previously targeted and explained to the learner, some teachers may be
inclined to include it in the program. In this case, a teacher identifies a misbehavior
and levies the fine before the student is informed of the response cost contingency.
For a response cost system to be effective, the rules of the system must be clearly
stated and understood by the learner in advance of its application and then consistently applied for each occurrence. Generally, response cost systems are used in
conjunction with some form of a token economy.
IDEA FILE
Teachers should make sure learners have an adequate reinforcer reserve before
implementing a response cost system. Fines are less effective when students have
very little to lose.
Whenever possible, teachers should allow learners to have inputinto developing the
rules and fixing the fine lists in accordance with the severity of offences.

Teachers should develop a rule poster with accompanying fines. Learners should
demonstrate that they understand the rules and what the consequences are for
breaking those rules (SulzerAzaroff & Mayer, 1977).
Teachers should not design systems in which learners can become too easily bankrupt. Building in opportunities for the learners to earn back some reinforcers for acts
of restitution (e.g., picking up the blocks that were kicked across the room) makes a
system more positive and fair.

Teachers may find it helpful to review some examples of response cost systems that
have been used in research efforts, for example:
D Modifying ruleviolation, off-task, and academic behaviors (Iwata & Bailey,
1974).
Controlling unproductive behaviors of boys (Phillips, Phillips, Fixsen, & Wolf,

1971).
o A group response cost system (Salend & Kovalich, 1981).
Problems will occur when response cost programs are implemented. Some
students will refuse to hand over point cards or tokens when they are given their
initial fines. A careful recording system can minimize this by demonstrating that
the teacher's records are the accurate count of ho\v many tokens a learner can
spend. Response costs can themselves result in emotional outbursts or aggressive
behaviors. Sulzer-Azaroff and Mayer (1977) have suggested downplaying this
problem. Fines should be levied with little discussion and "fanfare," and when
necessary the emotional outburst itself can be fined.
Timeout from Positive Reinforcement
Timeout procedures involve removing the student from the source of reinforcement or removing the source of reinforcement from the student. The mistake
made by some teachers is to assume that their classes are reinforcing to students and
that removing the students from class is a punishing consequence. In fact, some
mildly retarded learners may prefer to be somewhere else if faced with activities
that they perceive as having no relevance to their lives. Similarly, a severely
retarded lcarier known to engage in self-stimulatory behaviors may find it more
appealing to be alone in a timeout room than within the classroom. To be effective,
timeout must be based on the removal of reinforcers known to work for a

particular learner. Timeout ranges in complexity from simply turning away from a
student (ignoring) to physically removing the student to a neutral room (Harris,
1985).
Timeout is a powerful technique for reducing behavior and should be used

with great care. Parents, administrators, and significant others must be included in
the decision making process before programs of this nature are implemented
(Nelson & Rutherford, 1983). However, if less intense reductive measures are
ineffective, timeout can be used.
Time-out ranges in complexity from simply ignoring a student to physically removing

the student to a neutral room. Here, a time-out involves removing the student from
the immediate environment to a nearby chair. (Courtesy of Kay Shaw)
IDEA FILE
If a timeout room is to be used, there should not be any reinforcers inthat room
(e.g., toys, books, view from window). However, the room should be comfortable
in temperature and well-lit.
There should be no locks on the door to the timeout room. If the teacher musthold
the door shut, the wrong procedure is being used.
For best results, a timeout room should have an observation window so that the
learner can be monitored for injurious or seifstimulatory behavior. Ifeither type of
behavior occurs, the teacher should try another procedure (e.g., overcorrection
described in the next section).
When escorting a learner to a timeout area, the teacher should refrain from all
conversation except a brief statement of the misbehavior (e.g.,"No throwing
blocks").
If the learner has to be forceably dragged to timeout, the teacher should useanother
procedure.
Timeout areas should be as close as possible to the teaching setting. Thisminimizes
potentially reinforcing occurrences such as being seen by friends or other staff while
walking to timeout.
195
196
A student may engage in crying or temper tantrum behavior while in a timeout

situation. In these cases, if the timeout period is to last for 1 minute, wait until the
crying or tantrum stops, then time the 1 minute from that point.
The length of a timeout session should only reflect what is minimally needed to
affect the behavior. White, Nielson, andJohnson (1972) found that shorter durations
of timeout appear to be more effective with severely retarded learners.

Timeout should never be used in isolation. That is, to merely eliminatea misbehavior without replacing it by reinforcing an acceptable alternative behavior may
result in other inappropriate outbursts.
Whenever possible, remove the reinforcer from the learner instead of the reverse.
For example, when working with severely and profoundly retarded learners, the
teacher can remove a food reinforcer by simply turning around in the chair fora
specified period of time (Smith, Piersel, Filbeck, & Gross, 1983). McReynolds
(1969) used this technique when teaching language skills by removing a reinforcer
(ice cream) when the learner exhibited other than the appropriate responses.
Another, milder form of timeout involves asking students to leave thegroup for a
short period oftime by turning their chairs around (exclusionary timeout). After the
time period (e.g., 2 minutes) the teacher would reinforce the studentupon his or her
return to the group.
The following examples of timeout from positive reinforcement can be found in the
research literature:
O Removing a reinforcer worn by students ifthey misbehave (Foxx & Shapiro, 1978).
O Moving students away from the activity to watch other students receive re
inforcers for the correct behaviors (Porterfield, HerbertJackson, & Risley,
1976).
Use of a timeout room (MacPherson, Gander, & Hohman, 1974).
Overcorrection
Overcorrection is another procedure for decreasing inappropriate behaviors of

retarded learners. Azrin and Foxx (1971) included in their toilet training program a
reductive procedure that required the students to make some restitution for an
inappropriate act (e.g., they had to take a bath and wash soiled clothing). Overcorrection is a mild punisher with two distinct variations: (1) restitutional overcorrec
tion and (2) pqsitive practice overcorrection. Restitutional overcorrection involves
what Foxx and Azrin (1973) have described as requiring theperson to correct the
result of the inappropriate behavior by restoring the setting to a level that is better
than it was prior to the occurrence of the incident. Students who deliberately spill
their milk may be required to clean not only their table but alsosurrounding tables
and the floor.
Positive practice overcorrection varies from restitutional overcorrection by
requiring the learner to practice the correct alternatives to the inappropriate behaviors. For example, learners who spill milk would have to practice correct pouring
over a number of trials. Overcorrection can involve a combination of many
behavioral techniques, including reinforcing alternate behaviors, using verbal
timeout, and feedbehavior. In many cases resti

back to the learner describing the inappropriate
used together to achieve the
tutional and positive practice overcorrection can be
desired result. Teachers should keep in mind, however, that although overcorrecbehaviors such as
tion has proved to be quite effective in reducing inappropriate
Wesolowski,
& Rahn, 1975),
self-injurious behavior (Azrin, Gottlieb, Hughart,
classroom
disturbances
(Azrin
& Powers,
aggression (Foxx & Azrin, 1972), and
1975), it is not a simple procedure to apply.
instructions, coaxing behaviors through graduated guidance,
IDEA FILE
Teachers should choose alternative or corrective behaviors that relate directly to the
inappropriate behavior. For example, if a learner throws objects, then the teacher
should choose like objects for the learner to restore to their storage places. Similarly,
behavior such as tooth grinding might be
a learner engaging in self-stimulating
required to brush his teeth.
Teachers should keep talking to a minimum. Ateacher should give only the verbal
directions that are needed to direct the student's attention tothe misbehavior and to
the behaviors requiring restitution.
address all occurrences of the
As with all behavioral procedures, teachers should
requires hat the classroom
inappropriate behavior immediately. This suggestion
volunteer
is
in constant contact with the
arrangement be such that a teacher, aide, or
target learner.
During the time that a learner is engaged in restitution or positive practice procedures, the teacher should avoid all forms of reinforcement (timeout). Further, Foxx
and Azrin (1972) have suggested that a short additional timeout from reinforcement
phase be extended beyond the time necessary to correct or practice the behaviors.
(refer to the earlier
Teachers should use appropriate graduated guidance procedures
the
misdeed
or practice
section of this chapter) when requiring the student to correct
an alternative behavior.
Overcorrection procedures have been demonstrated towork on classroom behavior
problems. For example:
o Having students recite the correct class rules (Azrin, Azrin, & Armstrong,
1977).
o controlling disruptive classroom behavior by positive practicemethods (Borno
stein, Hamilton, & Quevillon, 1977).

Positive and negative practice (Durana & cuvo, 1980).
Professionals may find from experience that even mildly aversive procedures
to cause learner
have a number of disadvantages. Punishment has been known
toward
the student
withdrawal, violent outbursts, and negative peer reactions
is
implemented,
teachers
should give
being punished. Before an aversive program
some thought as to how they will handle these potential negative side-effects
should they surface. Keeping the suggestions given in this chapter in mind and
197
including parents, other professionals, and administrators in the development

process should minimize problems.
KEY CONCEPTS
Severe aversive stimuli such as paddling often lead to unwanted sideeffects. Students may become aggressive or withdrawn or attempt to escape the situation when
severely punished. Also, if students see teachers severely punish others, they may
model those teacher behaviors.
Students may learn to avoid punishers by not getting caught instead of by omitting
the inappropriate behavior.
Teachers should try positive differential reinforcement approaches first, before they
use mild punishers.
DRL techniques (differential reinforcement of low rates of behavior) lower students'
rate of responses by reinforcing learners when they emit the behavior at less than a
predetermined level.
DRO techniques (differential reinforcement of other or zero behaviors) eliminate
inappropriate behaviors by reinforcing the students if they do not emit the response
within a certain time period.
DRI techniques (differential reinforcement of incompatible behaviors) reinforce
responses that compete with the unproductive behaviors.
DRA techniques (differential reinforcement of alternative behaviors) teach students more desirable alternatives to unproductive behaviors.
Response cost is a system of levying fines when students break prespecified rules.
It is usually applied in conjunction with token economy systems.
Timeout may be one of the most abused of the behavioral procedures. It should
not be used for long periods of time (e.g., 15 minutes or 2 hours) because it results
in the teacher being timed out from the student and probably has little effect on the
target behavior (Vandever, 1983).
Nonseclusionary (exclusionary) timeout procedures are preferable to seclusionary
timeout procedures.
Both restitutional and positive practice overcorrection procedures can be effective
techniques for decreasing behaviors.
GENERALIZATION OF SKILLS
Skills taught in an isolated classroom setting, under conditions different from those
in the learner's natural environment, may not be demonstrated by the student in
the community setting. Therefore, careful consideration must be given to transfer-
ring control of behavior to natural reinforcers.
DEVELOPING INSTRUCTIONAL INTER VENTIONS, PART II U 199
Intermittent Reinforcement
Initially, teaching skills to retarded learners (acquisition) generally requires reinforcing these students on a fixed ratio scale of one to one (e.g., reinforcing the
learner after each occurrence of the target response). This procedure is important at
research results indicate that it is not a
the beginning of skill acquisition; however,
durable schedule that will maintain behavior over long periods of time. This
schedule of reinforcement is artificial; it does not reflect a true picture of how
behaviors are naturally reinforced in the environment. Therefore, once the re-
tarded learner has demonstrated some competence in a skill area, it is best to move
to an intermittent schedule of reinforcement that cannot be predicted by the

student.
The two schedules that most resemble naturally occurring events are called
variable ratio (VR) and variable interval (VI) schedules. VR schedules allow teachers
to reinforce target behaviors on an average of correct responses that cannot be

predicted by the student. For example, a teacher may reinforce a student after five
correct math problems on one day, after seven correct problems the next day, after
11 correct problems the next day, and so on. The unpredictability of the schedule
maintains the behavior.
VI schedules work in much the same fashion, except the reinforcer is dependent on the average length of time the student engages in the target behavior.
Therefore, a student may be reinforced for production behavior in a workshop on
an average of every 10 minutes withthe lengths of the interval varied slightly (e.g.,
11 minutes, 15 minutes).
By adding a limited hold component to VI schedules, teachers can increase
the efficiency of the technique. Limited hold components restrict the length of
time after the interval has occurred that the students canreceive their reinforcers,
teachers often state that at the
thus forcing them to respond quickly. For example,
those
students working quietly
end of a 2-minute interval the bell will ring and
hold
time period after the bell
will receive a token. Adding a 30second limited
allows the students to get seated and organized, increasing their chances for reinforcement. In the community, a student may learn to ride an elevator by pushing
the button and waiting an average of 2 minutes (VI 2). When the door opens, the
student may have 10 seconds of a limited hold to enter the elevator before the
door closes (VI 2, LH 10 sec.).
Generalization
Teaching retarded learners isolated skills and then hoping the skills will carry over
into their everyday lives is not a sound educational practice (Stokes & Baer, 1977).
Teachers need to consider more sophisticated techniques designed to program for
generalization. For example, teachers can include activities in their programs that
allow students to practice skills across settings, persons, materials, and time
(Langone & Westling, 1979). For example,
generalization can be increased across
2(X) TEACHING RETARDED LEARNERS

settings by allowing students to practice mobility skills on different types of buses
or alternate transit systems. Similarly, when a learner is trained to perform specific
custodial skills by one person, generalization may be enhanced by using a number
of supervisors to monitor the learner. The possibilities for innovative generalization training exercises are endless. They include staggering training times, substituting new materials, and increasing the number of different mainstreaming alternatives, among other techniques.
Teachers should consider switching to natural reinforcers as soon as possible
(Stokes & Baer, 1977). For example, training severely retarded learners to match
appropriate colors or designs of clothes can be switched to natural reinforcers when
the learners are placed in community activities where others have the opportunity
to comment on their dress. In these instances the teacher can encourage the
participation of community volunteers.
In their research review, Stokes and Baer (1977) found support for using
more than one stimulus at a time to enhance the generalization of the target skill(s).
Teachers can accomplish this by using techniques such as simultaneously including
two trainers or concurrently training a skill in more than one setting. Also, using
more than one teaching technique during a training session, for example, ignoring
inappropriate behaviors while reinforcing alternate ones, appears to facilitate gen-
eralization more than just applying one procedure.
IDEA FILE
Retarded learners may generalize skills across different settings, materials, and
time more efficiently if they are accompanied by the same person under all
conditions. The use of peer tutors is a highly effective method that continues to
gain in popularity and can be used effectively in resource, self-contained, and
community training situations (e.g., Donder & Nietupski, 1981).
Before mainstreaming learners into regular or vocational classrooms, teachers
should choose general education students from those classes and pair them with the
retarded learners in a tutoring situation. When the retarded students move to the
regular class settings, the peer tutors accompany them.
Peer tutors can be valuable in helping retarded students generalize learned skills to
community settings. For example, a teacher might have a peer tutor teach a student
shopping skills in the classroom and then accompany the student to local grocery
stores or help generalize social skills across settings (Shafer, Egel, & Neef,
1984).
Another consideration that has important implications for teachers ofmoderately or severely retarded learners involves using less structured teaching techniques. The initial teaching of a skill often requires structured teaching techniques
such as prompts, models, and guidance. As the student becomes more competent
201
in the task, the teacher can "loosen up" the structure of the techniques so that they
are more representative of actual community stimuli (Stokes & Baer, 1977). For
example, a teacher using very precise, slowly presented models for teaching
addition skills may "loosen up" by speeding up the models or combiningtwo steps
at a time after the learner has reached a certain competency.
KEY CONCEPTS
and time.
reinforcement is one method of helping students generalize skills.
S Retarded learners do not readily generalize skills across persons, places,

U Intermittent
Essentially, this reinforcement schedule prevents students from predicting when

they will be reinforced, and thus promotes more durable behavior over time.
Variable ratio (VR) schedules allow teachers to reinforce behaviors after an average of
correct responses.
Variable interval (VI) schedules allow teachers to reinforce behaviorsafter an average

length of time that they occur.
Natural reinforcers improve generalization of skills.

Peer tutors and a variety of trainers also help students to generalize skills.
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CHAPTER SEVEN
CURRICULUM AND
DAILY PLANNING
Prior to this decade, public school programs had very little, if any, contact with
severely retarded students and no contact with profoundly retarded learners. These
individuals were confined to programs within state institutions or in self-contained
training centers run by the states or by private groups such as local chapters of the
Association for Retarded Citizens (ARC). Curriculum under these circumstances
usually meant custodial care for some, basic selfcare training for others, or the
possibility of participating in arts and crafts activities. Isolated programs did, at
times, develop activities that involved vocationally related skills; however, these
options often came about because a small group or one person developed the idea.
Unfortunately, when these individuals left, the programs often left with them.
TRADITIONAL APPROACHES TO CURRICULUM

DEVELOPMENT
In the past, tpublic school programs were primarily concerned with program
development for the mildly (EMR) and moderately (TMR) retarded students.
Mildly retarded learners generally were housed in classrooms located in regular
school buildings, but curriculum for these students was quite different from that of
their general education peers. Reynolds and Birch (1982) identified three types of
adaptations in curriculum for the mildly retarded: (1) the regular curriculum was
slowed down; (2) the regular curriculum was simplified; (3) the regular curriculum
was stretched out.
By slowing the regular curriculum down, teachers would put off the presentation of certain skills to later in the retarded learner's life. Simplifying curriculum
204
205
amounted to omitting certain skills not deemed important for the learner, while
stretching out the curriculum referred to repetition or increased practice of a given

skill. All of the adaptations are acceptable techniques; however they were taken out
of context when applied to a total group of mildly retarded learners. Curriculum
guides developed as a result of these philosophies incorporated these adaptations
specifically for mildly retarded learners.
Moderately retarded learners were always looked upon as being educationally different from students with mild cognitive deficits because of their perceived
inability to attain competencies in basic academic skills. Therefore, their educational prognosis was based on their ability to become "trained" in selfcare skills,
social adjustment, and work habits in sheltered or semisheltered environments.
As with the mildly retarded learners, professionals felt that they needed to
develop "separate" curricula for the moderately retarded. The resulting product
was always based on a semidependent rather than a semi-independent attitude

(Dunn, 1973). Consequently, curriculum options for these learners generally were
not designed to allow the students to reach their true potential.

The implications of these approaches to designing curriculum for retarded
learners still have an impact today. Moderately retarded students who previously
were in self-contained special centers have been moved to regular school buildings.
Severely retarded learners previously excluded from school programs can now be
included, while in some parts of the country classes for profoindly retarded
learners fall under the auspices of public schools and employ certified teachers.
Although the field is moving in the right direction as far as public school placement, there has not been enough of a shift away from traditional approaches to
developing curriculum for these learners.
In practice, the prevailing approach of developing one curriculum per group
of learners still exists. The individualized education program (IEP) is in place in all
areas of the country, yet in practice some professionals still pick objectives for
students with little input concerning their specific strengths and weaknesses. In
addition, there still appears to be the tendency to teach academically related
objectives to students who do not require them. For example, some curricular
options for severely retarded learners have become facsimiles of an academically
based model, exposing them to academic readiness activities (e.g., identifying
shapes). In some instances, the practice of incorporating more appropriate curricular options into daily instruction has not caught up with the trend toward placement in the least restrictive environment.
BRIDGING THE GAP

This chapter was written to provide teachers with a bridge between the process of
designing curriculum presented in Chapter Three, the instructional methodology
presented in Chapters Four through Six, and the remaining half of the text
dealing with specific curricular areas. The information presented here provides
teachers with strategies for designing daily plans after the students' IEPs have
been developed.
The following section presents teachers with the prevailing issues in curriculum content for retarded learners. Knowledge of these issues may help teachers
make more informedjudgments about choosing appropriate curricular options for
these students.
Curriculum and the Community

One of the largest stumbling blocks facing educators of the mentally retarded
involves the isolation of these learners from the community. The dominant practice is to teach skills in relatively sterile public school classrooms using materials
that have little relationship to items readily available in daily living environments.
A major trend, however, is to structure curriculum so that learners have the option
to either practice schoollearned skills in their natural environments or actually
learn the skills within the context of the community itself.
A number of educational principles have surfaced in the literature supporting
similar "natural" interventions. These principles relate to both Tesearch and instruction and emphasize the need to identify procedures and objectives that are
important to learners (clients) as well as the community in which they live (e.g.,
ecological theory, Apter, 1977; ecological validity, Brooks & Baumeister, 1977;
ecology of special education, Winschel & Ensher, 1978; and social validity, Wolf,
1978). In each of these instances (although some points differ) there is a similar
underlying theme.
CURRICULUM AND DAILY PLANNING U 207

Social Validity
Social validity is a concept found primarily in applied behavior analysis research, a

technology demonstrating great success with changing the behaviors of retarded
learners (Whitman & Scibak, 1979). Clarifying the concept of social validity, Wolf
(1978) identified three judgments that need to be made before applied behavior
analysis research can be considered valid: (1) social significance of the program
goals; (2) social appropriateness of the techniques used to change behavior; and (3)
social importance of the effects of the behavior change. These judgments are
directed toward the effects behavioral programs have on all people; however, there
are specific implications that can be related to programs for retarded learners.
First, developing socially significant goals is the foundation for any teaching
program. Traditionally, professionals have developed program objectives based
on their judgment concerning what skills are appropriate for a retarded student to
learn. The result is often the design of curricular options that have very little
relevance to the learner's present role in the community (family and neighborhood
environments) or future role (group home living and vocational options).
When developing socially significant goals, professionals must take into

account the needs of the learner, the family, and the community in which the
learner resides or will reside. For example, teaching communication skills in the
classroom may result in teaching isolated sounds or simple words based on the
objectives of a commercial language program. An alternative would be torecord
the types of communication existing between parent and child in the home environment. Valuable clues can be identified concerning any verbal or nonverbal
communication that occurs. This approach provides a base on which to build the
classroom curriculum options in the communication area. Chapter Three provided
guidelines for developing community needs assessments (CNAs) that are vital for
collecting this type of information.
The second characteristic of social validity discussed by Wolf (1978) addresses the procedures or techniques used to change the behaviors of learners. This
factor is determined by comparing the ethical considerations, cost, and utility of
the program in relation to the outcomes or changes in behavior. Ethical considerations are most important in light of the documented abuse and misuse ofbehavioral
procedures with this population. Therefore, when using any procedure that is
designed to reduce behaviors by use of aversive consequences it is best to include
parents, administrators, community/professional advisory boards, and whenever
possible the students themselves from the outset (see Chapter Six).
Further, teachers must keep in mind the utility and cost of implementing a
program when weighing actual outcomes. An important trend is to provide hard
evidence that a given intervention is affecting the behavior of the student. Accordingly, the tenets of social validity require that a system of continuous monitoring of
pupil progress be devised to evaluate program effectiveness (see Chapters Fourand
Five). Teachers must also consider whether or not there are more efficientmethods
of obtaining the desired behavior change.
Finally, professionals must be aware of the social importance of the program
(Wolf, 1978). Teachers should obtain information concerning the opinion of the
learner after the conclusion of the program (whenever possible) and sample the
overall effects of the behavior change on the family and community interactions.
Successes can be short-lived if retarded students do not generalize learned
skills to other settings, in the presence ofpeople different from theoriginal trainers,
and even at different times of the day or with different materials. This problem
underscores the need to develop curricular options that systematically allow these
students to practice skills in their community environments. Using these strategies, teachers can evaluate the effects that changes in behavior are having on
learner-community interactions. For example, students who learn to communicate using a combination of oral plus manual responses may be quite successful in
making their needs known to school personnel. However, when they attempt to
order a hamburger at a fast food restaurant they become quite frustrated ifthey are
unable to get their point across. For a retarded learner to be satisfied with the results
and the community to be a useful part of the learner's life, curriculum must address
this aspect of social validity.
Ecological Issues
The issues of the ecology of special education, eco4ogical theory, and ecological
validity were mentioned in conjunction with social validity. In each of these

approaches, the primary emphasis is on close inspection of the interaction between
students and their daily environments. The implications for these approaches are
straightforward, supporting the need for more student and community interaction
(Stainback & Stainback, 1984; 1985). Therefore, teachers must be cognizant of the
fact that community education (Apter, 1977; Seay, 1974) requires moving the
classroom from the confines of the school building into the realistic settings of
cities, towns, and villages as needed.
Before professionals can break the traditional molds of teaching in neatly ordered
classrooms, they must first grasp the notion of teaching functionally related skills.
Conversationally, functional curriculum options have existed for years, however
in practice these skills are at times taught in a vacuum. In order to better grasp the
true meaning of a functional curriculum, the following sections present some of the
emerging trends in curriculum development for the different severity levels of

mental retard1tion.
TOWARD AN APPROPRIATE CURRICULUM:

MODERATE AND SEVERE RETARDATION
ducational programs still exist where academicprerequisite_based curriculum
options find moderately and severely retarded students completing worksheets
and other activities that have little relevance to community living(Langone, 1981).
In contrast, there are professionals who are expanding the trend of developing
curricula by teaching in the natural setting (e.g. Brown, et al.,

1979; Brown, et al; 1981). Brown and colleagues (1979; 1981) have argued that
teachers must distinguish between functional and nonfunctional skills, defining
functional skills as those that increase the probability for independent community
livingA teacher who is spending a considerable amount of time attempting to
teach the labeling of primary colors may be teaching nonfunctional skills. Conversely, a teacher who is instructing the learner to discriminate colors by sorting
various colored transistors at a community job tryout site is probably teaching
functional skills. Appropriate curriculum options also include the materials and
conditions under which the skill is taught (Brown, et al., 1979).
The problem of age_appropriateness must also be addressed. According to
Brown and colleagues, "Most curricula offered through age 21 are designed to
teach handicapped students how to function as nonhandicapped children under the
school
age of 5" (1981, p. 624). This problem stems from the belief that a public
As
a
result,
programs
still
curriculum addresses only academically related skills.
number
identification
and
basic
exist that continue to teach skills such as letter and
eye-hand coordination using paper and pencil or pegboard activities, up to and
including the learner's last years in school.
The future of curriculum development for the moderately and severely
retarded will improve if teachers will take some common-sense measuresto change
the prevailing practice of nonfunctional and non_age_appropriatecurriculum dedeveloping curriculum based on
sign. Brown and colleagues (1979) have suggested
the learner's present needs and a best estimate of future needs in a minimum of four
curricular areas: vocational; domestic; recreation/leisure, and community functioning. Teachers will first need to gather information concerning the learner's
present strengths and weaknesses; present home and community life; and what the
learner's needs will be in 2 years, 5 years, and 10 years (Langone, 1981). In this
instance, curriculum is futureoriented, its goal being to movelearners ahead into
more practical activities that are geared to their needs.
Brown, Nietupski, and Hamre-Nietupski (1976) presented a concept called
the criterion of ultimate functioning that best illustrates the trends in educating these
students. The criterion of ultimate functioning is in a sense a yardstick by which
professionals should measure curriculum options, attemptingto judge whether or
not the activities are of true worth to the learner. This concept covers the characteristics, abilities, and skills a person must be able t6demonstrate in order to participate as independently as possible in society. Activities teachers choose must relate
ageappropriate
to some form of indepen&nt functioning. For example, a program that uses

exclusively materials such as puzzles, games, and pegboards that are based on
academic prerequisite skills probably has little or no relationship to a severely
retarded person's ultimate functioning.
There are several implications teachers should keep in mind when developing
curricula for individuals with significant mental retardation. Initially, teachers

should resist the temptation to teach a skill in the same fashion that would
ordinarily be used with the general population. Instead, they should spend time
thinking about what White (1980) referred to as the critical function of a behavior.
Establishing the critical function of a behavior or setof behaviors involves recog-
209
nizing that there is more than one way to perform any given skill. For example, an
18-year-old student may have little or no reading skill. Taking into account the
student's time left in school and his cognitive deficits, professionals must decide on
options related to vocational training and placement. Some teachers might decide
to identify potential employment outcomes requiring no reading while others

might attempt to begin teaching reading in a traditional fashion; starting with the
basics such as letter identification. Unfortunately, both options may be mappropriatethe first limiting the learner to fewer vocational opportunities with less
chance for advancement, and the second being highly unlikely given the student's
age and learning history. One alternative in this case would be to identify the
technical vocabulary required for several employment outcomes and to teach those
words using a whole-word approach in both the school and the natural environment.
IDEA FILE
Concepts such as Brown's criterion of ultimate functioning and White's critical
functions have implications for all retarded learners. It is generally easier to relate
these issues to education of the severely retarded, because curriculum for these
learners must be functional in the sense of addresing basic selfcare and leisure
activities. Relating these concepts to education of the mildly retarded is not as
obvious, but still is important. Brown, and colleagues (1976) developed six questions concerning curriculum design for severely handicapped students. Teachers
should decide whether or not these questions are viable ones for application with
any level of retardation besides the severely handicapped:
1. Why should we engage in this activity?
2. Is this activity necessary to prepare students to ultimately function in complex
heterogeneous community settings?
3. Could students function as adults if they did not acquire the skill?
4. Is there a different activity that will allow students to approximate realization of the
criterion of ultimate functioning more quickly and more efficiently?
5. Will this activity impede, restrict, or reduce the probability that students will
ultimately function in community settings?
6. Arethe skills, materials, tasks, and criteria of concern similar to those encountered
in adult life? (p. 9).
TOWARD AN APPROPRIATE CURRICULUM:

MILD RETARDATION
The questions presented in the Idea File also apply to mildly retarded learners. In
some instances, however, these learners may be participating in activities involv
211
ing traditional academic skills worksheets and other materials where little attempt
is made to generalize these skills to community activities.
Generally, curricula available for mildly retarded learners provide few options addressing occupational readiness, career awareness, and independent living
skills. For example, when mildly retarded learners are enrolled in a geography class
they may be attempting to learn the capitals of all the states in the United States
instead of learning the skills of map reading that can facilitate mobility in cities and
rural environments.
The concepts of social validity and ecological special education apply to

mildly retarded learners as well as to students of other severity levels. These
conceptual issues have had different effects on trends in curriculum development
for the mildly retarded. Specifically, the following three educational trends in
special education for mildly retarded learners are having a great impact on curriculum development:
1. Special educators are assuming a primary role as consultants as opposed to being
entire service providers.
2. Competency based education is resulting in minimum performance standards for
high school graduation.
3. Interrelated or noncategorical grouping of mildly handicapped students demonstrating similar learning problems is becoming more prevalent.
Mainstreaming
Traditionally, EMR (mildly retarded) students were taught in selfcontained
classes under the guidance of a certified special education teacher. Certain progres-
sive districts allowed their EMR learners to participate with the general student
population in activities such as physical education, music, and lunch. Today,
thanks to P.L. 94-142 and an increased knowledge base, the trend is to include
mildly retarded learners with their general education peers in regular class options
with support services provided by special education. This trend changes the focus
of the special education teacher from primary service provider to consultant or
support service provider.
The shift in teacher role also affects curriculum development for the mildly
retarded. Alternate or separate curriculum options for this population are decreasing. Instead, curriculum options now reflect modifications in regular course content, identifying the important objectives that meet a retarded learner's daily living
needs. For example, a mildly retarded learner enrolled in a political science class
may not need to memorize the number of Congressional representatives from
Georgia. Rather, more important objectives may be to know and be able to contact
the representative from the student's district, correctly participate in the voting
process, identify election issues, and categorize candidates according to those
issues. Pinpointing important objectives and omitting those not necessarily pertinent to the life of the individual is a vital step in the curriculum development
Mainstreaming EMR students includes them with their general

education peers in many school activities. (Courtesy of Kay
Shaw)
process. The movement by state legislatures toward minimum performance standards is providing the thrust for identifying the basic and most important skills
necessary for community survival.
Minimum Competency Testing

Minimum competency testing (MCT) resulted from a public concern for more
accountability in education (McCarthy, 1980). Briefly, MCT involves identifying
basic skills needed for graduation and testing students for competency in those
areas, thereby setting standards for receiving diplomas at the high school level.
These programs have caused a great deal of concern for both parents and professionals regarding their impact on handicapped learners. For example, there are
questions concerning whether a handicapped student should meet the MCT requirements or the requirements designated on the LEP for graduation. In addition,
questions are being asked as to the feasibility of exempting certain categories of
handicapped students (McCarthy, 1980) and the ramifications of developing special diplomas as well as certificates of completion when a learner fails to meet the
minimum competencies (Westling, 1978).

These issues have been and will continue to be scrutinized by both the public
and professionals. States are addressing these and other questions, with the result
that some test modifications have been implemented for specific handicapping
conditions and remedial programs have been made available to all students including the handicapped (Westling, 1978; Grise, 1980). The importantconsiderations, however, are in identifying the ways that MCT will effect curriculum
development for mildly retarded learners.
Ross and Weintraub (1980) presented a flexible policy approach for developing specialized curricula devised by modifying regular programs to accommodate
the needs of the learner. They suggest that the MCT for these learners be based on
the criteria targeted for each individual. interestingly, what is important here
seems to be the philosophical approaches taken by the various participants in the
MCT debate. The field of special education has been moving toward educating
mildly retarded learners in general classrooms, yet since the issue of MCT has
arisen there appears to be a movement back to a form of separation reflected by
special education diplomas and specialized curricula.
States do appear to be concerned with the problems involved with MCT, but
its benefits should not be overlooked. This movement appears to have the positive
effect of directing professionals' attention toward the key educational objectives
needed for success in society. This residual effect on curriculum development alone
lends credibility to the MCT movement. For example, Georgia has identified five
cluster competency areas that students must address before they become eligible
for a diploma:
1. The learner, including basic academic skills applied to daily functions.
2. The individual, including competencies in physical and mental health, leisure

time, and personal family role.
3. The citizen, including skills related to the function of government, legal rights of
citizens, and the citizens' impact on the quality of the environment.
4. The consumer, including competencies in personal finance and budgeting and
consumer rights and responsibilities.
5. The producer, including skill areas of career awareness and participation in voca-
tional education programs. (Obtained from the State of Georgia High School
Graduation Requirements, Policy IHF, Georgia Department of Education, Atlanta, Georgia, 1980.)
Within each of these areas appropriate behavioral objectives are being developed
and subsequent assessment procedures designed to measure whether or not the
learner has mastered the competencies for graduation.
Curricular content similar to those areas presented in the Georgia example
have one distinct advantage over traditional curricula that have stressed a college
preparatory approach. By identifying curricular options importantto any person,
including those who also happen to be mentally retarded, educationis realizing that
there exist generic skills that are needed by all students. For example, learning more
about the safeguards that industries should impose upon themselves in order to
protect the environment and how industries can be monitored by citizens is a viable
213
set of skills forjunior high and high school level students. These skills may also be
viable for many mildly retarded learners. When learners cannot grasp these concepts, they can be exposed to more appropriate skills such as protecting their
neighborhood environment by not wantonly cutting trees, spilling household
chemicals, or littering. Conceivably, a majority ofmentally retarded learners could
benefit from educational exposure to the competencies listed in the state of Georgia's citizen cluster. When competencies pertaining to independent living skillsare
identified for all persons, retarded learners can participate in the same curriculum as
all other students.
One problem with competency-based education is that regular educators
will assess students' mastery of the competencies using traditional paper-and-
pencil methods. This puts mildly retarded learners at a distinct disadvantage

because of their poor reading and writing skills. Therefore, whenworking within a
competencybased curriculum structure, a vital component of the system will be to
design assessment procedures that allow learners to demonstrate competence in a
skill area by performing it in an actual community setting. Teachers who are aware
of this fact can assist state and local curriculum committees in
developing options
for assessment of curriculum components that aremore appropriate to the strengths
and weaknesses of retarded learners.
Noncategorical Grouping
One final trend affecting curriculum development for mildly retarded students is
the movement toward noncategorical special education classes. The basis for this
approach is that teaching techniques are generic; that is, all good teaching involves
arranging environmental stimuli to increase the probability of student learning
(Bateman, 1967; Neisworth & Greer, 1975). This movement focuses on student
learning problems instead of on the traditional labeling systems of EMR, learning
disabled (LD), or behavior disorders (BD). For example, teachers of any handicapped student with learning problems can note similarities in what Neisworth and
Greer (1975) have identified as problems in ". . . auditory, visual, or tactile discrimination, reversals in reading, short term recall deficits, motor awkwardness,
hyperactivity, distractibility and other behaviors that define psychoeducational
repertoires of children" (p. 19).
Teachers can only deal with observable behaviors, not hypothetical causes,
and their obsen5ations of MR, LD, and BD students reveal remarkable similarities
in learning problems (the possible exception being a slower rate of learning in
mildly retarded students). An analysis of effective teaching behaviors identifies a
number of generic instructional competencies that are characteristic to all good
teachers regardless of content speciality (Schwartz & Oseroff, 1975; Reynolds,
1978). The trends in methods, materials, and curricula resulting from a non-
categorical approach are as follows:
1. Generic assessment procedures stressing criterionreferenced testing (Howell &

Kaplan, 1980).
215
2. Behaviorally based metIods for changing academic and social behaviors (White &
Haring, 1980; Cooper, 1981).

3. A total approach involving forms ofdiagnostic-prescriptive instruction (Stephens,
Hartman, & Lucas, 1982; Mercer & Mercer, 1981).
Public school budgetary problems have helped increase noncategorical

classes for handicapped students with learning problems.This is especially true in
small districts where the student population is not large enough to make it economically feasible to staff more than one resource class.
The final implication of noncategorical grouping for curriculum development involves teachers' abilities to sequence curriculum options so that the system
can meet the needs of any student entering the class. As a result, professionals will
be less concerned with students' labels and justifiably more concerned with their
functional level.
The concept of the functional level of students, however, does not refer to
their interactions only within the school classroom. Rather, it involves a comprehensive evaluation of learners interacting with all aspects of their environment. In
this way, teachers can better understand the desired end product of curriculum;
that is, to assist the learner to function within community environments as independently as possible.
DAILY PLANNING: THE INDIVIDUAL

IMPLEMENTATION PLAN (TIP)
An LEP is both an ending and a beginning. It is the ending of a process that included
many people analyzing the environment and assessing a student's present level of
performance and culminated in the development of a set of curriculum goals and
objectives based on that student's needs (French, 1983). It is a beginning in the sense
of its relationship to the daily teaching strategies that educators use (see Figure 7.1).
Some teachers mistakenly assume that the IEP is the plan from which they
must teach. LEPs, by definition, are management plans that cover the entire year.
Thus, an LEP would be too general to teach from on a daily basis. The LEP
development ends with the committee, and its implementation lies in the hands of
the teachers involved with the student. The key word here is translation (see
Chapter Three)the ability of the teacher to translate the shortterm objectives
of the IEP to smaller, moreworkable components called instructional objectives.
Accomplishing the move from IEP objectives to daily instructional objectives requires the use of task analysis. The arrow between steps 6 and 7 of Figure 7.1
represents the task analysis (translation) of the IEP's shortterm objectives tothe
instructional objectives of the individual implementation plan (LIP). The first
activity is to analyze and sequence the skills needed by a student to successfully
complete the shortterm objective. Next, the teacher has the option to convert the
steps of the task analysis into objectives that conform to the outcome, context,
and criterion format. Some skill areas are complex and require the structure of a
written objective (e.g., academic skills such as decoding); other skills areas are
Step 1: Design and conduct a I

community needs assessment I
I (CNA)
2: Analyze information I
I Step
gathered from CNA
identify potential
annual goals for individual
learners
Step 3A: Identify potential
I
Level I IEP
Development
annual goals for entire class
Step 4A: Translate goals to

potential shortterm objec
I
Step 4B: Translate goals to

potential short-term objectives for individual students
tives for entire class
'I,
1
Step 5: Assess students' entry I

behaviors (present level of per- I
formance)
Step 6: Identify annual goals and I

shortterm
objectives (based on
individual student needs found in I
step 5)
I
4,
Step 7: Analyze short-term objec- I
and translate into daily
14instructional objectives
Step 8: Develop instructional
strategieslocate or develop
Step 9A: Provide feed- I

back and revise
objectives, methods,
and materials when
{ materials
Level
II lip
Development
______________________________
necessary
Step 9: Conducting ongoing

assessment of student progress I
(formative evaluation)
lls
Step 10: Conduct assessment
ent while demonstrating

generalized or communit
environment (summative
evaluation)
FIGURE 7.1
__________________
A Systems Approach for Designing Special Education Curricula

216
217
fairly straightforward and may not require that an objective be written in standard
form (e.g., lifting spoon to mouth, picking up an object).
Instructional Objectives
The same process as described in Chapter Three is used for task analyzing shortterm objectives. It includes the following steps:
1. Use a team to analyze complex tasks.
2. Consult other task sequences if available.
3. Analyze the task in relation to existing materials and environment.
4. Match the skill sequence in relation to individual learner needs.
5. Order skills in relation to the next step in the sequence.
6. Decide whether to use a forward or backward chaining procedure if approprieate.
7. Write subskills (steps on task analysis) in measurable form.
A
In an example used in Chapter Three involving the student's use of diphthongs, the short-term objective was as follows:
Outcome: The student will recognize and pronounce the sounds ou, ow, oi, oy, aw,
ew.
Context: 30 whole words on the second and third grade levels.
Criterion: Between 80% and 90% accuracy.
In this instance, the task analysis is basically complete because the subskills are
identified:
1. Pronounce the sound ou in context.
2. Pronounce the sound ow in context.
3. Pronounce the sound oi in context.
4. Pronounce the sound oy in context.
5. Pronounce the sound aw in context.
6. Pronounce the soun4 ew in context.
At this stage, the teacher can decide whether to convert the skills into the
outcome, context, criterion format. No rule of thumb exists concerning whether
such a conversion is necessary; however, in a general sense the more systematic the
objective the more systematic the instruction. Academic skills generally require a
systemic approach, and teachers should consider writing objectives that are as
concise as possible. Take, for example, the second skill in the example sequence. In
its present form a teacher may forget that there are alternate uses of the vowel
diphthong "ow." A systematic, instructional objective for this skill might be:

Outcome: The student will recognize and pronounce ow when found in words such as
blow, and mow. The student will also recognize and pronounce ow when
found in words such as plow and how.
Context: Five words for each form.

Criterion: 100% for each set.
What remains is to write the instructiQnal objectives for the remaining five skill
areas.
Teachers may wish to keep two important considerations in mind when
writing objectives. First, in most cases (especially with academic skills) objectives
will need only minor modifications to meet individual student needs. Therefore,
writing objectives should not be a laborious or never-ending task. With the advent
of microcomputers, teachers can routinely store their objectives for instant retrieval when needed.
Second, a well-written objective will provide the teacher with more thanjust
a management statement (Bepko, 1981). It also provides the basis for assessment
questions (Tymitz-Wolf, 1982). For example, in both the instructional and shortterm objectives illustrated in the example, the assessment components are clearly
delineated (e.g., 30 whole words with 80% to 90% accuracy and five words each
form with 100% accuracy).
IDEA FILE
Microcomputers can be the single greatest tool that educators have for teaching
handicapped students. If teachers do not become computer literate over the next 10
years, they may be left behind in the field (Goldenberg, Russell, & Carter, 1984).
Throughout the remain4er of this text, examples will be provided of how microcomputers can assist instruction in most of the curricular areas. At this point,
teachers should consider the use of microcomputers as management tools. As
objectives are written by teachers in a school district, they can be stored on floppy
disks and shared among teachers. Accomplishing this storage requires that a
standard coding system be used. One example of a coding system uses numbers in
sequence by assigning a whole number to a goal, the whole number plus a decimal
to short-term objectives related to the goal, and so on down to instructional

objectives (sue Table 7.1). For example:
1.0
Goal
1.1
1.2
1.3
1.4
Shortterm objectives (STOs) related to the goal
1.11 Instructional objectives (Os) related to STO 1.1

1.12
1.13

1.21 lOs related to STO 1.2
1.22
1.23
1.24

1.32

1.42
1.43
1.44
1.45
TABLE 7.1 Examples of Coded Objectives

Arithmetic Example
1.0
1.1
The student will be able to perform thebasic operations

in arithmetic.
Short-Term Objective: Outcome: The student will correctly compute addition
Annual Goal:
problems at all levels up to carrying in alternate

places.
Context: 35 problemswritten worksheet.

Criterion: 80% 90%.
1.11 Instructional Objective: Outcome: Add with basic facts 110.
1.12 Instructional Objective: Outcome: Add with no carrying (up tb two columns).
1.13 Instructional Objective: Outcome: Add by carrying from ihe one's place.
1.14 Instructional Objective: Outcome: Add by carrying from the ten's place.
1.15 Instructiohal Objective: Outcome: Add by carrying from consecutive places.
1.16 Instructional Objective: Outcome: Add by carrying from alternate places.
2.1
3.1
4.1
ShortTerm Objective: Repeat for subtraction.

Short-Term Objective: Repeat for multiplication.
Short-Term Objective: Repeat for division.
Reading Example
The student will read orally from a second grade passage,

correctly pronouncing words that include consonants.
1.0
Annual Goal:
1.4
Short-Term Objective: Outcome: Consonant blends (p1, sm, cr, fr, tr, gr, pr, bl,
sl, st, sw, cl, dr, br, sp).
Context: When presented in a word (pronounce whole
word).
Criterion: 50 words90%100%.
1.41 Instructional Objective: Outcome: br, cr, dr, fr, tr, gr.
1.42 Instructional Objective: Outcome: bl, cl, fi, pl, sl.
1.43 Instructional Objective: Outcome: sm, st, SW.
219
More commercially produced IEP software hits the market daily. These
software packages may be of use to teachers and administrators for managing an
IEP data base. Following is a representative sample of companies that market these
systems:
Ex-Ed Computer System
7111 112th Street
Forest Hills, NY 11375

Learning Tools
686 Massachusetts Avenue
Cambridge, MA 02139
Screening and Tracking Corp.

of America
90 Kent Street
Brookline, MA 02146
Teaching Pathways
121 East 2nd Avenue
Amarillo, TX 79101
Turnkey Systems
256 N. Washington Street
Falls Church, VA 22046-45
The second example used in Chapter Three concerning Steve's leisure!

recreation skills, may be useful in following the translation of LEP objectives to
daily instructional objectives. The short-term objective that may have been included on Steve's LEP was:
6.1
Outcome: Student will select a talking book tape, place tape in recorder, and turn
on recorder.
Context: Selection from 10 talking books.
Criterion: Selection (not critical). Correct manipulation of tape and recorder.
One possible task analysis for this short-term objective could include the following
skill sequence:
6.11 liidependently maneuvers wheelchair to listening center.
6.12 Locates and selects desired tape.
6.13 Removes tape from tape rack.
6.14 Removes cartridge from container.
6.15 Pushes eject button on recorder.
6.16 Places cartridge correctly in recorder.
6.17 Closes dust cover.
6.18 Places earphones on head.
6.19 Pushes play button.
221
6.110 Adjusts volume and tone as needed.
6.111 Demonstrates use of forward and reverse functions.

6.112 Removes tape and returns to rack (reverse previous steps).
6.113 Steps 112 generalized to home environment.
This skills sequence could be used with many students and would only need
adaptations based on student needs. For example, if Steve were physically unable
to complete most of the steps, there would be an important need to include
instruction in the communications skills required to seek assistance (e.g., manual
signing, pointing to pictures). Another possibility might be that Steve could
manipulate the "on" and "off' functions of the machine if a sensory switch were
installed. The skill sequence would then need to be slightly altered to account for
the training required to work such a device.
The example illustrates an instance in which a teacher may not need to

convert the steps of a task analysis into an outcome, context, and criterion format.
In its present form, the skill sequence represents an example of a procedural task
analysis where each step is essentially independent of the others and would be
taught using a chaining procedure. The teacher generally would expose the student
to all the steps during an instructional trial. The subskills are written in such a way
that the teacher can record whether or not the subskill was completed by the
student. In this case, the subskills are probably precise enough fo allow for an
accurate appraisal of learner progress. Psychomotor skills (e.g., selfcare and
some vocational tasks) generally can be taught from the task analysis without converting each step to an instructional objective.
Developing Educational Interventions

Educational interventions include a number of components (e.g., strategies for
changing behaviors, educational materials, assessment strategies) that when linked
together increase the probability that the students will learn the skills targeted for
instruction. Developing these interventions, or lesson plans as they are more
commonly known, must be systematic if the retarded students they aredesigned
for are to have a chance to learn the targeted skills (Mercer & Mercer, 1985).
Teachers at times may confuse a welldesigned plan with the plan book that is
commonly used in public schools (see Figure 7.2). A lesson plan book would be
more appropriately called a lesson plan schedule book because the function it serves
is to cue the teacher concerning the daily schedule, the location ofthe students, and
the types of activities assigned to the learners. This scheduling procedure is
important because it is a quick reference for orderlytransitions between activities
and events. Lesson plan scheduling should not, however, be confused with the
more detailed and systematic process of lesson plan or instructional intervention
development.
Developing effective instructional strategies (step 8, Figure 7.1) involves a
concise step-bystep process culminating in any one of several formats. Teachers
can choose the design that best fits their needs. The necessary components of an

WEEK OF:
MONDAY
Reading Group I
Reading Group I
Jim 1
Jim.
Oral
Polly ft Pgs. 13
Brian TReading and

Polly ft Flash Cards
Kelly Oral
Kelly Workbook
Sam I Reading
Sam I Pgs. 89
Brian
Period
TUESDAY
1Workbook
WEDNESDAY
FRIDAY
THURSDAY
Reading Group I
Reading Group I
Entire Read Story
Entire 1 Reading
I
1
Group Comprehen. Group Pg. 5
Basal
Test
J Ans. Ques.
Reading Group I
Jim
Sam
I Flashcards
Brian Pructice wI
l Language
Master
110
Polly Oral
Kelly i Reading
Math Group 1
Math Group I
Math Group 1
Entire Unit
Fractions s Pg. 81
Group I Test
Practice J (Text)
Howie Seatwork
Jerry J Fractions
Period
Sheet
8 115
Brian 1 Instruct
Entire Group
Add.
Polly
Jim ft Fractions
Math Group I
Brian Workbook
Polly
Pg. 30
Math Group 1
Entire Cooking
Group Exercise
Jim
Fractions
in Cooking
Howie Instruct
Jerry
Using
I Fraction
Cards
Period
Period
Reading Group 2
Basal
Jeff
Karen Reader
Cindy Story H
Reading Group 2
Reading Group 2
Reading Group 2
Entire Workbook
Jeff
Entire ' Story 12
Reading Group 2
Entire I Story 13
Group !,Oral
Group Workbook
Group f Pgs. 68
Sight
Karen I Vocabulary
Pg. 10
Comprehrn.
Kevin
Individual
Testing
Cindy Same as
Lunch
Lunch
Lunch
Lunch
Lunch
P.E.
Math Group 2
P.E.
Math Group 2
P.E.
Planning Period
Play Construction
of Shapes Games
Planning Period
Entire Pgs. 5052

Group I Workbook
Planning Period
Math Group 2
Art
Math Group 2
Music
Math Group 2
Intro. to
Planning Period
Have Students
Locate and Label
Shapes Around
School
Planning Period
Entire Unit
Basic
Entire
Geometry ft Group
J Questions
Kevin } Tuesday
Group I Quiz
FIGURE 7.2
Example of a Lesson Plan Schedule Book
implementation plan, however, are basic, including areas that teachers must ad-
dress if the plan is to work. These plans can be designed for either group or
individual instruction because their components will be the same. Group instruction plans ma1y include modifications of materials and teaching techniques to meet a
particular individual's needs.
An effective instructional or lesson plan should include, at least, the following components:
1. Demographic information.
2. Annual goal, short-term objective, and instructional objectives.
3. Preinstructional activities.
4. Teacher instructional behaviors.

5. Activity sequencing and student responses.
6. Probes.
7. Generalization activities.
Demographic Information
Demographic information about the students or the group, the teacher's name, and
the date of implementation should be included on the top of the form. Although
recording this information may seem trivial, it is important for maintaining an
overall management system (see Table 7.2). Omitting dates of implementation
and student/group descriptors makes it difficult to keep an accurate record of techniques and materials that were tried and who implemented them so that changes
can be made when necessary. For example, a teacher instructing a reading group in
the use of comprehension skills such as sequencing and main idea may be attempt-
ing to use a new instructional strategy of cueing key words in the story by
underlining them. During the end-of-the-year LEP review, it would be helpful to
be able to refer to previous instructional plans, noting the techniques that were
implemented. The demographic data provides information concerning which

students were exposed to the techniques, the dates, and so forth.
Goals and Objectives
In addition to demographic data, initial information should include the annual

goal, shortterm (LEP) objective, and the day's instructional objectives(s). To save
time, a numbered coding system such as the one presented for use with microcomputers provides a quick method for recording goals and objectives (see Table 7.2
and Figure 7.3). For example, an annual goal may involve motor skills, an area
which is coded 2.0. One specific short-term objective incorporated within this goal
may be to sit in a balanced position for 2 minutes. It can be coded 2.1. Subsequent
instructional objectives identified in the task analysis can be coded 2.11, 2.12, 2.13,
and so on. Therefore, when teachers develop their daily lesson plans or strategies, it
is simple to use the coding system instead of rewriting the same goals and objec-
tives. The coded numbering system can assist teachers in filing plans for later
retrieval.
Preinstructional Activities
Preinstructional activities are devices or techniques that a teacher uses to attract

learner attention and increase motivation for an immediate task (Table 7.2 and
Figure 7.3). Dick and Carey (1978) have suggested techniques such as cartoons or
attractive color schemes to engage student attention. In addition, modeling exactly
what the task entails or demonstrating to the learner how the current lesson relates
223
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Group or Student:
Annual Goal:
Short-Term Objective:
Instructional Objective:
(See Table 3.9)

Steps of task analysis
Pre-Instructional Activity
Model making toast. Have group eat toast.

Teacher Behavior
1. Verbal Instruction: Give verbal direction for step.

2. Model: Model behavior for step.
3. Prompt: Touch student's hand, then touch item.
4. Guidance: Physically guide student through step.
Information Presentation and Student Behavior
Follow steps of attached task analysis.

Material
Toaster
Bread
Butter
Napkin
Knife
Plate
Probe
Marking percent correct steps completed at independent level.

Generalization
Parents assist in making toast at home.
U FIGURE 7.3
Sample Lesson Plan (Alternate Form)
to previously learned skills can have a motivating effect. In any case, teachers
should plan how they intend to motivate their students.
For example, a severely retarded student may be engaged in learning independent feeding skills. Preiistructional activities could simply involve allowing
the learner to taste the food, thereby increasing awareness and motivation. Similarly, for mildly retarded students engaged in a career awareness unit, highlighting
potential jobs in agribusiness, a field trip to a farm supply business may provide
additional incentives.
Preinstructional activities can also be used to introduce the theme or scope of
the lesson. For example, a cartoon may demonstrate to students in a humorous

fashion what happens when two people argue. The lesson for that day may concern
interpersonal relationships on thejob and involve role playing certain vignettes.In
this instance, the preinstructional activity was used to "set the stage" for the
activity.
225

Teacher Instructional Behaviors
One of the most difficult tasks for some teacher educators is to assist their students
in identifying the behaviors they exhibit in the classroom. When developing lesson
plans, some teachers spend a great deal of time outlining specific behaviors they
expect from students with little or no attention given to what they themselves do.
If this is the case, a vital piece of the teaching puzzle identifying the cause/effect
teacher-pupil relationship may be lost. Therefore, antecedent teacher behaviors
and their resulting effects on student behaviors must be identified (Table 7.2 and
Figure 7.3). For example, some severely retarded students benefit from fewer
verbal directions and more physical prompts. Similarly, the teachermay present a
complicated vocational task to a moderately retarded student by using primarily
modeling with some verbal directions. Both examples have the common element
of pinpointing exactly what the teacher will do to elicit a particular student
response.
Antecedent behaviors exhibited by teachers are those that occur before the
student attempts a task and are designed to increase the probability that the learner
will perform the skill successfully (see Chapter Six). In theexamples given, verbal
directions, models, physical prompts, and various forms ofguidance are all consid-
ered antecedent teacher behaviors. Also, cues that are built into instructional
materials (e.g., underlining key words in a paragr4th, color coding two parts of
an assembly task) can be considered antecedent events.

Manipulating antecedents in a systematic fashion is the core of the curriculum
implementation effort. Knowing exactly which antecedents are being used helps
the teacher in deciding how they affect the progress of students. For example, a
teacher using modeling as the primary antecedent for teaching acomplex vocational
task may need to know the type of model used (e.g., teacher modelvs. peer model)
for later analysis. If assessment data indicate that the learner makes too little or no
progress, knowing the technique(s) used assists the teacher in changing the instructional strategy. This change or revision of instructional methods and materials
directly relates to an upcoming component involving the use of probes.
Activity Sequencing and Responses
Presenting a lesson in an organized fashion helps provide structure, allowing

teachers to be more systematic in their presentation and allowing students to be
more attentive to the antecedents being delivered. By organizing the presentation,
the teacher can better control the instructional setting, intervening as needed. This
section of the plan (see Table 7.2 and Figure 7.3) involves listing thesteps of the
lesson in the order that they are presented to the student. In cases where a task
analysis is used as an instructional guide (Table 7.3), the steps in the analysis will be
the sequence the presentation will follow.
Student responses should be the result of a teacher's manipulation of specific
antecedents. (e.g., a teacher prompts a student by touching the student's hand and
then touching a knife. The result is that the student picks up the knife.) In this

TABLE 7.3.
Task Anal ysis for Making Toast: A Domestic Skill
Short-Term Objective: Outcome: Making toast.
Context: Toaster
Loaf of bread
Butter and knife
Criterion: 100% of steps on task analysis over 5 days.
1.
Get out toaster, knife, and napkin.
2. Get out bread and butter.

3.
4.
5.
6.
7.
8.
9.
10.
11.
Plug in toaster.
Untie bread.
Take out one piece.
Retie bread.
Place bread in toaster.
Press lever.
Take lid off butter.
Remove toast.
Place on napkin.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Pick up knife.
Put butter on knife.
Spread butter on toast.
Return bread and butter to storage.
Return toaster.
Take knife to sink.
Rinse knife.
Throw away napkin.
Get dishcloth or sponge from sink.
Wipe off table.
section of the instructional strategy, teachers list the specific outcomes they hopeto
elicit from learners. In the example, the teacher may identify an approximationof
the target behavior such as "the student moves hand toward the knife" instead of
"the student picks up the knife." By taking the time to outline the expected student
behaviors, teachers can continue to maintain their organizational scheme. When
data are reviewed at a later time, all necessary information will be available.
Probes
One important concept for teaching retarded learners that was highlightedin P.L.
94-142 was the requirement for ongoing monitoring of student progress (Bepko,
1981). A common misconception is that "ongoing monitoring" refers to weekly,
or worse, semiyearly or yearly checks. When teaching retarded learners, using
only weekly or less freque9t checks can be a mistake that will be difficult to correct.
An ongoing monitoring system should be continuous (e.g., atleast daily, and
in some cases several times daily), so that problems in the instructional system that
are impeding student progress can be eliminated immediately (Turnbull, Strick-
land & Brantley, 1982). For example, if a student who is learning to add on
Monday misunderstands a basic concept and practices the mistake all the rest of the
week, it will be much more difficult to correct the error. Similarly, a severely
retarded student who is engaged in a toilet training program may have made no
progress for months. The lack of progress may have been related to the trainer's
inappropriate use of a guidance technique, and the months without progress can
never be regained.
227
An ongoing monitoring system should be continuousat least

dailyso that problems in the instructional system can be immedi-
ately eliminated. (Courtesy of Kay Shaw)
Probes are one type of formative evaluation that teachers include in their
lessons to measure small samples ofstudent behaviors. These probing devices relate
directly to the daily instructional objectives(s) and can be as simple as a page from a
workbook or the teacher's observation of a student cleaning a sink. For example,
an instructional objective that was presented earlier in the chapter involved the
diphthong "w" in different context words. The context of the objective involved
the student pronouncing the diphthong in five words representing the first context
and five in the second. In this case, the probe might involve flashing the 10 cards at
the end of the lesson and recording any errors that were made.
Generalization Activities
A common problem faced by some teachers is developing suitable activities that

allow the student to practice newly learned skills under different circumstances.
'p
229
When designing instructional strategies, practitioners may overlook a problem
faced by many retarded individuals. Basically, these students have difficulty in

generalizing knowledge and skills to other settings, under the guidance of different
persons, or when using alternate materials.
For this reason, teachers must develop a component of their lesson plans to
include additional activities that will be used for guided practice. When teaching
discriminations between object sizes, the teacher would not stop when the student
learned the initial differences in size. Rather, the teacher would vary the number
and types of objects as well as requiring more precise discriminations. Similar
examples can be noted for teaching most academic skills.
Consider developing an instructional strategy for teaching the basic operation of addition. Traditionally, teachers begin by explaining the basic concept to
the student while modeling the target behavior. The student is then instructed to
practice the target outcome by completing a predesigned worksheet or a page in a
workbook. Unfortunately, instruction and guided practice often end here.
Students in the general population can often transfer what they have learned
to daily occurrences outside of the school. Mentally retarded learners, however,
are not always able to make that transition. Therefore, teachers could delineate
activities such as using a grocery store advertisement to work on addition practice
or incorporating computation problems into a community field trip. When developing new lessons, teachers must consider alternate activities that allow learners to
practice their skills in reallife situations.
Dick and Carey (1978) have discussed follow-through activities that essentially are programming for generalization. Such follow-through activities include
remediation and/or enrichment materials. These materials are supplemental, in

that they are gathered by the teacher for possible use by the student. Therefore, the
plan states that they are to be used to assist the learner in guided practice activities
(e.g., group projects, activity centers, practice with microcomputers, boardwork,
practice in workbooks. instructional games).
FORMATIVE EVALUATION
The process that uses student progress as a measure of program success is called
formative evaluation (step 9, Figure 7.1). In a strict sense, formative evaluation is a
method of field testing units of instruction during the design process to "iron out"
difficulties before implementation (Gagne & Briggs, 1974). For example, when
developing a task analysis for riding a bus, the teacher would field test the sequence
before beginning to train retarded students in this skill area. A formative evaluation
of this task analysis might be to have a group of regular students complete the steps
in the sequence, noting any difficulties they might encounter. Subsequent revisions
of the task analysis would include corrections based on observed difficulties and
feedback from the students who participated in the trial sessions.
However, the principles of formative evaluation can also be applied to daily
instruction. Teachers may design instructional components, implement the lessons, and make certain assumptions that the intervention was successful. Subse
quently, the instruction will be implemented again in the same or a similar fashion.
The resulting transmission of knowledge and/or skills is speculative. By incorporating some type of formative evaluation into their educational programs, teachers
can makejudgments based on data relative to the efficiency and effectiveness of the
instruction. With this information on student performance in hand, teachers can
revise their interventions whenever and wherever needed, increasing the probability of student success.
In this chapter, formative evaluation has been presented in the form of daily
probes. These daily probes are based on the instructional objective and measure
whether or not the learner has met the desired criterion. If the criterion has been
met, the teacher can assume that the initial instruction was successful and subsequent guided practice activities can be implemented. The student can then advance
to the next objective. Conversely, if the student has not met the desired criterion,
the teacher can assume that a revision is needed in the instructional materials and/or
techniques. Subsequent alterations in the intervention can be monitored until the
desired result is obtained. Chapter Four on assessment has presented this process in
more detail.
Revising Interventions
Historically, when retarded learners failed, the blame for the failure was placed on
some inherent quality of the student. Professionals now believe that when learning
problems occur energies must be exerted toward matching the appropriate methods and materials to learner needs. Therefore, the principle of revising interventions becomes critical. Formative evaluation provides teachers with the structured
data needed to make decisions about revision (step 9a, Figure 7.1).
The ability to make appropriate decisions concerning changes in the instruc-
tional system is dependent upon the ease of analyzing the data collected. To
minimize poor decisions, teachers may consider adopting a measurement tool that
will assist them in collapsing data into a workable, easytoread format.
One tool for information collection is charting data in graphic form (see
Chapter Five). Our society has become visually oriented, and often a picture of
something can aid our understanding. Also, by charting certain learner behaviors,
teachers find that they can prevent valuable information from being lost in the daily
events of the classroom. When student behavior is charted, a picture emerges

depicting wh'ether or not specific goais are being met. The graphic display presented on the chart should indicate when revisions are necessary: In addition, when
the charted behavior is analyzed after a new method or material has been imple-
mented, the data displayed should indicate whether or not more changes are
needed.
The cause-and-effect relationship between an educational intervention and
learned behavior is the key to the effectiveness of a program. Therefore, a visual
display of these cause/effect relationships can be a useful tool. Figure 7.4 presents
an example of how the academic progress of a mildly retarded student can be
charted. The criteria expected and the criteria achieved on instructional objectives
Verbal Models Only

(Teacher)
Models and Incorporate

Instructional Games
231
Incorporate Peer Tutor
-n 100
0
0
E
00
90
80
70
60
50
C'
40
0
0
U
30
20
10
3/31 4/1
3/24 3/25 3/28 3/29 3/30
3/21 3/22 3/23
Revlse*
Revise'
4/4 4/5 4/6 4/7 4/8 4/11

Expected Criteria
FIGURE 7.4
Program Revision Based on Formative Evaluation Data
can be displayed to assist in analyzing learner progress. At the point of continued

low performance by the student, the teacher can intervene by revising methods and
materials to assist the learner in mastering the task. Charted information is also
beneficial for viewing the worth of larger units of study. Analysisof component
parts and the unit as a whole is important to establish the value of a program.
Teachers can revise any number of program components including
iors, instructional materials, and the objectives for the program.
teacher behav-
SUMMATIVE EVALUATION
The short-term objectives found on a student's LEP are actually large chunks of
instruction that can take many months of time to teach. In many cases, teachers
have considered shortterm objectives to be those that arethe cumulative effort of a
unit of instruction. Summative evaluation involves gathering information concerning student performance at the completion of a unit that will assist in assessing
the overall effectiveness of instruction (step 10, Figure 7.1).
Three types of data can be compiled for analysis in this final phase of
evaluation: direct product data, observational data, and learner input. Measurement of direct products can take different forms such as standardized or criterion

referenced tests for academic skills and completed projects for vocationalor leisure
skills. For example, a shortterm objective for a unit on addition could state:
Outcome: Student will correctly compute addition problems at all levels up to carrying in alternative places.
Context: 35 problemswritten worksheet.
Criterion: 80% 90%.
For many mildly and moderately retarded learners, this objectivecomprises a large
unit of instruction that may span several weeks. Subsequent analysis of this
objective by the teacher could identify a number of instructional objectives that

will be taught daily, leading to the completion of the unit (see Table 7.1). The
summative evaluation of the unit, therefore, is simply the testing situation outlined
in the short-term objective. The information gathered can then be analyzed, with
the teacher noting whether the students have mastered that unit and thereby
allowing them to proceed to the next unit of instruction.
Another example of a direct product measure is teaching leisuretime activities to moderately or severely retarded students. A shortterm objective may be
concerned with a needlepoint project, describing the criteria needed for itscompletion. Instructional objectives are identified and taught, resulting in a finished
needlepoint project. The teacher can then evaluate the project according to preset
criteria, judging the effectiveness of that unit.
Using observational data as a tool for evaluation is a vital component of
assessing mentally retarded learners. As with all techniques ofevaluation, observation should be used throughout the system. For example, when teaching self-care
skills, the teacher observes the students as they perform the outcomes stated in the
short-term objectives (e.g., toileting), carefully noting performance on each of
the instructional objectives identified in the task analysis. Similarly, teachers can
intervene (or teach) and subsequently observe the results ofprograms designed to
teach social behaviors. For example, if a student continuously interrupts the
conversation of others, the teacher may have to measure the number ofoccurrences
defined as interruptions by observation and design a program to reduce the

frequency of that behavior. Subsequent observations of the student's interrupting
behavior will provide the teacher with data concerning the effectiveness of the
behavioral program.
The final method of gathering summative evaluation data involves obtaining
learner input. trofessiona1s should give more credence to the opinions of their
consumers. Teachers can sample their students' opinions using interviews or

questionnaires. For younger learners, questionnaires that incorporate a choice of
happy faces work well (Figure 7.5). Older mildly retarded students frequently
respond to "comments" sections on materials that allow them to make statements
concerning their value. Moderately and severely retarded learners can often communicate in a brief interview their impressions of certain units. Somepeople may
feel that retarded learners have few opinions and will progress best when parents
and professionals design programs and make key decisions. Paternalistic attitudes
233
1. Was the reading game fun?
00
00
00
(\ (\\ (S\\
2. Do you like the word cards?
3. Does the teacher make you feel good about your work?
00
00
U FIGURE 7.5
Example of Student Feedback
such as these are contrary to the current philosophy of assisting the retarded in
being as independent as possible. Making an effort to incorporate student feedback
into program evaluation is a small step, and yet it may well be the first step in
training for varying degrees of independence.
Additional Summative Evaluation Data

Step 10 of Figure 7.1 indicates a vital component of summative evaluation in
relation to retarded learners. This assessment component can be used effectively as
the means to observe whether or not students are generalizing skills to community
situations. For example, when teaching mildly retarded students units on basic
operations in arithmetic, teachers may include in their generalization activities
tasks that involve some practice with realistic community tasks (e.g., newspaper
ads for grocery stores). The summative evaluation for operations in arithmetic,
then, might find students using the basic operations for comparison shopping,
vocationally related applications, and other daily living tasks in the community
setting. In the case of the bus-riding component of community mobility, the example is simple: the summative evaluation involves observing the students move
independently to different parts of the community.
In addition to these community applications, summative evaluations can also
include many of the same techniques used in the community needs assessment.
Specifically, a followup of former students allows teachers to rate the relative
success of their curricula and implementation strategies. For example, a problem
may be indicated if a large proportion of moderately and severely retarded students
are leaving a secondary public school program ofily to enter a sheltered workshop.
A situation such as this may be the result of a lack of community training sites or a
lack of generalization activities built in to daily lessons. In any case, the results from
the summative evaluation do indicate that the independence of these learners is

minimal and further analysis is warranted.
Summative evaluation is the final step in the instructional design process. The
techniques of summative evaluation are essentially the same as those used during
the formative evaluation process and during initial assessments. In this final evaluation, teachers may find it useful to analyze the system as a whole. In this way,
additional information that may have been inadvertently lost during ongoing
assessment can provide teachers with a more complete analysis of student progress
and program effectiveness.
KEY CONCEPTS
This chapter has attempted to present the reader with a view of curriculum design
as a process; that is, a mechanism that is ever changing and relates entirely to
individual learners. Viewing curriculum as a process differs from the prevailing
practices that regard curriculum as merely a set of outcomes. For example, teachers
who practice the process ofinstructional development are able io assess the needs of
any retarded learner, regardless offunctioning level, and design appropriate curriculum options for that learner based on identified strengths and weaknesses. Conversely, teachers who perceive curriculum only as a set of outcomes often attempt
to identify a preset curriculum, "fitting" the student into established goals and
objectives aAd disregarding individual learner needs.
The age of the learner, prerequisite skills needed, community validity of the skills,
and the availability of resources to teach the skills are all important considerations
when establishing the order in which skills are to be presented to learners.
Translating shortterm objectives from the IEP to instructional objectives (lIP) is
accomplished by using the process of task analysis.
Some steps on a skill sequence require the teacher to write out a formal objective
including outcome, context, and criterion. Other steps, such as those involving
selfcare skills, are sufficiently concise (e.g., pick up toothbrush) without a formal
objective.
235
Educational interventions are well-designed lesson plansthat include demographic

information about the learners, goals and objectives for the lesson, preinstructional
activities to catch the learner's attention, teacher instructional behaviors, sequence of
activities and student responses, probes to monitor student progress, and generalization activities to help students practice new skills under different conditions.
Formative evaluation includes trying out lessons on othersbefore the skill sequences
are presented to retarded learners. This technique helps to "iron out" the problems
and increase the probability for learner success.
Another component of formative evaluation is included in the implementation of
with frequent inforinstructional strategies (lesson plans). Probes provide teachers
mation about student progress that is used to revise the strategies as needed.
Summative evaluation measures student progress over large chunks of instruction
and monitors the effectiveness of the curriculum by following student progress in
relation to community-realistic tasks.
REFERENCES
Apter, S. J. (1977). Applications of ecological theory:
Toward a community special education model.

Bateman, B. (1967). Implications for a learning disability approach for teaching educable retardates.
Bepko, R. A. (1981). The role of evaluation in the

development of curriculum. In H. Goldstein,
(Ed.), Curriculum development for exceptional children. San Francisco: Jossey-Bass. pp. 5769.
Brooks, P. H., & Baumeister, A. A. (1977). A plea for
consideration of ecological validity in the experimental psychology of mental retardation: A guest

editorial. American Journal of Mental Deficiency,
8(5), 407416.
Brown, L., Branston, M. B., Hamre-Nietupski, S.,

Pumpian, I., Certo, N., & Gruenwald, L. (1979).
A strategy for developing chronological-ageappropriate and functional curricular content for
severely handicapped adolescents and young
adults. Journal of Special Education, 13(1), 8190.
Brown, L., Nietupski, J.' & Hamre-NietupSki, S.
(1976). Criterion of ultimate functioning. In M. A.

Thomas (Ed.), Hey, don't forget about me: Education's investment in the severely, profoundly and multi-
ply handicapped. Reston, VA: The Council for Exceptional Children.

Brown, L., Pumpian, I., Baumgart, D., Vandeventer,
P., Ford, A., Nisbet, J., Schroeder, J., & Gruenwald, L. (1981). Longitudinal transition plans in
programs for severely handicapped students. Exceptional Children, 47(8), 624630.
Cooper, J. 0. (1981). Measuring behavior (2nd ed.).

Dick, W., & Carey, L. (1978). The systematic design of
instruction. Glenview, IL: Scott, Foresman.
Dunn, L. M. (1973). Exceptional children in the schools:
Special education in transition (2nd ed.). New York:
Holt, Rinehart & Winston.

French, A. (1983). Formulating long-term goals and
shortterm objectives for individual education programs. Education and Training of the Mentally Re-
tarded, 18(2), 144147.

Gagne, R. M., & Briggs, L. J. (1974). Principles of
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CHAPTER EIGHT
TEACHING FUNCTIONAL
READING AND
WRITTEN EXPRESSION
U Instruction in reading and other language arts skill areas has been'given considerable attention in most curricula for mildly and moderately retarded students.
Professionals have felt that mildly retarded students could learn to read but would
fall behind in achievement levels, possibly attaining third or fourth grade reading
skills. Moderately retarded learners have been thought to be capable of reading
cautionary words, with little need for moving beyond that level.
Written expression has been generally overlooked in curricula for the moder-
ately retarded, while mildly retarded learners have been expected to master the
spelling of basic words and construct basic sentences. Unfortunately, these approaches set artificial limits on students who have proved to be heterogeneous.
BASIS FOR READING AND LANGUAGE ARTS

INSTRUCTION
Reading and language arts programs for retarded students should be developed
according to individual needs. A mildly retarded learner may be capable oflearning
to read books requiring fourth grade reading skills. Conversely, a moderately

retarded learner, because ofsevere auditory processing deficits, may be able to learn
large numbers of community-valid words using a sight approach, but not be able
to achieve a second grade skill level as assessed by standardized reading tests.
The basis for developing reading and written expression activities for any
capable retarded learner is the functionality of the skills being taught. For example, a
mildly retarded learner may be able to read on a third grade level using a basal
book, but may not be able to read and follow the directions accompanying a power
tool. Similarly, moderately or severely retarded learners may be able to read
237
Language arts activities can be a bridge between reading and writ-
ten expression. (Courtesy of Kay Shaw),

cautionary words when they are presented in the classroom, but may not be able to
act appropriately in community situations when confronted with the same words.
The major reason for teaching retarded learners reading and language arts
skills is that these skills can help them to be more independent in home, work,
leisure/recreation, and other community environments. Ifsome professionals have
not been successful in teaching these students useful reading and language arts
skills, it may be due to their use of general education curricular approaches

presented at a slow rate (Blanton, Sitko, & Gillespie, 1976). The academic curriculum for regular education, although accurate in scope and sequence of skills (i.e.,
the order in which skills are generally learned), generally does not emphasize
application of the skills to community problems and situations.
Special educators can use basically the same scope and sequence of reading
and language arts skills to teach retarded learners, but the diagnosis of reading
deficits and the methods of instruction must be more precise than those used with
their nonhaildicapped peers. Also, special educators should combine theteaching
of the basic skills with the immediate application of those skills to community
situations (e.g., finding words in the community that are examples of certain
decoding rules).
This chapter provides teachers with an overview of the preferred practices for
teaching reading and written expression skills to retarded learners. The skills and
techniques presented here apply mostly to mildly and moderately retarded learners, although some severely retarded learners can also benefit from a program that
teaches reading of functional words. As with the other chapters in this half of the
text, the material will be presented in terms ofthe curriculum development process
TEACHING FUNCTIONAL READING AND WRITTEN EXPRESSION
239
discussed in Chapter Three. Readers may wish to return to that chapter and review
Figure 3.2 before continuing to the next section.
READING AND WRITTEN EXPRESSION: THE IEP

Steps One and Two: The Community Needs Assessment (CNA)
Conducting a CNA allows teachers to immediately place reading and written
expression skills in the context of the community. The information gathered
during this exercise should help in designing long-term goals that reflect application of basic skills to activities in home, vocational, leisurerecreation, and other
community environments. Conducting a CNA may also assist teachers in finding
volunteers and community sites where academic skills can be practiced in more
natural settings (e.g., shopping malls, employment offices).
Table 8.1 presents a partial list of community settings where reading and
written expression skills may be used and practiced. Once these settings have been
identifed, teachers can organize the information into "subenvironments," depending on the type of skills required (Brown, et al., 1979). For example, the reading
and written expression skills required for locating and recording information about
jobs from ajob board may be somewhat different from those recjuired for filling
out an application. Both of these settings may be located at an employment agency,
yet they can be considered separate subenvironments.
TABLE 8.1 Partial List of Potential Community Environments Where Students
Can Use Reading and Written Expression Skills
Related Reading and Written Expression Skills
Fast food restaurants

Family restaurants
Grocery stores
Sight words from an over-the-counter menu

Sight words from individual menu
Sight words on store items
Sight words on signs
Check writing skills
Reading job notices
Filling out forms
Developing a resum
Locating and reading books and magazines
Listening to and visually following talking
books
Researching and summarizing in writing
information about various topics
Reading a newspaper
Reading directions for assembling items,
cooking, and cleaning
Writing letters and cards
Expressive writing for pleasure
Employment agency
Public library
Home
Step,Three: Identifying Potential Annual Goals

Potential annual goals for reading and written expression can be identified on two
levels. The first level deals with the basic skills identified in scope and sequence
charts, while the second level identifies the application of these skills to the
community. Based on skills listed in Figure 3.5 (Chapter Three) and on skills
suggested by other authors (Bender & Valletutti, 1982; Mercer & Mercer, 1985;
Radabaugh & Yukish, 1982; Stephens, Hartman, & Lucas, 1983), the following is
a partial list of potential annual goals at both levels. This list should provide
teachers with starting points for developing their own reading and written expression curriculum.
READING: LEVEL 1
Decoding
Mildly Retarded
1. Identifies and pronounces blends commonly found in words at the first, second,
and third grade levels.
2. Identifies and pronounces consonants when found in the initial, medial, and final
positions in words.
3. Identifies and pronounces both short and long vowels when found in words.
4. Identifies and pronounces digraphs and diphthongs when found in words at the
first, second, and third grade levels.
5. Identifies and pronounces root words, prefixes, and suffixes.
Moderately and Severely Retarded

1. Recognizes and pronounces a variety of functional community-valid words using
a whole word memorization approach.
Comprehenion
Mildly Retarded
1. Demonstrates the meaning of a wide variety of words.
2. Locates and describes the main idea of a story and can recall details.
3. Follows written directions.
4. Sequences events in logical order.
5. Makes basic inferences and evaluations.
TEACHING FUNCTIONAL READING AND WRITTEN EXPRESSION U 241

1. Demonstrates the meaning of words by acting appropriately when confronted

with a wide variety of community-valid vocabulary (e.g., "danger," "push").
2. Follows some written directions with adaptations.
3. Makes basic inferences and evaluations based on listening comprehension skills.
READING: LEVEL 2
Mildly Retarded
1. Locates basic information about subjects using source books, manuals, encyclopedias, dictionary, etc.
2. Uses maps to arrive at intracommunity and intercommunity locations.

3. Assembles objects using written directions.
4. Demonstrates reading skills used in a variety of home, work, leisure/recreation
and other community settings.

1. Demonstrates the meaning and acts appropriately when confronted with a wide
variety of community-valid skills.
2. Locates, reads, and acts appropriately in relation to key words found in the context
of recipes, menus, directions on labels, etc.
WRITTEN EXPRESSION: LEVEL 1

Spelling, Handwriting, Composition
Mildly Retarded
1. Spells consonant and vowel sounds correctly both out of context and in the
context of words.
2. Spells a variety of phoneme/grapheme groups both out of context and in the
context of words.
3. Uses dictionary location skills in spelling.
4. Demonstrates matchtosample manuscript writing skills (e.g., use of visual
models).
5. Demonstrates match-tosample cursive writing skills (e.g., use of models).
6. Arranges words in logical order to form sentences.

7. Writes simple answers to questions.
8. Dictates a story.
9. Writes a short paragraph on a topic.
10. Demonstrates the correct use of punctuation.
Moderately Retarded
1. Spells own name and names of significant others correctly.
2. Spells correctly a variety of community-valid sight words.
3. Writes name in both manuscript and cursive.
4. Writes a variety of words using either manuscript or cursive.
5. Dictates short stories.
6. Dictates directions and explanations of witnessed events.
WRITTEN EXPRESSION: LEVEL 2

Mildly Retarded
1. Writes name, address, and other personal information.
2. Fills out employment, bank, and other applications.
3. Writes brief letters of complaint.
4. Writes personal letters and thank you notes.
5. Lists activities that need to be accomplished.
6. Records brief directions.
7. Records notes concerning job descriptions or community activities.
Moderately Retarded
1. Carries a card containing personal information and can transcribe the information
onto other forms.

2. Writes brief personal letters and thank you notes.
3. Lists activities that need to be accomplished.
4. Records brief directions.
These examples of goal statements are a starting point for teachers, who can
add to the list as dictated by the needs of their students.
Step Four: Translating Goals into Potential Short-Term Objectives

For goals to be translated into potential shortterm objectives, the student outcomes must be described in measurable terms. Teachers have two choices concern-

ing the types of objectives they wish to write in relation to academic or basic skills.
First, objectives can be written in a more traditional fashion, reflecting skill

performance in classroom activities. For example, the following objectives represent two classroom based skills.
Outcome: The student will locate an answer in the body of a story, reading it as proof
to a question asked by the teacher.
Context: Story chosen from basal reader (second grade level).
Criterion: 5/5.
Outcome: The student will write basic explanations to questions asked by the teacher.
Context: Oral questions asked by the teacher.
Criterion: Explanations must include relevant details and sequential ordering of ideas.
Product judged by the teacher.
The second approach involves restructuring the objective by either

using community-valid materials or requiring the student to perform the
skill in a community environment. In this instance, the objectives can be
altered to reflect the following:
Outcome: The student will locate an answer in the body of a story, reading it as proof
to a question asked by the teacher.
Context: Stories from newspaper articles.
Criterion: 5/5.
Outcome: The student will write basic explanations to questions asked by an employ-
ment counselor.
Context: State and private employment agencies.
Criterion: Explanations must include relevant details and sequential ordering of ideas.
Product judged by teacher and employment counselor.
A general rule of thumb concerning the type of objectives to write generally

concerns the age or functioning level of the students. Older or higher functioning students should move quickly toward practicing reading and written
comprehension skills in community environments using community-valid
materials.
KEY CONCEPTS
Placing artificial boundaries on groups of students may either hinder the growth of
some or set unrealistic goals for others. Therefore, one yardstick to measure whether
a set ofskills is appropriate for a given learner is tojudge the functionality ofthe skills
in relation to life in the community.

Reading and written communication skills can often be taught more effectively in
relation to a person's role as a consumer, worker, citizen, and individual.
A community needs assessment for reading and written expression skills involves a
careful examination ofthe types ofbehaviors important for community integration.
243

For example, a teacher may analyze a number of grocery stores to identify words a
student must know to become an independent shopper.

Potential annual goals allow the teacher to establish an appropriate scope and
sequence of skills for presentation to the learner.
Potential short-term objectives are subskills that lead to mastery of one or more
goals. Because they are measurable, teachers can use these objectives as yardsticks
against which a student's present level of performance is compared.
Whenever possible, shortterm objectives should reflect the application ofacademic
skills to communityvalid activities.
Step Five: Assessing Student Entry Behaviors

Before teachers can adequately develop teaching techniques designed to improve
reading and written expression skills, a thorough analysis of each learner's
strengths and weaknesses must be conducted (Ekwall, 1985). When a new student
enters the class or prior to a student's placement in special education, teachers will
conduct a surveylevel assessment pinpointing general deficit areas. For mildly
retarded learners, teachers have available a wide range of commercially produced
tests that provide information on reading level, decoding, reading comprehension,
word usage, spelling, handwriting, and other areas (see Table 4.1, Chapter Four).
Specific assessment of reading and written expression skill levels involves
proving that what has been found at the survey level is, in fact, true (Howell &
Kaplan, 1980). In addition, specificlevel assessment information allows teachers
to pinpoint the exact areas where deficits are occurring (Rupley & Blair, 1983). For
example, a teacher may discover that a student is having difficulty on the passage
comprehension subtest from the Woodcock Reading Mastery Test (Woodcock,
1973). An analysis of the student's responses on this subtest may provide some
clues concerning specific problem areas; however, no one commercially produced
test can be expected to provide thorough coverage.
The teacher's job is to look at a scope and sequence chart for comprehension
and then use a commercially produced criterion-referenced test or develop teacher-
made tests that will answer the question, "How does the student fare on
each readin comprehension subskill?" One commercially produced criterionreferenced test that appears to be gaining in popularity is the Brigance Diagnostic
Inventory of Basic Skills (Brigance, 1977). This instrument is one of the most
thorough of tests, and it can provide the teacher with a complete breakdown of
how the student performs in areas such as recall of facts, main idea, inference
drawing conclusions, and all subskills of reading comprehension.
Teachers can also perform specificlevel assessment by using more informal
methods such as teachermade tests, graded word lists, and informal reading
inventories (e.g., Woods & Moe, 1985). The key is that, whatever area the teacher
is interested in testing, the items used are based on objectives from a scope and
sequence chart.
TEACHING FUNCTIONAL READING AND WRITTEN EXPRESSION U 245

TABLE 8.2 Error Analysis Chart Including Examples of Reading and Written
Expression Problems
Stimulus
hat
learn
grown
pave
was
cake
Assumed Cause for Problems
Student Response
Substituted medial vowel
hot
learned
gown
pmave
saw
sake
balloon
ballon
pout
The boy went to
put
To the movies
Changed word ending

Omitted letter
Added letter
Reversed letters in word
Poor sound discriminationconsonant
variant
Poor sound discriminationdigraph
Poor sound discriminationdipthongs
Inappropriate sequencing of events
the store and then
to the movies.
Where did the boy
go first?
Writing
I'm going to
the barn,
The boy ran
home.
Writeing
im going to the
barn
Improper formation of derivatives

Improper use of punctuation and
capitalization
Spacing problems when writing
manuscript letters
Whether information is gathered from survey or specific levels ofassessment,

its value depends on how it is used by teachers. The best information concerning a
student's present level of performance is obtained when an error analysis is conducted. This task, discussed in Chapter Four, involves recording the response the
student should have made, the response that was actually made, and an assumed
cause for the error (Howell & Kaplan, 1980). An error analysis can provide the
teacher with the specific data needed to develop appropriate teaching strategies (See
Table 8.2).
IDEA FILE
Following are suggestions for developing a sequence of tasks designed to obtain a
reading profile of a learner:
Gather multiple samples of reading passages (varied lengths) and organize them at
different grade levels. (You may need to conduct a readability sample of the passage
to establish its grade level. Consult any reading textbook for readability formulas
needed to accomplish this task.)
246

Using either standardized or criterionreferenced methods, establish the easy, instructional, and frustration levels (grade equivalency) of a student. By establishing
these levels, it becomes easier to locate materials for future use (e.g., for instruction
and leisure reading).
Gather commercially produced graded word lists or develop your own that can be
used to assess the sight vocabulary or the "outof-context" word recognition skills
of learners. Organize these according to grade levels.
Obtain scope and sequence charts in reading and translate the goal statements into
behavioral objectives. A correctly written behavioral objective will dictate how the
skill will be assessed (Stephens, Hartman, & Lucas, 1983).
Use more than one method to sample a particular reading skill. For example, Howell
and Kaplan (1980) suggested sampling reading comprehension by applying four
survey assessment techniques: questioning, paraphrase, the doze procedure, and
the maze procedure. For reasons that these authors carefully delineated, the use of
only one procedure severely limits the quality of information received by the
teacher.
Periodically practice recording student responses so that the loss of information will
be kept to a minimum. When a student is reading a passage aloud, the teacher should
have a copy of the passage, marking both the stimulus and the actual response
made by the learner (e.g., stimulus "b a t t 1 e," response = "b o t t 1 e").
Perform an error analysis as the data are collcted. Howell and Kaplan's (1980)
system, presented in Chapter Four, is a good example. Organize data into a column
for the stimulus (what the student should have read), a column for the response
(what the student's actual answer or response was), and a column for assumed causes
(what the teacher thinks the problem is). A system along these lines assists the teacher
in organizing data for decision making.
The reading ability of most moderately and severely retarded learners can
best be assessed using activities that relate to independent living skills. Most of
these students appear to learn best when presented words in the context of everyday community activities (Snell, 1983). The assessment approach dictated by this
system involves asking students to read high-utilitywords commonly found in the
communit. The question teachers should answer is whether the words chosen
should be presented out of context (e.g., flashcards) or in community situations.
Moderately and severely retarded students may not be able to read the word
"McDonalds" when it is presented on a flashcard, but they may recognize the
word when it is seen in the presence of its discriminative stimulus, "the Golden
Arches."
Since a large majority of words most important to these students are func-
tional to community life, assessment should occur, as often as possible, in

communitybased activities. For example, a teacher could have a predetermined
list of words commonly found in grocery stores. During a trip to the store the
teacher could point out key words to learners, asking them to read each word.
After each trial the teacher would record whether or not the word was read
correctly.
CASE STUDY
"Mr. Jackson, could you do a reading workup on Robbie? He's next on the waiting
list for possible EMR placement, and we need a reading level on him."
"Now Mrs. Root," said Mr. Jackson, "I know as the Special Education
Coordinator you have to expedite matters. It's just that reading levels alone
provide insufficient information about Robbie's present level of performance. If
he's having enough trouble to be considered for EMR placement, then I can tell
you without a test that he will be reading far below his peer group!"
"Well, what do you suggest?" said Mrs. Root.
"First, I would administer the Woodcock Reading Mastery Test for two
pieces of information. This diagnostic test will tell me notjust one reading level but
Robbie's easy, instructional, and frustration levels so we can choose the most
appropriate materials for use with him.
"If I closely observe Robbie while he takes the test, I can learn a great deal
about his learning style. For example, if he's not a risktaker, it wtll show up in his
reluctance to answer questions. Also, when I score the test, I'll isolate his errors and
analyze them so that I can make decisions about what to do next."

"You said 'first.' How long will this assessment last?" frowned Mrs. Root.
Mr. Jackson tried his most disarming smile, "Not long. The second phase
involves a close inspection of the areas of concern that show up on the Woodcock.
If I find an indication of serious deficits in decoding, I'll want to use a more detailed
criterionreferenced test to pinpoint the exact deficit areas, for example, an inabil-
ity to blend consonant-vowel-consonant. When I'm done I'll be able to write a

fairly detailed list of Robbie's strengths and weaknesses in reading."
"Well, it certainly sounds thorough, but it sounds like a lot of time and
energy when you can just give a quick achievement test."
"It will take longer", sighed Mr. Jackson, "probably about 3 to 4 hours. The
result, though, will be a solid workup that allows us to design the best reading
program for Robbie. Besides, the time invested now will save time later, because
it'll be much easier to program for Robbie once his strengths and weaknesses are
known."
"Hmm," said Mrs. Root pensively, "save time later. OK Mr. Jackson, I like
the idea. Grab your Woodchuck Test!"
"No, no, Mrs. Root, that's W 0 0 D C 0 C K!"
Assessment of written expression can actually encompass several areas including mechanics of writing, handwriting, and spelling (Cohen & Plaskon, 1980;
Hammill & Poplin, 1982). Specific level assessment of written expression can cover
areas such as capitalization, punctuation, written composition, and creative ex
247

pression (Mercer & Mercer, 1985; Moran, 1983). Written samples of the student's
work can be obtained and analyzed for errors in the same areas (Poteet, 1980;
Weiner, 1980).
Specific level assessment of handwriting involves analyzing samples of the
student's writing assignments. (Student writing samples can be used to assess

written expression, handwriting, and spelling.) The ability to write legibly is the
functional goal; therefore, assessment of a student's handwriting can encompass
six areas: letter formation; letter size, proportion, and alignment; spacing; line
quality; slant; and rate (Graham, 1983; Mercer & Mercer, 1985).
Spelling is closely related to reading, and much ofits specificlevel assessment
information can come from reading exercises completed by the students. An error
analysis of spelling errors should result in a clustering of words related to certain
patterns. For example, Polloway and Smith (1982) identified several error patterns
such as adding unneeded letters to words, omitting letters, reversals, mispronunci
ations, and final consonant changes.
Microcomputer software now exists that can assist teachers in analyzing

student spelling errors. Hasseibring and Crossland (1982) and Hasselbring and
Owens (1983) have developed programs that present learners with a word list
given via a computer-driven cassette recorder that allows the students to type in
their version of the words. The computer then scores the responses and provides
the teacher with a printout listing the student's mistakes and the types of error
patterns made.
PROGRAM IMPLEMENTATON
Identifying and Analyzing Short-Term Objectives
Short-term objectives are easily identified if a thorough list of student strengths and
weaknesses has been delineated. The shortterm objectives relate to the list of
weaknesses, where each weakness can become the content for an objective. For
example, a student who has a deficit (weakness) in the use of digraphs might have a
corresponding objective such as the following included on his IEP:
Outcome: The student will read both in- and out-of-context "ch" as an ending sound.
Context: Flashcards with words including "ch" or with only the "ch" written
on the card.
Criteria: 10/10 different words.
10/10 times "ch" is presented independently.
In this case, the analysis of this shortterm objective would be a list of words with
the "ch" ending (e.g., "church").

Another example might be for a severely retarded learner who, when assessed, was unable to read any words on various fast food menus. A corresponding
short-term objective might be as follows:
249
Computers can be a motivating factor when learning written ex-
pression skills. (Courtesy of Kay Shaw)
Outcome: The student will read five basic words from a fast food menu.
Context: At three different restaurants that primarily serve hamburgers.
Criterion: 100% of the trials.
The task sequence of this objective would also be the listing of the key words, for
instance, "hamburger", "fries", "cola", "ketchup", "cheese."
Developing Instructional Strategies

A major consideration in teaching reading and written expression to retarded
learners is basing the instruction on each student's needs. Because of their strengths
and weaknesses in auditory, visual, and kinesthetic modalities, different students

may require programs that meet specific learning styles. This is contrary to the
approach some teachers take when they include all students in one reading series.
For example, mildly retarded learners may continue to fall behind in a mainstreamed situation if the teacher uses only one basal series. The series may require
good auditory perception skills on the part of the learner, a problem area for many
retarded students. Teachers should review many possible approaches and programs, deciding which individual program or combination of them is the best
match with each student's needs.
Phonetic Analysis Approach
The phonetic analysis approach involves recognizing new words by identifying

sounds when presented with their corresponding printed symbols, sometimes
called the grapheme (symbol)-phoneme (sound) relationship. Phonetic analysis
(word attack or decoding) is one of the chief and most useful methods for teaching
nonhandicapped students. Basically, students are taught that letters representing
sounds can be blended together to form new words, an approach termed "cracking
the code."
Unfortunately, the auditory perception deficits suffered by many retarded
learners make instruction by this method a diffictflt task. Retarded learners can use
decoding skills to learn new words, but they generally require additional methods
(Kirk, Kliebhan, & Lerner, 1978). Retarded learners can acquire decoding skills if
they are presented in smaller doses using words that are more controlled and follow
set rules (Chall, 1967).
IDEA FILE
A number of ideas for teaching decoding skills can be found in a variety of reference
books. The following list is a representative sample to help teachers begin their idea
file.
Decoding training can begin after the student can discriminate between environmental and some letter sounds.
Deoding skills taught out of context should be immediately generalized to reading
words in sentences.
The sounds ofinitial consonants can be paired with pictures of objects whose names
begin with the same sound (e.g., b = bat).
Before new words or stories are introduced, the new sounds that are included should
be highlighted. Color coding new sounds may help the students associate the sound
with the color. Once the sound has been learned, the color can be faded.
Introducing rules to retarded learners often serves to confuse them and hinders them
from using the decoding skills. Color coding can better be used to show how the
blend shows up in different words.

Organizing the sounds and blends into groups with similar characteristics can help
retarded learners generalize at a faster rate. For example, "an" and "at" can be paired
for presentation showing the student that by changing an initial consonant new
words can be formed (e.g., "pan,", "tan," "man").

Retarded learners often have difficulty blending individual sounds to form a word
even if they recognize the sounds. What may occur is that they "break down" on the
first sound or syllable and repeat the sound or syllable many times. The Language
MasterTM* may be helpful in assisting students to overcome this problem by
allowing them to see the sounds printed on a card and hear the model pronounce the
blends. Color cues can also be added to the cards to facilitate learning.
Basal Reader Approach
Basal readers are major components of many reading programs. Teachers like
basal series because they are structured, have organized teacher manuals listing
objectives and supplemental activities, and are selfcontained in the sense that all
necessary materials needed to conduct the lessons are generally included. There are
also several disadvantages ofbasal readers, as noted by Mercer and Mercer, (1985).
Using basal readers in a preset fashion limits a teacher's willingness to develop
innovative activities. Also, basal series are designed for group instruction, and
although they are efficient, they tend to overshadow the needs of theindividual.
One major disadvantage of using basal readers with mildly retarded learners
involves the scope of material presented in a given lesson. Many basil series present
multiple objectives within one lesson with some practice on the objectives in
subsequent lessons. For retarded learners, especially those trying to keep up with a
group in a mainstreamed situation, too many objectivesin a presentation may be
overwhelming. Basal readers can be an effective teaching tool with mildly retarded
students, however, if teachers emphasize one or two objectives and develop many
different types of supplemental activities. These supplemental materials allow

students the variety of practice they need on fewer objectives. As the objectives are
mastered, new ones can be added to the list.

This approach adds another dimension to basal readers by using only those
parts of the lessons that relate to the target objectives. Group instruction can and
should be used, except that grouping is based on similarity of objectives across
students, not on reading level. Grouping can also be flexible, changing as the
students begin to master objectives.
Language Experience Approach
The language experience approach attempts to stimulate language as an impetus

for teaching reading. In this system, the student's experiences are used as the basis
*Language Master is a trademark of Bell & Howell, Inc.
251
for the reading material. Students who can write put their stories on paper, and
those who are unable to write present their stories orally to be transcribed by
others.
The effectiveness of this approach with retarded learners is reduced by its
emphasis on recording of experiences since the experiences of many retarded
learners are limited and they tend to have deficits in oral language. As teachers
begin involving their students in more community based training activities, these
students will have more experiences to share.
Linguistic Approaches
Linguistic approaches emphasize phoneme/grapheme relationships and minimize

any comprehension skills in the early stages of instruction (Marsh, Price, & Smith,
1983), stressing the student's ability to see patterns across groupings of words.
Many linguistic programs use a whole word approach, clustering words that are
similar in structure. Students learn not separate sounds but words based onsimilar
spelling patterns. For example, a student who learns the word "cat" can use that
word as a model for identifying similar words such as "bat" and "fat."
Some basal series use linguistic exercises in their overall approach. Linguistic
exercises may prove to be difficult for many retarded learners becauseof the stress
on auditory perception skills and the assumptin that students will begin to
perceive relationships on their own (Kirk, et al., 1978). Retarded learners who have
Teaching reading and language arts in a group activity includes oral expression.
(Courtesy of Kay Shaw)
difficulty transferring knowledge or skills across situations will probably

great deal of difficulty with this approach.
have a
Teachers will find linguistic approaches useful ifthey closely mOnitor student
progress and provide ample direction in the form of frequent prompts and cues
built in to the materials (e.g., "nan," ",'' "tan").
Remedial Reading Approaches
One common characteristic of mentally retarded learners is they generally have not
progressed well in programs that have used one of the developmental approaches
to reading instruction. Approaches that rely too heavily on auditory perception

skills or do not allow adequate practice on fewer skills will provide difficult
obstacles for retarded students. Remedial reading approaches attempt to teach
skills in a format matching the learning characteristics of retarded students.
Basically, remedial reading approaches include some, all, or variedcombinations of the following features:
1. They allow repeated practice (overlearning) of skills spread out over a longer
period of time, allowing retarded learners with long-term memory deficits to
retain the material better.
2. They include cues in the material that assist the learner in focusing attention on the
relevant stimuli of the task.
3. They include a more thorough scope and sequence, allowing learners to master
easier skills before moving to more difficult material.
4. They provide learners with immediate feedback concerning their responses and
shape correct responses when errors are made.
5. They include opportunities for students to practice learned skills under varying
conditions to promote generalization.
6. They incorporate the use of antecedent teacher behaviors such as modeling or

prompting to increase the probability of correct student responses.
7. They incorporate a variety of techniques allowing students to practice skills using
visual, auditory, and tactile modalities.
Remedial approaches are specialized and should be matched to the strengths

and weaknesses of each 1earner. Remedial approaches in the resource room may
not be appropriate if they conflict with the primary instruction in the regular
education classroom. However, for learners whose reading program is the responsibility of the special educator or in cases where regular educators areconvinced a
change is needed, remedial programs can be an asset.
DIS TAR Reading Program
The DISTAR Reading Program (Englemann & Bruner, 1974) is a highly structured program emphasizing decoding skills. This program includes activities
253

emphasizing lefttoright orientation and sequence, blending tasks that stress
spelling by sounds (e.g., "say it slow" then "say it fast"), and rhyming tasks that
demonstrate relationships between sounds and words.
The DISTAR program uses several of the instructional techniques previously
mentioned. Students receive immediate corrective feedback and are given both
tangible and social reinforcers for appropriate responses. Also, this program
provides ample repetition, with mastery required before movement to new skills
can occur.
The DISTAR approach has proved to be very effective with some children.
The key elements of this program appear to be its structure, continuous feedback,
and systematic reinforcers. By providing these elements in all reading activities,
teachers may be able to effect greater gains in reading among their students.
Peabody Rebus Program
The Peabody Rebus Reading Program (Woodcock, Clark, & Davis, 1979) is a
unique system because it uses pictures instead of words during initial instruction.
These pictures, called "rebuses," introduce readers to a basic vocabulary of 35
words that, when used in stories, allow them to learn and practice several basic
reading skills.
As students increase their rebus vocabulary, the program moves them into a
transition phase, pairing the rebuses with the printed words they represent. Over
time, the rebuses can be faded as students learn the words without need of the
picture cues.
At the completion of the Rebus program, students should have developed
skills necessary to succeed in beginning basal programs. This system may provide
help to students who, have gained little or no reading skills at younger ages. The
technique of pairing pictures with printed words can also be carried over to basal
readers with some additional work by the regular and special education teachers.
HEC GE-KIRK-KIRK Remedial Reading Drills
The Remedial Reading Drills (Hegge, Kirk, & Kirk, 1965) is a program designed to
remediate the severe deficits in decoding exhibited by some elementary-age retarded learners. This program helps students to establish soundsymbol associations, closuie, and the left-to-right orientation in reading words.
The authors do not present this program as being selfcontained or separate
from other programs (Kirk, Kliebhan, & Lerner, 1978). Conversely, they see the
Remedial Reading Drills as an attempt to help students learn the skills necessary to
use basal readers. The program first presents activities that allow for practice in
associating sounds with the consonants, vowels, and blends that commonly occur
in beginning basal readers. The activities allow for immediate practice in saying
sounds in the context of words. Subsequent lessons introduce more complex
blends and uncommon sounds.
read
This method has been successful with learners who have failed to learn to
(Marsh, Price, & Smith, 1983). The strength ofthe program appears to be its highly
structured approach and the opportunity it provides for the students to immedi-
ately generalize the decoding skills to words commonly found in their reading
books.
Functional Whole Word Approach
For most moderately and all severely retarded students, learningto read through
traditional approaches such as phonetic and basal readers may not be a realistic
goal. This does not mean that these learners cannot acquire useful reading skills.
The approach to teaching reading skills must be redefined and expanded beyond
what was once thought possible for these students.
Functional reading has been defined as a student's actions or responses

resulting from reading printed words (Brown & Perlmutter, 1971). The key to
teaching functional reading skills is the teacher's ability to observe the student's
actions as they relate to words read. For example, a severely retarded learner who
reads the word "bread" on a shopping list and then selects a loaf of bread in the
store has performed an observable behavior that was a result ofher reading the
printed stimuli. Functional is the key word, and it is related to the concept of
community validity. Words targeted for instruction mustbe functional because the
ability to read them allows learners to become more independent in community
living activities (Snell, 1983).
and
The approach that has been most successful in teaching moderately
severely retarded learners functional reading skills is called the whole word approach.
This method involves pairing pictures with corresponding words, using both
auditory and visual modalities (Sidman & Cresson, 1973). The difference between
this approach and the Rebus approach described earlier involves the words used
during instruction. The whole word approach teaches words that have immediate
application to the community. The Rebus system teaches words that are immediately applicable to beginning readers, and it also teaches additional skills related to
reading stories.
Functional reading involves two distinct outcomes: (1) identifying and reading the word and (2) performing the relatedtask. Retarded learners must be able to
master both outcomes befre their reading skills can be considered functional. For
example, teaching a learner to read and say the phrase "Turn on the water" is
nonfunctional until the student learns how to turn on the water. When teaching
more severely handicapped learners, both aspects have to be taken into account.
In addition, functional reading involves identifying words that are needed by

students to actively participate in community activities. Teachers can cluster words
according to specific activities (e.g., words encountered in grocery store shopping)
or technical vocabulary related to potential employment outcomes (e.g., words
encountered when engaging in custodial skills).
255
256
KEY CONCEPTS
Two categories of approaches are available for teaching reading skills: development or remedial. Developmental approaches include basal reading programs,
phonetic analysis or decoding programs, language-experience programs, and linguistic systems. Remedial approaches used after reading problems surfaceinclude
the DISTAR Reading Program, the Edmark Reading Program (Bijou, 1977), the
Peabody Rebus Reading Program, the Hegge-Kirk-Kirk Remedial Reading Drill,
and the functional whole word approach.
Basal reading programs can be an excellent source of structured reading activities.
However, mildly retarded learners will have a difficult time keeping up with the
lessons because too many objectives are covered per lesson and the number of
opportunities for practice may not be sufficient.
Approaches that emphasize cracking the code such as phonetic and linguistic systems
may also discourage retarded learners if presented in traditional fashion. These

approaches rely heavily on auditory processing skills, an area in which many
retarded learners have deficits.
Language experience techniques can be used effectively; however, the learners will
need to be involved in many interesting activi.ties so they will have the requisite
experiences for discussion. This approach is not a total program, but it can be helpful
as supplemental activities.
Remedial reading programs\ ave'tie\pe?t'teamtt5 re ,'ttt 'z.N\v tN x
can also be confusing to learners if used in conjunction with the developmental

approaches.
IMPLEMENTING INSTRUCTIONAL STRATEGIES

Deciding what to teach students based on their needs is a major portion of the
programming effort. Younger mildly handicapped students have an excellent
chance to become independent readers if teachers can match an appropriate proAs
gram to their needs and head off their learning of inappropriate reading habits.
should
become
increasingly
more
functhey grow to adolescence, their programs
tional, providing opportunities for them to apply their reading skills to community
activities such as reading the newspaper, job applications, and recipes.
Moderately and severely retarded students need to beginreading functional
words as soon as they master the ability to complete the related task. For example,
once a severely retarded learner learns to wash dishes he can begin to learn words
relating to dishwashing (e.g., "soap," "sponge," "towel").
257
IDEA FILE
Mildly retarded students pose the most unique problems for teachers, depending
on whether they are mainstreamed into regular classes for reading or receive
reading instruction in a selfcontained special education classroom.
When mildly retarded learners receive primary instruction in the special education
class, the teacher may wish to use a remedial program as the main thrust. These
programs provide more practice over smaller chunks of instruction and give the
students more feedback. In addition, they often include visual cues that assist learners
who have auditory deficits.

At least two options exist for students mainstreamed for their reading program. In
conjunction with the IEP committee, the regular and special eductors may decide
not to use the more traditional approaches until the learner has gained a certain number
of skills. For example, the Rebus program could be used for a designated period of
time, after which the student would have gained sufficient skills to enter a basal
program.
Another option is to assist the regular teacher in adapting the basal system to meet
the learner's needs. The regular teacher would need to be convinced that only one or
two objectives should be targeted for a learner at onetime. When the student masters
those, he or she can move on to the next set of objectives. For eample, if a lesson
covers six objectives the student would be required to do the activities related to one
or two targets.
Choosing only parts of lessons for one or two students means these learners will be
required to do more independent work while the regular education teacher finishes
with the rest of the group. Because retarded learners are not always the best
independent workers, peer tutors can be used liberally to assist the handicapped
students in completing their tasks (Cooke, Heron, & Heward, 1983).
Independent workers may be engaged in activities requiring them to read stories that
may be slightly above their easy reading level. When this occurs, regulareducation
teachers can have the stories tape-recorded by other students. (The special educator
may wish to have this done as a service to mainstreamed students and a help to the
regular education teachers.) The independent workers can then listen to the story
while they are reading it.
Special educators can help regular education teachers and mainstreamed students by
modifying materials to meet the students' needs. For example, the reading level of
material can be reduced by rewriting. This technique allows students to study the
content on their own reading levels. Additional materials are being commercially
produced that accomplish this task for teachers.
Techniques for Teaching Decoding

It can be easier to teach decoding skills to students with reading deficits if teachers
locate exactly where the skills have broken down in relation to a task analysis. A
student who cannot decode words with consonant blends will have difficulty
moving on to more difficult skills. Once teachers identify the areas where the
breakdowns occur, they can design instruction to begin teaching at that point.
1. To combat attention and auditory processing problems, some retarded learners
may need to spend some time practicing saying and identifying sounds/blends
while they listen to a taperecorded activity via earphones. Visual stimuli should be
presented in conjunction with the auditory exercises (Blackman, Burger, Tan, &
Weiner, 1982).
2. Using pictures of visual cues can assist learners in remembering a specific consonant or vowel sound as well as various blends. For example, pairing initial
consonants with pictures whose names begin with the same consonant helps to cue
students to remember and pronounce the sounds (e.g., S = picture of a slide).
3. Retarded learners may have trouble generalizing the application of rules to many
different situations; however, they may be able to use a model as a guide for
decoding words that have similar sounds and blends. For example, one rule for
words that end in a consonant plus "be" is that the consonant usually begins the last
syllable. The word "table", an example of this rule, could be taught tothe student
using picture cues and then could be used by the student as a model for decoding
similar words such as "able" and "cable".

4. Initial sounds can be taught by placing the letter on one side of the page andseveral
words that begin with the sound on the opposite side of the page (e.g., b all,
at, end, ent).
5. Auditory discrimination training may be an important part of learning thedecoding process for some students. Activities that allow students to practicediscriminating among sounds are important. Some retarded learners may benefit from
practicing auditory discrimination exercises using good quality headphones, tape
recorders, and tapes. Some learners with auditory processing deficits carl better
discriminate among relevant stimuli when all other stimuli are reduced and the key
words are isolated. The headphone exercises can gradually be faded out of the
instructional system to be replaced by similar exercises conducted in a group
activity.
6. Context clues and the ability to use them are an important extension of word attack
skills (Allington, 1980). The use of sentences from which part of the sentence or a
single word is omitted helps students learn to look for context clues. For example,
after school" can be presented requirthe sentence "I am going (home, house,
ing the student to fill in the blank. The difficulty retarded learners have in
atteding to relevant stimuli hampers their ability to decode the meaning. Color
coding the context clues or the actual answers in a number of model sentences may
provide valuable assistance to these learners, helping them to retain the skill as the
color codes are gradually faded (Singh & Singh, 1984).

7. Helping students see the structural analysis of words (e.g., compound words,
prefixes, suffixes) can be accomplished by color coding or including pictures or
symbols depicting the meaning of, for example, common prefixes.
8. Some retarded learners may perseverate or hesitate on one letter or blend. Helping
students see whole syllables can assist them in decoding words. Any technique that
allows the student to pay attention to a syllable as a unit may be helpful (e.g.,

making one syllable larger and one smaller or using different colors for different
syllables).
IDEA FILE
The application of microcomputers in classrooms for retarded learners is becoming
more widespread (Hagen, 1984). Microcomputers in the classroom can help

teachers manage daily tasks such as record keeping and IEP development, or they
can be an instructional tool, helping students to practice learned skills. Computer
assisted instruction (CA!) has several advantages that can be applied to the instructional needs of many retarded learners.
Rupley and Blair (1983) have identified six advantages of microcomputers
that can make them helpful to retarded students:
Enhancing student interaction and motivation.
Providing immediate feedback.
Providing recordkeeping capabilities.
Providing needed reinforcement.

Allowing selfpaced instruction.
Freeing the teacher to work with other students while some students work on the
computer. (p. 426)
Teachers can get the most from microcomputers if they understand some of
the basics of programming. These skills, however, are not a prerequisite for using
CAl. Basically, teachers need to know the simple mechanics of the hardware (e.g.,
computers, monitors, disk drives) and care of the equipment. Hardware evaluation
or choosing the best computer for their needs is often the responsibility of school
district personnel. The more important task is choosing the right software for use
in the classroom.
Kamil (1984) has identified some key concerns in evaluating educational
software, beginning with the question, "Does the program do something better
than what could be done without a computer?" (p. 265). Availability is the first
concern noted by Kamil, because many programs are advertised before they can be
delivered or before all the problems are eliminated.
A second key concerz involves judging the content and deciding whether or
not it is appropriate to the existing curriculum. Judging whether or not the skills
presented are at an acceptable developmental level for a given set of students is a
major consideration.
Retarded learners require frequent and meaningful feedback; therefore,

teachers should review whether or not the program provides frequency and
specificity of feedback. Also, the program's use of attention-getting devices such as
pictures, animation, music, and color capabilities can make a difference in its
effectiveness.
Another important aspect of software is the speed at which the material is

presented. Retarded learners will vary in how fast they can process information,
259
and a program providing varied presentation speeds can be the most efficient
choice. Finally, Kamil has cited cost effectiveness as an important consideration.
Does the program require special equipment that makes the cost prohibitive?
Another example of cost effectiveness relates to the amount of content available.
One program can cover considerably more information than another and yet both
will cost the same amount.
Microcomputers can be a great asset in teaching reading (Beltz, Detwiler, &
Grant, 1983). For example, CAl can be used to provide students with varied
practice activities reinforcing the basic skills in decoding and comprehension. The
many practice exercises that have always been necessary and boring can now be
presented in a highly motivating fashion.
There is software available that allows students to practice phonics, context
clues, and syllabication activities (Goldenberg, Russel, & Carter, 1984). Also, there
are a number of programs currently on the market that allow learners practice in
content area reading exercises (Criscoe & Gee, 1984).
The following list is a representative sample of computer software programs
available to assist in teaching reading.
Periodicals *
The Book
ofApple Software. Los Angeles: The Book Company.
Educational Technology. Englewood Cliffs, NJ: Educational Technology

Publications.
International Software Directory. Fort Collins, GO: Imprint Software.
TRS-80 Educational Software Sourcebook. Fort Worth, TX: Radio Shack Educational
Division.
Software*
Descriptive Reading. Freeport, NY: Educational Activities Incorporated.
First Words. Burlington, VT: Laureate Learning Systems, Inc.
Language Arts Skills Builders. Allen, TX: Developmental Learning Materials.
PAL Reading Curriculum Packages. Aurora, GO: Universal Systems for Education,
Inc.
Reading Comprehension Games. Roslyn Heights, NY: Learning Well.

Reading Skills Series. Glenview, IL: Scott, Foresman Electronic Publishing.
*These lists were adapted from Criscoe & Gee (1984) and Hagen (1984). Both sources contain an
excellent description of the materials as well as complete addresses, prices, and in the case of software,
the computers that will accept the programs.
261
Techniques for Teaching Reading Comprehension

Helping students to get "hooked" on reading can be an important first step in
teaching reading comprehension skills. Retarded learners with a history of reading
failure may find it stressful to be placed in a situation where reading is required.
Two important tasks that teachers should accomplish are pinpointing thestudent's
independent or instructional reading level and finding age-appropriate or highinterest material on the target level.
Reading to students is an important motivation technique. Some students
come from homes where reading is not stressed. Students who witness others
reading for pleasure may be more apt to try it themselves. Setting aside small
portions of the school day for reading the students a continuing story is one
technique to foster more interest in reading.
Finally, many retarded learners who have severe reading deficits can be
helped by talking books, which can be useful in teaching them some comprehension skills and generally increasing their interest in reading. An extensive talking
book library should be a part of many classes, and it can be obtained by asking
volunteers to tape books and stories. Choosing people who do not have pronounced accents and using good quality tapes and recorders lends to the effectiveness of this method.
The following are suggestions for methods and activities that may be helpful
in teaching reading comprehension:
1. Understanding basic vocabulary is an important initial step in improving comprehension skills. Helping students develop branching trees by clustering words
according to association is one technique to improvc word comprehension

(Baumann & Johnson, 1984). For example, the word "ball" can be associated
with "catch" and "throw." As students begin to learn words in clusters, these
words become cues for other associated words.
2. It is important to teach learners vocabulary words that lend meaning to a paragraph by describing when things occur. Mercer and Mercer (1985) have suggested that initially teachers should present words such as "to begin with, next,
after that, and finally" (p. 301), helping the students to follow the organization of
the story.
3. The ability of students to identify key words and main ideas in a sentence or
paragraph is an important skill. Color coding words or underlining main ideas
can help direct thq students' attention to relevant stimuli. Wheneverartificial cues
are used, they should be faded from the instruction as soon as they are no longer
necessary (Bruno & Newman, 1985).
4. After students read stories, teachers can provide them with phrases thatdescribe
what the story was about (Englert & Lichter, 1982). After a number of trials,
teachers can provide multiple phrases, requiring the students to choose the one
that best fits the story.
5. Teaching retarded learners the thinking process that accompanies reading comprehension may help them to grasp some more difficult skills. Stauffer (1969) has
expressed the belief that questions asked by the teacher (e.g., "Can you prove
it?") help stimulate the student's interest in reading comprehension because they

with information from the text (Wood &
Mateja, 1983). Students can also generate their own questions prior to reading the
require the student to support answers

passage (Cohen, 1983).
6. Having students role play the
characters in stories may help them pay more
attention to the details of the text (Jenkins, Stein, & Osborn, 1981). For example,
such as, "Jimmy was sad," and then act
a student might silently read a sentence
and
out how Jimmy felt. This technique canbe used with more difficult material
longer stories.
teaching comprehension skills. Pictures can be
7. An instant camera can be an aid in
activities. The pictures can accompany
taken of students participating in various
the
the sequence of the events, and students can practice placing the pictures inis to
adaptation of this technique
appropriate sequence based on the story. An number
next to the corresponding
number the pictures and then place the same
sentence.
practice (e.g., setting the stage for the
8. Prompting students during comprehension
to reading, verifying story ideas) is a technique
story, providing questions prior
skills (Rupley & Blair, 1983).
that may help students improve their

called repeated readings that requires a student
9. Kann (1983) developed a method
several times. This method is a
and teacher to read a passage aloud together
method that is designed to improve the
version of the neurological impress
fluency of learners who tend to "getstuck" on sounding out words phonetically.
the neurological impress method
Neither the repeated readings method norhowever,
the students do seem to
claims to improve comprehension per Se;
be used in
improve their oral expressionand confidence. These techniques should
activities
(Bos,
1982).
conjunction with other reading comprehension
assist students in organizing the informa10. Teachers can develop story frames to
Fowler (1982) presented five tasks for
tion presented in a reading passage or story.
locations, characters, and times:
developing story frames that can focus on plots,
about the
story; (2) writing a paragraph
(1) identifying the problem of thewords
that mask the problem; (4) designing
problem; (3) deleting unnecessary
the
problem;
and (5) modifying the frame for other
cues to help students focus on
essentially
outlines
that include written cues that direct
passages. The frames are
of the passage (e.g., "The name of the
student attention to the important areas
)
(Moldolfsky,
1983).
Teachers can read a passage and show
troublemaker is
eventually allowing them to use the frames
the students how to use a frame,
independently.
the content of a passage or story prior to
11. Teachers should cue learners about
retarded learners tend to have poor
instruction or reading (Wilson, 1983). Mildly
and this can adversely affect their ability to compreeperiential backgrounds,
providing students with information
hend subject matter. Teachers can help by
about the story before reading begins.
Techniques for Teaching Content Area Reading Skills

retarded learners into classes with their regular
The move to mainstream mildly
for teachers. As these students move up
education peers has created new problems
social
in
through the grades, their participation content subjects (e.g., science,
requires them to absorb material via traditional methods such as reading

textbooks and taking notes from teacher lectures.
Unfortunately, the reading levels of most mildly retarded learners are far
below the reading levels of many content area textbooks. Teachers must use
studies)
innovative methods to teach these students the desired content skills by cir-
cumventing their reading deficits. New materials are being developed that cover
the content subjects on lower reading levels (e.g., Project Life School, Fearon
Publishers). These materials can be a great help and can be used to supplement
other basic techniques.
1. Teaching students key vocabulary in content area lessons can assist them in
comprehending class lectures and scanning more difficult reading materials. These
words can be taught using sight word techniques such as pairing the word with a
corresponding picture.
2. Having peers taperecord chapters can provide learners with another modalityfor
covering the assignments. Peer tutors can also assist mildly retarded learners in
studying for tests or completing assignments.

3. Teaching good study and note taking skills can be a great help to mainstreamed
learners. Cricoe and Gee (1984) have suggested teaching the "survey, question,
read, recite, review" approach. Basically, students are taught to survey the mate-
rial briefly, locating the main points. They then convert tle main points to
questions that may help to increase their comprehension. At that point, theyread
until they can answer each question, recite the answers, and finally review after all
questions have been answered.
4. Regular education peers can take notes for mainstreamed students who are unable
to listen and write at a fast pace. Another approach is to provide the learner with a
tape recorder to record lectures. The study techniques listed in (3) can also be used
when studying from taped materials.
5. Meitnory aids are an important set of skills for retarded learners. Criscoe and Gee
(1984) have suggested five categories of memory aids: (1) poetic devices"thirty
days hath September"; (2) associations"ie in piece is a piece of pie"; (3)
grammatical devicesacronyms, coined words; (4) linking techniqueslinking

words to form a mental image; and (5) location techniquesvisually "walking
through" the exercise (pp. 251255).
6. Many mildly retarded learners may not peform well on content area testsbecause
of their deficits in reading (Bruno & Newman, 1985). Special educators could assist
regular education te1achers in developing alternate projects that assess students'

knowledge, yet do not rely solely on reading ability. For example, students may be
required to obtain the phone numbers of community agencies and legal aid
services, calling each to gather information about how they can help with legal
problems. This project might be assigned in lieu of a test covering information
abOut a state's legal system.
7. Providing learners with an outline of the subject matter they are about to read helps
them anticipate what to look for in their reading (Bean & Peterson, 1981). Special
educators can develop these outlines by asking the content area teachers what
topics in the readings are considered most important. Partially completedoutlines
can be provided for students to complete (Roe, Stoodt, & Burns, 1983). This
technique also helps students discriminate the important points in the reading.
263
IDEA FILE
There are many resources available providing suggestions for teaching techniques
and activities. The following is a partial list:
Baumann, J. F., & Johnson, D. (1984). Reading instruction and the beginning teacher.
Minneapolis: Burgess.
Bender, M., & Valletutti, P. (1982). Teachingfunctional academics. Baltimore: Univer-
sity Park Press.

Criscoe, B., & Gee., T. (1984). Content reading. Englewood Cliffs, NJ: Prentice-Hall.
Devine, T. (1980). Teaching study skills. Boston: Allyn & Bacon.
Hammill, D., & Bartel, N. (1984). Teaching children with learning and behavior problems
(3rd ed.). Boston: Allyn & Bacon.

Lovitt, T. (1984). Tactics for teaching. Columbus, OH: Charles E. Merrill.
Lucas, J. (1978). Ready, set, remember. White's Creek, TN: Memory Press.
Mercer, C., & Mercer, A. (1985). Teaching students with learning problems (2nd ed).

Polloway, E. A., Payne, J. S., Patton, J. R., & Payne, R. A. (1985). Strategies for
teaching retarded and special needs learners (3rd ed.). Columbus, OH: Charles E.
Merrill.
Radabaugh, M., & Yukish, J. (1982). Curriculum and methods for the mildly handicapped.
Boston: Allyn & Bacon.

Schulz, J., & Turnbull, A. (1983). Mainstreaming handicapped students. (2nd ed).
Boston: Allyn & Bacon.
Wiederholt, J., Hammill, D., & Brown, V. (1983). The resource teacher: A guide to
effective practices (2nd ed.). Boston: Allyn & Bacon.
Young, M. N., & Gibson, W. B. (1962). How to develop an exceptional memory.

Hollywood: Wilshire.
Techniques for Teaching Functional Reading Skills

The techniques for teaching functional reading skills are the same as those used for
teaching other reading skills. The uniqueness of this approach involves the functionality of the targeted words (Polloway & Polloway, 1981). Recipes, newspapers, job applications, safety words, menus, and street signs are representative of
vocabulary that can be considered functional. The approaches used to teach functional skills can be the same as those used to teach decoding and comprehension.
1. Classic studies by Dorry & Zeaman (1973, 1975),'provided evidence that pairing
vocabulary words with pictures, slowly fading the pictures when they were no
longer needed, was a powerful technique for teaching reading using the whole
word approach (Worrall & Singh, 1983)f
2. This instructional approach can be strengthened when words are presented in
clusters organized by their common characteristics (Domnie & Brown, 1977). For
example, teachers may teach as a cluster words that are commonly found in fast
food restaurants
263
3. Pictures paired with written directions such as recipes can be a successful method
for teaching retarded learners functional reading (Hargis, 1982; Robinson-Wilson,
1976; Staples, 1975).
4. Matching to sample is a technique that helps students to discriminate among words
by matching a word to a stimulus provided by the teacher (Taylor, Thurlow, &

Turnure, 1977). For example, a student matches a card with the printed word
"danger" to a similar card presented by the teacher.
5. Having students imagine or visualize a situation or picture in conjunction with a
word may help them to remember the word (Gickling, Hargis, & Alexander,
1981).
Techniques for Teaching Written Expression Skills

Skills in written expression can be viable curricular goals for mildly retarded
learners. Activities that foster letter writing skills, note taking, and in some
instances creative writing can help these learners become more independent.
1. The microcomputer can be a tremendous help to mildly and moderately retarded
learners practicing written expression. Word processing packages (e.g., BANK
STREET WRITER@ from Broderblind Software, Inc.) can assist learners who
previously have found writing too difficult because of severe deficits in handwriting, spelling, punctuation, and other skills. Using microcomputers, which are
fun and easy to use, these learners can now complete work they once considered
tedious.
2. Providing students with a list of words they can use to form sentences can be a
meaningful exercise for those who lack an adequate vocabulary.
3. Providing students with uncompleted sentences that they are required to finish by
supplying the main idea can help them to complete their thoughts. The procedure
would be to gradually fade the numbers of words provided by the teacher

(Mercer & Mercer, 1985).
4. For students whose experiences are limited, organizing groups to share ideas for a
story can be a helpful way to generate content. Teams of students can work
together to polish the story on the microcomputer.
5. Graham and Miller (1980) have supported teaching manuscript writing to exceptional learners. Ma9uscript appears easier to master than cursive; however, it is
less versatile. The best practice may be to match the technique best suited to each
student.
6. Hagin (1983) has suggested an approach that combines both manuscript and
cursive writing. Manuscript letters are connected using waves, pearls, wheels,
and arrows. Students practice at the chalkboard and on acetate sheets placed over
printed models.
7. Commercially produced methods for teaching cursive writing may provide

teachers with an effective, structured program (e.g. Barbe, Lucas, Hackney,
Braun, & Wasylyk, 1984).
8. Reading and spelling are so closely related they should be emphasized together as
much as possible. For example, students can identify words in their readings that

have been difficult for them to spell, and underline these words whenever they
occur.
9. Learning phonetic rules that relate to spelling certain words can benefit students
by helping them to generalize to new situations. Dropping the "y" to add "ing"
to certain words or the "i before e except after c" rules are the most comnton
examples.
10. Helping students to visualize the spelling of words and using multisensory
approaches have been successful methods for improving the spelling of some
handicapped learners. Fitzgerald (1951) developed a method that allowed students to look at the word, say the word, visualize the word, and then write the
word without use of a stimulus. Fernald's (1943) method allowed students to
trace with their fingers words written with crayon or cut Out of sandpaper.
11. Presenting functional words that students frequently come in contact with allows
additional opportunities for correct spelling.
12. Mildly retarded learners will always have trouble spelling; therefore, they should
be taught how to locate and use the many excellent spelling reference books
available that are often easier to use than a dictionary. Also, if students have access
to microcomputers, they can be taught to use word processing software that

either locates or locates and corrects misspelled words in written expression.
KEY CONCEPTS
When teaching decoding skills to retarded learners it is important to pay close
attention to auditory processing deficits. Having students use headphones to listen to
sounds while pronouncing them may be helpful because outside distractions are
minimized and they can hear their responses directly.
Pairing picture cues with sounds, color coding, drawing arrows, and underlining are
all useful techniques for helping learners attend to the important properties of the
stimuli.
Reading aloud to learners frequently, especially when a story is spread over a
number of days, can help build a more positive attitude toward reading.
Using the talking book approach may help students improve their comprehension
skill and assist them in learning new concepts presented in books they may not be
able to read independently.
Peer tutors can be helpful in all areas of teaching reading to retarded learners. They
can be especially helpful to retarded learners who are unable to read content area texts
while they are enrolled in mainstreamed classes.

Pairing pictures with words and clustering words based on common characteristics
can aid in teaching functional reading skills.
Word processing software for microcomputers can be a helpful aid for teaching
written expression skills.
267
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TEACHING FUNCTIONAL READING AND WRITTEN EXPRESSIONS 269
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.
CHAPTER NINE
TEACHING FUNCTIONAL
ARITHMETIC SKILLS
Teaching retarded students arithmetic skills ha's long been a priority of special
educators. Traditionally, mildly retarded learners were expected to learn rote
arithmetic skills at about the third grade level. Moderately retarded learners were
thought to be able to count basic groups of objects and add and subtract simple
numbers. Severely retarded learners were not expected to learn arithmetic skills.
Fortunately, research efforts have provided evidence that these students can
learn more advanced arithmetic skills. For example, Lancioni (1982) used nonhandicapped peer tutors to teach abstract problem solving to retarded elementary
school students. Smeenge, Page, Iwata, and Ivancic (1980), in an applied behavior
analysis study, demonstrated the effectiveness of using a task analysis for teaching
measurement skills to moderately retarded students.
NEED FOR FUNCTIONALITY

The studiesjust cited are representative of the many that can be found in the
literature. Proof exists that these students can learn complex arithmetic skills in
controlled situations. Why, then, do teachers find this curricular area so difficult to
teach? A partial answer to this question may be found in the outcomes teachers
choose for their learners (Bartel, 1982). Arithmetic programs that require students
to demonstrate their competence in arithmetic by practicing only paper and pencil
activities may not be providing them any reason to learn.
The thrust of teaching arithmetic to retarded learners has been to move away
from teaching these skills out of context and toward teaching them as functional
skills (Schwartz & Budd, 1983). Schwartz and Budd defined functional math
270

(arithmetic) as ". . .uses of mathematics needed for vocational, consumer, social,
recreational and homemaking activities" (1983, p. 322).

Vitello (1976), after numerous studies of how retarded students learn arithmetic skills, posited that these learners have considerable problems comprehending arithmetic concepts that involve symbols and abstract notions, the types of
problems presented on many paper and pencil activities. Studies that have attempted to teach functional arithmetic skills generally have met with success,
possibly because the symbols automatically are presented in a more concrete,
highly motivating form (Eich, 1981; Frank & McFarland, 1980; Sarber & Halasz,
1983; Trace, Cuvo, & Criswell, 1977).
The underlying theme throughout this text has been to emphasize the importance of functionality in skills taught to retarded learners. Functionality involves
identifying those skills that have a high probability of use in community settings.
Often the skills identified as community-valid resemble skills listed in a tradi-
Balancing a checkbook is a community-valid skill. (Courtesy of Kay
Shaw)
271
tional arithmetic scope and sequence chart. For example, a teacher may want
to teach her secondary mildly retarded students how to use fractions and percentages. At this stage she has two choices: (1) to teach these skills using worksheets, blackboard exercises, or other classroom activities or (2) to teach these
skills in relation to how they are used in everyday life (e.g., household budgets,
recipes). These two choices may not be mutually exclusive; however, in some
instances, teachers do teach arithmetic skills out of context instead of blending
classroom activities and community exercises into a worthwhile unit (Oberlin,
1982).
This chapter presents some of the key methods for effectively teaching
arithmetic skills to retarded learners. Most retarded students can learn at least some
arithmetic skills provided the skills are meaningful for their independence.
Although most of the information presented here is geared for mildly and mod-
erately retarded learners, examples will be presented demonstrating how some

communityvalid arithmetic skills can be taught to the severely retarded.
Readers should refer to two important charts presented in Chapter Three
before proceeding in this chapter. The first is Figure 3.2, which presents the
curriculum development process this chapter will follow. The second chart is
Figure 3.5, which presents a scope and sequence chart for arithmetic skills. All
community based activities in arithmetic can be based on the skills presentedin this
chart.
ARITHMETIC: THE IEP

One practice used when developing IEPs is to list a series of arithmetic skills from a
scope and sequence chart that are about at the student's grade level. Although this
practice may be technically acceptable, it may not be in the best interest of the
learner, because the skills listed may not be functional in terms of the learner's
present and future needs. An alternative is to write the shortterm objectives for the
IEP including outcomes that are community-valid.

For example, one type of outcome for a coin equivalency objective might be
that the student will discriminate among quarters, dimes, and nickels. An alternative might be that the student will identify the coins necessary to purchase a soda
from a vending machine. Further examples of this approach will be presented later
in this chapter. The key issue involves the ability of teachers to actively seek out the
types of activities needed for skills to become functional. This task requires
teachers to conduct a thorough community needs assessment.

Conducting and analyzing the results of a CNA (see Figure 3.2) helps keep teachers
constantly aware of the functional uses that academic skills have in society. More
important, the CNA allows teachers to identify situations and places in the community where they can bring their students to practice the skills they learn.
TEACHING FUNCTIONAL ARITHMETIC SKILLS I 273

Retarded students generally will learn best f the skills presented are ones they
are most likely to encounter frequently. For example, sorting coins in an attempt to
learn names or equivalencies may not be as realistic as choosing coins to operate a
vending machine. By conducting a CNA, teachers can identify the daily uses that
students have for arithmetic skills.
Arithmetic skills have a variety of applications in a person's life roles. These
skills are important to a person as a consumer, home manager, worker, and family
member. Teachers may wish to develop their CNAs around these roles, attempting to identify the types of skills students need to be more independent in these
areas, where these skills can be practiced, the types of realistic materials needed,
and community members who can help by either being part of the program or
providing resources. Table 9.1 provides an example of some areas that a CNA in
arithmetic might cover.
Step Three: Identifying Potential Annual Goals

Potential annual goals for arithmetic can be identified on two levels: those typically found in scope and sequence charts and those identified as applications of
arithmetic skills to community activities. Figure 3.5 (Chapter Three) provides one
example of a scope and sequence chart of arithmetic goals. The.following list of
examples is not inclusive, but it should provide teachers with a model for developing their own arithmetic curriculum. Bender and Valletutti (1982); Mercer and
Mercer (1985); Radabaugh and Yukish (1982); Silbert, Carnine, and Stine (1981);
and Stephens, Hartman, and Lucas (1983) have provided additional examples of
scope and sequence charts for arithmetic.
TABLE 9.1 Partial List of Potential Community Environments Where Students

Can Else Arithmetic Skills
Related Arithmetic Skills
Fast Food Restaurants

Grocery Stores
Banks
Various Worksites
Home
Calculating Change and Cost of Items
0 Cost Comparison Shopping

0 Calculating Change and Cost of Items
0 Managing a Checkbook
o Obtaining Change
o Cashing Paychecks
0 Telling Time
0 Liquid and Solid Measurement
0 Cooking Involving Measurement
o Developing a Family Budget
o Other Activities Involving Measurement
(e.g., woodworking)
ARITHMETIC: LEVEL 1
Numbers, Counting, and Place Values
Mildly Retarded
1. Matches the correct numerals with pictured sets of objects.
2. Says the correct numbers when presented with sets of objects up to 10.
3. Writes numbers from I to 100 when directed.
4. Writes numbers that are either prior to or follow a given number up to 100.
5. Writes the words "odd" or "even" when presented with numbers up to 10.
6. Orders objects based on their positions, first through tenth.
7. Identifies place values up to the hundredth place.
8. Writes numbers up to the hundredth place when presented with oral stimuli.
Moderately Retarded
1. Matches the correct numerals with pictured s'ets of objects.

2. Says the correct numbers when presented with sets of objects up to 10.
3. Writes numbers from 1 to 100 when directed.
4. Writes numbers that are either prior to or follow a given number up to 100.
5. Writes the words "odd" or "even" when presented with numbers up to 10.
6. Orders objects based on their positions, first through tenth.
7. Identifies place values up to the hundredth place.
8. Writes numbers up to the hundredth place when presented with oral stimuli.
Severely Retarded
1. Matches correct numerals with pictured sets of objects up to 10.
Operations
Mildly Retarded
1. Memorizes basic addition and subtraction facts from 0 to 10.
2. Computes one-digit plus one-digit numbers and two-digit plus two-digit numbers without regrouping.
3. Computes one-digit plus one-digit numbers and two-digit plus two-digit numbers with regrouping.

4.
Computes one-digit minus one-digit numbers and two-digit minus two-digit

numbers without regrouping.
5. Computes one-digit minus one-digit numbers and two-digit minus two-digit
numbers with regrouping.
6. Memorizes basic multiplication facts.
7. Computes two-digit times two-digit numbers both with and without regrouping.
8. Memorizes basic division facts.
9. Computes three-digit divided by two-digit numbers with and without borrowing.
Moderately Retarded
1. Computes basic addition and subtraction problems with and without regrouping.
Severely Retarded
1. Adds and subtracts sets of objects up to 10.
ARITHMETIC: LEVEL 2
Operations
Mildly, Moderately, and Severely Retarded
1. Demonstrates the proper care and maintenance of a variety of pocket calculators.
2. Uses a variety of pocket calculators to compute daily living problems requiring

addition, subtraction, multiplication, and division (e.g., discriminating between
similar items in a grocery store based on a price per unit).
Measurement
Mildly Retarded
1. Compares objects on the basis of length (e.g., longer vs. shorter).

2. Measures in linear units a variety ofobjects relating to home living and vocational
settings.
3. Compares linear metric units to customary units.

4. Compares weight of objects using a balance.
5. Weighs a variety of objects found in home living and vocational settings.
6. Compares metric units of weight to customary units.
275
7. Measures liquid and dry volumes in a variety of home living and vocational
settings.
8. Compares liquid and dry metric units to customary units.

9. Measures temperature in a variety of home living and vocational settings.
10. Compares temperature using metric units and customary units.

1. Measures in linear units and units of weight, volume, and temperature in a variety
of home living and vocational settings using adaptations such as color coding or
picture representations.
Money
Mildly Retarded
1. Identifies coins.
2. Demonstrates the value of coins.
3. Computes money problems. Uses addition and subtraction to compute money
problems involving making change for various coin denominations.
4. Identifies currency.
5. Demonstrates the value of currency.
6. Makes change for currency.
7. Uses addition and subtraction to compute money problems involving making
change for various currency denominations.
8. Successfully uses money in a variety of transactions.
9. Computes sales tax for a variety of objects.

1. Uses coins and currency (up to $10.00) in a variety of transactions.
2. Uses coins to successfully obtain goods from a variety of vending machines, mass
transit ticket machines, and other devices.
3. Successfully uses adaptive shopping methods (e.g., the dollar plus technique
Nietupski, Certo, Pumpian & Belmore, 1976).
Time
Mildly Retarded
1. Names days of the week and months and knows the year.
2. Indicates times of the day by naming activities occurring (e.g., supper time).
TEACHING FUNCTIONAL ARITHMETIC SKILLS U
277
activities.
3. Correctly uses the calendar to locate dates and manage
4. Tells time using a conventional or digital clock by the hour, half-hour, quarterhour, and minute.
5. Understands time in relation to vacations, holidays, and weekends.
6. Estimates time involved to complete various tasks around the home and in
vocational settings.
7. Practices the principles of good time management.
8. Understands time zones in the United States.

Moderately Retarded
1. Names days of the week and months and knows the year.
2. Indicates times of the day by naming activities occurring (e.g., suppertime).
3. Correctly uses the calendar to locate dates and manage activities.
4. Tells time using a conventional or digital clock by the hour, half-hour, quarterhour, and minute.
5. Understands time in relation to vacations, holidays, and weekends.
6. Estimates time involved to complete various tasks around the home and in
vocational settings.
7. Practices the principles of good time management.
Severely Retarded
1. Understands the relationships of time and length of activities.

2. Relates time of day to specific activities.
This list includes goal statements that teachers can use as a basis, adding to the
list as necessary. The list is not rigid. For example, moderatelyretarded learners are
not restricted only to those skills incorporated under that section. The goals chosen
should ultimately be based on the needs of the individual, meaningthat any student
may benefit from any of the skills included on the list.
Step Four: Translating Goals into Potential ShortTerm Objectives

As teachers strive to develop IEPs including skills that are more valid to the
community, the outcomes of the short-term objectives should reflect this shift in
philosophy. For example, a classroom based objective might include the following
outcome
Outcome: The student will correctly complete word problems involvingthe ability to
make change up to $5.00.
Context: Paper and pencil activities in blocks of 20 minutes.
Criterion: 95% of the presented problems correct.

Keeping the outcome similar, the example can be modified to represent a
shortterm objective that may be more functional to the learner.
Outcome: The student will correctly compute the change that should be received up
to $5.00 while purchasing items in five different community businesses
(use of a calculator.)
Context: (1) A meal in a fastfood restaurant.
(2) Bread, milk, eggs at one large grocery store.

(3) Soda, candy at one small grocery store.
(4) A newspaper and magazine at corner stand.
(5) Light bulbs and assorted items at a grocery store.
Criterion: In each instance the student will have computed the correct change to be
received prior to entering the checkout line.
A short-term objective such as this one may take months or the entire school year
to achieve. Teachers can design a number of classroom activities that will help the
Math games are important for encouraging practice.
279
student reach this final objective and also develop activities that allow the student to
practice the skills in the community. The advantage to writing short-term objectives for arithmetic in this fashion is that it allows the teacher and students to keep
on track, concentrating on the ultimate functionality of the skills.
KEY CONCEPTS
The results ofresearch studies indicate that retarded learners can learn more complex
arithmetic skills than previously thought possible.
Teachers may find it difficult to instruct retarded learners in arithmetic if they

present the material out of the context of real-life activities.
The movement by special educators is toward teaching arithmetic skills in the
context of functional activities, allowing students to practice skills in community
environments.
An important task for teachers is to locate a scope and sequence chart of arithmetic
skills and relate them to how they will be used in community activities.
A community needs assessment (CNA) allows teachers to identify places in the
community where their students can practice functional arithmetic skills and people
from the community who can provide help and resources to their program.
Annual goals can reflect skills taught and practiced in traditional classroom fashion
(e.g., paper and pencil or blackboard activities) or skills taught in a more functional
manner.
Because retarded learners have trouble generalizing learned skills, teachers cannot be
certain that arithmetic skills learned in the classroom will be used in community
activities. One solution to this problem is to write short-term objectives in a form
that allows learners to demonstrate that they can use their skills in functional ways.

Survey-Level Assessment: Achievement Tests
Identifying the arithmetic strengths and weaknesses of retarded learners is an

important step in matching the best instructional techniques to their needs. Standardized assessment measures of arithmetic skills can be a useful beginning point
for obtaining survey-type information (Algozzine & McGraw, 1980).
Commercial achievement tests are used frequently by school systems and
provide data in the most general sense concerning student progress over a longer
period of time (e.g., one school year). Some information such as grade levels and
general deficit areas can be obtained from these tests; however, they are not
sensitive enough to pinpoint specific learning problems (see Table 9.2).

TABLE 9.2 Common Commercial Achievement and Diagnostic Tests of Arithmetic Skills
Test
Areas Assessed
California Achievement Tests

McGraw-Hill
Monterey, CA
Metropolitan Achievement Tests
Harcourt Brace Jovanovich
New York, NY
Peabody Individual Achievement Tests
American Guidance Service
Circle Pines, MN
SRA Achievement Tests
Science Research Associates
Chicago, IL
Fountain Valley Teachers
Support System in Mathematics

Zweig Associates
Huntington Beach, CA
Key Math Diagnostic Test
Circle Pines, MN
Sequential Assessment of Mathematics
Inventory (SAMI)
Charles E. Merrill Publishers
Columbus, OH
Stanford Diagnostic Mathematics Test
Harcourt Brace Jovanovich
New York, NY
Computation
Concepts
Grade Levels
19
Applications
Numeration
Geometry
Measurement
Problem solving and operations
Matching and recognizing numbers
Geometry
Concepts
Reasoning
Computation
Numbers and operations
Geometry and measurement
Application
39
K 12
K12
K8
-1
Sets
Problem solving
Content
Operations
Applications
Mathematics language
Ordinality
Measurement and geometry
Computation
Work problems
Numeration
Computation
Applications
K6
K8
K12
Survey-Level Assessment: Diagnostic Tests
Diagnostic tests of arithmetic are more thorough because they deal with only one
subject, whereas achievement tests attempt to measure a number of academic areas
(e.g., arithmetic, reading, spelling, general information). These tests tend to

provide more information from each of the subskill areas of arithmetic such as
word problems, operations, fractions, time, and money.
Standardized diagnostic arithmetic tests (Table 9.2) are useful as a quick
method of pinpointing the areas where a student's primary deficits exist. These
tests do have weaknesses, however, which require teachers to gather more information at the specific level of assessment. For example, Goodstein, Kahn, and

Cawley (1976) found that on the Key Math Diagnostic Arithmetic Test the skills
included were logically sequenced but there were large gaps between the objectives
represented by test items. The problem is that teachers might list on an IEP the
objectives that a student misses on a diagnostic test, thus ignoring the large gapsin
the learner's skills.
Another problem with many standardized tests is that they test items represented by abstract or semiconcrete concepts. The test scores of many retarded
learners who function at a concrete level may not reflect the skills they have actually
obtained. For example, a student may not be able to compute the answer to the
problem 8 + 6 when presented in a test item, whereas that same student may be
able to tell you she assembled 14 products, 8 of one type and 6 of another.
The weaknesses of standardized diagnostic arithmetic tests do not render
them useless to teachers. When used properly, these tests can provide teachers with
a fast estimate of where more intensive assessment is needed. For example, a

teacher may discover that Betty has scored significantly below average on a
measurement subtest and yet scored about average in all other areas. This informa-
tion should alert the teacher to the need for additional assessment of Betty's
measurement skills. Additional specificlevel assessment would come in the form
of either commercially produced or teachermade criterionreferenced tests.
Specific-Level Assessment: Criterion-Referenced Tests
Criterionreferenced tests rely heavily on a teacher's or someone else's ability to

task analyze the skills of interest. A task analysis of linear measurement might
resemble the following set of steps:
1. Indicates whether objects of different lengths are longer or shorter.
2. Indicates three objects of different lengths as being either long, longer, longest, or
short, shorter, and shortest.

3. Explains the use of a ruler.
4. Measures lengths to the nearest inch and records measurement.
5. Measures lengths to the nearest half and quarter inches.
6. Correctly converts inches to feet and feet to inches.
7. Explains the use of yardstick and notes that a yard is 36 inches or 3 feet.
8. Correctly converts feet to yards and yards to feet.
9. Correctly converts inches to yards and yards to inches.
10. Measures various lengths using either a conventional ruler, yardstick, or tape
measure.
A criterion-referenced test on linear measurement would assess the learner's ability

on all 10 of these areas, measuring performance against preset criteria. Continuing
with the previous example, the teacher discovered Betty's assumed deficit in
measurement. Using the task sequence as a guide, he develops problems represen-
281
tative of the 10 areas for linear measurement. (Task sequences are available for
other areas of measurementsee references earlier in the chapter.) Betty's perfor
mance on these problems should provide a much clearer picture of her strengths
and weaknesses in this area.
Both the Brigance Diagnostic Inventory of Basic Skills (Brigance, 1977) and
the Brigance Diagnostic Inventory of Essential Skills (Brigance, 1980) are commonly used examples of commercially produced criterion-referenced tests. These
tests cover arithmetic skills from kindergarten through twelfth grade levels and
provide teachers with a list of objectives for IEP development that is more
thorough than those found in standardized tests.
TeaEhers may find that with some learners they still need to assess certain
areas using their own task sequences as a guide. This will be especially true as
teachers move more toward teaching functional, community-based skills. For
example, if the goal is to teach students the use of arithmetic for comparison
shopping in a local grocery store, commercially produced tests could not provide a
valid task sequence for that situation. In this instance a teachermade test based on a
teacher-developed task sequence would be more appropriate.

4
Error Analysis
Assessment activities become most useful when teachers translate the data into a
form that allows student error patterns to emerge. Error analysis allows teachers to
pinpoint the computational mistakes being made by students and interpret reasons
for the mistakes. A thorough error analysis goes beyond obtaining a score on a
standardized test or a grade on a weekly quiz. Error patterns can only be found by
carefully analyzing each mistake a student makes, looking for answers to two basic
questions: "(1) What is the nature of the error?; (2) What are the most likely causes
of the error?" (Wiederholt, Hammill, & Brown, 1983, p. 197).
Retarded learners are often consistent in the mistakes they make, either
because they have never learned the rules for completing the problems or because
he rules they have learned are being applied in the wrong fashion. Identifying these
error patterns is the first step in choosing the instructional strategies to correct the
problems. Many error patterns exist in arithmetic, the most common being the
four presented by Roberts (1968): (1) using the wrong operation, e.g., student
adds when F1e should multiply; (2) making an obvious computational error, e.g.,
student adds 2 + 6 = 7; (3) using a defective algorithm, e.g., student cross adds
columns; and (4) providing a random response, e.g., student guesses at the answer
using no logical pattern.
Howell and Kaplan (1980) believed that the four areas presented by Roberts
did not provide enough examples of common error patterns. They developed a
chart base4 on work from Englehardt (1977) that provides a more complete system
of error patterns. Their chart is presented in Table 9.3.
Error patterns can be established by collecting data from three basic sources:
(1) mistakes made on problems from standardized tests; (2) mistakes made on
problems from commercially produced or teacher-made criterion-referenced tests;

TABLE 9.3 Common Error Patterns
1.
Basic fact error.
2. Incomplete or defective
algorithm,
3. Grouping errors.
4. InappropriateinverSion.
5.
Incorrect operation.
6. Identity and/or zero

errors.
Use of untrue simple number

sentences.
(a) Use of predictable
but incorrect procedure.
(b) UseofthecorrectprocedUre
with an omitted or added
step.
Failure to place digits in
proper column as required in
regrouping.
(a)
(b)
(a)
(b)
5+2=
6X8=
52
25
4 I 208
20
26
and
42
14
008
68
+7
47
and
86
(b)
x9
1215
42
36
78
(a)
52
17
Use of the wrong operation.
(a)
45
4
+2
8
(b)
(b)
(a)
47
+47
(a) Reversal of a step in an

algorithm.
(b) Reversal of place values.
(a) Confusionofzerosandones.
(b) Failure to understand the
+5
962
1386
(a)
713
x0
5
(b)
35
x3
141
100
74
174
10
+5
6
Note: From Diagnosing Basic Skills (p. 248) by K. Howell and J. Kaplan. Copyright 1980 by Charles E. Merrill
Publishers. Reprinted by permission. The authors based this chart on information from "Analysis of Children's
Computational Errors: A Qualitative Approach" by J. M. Englehardt, 1977, British journal of Educational Psychology,
47, 149154.
and (3) mistakes students are in the process of making (Ashlock, 1982). Thefirst
two sources of errors can be obtained by teachers in the form of permanent
products that can be ana1yze without having the student present.
The third source is an important one that is often overlooked by teachers.
Asking a student to compute a problem while explaining to theteacher the process
being used can provide excellent information about the nature and causes of the
error.
Error analysis is a technique that teachers use as "educational detectives,"
analyzing clues to solve some of the severe learning problems of their students. A
high-quality error analysis involves following some simple steps. Howell and
Kaplan (1980) have listed six steps that provide a good framework for identifying
error patterns in arithmetic:
283

1. Collect an adequate behavior sample by having the student do several problems of
each type in which you are interested.
2. Encourage the student to work, but do nothing to influence the responses the
student makes.
3. Record all the responses the student makes, including comments.
4. Look for patterns in the responses.
5. Look for exceptions to any apparent pattern.
6. List the patterns you have identified as assumed causes for the student's computational difficulties (pp. 250251).
Organizing the data collected from a student's work requires a systemthat is

simple, keeping the information in a systematic format. One of thebetter systems
was developed by Howell and Kaplan, classifying data by the categories stimulus,
response, and assumed causes. Table 9.4 provides an example of an error analysis
chart for additional problems. Charts such as the one shown in Table 9.4 are most
valuable when the teacher watches how the students compute answers to problems
and then asks the students to explain how they arrived at the finished product. The
information from these informal observations is recorded in the column labeled
Teacher Observations and is used to provide a more thorough analysis.
CASE STUDY
"Hi, Bob. How's life for the fifth grade teacher?"
"I've been better, Anne. Some days I can't seem to make teaching work. I
guess I don't have the patience you special ed teachers were born with!"
"Give that old myth about special educators having tons of patience a break,
Bob. We have no more or less than you regular educators! What's wrong?"
"Well, I have this kid in my class who keeps falling further and further behind
in arithmetic. He's staffed into a resource class part of the day with one of your
colleagues, but he won't give me any concrete suggestions aboutwhat I can do!"
"Well, Bob, interpersonal relations are not my strong suit, so I can't give you
suggestions for dealing with the kid's teacher. However, if you tell me the types of
mistakes the kid is making I may be able to give some instructional tips.,'
"Mistakes? What do you mean by types of mistakes? I give my students
arithmetic problems and then record their progress by percentage of answers
correct."
"That may be the reason why you can't pinpoint this kid's problem! If you
have the student's paper in that stack you're correcting, I'll show you what I mean.
For example, here the student has missed four subtraction problems on this
assignment. The first problem gives us a clue to at least one of his deficits."
"Note what the student's answer was. It leads me to believe that he hasn't
grasped the relationship of zeroes in the ones, to tens, to hundreds. He still
can't convert from one column to the next."
"By analyzing this problem instead of just marking it wrong, we have
gathered information that may lead us to a solution for this deficit."
TABLE 9.4
l'roble,n
Presented
Sample Error Analysis Chart
7
3
15
7 take away 3 = 2
Doesn't know number

fact.
/1
6 take away 5 is 1; 1
Faulty algorithm;
doesn't understand
integrity of minuend
and subtrahend;
doesn't know number
VVhat the Child Says
J'Vhat the Child

Writes
(Oral Interview)
stays the same,
1/
Error Analysis
Teacher's Hypotheses
What the Teacher Does Next
fact,
3 from 8 is 5' 3 from

5 is 2.
85
..'
5Z
85
The 8 goes down here;
then you have to

change the 5 to 15,
then subtract 9 from
15.
Problem
Presented
91
I
Writes
9/
8,
7'
523
284
// I
,z 89
299
300
.157
What the Child Says

(Oral Interview)
What the Child
,/
J4/
,(7
f$
Problem worked left to
right; problem with

place value
(subtracting ones from
tens).
Problem worked left to
right; doesn't
understand effect of
regrouping ones on
tens
Error Analysts
Teacher's Hypotheses
Presentsameprobleminanotherform
(rule out random error). Check other
subtraction facts. Provide practice
with physical objects, worksheets,
number line, flashcards, games, etc.
Retest before going to more difficult
subtraction.
Check further to see if child always
subtracts smaller number from
larger. Review addition and
subtraction at enactive and iconic
level (Bruner) with one-digit
numbers, then two-digit. Have child
respond orally before returning to
written form.
Review place value at the enactive,
iconic, and symbolic levels; provide
practice with subtraction algorithm
in simpler two-digit problems.
Provide experience with place
valuemanipulating bundles of
straws (l's, 10's, 1(10's), pocket
chart, or Stern materials; then
provide workbook pictorial practice.
Finally, rework symbolic problem.
What the Teacher Does Next
Since you can't take 3

from 1, the answer is
1; also because 8 from
9 is 1.
Problem in regrouping;
possible problem in
Review place value (tens and ones);

perform several problems of this
number fact.
type on the pocket chart, or with

Cuisenaire rods. Provide successful
experience on problems of this type
before returning to numerical form.
This 2 (in tens place)

should be 12, that
makes this 5 a 4. Now
Sequence is the problem
Practice rightto-left sequence in
8 = 4 and 4 2 =
To take 4 away over
here (ones column)
you make the 3 to a
13; 13 4 = 9; change
12
2.
You have to get ones

from the three because
there aren't any here
(pointing to 0's); 3
take away 2 makes the
3 a 1. Now we have 10
ones, and 10 tens, and
we can subtract.
here. The child

performed all the steps
correctly but in the
wrong order.
problems not involving regrouping.

Use place-value box or chart to
show why sequence affects results.
Relationship of empty
sets of ones to tens to
hundreds a problem,
Child doesn't
understand
conversion from one
unity to another,
Provide child with experience in

converting tens to ones and
hundreds to ones. (It might be very
effective to use dollars, dimes, and
pennies first; then use the
paper-and-pencil mode). First
provide practice using only tens and
ones, together, then hundreds and
tens together, then hundreds and
ones together, finally conversions
involving all three units in one
problem.
Note: From Teachin,il Children with Learning and Behavior Problems (3rd ed.) (pp. 199-200) by D. Hammill and N. Bartel. Copyright 1982 by
Allyn & Bacon, Inc. Reprinted by permission.
285
"OK Anne, you've got my attention. What's the solution?"

"Well, one possibility is to allow the student to practice converting tens to
ones using concrete objects such as real money. As he practices with the objects,
have him also put the problem and answer on paper. The next step would be
practicing hundreds to tens and so on until he consistently gets the idea. If you
follow these procedures with a representative sample of the kid's mistakes you
should get a pretty good error pattern, allowing us to make some assumptions
about remedial techniques."
"Anne, I can't tell you how much this helps. If I can ever do you a favor just
ask!"
"Well there is one thing you can do for me, Bob. How about letting me
mainstream one of my students into your class? Wait, Bob, don't faint!"
Assessing Community-Based Arithmetic Skills

Hopefully, many teachers of middle- and high-s&ool-age mildly retarded students will assess both their entry behaviors and their later progress toward using
arithmetic skills in community settings. Moderately and severely retarded learners
benefit from as much practical use of skills as possible. Therefore, arithmetic

assessment for these learners may best be accomplished in more realistic settings.
Using money, telling time, and measuring are the arithmetic skills most
useful to moderately and severely retarded learners. As teachers increase the time
spent in community training, the opportunity to assess these skills in daily living
activities increases. For example, a teacher wishing to see how a student reacts
when asked to purchase a soda from a machine needs to structure a situation where
the student has access to a soda machine. This information is important because
some retarded students who are not able to count change in the classroom may be
able to purchase a soda from a vending machine.
Vocational training sites in the community are also examples of where

arithmetic skills can be assessed. Moderately or severely retarded students working
in a nursin home might need to have some time-telling skills to know when
certain jobs need to be completed. In this instance, teachers would be interested in
two pieces of data.
The first is an assessment of what skills the student had achieved prior to
arrival at the work site (e.g., knows that 12 p.m. means lunchtime). The second
piece of data is an assessment of the situation for the purpose of developing

adaptations that will allow the student to complete the job. For example, if the
student could not tell when it was 12 p.m., would an alarm watch set by the
supervisor remind the student that at 12p.m. the trays needed to be delivered to the
residents?
287
PROGRAM SELECTION
Once teachers have pinpointed a student's strengths and weaknesses, identification
of shortterm objectives becomes the next logical step in the instructional process.
Knowing a student's strengths helps to identify instructional procedures that may
be helpful. A student's weaknesses, on the other hand, can become the content for a
shortterm objective. For example, a mildly retarded student may demonstrate a
severe deficit in addition and subtraction skills. An analysis of the student's errors
may pinpoint two areas where the deficit appears most severe: carrying in addition
and regrouping (borrowing) in subtraction. Short-term objectives for these areas
may resemble the following:
Outcome: The student will correctly compute addition problems involving carrying.
Context: Written problems with paper and pencil. Written problems with calculator.
Criteria: 10/10 with paper and pencil. 10/10 with calculator.
Outcome: The student will correctly compute subtraction problems involving regrouping (borrowing).
Context: Written problems with paper and pencil. Written problems with calculator.
Criteria: 10/10 with paper and pencil. 10/10 with calculator.
Analyzing these objectives for a clearer picture of the subskills is the next
step. Skills needed to master the addition and subtraction objectives might be
sequenced as follows:
1.0 Addition shortterm objective
1.3 Carrying from ones column

1.4 Carrying from tens column
1.5 Carrying consecutively from column to column
1.6 Carrying alternately skipping columns
2.0 Subtraction short-term objective
2.3 Borrowing in th tens and ones columns
2.4 Borrowing in the hundreds and tens columns
2.5 Borrowing consecutively

2.6 Borrowing alternately
Analysis of short-term objectives generally occurs after IEP development,

when the teacher is ready to begin instruction. This procedure allows teachers to
organize the skills they wish to teach and keep track of the skills mastered by the
student (see Table 9.5).

TABLE 9.5 Partial Management System for Monitoring Students' Completion of
Arithmetic Short- Term Objectives (Numbers Coded to a Master List)
Bobby
Jovan
1.3
1.4
1.5
X
X
X
X
X
X
X
X
X
1.6
2.3
2.4
2.5
2.6
Susan
LaRonda
Michael
Tamara
John
Andrea
Phil
Sara
Jamie
X
X
X
X
X
X
XSuccessful mastery of objective based on criteria located on student's IEP.
KEY CONCEPTS
Survey-level assessment of arithmetic skills may best be accomplished by using
standardized diagnostic tests (e.g., Key Math).
These instruments provide a fast, fairly reliable estimate ofa student's general deficit
areas.
The major weakness of standardized diagnostic tests is their limited sampling of

skills. The problems included in these instruments are only representative samples of
an area and cannot provide an in-depth analysis of the student's deficit areas.
Specific-level assessment of arithmetic may best be accomplished by using either
commercially produced (e.g., Brigance) or teacher-made criterionreferenced tests
or by direct observation of the student's skills in community settings.

For mentally retarded learners, it is important to assess arithmetic skills both in the
classroom and in the community. A general rule might be that the more severe the
retardatibn the more important assessment in the community becomes.
Error analysis involves determining the nature and possible cause for the types of
errors students make.
Error patterns can result from a number of causes. Most noticeable are choosing
inappropriate operations, using a defective algorithm, making computational errors, having language problems, and using random responses.
Error patterns can be analyzed using information from standardized and criterionreferenced tests and homework assignments, watching the student complete a task,
and asking the student how the problem was completed.
289
U Assessment of a student's arithmetic skills should be as functional as possible. For
example, instead of testing a student's knowledge of measurement on paper, a

teacher might structure a situation where the student has the opportunity to measure
during a cooking activity.

Students' strengths and weaknesses refer to the learning characteristics they exhibit. Generally, retarded learners have problems focusing their attention on
specific stimuli, discriminating among stimuli, remembering facts, grasping abstract concepts, and generalizing skills to new situations (Mercer & Snell, 1977).
Because retarded learners as a group are heterogeneous, individuals could have
problems in all or some of these areas, and assessment procedures should help by
pinpointing what areas are important to each student. Instructional strategieswill
either help to remediate the deficit or help the student circumvent the problem.
Curricular materials can be purchased commercially, made by the teacher, or
obtained in the community through donations (e.g., practice check-writing package obtained from a bank). Whether materials are purchased commercially or
developed by the teacher, consideration should be given to what techniques are
used to help students overcome their deficits.
For example, students with deficits in attention and discrimination may
benefit from materials that use color coded key elements, for example, having all
the operation signs (+,, x, ) in different colors. This technique helps the students
focus on the correct operation by directing their attention to the relevant stimulus
while helping them discriminate among operations. A similar technique might use
arrows plus color coding to help students direct their attention to the appropriate
algorithm.
Understanding abstract concepts can be a formidable barrier for retarded
learners, and mastering arithmetic content requires the ability to reason andmake
complex associations. This problem may be exacerbated if arithmetic skills are
only presented to retarded learners in rote fashion. They may learn the operation
but not know the related concepts (e.g., adding numbers versus adding sets of
objects).
Cawley and his associates (Cawley, 1978; Cawley, Fitztnaurice, Goodstein,
Lepone, Sedlak, & Althatis, 1976; Cawley & Vitello, 1972) have suggested a
process for teaching arithmetic that addresses the issue of concept development as
opposed to teaching rote skills. The model, called the interactive unit approach,
emphasizes the importance of teacherpupil interaction. The teacher is required to
present the material to the student in four ways: (1) constructing an activity that
allows the students to do something; (2) presenting a picture or objects to represent
the target concept; (3) saying something, using language to explain the concept; (4)
writing something, using written symbols to support the concept (Sedlak &
Fitzmaurice, 1981).
FIGURE 9.1
Example of Material Cues for Teaching Time-Telling Skills
Each of the four teacher actions requires a corresponding action by the

student. For example, a teacher may use a ruler to demonstrate how to measure the
length and width of a table. In the process of measuring the table, the teacher also
explains what he is doing and then writes down the figures that represent the final
product. The student is then asked to repeat the process.

Other authors have highlighted the approach of Cawley and his associates as
one that has excellent potential for students having learning problems in arithmetic
(e.g., Schulz & Turnbull, 1983; Sedlak & Fitzmaurice, 1981; Smith, 1974). The
approach has been incorporated into an arithmetic program entitled Project Math,
which will b discussed in the next section. The format of the program allows
students to use all of their input modalities to process the content. They see the
teacher perform the task, listen to the teacher explain the task (concept), do the task
themselves, and finally, say what they, have done (explain the concept).
The techniques of Cawley and his associates have the added benefit of
assisting students with poor memories to remember basic facts that are vital in
mathematics. Retarded learners, who often have short-term memory deficits, may
benefit from the multiple opportunities to learn a skill or concept. The doing
component of the interactive approach may help to reinforce students' memorizing
of basic facts by allowing them to manipulate objects related to the task or concept
(e.g., using blocks to learn addition facts to 10).
TEACHING FUNCTIONAL ARITHMETIC SKILLS U 291

Some retarded learners may have great difficulty memorizing basic facts
regardless of the techniques used. In these instances, memory aids may be helpful,
allowing the student to get past the basic facts and complete more advanced tasks.
For example, a student having difficulty learning to tell time might have access to a
small notebook that shows pictures of clocks depicting the time by the hour and
halfhour with the appropriate notation (see Figure 9.1). This same approach can
be used with measurement conversions (e.g., 1 foot = 12 inches), money (e.g., 50
cents = 2 quarters), basic arithmetic operations facts, and multiplication tables.
Some retarded learners can spend countless hours memorizing their multiplication
tables and still have difficulty in remembering them. If they were allowed to refer
to a reference table, they might be able to apply the skill to daily living activities.
Teachers must be careful to use arithmetic terms consistently. Retarded

learners can easily become confused when many terms describing the same process
are used. Schulz and Turnbull (1983) presented an example of teachers who might
use the terms "regrouping, renaming, and carrying to refer to the same concept"
(p. 264).
For some moderately and most severely retarded students, learning tradi
tional arithmetic skills may not be the most realistic approach. The goal for these
learners is to get them involved in more realistic or communitybased activities as
soon as possible. Therefore, it is important to use instructional techniques designed
to allow students to circumvent their arithmetic deficit and partici'p ate in activities.
This approach, called desining instructional adaptations, allows students to cope in
situations where their lack of ability would normally exclude them.

The most obvious adaptation is to design more activities and structure more
opportunities for students to learn to use calculators (Russell, 1982). Calculators
have increasingly become a need instead of a luxury in our society, and retarded
learners can be taught to use them to their advantage. For example, a moderately
retarded learner at the middle school level may have a great deal of trouble
learning her basic operations. However, this same student may be taught how to
use a calculator to compare the prices between two items based on certain
characteristics of the items (e.g., weight).
Many older mildly retarded students benefit from increased instruction in the
use of calculators for completing daily living exercises (Koller & Mulhern, 1977).
By the time these students are in high school, continued drills in basic arithmetic
skills may be counterproductive. Instead, activities such as balancing a checkbook,
maintaining a budget, and omputing taxes can all be taught using the calculator as
an adaptive tool.
CASE STUDY
Ms. Joseph, the Director of Special Education, opened the meeting by stating,
"We're here today to see if we can identify ways to increase the numbers of mildly
and moderately retarded students served by Vocational Education."
Turning pale, Mr. Barnes, the Director of Vocational Education, grunted,
"Now, Ms. Joseph, we've been round on this subject before. I thought we agreed
that your students don't have the necessary prerequisites to benefit from our
programs. Namely, they can't read, write, measure, and tell time!"
"Granted, Mr. Barnes, our students do have severe learning problems.
However, we think we have a solution to the problem. Mr. Adams, our lead
teacher for mentally retarded students at the high school, has an idea and I'd like
him to explain it. Jim, I'll turn it over to you."

"Well, folks, we realize that some ofour students arejust not getting the basic
skills they need through traditional classroom instruction," said Mr. Adams. "Yet,
they have the abilities to perform many of the tasks you teach in your vocational
classes, if we can figure out how to get by the academic deficits!"
"Well, I'll be dogged if I can see how a kid can be a part of my carpentry class
if he can't measure," said Mr. Rule.
"Our goal for some kids may not be entry level employment, Mr. Rule. We
may be only working on ways to help them apply their academic skills in more
functional ways. For example, one of our students having trouble with learning
linear measurement skills might have a set of samples of commonly cut boards
labeled by their sizes. Then, when asked to cut 10 boards measuring 6 feet 6 inches,
for example, the student can refer to the sample and either use it to mark the new
boards or measure the sample to remind him where 6 feet 6 inches is on the ruler.
Over time, we feel he will begin to learn how to measure because he is engaged in a
functional, highly motivating task. The added benefit is that our students get
valuable training in workrelated behaviors, vocational skills, and job sampling!"
"Hmm, I guess I can see what you're getting at," said Mr. Barnes, "but who
is going to come up with these ideas?"

"That's the role of our special educators," said Ms.Joseph. "They will work
closely with your people and develop a list of potential adaptations."
"Well, heaven knows we have enough regular students who have trouble
computing and working with numbers," said Mr. Rule. "Maybe we can use some
of these adaptations to help them! I say let's give it a try!"
Programmatic Approaches
A number of commercially produced mathematics programs are available for
teaching retatded learners. Many of these programs are based on sound educational
principles that gear instruction to the perceived needs of handicapped learners. For
example, some provide opportunities for learners to practice skills using multiple
modalities. They also provide frequent feedback to the learner and many opportunities to practice the same skill. The following sections present brief descriptions of
selected math programs and materials.
DIS TAR Arithmetic System
DISTAR Arithmetic (Engelman & Carnine, 19721976) is similar to the DISTAR
Reading Program in that it is highly structured and sequenced, with the lessons

for small groups. The arithmetic skills targeted for instruction coverskills
designed
generally
taught in kindergarten through third grade. DISTAR I emphasizes

ordinal counting, basic addition facts, basic subtraction facts, and simple word
problems. DISTAR II presents more advanced addition and subtraction problems,

basic multiplication facts, money, measurement, time, and fractions. DISTAR III
continues to provide more complex addition and subtraction problems, multiplication, and division as well as more complex story problems.
The DISTAR system has proved to be highly effective for teaching rote skills
to younger, lower income children (Sedlak & Fitzmaurice, 1981), and it may be
effective for use with some younger mildly retarded studentswho require consistency and structure. Unfortunately, it does have some weaknesses that teachers
must compensate for with additional activities.
Sternberg and Fair (1982) have noted that the DISTAR program does not
provide activities that allow students to practice skills in situations relevant to their
lives. In addition, the program emphasizes rote skills development overdeveloping math concepts. As students grow older, DISTAR may become less appropriate
because of its lack of functional math content.
Project Math
Project Math, developed by Cawley and his associates (1976) is a comprehensive

developmental program for teaching kindergarten through sixth grade level math
skills. This program is based on the "interactive unit approach" (refer tothe section
on "Developing Instructional Strategies"), allowing learners to practice skills
using the "do, see, and say" techniques. Cawley's (1977) approach was to develop
a math curriculum that would allow nonreaders to learn the skills while using as
many modalities as possible.
Project Math presents activities in patterns, geometry, sets, numbers, measurement, and fractions. This program is highly flexible, allowing students to use a
number of options for presenting answers while encouraging teachers to be creative when presenting questions.
Project Math has proved to be effective with mildly retarded learners and has
potential for use with some moderately retarded students. Its major advantage is its
relevance, because the program includes activities designed to applymath skills to
daily life. Project Math also provides opportunities for students to practice divergent thinking, and problem solving is stressed throughout the program.
The major disadvantage of Project Math appears to be that the program was
developed to be self-contained and not supplemental to other programs. Therefore, students mainstreamed into a regular class using another program may be
difficult to place into the Project Math sequence of activities.
Essential Math and Language Skills Program
4 )-
Sedlak,
The Essential Math and Language Skills Program (EMLS) (Sternberg,
Cherkes, & Minick, 1978) was designed to present skills in a developmental
293
sequence, stressing concept attainment and then skill training. Activities from the
EMLS program cover six areas, including sets and operations, numbers and
operations, patterns, partwhole relationships, spatial relationships, and measurements.
The relationship of the skills presented by the EMLS program to daily life is
developed by presenting realistic examples. Concepts are presented in conjunction
with concrete examples, and students must show that they have grasped the
concept before skills are practiced.

A major advantage of the EMLS program is its flexibility. For example,
teaching strategies are outlined, but the teacher has a choice of which ones to use
based on student need. Also, the program lists a number of potential student
responses for each objective, allowing for more divergent thinking on the part of
the student.
Real Life Math
Real Life Math (Schwartz, 1977) is a program that presents role playing activities,
allowing students to practice applying math skills to daily living activities. Specifically, the program presents simulations of banking transactions, bill paying, and
other business related skills.
KEY CONCEPTS
Instructional strategies directly relate to a student's strengths and weaknesses. These
strategies should be designed to help students focus attention, discriminate, improve
memory, understand abstractions, and generalize skills.
Color cues, arrows, underlining, and highlighting are examples ofmethods to assist
students in focusing their attention and discriminating among stimuli.
Cawley's model, called the interactive unit approach, helps learners understand
abstract concepts by allowing them to see a model perform the task, practice
the task with concrete and semiconcrete objects, verbally rehearse the task, and
finally complete the task using only the abstractions.
Project Math incorporates Cawley's model into a self-contained, commercially
produed math program.

Teachers must use arithmetic terms consistently.
A majority of mildly and moderately retarded students and some verely retarded
students should be well-versed in the care and use of calculaton.
A number of commercially produced math programs are av&ilable that incorporate
several preferred teaching strategies. When reviewing materiah, iportant questions such as the following should be considered:
O Does the program allow for practice using multiple modalities?
O Does the program provide the learner with frequt fesdbaek?
Do the program materials use color cues, arrows, etc.?

o Is the program selfcontained, or are other materials needed?
o Is the program flexible, allowing for teacher input?
0 Does the program incorporate community related activities?
Other Programs and Materials

Accent/Consumer Education
Chicago: Follett Publishing Company

Calculator Activity Book
Educational Teaching Aids

Cuisennaire Rods
New Rochelle: Cuisennaire Co. of America

Developmental Learning Materials for Math
Dallas: Developmental Learning Materials (DLM)

Learning Skills Series: Arithmetic
New York: McGraw-Hill

Mathematics in Daily Living
Austin: Steck-Vaughn Co.

Money Matters
Hayward, CA: Janus Book Publishers

Pacemaker Arithmetic Program
Belmont, CA: Fearon Publishers

Sullivan Programmed Math
New York: McGraw-Hill

Target Math Series
Johnstown, PA: Mafex, Inc.
IDEA FILE
Microcomputers provide students a highly effective way to practice and retain
arithmetic skills (Bratt, 1983; Burns & Bozeman, 1981; Hofmeister, 1983). Students who have been bored by or turned offto arithmetic may now be motivated to
practice skills by computel that they might shun in paper and pencil format.
Many teachers are familiar with the microcomputer's potential for providing
learners with fun activities for drill and practice. Companies are increasingly
marketing new software to assist students in this area, and for many retarded
learners drill and practice is a key goal. However, microcomputers can be used to a
greater advantage, especially for mildly retarded students.
Goldenberg, Russell, and Carter (1984) identified the following three additional uses of the microcomputer for teaching math skills:
1. Provides educational games that allow learners to interact with graphs and models
showing mathematical concepts.
295
296w TEACHING RETARDED LEARNERS

2. Provides tools for helping students to organize, record, and visualize information.
3. Provides activities allowing students to explore math in ways not possible using
conventional instruction.
Teachers should be aware of the power a microcomputer can have for helping
children learn problem solving skills (Hill, 1983). Some experts have traditionally
felt that the mentally handicapped as a group inherently had poor problem solving
skills. However, with the advance of computer assisted instruction, some profes-
sionals are finding that retarded students can solve problems previously not
thought possible.
Logo is a computer language that offers a new medium for retarded students
to learn self-expression, control over the environment, and a means to positively
interact with computers (Hagen, 1984). Basically, the philosophy of Logo is to
allow students to create images independently instead of reacting to a prepackaged
program.
Logo works by using turtle graphics, in which a cursor appearing on the
computer screen is controlled by the student. The turtle (cursor) can be moved
forward, back, right, or left, with distances traveled by the cursor controlled by
numbers added to the command. Students use the turtle to create geometric
designs, and often the design is limited only by the student's imagination. Hagen
(1984) has suggested that by working with Logo tudents begin to develop the
ability to sequence events more logically in an atmosphere where there are no right
or wrong answers.
If used the way it was intended, Logo has a great potential for assisting
retarded students to learn problem solving skills. Children as young as 3 and 4
years old have had great success with Logo, so it would appear that most moderately and many severely retarded students might benefit from interaction with this
software.
Hagen's book is an excellent resource for locating suggested software and
publishing companies. The following is a partial list of software available to assist
in the teaching of arithmetic skills.
Basic Math Competency Skill Drills
Freeport, NY: Educational Activities, Inc.

Edufun Series
St. Loui, MO: Millilan Pub. Co.

Micro Series
Lowell, MS: Hayden Book Co.
IMPLEMENTING INSTRUCTIONAL STRATEGIES

Once teachers have identified the content they wish to teach and the setting where
instruction is to take place, the remaining task is to match appropriate methods and

materials to the needs of the students. Methods for teaching arithmetic skills can
take many forms. For example, one method is to model the skills used to calculate
an addition problem. Other methods are to provide examples of precompleted

problems (match-to-sample) on student worksheets, underline key components of
an algorithm, color code, or use arrows to note directionality.
Methods for teaching arithmetic skills generally will have three major goals.
The first is to assist students in understanding the concept of the skill being taught.
The second is to direct the student's attention to the relevant aspects of the task.
The third is to increase a student's motivation to complete the assigned tasks.
Some students who find arithmetic difficult to conceptualize may require
tangible reinforcers at the outset to assist them in completing assigned tasks. Token
reinforcement systems (see Chapter Six) and other types of apparent procedures
have proved successful in teaching of arithmetic (e.g., Lovitt & Curtiss, 1968;
Lovitt & Esveldt, 1970; Lovitt & Smith, 1974).
In a sense, teaching functional arithmetic skills can be considered a method in
itself. A student may be showing little or no success in learning to solve fraction
problems on paper. When the teacher alters the approach and teaches fractions in
conjunction with cooking skills, the student may demonstrate marked improvement. The functionality of the skill can then be considered a teaching technique.
These students are involved in both concrete and semiconcrete arithmetic activi-
ties. (Courtesy of Kay Shaw)
297
Techniques for Teaching Operations

Teaching operations (addition, subtraction, multiplication, and division) can be a
frustrating experience for special educators. This frustration may occur when
teachers attempt to teach the operation before the student has a full grasp of the
concepts involved. Therefore, teachers should be certain that students have a good
grasp of place values and number to object sets before presenting problems dealing
with operations.
1. Have students practice with concrete objects such as blocks or straws, placing
some in "ones" piles and some in "tens" piles (Sander, 1981). Students can
practice placing 10 blocks in the "ones" pile and then placing one block to represent
the 10 in the "tens" pile. For each skill teachers wish to present, they should
consider moving their students from the concrete, to the semiconcrete, and
eventually to the abstract level (Reisman, 1982). Therefore, this activity can be
repeated using marks on paper in place of blocks (semiconcrete) and finally
using numbers in place of either objects or written cues (abstract) (Thornton,
1979).
2. Performance cues (Morsink, 1984) should be used extensively with retarded

learners, assisting them iii remembering the steps in the operation. For example,
a teacher might choose to use colored dots, each dot signifying one of the
successive steps to subtracting with regrouping (Bellamy, Greiner, & Buttars,
1974; Brown & Bellamy, 1972).
3. Marsh, Price, and Smith (1983) presented an interesting method of assisting
students to add and subtract using a semiconcrete technique. They suggested
an activity where teachers color code dots on numbers representing their properties. The students then use the dots to count out the answer to the problem.
4. Precision teaching (White & Haring, 1980) advocates the use of timed exercises
as a technique to improve the performance of handicapped learners. Children
are generally competitive and enjoy trying to "beat" the number of correct
problems they can compute per minute. (Additional information about rate can
be found in Chapter Four). Prillaman and Abbott (1983) have found that using
timed exercises can improve the ability of learners to memorize basic facts
(e.g., 6 + 2 or 5 x 6).
5. Multiplication facts are often most difficult for retarded students to learn (Cowan,
1978). If many methods of instruction have been tried with little success, the
teacher should consider allowing the student to carry a multiplication table
for use in community activities. These tables are often given free by banks and
are wallet size.
6. Mercer and Mercer (1985) suggested the following trick to teach the difficulttolearn 9s table. First, the student subtracts 1 from the multiplier and places that
number in the tens digit of the answer. The next step involves adding to the
number obtained in step 1 until 9 is reached.
9x7=63
1+3
69
9x8=72
+1+2
79
7. Ogletree and Ujlaki (1976) developed an approach for teaching multiplication

allowing students to use motor responses such as clapping, stepping, and chant-
299
step
ing paired with the actual operation. For example, students would clap,
rhythmically, and chant the basic times tables. A similar technique was later used
with the other operations (Ogletree, 1977).
8. Learning centers allow students to interact with semiconcrete materials depicting
various math concepts or functional math applications (Broome & Wambold,
1977). For example, Ashlock (1982) presented a game that incorporates chips
whose colors represent various place values. Games such as this can be incorporated into a learning center allowing students to practice math concepts in a less
demanding, more enjoyable setting.
9. The pocket calculator is an effective aid for retarded learners who continue to
demonstrate severe deficits in basic operations (Mulhern & Koller, 1977). Students should learn basic care of pocket calculators and how to use them in a
variety of situations. Colored marks can be made on the calculator to highlight
various signs or cue the learner to the type of operation needed. Calculatorsthat
also provide a hard copy printout are now available at relatively low prices. These
units can be very helpful to learners because the printout demonstrates the entire
operation instead of just providing the answer.
10. A mini reference book can be developed for students that translates common
vocabulary and phrases found in word problems and daily living tasks into
operational functions (e.g., "which is cheaper" subtract; "gives to another"
add).
Techniques for Teaching Time and Money

Teaching the ability to tell time accurately and use money both efficiently and
effectively are highpriority goals for many retarded learners (crock, 1979).These
skills, more than some others, require intensive training in relation to community
and daily school activities. Whenever possible, teachers should start by using
concrete events or tasks that students can associate with the skill (e.g., 12 p.m. is
lunchtime; 40 cents will buy a soda from a vending machine). Most moderatelyand
severely retarded learners will often associate both time and money with concrete
events. Mildly retarded learners can learn to compute timeand money problems at
the semiconcrete level and eventually move to more abstract activities such as
budgeting and time management (Thurlow & Turnure, 1977).
1. Reisman (1982) suggested using a circular number line to help students remember
the relationship between minutes and hours. Number lines have also been successful in teaching money skills (Frank, 1978).
12
4
1C
2C
3C
4C
5c

2. Students can develop a time log, pairing drawing
activity.
of certain times with a common
9 a.m., Physical
Education (PE)
3. Standard clocks can be paired with digital clocksfor as many activities as possible.
telling time to the minute
4. For some moderately and severely retarded learners,
a procedure developed by
may not be an appropriate goal. Snell (1983) reported
retarded learners to tell time
O'Brien at Southern Illinois University that taught
by the quarter hour and then say, "it's about" to the nearest 15 minutes.
5. Mercer and Mercer (1985) have suggested the use of money cards to teach making
change. Teachers can develop a card that helps students estimate the amount of
change they should receive. For example, astudent shopping with $5.00 can carry
a card with five circles, each representing $1.00. If the student spends $3.50, the
student marks three circles and part of a fourth leaving onewhole and part of one
circle left. This cues the student that $1.00 and some change should be received in
return for the $5.00.
$1 00
$2.00
$3.00
$4.00
6. Task analyzing timetelling and presenting students
$5.00
with single small steps has
proved to be effective (Barcott, 1973). For example, a first step is counting

minutes on a clock. This must be mastered before a student can move on to the
next step of counting minutes by fives (Finkel & Zimmerman, 1976).
moderately retarded students to

7. Bellamy and Buttars (1975) successfully taught
cdunt change by first teaching them rote counting skills. Although these skills
were not taught in functional settings, the methods of task sequencing and use of
picture cues to help the students match coin equivalents proved to be successful.
8. Paying younger students with real money for classroom activities can be an
effective prerequisite to teaching more advanced money management skills
(Langone, 1981). As students gain these skills, more advanced ones (e.g. checkbook, banking) can be taught using larger amounts of money (Orr, 1977). Money
for these activities can be obtained from donations and class money-making
projects.
9. Wheeler, Ford, Nietupski, Loomis, and Brown (1980) presented a comprehensive program designed to teach retarded learners to usecalculators when shop
301
ping. Basically, the skills were task analyzed and translated into objectives that
would allow students to practice the skills in natural settings. Students were
taught to label, locate, and obtain a variety of grocery items. In addition, they
were taught to use pocket calculators to add the total amount for the nontaxable
food items they obtained and subtract the total from the amount of money they
carried. These skills were taught using cues and correction procedures such as
modeling, verbal correction using direct and indirect cues, gestural cues, and
pictorial cues. Similar techniques have proved successful in other studies (Smeets
& Kleinloog, 1980).
10. Chaining subskills together to form more complex coin equivalency skills has
also proven effective (Trace, Cuvo, & Criswell, 1977). Students were taught to
link behaviors such as locating the vending machine, selecting an item, and
choosing the appropriate coins. Similar techniques involving chaining, cueing,
and reinforcement have also been successful in teaching coin equivalency (e.g.
Borakove & Cuvo, 1977; Lowe & Cuvo, 1976).
11. Students appear to learn money skills faster when the objectives are paired with
naturally occurring contingencies. For example, programs to teach money skills
have been successful when paired with other independent living skills such as
eating at restaurants (van den Pol, et al., 1981) and shopping skills (Nietupski,
Certo, Pumpian, & Belmore, 1976).
Techniques for Teaching Measurement

Teaching mesurement skills to retarded learners can be facilitated when a majority
of instruction involves activities allowing students to manipulate objects. Therefore, activities such as cooking and those related to vocational tasks lend themselves to measurement instruction (Schwartz & Budd, 1983).
1. Volume, weight, and linear measurement may best be taught using as many
concrete materials as possible (Polloway, Payne, Patton, & Payne, 1985). For
example, when changing measures or comparing weights, the use of actual materials may help the students grasp the concepts of more and less, heavier and lighter.
2. Activities that allow students to explore novel materials or activities that result in a
product may help students learn the skills for functional use. For example, Aiello
(1976) allowed students to use tools while learning the metric system. Similarly,
Miller (1978) taught tTletrics to EMR students while constructing projects in a shop
class.
3. Having students constantly compare metric measurements with English measurements helps them to at least be able to compare units visually (Sengstock & Wyatt,
1976). The basis for teaching metrics is to be sure the students have thoroughly
learned the English system before the comparison process is taught (Etlinger &
Ogletree, 1978).
4. Students appear to learn measurement skills best when they are paired with
activities that interest them. Therefore, measuring objects found around the home
and measuring in relationship to cooking appear to be highly motivating methods
for teaching (Marpet and Prentky, 1974).

5. Color coding and pictorial cues can be effective for teaching measurement skills.
They are also effective adaptations for assisting students in learning more advanced
home management and vocational skills if they have not been able to learn to
measure. For example, a moderately retarded learner may be able to participate in
an agricultural vocational education class learning the skills of a feed lot hand if
color coding is used to help him learn to mix cattle feed (Langone & Gill, 1984).
KEY CONCEPTS
Methods for teaching arithmetic skills should help students understand the concepts
and motivate them to succeed.
Token reinforcement systems have been successful in motivating students to succeed in arithmetic.
Functional or communityrelated math skills are themselves highly motivating to
students.
Students should begin with concrete activities, moving to semiconcrete and then on
to abstract activities.
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CHAPTER TEN
DESIGNING INSTRUCTION
FOR INDEPENDENT
LIVING SKILLS (ILS)
Living in the United States brings people in continual contact with the word
"independence" and, more specifically, the concept embedded within the word
"independence." Unfortunately, in a country whose leaders and citizens pride
themselves on their ability to be independent, there exists a segment of the
population that has never enjoyed the freedom from control by others. Mentally
retarded citizens have traditionally been relegated by society to a position of
dependence, relying on others for their daily existence. The large number of mildly
retarded individuals who do integrate into the community often do so at the low
end of the socioeconomic scale. In a sense, it can be argued that these individuals,
living at or below the poverty level, also have their independence severely
curtailed.
As with previous chapters, the discussion of developing curricular areas in
independent living skills (ILS) is based on the process approach emphasized in the
first half of this text.
DESIGNING THE ILS CURRICULUM: THE IEP

Step One: The Community Needs Assessment (CNA)
The CNA is an important first step in developing ILS programs. This task helps
practitioners identify the types of ILS that may be required of learners; the specific
306
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS (ILS)

community characteristics that will require program adaptations (e.g., lack of a
mass transit system); and the community's resources in the form of people,
training sites, and materials. At this first level of curriculum development the task
is to analyze the environments where the students live or may live in the future in
relation to each of the areas in an ILS curriculum. Students' living arrangements
(e.g., in a group home or independent community apartment), where they work
or spend their leisure time, and any other environment where selfcare skills are
needed may be important.
There are a number of tools that can be used to gather CNA data including
questionnaires, interviews, and observations. Gathering information about ILS is
generally best accomplished by going out and observing the environments in which
students are or will be functioning. For example, a student taught to cook using an
electric stove will have obvious problems if his parents have a gas stove at home.
Similarly, another learner who was taught to find grocery items in one store may
have little hope of finding those same items in another retail establishment.
The first technique of organizing the CNA is to list under each of the areas of
interest the potential environments where students may be expected to demonstrate these skills (see Table 10.1). This step helps identify the environments that
Mastery of Independent Living Skills (ILS) increases

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will eventually require a task analysis. Using parents, other teachers, and community members as resources, this first technique can often be accomplished by sitting
down and brainstorming ideas.

The second technique involves taking each of the environments identified in
Table 10.1 and deciding in which locations within each environment the desired
skills will be demonstrated. A mildly retarded learner learning to eat at restaurants
would be required to demonstrate a number of skills in different locations in
a restaurant (e.g., communication with waiter and cashier, eating skills at table).
For a severely retarded learner, the location for teaching eating skills in school
may simply be the cafeteria.
Each environment can be broken down into what Brown, and his colleagues
(1979) have called "subenvironments," defined as locations within the main community environments that demand different skills. In the examples just cited, the
communication with the waiter in a restaurant requires somewhat different skills
from those required in paying the cashier. Thus, the location of the tables in the
restaurant would be considered one subenvironment while the location of the
cashier would be another.
Step Two: Analyzing CNA Information

CNAs are important because ILS are often unique to different communities.
Shopping in a grocery store in Georgia can be different in some ways from
shopping in a store located in New York. Those differences may be great enough
to confuse a retarded learner, thus requiring a separate analysis of each environment. Similarly, two different homes in the same town may have enough different
stimuli to confuse retarded learners who have been taught in only one location. For
TABLE 10.2 Identjfying Locations for
Task Completion: Self-Care
Environment: Home
Skill Area: Selfcare
Skill #1: Eating

Locations: Kitchen
Dining room
T.V. room (snacks)
Skill #2: Toileting

Locations: Bathroom (downstairs)
Bathroom (upstairs)
Skill # 3: Dressing/grooming
Locations: Bathroom (downstairs)
Bathroom (upstairs)
Bedroom
example, teaching the home management skill of dishwashing may be noticeably

different for the student whose home has a dishwasher as compared to one whose
home does not have that appliance.
A second category of information obtained from the CNA involves identify-
ing potential community resources. Table 10.3 presents one example of how
community resources for consumer education can be identified. In this example,
both people and places are the targeted resources. An actual CNA would list names
of people and places unique to each community. For instance, mildly retarded
learners may find it difficult to deal with highpressure sales tactics and may buy
things they either do not need or cannot afford. A teacher can find a volunteer
salesperson who is willing to help learners develop strategies to negate those
tactics. The salesperson might attend class and participate in role playing activities,
followed by visits to the store and practice in the community setting.

Annual goals are a direct result of information discovered in the CNA. ILS goals
should reflect the real needs of retarded learners to become independent or semi
independent people. Step three is an attempt to identify all potential annual goals
TABLE 10.3 Identifying Locations for Task Completion: Community
Mobility, Walking
Environment: Neighborhood
Skill Area: Walking
Skill #1: Using sidewalks
Skill #2: Street crossing
Skill #3: Reading signs
Skill #4: Using landmarks
Locations: All sidewalks within two blocks of student's home
Fourcorner intersections with traffic light
Fourcorner intersections with control signs (e.g.,
Stop, Yield)
Four-corner intersections with no control
Environment: Downtown
Skill Area: Walking
Skills #14: Same as above
Locations: All sidewalks downtown
Fourcorner intersections with traffic light
Fourcorner intersections with control signs (e.g.,
Stop, Yield)
Four-corner intersections with no control
Fivecorner intersections with traffic light
Crossing at bus stops

that may benefit retarded students. Identifying specific annual goals comes later and
is based on assessed student needs.

An unlimited number of potential annual goals can be associated with ILS.
The types of annual goals written depend upon the individual situation of each
teacher and the students in a given community. The potential annual goals listed
here are examples that teachers might choose to use as starting points in developing
their own ILS curriculum.
SELF-CARE
Eating
Mildly Retarded
1. Demonstrates appropriate table manners.
2. Eats neatly.
3. Orders food in a variety of restaurants.
4. Demonstrates nutritional eating habits.
Moderately Retarded
1. Demonstrates appropriate table manners.

2. Eats neatly.
3. Orders food in a variety of restaurants.
4. Demonstrates nutritional eating habits.
5. Uses utensils appropriately.
6. Drinks from a variety of containers.
7. Eats a variety of finger foods appropriately.
Severely Retarded
1. Takes blended food from a spoon.

2. Demonstrates voluntary tongue control.
3. Chews solid food.
4. Learns to suck from a straw.
5. Uses utensils with adaptive equipment.
6. Orders foods in a restaurant using picture cards.
Toileting
311
Students are successful when they systematically learn grooming skills. (Cour-
tesy of Kay Shaw)
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS (ILS) U 313
Mildly Retarded
1. Indicates need to use the bathroom.
2. Uses bathroom facilities appropriately.
Moderately Retarded
1. Indicates need to use the bathroom.

2. Uses bathroom facilities appropriately.
3. Appropriately uses bathroom facilities other than those familiar to the student.
Severely Retarded
1. Communicates, by any means, the need to use the bathroom (signing, gestures,
pictures, verbal, or any combination).
2. Independently completes as many steps on the toileting task analysis as possible.
Dressing and Grooming

Mildly Retarded
1. Chooses clothing appropriate for weather conditions and activity (e.g.,job interview).
2. Chooses articles of clothing that match each other in color, style, and design.
3. Bathes and showers in a number of different facilities.
4. Uses an electric razor appropriately.
Moderately Retarded
1. Chooses clothing appropriate for weather conditions and activity (e.g.,job interview).
2. Chooses articles of clothing that match each other in color, style, and design.
3. Bathes and showers in a number of different facilities.
4. Uses an electric razor appropriately.
Severely Retarded
1. Any of the above.

2. Puts on or takes off pullover shirt.

3. Puts on or takes off buttoned shirts.
4. Puts on or takes off pants, manipulating the zipper and snaps.
HOME MANAGEMENT
Mildly Retarded
1. Demonstrates the ability to paint interior and exterior parts of a house.
2. Can appropriately clean a house.
3. Can do basic landscaping tasks.
4. Demonstrates the ability to plan and cook balanced meals.
5. Demonstrates the ability to care for infants and young children.
6. Can choose and call a repair person for appliance and home repairs.
Moderately Retarded
1. Demonstrates the ability to paint interior an'd exterior parts of a house.

2. Can appropriately clean a house.
3. Can do basic landscaping tasks.
4. Demonstrates the ability to plan and cook balanced meals.
3. Properly stores unused food.
Severely Retarded
1. Participates in cooking and cleaning activities.

skills
2. Demonstrates ability to perform independently as many home management
as possible.
COMMUNITY MOBILITY
Mildly Retarded
1. Can successfully use all forms of public transportation (bothinter and intracity).
2. Can learn to safely drive a car and obtain a driver's license.
3. Demonstrates ability to negotiate all types of street corners as a pedestrian.
4. Demonstrates the ability to read and follow city, state, and interstate maps.

Moderately Retarded
1. Can successfully use all forms of intra-city public transportation.

2. Demonstrates the ability to negotiate all types of street corners as a pedestrian.
3. Demonstrates the ability to independently get from home to work, home to

leisure/recreation activities, etc.
Severely Retarded
1. Can independently move from one area of the home to another.

2. Requests assistance in moving from one place to another.
3. Can independently ride a bus from point A to point B.
4. Can cross controlled street corners.
CONSUMER EDUCATION
Mildly Retarded
1. Can appropriately handle highpressure sales techniques.
2. Demonstrates ability to lodge a complaint against unfair selling practices, product
failure, or warranty agreements that have not been met.
3. Can seek assistance from consumer affairs offices at the state and local levels.
4. Can develop and follow, a budget.
Moderately Retarded
1. Can appropriately handle highpressure sales techniques.
2. Seeks an advocate to assist against unfair sales practices, etc.
3. Can follow a basic budget.
4. Can conduct a basic cost comparison.
5. Discriminates betweei% store brands and national brands if the store brands are
cheaper.
Severely Retarded
1. Can locate items in a store using a series of pictures.

2. Communicates with cashier, asking whether returned change is correct.
3. Discriminates between store brands and national brands.
315
HEALTH AND SEX EDUCATION

Mildly Retarded
1. Understands sexual functioning.
2. Understands the use of a variety of contraceptives and their relative effectiveness.
3. Identifies symptoms of venereal disease and can seek out treatment.
4. Understands the birth process.

5. Can read and follow directions on medicine containers.
6. Knows basic first aid.
7. Maintains basic cleanliness.
Moderately Retarded
1. Understands sexual functioning.

2. Understands the use of a variety of contraceptives and their relative effectiveness.
3. Identifies symptoms of venereal disease and can seek out treatment.
4. Understands the birth process.
5. Can read and follow directions on medicine containers.
6. Knows basic first aid.
7. Maintains basic cleanliness.
Severely Retarded
1. Participates in maintaining basic cleanliness.
2. Refrains from masturbating in front of others.

Annual goais are written in general terms. The next step is to translate annual
ILS goals into potential shortterm objectives that are measurable and can be used
as a "yardstick" to assess the students' present level of performance. The translation
requires that the skill areas of interest be converted into a form that includes the
outcome or skill, the context under which the skill will be assessed, and the criterion
against which the student will be evaluated.
For example, a short-term objective might look like the following:

Outcome: The student will appropriately order a meal, eat the meal, and pay the
cashier.

Context: Three different restaurants.
Criterion: 100% of the crucial steps on the restaurant task analysis.
In this example, after task analyzing the skills required to be successful in the
target restaurants, the teacher can then assess the student against the stated criterion. For the purpose of assessing present level of performance, the teacher may
have assessed the student in only one restaurant. The other two would be used to
generalize the student's skills across different settings at a later date.
The following are examples of some ILS short-term objectives. Short-term
objectives should be written in relation to community-valid skills.
Self-Care
Outcome: The student will wash and blow dry hair with no assistance.
Context: At home and at school.
Three different shampoos and containers.
Two different types of blow dryers.
Criterion: Successful completion of all steps on the task analysis.
Home Management
Outcome: The student will wash and dry clothes with no assistance.
Context: At group home.

At school.
Two different makes of washers and dryers.
Criterion: 100% completion of task analysis.
Community Mobility
Outcome: The student can successfully move from home to work using the subway.
Context: Subway system.

Pay station.
Criterion: Arrival at destination within 20 minutes of leaving home.
Consumer Education
Outcome: The student can lodge a complaint to the appropriate person at a department store.
Context: Torn shirt or pants.
Uses a card on which notes were made previous to the meeting.
Criterion: Successfully states all points written on student "complaint card."
317
Health and Sex Education

Outcome: The student can match the names of contraceptives with corresponding
pictures and can list them in order of relative effectiveness.
Content: Pictures and flash cards.
Criterion: 1OO%
Step Five: Assess Student Entry Behaviors

In some instances, inappropriate tools for assessing ILS may be used. Teachers may
use adaptive behavior checklists as the sole determinant of present level of performance. The use of adaptive behavior checklists (e.g., Vineland Social Maturity
Scale, Doll, 1984; AAMD Adaptive Behavior Scale, Nihira, Foster, Shellhaas, &
Leland, 1974) is appropriate as a screening device and to get input from parents.
However, they fall into the realm of survey level assessment, and their information
should be treated as general data requiring more specific analysis.
The Baithazar Scales of Functional Independence (Balthazar, 1971), although
still considered an adaptive behavior scale, provides a more detailed profile of a
student with somewhat less subjectivity than the others. For example, these scales
rate a student across a number of skills within a general ILS area (e.g., eating:
finger foods, spoon usage, fork usage). Scores are obtained by a weighted
procedure (e.g., score of 5 for filling a fork independently), and a student's final
profile reflects varying levels of independence in any given skill area.
Teachers can develop their own assessment devices, which often will be more
useful and meet the criteria for specific level assessment. Use of the task analysis as an
assessment tool reflects actual materials found in the school or community setting,
which makes this approach more realistic to the student and teacher.
Steps Six and Seven: Identifying ShortTerm

and Instructional Objectives
The decision as to what goals and objectives are to be included on a student's IEP is
based on two sources: the assessment of present level of performance and the
community needs assessment. The community needs assessment (discussed earlier) generates information such as parent and community opinions concerning
what skills are important. These can be used as guidelines for choosing specific
objectives.
Since the shortterm objectives on the IEP cover longer periods of time, it is
necessary to break these objectives down into more manageable units of instruction (instructional objectives or subskills) that can be taught on a daily basis. Once
again, the tool that assists teachers in accomplishing this step is the task analysis.
The key to developing effective task sequences for ILS lies in the validation of the

TABLE 10.4 Examples of the CNA Analysis
Ski!! Area
Materials
Adaptations
Eating
Home management
Consumer education
Utensil holders
Food guards
Add-on to table (accommodate wheel chair)
Ramp to enter house
Remote control switches
to control appliances
Picture recipes
Powder and liquid cleaners
Calculators
Picture cards for shopping
list
skill breakdown. Specifically, teachers should consider validating their task analyses by allowing others who specialize in an area to review the document.
For example, Johnson and Cuvo (1981) had a home economics professor and
a graduate student who specialized in foods and nutrition review their task sequences in cooking. To further validate their work, they also conskilted cookbooks
and community members who were cooking specialists.
The principle of community validation can easily be transferred to other areas
of ILS. For example, developing a task sequence for crossing a high-traffic,

controlled intersection can be accomplished by videotaping others crossing the
street or simply by observing and carefully recording the steps it takes to safely
cross the street.
Specialists in the area of sex education, drug abuse, consumer affairs, and
many other areas can all be of service when validating skill sequences or teaching
units. Physical and occupational therapists can be of great help when a task
sequence needs to be modified to accommodate a retarded learner who also suffers
from a physical handicap.
KEY CONCEPTS
A community needs assessment (CNA) helps determine the types of independent
living skills retarded students need to be independent in their current and future
environments. A CNA can help identify the skills needed by the student to prepare
food at home (currently) and at a local group home (future).
The principle of "partial participation" is important (Brown, et al., 1979). The
principle dictates that independence is enhanced when adaptations to a skill sequence
allow a learner to at least "participate" in the activity. A severely retarded learner

whose physical handicap minimizes use of his hands may participate in shaving
319

himself if the electric razor is fixed in a holder and bolted to a facehigh bracket,
allowing him to rub his face against the razor.
Potential annual goals and shortterm objectives are identified as a result ofasking
the question, "What are the skills retarded learners need to function independently in
community environments?"
Students' entry behavior is assessed by comparing their performanceagainst the

outcomes, contexts, and criteria of the potential short-term objectives.
Deciding which shortterm objectives are to be included on a student's LEP is thejob
of the IEP committee. The criteria for deciding which objectives to teach firstvary.
A general rule of thumb is to choose those objectives which have an immediate

impact on the student's level of independence.
Once the IEP section concerning independent living skills is developed, the teacher
uses the process of task analysis to identify the subskills that will be used as
instructional guidelines on a daily basis.
Step Eight: Developing Instructional Strategies

Techniques for Teaching Independent Eating Skills
1. Choose the most appropriate teaching technique for use with a given learner
depending on the present level of functioning of the student. Generally, a systematic use of teaching methods that include verbal directions in conjunction with
modeling, prompting, and the various forms of manual guidance will suffice.
However, the key is systematic, fading each form of assistance as it becomes
obsolete (Berkowitz, Sherry, & Davis, 1971). For example, teachers would
expect to use a great deal of manual guidance (e.g., guiding the learner's hand
through the task) at the beginning of instruction in basic eating skills. Over time,
the use of manual guidance should decrease and more prompts should be used
(e.g., touching the student's hand to get him or her to pick up the fork). As a
student responds to one level ofantecedent teacher behavior, a more sophisticated
level will take its place (e.g., modeling and verbal directions).
2. One problem with teaching eating skills to retarded learners is that there are so
few chances during the day to teach the skills. Azrin and Armstrong (1973) solved
this problem by initiating the "minimeal" approach, dividing larger daily meals
into sr#iall hourly portions allowing for additional training. This approach allows
the teacher (who in many cases can be an aide, volunteer, or peer tutor) to instruct
the learner five to six times during the school day instead of once at lunchtime. If
the minimeal plan is not possible, a good time to teach basic eating skills is
approximately 10 to 15 minutes before the scheduled eating time. The students
are hungry, and the food becomes a more powerful reinforcer for contingent
behaviors (e.g., use of a fork).
3. Teaching students to drink appropriately from a cup may require multiple trials
during the school day. Teachers may wish to program four or five trials of 3- to
5minute durations using an aide to assist the student through the task sequence
for this skill.

be converted into a format that can
4. Once the data have been obtained, they should
be charted. For example, of the total number of steps in the task analysis, the
student was able to independently complete what percentage of those steps

(Figure 10.1)?
A second technique for data analysis is to chart the percentage of the type of
teacher behavior required to assist the student to complete a step (Figure 10.2). A
student who is at a lower level of functioning may require ahigh percentage of

total guidance by the teacher at the beginning stages of instruction.
A final charting technique is used on those occasions when assessment and
teaching are too closely linked to separate the functions (Figure 10.3). In such
cases, the teacher can record the number of instructional trials required before the
learner meets criterion for any one step on the task analysis. If a particular
instructional technique is successful, the number of trials to criterion should
decrease over time.
for a target student. In most cases,
5. It is important to identify the best reinforcers
the best reinforcer is the food itself; however, this should not be the only one
used. Appropriate social reinforcers such as smiles and touches can be used to
coincide with the primary reinforcer of food.
6. Teachers who work with the profoundly retarded often find themselves "feeding" the learner instead of teaching feeding skills. This situation is prevalent in
programs housed on the grounds of state institutions where large numbers of
these students reside and attend school. In these cases, the first and foremost task
direct care staff, and aides.
is to work out all attitude problems between teachers,
Many of the learners will still be exhibiting primitive reflexes such as tongue
100
90
80
70
60
50
40
30
20
10
345678
9 10
11
Sesstons
FIGURE 10.1
Chart of Percentae of Independently Completed Steps
12
13 14
15
16
17
321
SIS
100
XX Verbal
90
.. :9
Directions
80
OO Models
70
L) 60
PP Prompts
50
GG Graduated
40
Guidance
30
S
20
S Complete
Guidance
10
1
10
11
12
Sessions
FIGURE 10.2
'Chart of Teacher Behaviors Required to Elicit Student Response
Complete Step 1
Complete Step 2
Complete Step 3
Complete Step 4
12
11
Trials to Criteria
10
9
8
7
6
5
4
3
2
1
Sessions
I FIGURE
10.3
Chart of Number of Trials Required for Each Step in Sequence
322
10
11
12
13
14
15

skills. The
thrusting, inhibiting progress toward developing any self-feeding
elimination of these reflexes will be a priority. The philosophy that most profoundly retarded learners will never be able to feed themselves independently
may not be appropriate. Iflearners can be taught to swallow and chew, the variety
in types of foods that they can then eat (even if fed by a caregiver) makes them
more independent than they once were.
7. Some retarded learners also are afflicted with severe physical disabilities. Their
teachers should consult with occupational and/or physical therapists to assist with
the assessment of eating skills. For example, a classroom teacher may not be
familiar with techniques for positioning a learner who suffers fromcerebral palsy.
A physical therapist could demonstrate this as well as how to use assistive
devices for eating (e.g., plate guard).

8. For severely and profoundly retarded learners who are at the most basic of skill
levels, assessment of four areas will be crucial: identifying the best position for
feeding and instruction in eating given the pupil's physical needs; identifying
techniques to teach appropriate sucking skills; identifying methods to teach
proper swallowing; and targeting techniquesto teach chewing (Stainback, Healy,
& Stainback, 1977).
9. At times, teachers will need to develop behavioral programs designed to eliminate disruptive behaviors during mealtime (e.g., stealing food, stuffing mouth,
eating with fingers). In cases such as these, timeout (removing the food) has been
shown to be an effective method for changing the behaviors (Barton, Guess,
Garcia, & Baer, 1970; Riordan, Iwata, Finney, Wohl, & Stanley, 1984).
10. During the entire process, all data should be recorded and charted to monitor
program success. For instance, if a learner is exhibiting a disruptive behavior such
as throwing his food, the teacher using a verbal reprimand plus timeout for 2
minutes (removal from the group) would keep a record of the instances of food
throwing. If the number of instances of the target behavior stayed the same or
increased over a reasonable period of time, a change in the intervention would be
required.
11. A problem may arise when teachers assume that once a student has learned a skill
the skill will be maintained in the presence of the food as a reinforcer. O'Brien,
Bugle, and Azrin (1972) found that this is not always the case. In their study a
retarded child, taught to eat properly with a spoon, reverted to eating with her
fingers. The researchers had to incorporate various "motivational procedures,"
in this case stopping the incorrect response while rewarding the correct one, in
order to maintain the learned skill. Teachers should plan frequent probes, even
after the skills ha* been learned, monitoring the behavior over time.
12. Restaurant eating skills should be taught in the community.Marholin, O'Toole,
Touchette, Berger, and Doyle (1979) were successful in teaching moderatelyand
severely retarded adults how to travel to, order a meal, and eat at McDonalds.
Van den Pol and colleagues (1981) had similar success in teaching mildly and
moderately retarded students to eat in fast food restaurants andthen generalizing
those skills to other restaurants. Normalizing mealtimes by using familystyle
dining has improved the eating behaviors of some students (Wilson, Reid,
Phillips, & Burgio, 1984).
323
Materials. There are many commercially available adaptive devices designed to

assist handicapped learners during eating. Generally, these adaptive devices can be
found in educational equipment catalogs. They include such items as the following:
Utensil holders. These are designed to facilitate a better hold by slipping the entire
hand through the holder or by wrapping a ring around the fingers to hold the utensil
firm.
Contoured dishes and food guards. These allow the students to scoop foods against
the side of the dish.
Adaptive cups and holders. These include weighted cups to reduce spilling, cup
holders, and cups with controlled openings.
Sandwich holders. These allow students with minimum use of their arms to eat
sandwich independently.
Techniques for Teaching Toileting Skills
The first task is to decide what criteria must be met for a student to be toilet trained.
Initially, the important criterion of developmental level must be considered (Snell,
1983). Suggestions for when to begin toilet training retarded learners are somewhat conflicting, but there are some guidelines that teachers can use. Foxx and
Azrin (1973a) have suggested that moderately retarded children be at least 21/2years
old chronological age and that more severely retarded children be older (approximately 5 years old chronological age). Mildly retarded learners are more likely to
follow developmental patterns resembling those of their age peers and can begin
training around 2 years of age.
There are a number of other criteria that teachers can use to compare against a
student's present level of performance. A student's ability to get to the bathroom
independently or with minimal assistance is an important consideration. Fine
motor skills, attention span, and level of communication are all important criteria
for determining when to begin the program. For example, if a learner does not
possess the fine motor skills required to dress and manipulate buttons and zippers,
these skills may have to be taught before an independent toileting program can
begin (Kissel, Whitman, & Reid, 1983).
A vital component of the assessment process for toileting is to establish
whether a lerner has a fairly stable pattern of elimination. Again there is conflict-
ing information as to the best length of time to monitor elimination patterns.

Generally, the longer the baseline the more information concerning a stable schedule will be established.
There are two techniques that can be used to monitor and establish the
learner's elimination schedule (present level of performance). The first involves the
use of electronic signal devices. These moisturedetecting devices sound a tone
when urine or feces moisten the sensors, allowing the teachers or staff to record the
incident (Azrin, Bugle, & O'Brien, 1971; Van Wagenen & Murdock, 1966).
Financial or other considerations may not warrant the use of signal devices.
Consequently, another method involves checking the learner's clothing at specified intervals, recording whether or not an elimination has occurred. The intervals
for observation vary somewhat across students, but time spans of up to 30 minutes

acceptable. Some students who have inconsistent elimination schedhealth records should also be
ules may require more frequent checks. Student
checked to ascertain whether there are relevant physical problems affecting
are generally
elimination.
A systematic recording of the student's elimination patternis the next step. A
recording form will be needed for this task. Figure 10.4 provides one example of
the type of form that can be used. A 15day baseline was established which assisted
the teacher in determining Jeff's pattern of elimination. Generally, the pattern
indicates that Jeff gets off the school bus wet each day, possiblybecause of a large
intake of liquids for breakfast and a long bus ride. Other fairly stable periods of
elimination are about 10:30 a.m. after morning snack, between 12:30 and 1:00p.m.
after lunch, and mid-afternoon. With these times in hand, the teacher can schedule
training sessions to coincide with Jeff's elimination patterns.
Once a stable pattern of elimination has been established, the teacher should
consider developing a task analysis of the toileting process to which the student's
present level of performance can be compared (Table 10.5). When assessing the
learner's present level of performance, a preferred method is to use minimal
assistance for any given step on the task sequence. This way, the teacher can get the
most information concerning what skills the student can independently perform.
Suggestions for Instruction

1. If a student does not have a stable pattern ofelimination, diuretics (e.g., coffee, tea,
colas) can be used to induce urination at times when the student would not
eliminate naturally (Foxx & Azrin, 1973b).
2. During either the baseline or instructional phase, when a student has had an
accident, the student should be changed or assisted in changing with a minimum of

verbal interaction between the student and the caregiver.
is as important in
3. Brown and colleagues' (1979) principle of partial participation
allows
the learner some
the toileting process as it is in all other ILS areas since it
dignity. If necessary, the task sequence can be modified to accommodate the

learner who will only be. able to accomplish one or two steps independently.
4. The teacher should make a decision (based on student needs, physical disabilities,
progress in dressing skills, age, and extent of parents' or significant others' participation) whether td use a forward chaining approach (Mahoney, Van Wagenen, &
Meyerson, 1971) or a backward chaining approach (Azrin& Foxx, 1971). Usually,
teachers will have a dressing skills program running concurrentlywith a toiletirig
program, in which case a backward chaining approach might provide a more

efficient and possibly more rapid method. (See Chapter Sixfor a detailed discusthe teacher
sion of these techniques.) Using the backward chaining approach,
assists the student with the beginning steps of the task sequence and starts training
with the skills directly related to the toileting process (e.g., sitting onthe toilet).
5. A number of validated behavioral procedures are available for use when inappropriate eliminations occur (Anderson, 1982). For example, Foxx and Azrin (1973b)
have suggested the use of procedures such as manual and graduated guidance,
fading, positive practice overcorrection, and mild reprimands (see Chapters Five
and Six for discussions of these techniques).
325
i/F5
______________ Data Recorders:
Student's Name: _________
/74'
Code: W = Wet
D
Dry
= Wet Bowel
Baseline
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9:00A.M.
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FIGUREW.4
Sample Recordini Sheet for Pre- Toilet- Trainin,g Baseline
o Manual guidance. Taking the learner's hands firmly in his or her hands, the
teacher guides the student through the process of unfastening buttons and
zippers and pulling down pants.
Graduateduidance. This is a type of fading procedure that gradually removes the
teacher's hands from the situation. One example that highlights this procedure
is that when the student does not sit on the toilet when requested, the teacher
provides the minimum force necessary to assist the student. Over time, the
teacher's touch or hold is completely faded as the student learns to sit on request.
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS (ILS) U 327

TABLE 10.5 Examples of Community Resources Identified from CNA Analysis
Skills
Person/Sites/Materials
Skill Area
Consumer education
Salespersons
Store managers
Church groups
Service organizations
Large supermarkets
Small neighborhood
stores
Practice with high-pressure

sales techniques
Permission to develop
training sites
Volunteers to be used
as trainers
0 Positive practice overcorrection. This is a mild form of punishment requiring the
student, after an accident has occurred and clothes have been changed, to
approach the toilet from the point where the accident occurred. Then the
student is required to lower clothing and sit on the toilet for a short period of
time as a positive form of practice. Another overcorrection tehnique developed
by Foxx and his colleagues is called restitutional overcorrection. This mild form of
punishment requires students to clean up their own accidents, change them-
selves, and wash their own clothing (all with the help of the teacher if
necessary).
6. Prompts in conjunction with verbal instructions (pointing to the toilet when

saying "Jeff, sit on the toilet") can be a useful instructional procedure. Also,
modeling may be appropriate in some situations where the teacher can model a
specific step for the student or have another student model the tasks.
7. Hitting, yelling, and lecturing students about their bad behaviors are inappropriate
teaching procedures. In the case of toilet training they can be especially detrimental
for a number of reasons, including increasing the stressfulness of the situation.

Teachers should strive to remain calm and talk to the students in a neutral tone of
voice (Foxx & Azrin, I 973b). The students' appropriate responses can be reinforced
with social reinforcers and tangibles if necessary.

8. Lancioni and Ceccarani (1981) developed an interesting procedure using part of the
day (30 to 45 minutes) to teach toileting skills. All accidents were associated with
90second exercise sessions as punishers. When exercising, the students were
reminded to touch their wet clothes so the association could be made. To assist
students in remembering to use the toilets, toilet insert seats with urinesensitive
devices were placed around the classroom. The students were required to pick up a
seat before going into the bathroom (a step that became an additional reminder).
Techniques for Teaching Dressing and Grooming Skills
The state of the art of teaching basic dressing and grooming skills is fairly sophisticated. For example, Project MORE (Ferneti, Lent, & Stevens, 1974), originally

developed at the University of Kansas, provides task analyses for a large number of
these skills along with recording sheets for monitoring student progress. For the
program to be effective, teachers must apply it in a systematic manner.

A teacher may choose to develop the task sequences based on the setting,
materials available, and the individual needs of certain students. As with all task
analyses, the skill sequence is developed best by watching someone perform the
target skill. Tables 10.6 and 10.7 are examples of grooming task analyses.
1. During the acquisition stages, an increase in the number of instructional sessions

may be helpful. For example, instead of having a learner brush his teeth once after
lunch, the teacher can increase the number to five or ten shorter sessions spread
throughout the day.
2. A first consideration of instruction is to decide which is more appropriate, forward
or backward chaining. Different learners react to each approach with varying
degrees of success; however, backward chaining appears to be most successful in
the beginning stages. By beginning with th last step first, students are often
immediately reinforced because the task is quickly completed (e.g., learning to
snap the final button on a pair of pants: when completed, the student is finished
dressing).
3. Bigge (1982) has suggested that a beginning program should teach undressing
skills before teaching dressing skills because the undressing skills are easier.
4. Whenever possible, parents should be included in the program design process in
order to obtain some level of continuity between procedures and materials used at
home and at school.
5. Teachers should use only the level of antecedent behavior necessary to move the
learner toward the desired task. For instance, graduated guidance may suffice
instead of totally guiding the learner through the task. A physical prompt (pointing) may work instead of using a model. All the teaching strategies described in the
toileting section are also appropriate for teaching dressing and grooming skills.
6. After a skill has been learned, the teacher should probe frequently to monitor
whether or not the behaviors are being maintained.
7. Teaters can program for generalization by allowing students to practice dressing
and grooming skills in different locations and with a variety of materials (e.g.,
school locker rooms, bathrooms, different makes of electric shavers).
8. It is important to model behaviors from an appropriate angle. When possible, peer
models can be used to facilitate skill learning.
9. Because fashions and preferred color combinations change frequently and may
differ across geographic locations, it is important to validate these norms frequently (Nutter & Reid, 1978). Nutter and Reid found it was possible to teach
appropriate clothing color combinations by using simulation activities and actual
clothing.
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329

TABLE 10.7 Sample Task Analysis of a Short-Term Objective
SKILL:
SHAVING
Outcome:
Student will independently shave himself.
Context:
Electric razor, in four different settings.
Criterion:
Smooth to touch of teacher.
1. Gets razor out of storage area.

2. Takes razor out of box.
3. Removes plastic cover.
4. Takes plug out of box.
5. Plugs cord into razor.
6. Plugs razor into socket.
7. Turns on razor.
8. In an ear-to-chin motion:
14. Reshaves if necessary.
shaves left side of face.

9. Shaves right side of face.
10. In an upward motion: shaves
under chin.
11. Shaves below lower lip.
12. Turns off razor.
13. Feels face for any unshaven areas.
15. Unplugs cord from socket.

16. Unplugs razor from cord.
17. Presses button with right hand.
Removes top with left hand.
18. Takes brush out of box.
19. Cleans razor head.
20. Returns brush to box.
21. Replaces top.
22. Replaces plastic cover.
23. Puts razor in box.
24. Winds cord around hand.
25. Puts cord in box.
26. Stores razor.
(Prepared by Tina Couch)
IDEA FILE
c-
Oversize clothing assists students in learning the skills of dressing without the
constriction of tight clothing.
Color coding is a valuable technique for teaching mildly and moderately retarded
individuals to choose coordinated wardrobes. Clothes can be hung in the closet next
to tabs of certain colors corresponding to colors marked on the label of the article.
For example, pants and shirts that coordinate well in color, style, or design can have a
blue i1iark on the label. The same color blue can be placed on a tab hanging on the
closet rack. All pants and shirts with the blue mark are hung next to the correspond-
ing tab for easy retrieval. Over time, the color codes can be faded.
Oversized buttons and buttonholes allow students with poor motor control to learn
to button some items.
Tabs on zippers allow students to grasp zippers more easily.
Velcro can be used for students whose accompanying physical disabilities are severe
enough to impede independent dressing skills.
Long-handled brushes allow learners with poor range of motion to brush their hair
(Bigge, 1982).
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS (11S) 331

Techniques for Teaching Home Management Skills
Home management as a curricular area has generally received some attention

(evidenced by the number of living centers included in TMR classrooms), but has
failed to become a daily program option for retarded learners. In recent years,
recognition of home management skills as a crucial component for independent
living has begun to surface (Dyer, Schwartz, & Luce, 1984). Hence, an increasing
number of fieldtested programs are becoming available to assist teachers in

designing effective instructional programs in this area.
Some programs designed to teach home management skills address a problem faced by many retarded students, namely their difficulty in developing functional reading skills. These programs capitalize on the use of pictures to supplement difficult cooking directions and complex recipes (Speilman, DeBriere,Jarboe,
Campbell, & Harris, 1978; Staples, 1975). In additionto teaching meal planning
and preparation by using pictures, researchers have successfully instructed retarded
learners to schedule and maintain an orderly system of housekeeping tasks. For
example, Bauman & Iwata (1977) used a self-recording procedure that allowed two
retarded males to monitor their own progress in completing housekeeping chores.
Over a period of time, the completion of the target tasks was completely transferred to the natural reinforcers such as posting their progress on charts when tasks
were completed.
Home management skills are an important part of Independent Living Skillsan example of partial participa-
tion. (Courtesy of DLM Teaching Resources,

Allen, Texas)

1. Small group instruction has been found to be more efficient and in many cases at
least as effective as onetoone teaching (Brown, Holvoet, Guess, & Mulligan,
1980). There are no set rules governing group size; however, three to four
students may be appropriate depending on the size of the teaching area and safety
procedures of the activity. Smith and Meyers (1979) discovered that instruction in
telephone skills was more efficient and effective when groups of retarded learners
were allowed to practice the skills among themselves.
2. Living centers built into the school classroom or in a nearby location in the school
are the least desirable training sites and should be limited to teaching during the
acquisition stage. The most desirable alternative would be to locate homes and
apartments within the community where training can occur.

3. All instructional techniques discussed earlier in the toileting section apply to
teaching home management skills (e.g., modeling, graduated guidance, physical
prompts). For example, Johnson and Cuvo (1981) found that verbal instructions
paired with visual cues, modeling, and physical guidance were effective methods
for teaching food preparation.
4. The instant camera can be an invaluable teaching tool. Students who have trouble
reading written directions can follow che sequence of a task by looking at pictures
taken by the teacher (e.g., teacher photographs,the steps to baking a cake). When
such pictures are used as cues for teaching directions or maintaining a schedule,
teachers can increase the difficulty of the pictures over time (Snell, 1981; Staples,
1975). For example, a series of steps in cleaning a shower stall or bathtub may,
during initial teaching stages, require 10 sequential pictures. Over time, a teacher
can gradually reduce the number of pictures by combining steps. The purpose of
this approach is to fade the unnecessary cues.
5. Teachers should not assume that moderately and severely retarded learners are
unable to increase their sight vocabulary beyond a few basic safety words. In
many instances, a word or a short series of words can be paired with picture
directions, with the pictures ultimately being faded.
6. Additional color and numeral cues can be helpful. For example, when housekeeping skills are taught using picture directions, the directions may include a numeral
in conjunction with the picture. The learner can match the numeral in the picture
to the same numeral located in the area of the house or apartment where the task is
to be completed. The same technique can be used with color cues, for instance,
color coding cooking materials (Spellman, et al., 1978).
7. It is hecessary to keep precise data on skill acquisition and maintenance. The most
useful method for this monitoring appears to be a task analysis sheet, which
allows the teacher to record what ant,cedents were used (guidance, mdeling,
etc.) to assist the learnerin completineach step (Cuvo, Leaf, &Borakove, 1978).
8. The data from these skill sequence sheets can be charted in a number of ways.
However, the method that seems to le the most expedient for teachers is to chart
the percentage of steps on the task aialysis that students successfully complete
(Figure 10.1).
9. Another charting method that may yieK helpful data involves using the percentage for each level of assistance given by the teaclieracher during one instructional

This format allows a visual picture of the entire instructional system. If
the interventions are successful, the amount of guidance used would decrease
while the percentage of steps completed under verbal directions or no assistance
increases. If the behavioral monitoring demonstrates that little or no improvesession.
ment in student performance has occurred, a change in the instructional system is

required (Figure 10.2).
10. Cuvo,Jacobi, and Sipko (1981) used a system of minor prompts to teach retarded
students clothes sorting, washing, and drying skills. For example, the teacher
may say to the student, "What's the next step?" in order to prompt the student to
complete the next task.
11. Incorporating visual cues into the instructional material can be an effective aid for
teaching home management. Cronin and Cuvo (1979), for instance, used marks
on fabric to teach students to stitch along a line. Marks on fabric can also show
students where to begin and where to end the task. Over time, these material cues
are faded as they become unnecessary.
12. Selfcharting (allowing students to record their own progress) can be a powerful
reinforcer in its own right. Whenever possible, the student should be allowed to
record, for example, the number of task sequence steps accomplished without the
TABLE 10.8 Samples of Eating Task Sequences
SKILL: CHEWING SOLID FOODS

Task
Sequence
1. Chew once soft food with prompt.

2. Chew once soft food with no prompt.
3. Chew twice soft food with prompt.
4. Chew twice soft food with no prompt.
5. Chew medium food with prompt.
6. Chew medium food with no prompt.
7. Chew solid food with prompt.
8. Chew solid food with no prompt.
SKILL: RESTAURANT (FAST FOOD)
Task
Sequence
1. Choose food items from menu.

2. Pay cashier appropriate amount.
3. Check change.
4. Pick up order.
5. Choose seat.
6. Eat appropriately without
bothering others.
7. Place waste in garbage.
8. Use restrooms if needed.
= Complete
= Incomplete
333

TABLE 10.9 Sample Task Sequence for Toileting
SKILL: APPROPRIATE TOILETING SKILLS

Task Sequence*
1. Put lid up.

2. Place seat down.
3. Undo belt, snaps, zipper.
4. Pull pants down to knees or ankles.
5. Back to toilet and sit.
6. Eliminate.
7. Locate toilet paper.
8. Tear off desired length.
9. Fold or bunch paper.

10.
11.
12.
13.
14.
15.
16.
Wipe properly.
Use more paper ifnecessary.
Stand.
Pull up pants.
Fasten snaps, zipper, belt.
Flush toilet.
Place lid down.
*Modifications can be made for different types of clothing, toilets without lids, and toilets where lid
and seat have been left in the upright position.
aid of teacher prompts. Visual improvement on a graph may become a motivator

for the student.
13. Group training (five learners) has been found to be successful in teaching tele-
phone skills (Smith & Meyers, 1979). The ley to success appears to be the
teacher's use of material cues and coping d vices such as a card with a person's
picture, name, and color-coded phone num r (Leff, 1974; 1975).
14. Matson (1980) found some interesting informatio hen teaching home ace ent
uld not
student
prevention to retarded learners. After verbal rehearsa ,
adequately role play the safety steps. This finding strongly implies that the use of
class discussion does not guarantee that students will respond in an emergency.
Accident prevention and home safety should be taught by doing, in the most
realistic seting available. In some instances parents can be encouraged and trained
to carry out these aspects of the curriculum. If not, teachers can teach the skills in
community homes or home management houses that have been volunteered.
IDEA FILE
The program options mentioned so far can be accomplished by developing a
volunteer training program in the community. A close working relationship with
community service organizations, church groups, and local school groups can help
by identifying potential training sites and volunteers to help teach the skills and
validate the program.
Teachers can work with local organizations to develop a volunteer group made up of
retarded learners who, under supervision, can enter the homes of the elderly and
infirm to assist in housekeeping and cooking tasks. The school supervisor (parent
volunteer, aide, teacher) can use these opportunities to program for generalization
(new settings, equipment, time schedule, etc.), allow for guided practice, or teach
new skills and adaptations of old ones (see Chapter Thirteen).
DESIGNING INSTRUCTION FOR INDEPENDENT LIVING SKILLS (ILS) 335

Over the next 5 to 10 years, school systems may find it valuable to purchase a home
that can be used in ways similar to the Home Economist College programs for home
management houses (e.g., State University College at Oneonta, New York; the
University of Georgia). Retarded learners can culminate their training ,r in many
cases acquire skills throughout their program) by living for periods,f time in the
house with other students, learning and/or enhancing their skills in a cal life setting.
Materials. Many materials are available to assist in teaching ho e management

skills. In most instances, however, the key to finding good mateials will be in the
teacher's ability to adapt existing equipment. The following are\samples of some
commercially produced materials that teachers may find useful.\
lower reading
levels and may be more appropriate for mildly retarded students. A hike economist
or county extension agent may be helpful in locating them.
Recipe picture cards. Teachers can make cards with pictures that correspond to the steps
of a recipe. Examples of this approach can be found in studies by Robinson-Wilson
(1977) and Johnson and Cuvo (1981).
Adaptive telephone devices. These are material cues to assist in learning to use the
telephone effectively. (See How to Use a Telephone, Instructo Company, Paoli, PennCookbooks. There are some cookbooks available that are written
sylvania.) Risley and Cuvo (1980) used pictures of emergency persons (such as
firemen) plus the appropriate phone numbers to teach students how to make emergency calls.
Techniques for Teach in Community Mobility Skills
An area of great importance that directly relates to a person's independence is

community mobility. The abilities to obtain and hold a job, participate in leisure
activities, and attend to daily needs all depend on a person's being mobile.Unfortunately, the curricular area of community mobility has only recently become a
high priority, and it is often confined to retarded adults. The need still exists for an
increased emphasis on teaching such skills beginning at the elementary level and
continuing throughout the secondary program.
In general, there are three major areas of instruction under the category of
community mobility: private transportation (bicycle safety, car pooling, and
automobile driver training) mass transit; and pedestrian safety. Private transportation has been the category most neglected by researchers working with retarded
learners. This fact, however, should not deter teachers from developing appropriate training programs in these skills. For example, with today's gasoline and
automobile prices, increased numbers of people are reverting to transportation by
bicycle. At the same time, however, communities are beginning to realize that
their road and sidewalk systems are not designed to incorporate this additional
traffic. The neea to instruct students in sate cc'uig s'ei\s is im?erawe.
A similar problem exists in teaching mildly retarded learners how to drive

automobiles safely. This curricular area has received attention from some driver
336 TEACHING RETARDED
educators who have developed successful training programs. However, the main
concern in this area appears to be the inability of retarded students to read drivers'
manuals, road signs, insurance forms, and other materials related to driving a car.
Teachers can build into their programs behavioral objectives that address these
skills.
The ability to use public transportation successfully will require a complex

training program. A number of training programs have been conducted that can be
used as examples. One of the first programs developed by Cortazzo and Sansone
(1969) trained mildly and moderately retarded learners to travel on trains, buses,
and subways. The interesting component of this program was the comprehensiveness of its approach. It included pedestrian skills, money usage, traveler responsibilities, schedule reading, and safety. The authors develped a system of color coded
cards that could be used by the travelers to seek assistance should they become lost
or confused.
A number of more recent studies have demonstrated the use of a behavioral
approach to training community mobility skills (Certo, Schwartz, & Brown, 1975;
Neef, Iwata, & Page, 1978; Sowers, Rusch, & Hudson, 1979). The most interesting
and practical approach for teachers involves the technique used in the Neef, Iwata,
and Page (1978) study. In this study, the mildly and moderately retarded learners
were taught various busriding skills in the classroom, later generalizing them to
community settings. The important point to note'is that the authors did not rely
solely on the lecture method of classroom instruction as many teachers do. Rather,
they used a simulated bus and photographic slides that allowed the learners to view
and discriminate between correct and incorrect busriding behaviors.
Training in safe pedestrian skills has been noted more frequently in the
literature since Yeaton and Bailey (1978) demonstrated a series of procedures to
teach regular education primary school students to cross the street safely. In this
study, the authors solved several problems inherent in developing programs of this
nature for reallife application. For example, criteria were established for determin-
ing how far a car had to be away from the intersection before crossing was
permitted. These criteria allowed observers to more concisely record the safe
versus unsafe behaviors of the students.
Page, Iwata, and Neff (1976) demonstrated the use of an inclass simulated
street intersection to teach safe crossing skills that later were generalized to the
community. The interesting point brought out by this investigation was that,
overall, there was not a significant amount of time saved by first training in the
classroom. turther, when they probed for generalization after each skill was
taught, the authors discovered that a number of the behaviors required additional
training. However, the safety factor involved in the beginning stages of training
was a sufficient reason for beginning training in the classroom. The successful
results achieved by Page, et al. in teaching these beginning skills could possibly be
attributed to their use of visual slides that eliminated the need for the student to
conceptualize a situation described by the teacher. An additional study by Vogelsberg and Rusch (1979) demonstrated how systematic fading of behavioral procedures can be used to teach severely retarded individuals to cross partially controlled
intersections.

TABLE 10.10 Sample Grooming Skill Sequence
SKILL: HAIR WASHING AND BLOW DRYING

Task Sequence
1. Get shampoo, towel, dryer, and comb.

2. Kneel at tub or stand before sink.
3. Unscrew cap from shampoo bottle.
4. Pour cap full of shampoo.
5. Set shampoo and cap on side of tub
(or sink).
6. Turn on hot and cold water.

7. Adjust faucet to desired (warm)
temperature.
8. Wet hair.
9. Pick up capful of shampoo.
10. Apply to hair.
11. Scrub with fingers (lather).
12. Rinse hair.
13. Squeeze water out of hair
with fingers.
14. Turn off water.
15. Get towel.

16. Dry hair with towel.
17. Put cap on shampoo.
18. Comb hair.
19. Get dryer.
20. Plug cord into socket.
21. Turn on dryer.
22. Dry top and front.
23. Dry back.
24. Dry left side.
25. Dry right side.
26. Turn off dryer.
27. Unplug dryer.
28. Rewind cord.
29. Put up towel, shampoo, dryer,
and comb.
TABLE 10.11 Sample Grooming Skill Sequence
SKILL: CLIPPING NAILS

Task Sequence
1. Wash hands with soap and warm water.

2. Dry hands.
3. Get nail clippers.
4. Turn handle of nail clippers.
5. Place left thumb nail between blades.
6. Press handle.
7. Place left fore finger nail between
blades.
8. Press handle.
9. Place left long finger nail between
blades.
10. Press handle.

11. Place ring finger nail between blades.
12. Press handle.
13. Place pinky nail between blades.
14. Press handle.
Repeat steps 5 and 6 for

15. Right thumb.
16. Right fore finger.
17. Right long finger.
18. Right ring finger.
19. Right pinky.
20. Put up clippers.
21. Wash hands with soap and
water.
22. Dry hands.
337
TABLE 10. 12 Sample Grooming Skill Sequence
SKILL: WASHING EARS

Task Sequence
1. Gather towel, washcloth, aiid soap.

2. Turn on hot and cold water.
3. Adjust faucet to desired (warm)
temperature.
4. Wet washcloth
5. Put soap on cloth.
6. Squeeze out excess water.
7. Bring cloth to right upper ear.
8. Clean upper ear (ridge).
9. Clean middle ear.
10. Clean behind ear.
11. Bring cloth to left upper ear.

12. Clean upper ear (ridge).
13. Clean middle ear.
14. Clean behind ear.
15. Rinse washcloth.
16, Wipe right ear (upper, middle, behind).
17. Wipe left ear (upper, middle, behind).
18. Dry right ear with towel.
19. Dry left ear with towel.
20. Put cloth and towel in dirty clothes basket.
TABLE 10.13 Sample Task Sequences for Home Management Skills
SKILL: CUTTING FOODS

Task Sequence
1. Take cutting board.

2. Take knife.
3. Take food item.
4. Hold item between thunib and forefinger horizontal.
5. Hold knife handle.
6. Hold knife, edge down.
7. Place knife on right edge of item.
8. Cut in vertical direction.
9. Repeat until 1/4" from finger.
10. Cut pieces again if necessary.
11. Take container.
12. Place pieces in container.
SKILL: OPENING CANS

Task Sequence
1. Take can.
2. Take can bpener.
3. Hold opener with blade on top with right hand.
4. Pull apart handle with left hand.
5. Place blade above rim of can.
6. Hold handle with left hand.
7. Squeeze opener until lid "pops."
8. Turn with right hand.
9. Turn in circular direction once.
10. Remove lid: Do not touch edge of can
11. Throw lid intrash can
338

TABLE 10.14 Sample Task Sequences for Home Management Skills
SKILL: WASHING CLOTHES and DRYING CLOTHES
Task Sequences
Washing
Drying
1. Open lid.
2. Remove lint tray.
3. Clean lint tray.
4. Return lint tray.
5. Gather clothes.
6. Place clothes in washer.
7. Fill 1 cup with detergent
8. Pour detergent on clothes.
9. Close lid.
10. Set load size selector.
11. Set temperature selector.
12. Pull out on/off button.
13. Turn right to correct setting.
14. Push in button.
1. Remove lint tray.

2. Clean lint tray.
3. Return lint tray.
4. Open dryer door.
5. Open washer lid.
6. Remove clothes from washer.
7. Place clothes in dryer.
8. Close dryer door.
9. Set temperature selector.
10. Set time cycle.
11. Press start button.
12. Remove clothes.
13. Fold clothes.
(Prepared by Tim Kinsley)
TABLE 10.15 Sample Task Sequence for Home Management Skills
SKILL: CLEANING BATHTUB,,

Task Sequence
1. Get out cleanser, towel, and sponge.

2. Sprinkle cleanser on bottom of tub.
3. Turn on warm water.
4. Wet sponge.
5. Scrub bottom of tub.
6. Scrub sides of tub.
7. Scrub top rim of tub.
8. Wipe faucets.
9. Rinse sponge.
Rinse faucets.
10.
11.
12.
13.
14.
15.
16.
Rerinse sponge.
Wipe top rim.
Rinse bottom of tub.
Rinse sides of tub.
Turn off water.
Wipe faucets and rim with towel.
339
340 TEACHING RETARDED LEARNER
TABLE 10.16 Sample of Bus-Riding Task Sequence
SKILL AREA: RIDING A PUBLIC BUS

Task Sequence
1. Walks to correct corner and bus stop.

2. Stands at proper location at bus stop
and exhibits appropriate social skills.
3. Identifies bus by reading location or
asks criver if the bus goes to the desired location.
4. Boards bus and deposits correct change
(two quarters, or five dimes).
5. Asks for transfer if desired.
6. Pays for transfer if requested.
social behavior.
requests leave by ringing buzzer.
10. Departs bus within 15 to 20 seconds
after bus stops.
If transfer is required:
12. Walks to correct corner and bus stop.

13. Stands at proper location at bus stop
and exhibits appropriate social skills.
14. Identifies bus by reading location or
asks driver if this bus goes to the
desired location.
15. Boards bus and hands driver the transfer
slip or token.
social behavior.
requests leave by ringing buzzer.
19. Departs bus within 15 to 20 seconds
after bus stops.
Program for the following
uncontrollable variables:
1. Bus never arrives.
2. Bus is late.
3. Driver is rude.
4. Other passengers are rude.
5. No seats are available.

TABLE 10.17 Sample of Pedestrian Safety Task Sequence
SKILL AREA: PEDESTRIAN SAFETY

Task Sequence*
1. Finds crosswalk or corner where crossing is safest.

2. Waits at curb and watches signal.
3. When signal to go occurs, looks all directions to check
compliance of traffic.
4. Cross street while monitoring the status of traffic in all
directions.
*This sequence is repeated at both controlled and uncontrolled intersections under conditions of heavy
traffic, medium traffic, and light traffic. At uncontrolled intersections an additional step should be
added for teaching students to judge the speed and distance of cars and then generalize the skill to all
other situations.
Safety is an important concern whenever community training occurs. Sowers, Rusch, and Hudson (1979) included the following safety procedures that might
also be considered for use by teachers:
1. Students carry emergency information cards.
2. Police are apprised of the program.
3. Supervision is highly structured.
4. Parents are included in the program.
5. Observers unknown to students shadow their movements.
1. Deciding which, if any prerequisite skills can be taught first in the classroom or on
the school campus is an important first step. For example, training public busriding skills can be initiated in simulated situations by using school buses that are
generally available (possibly on request). A bus driver or aide could be recruited to
play the part of a public transit worker. In this situation, communication skills,
scheduling, money computation, social skills, and the like can actually be
prompted or modeled by the instructor, allowing the student to practice under
guided conditions.
2. Yeaton and Bailey (1978) found that a sequence of tactics including verbal instruction on the task, modeling by the teacher, verbal rehearsal by the students (telling
what they were going to do), and actual practice of the task by the students were
successful procedures for teaching elementary school students to cross the street.
The same or similar procedures have been found successful for retarded learners.
3. Verbal reminders, which are considered prompts, can be useful during training for
getting students to move on to the next step of the task sequence (Spears, Rusch,
York, & Lilly, 1981). These reminders should eventually be faded to allow the
learner more independence.

4. Cards can be carried by the learner that correspond tobus destinations displayed on
the front of the vehicle (Cortazzo & Sansone, 1969). At this point, the skill of
matching is required as opposed to relying strictly on memory. Over time, the
cards can be faded when and if they become obsolete.
5. The use of videotapes of actual environmental events can be an effective and

efficient method for teaching community mobility skills (Certo, Schwartz, &
and compare correct with
Brown, 1975). Allowing learners to view, discuss,
incorrect responses in any of the skills areas can be useful for later generalization.
Teachers should keep in mind, however, that this approach will not work with all
found that simulated
retarded learners. Coon, Vogelsburg, and Williams (1981)
retarded
client.
Mobility
skills were only
training did not work with a severely
obtained when training occurred in the community.
drivers can be involved so that

6. For teaching pedestrian safety skills, volunteer
various levels of instruction can be introduced undernearactual street conditions.
For instance, automobiles with volunteer drivers can be used to allow practice in
crossing streets when drivers do not abide by the rules (e.g., failure to use a turn
signal which, if used, would alert pedestrians not to cross even if they had the right
of way).
7. Driver training for mildly retarded learners is a viable programming option.
Special educators should work closely with driver training teachers to adapt the
program to the students' needs. The psychomotor skills involved in driving can be
handled by the driver education teacher. Aademic skill deficits, in particular
reading, will be the areas that special educators will address. Material cues (e.g.,
students to learn the
underlining key words), drill, and peer tutoring may help
rules and regulations for drivers.
IDEA FILE
Peer tutoring can be an effective technique for developing community mobility
skills. Regular class student volunteers can be trained to accompany the learner on
trips into the community for the purpose of generalizing skills, providing the
while also recording data on the progress of the
necessary models and prompts,
student.
It cn be useful to develop a public relations campaign that includes newspaper
coverage of the community mobility trainingactivities. A photographic slide packof a
age of the activities can be used when speaking to local organizations. Slides
student's data chart can help the public, and specifically parents,
to see the utility of
monitoring student progress in this fashion.

Scheduling community-based activities can be a majorbarrier to effective programming. Barriers such as lack of transportation to and from the training sites can also
hinder the implementation of these program endeavors. Therefore, an important
consideration is to designate one individual (teacher or aide) who is responsible for
coordinating the activities. However, the teachersinvolved will have to convince the
administration of the program's worth and should developthe overall plan, listing
perceived barriers as well as potential solutions.

If the situation is such that total community training is infeasible, a solution to the
problem can be found in the technique used by Page, et al. (1976), who used frequent
community probes after the initial training on streetcrossing skills was completed in
the classroom. That is, students may learn a set of skills (e.g., starting across the
street within a period of time after the "walk" sign is activated) and meet criterion in
the classroom setting. Subsequently, the trainers would bring the students to a
community site in order to observe whether or not the skill had generalized and, if
not, prompt for the skill. The important point is that if it is not feasible to carry out
the entire training sequence in a community setting, frequent probes and review
sessions can be initiated in the natural environment (Snell, 1981).
Techniques for Teaching Consumer Skills
One area only minimally addressed in the literature involves teaching retarded
learners the skills they need to be effective consumers. The current focus appears to
be on teaching specific skills that can be applied to consumer needs (e.g., telephone
skills, budgeting, coin equivalency). More programs should be made available,

especially for mildly and moderately retarded learners, that teach advanced skills
such as comparison shopping, warranty rights, and dealing with hardsell tactics.
Teachers should begin consumer skills early in the elementary program, to be
continued throughout the secondary program.
One basic area of consumer programming involves the ability of retarded
students to learn basic money handling skills. A series of studies by Cuvo and his
associates trained retarded learners in such diverse skills as coin summation (Lowe
& Cuvo, 1976), coin equivalency (Trace, Cuvo, & Criswell, 1977), and change
computation (Cuvo, Veitch, Trace, and Konke, 1978). These studies emphasized a
behavioral approach that combined the procedures of task analysis, modeling,
prompting, and in some cases physical guidance. An interesting technique in the
coin equivalency study was the use of a vending machine to return incorrect coin
combinations. The natural reinforcer of obtaining the dispensed object when
correct coin equivalencies were used was an added feature.
One of the more comprehensive programs for teaching complex skills such
as budgeting, checkbook management, and bill paying to mildly retarded students
was developed by Orr (1977). The foundation for the program was a fictitious
paycheck received by each sudent with amounts based on the minimum wage.
From their paychecks, students were taught to budget their take-home pay to meet
daily needs. In addition, a token system for preferred classroom activities, including a built-in response cost for inappropriate behaviors, was included in the
program. Over all, the author found the program to be successful with the target
learners, who went on to develop a banking system for check cashing and a
bookkeeping system to monitor expenditures. However, a program of this nature
becomes truly functional to learners when the skills they learn in the classroom can
be applied to independent living situations. Consequently, the next logical step for
such a program would be to develop activities that allowed for guided practice in
community settings and under realistic conditions.
343

1. Teaching retarded learners proper dress and presentation so that they do not
significantly stand out from other consumers is important (Cleland, 1978). This is
especially important for mildly retarded learners in areas such as communication
skills, color coordination of clothes, and grooming. One technique for accomplishing this outcome is to analyze the skills people use in consumer situations and
the clothing they wear. For example, a person making a complaint to the
telephone company may gain more consideration by dressing neatly and eliminating any aggressive language from the interview.
2. The calculator has gone beyond being a convenience for many people. Students
with severe learning problems can be taught extensive use of the calculator for
solving everyday living problems. Accordingly, teaching retarded learners the
care and maintenance of the unit, as well as keeping one with them in situations
where needed, will be important skills (Wheeler, Ford, Nietupski, Loomis, &
Brown, 1980).
3. Community volunteers are vital to these programs. In particular, experts in sales
techniques who can assist in training learners to resist unscrupulous sales tactics
are a must (Cleland, 1978). For example, all mildly retarded and some moderately
retarded students would benefit from instruction on how to discourage salesper-
sons either by phone or in person.

4. Consumer education is for all retarded learners, regardless of severity levels.
Severely retarded learners would benefit from instruction on how to ask cashiers
ifthey have rung up the right price or given back the correct change. In addition, a
moderately retarded learner might learn to comparison shop by telephone. One
instructional strategy that works well with all retarded learners is to teach them to
ask the cashier at least once during the checkout process, whether he or she has
rung up the correct price for an item. Today's computerized cash registers make it
difficult to monitor the computation of many items, and this technique will cue
the cashier to be more careful to "punch in" the correct price.

5. Managers of retail businessess (such as grocery and drug stores) can be helpful in
developing training sites in their stores. These sites can be used to maximum
effectiveness if the students are instructed at times when business is slow, allowing cashiers and stock personnel to participate in training.
6. It is important to identify situations where consumers are most often cheated and
simulate those events using community volunteers. For example, a cashier at a
community training site can be instructed to purposely give the student the
incorrect change. The teacher can then step in to model the appropriate behavior
to exhibit under those circumstances.
7. A technique mentioned earlier in this section involves teaching money usage in
real-life situations. Trace, et al. (1977) used vending machines to provide feedback and natural reinforcement to students learning coin equivalency. Vending
machine skills must be taught on many machines before students will generalize
the skills independently (Sprague & Homer, 1984). Langone (1981) suggested
that more reallife activities can be programmed into the classroom, for example,
having students pay for preferred activities out of money given to them at the
beginning of each school day. Students' lack of success in using money may be
related more to the realism of the activities provided than to an inability on the
part of the learners.

8. A procedure that appears successful in teaching some consumer skills to retarded
learners is called verbal rehearsal. Students can learn to say the steps of the skill
sequence at least once before they attempt an independent trial. The instructional
strategy is for the teacher to model the procedure by verbalizing each step and
having the students repeat the verbalization before they begin the procedure.
9. Students who have poor long-term memories benefit from learning to write or
type notes on cards before they attempt a task. For instance, students who have
learned to be more assertive in consumer affairs situations (warranty rights), may
still find it helpful to write down the points they wish to make before they talk to
the store manager. (See Chapter Two for techniques of assertiveness training.)
10. Generalization will not just happen except in rare instances. If learners are taught
to comparison shop in one grocery store, volunteers can assist them in practicing
those skills in other stores that are representative of the businesses in a given
community.
IDEA FILE
Contact the local cooperative extension agent in charge of home economics. This
professional can be an excellent resource for program develcpment. Funded

through a cooperative effort by federal, state, and local governments, the extension
service provides pamphlets and other resources that can be used by teachers for
developing curricular activities. Students can be instructed in the services that the
local extension agents can provide them, and they can be given practice in using
those services.
Materials. Some of the most helpful materials for retarded students are those
developed by teachers to help them in coping with daily life problems. One way to
begin developing such materials is to look for methods of adapting the task to a
particular student need. Identifying the adaptation often becomes apparent during
the task analysis phase.
For example, a severely retarded student who cannot read basic sight vocabu-
lary or compute the basic operations of arithmetic will require some type of
adaptation to complete a shopping skill sequence. Nietupski, Certo, Pumpian, and
Belmore (1976) came up *ith one possibility when they developed a portable
shopping aid. This material assisted students by sequencing pictures in the order
they were found so the student could match the picture to the actual item for
selection. The portable aid had a number of adhesive strips (each representing $.50)
= $.50 or
next to each item depending upon the cost of the item (e.g., soup
less, hot dogs LI 11 between $.50 and $1.00). The students were taught to re-
move the adhesive strips and place them on the designated spaces at the top
of the aid. Ten spaces were allotted (equivalent of $5.00) so the students would
know when they reached their maximum expenditure.
Some professionals have mistakenly assumed that mildly retarded students
automatically become effective consumers. Unfortunately, this hs not been the
345

case. In a study to identify the shopping patterns of retarded individuals, Williams
and Ewing (1981) found that mildly retarded adults demonstrate that they can shop
independently; however, items are often chosen with little regard to nutritional
value or cost comparison but are often chosen on impulse.
Materials for training mildly retarded students in consumer skills can take
much the same form in terms ofadaptation but may not need to be as precise as they
are for more severely retarded students. Matson (1981) taught mildly retarded
learners to stay within a predetermined budget by using a shopping aid that

grouped items by cost so that they would know when they reached their spending
limit. The examples presented here can be models for other materials that teachers
can develop to help students to become better consumers.
Techniques for Teaching Sex Education
Sexual behavior of retarded citizens is still a topic that professionals would rather
avoid. Therefore, in some programs the topic is either completely ignored or

relegated to discussions concerning basic biological information. The most diffi-
cult consideration for teachers in developing a sex education program is not

whether a program of this nature is important, but whether or not the individual
teacher is capable of dealing with the subject matter (given his or her own feelings
and beliefs). A perfectly acceptable stand for some teachers to take is that they do
not feel they can teach this content area; however, they will find someone else who
can be successful in developing and implementing a program.
Ingalls (1978) suggested that a comprehensive curricular option for providing
sex education to retarded individuals includes the following topics: anatomy of
both sexes; sexual techniques; contraception; venereal diseases; pregnancy; and
homosexuality. In addition, Shulman (1980) suggested that sex education should
be expanded to include methods of communication between individuals, caring for
others, trusting, and respecting one anther's privacy. There are comprehensive
curricula existing that cover those areas, but teachers should not begin instruction
without first laying the necessary groundwork.
Assessment of sexrelated skills takes a different format from all other

curricular areas. The need is not necessarily to identify the student's skill or
knowledge, rather the goal of assessment may be to identify what information the
student wishs to know. Accordingly, teachers may consider developing some

type of questionnaire that students can respond to either in writing or orally.
Payne, Polloway, Smith, and Payne (1981) developed an interesting assessment device that included 24 questions students night be interested in learning
about. The questions ranged in topics from "What are wet dreams?" to "What are
the safest forms of birth control?" and "Is it easy to be a good mother?" (p. 316).
Observation can be a useful tool for establishing the present level of performance for some areas related to sex education. For example, a student's ability to
care for a baby can be observed in a structured setting such as a day care center. A
student's ability to socialize appropriately with others can also be observed under
structured conditions.

1. Requesting that administrators appoint a committee of professionals, parents, and
select community members with the charge of developing the foundations for
programs in sex education is a first step. A committee of this nature should be led
by someone who is competent in areas of sex educatitrn, for example, attitude
awareness. This group leader can be a teacher, idministrator, parent, or outside
authority who has been trained to deal with these topics.
2. Examples of topics that the committee must deal with are attitudes toward
sexual expression by the retarded, community attitudes, and marriage and
parenthood for the retarded (Schulman, 1980).
3. Under the guidance of the committee, volunteer teachers and parents should be
chosen who will receive additional training and will eventually teach the content
to the learners.
4. As much information as is available concerning sex education for the retarded
should be gathered.
5. The units of instruction to be included must be determined depending on learner
need. Payne, et al. (1981) suggested six possible units, including awareness of self;
understanding maturity and puberty; interpersonal relationships; sexual responsibilities and relationships; sex and marriage; and venereal disease
6. Teachers should avoidjudgmental statements that reflect their o'wn values. Information should be presented in direct answers to questions, providihg honest and
realistic information.
7. HamreNietupski and Williams (1977) demonstrated that they were able to teach
some areas of sex education to severely handicapped students. Sexual body distinctions, premenstrual training, social interactions, growth distinctions, and reproduction were some of the areas addressed in the program. The important strategy
of this study appeared to be the task analyses the authors devised. Once the
tasks were broken down and the subskills identified, the students were able to
master the objectives using role playing and verbal instructions (Richman, Reiss,
Bauman, & Bailey, 1984).
8. Role playing and the use of puppets can be effective methods for teaching some
aspects of sex education. or example, Sc'hulman (1BO) suggested using puppets
to teach role identification and appropriate behavior. Students can write and
produce their own puppet shows in relation to family scenes and dating. Similarly,
role playing can be an effective method to continue to improve a student's ability to
exhibit appropriate behaviors.
KEY CONCEPTS
Teaching independent eating skills to retarded learners can range from instruction in
swallowing skills to instruction in appropriate table manners.

Effective teaching of toileting skills requires consistent application of behavioral
techniques. A most important consideration involves determining whether or not
the student is developmentally and physiologically ready to be trained.
Home management skills range from cooking and cleaning to budgeting and parenting skills. The best settings for teaching these skills are community environments
such as volunteer homes in neighborhoods surrounding the school.

Community mobility skills include private transportation, mass transit, and pedestrian safety.
Retarded learners need to be taught appropriate consumer skills.
REFERENCES
Anderson, D. M. (1982). Ten years later: Toilet
tors in the development of curricular content for
training in the post-Azrin and Foxx era. The Jour-
nal of the Association for the Severely Handicapped, 7,

7179.
Azrin, N.H., & Armstrong, P. M. (1973). The"minimeal"A method for teaching eating skills to the
profoundly retarded. Mental Retardation, 11(1),
913.
Azrin, N. H., Bugle, C., & O'Brien, F. (1971). Behavioral engineering: Two apparatuses for toilet
training retarded children. Journal of Applied Behavior Analysis, 4, 249252.
Azrin, N.H., &Foxx, R. M. (1971). A rapid method
of toilet training the institutionalized retarded.

Balthazar, E. E. (1971). Balthazar Scales of Functional
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CHAPTER ELEVEN
TEACHING COMMUNICATION
SKILLS TO
RETARDED LEARNERS
The ability of retarded learners to communicate with others is 'a prime determi-
nant of their successful community integration. It would be a difficult task to

identify daily activities where the use of some level of language and communica-
tion was not necessary. Therefore, some professionals believe that a person's
ability to communicate should be gauged by the demands placed on that person in
community activities.
At times, there is a tendency to define communication only as the use of oral
language; thus students are placed on the basis of their ability to communicate
orally. When this occurs, mildly and moderately retarded students are the most
likely to take part in community activities. Learners who are severely or profoundly retarded are more likely to be excluded from the community because they
lack the ability to communicate orally. This adds to their isolation from the general
population and serves to further debilitate their language skills.
Speech, language, and communication skills must be an important program
component for all retarded learners. Whether the response mode taught is speech,
manual signing, communication boards, picture cards, or any combination of
methods will be based on each learner's strengths and weaknesses. The emphasis
on communication skills must be a major effort, interwoven throughout the entire
curriculum (Kaczmarek, 1985). For many retarded learners, a half hour or an hour
of "language class" will not provide the necessary skills for community integra
tion. Similarly, designating oral language proficiency as a prerequisite for com-
munity placement may not be appropriate. Instead, the need for communication training may in itself be a good reason for increasing community-based
instruction.
There is a great deal of literature already available on communication skills,
and the list continues to grow. Therefore, the scope of this chapter will be limited
351
to two major areas. The first area emphasizes methods for teaching communica
tion or the functional use of language for retarded learners who have acquired few if
any skills. The second area is an overview of teaching and refining the oral language
skills of mildly retarded learners. The large body of existing knowledge has
generated a number ofissues that professionals are currently debating, and the large
number of commercial language programs available makes it difficult to choose an
approach for teaching language and communication. With these issues in mind, the
following section presents information that may help teachers to match the proper
language methods to learner needs.
ISSUES IN LANGUAGE AND

COMMUNICATION TRAINING
Language, Speech, and Communication
A first task is to clarify the difference among language, speech, and communication. Some professionals use the terms synonymously; however, there are differences in meaning as well as interrelationships among these areas.
Schiefelbusch and McCormick (1981) provided a succinct discussion of the
three areas. First, they described language as the "abstract and complex" system
which allows the individual to "understand and express intentions" (p. 109).
Therefore, language includes both the ability to provide information about events,
objects in the environment, and people and the ability to deal with abstract concepts at different levels (grammar and syntactic rules).
Once the different levels of language are mastered, an individual must

develop a system for transmitting ideas, needs, and so forth. Speech is a response or
output mode that relies on the individual's ability to vocally produce the sounds
needed to express those ideas and needs. However, speech is not the only mode for
expressing a message. Alternate modes for transmitting language are communication boards with graphic symbols, manual signing or gesturing, writing, or any
combination of these.
Finally, communication involves social interactions whereby individuals
share some type of information, but not necessarily by means of complex systems
of language rules (Sailor, et al., 1980). Each area of language, speech, and communication has mportant implications for retarded learners depending on their specific needs. The last area, communication, has particular application to severely
retarded learners who are prelinguistic. The question to be asked, then, is, Which
area should the teacher emphasize: language, speech, communication, or any
combination thereof? This question has fostered many debates among professionals in the field of language development.
Approaches to Language and Communication Training

There are a number of issues stimulating the thinking and subsequent practice of
professionals developing programs for language deficient learners. The first issue
TEACHING COMMUNICATION SKILLS TO RETARDED LEARNERS
Communication involves social interactions whereby individuals share some type
of information. (Courtesy of DLM Teaching Resources, Allen, Texas)
involves whether mentally retarded individuals learn language differently from

their nonhandicapped peers or whether they learn language in the same manner but
at a slower or delayed rate (Schiefelbusch & McCormick, 1981). Research findings
tend to support the delayed language theory; however, there are some professionals who believe that the language of retarded people is different from that of the
nonhandicapped population.
A second issue concerns the appropriateness of developmental language

theory versus behavioral injervention models (Sailor, et al., 1980) as applied to
retarded learners. Developmental theorists believe that severely retarded learners
must be guided through a series of activities that correspond to normal language
development, particularly the Piagetian stages of development. Therefore, training retarded learners in communication skills before they have mastered such
cognitive prerequisites as functional object use and the ability to separate themselves from objects (Sailor, Ct al., 1980) decreases the probability that these students
will demonstrate intentional language use (Reichle & Yoder, 1979).

Conversely, other researchers believe that there is a paucity of databased
evidence demonstrating that retarded learners exhibit deviant language structure
when they are not taught the cognitive prerequisites (Guess, 1980; Guess, Sailor, &
Baer, 1978). Instead, these researchers support the notion that functional commu-
353
nication can be taught to learners who have not mastered the cognitive prerequi-
sites with no harm to their development of more complex language usage or

generalization of language skills.
Both issues have important implications for teaching communication to

retarded learners. Adhering to the deviant or different theory of language may
influence a teacher to view retarded learners as being unable to obtain any normal
language usage. This approach may serve to bias practitioners against emphasizing
language development for the retarded, especially the more severely handicapped
learners. Subscribing to the delayed theory, however, may influence teachers to
increase their emphasis on communication skills, shifting the focus to increasing
the quantity of language experiences for retarded learners and bridging the gap that
the language delay has created.
The issue of developmental versus behavioral approaches may force some
professionals into adhering to one approach over the other. Some teachers may
believe that all students should master all cognitive prerequisites before being
taught functional language skills, while others subscribe solely to an approach that
ignores developmental milestones.
Excellent language and communication systems have been developed that
are based on different theoretical viewpoints. The important question is not

whether one theoretical approach to teaching communication is better than all the
others, but whether one approach meets the needs'of a given learner at a specific
point in time. Training in prerequisites may be important for some learners, while
teaching functional communication via manual signs may be important for others.
TEACHING COMMUNICATION SKILLS: THE IEP

Steps One and Two: Conducting the Community Needs
Assessment (CNA)
Understanding how communication skills are used in daily living activities is
important for teachers of mildly, moderately, and severely retarded learners. First,
the communication skills students need to interact with others must be identified.
Second, teachers should identify situations and areas in the community where
learned comnunication skills can be practiced. Both types of information can be
gathered by implementing a community needs assessment.
For example, teachers of mildly retarded learners may be interested in the
topics their students discuss when engaged in leisure activities. Once identified,
these topics can be incorporated into role-playing lessons designed to improve the
quality of communication in social skills situations.
Similarly, teachers of severely retarded learners may wish to identify the
types of communication skills needed by students in several nonpaid work training
sites. Once identified, these skills can be incorporated into their daily instructional
activities (Halle, 1982).
355

There are many annual goals in communication skills that are potentially applicable
to handicapped learners. These goals can range from complex interpersonal speaking skills taught to mildly retarded students to simple gestures for communicating
needs taught to some severely retarded learners. Although assessment data are
required to pinpoint the goals and objectives appropriate for individual students,
teachers can develop a list of potential goals to help them organize their subsequent
assessment strategies.
The following list of annual goals is a representative sample of those appro-
priate for retarded learners. The list is categorized into goals that may be most
suitable for mildly, moderately, or severely retarded learners. Because retarded
learners are a heterogeneous population, the goals are not restricted to one group.
Teachers may find, for example, that goals listed under the mildly retarded
category are applicable to moderately or in some cases severely retarded students.
Mildly and Moderately Retarded

1. Demonstrates understanding of common sounds.
2. Imitates simple sentences.
3. Discriminates between singular and plural nouns.
4. Says phrases that have correct noun/verb agreement.
5. Discriminates present tense verbs from other tenses.
6. Completes tasks when orally directed.
7. Answers oral questions with correctly spoken sentences.
8. Gives oral directions involving places and task completion.
9. Asks for directions or help.
10. Converses in social situations.
11. Converses in consumer situations.
Severely Retarded
1. Imitates questions of others.

2. Imitates mouth movements of others.
3. Imitates tongue movements of others.
4. Imitates sounds.
5. Follows simple directions.
6. Knows objects by their labels.
7. Uses gestures and signs to request assistance or convey needs.

8. Uses electronic communication boards and other signaling devices.
9. Uses communication signals in social situations.
10. Pronounces simple words.
11. Says simple sentences.

Once teachers have identified the goals they wish to work with, their next step is to
translate them into measurable objectives. The technique is the same as the one
described in other chapters. To develop a measurable objective the teacher must
include the outcome, context, and criterion.
Outcome: The student will rewrite sentences using the present verb tense.
Context: The student will be given five sentences that include either past or future
verb tenses.
Criterion: 100% correct.
Outcome: The student will orally answer questions that commonly are asked in social
situations.
Context: Questions asked by teachers, friends, and new acquaintances, such as,
"How are you?", "What music do you like?", "Where do you go to school
or work?".
Criteria: Student will maintain eye contact when answering, maintain appropriate
social distance, and occasionally ask a return question.
Outcome: The student will produce the sounds "ma," "da," by imitating the teacher.
Context: Stimulus provided by the teacher.
Criterion: 5/5 trials.
Shortterm objectives are most effective for retarded learners when written in
a form that will allow the student to perform the skill in a natural setting. For
example, the second objective listed here could include a sentence in the Context
section explaining the need to ultimately test this skill in actual social situations.
The objective essentially remains the same, with the only change occurring in the
context.
KEY CONCEPTS
A major criterion for the successful integration ofretarded learners into the commu-
nity is their ability to communicate.

Communication is much broader than speaking. Communication is any technique
retarded learners can be taught to use to convey their needs and feelings to others
(e.g., gestures, manual signing, communication, and oral speech).
A major goal for teaching mildly and moderately retarded learners is to refine their
speech and language to improve the quality of their independence.
357
A major goal for severely retarded learners is to teach them to communicate

immediately by any means possible.
Some professionals subscribe to a developmental approach to language training,
while others support a behavioral model. Both approaches have merit and are
appropriate for different learners based on their needs. Generally, younger students
as a group may be best suited for training in developmental prerequisites. Older or
more severely retarded students may require a more functional method that immedi-
ately allows them to interact with their environment.

Assessment of the communication deficits of retarded learners should have the
same basic goals as would assessment of any set of skills. Screening for learners
with communication problems is a primary concern, since most mentally retarded
learners require additional training in this area. Establishing the learner's present
level of performance is an important second step. This step covers a broad area
including identification of present and future communication needs.
An assessment system also monitors student progress, one means ofjudging
program success or failure. Therefore, assessment of a student's communication
skills should be ongoing so that judgments can be made as to when and if changes
are needed. Ongoing assessment procedures serve to monitor a learner's communication skills in a variety of settings, not just in the classroom.
Methods of Assessment
Miller (1978) identified four categories of language assessment procedures:

standardized tests, developmental scales, nonstandardized tests, and behavioral
observation. Standardized language tests have been normed on large groups of
children. As with all norm-referenced instruments, the information obtained can
be useful when analyzed with caution. Teachers using standardized language tests
do so properly when the results are used for survey-level analysis leading to
additional assessment of specific areas.
There are a number ocommercially produced language tests that are appropriate for obtaining survey-level assessment information on mildly retarded learners. Table 11.1 presents a partial list of these tests.
Developmental scales are based on normal language development observed
over time by professionals. Various stages of development are identified by developmental milestones that generally occur at predictable points in a person's life.
These scales provide the means to compare a retarded learner's development to
normal development. Developmental scales are checklists that either can be administered to parents by asking them whether their children exhibit a given set of skills
or can be given to students by structuring tasks for them and observing whether or
not they can complete the tasks for their age level.
Like other standardized tests, developmental scales can be a valuable tool for

TABLE 11.1 Common Commercial Achievement and Diagnostic Tests of Language Skills
Grade/Target Population
Test
Dimension of Language Measured
Assessment of Children's
Language Comprehension
Consulting Psychologists
Press
Palo Alto, CA
Clinical Evaluations
Identifying pictures with

multiple verbal elements
PreschoolElementary
Phonology
Morphology
Syntax and Semantics
Articulation
K12
Phonology
Over 4 yrs. old
Charles E. Merrill Publishers
Columbus, OH
Goldman-Fristoe Test of
Articulation
Circle Pines, MN
Goldman-Fristoe-Woodcock
Test of Auditory
Discrimination
Circle Pines, MN
Illinois Test of Psycholinguistic Abilities
University of Illinois Press
Urbana, IL
Peabody Picture Vocabulary
Test
Circle Pines, MN
Test of Adolescent
Language (TOAL)
Pro-Ed.
Austin, TX
Test of Early Language
Development
Pro-Ed.
Austin, TX
Test of Language
Development (TOLD)
Pro-Ed.
Austin, TX
Over 2 yrs. old
Vocabulary
Expression
27 yrs old
Receptive vocabulary
2Adult
Vocabulary
Syntax
1118 yrs. old
Content and form
37 yrs. old
Vocabulary
Syntax
Phonology
49 yrs. old
screening purposes. Developmental scales provide excellent information about the

broad deficit areas, but more indepth analysis will still be needed to determine
preferred communication modes and generalization of skills (Bricker, 1983).
Nonstandardized tests, as described by Miller (1978), can be modified to

meet the needs of students not requiring the rigid administration procedures of

standardized tests. Teachermade tests fall into this category and are often based on
objectives covering areas such as elicited imitation, comprehension, sound produc-
tion, and free speech analysis.

Teachers can devise nonstandardized or informal exercises that test their
students' abilities in the areas of phonology, semantics, morphology, syntax, and
pragmatics. An excellent technique is to tape record samples of a student's speech
and analyze its quality based on these categories. Table 11.2 provides examples of
some common errors students might make that can alert teachers to the need for
developing remediation activities.
The last category, behavioral observation, deals with direct measurement of
learner behavior and includes useful techniques for teachers, especially when it is
important to assess the generalization of communication skills to community settings. This system defines in measurable terms the exact movement that the learner
will engage in (e.g., number of requests by manual signs) and records the occurrences of the behavior(s) in varied settings. (Review Chapter Five for a more
detailed discussion.)
Areas to Assess: Considerations for Teaching
What communication skills should be taught to individual students is one of the

more difficult questions that teachers face. Unfortunately, the answer to it may
often be based solely on whatever commercially produced program is available in a
given classroom. A teacher may find it easier to compare the learners' skills to the
criteria of the program, fitting each student somewhere into the scheme of activities presented in the teacher's manual. Retarded learners with severe communication deficits require a far more intensive assessment system geared to their particular needs. Therefore, teachers may wish to consider additional techniques for
gathering the type of information needed for specific learners.
TABLE 11.2 Examples of Form and Syntax Error Analysis

Stimulus
Student Response
Assumed Causes for Problem
You
';oo"
Phonology (expressive)
consonant
Go get the tool.
Go to the pool.
He walks to school.
Bobby's ball
He drives the car.
Where is the ball?
He walk to school.
Bobby ball
He drived the car.
Phonology (receptive)
discrimination problem
Morphologyomits endings
Morphologyomits endings
Morphologyplurals
The ball is on the floor.
Ball floor
Semanticsproblems with
subject location
359
IDEA FILE
Harris-Vanderheiden and Vanderheiden (1977) have outlined eight basic considerations for developing communication programs for severely handicapped learners.* Although their approach was designed for nonvocal students, many of the
considerations have implications for all retarded learners. The following considerations are adapted from their list and should make an excellent beginning point for
deciding what to assess and which method(s) to use to obtain the best information.
1. The learner's current communication ability should be established, including the
extent to which he or she can functionally communicate. The functional level of
the learner will dictate the best assessment instrument to use. In general, however,
for more severely retarded learners behavioral observations used in conjunction
with developmental scales can provide the teacher with information on both what
to observe and how to observe it.
2. The learner's current and future communication needs should be determined.
Observations should address areas such as the number of attempts made to

communicate with others as well as the number of times that others "pick up on"
or recognize the student's attempts. In addition, Harris-Vanderheiden and

Vanderheiden (1977) have suggested that professionals note why the communication was initiated. For example, does the learner communicate to give information, obtain something, from another, or express intentions?
3. An observation system can easily be designed by teachers to record the learner's
motivation or willingness to communicate. That is, a simple count of the student's
attempts to communicate will provide a measure of motivation. If there is a

tendency to provide for all of a severely retarded learner's needs in the classroom,
the student's motivation to communicate may be minimized. Teachers should be
careful of such situations and structure activities that increase the probability that
the student will attempt to communicate with others.

4. The question of whether or not a given learner will be able to develop vocal
communication as his or her primary mode should be a priority concern for
teachers. It is assumed that all learners should be or can be taught to articulate
sounds; therefore, speech therapists and teachers tend to develop programs solely
for vocal communication. Harris-Vanderheiden and Vanderheiden (1977) suggested that if students are physiologically capable of producing sounds they should
be taught to use speech. However, many severely retarded and multiply handicapped learners can be taught a complementary method of communication in
conjuntion with the speech training. Assessment of their communication abilities
would also include information to assist teachers in identifying the instructional
techniques best suited to them.
5. Environmental assessment has been basic to the philosophy of this text. When
assessing a learner's communication needs, the teacher should consider the setting
in which the student functions at present and the projected setting toward which it
*Basic Considerations in the Development of Communicative and Interactive Skills for Non-Vocal
Severely Handicapped Children" by D. Harris-Vanderheiden and G. Vanderheiden, in Educational
Pro,ramminR for the Severely and Profoundly Handicapped (pp. 324-327) edited by E. Sontag, 1977,
Reston, VA: The Council for Exceptional Children. Adapted by permission.
-4

is hoped the learner will move. For example, a secondary school student eligible
for a community work site may need to learn a set of skills different from those
needed by a student in a selfcontained special education class. A retarded learner
living at home may require different communication skills from a person living in
an independent group residence.
6. Determining with whom the student needs to communicate is an important

consideration when assessing learner needs. A good example of this concern
involves hearing impaired learners. Teaching a hearing impaired student to communicate only via the Signing Exact English system may restrict the learner from
communicating with hearing impaired people who have learned American Sign
Language. Similarly, a severely retarded student who learned to communicate via
a language system involving symbols would need to be in an environment where a
significant number of others understood the symbol system. Under such circumstances the teacher would have to ascertain the willingness of others to participate
in learning the alternate communication system.
7. The communication program should go beyond the learner's present communication goals. This requires program developers to actively evaluate each learner's
future "educational and vocational goals" (Harris-Vanderheiden & Vanderheiden,
1977, p. 327), familiarizing themselves with the learner's most likely future envi
ronment by assessing potential employment outcomes.
8. The last consideration involves evaluating parental atid professional resources that
are available to assist in program implementation. The multidisciplinary team is
essential for this; it includes professionals who are expert in various approaches to
communication and parents, who are needed to participate in stimulating their
child's language use.
The eight assessment program considerations listed in the Idea File should
provide practitioners with information about a learner's present and future communication needs. It is also important to obtain specific assessment information
identifying the various input and output modes related to student strengths and
weaknesses. Depending on the student, information may be received through
visual, auditory, tactile, or olfactory modes (Sailor, et al., 1980). In the same vein, a
student's output mode (expressive language) can include speech, manual sign
systems, fine motor movements or gross gestures, use of symbol systems, or any
combination of these methods (Hollis & Carrier, 1978). Assessment of students'
input modes focuses primaily on their ability to use their senses to discriminate,
while assessment of their output modes focuses on the "motoric capabilities" of
the learners (Sailor, et al., 1980).
Specflc-Level Assessment
One of the most pressing concerns of the teacher and the IEP team is to decide
whether to target speech, an alternate communication system (e.g., manual sign
ing), or a combination of both as the primary expressive system. A general rule of
thumb is that if speech is a possibility at least some instructional time should be
361

devoted to teaching those skills. The first decision, then, is to judge whether or not
vocal communication is possible.
The first step is to evaluate the student's use of his or her senses. Since
traditional hearing and vision screenings conducted in public schools may not
provide adequate information for severely retarded or multiplyhandicapped learners, specialists may be required to measurevisual acuity, visual field, and the extent
of a hearing loss. In such cases, when the deficit can be corrected to some degree, a
prosthetic device can be prescribed.
Indepth evaluations by hearing and vision specialists are not always possible
at the time teachers need information, but this should not deter teachers from
seeking input mode data from classroom observations.
IDEA FILE
The following are strategies adapted from Sailor, et al. (1980) for assessing a
learner's input mode.*
1. Make sounds when the student is watching the teacher's face and when thestudent
is looking away. Record the accuracy of the student's imitation of those sounds if
an imitation was attempted.

2. Structure situations to observe a learner's responses (or lack of responses) to
various envirotimental sounds presented when the student is both on task and off
task. For example, a bell may be rung, first on the student's right side and then on
the left side, while an observer notes changes in eye movement, body positioning,
and facial expressions. Vary the distance of the stimulus from the student as well as
the method of stimulation.
3. To test whether or not a student's eyes are working together to provide meaningful
input, a brightly colored object or bright penlight will be necessary. Position the
learner to look directly at the teacher, introducing the penlight at nose level. When
the eyes are working together, the light will be reflected in both pupils simultaneously. Testing a student's ability to track can be accomplished inmuch the same
way by passing the penlight across the learner's field of vision and watching for
both eyes to follow the light in conjunction.
4. A final test suggested by Sailor, et al. (1980) for assessing the extent to which a
student's eyes are working together also requires a brightly colored object or
penlight. Move the penlight 18 inches from nose level toward the learner. From
the distance of 18 inches up to about 4 inches from the nose, the penlight should be
reflected equally in both pupils.
5. It is important to test a student's visual field if the use of a communicationboard is
projected. A restricted field of vision will have to be remediated before students
can scan the space in front of them. To test for this, use bright objects or the facial
expressions of an adult moving in front of the learner in asemicircle from ear to
*Language and Severely Handicapped Persons" by W. Sailor, et a!., in Methods of Instruction for
Severely Handicapped Students (pp. 78-99) edited by W. Sailor, B. Wilcox, and L. Brown, 1980,
Baltimore: Paul Brookes. Copyright 1980 by Paul Brookes. Adapted by permission.
TEACHING COMMUNICATION SKILLS TO RETARDED LEARNERS 363

If a visual scanning impairment is suspected, a specialist can provide more
in-depth testing. However, with such information a teacher can begin to design a
program to teach the learner to move his or her head to scan.
ear.
Using informal techniques, teachers can gather information that will help
identify the best output mode for a given learner.
1. Teachers must be aware of the tendency to label strange noises (e.g., clucking) as
inappropriate vocalizations to be targeted for elimination. The possibility exists
that because of the teacher's value system a potentially useful behavior will be
eradicated. It may be helpful to carefully record all the antecedents of the learner's
vocalization and analyze what activities the learner is engaged in when the behavior
occurs. For example, the student may engage in a stimulating behavior such as
clucking during downtime in the classroom or during a boring, slow-paced

activity. A vocalization of any type may be a potential beginning point for
teaching, and it must be given careful consideration before it is targeted for
elimination.
2. A student's ability to learn to imitate the sounds and actions of others will often
dictate whether or not communication via speech is an appropriate output mode
(Sailor, et al., 1980). Two questions have to be asked regarding a learner's imitation skills: (1) Given the best instructional procedures available can the student
learn to imitate various sounds? (2) Given that the student can learn to imitate
sounds, are the necessary resources and time available to teach the student to
communicate? The answer to the first question can lead to a serious teacher error if
all methods of instruction have not been systematically applied. It may be deter-
mined that the learner cannot learn to imitate when, in fact, the instructional
strategies were not appropriately administered. The second question should be
addressed by the JEP committee, based on information such as the student's age,
years left in school, and present communication needs. For example, an older,
nonvocal student may benefit from gestural or communication board instruction
before instruction in imitation of sounds.
3. If the decision is made that the student has a better chance to learn to communicate
using an alternate system, information must be gathered concerning the learner's
fine motor movements with hands, arms, eyes, head, and upper torso. The
student's manual dexterity, then, is an important prerequisite (Sailor, et al., 1980).
4. When manual communication is chosen as the primary output mode, teachers,
staff members, and significant others should also be trained in order to facilitate
communication with the student (Duker & Morsink, 1984).
5. Once both speech and manual communication are ruled out as output mode
possibilities, the teacher should begin to evaluate the efficacy of various communication board systems.
6. Learners should be presented with a communication system that they can use at
their current level of functioning (Harris.-Vanderheiden & Vanderheiden, 1977).
Therefore, the teacher must assess whether or not the student can associate the
meaning of words to events, tasks, objects, persons, etc. If not, an appropriate
beginning point may be a picture or symbol system (Sailor, et al., 1980).
7. The choice of which communication board is appropriate will depend upon the
learner's strengths and weaknesses as determined from the assessment data gath

ered (Fristoe & Lloyd, 1979). Sailor, et al., (1980) have identified three types of
communication board aids based on the the type of processing the student is
required to doscanning, encoding, or direct selectionlisted here in order of
difficulty from least to most sophisticated.
8. HarrisVanderheiden and Vanderheiden (1977) outlined six factors that practitioners should consider in the evaluation process for choosing an appropriate technique
for a given student. (Some of these factors were previously mentioned by other
authors and are reemphasized here for review purposes.)
a. The student's current vision and hearing status.

b. The student's method of mobility.
c. The student's positioning and posture.
d. The student's best physical strengths.
e. The student's ability to "associate, store, and retrieve meaningassociated with
pictures, words, and events." (See HarrisVanderheiden & Vanderheiden,
1977, p. 324, for a detailed description of these approaches.)
f. The student's present ability to read and recognize words.
Specflc-Leve1 Assessment for the IVIildIy Retarded
Phonemes are the most basic unit of language, consisting of sounds that when
combined with other sounds form words. Analyzing a student's ability to produce
phonemes can be accomplished by collecting stimuli (e.g., pictures or objects)that
contain target sounds and using them to elicit the student's speech. For example, if
the student says "pall" when shown a ball, the response on the sound "b" can be
scored as incorrect.
Morphemes are the smallest parts of language that have meaning; they
include root words, prefixes, and suffixes. Many teachers informally assess this
area by using open-ended sentences, as in the following example:
The man drives the car.
The man is the _________ . Answer: driver.
Speciiclevel assessment of syntax (rules of grammar) can take both written
and oral form. An effective approach is to tape record samples of a student's

conversations and analyze them for the grammatical rules of interest. Semantics,
which involves the meanings of words and their relationships to other words, can
be assessed using the same language samples obtained for the syntax analysis.
Measurin,g Communication Behavior
Up to this point, the discussion has emphasized the "what" to assess at both the
survey and specific levels. The various metho4s of assessment were touched upon

earlier, however, teachers may now benefit from additional suggestions concern-
ing the application of one specific technique. Specific-level assessment provides the
most useful information for program development. This information is gathered

via criterionreferenced instruments or behavioral observations, and the decision
concerning what to assess affects how the information will be gathered.
For example, behavioral observations may take the form of tape recording a
learner's verbalizations to judge the quality of sound formation, observing and
recording the number of times a student makes a need known through gestures,
and timing the length of time a student engages in a conversation with another
individual. Hart and Risley (1968) used time sampling to measure the occurrence
of spontaneous speech of preschool learners.
The first step is to decide what communication behavior(s) to increase in the
student's repertoire. The following sections present program components (e.g.,
prerequisite skills, functional language, use of adjectives) constituting a list of
potential communication behaviors. For now, a few examples may provide a basic
indication of how behavioral observation can be used to assess communication
behaviors.
A simple counting of the number ofincreasingly complex word pairs that a learner
can imitate for example, preposition and noun (in, cup).
2. Interval recording, whereby the teacher records the number of time intervals in
which the learner spoke.
1.
3. The length of time a learner engages in grunting sounds that can eventually be used
to shape more appropriate vocalizations.
4. The number of commands or questions to which a learner responds correctly.
These examples are all based on a common factor: The target behavior can be
identified by some type of physical movement by the learner. White and Haring
(1980) have provided an excellent discussion of learner movements and how to
assess them as functional skills. As teachers and other professionals decide about
what they want to know concerning the student's communication abilities, the next
step is to translate the what into a movement that can beobserved and recorded. For
example, if the communication question involves asking a co-worker for assistance
when trouble occurs on the job, the physical movement would be the actual
request and a situation could be structured allowing a teacher to observe and record
the occurrence or nonoccurrence of the target response. Similarly, when an interdisciplinary team decides that a severely retarded, multiply handicapped learner
may benefit from a combination gestural and communication board program, the
first task is to translate into movements the specific skills needed to complete the
task. In this case, the type of hand, eye, and head movements that a student can
initiate upon command would be observed and recorded and the behaviors (physical movements) not currently in the student's repertoire would be targeted for
instruction.
The areas of assessment presented in this section provide the boundaries for
"what" to evaluate. Translation of these assessment goals into movements by the
365
learner is necessary to provide the "how" to assess. Once this translation is

completed the teacher can then observe and record the number of occurrences or
the length of time the target behavior occurs.
KEY CONCEPTS
The main techniques for assessing language skills are standardized tests, developmental scales, nonstandardized or criterionreferenced tests, and behavioral observation.
Mildly retarded learners' language development can be adequately assessed at the
survey level using commercially produced tests. The ability of these students to
communicate effectively in social or other community situations will have to be
assessed using direct observation.
Some commercially produced language assessment devices are available that are
designed for more severely retarded learners. These instruments may not provide
information as useful as the techniques described by HarrisVanderheiden and
Vanderheiden (1977).
Specificlevel assessment is an intensive analysis of each deficit area identified in the
survey-level assessment of a student's communication skills. This information can

involve an inspection ofone student's reaction to ertain types ofauditory stimuli or
to another student's ability to speak using appropriate grammatical structure, for
example.
PROGRAM IMPLEMENTATION
Prerequisites to Communication
Teachers generally are interested in targeting the skills important to a specific
learner. A majority of retarded students will be able to produce vocalizations;
therefore, a portion of these learners' programs will be devoted to teaching
improved verbal behaviors. For learners who are severely handicapped and physiologically unable to produce sounds, an alternate system needs to be developed.
A majo concern among professionals centers around the teaching of prerequisite skills oflanguage. Most agree that for younger delayed learners who have not
yet obtained the basic verbal behaviors, teaching verbal prerequisites is essential
(Bricker, 1983; Bricker & Dennison, 1978; Bricker, Ruder, & Vincent, 1976).
Others argue that there is little evidence to support the need to teach prerequisites
before more advanced language structures (Guess, 1980).
As with many issues in education, there may not be an absolute answer to this
debate. A combination approach establishing each student's present and future

communication needs, tempered with teaching basic skills where warranted, may
provide more than one option for the student.

Techniques for
Teaching Prerequisite Skills
When dealing with severely retarded learners who have not begun to vocalize
effectively or who vocalize poorly, the following suggestions may assist teachers in
the program development process.

1. Bricker and Dennison (1978) suggested six generic procedures for teaching
prerequisite language skills:
a. Observe the learner in the classroom, home, and community in order to note
general functioning level.
b. Use a systematic assessment program that includes identification of entry
behavior, a continuous monitoring system, and follow-up assessment.
c. Operationally define the target behaviors (e.g., will grunts be counted as

vocalizations?).
d. Specify the length of each training session and decide beforehand the number
of instructional trials to be covered in one session.
e. Develop activities that allow students to generalize the skills they have just
learned.
1. Use small groups for communication training; stimulation among learners
should facilitate the activity.
2. Bricker and Dennison (1978) and Bricker et al. (1976) suggested training in
on-task behavior before getting into other skill areas. Devany, Rincover, and
Lovaas (1981) began their program by teaching the following instructions first
and dealing with the offtask behaviors as they occurred. In either case, the
approach to take usually depends on the learner. For example, one student may
continually stare at the wall. In this case, the first task would be to teach the
students to look at the teacher. Another learner may occasionally leave his or her
seat, prompting the use of a behavioral program to control that behavior while
the student is being trained in imitation skills.
3. The student's ability to imitate the teacher is an essential skill for language
training (Jones & Robson, 1979). Devany, et al. (1979) suggested that discrimination training appears to be the best alternative for teaching learners to imitate
either gestures or vocalizations of sounds.
4. The techniques of chaining and shaping have proved to be quite effective in

teaching imitation skills. Initially, the teacher will want to reinforce all vocaliza-
tions during a sessfion, attempting to increase the overall number. Also, the
teacher should reinforce the student for looking at the teacher's face, in particular
the lips (Devany, et al., 1979). This action will facilitate imitation in later stages of
the program.
5. To increase vocalization, some learners will have sounds like grunts or cooing
targeted while others have consonants or vowels targeted (Bricker & Dennison,
1978). What skills are targeted depends on where the student is presently
functioning.
6. As the learner increases the number of vocalizations produced during the session,
the teacher gradually will attempt to get him or her to begin matching the
367

teacher's vocalizations. At this point, the teacher reinforces only those vocalizations that the learner makes immediately after the teacher produces some verbal
behavior.
7. Over time, only those verbalizations that sound like the teacher's verbal stimuli
will be reinforced. This shaping of the student's response will serve to gradually
improve the quality of the learner's responses.
8. Another important program component for teaching prerequisite communication skills is training learners to imitate motor skills. Bricker and Dennison (1978)
advocated beginning with teaching the learner to imitate actions that are familiar;
for example, the teacher begins by imitating a movement made by the student.
After a number of trials have occurred where the student has inititated the
movement, a chain of movements should be established (e.g., the teacher provides the stimulus and the student responds).
9. The next step in this process is to teach learners to imitate actions (movements)
that are currently unfamiliar (Bricker & Dennison, 1978). To accomplish this, the
teacher identifies a number of motor movements not frequently initiated by the
learner (e.g., a complex arm movement or the shaking of a rattle). For students
who are not able to imitate more complex motor tasks or tasks that are simple but
unfamiliar, a series of teacher behaviors ranging from minimal to intensive

intervention can be applied. For instance, a teacher can move from verbal direction and modeling ("move your arms like this") to verbal direction, modeling,
and complete physical guidance. Subsequen? training sessions would fade the
more intensive techniques (e.g., total guidance) until the student canimitate from
the model provided by the teacher.

10. An additional technique for improving the learner's ability to imitate thesounds
produced by others involves choosing sounds that allow teachers to physically
prompt students through the task (Devany, et al., 1981). An example is the "p"
sound, which the teacher can demonstrate by touching the learner's lips, prompting them to stay closed, and modeling the air flow through the lips. As students
master sounds, new ones are added to their repertoire.
11. Teaching students to imitate sounds may begin with sounds that are already in
their repertoire, then move to sounds unfamiliar to them (Bricker, Dennison, &
Bricker, 1976; Lovaas, 1977). For some retarded learners, an acceptable approach
may be to teach them to imitate words they comein contact with in daily social or
vocational situations.
12. Once students have learned to imitate basic sounds, additional prerequisite skills
generally involve labeling objects (including discrimination between objects),
using objects in the context of language (drink from the cup), using prepositions
(under) and using pronouns (my ball).
Implementing a Prerequisite Training Sequence
Teaching the prerequisites to verbal communication is an important program

component. The success of such efforts, however, may depend on whether or not
certain considerations have been addressed. One consideration is to monitor
student progress closely by maintaining an ongoing error analysis. For example, a
teacher may require a student to imitate the word "shoe" (stimulus). If the
student's response is "to," the teacher can analyze the answer and establish a

probable cause (misplacement of tongue). Once the teacher and speech pathologist
have analyzed the requirements of correct tongue placement, they can develop a
prompt for the correct response. When teachers analyze the sounds students are
making, they improve their chances for developing an effective system of shaping
successive approximations. Error analysis of communication skills may best be
accomplished by taking tape recorded samples of learner responses. Sounds made
by a student can be played back many times to analyze components that could be
shaped into more meaningful utterances.
Charting student responses works well in conjunction with error analysis.
Using charting to monitor the daily progress of learners provides an actualpicture
of each individual's strengths and deficit areas. For example, a young severely
retarded learner targeted for an increase ofverbalizationsmay be cued to imitate the
teacher's stimulus "ba." In this instance, the teacher charts the percentage of trials
on which the student correctly imitates the sound "ba." The objective may be that
the student will imitate the sound correctly over 100% ofthe trials. Using the chart
shown in Figure 11.1, the teacher can make instructional decisions
concerning any
necessary program changes. By analyzing these data, the teacher notes that the
student appears to be leveling off during sessions three, four, and five. Consequently, in order to increase the probability for additional success, a change in the
instructional strategy may be necessary, for example, guiding the student by
gently pressing his or her lips together.
Including parents as trainers is a second important consideration forimplementing successful prerequisite programs. One basic disadvantage of teaching
prerequisites is the amount of time it takes to teach many of these skills to some
retarded learners. Parents can provide the additional help needed to teach these
skills, and they can also provide the natural reinforcers thatare a vital component of
language programs (Guess, 1980).
Successfully incorporating parents into the instructional program depends on
FIGURE 11.1
Chart to Monitor Student Progress
369

the ability of teachers to provide them with the necessary skills for instructing their
children at home. Parents should be invited to participate in a number of classroom
training sessions, allowing time for the teacher to model the appropriate instruc-
tional techniques, correction procedures, reinforcer applications, and charting.

Whenever possible, the teacher can accompany parents to their home, assisting
them in setting up a training schedule and site and generally seeing that the training
transfers over to the natural setting. As the student's program becomes more
complex, the teacher can assist the parents by demonstrating how to implement the
training procedures in places such as grocery stores and restaurants (e.g., teaching
the phrase, "I want").

A final consideration in teaching prerequisites involves the use of functional
versus simulated materials. Some teachers may find it easier to teach communication skills such as labeling and object use by incorporating pictures and/or replicas
of the objects into their programs. To some extent, commercially produced
language programs foster the use of both of the stimuli. The question ofwhether or
not simulated materials are realistic enough to foster daily language development
in retarded learners is important. At the present time, for example, the efficacy of
using plastic fruit versus real fruit is still in question. However, the goat is to get
retarded learners functioning in the community as quickly as possible. There.fore, it may be more reasonable to teach commtlnication skills using realistic
materials.
Commercially Produced Language Programs

Many fine language programs are available for use with mildly and moderately
retarded students. These programs have been used with success and allow teachers
to follow a structured approach that monitors student progress. Good teachers go
beyond the scope of commercially produced programs, developing activities that
allow students to practice learned skills while involved in the community.
For example, students may be working on skills involving grammatical rules
using the Fokes Sentence Builder Kit (Fokes, 1976). Teachers can extend these
lessons by structuring activities in community retail businesses where students can
practice asking clerks who, what, where, and how questions. Bartel and Bryen
(1982) have constructed a chart describing the most widely used language develop-
ment kits. This chart is reproduced in Table 11.3.
Functional Communication Skills

Some mentally retarded learners do not have the ability to produce speech, while
others have not yet gained sufficient skills to communicate their basic needs. Some
learners even after vigorous, systematic training, have not been taught to imitate
the vocal sounds of others (Sailor, et al., 1980). With students such as these, it must
be decided whether or not something other than a developmental approach to
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Using a communication board, this student communicates through the keyboard.

teaching communication is more desirable. An alternate approach that has been
termed remedial involves teaching communication skills that are directly applicable
to a student's life at a given point in time (Guess, Sailor, & Baer, 1977).
Systems such as the one proposed by Guess, et al. (1978) are based on the
principle that students with a long history of failing to gain communication skills
will not benefit from developmental goals. The answer may not be to place these
learners into programs following a sequence similar to the one where they have
already met failure. Instead, they may benefit from learning skills they can use
immediately, allowing them to gain some control over their environment (Guess,
et al., 1978). Using these skills also allows students to be reinforced in the most
natural way.
The first step is to identify the most appropriate skills to teach based on a
learner's needs (Lancioni, 1983). Unfortunately, this task is not an easy one, and
there are no clearcut guidelines applying to all cases.
Techniques in Teaching Functional Communication Skills
HamreNietupski, et al. (1977) have suggested seven guidelines for identifying

content when teaching communication by signing. Many of these suggestions also
have practical applications for students who are learning to communicate via
gestures, communication boards, and eye movements.
373

1. Teachers should consider developing activities around objects and placesfor which
students show a definite preference. For example, instead of using any cup when
teaching the label for that item, a favorite cup may be used.
2. Teachers should identify vocabulary that occurs frequently in the students' daily
living environments. Words that have a high probability of occurring in a family
situation, such as "toast" during breakfast, can be identified and targeted for
instruction.
3. Early activities should follow a distinct sequence of skills representing words
dealing with recurring events, ending actions, and the existing objects.Students
are learning skills to control environmental objects. Students are learning skills to
control environmental events by communicating events or actions such as "again"
("Do it again"), "stop" ("Please stop rocking me"), "no more" ("There is no
more ice cream"), and "ball" ("This is a ball").
4. Motor skills required in nonverbal or total communication systems should be
sequenced from simple to more complex movements. Teachers identify the sign
or gesture they wish to teach the student, task analyzethat sign or gesture, then
begin teaching the skill sequence with the least complex movement.
5. Retarded learners who are unable to master the fine motor finger movements
needed for many complex signs may be able to use touch signs as an effective
alternative (HamreNietupski, et al., 1977; Stremel-Campbell, Cantrell, & Halle,
1977). These signs involve using the hands to touch eachother or using the hands
to touch parts of the body in order to form 'the sign. Stremel-Campbell, et al.
(1977) found that students could learn more signs at a faster rate using the touch
versus the nontouch method. In cases where learners had a dominant hand,
training involved the use of that hand for the major component of the sign and the
weaker hand for the support component.
The Light TalkerTM is useful for students without keyboard skills. (Courtesy
of Pretke Romich Company)
TEACHING COMMUNICATION SKILLS TO RETARDED LEARNERS 375

6. Signing motions should be used that approximate the action or object that the sign
represents. For example, if a student wanted a drink ("I want a drink"), the sign
would involve the action of bringing the hand to the mouth. Similarly, if the
student were labeling the object "chair," the sign would represent a sitting action.
7. Teachers should choose signs that do not resemble each other during the initial
stages of instruction. A student probably has a better chance of discriminating
between signs and learning the movement of each sign if there is a clear distinction
between them.
Total Communication
There are a number of different definitions of total communication. As a philosophical issue, total communication can mean teaching the best method or combination of methods to meet both the present and future needs of a learner. Therefore, if there is any possibility that a student can communicate vocally, then all or
part of the program should address those skills. On the other hand, for retarded
learners who have a long history of being nonvocal or who are physiologically
unable to produce meaningful sounds, alternatives such as signing, gestures, and
communication boards or symbol systems are available. Some learners will benefit
from learning skills from each of the communication systems, givirg them immediate access to a number of techniques that may unlock communication barriers in
their environments.
IDEA FILE
Both preservice and inservice teachers are encouraged to study additional in-depth
sources that are available covering, for example, signing (StremelCampbell, et al.,
1977); communication boards and symbol systems (Harris-Vanderheiden &

Vanderheiden, 1977); prerequisite skills (Bricker, et al., 1975); and functional
communication (Guess, et al., 1978). These sources as well as the others stated in
this chapter can provide teachers with more detailed descriptions for developing
each type of system.
Advanced Language Skills

Whether a retarded student is learning to communicate orally or will use an
alternate communication system, it is necessary to teach advanced language skills.
Language and communication are useful if they assist retarded persons in inter
acting with others in their environment. The probability of communication success should increase if the advanced language skills are tied to naturally occurring
events that are reinforcing to the learner (Kleitsch, Whitman, & Santos, 1983).
Consequently, advanced language skills should be taught within the context of
daily life events of the students.
Devany, et al. (1981) described a program that leads the learner from prerequisite skills to mastering the receptive and expressive use of four skill areas:
prepositions (in, under, on, above); pronouns (my, his, I am); timerelated
concepts, (last, before); and yesno concepts ("Is this a ball?" "Yes."). The remainder of the program involves teaching conversational skills ("How are you?" "I am
fine."), as well as grammatical skills such as past tense and plurals.

Mittler (1976) has identified a series of seven kinds of questions that can be
used by teachers to stimulate functional use of advanced language skills.
1. Labeling (nouns): "What is this?" "A cup."
2. Labeling (verbs): "What are you doing?" "Running."
3. Twochoice questions: "Is this a ball or a bat?"
4. Open-ended questions: "What would you like to do?"
5. Facilitating questions: "What happens next?"
6. Rhetorical questions: "Can you tell what this is?"
7. Maintenance questions: "What happened the'n?"
Questions one and two are designed to teach basic skills of communication,
while question three involves teaching discrimination skills. Questions four and
five assist retarded learners by allowing them to respond to a larger field of stimuli
and begin to translate their thoughts into expressive responses. The last two kinds
of questions are designed primarily to keep the learner communicating as much as
possible.
The types of advanced language skills mentioned previously are fairly common skills to be found in many language programs (e.g., Spikman & Roth, 1984;
Watson, 1981). For example, the Guess, Sailor, and Baer (1977) program includes
skills that are clustered under four content areas: persons and things; actions with
persons and things; possession/color; and size/relation and location. Identifying
the kinds of skills that would benefit a learner may not be the most difficultjob for
the teacher. Instead, how to teach those skills once identified may be the area that
requires attention.
The answer to this dilemma can be found earlier in this chapter and in other
chapters of this text. Whether it be Bricker and Dennison's (1978) program to teach
prerequisites; Devany, Rincover, and Lovaas's (1981) system for teaching advanced speech skills; or Guess, Sailor, and Baer's (1977) approach to functional
communication, the common denominator involves the trainer's ability to effectively arrange antecedents to the learner's behavior. In addition to the arrangement of antecedents, the rate of student success is tied closely to the effectiveness
of the consequences following the targeted behavior (Leonard, 1983).
TEACHING COMMUNICATION SKILLS TO RETARDED LEARNERS U
IDEA FILE
Microcomputers can be a tremendous asset to retarded learners attempting to
improve their communication skills (Geoffrion & Goldenberg, 1981). Currently
available software can help mildly retarded students improve their grammatical
structure. Hardware components such as speech synthesizers now allow students
to practice speaking skills using computerproduced speech as a model. (Samples
are presented below.) Hagen (1984) has provided the most complete list, and
readers are encouraged to study her excellent book on microcomputers for special
education.
Computer Assistance Language Program. Minneapolis, MN: Sysdata International,
Inc.
Language Arts Skill Builders. Allen, TX: Developmental Learning Materials.
Lessons in Syntax. Beaverton, OR: Dormac, Inc.
The Microcomputer. Englewood Cliffs, NJ: Scholastic Software.
Techniques for Teaching Functional and Advanced Language Skills
At this point, readers should review the suggestions for teaching prerequisites to
communication presented earlier in this chapter. The suggestions for teaching those
skills are equally applicable to the instruction of more advanced skills. Following
are additional points that teachers may wish to consider when implementing
programs designed to increase the functional and/or advanced language skills of
retarded learners:
1. Devany, et al. (1981) suggested that when teaching prepositions, trainers should
first instruct learners in the receptive use of the word and then move to training
the expressive use. After three or four prepositions can be understood by the
learner, training in the expressive use of those same words can begin.
2. Devany, et a!. also discussed a technique they call stimulus rotation, minimizing the
possibility that the learner will "parrot" a response instead of actually learning the
concept or word. Using this technique, the teacher presents one training stimulus
("In," for example, "Put the ball in the box."). The teacher works with the
student until the student can perform the task in relation to a prespecified criterion
(e.g., five out of five trials). At that point, the teacher switches to a new stimulus
such as "over" until the learner meets the established criterion. This system
continues by introducing new stimuli; however, the element of stimulus rotation
also continues by randomly reintroducing words for which the student has
previously met criterion. This technique continues until the student responds
correctly on the first trial.
3. A common error made by some teachers is the unsystematic use of antecedents
designed to maximize student response. Teachers may find it helpful to write
377
378

down the sequence of antecedents that they wish to use before the lesson begins.
For example, complete manual guidance may be needed initially to get the learner
to put the ball in the box. During subsequent trials, however, less intense
antecedents can be implemented such as partial guidance, prompting using touch
and pointing, or modeling. The important point here is that the teacher must use
the level of antecedent that is right for a learner and that the antecedents must be
applied in a systematic fashion (e.g., partial guidance until student reaches crite-
rion, then pointing, etc.).

4. The type of antecedent that the student is working under should be recorded to
rronitor progress. For example, a chart might reflect that the learner required ten
trials using partial guidance before he or she met criterion for putting the ball in
the box. Similarly, the same learner may have met criterion for putting the ball
under the table after five trials using touching combined with a pointing gesture.
6. Fading is an important procedure that works in conjunction with the application
of antecedent events. Gradual fading from one antecedent event to the next allows
learners to generalize their responses to the new teacher behaviors. Fading can
also be used as afade-in procedure. When teaching a word such as "in," it may not
be possible to include the entire sentence ("Put the ball in the box.") if it confuses
the learner. Rather, the teacher can begin by saying just the word in while
prompting the desired response. During later trials, the remainder of the words in
the sentence can be gradually faded in to the presentation (Devany, et al., 1981).
7. Real objects should always be used when teching communication skills, and
whenever possible teachers should start by choosing objects that have a functional
use that can also serve as a reinforcer to the learner (e.g., a cup that can provide the
learner with a drink of juice).

8. Teaching advanced/functional communication skills can be as time-consuming
as teaching the prerequisites to language. Therefore, an important task for

teachers is to organize and train parents, volunteers, and peer tutors to assume
some of the responsibility for training the skills targeted in the student's communication program.
9. Many activities should be developed for which the sole objective is to get students
to express themselves orally (Mercer & Mercer, 1985). For example, filmstrips
and films that are not narrated can be used to generate discussions among students
(Semel & Wiig, 1982).
10. Culturally different students should be encouraged to express themselves as

much as possible. Teachers should not passjudgment upon the quality of their use
of English, but should provide an appropriate model (Polloway, Payne, Patton, &
Payhe, 1985). For example, Polloway and Smith (1982) provided an example of
how teachers can be good language models for students without singling them
out. If a student says "Dese car look good," the teacher can model by saying,
"Yes, these cars do look good" (1982, p. 84).
Generalizing Communication Skills

As with all skills taught to mentally retarded learners, a systematic program must
be developed to enhance generalization of these skills and increase the probability
that the students will be able to use the skills in daily life.

The first step in assisting students in generalizing newly acquired skills is
fairly simple. Initially, the numbers of stimuli in a class should be increased to assist
learners in generalizing across materials. For example, when teaching "Put the ball
in the box," a number of different sizes, colors, and textures of balls can be used.
This technique is essential when teaching the labeling of objects, for example, cups
that come in many different sizes.

Another important aspect in programming for generalization involves structuring opportunities for retarded students to practice newly learned communication skills in as many settings as possible and with as many different people as
possible. Communication skills cannot be generalized when they are taught in a
half-hour language session daily. Instead, when a learner acquires the skill to
communicate a need, such as "Want cookie," then the opportunity should be
provided for the learner to make the request in the cafeteria and at home.
Techniques for Promoting Skill Generalization
In a previous chapter, the work by Stokes and Baer (1977) involving preferred
techniques to promote generalization was discussed. Warren, Rogers-Warren,
Baer, and Guess (1980) applied four of the principles from the Stokes article to the
teaching of communication skills.
1. Train sufficient exemplars. Using this procedure, teachers would expand the
number of examples that a student would be exposed to until the student was able
to generalize the skill to new stimuli. Training sufficient exemplars relates to the
previous discussion on applying new materials, settings, and persons. For example, mentally retarded students have been taught to expand action verbs into nouns
by adding the er suffix (e.g., play-player, sing-singer) (Baer & Guess, 1971, cited
in Warren, et al., 1980). A mean of four or five examples was required before the
students could generalize the skill to new verbs.
2. Program for common stimuli. The types of antecedent events used in the original
training setting can be transferred to additional settings to increase the probability
for generalization of the learned skill. For example, if a teacher uses modeling to
teach a series of gestures to students, then those same models can be used on visits
to community sites to assist the learners in using the gestures in the new settings.
3. Employ a '.'training loosely" approach. This approach requires the teacher to

systematically varystimuli and formats for instruction (Warren, et al., 1980).
4. Use contingencies that can be consciously or unconsciously predicted by the
student. The basis for this approach centers around the use of intermittent schedules of reinforcement so that the learner is reinforced for communicating in a more
natural fashion.
KEY CONCEPTS
U Preschool and some elementaryage retarded learners will need instruction in devel-
oping prerequisites to communication.

Care must be given to identify a learner's present and future communication needs.
379

Some learners will need intensive instruction in skills involving imitation (the ability
to model others).
Parents are important teachers of language/communication skills and should be
encouraged to participate in the program.
Using real life objects and activities whenever possible may be more appropriate for
teaching communication skills.
Severely retarded learners need to communicate immediately, using any means

appropriate for the individual.
Mildly retarded learners may react best to one of the better commercially produced
language programs. Teachers can choose a program based on the needs of their
learners and availability of programs.
Skills learned by mildly retarded learners engaged in activities included in commercial programs and should be generalized as soon as possible to social and other
community activities.
Peer tutoring can be an effective method for teaching communication skills arid can
assist learners in generalizing skills more rapidly if their peers accompany them to
other social activities.
REFERENCES
Baer, D. M., & Guess, D. (1971). Receptive training
of adjectival inflections in mental retardates. Journal of Applied Behavior Analysis, 4, 129139.
Bartel, N., &Bryen, D. (1982). Problems in language

development. In D. Hammill & N. Bartel, Teaching children with learning and behavior problems (3rd
ed.). Boston: Allyn & Bacon, pp. 2g3376.

Bricker, D., & Dennisn, L. (1978). Training prerequisites to verbal behavior. In M. E. Snell (Ed.),
Systematic programming of the moderately and severely

p. 157178.
Bricker, D. (1983). Early communication development and training. In M. Snell Ed.), Systematic
instruction for the moderately and severely handicapped.
Columbus, OH: CharlesE. Merrill, pp.269288.
Bricker, D., Dennison, L., & Bricker, W. (1976).

Constructive interactionadaption approach to lan-
guage training. M. C. CD. Monographs (serial

no. 1). Miami: Mailman Center for Child Development, University of Miami.
Bricker, D., Ruder, K. F., & Vincent, L. (1976).
An intervention strategy for language deficient
children. In N. G. Haring & R. L. Schiefelbusch
(Eds.). Teaching special children. New York:

McGraw-Hill. pp. 301341.
Devany,J. M., Rincover, A., &Lovaas, 0. I. (1981).
Teaching speech to non-verbal children. In J. M.
Kauffman & D. P. Hallahan (Eds.), Handbook of
special education. Englewood Cliffs, NJ: Prentice
Hall.
Duker, P., & Morsink, H. (1984). Acquisition and

crosssetting generalization of manual signs with
severely retarded individuals. Journal of Applied
Fokes, J. (1976). Pokes sentence builder. New York:
Teaching Resources Corporation.
Fristoe, M., & Lloyd, L. L. (1979). Nonspeech communication. In N. R. Ellis (Ed.), Handbook of mental deficiency. (2nd ed.). Hilisdale, NJ: Lawrence
Erlbaum Associates. pp. 401430.
Geoffrion, L., & Goldenberg, P. (1981). Computer
based exploratory learning systems for communication-handicapped children. Journal of Special Education, 15(3), 325332.
Guess, D., (1980). Methods in communication instruction for severely handicapped persons. In W.
Sailor, B. Wilcox, & L. Brown (Eds.), Methods of
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instruction for severely handicapped students. Balti-
more: Brooks. pp. 195225.
Guess, D., Sailor, W., & Baer, D. M. (1977). A

behavioral-remedial approach to language training
for the severely handicapped. In E. Sontag, (Ed.),
Educational programming for the severely and profoundly handicapped, Reston, VA: The Council for
Exceptional Children. pp. 360377.
Kaczmarek, L. (1985). Integrating language/communication objectives into the total preschool curriculum. TEACHING Exceptional Children, 17,
183189.
Kleitsch, E., Whitman, T., & Santos, J. (1983). Increasing verbal interaction among elderly socially
isolated mentally retarded adults: A group lan-
Guess, D., Sailor, W., & Baer, D. (1978). Children
guage training program. Journal of Applied Behavior Analysis, 16, 217234.
(Ed.), Language intervention strategies. Baltimore:
Lancioni, G. (1983). Using pictorial representations

as communication means with low-functioning
with limited language. In R. L. Schiefelbusch
University Park Press.

Hagen, D. (1984). Microcomputer resource book for
special education. Reston, VA: Reston Publishing.
Halle, J. (1982). Teaching functional language to the

handicapped: An integrative model of natural environment teaching techniques. Journal of the Association of the Severely Handicapped, 7(4) 2937.
Hamre-Nietupski, S., Stoll, A., Holtz, K., Fullerton,
P., Ryan-Flottumm, M., & Brown, L. (1977).

Curricular strategies for teaching selected nonverbal communication skills to nonverbal and verbal
severely handicapped students. In L. Brown, J.
Nietupski, S. Lyon, S. Hamre-Nietupski, T.

Crowner, & L. Guenewald (Eds.), Curricular strategies for teaching functional object use, nonverbal communication problem solving, and mealtime skills to severely handicapped students (Vol. 7, Part 1). Madison:
University of Wisconsin. pp. 94250.
Harris-Vanderheiden, D., & Vanderheiden, G. C.

(1977). Basic considerations in the development of
communicative and interactive skills for nonverbal
severely handicapped children. In E. Sontag (Ed.),
Educational programming for the severely and profoundly handicapped. Reston, VA: The Council for
Exceptional Children. pp. 323334.
Hart, B. M., & Risley, T. R. (1968). Establishing use
of descriptive adjectives in the spontaneous speech
of disadvantaged preschoolchildren.Journal ofApplied Behavior Analysis, 1, 109120.
Hollis, J., & Carrier, J. K. (1978). Intervention strategies for nonspeech children. In R. L. Schiefelbusch
(Ed.), Language intervention strategies. Baltimore:
University Park Press.
Jones, A., & Robson, C. (1979). Language training

the severely mentally handicapped. In N. R. Ellis
(Ed.), Handbook of mental deficiency (2nd ed.). Hills-
children. Journal of Autism and Developmental Disabilities, 13(1), 87105.
Leonard, L. (1983). Speech selection and modification
in language-disordered children. Topics in Language Disorders, 4(1), 2837.

Lovaas, 0. (1977). The autistic child: Language development through behavior modification. New York:
Wiley.
Mercer, C., & Mercer, A. (1985). Teaching students

with learning problems (2nd ed.). Columbus, OH:
Charles E Merrill.
Miller, J. F. (1978). Assessing children's language
behavior: A developmental process approach. In
R. L. Schiefelbusch (Ed.), The bases of language
intervention. Baltimore: University Park Press.
pp. 269318.
Mittler, P. (1976). Assessment for language training.

In P. Berry (Ed.), Language and communication in the
mentally handicapped. London: Edward Arnold.

pp. 535.
Polloway, E., Payne, J., Patton, J., & Payne, R.

(1985). Strategies for teaching retarded and special needs
learners (3rd ed.). Columbus, OH: Charles E.

Merrill.
Polloway, E., & Smith, J. (1982). Teaching language
skills to exceptional learners. Denver: Love Publishing.
Reichle,J. E., &Yoder, D. R. (1979). Assessment and
early stimulation of communication in the severely
and profoundly mentally retarded. In R. L. York
& E. Edgar (Eds.), Teaching the severely handicapped (Vol. 4). Columbus, OH: Special Press.
Sailor, W., Guess, D., Goetz, L., Schuler, A., Utley,
B., & Baldwin, M. (1980). Language and severely
handicapped persons. In W. Sailor, B. Wilcox, &
L. Brown (Eds.), Methods of instruction for severely
dale, NJ: Lawrence Erlbaum Associates. pp 367
handicapped students. Baltimore: Paul Brooks. pp.
400.
71 105.

Schiefelbusch, R. L., & McCormick, L. (1981). Language and speech disorders. InJ. M. Kauffman &
D. P. Hallahan (Eds.), Handbook of special education. Englewood Cliffs: Prentice-Hall, Inc.
Semel, E., & Wiig, E. (1982). Clinical language inter-
vention program. Columbus, OH: Charles E.

Merrill.
Spikman, N., & Roth, F. (1984). Intervention strategies for learning disabled children with oral communication disorders. Learning Disability Quarterly,
7, 718.

technology of generalization.Journal ofApplied Behavior Analysis, 10, 349367.
StremelCampbell, K., Cantrell, D., & Halle, J.

(1977). Manual signs as a language system and as a
speech initiation for the nonverbal severely handi-
capped student. In E. Sontag (Ed.), Educational

programming for the severely and profoundly handi-
capped. Reston, VA: The Council for Exceptional

Children. pp. 335347.
Warren, S., RogersWarren, A., Baer, D., & Guess,
D. (1980). Assessment and facilitation of language
generalization. In W. Sailor, B. Wilcox, & L.

Brown (Eds.), Methods of instruction for severely
handicapped students. Baltimore: Paul Brooks.
Watson, J. (1981). A communication training program for mildly retarded school children. Educational Studies, 7(3), 185196.
White, 0. R., & Haring, N.G., (1980). Exceptional

teaching, (2nd ed.). Columbus, OH: Charles E.
Merrill.
CHAPTER TWELVE
DEVELOPING LEISURE AND

RECREATION PROGRAMS
Leisure and recreation skills have been a neglected area of the curriculum for
retarded learners. Some professionals may feel that teaching these skills is not the
responsibility of special educators. Thus, exposing students to leisure and recreation skills may often be left to ancillary services such as adapted physical education
classes.
RATIONALE FOR TEACHING LEISURE/RECREATION

SKILLS
Program designers must decide the relative importance of spending instructional
time teaching leisure and recreation activities (Ball, Chasey, Hawkins, & Ver
hoven, 1976). The answer may lie in analyzing the needs of retarded learners.
The common thread that is interwoven throughout all levels of program development is the normalization principle. This principle implies that mentally retarded
individuals should participate in communitybased activities as much as possible)
(Martin, Rusch, & Laird, 1982). This approach becomes particularly important
when considering that retarded individuals will spend a large portion of their day.
engaged in nonwork activities (Cheseldine & Jeffrie, 1981). Unfortunately, the
freedom to visit community recreation facilities, blend in with the other patrons,
and learn the skills necessary to become participants is not easily attainable for most
retarded people. Since this is the case, there appears to be a need for teaching
leisure/recreation skills to these learners before they can become active in recreation activities (Voeltz & Apffel, 1981).
here are other reasons for assigning importance to teaching leisure/

recreation skills. Some people may believe that these skills are acquired incidentally,
383
Mentally retarded persons must be taught leisure and recreation skills that
will allow them to actively participate in community-based activities.
(Courtesy of Russell R. Grundke)
but this does not appear to be true for the general population or, therefore, for retarded learners. As retarded students become more independent in the community
they probably will not automatically make better use of their leisure time. On the
contrary, retarded learners will in some cases require intensive instructional efforts
in order to learn leisure/recreation skills (Wehman, 1978) )
Most retarded learners have a limited experiential base and this may be a final
rationale for building leisure/recreation skills into the total curriculum package
For example, if a retarded student is given the opportunity to do anything he or she
wants during a given period of time, will watching television be a consistent

choice? The point here involves excessive exposure to one or a small number of
leisure activities. Television itself is not inherently bad; however, if it is the only
option that a learner is exposed to, this form of entertainment may lead to a more
passive existence (Katz & Yekutiel, 1974). tje goal for professionals, then, is to
expose stuIents to a broad base of activities in order to enhance their social

acceptance/Eichenbaum & Bednarek, 1964; Frith & Mitchell, 1983; Lathom &
Eagle, 1982; McDaniel, 1971; Voeltz, Wuerch, & Wilcox, 1982).
There are two aspects to leisure/recreation programs: ex osure and teaching
new skills. If the quality of an individual's work life is linked close y to t
of his or her leisure and recreation pursuits, then the need to incorporate these
385
options in the educational curriculum becomes more important) This chapter
presents the basic curricular areas of leisure and recreation activities. In addition,
strategies are included for assessing abilities to perform skills in these areas and
techniques for teaching such skills.
LEISURE AND RECREATION SKILLS: THE IEP

The idea of assessing leisure/recreation skills may be a difficult concept for some
individuals to grasp. People generally think of leisure skills as relaxing or having
funthoughts that do not readily relate to assessment. Assessment of leisure/
recreation skills, however, is a vital component in a program for retarded learners,
and when it is implemented with some forethought, it should not interfere with the
enjoyment of the activities themselves.
As with other curricular areas, there i a danger of identifying activities for
retarded learners based solely on their mental age. Consequently, situations where
18- to 20-year-old students are found playing games involving nusery rhymes or
are engaged in other activities geared for 3- to 5-year-olds may still be found in
some school programs (Horst, Wehinan, Hill, & Bailey, 1981).
The first step in the assessment process is to conduct a community needs
assessment (CNA) to gather information concerning the types of activities avail-
able based on the chronological age level of students (Schleien, Kiernan, &
Wehman, 1981). An initial task involves canvassing a cross-section of community
members to identify their leisure/recreation activities. For example, a secondary
school teacher of retarded learners may sample students by age level from the high
school, recording the activities they enjoy. Similarly, the needs assessment can be
expanded to other members of the community in order to develop a better picture
of the leisure trends across a broader base of people (Voeltz, Wuerch, & Bockhout,
1982).
The need for establishing community validity when choosing leisure/

recreation skills for a curriculuin is twofold. First, a host of activities can be
introduced to retarded learners similar to those other students the same age
consider enjoyable (see Table 12.1). This consideration helps teachers develop a
more realistic attitude toward the kinds of skills to include in their programs.
Second, a community needs assessment helps to pinpoint local resources by
geographic location. For example, individuals on one side oftown may bowl more
than individuals in another area because of the bowling alley's location. Similarly,
an electronic games arcade my be located within walking distance of a group
home for retarded individuals, making it a potential source of recreation that is
easily accessible. Program developers must be thoroughly aware of the types of
leisure and recreation activities available in a given community and in specific
locations within the community.

TABLE 12.1 Community Needs Assessment of Leisure/Recreation Skills
Skills Involving a Group
Softball league+
Stage craftlocal theater
group+
Street basketbalP
Dance classes*
Martial arts classes*
Group camping trips*

Volunteer work at a
nursing home+
Skills Involving the Individual
Bowling*
Film viewing*
Raising a dog or cat*
Fishing*+
Maintaining an aquarium*
Birdwatching*+
Sewing*+
Photography*
Travel with groups*
Resources
Mr. Jones, Manager

AJAX Lanes
Ms. Barnes, Tropical Fish

Enthusiast
Ms. Smithe, Coordinator

Parks Department
Recreation Program
Reading*+
Card games*+
Listening to music*+
Swimming
Auto maintenance arid smll
engine repair*+
Gardening*+
Mr. Felton, Director

YMCA
Mr. Paine, Owner

Karate School
Card games*+
+ No cost
* Cost
IDEA FILE
;Q:
There are a number of techniques for assessing leisure and recreation opportunities.
The following are suggestions for developing and implementing a survey designed
to identify community-valid activities.
1. Community volunteers, parents, general education peers, and educational support
personnel can assist in gathering CNA information. These surveyors can begin by
using the telephone and visit selected sites during the later phases of program
development when activities must be analyzed.
2. As a method of efficient organization, data can be clustered according to similar
properties. For example, when high school students are sampled to find out how
they spend their leisure/recreation time, the information can be organized by age
and geographic location of the student's home. Another example might be to

cluster identified activities in categories such as paid or unpaid and group or individual.
387
3. A filing system can be developed based on this cluster system, allowing teachers to
keep a record of vital information about each activity and community site. If a
bowling alley has been identified, pertinent information might include the name
and phone number of the manager, hours of operation, transportaton required for
attendance, equipment needed, and whether the equipment can be rented or must
be purchased.
4. Recreation specialists located in the community should be contacted. Often the
parks department has at least one person who coordinates commuhity programs.
These individuals can be a vital resource for helping teachers to develop a thorough
community analysis.
5. The list of potential leisure/recreation skills presented by Bigge (1982) can provide
a good frame of reference for beginning the survey. (See Step Three).
6. Identified activities can also be classified according to the age-appropriateness of
the task. For example, some activities may be more appropriate for individuals
over a certain age while others may be more appropriate for children.

A complete leisure and recreation curriculum provides a continuum of skills
beginning with the basics of learning how to play and continuing through advanced leisure skills (e.g., intricate hobbies). Accordingly, curricular options
involving these skills should be incorporated into programs for retarded learners at
all levels. The first task for teachers, then, is to identify the curricular areas they
wish to incorporate into their programs. Bigge (1982) has identified 13 curricular
areas that provide an excellent base for a varied program:*
1. Arts: film viewing, film making, painting, textiles, photography, ceramics, art
appreciation (e.g., Burmeister, 1976).
2. Cognitive/Mental: jigsaw puzzles, crosswords, anagrams, other word and number puzzles, electronic games and puzzles, knowledge and word games.
3. Crafts: woodworking, metalworking, sewing, leather, jewelry.
4. Drama: performance, stage craft, theater appreciation, affective learning activities (mime skits), (.g., Maynard, 1976).
5. Games: group games, card games, board games.
6. Hobbies: collections, cooking, auto maintenance, food appreciation (gourmet,
wine tasting, etc.).
7. Literature and Poetry: reading, writing, discussion groups.
8. Movement and Dance: body awareness through movement, perceptual-motor
training, dance (social, folk, fad, modern, jazz, tap dance appreciation).
*Teaching Individuals with Physical and Multiple Disabilities (2nd ed.) byJ. L. Bigge, 1982, Columbus,
OH: Charles E. Merrill. Copyright 1982 by Charles E. Merrill. Reprinted by permission.
Music can be an important component in developing a leisure and recreation cur-
riculum. (Courtesy of Kay Shaw)

instruc9. Music: vocal (performance, instruction), instrumental (performances
tion, composition, music appreciation) (e.g., Schulman, 1980).
environmental aware10. Outdoor: camping, hiking, boating, fishing, animal care,
Gooch,
&
Shirer, 1972; Elium
ness (e.g., Bundschuh, Williams, Hollingworth,
& Evans, 1982).
11. Social Service: volunteer work.
12. Sports: individual sports (golf, bowling, skiing, swimming) (e.g., Seaman,
1973; Sinclair, 1975), team sports (basketball, volleyball, softball, hockey, water
polo).
13. Travel and Tourism: community exploration, local travel, organized tours,
independent travel. (pp. 338339)
This list of leisure/recreation activities is presented as a foundation for proteachers will be able to add to it depending on
gram development. Undoubtedly,
their own experiences and the geographic location inwhich they live. For example,
activities such as martial arts training, roller and ice skating, and snow skiing can
also be viable alternatives for retarded students.
Professionals should be wary of imposing their value systems on students.
When reading a list of potential leisure or recreation activities teachers may tend to
be paternalistic in choosing what they think is appropriate or inappropriate for
retarded learners. For example, activities such as recreational hiking, judo, or

horseback
389
riding may be eliminated because someone other than the retarded
individual considers them to be too dangerous or inappropriate in some other way.
If professionals believe in normalization, then they should allow retarded

learners to participate in the same activities as their general education peers.
Teachers can follow certain safety precautions that are taskspecific; that is, different leisure activities will require different precautions. Precise planning and effective teaching procedures (including adaptive equipment when necessary) can mini-
mize the chance for injury and allow retarded learners the same opportunities
available for any participant.
The potential annual goals identified by teachers can be generic across all
severity levels of mental retardation. For example, skills necessary for attending a
local movie can be appropriate for mildly, moderately, and severely retarded
learners. The differences in the goals for each student will depend on the skills they
realistically can obtain. The following examples of potential annual goals are
written in generic fashion so that teachers can modify them based on the needs of
their students.
1. Identifies all available local community recreation facilities.
2. Demonstrates proficiency in the use of community recreation facilities.
3. Participates in group recreation activities.
4. Demonstrates skills in a variety of independent leisure activities.
As with independent living skills, leisure/recreation tasks are excellent ways

to increase contact between retarded learners and their nonhandicapped peers.
Therefore, Brown's principle of partial participation (Ford, et al., 1980) is an important component. (See Chapter Ten for a discussion of partial participation.)
Given adaptive equipment or assistance, a large majority of retarded learners can
actively participate on some level.
PREREQUISITES TO OBTAINING LEISURE SKILLS

Many severely retarded learners of all ages and young mildly retarded learners
will need instruction to help them improve their prerequisites to obtaining leisure/
recreation skills. The developmental lag experienced by some mentally retarded
learners may be so pronourced that the student is limited to the very basics of
learning to play. The need to "learn to play" is easily noted in younger retarded
children; and severely or profoundly retarded older students may still need to have
program options that will enable them to develop those skills.
Stimulating the Senses

A person's ability to respond to basic sensory stimulation is a basic prerequisite for
learning to play and to interact with the environment. Therefore, for individuals
who are profoundly retarded, learning to respond to various forms of outside
stimuli can be an important first step (Wehman, Renzaglia, Berry, Schultz, &
Karan, 1978). Some learners whose disabilities are so severe may react to stimuli
with defensive behaviors, attempting to withdraw from the source of the stimuli
(Granger & Wehman, 1979). This primitive response causes individuals to withdraw from touch, light, sound, or other stimulation entering their lifespace,
making it difficult for others to interact with them.
Granger and Wehman (1979) identified curricular activities that are designed
to increase the individual's sensory awareness in four areas: tactile stimulation,
auditory stimulation, gustatory and olfactory stimulation, and visual stimulation.
This program was designed to increase awareness of toys as well as interaction with
objects and significant others by pairing them with various sensory exercises.
These activities were also used to reduce the sensory defensiveness exhibited by
some retarded learners.
Playing with Toys

Playing with toys is much more than a diversion for children. Toy play can be an
important educational activity, allowing children to improve their fine motor skills
while indicating their cognitive functioning (Wehman, 1979a). In addition,

playing with toys allows children an excellent opportunity to learn appropriate
social interaction. A child's ability to play independently in a constructive fashion is
a desirable skill that helps both professionals and parents (Wahler & Fox, 1980).
Finally, teaching children independent play skills can be considered a prerequisite
to more advanced independent work skills. In fact, play is often considered the
work of children. Unfortunately, some retarded learners have not learned to
participate appropriately in either structured or unstructured toy play (Spangler &
Marshall, 1983).
Wehman (1977a; 1979a) has been very active in the development of toy play
programs for retarded learners. During the course of his work, he has identified six
levels of a developmental sequence adapted from work in general child develop-
ment. Exploratory play is the first level. It involves behaviors ranging from
awareness of an unfamiliar stimulus to investigating the stimulus, determining
whether or not it is safe for interaction. A child's ability to explore the environment
and seek out new stimuli is a very basic, yet vital component of toy play.
The seCond level described by Wehman is independent play. This state finds
the child playing alone for longer periods of time while interacting in an appropriate manner with objects. Some professionals suspect that successful independent
play is a prerequisite for more intricate leisure skills (Wehman, 1979a).
Parallel and associative play are the next two levels described by Wehman.
Parallel play finds children interacting with objects independently, but they are
involved in the activity close to other children. Associative play allows children to
become involved with others on a limited basis. For example, two children playing
independently with trucks may occasionally make eye contact to see what the other
is doing.
Learning to play with toys is an important educational activity that develops fine motor skills and cognitive functioning. (Courtesy of
Gwinnett County Public Schools, Georgia)
Cooperative play is the next stage, and it involves close interaction among
children, often with a group goal in mind. Cooperative play includes activities such
as team sports, games, object construction, and telephone conversations.

Children have the best opportunity to interact socially with their peers at the
cooperative play level. However, at this level initial instruction by adults is also
vital. Communication, sharing, and acceptance of others are all cooperative play
skills that can be taught.
The final stage discussed by Wehman (1979a) involves symbolic play. This
area includes dramatization and imaginative play and can be considered a higher
order form of play. Activities that are representative of symbolic play include use
of puppets, doll play, and skits. Wehman has found that symbolic play is an
excellent format for concept formation.
Children learn the skills at various levels and progress through each, building
upon the skills learned at the previous step. Most children learn by watching
models, either other children or adults. However, mentally retarded learners with
severe developmental delays do not imitate well and will not necessarily demonstrate the types of toy play activities described by Wehman. Careful attention by
educators to teaching the various levels of toy play will at least increase the
probability that these students can gain some of these prerequisites to more
advanced leisure skills.
391
392
KEY CONCEPTS
Traditionally, leisure and recreation skills training for retarded learners has not been
given much consideration in public school programs beyond adaptive physical

education classes.
The thrust of the normalization movement is to increase meaningful contact between retarded persons and their nonhandicapped peers. Leisure and recreation
activities can be a natural vehicle for encouraging this contact.
Many retarded learners will not acquire leisure/recreation skills incidentally. Mildly
retarded learners can acquire some skills on their own; however, their repertoire may
be limited. Moderately and severely retarded learners must be taught the skills before
they can be expected to actively participate.
Identifying leisure/recreation skills should be based on the age of the students.

A community needs assessment allows teachers to identify activities engaged in by
their students' nonhandicapped peers. Also, teachers can identify activities by their
location or whether they fall into categories such as paid/nonpaid, individual/group.
A CNA can also help teachers locate people in the community who are willing to
volunteer assistance.
Bigge's (1982) list of 13 leisure and recreation curricular areas can be an excellent base
for developing annual goals. For example, a teach'er could easily convert the outdoor
activities suggestions into a number of goals, for example, "Demonstrate the skills
necessary to fish from the bank of a river."

Younger mildly retarded students and some severely retarded students may need
instruction in the prerequisites to obtaining leisure and recreation skills.
Sensory stimulation, appropriate use oftoys, and appropriate levels ofplay can all be
annual goals for some learners.

Translating annual goals into potential shortterm objectives is a first step to be
achieved before an efficient assessment of student strengths and weaknesses can be
made. These potential objectives are particularly important in the leisure area
because stanlardized tests of these skills are either unavailable or inappropriate
(e.g., a standardized test would be inappropriate for measuring ice skating skills).
Therefore, most of the assessment techniques for leisure skills will involve using
task sequences and direct observation of student performance on the subskills.
Before these task sequences can be developed, teachers should identify specific outcomes for the students. Potential shortterm objectives allow teachers to
pinpoint those outcomes, developing task sequences based on the objectives. For
example, a potential goal for students may be: "Demonstrate the basic skills
needed to ice skate." A resulting potential objective of this goal may take a form
similar to the following:
Outcome: The student will be able to pay for skate rental, put on skates, start, stop
and skate along the perimeter of the rink.
393
Context: Local skating rink.
Criteria: The student will fall safely.

The student will avoid collisions.
The student will make one complete turn around the rink without assistance.
Once this objective has been written, teachers have a guideline for developing the
skating task sequence that can be used to gather assessment data.

Task analysis is one of the most important tools for professionals developing
leisure/recreation programs (Wehman & Schleien, 1980). Breaking down a leisure/
recreation activity into component subskills is the most desirable method for
obtaining assessment information about any given learner.
subskills are involved in a task analysis of

ice fishing? (Courtesy of Kay Shaw)
What component
Basically, there are two methods for obtaining a series of task sequences.
First, many have been developed by recreation specialists, particularly for activities
involving the necessary adaptations that may be required for learners with physical
handicaps.
The second approach involves more work on the part ofprogram developers;
however, it opens up a wider variety of activities for retarded learners. This task
analytic approach involves observing a person in the process of performing a set of
subskills and recording the steps in order of occurrence. Of course, there are
different ways to do many tasks, but a careful analysis can identify the subskills
most needed to compete the entire activity.
Fishing can provide an example for developing a task analysis. Probably the
most favorable beginning point would be to identify one fishing activity that is less
complicated than the rest. Lake or pond fishing from the bank of a river should
provide a representative set of fishing skills that are not too advanced. Observation
of a small number of people fishing may result in the following basic task analysis:
1. Locate a suitable site to obtain bait.

2. Locate a container for the bait.
3. Dig for bait (earthworms).
4. Place the worms in the container.
5. Locate and bring a fishing pole and equipment.
6. Identify an appropriate site for fishing.
7. Bait the hook (pole with no reel).
8. Cast the line into the water.
9. If the fish takes the bait, pull in the fish.
10. Use a net to hold the fish.
11. Remove the fish from the hook.
12. Place the fish in a container with ice.
This set of subskills is merely a representative sample. Certainly, different

people approach the task in different ways. However, these subskills do provide a
measure against which student strengths and weaknesses can be judged.
The key to effective use of a leisure/recreation task analysis as an assessment
tool is to close appropriate variables by which student performance will be

measured. These variables relate to the specific behavioral characteristics such as
how often the behavior occurs or the length of time that it occurs. In addition,
some skills may require a measure of quality of performance (e.g., percentage of
parts of a model airplane correctly assembled). Provided that the behaviors are
defined in terms of physical movements by the student, observation procedures
should enable the teacher to assess student participation and progress.
For example, Johnson and Bailey (1977) developed an observation system to
evaluate the leisure activities (puzzles, card games, painting, weaving, and rug
making) of retarded women. In this study the authors identified the important
characteristics of each task such as the number of knots completed on a rug or

the inches of fabric woven. Other task-appropriate behaviors were also defined for
observation purposes (e.g., dipping brush in paint, cutting yarn). Once these characteristics of the skills were identified, the retarded individuals could be assessed for
such behaviors as length of time engaged appropriately in a leisure activity as well
as a product measure (number of knots completed).
Another method for using a task analysis for assessing leisure/recreation

skills involves identifying the antecedent behaviors a teacher uses to involve the
student in the skill. For example, in the task analysis presented for fishing, the third
step involves digging for bait such as earthworms. Assisting a student to successfully complete this step may require the teacher to use partial guidance plus verbal
instruction. A coding system can be developed for recording the teacher behavior
required to assist the student for each step on the task sequence. The task analysis
can be placed on a recording sheet similar to the one shown in Figure 12.1.
Generally, the system of recording chosen will depend on whether the skills
being taught have been learned and need to be generalized to other situations or are
not presently in the student's repertoire. For example, a retarded learner who has
never fished would require various levels of teacher assistance to accomplish the
task. On the other hand, if a learner were able to complete the entire sequence of
skills, then the measurement system would be subject to change. The teacher may
wish to record the length of time that the learner stayed on the,task of fishing
(duration) or even the number of fish caught in a certain period (frequency or rate).
Organizing Assessment Data
In previous chapters, charting was discussed as a method to organize data and

monitor the ongoing progress of the iearner. Charts can also be a valuable tool for
VI: Verbal Instruction

M: Model
PP: Prompt
PG: Partial Guidance
G: Total Guidance
Session I
1. Locate site
2. Locate container
3. Dig for bait
4. Place worms in container
5. Pole and equipment
6. Site for fishing
VI
VI
PG
P
P
M
Etc.
FIGURE 12.1
Task Analysis Recording Sheet with Teacher Behavior Codes
395
Guidance and Verbal Reinforcers
Baseline
100
s 90
80
i 70
. 60
o
'
40
30
20
10
1
10
Sessions
FIGURE 12.2
Chart Monitoring the Length of Time a Student engages in Toy Play
assessing leisure/recreation skills. As with all behaviors, the efficiency of the

charting procedure used depends on the characteristics of the student's responses.
For example, the behavior targeted for change may be the length of time a student
engages in appropriate toy play. A potential charting procedure for that activity is
depicted in Figure 12.2.
More advanced behavior analysis designs can be used to monitor student
progress in leisure skills. A student who has acquired the skills necessary to
participate in a number of community-based recreation activities may not have
obtained the necessary taskspecific skills. If a teacher is interested in seeing how a
particular instructional technique would work across three separate activities (e.g.,
bowling, tennis, and pinball), a multiple baseline design may be appropriate for
measuring potential changes in behaviors. Figure 12.3 is an example of how a
teacher attempted to increase the number of steps completed according to criteria
on a task analysis for each of the three activities.
One technique for organizing assessment information that complements
charting procedures is to conduct an error analysis. This procedure follows the
same format discussed previously. Teachers can list the verbal stimulus that
indicated what the student was to perform, the response (movement) that the
student actually exhibited, and the assumed cause for the inability of the student to
successfully complete the skill.
For instance a learner may be engaged in a unit designed to teach dog

combing and brushing skills as a part of pet care. A simple task analysis for this
activity might be similar to the following:
1. Locate a soft brush, a slicker brush, and a comb.
2. Comb out the dog's beard or the area around the mouth.
397
3. Use the slicker brush for snarls around the mouth.

4. Comb out the dog's back, sides, and rear.
5. Comb out each leg and paw.
6. Use the slicker brush for snarls.
7. Comb out the chest and stomach area.
8. Use the slicker brush if necessary.
9. Soft-brush the entire coat.
At the outset, the student would probably have difficulty with most of the skills
sequenced in this task analysis. However, during the initial assessment the kinds of
errors the learner makes are a vital piece of information.
Verbal Instructions and Modeling
Baseline
L)
cr1
IF
Z3
5
4
3
2
I)
Ct
-o
0
8
7
0.
10
11
12
13
14
15
Sessions
FIGURE 12.3
Examples of Multiple Baseline Across Settings Design for Monitoring Student Improvement Over Three Leisure Skills
Learning to care for a pet can be a leisure and recreation activity that also teaches appropriate work
skills. (Courtesy of Kay Shaw)
Step two, combing out the dog's beard or around the mouth area, involves
being able to hold the dog's mouth closed with one hand while manipulating the
comb with the other. (At the beginning of the task, a further skill is to be able to
identify and use the side of the comb that has larger spaces between the teeth.) In
this instance, 1he verbal stimulus would be: "Hold the dog's mouth closed with one
hand." The response may have simply been that the student did not or could not
comply. The student in question may have had a motor problem with the hand
needed to complete the task. Therefore, the teacher now has some information to
work with in order to begin teaching the skill. One possibility might be to use a
brace on the learner's arm, while another adaptation might be to design exercises
for increasing motor control and hand and arm strength.
The use of an error analysis sheet may be looked upon as a tool for organizing
assessment data so that it is useful for program development. Organizing data in
this fashion allows the teacher to get a better picture of what variables are hindering
the student from acquiring the skills necessary to complete the task.

Assessing Leisure/Recreation Preferences
The ultimate goal of a program to teach leisure/recreation activities should be to

teach the individual how to participate in a variety of activities. Another goal is to
teach students how to decide which activity is best for them to engage in at a
particular point in time. Once these goals have been realized, the learner is better
able to decide which activity to approach.
Teachers may wish to consider two approaches to assessing leisure/recreation preference. The first approach is to assess the initial preferences of the learner.
Using this approach, the teacher structures varied situations where a learner is
allowed to approach desired activities or objects while the teacher observes. This
approach allows instruction to begin with the student's preferred choice.
The second approach is a follow-up evaluation designed to measure student
preferences after instruction, when they have gained the ability to engage in a host
of activities. This assessment activity allows the teacher to gather information as
An important consideration in teaching and encouraging leisure and recreation activities is the student's preferences. (Courtesy of Kay
Shaw)
399
feedback into the program, which may result in changes in teaching techniques,
curricular activities, and materials.
Students are allowed to make choices without the biases of the professionals
entering into the picture. For example, a learner might be taught to cross-crountry
ski. However, after a number of trials the student might decide that she does not
like the prolonged exposure to cold weather. Teachers must avoid attitudes that
result in statements such as, "We taught you to ski, now you will participate!"
Helping students to become more independent involves teaching them a
variety of skills and allowing them to choose what they like best. Assessing
leisure/recreation preferences allows teachers to observe the kinds of activities the
learner chooses, not the activities chosen for the learner. This concept is important,
particularly with severely and profoundly retarded learners. Ifstudents are nonver-
bal or have extreme difficulty in communicating their needs, it is difficult to

discover their preferences. Because of this, there may be a strong tendency to
dictate for them what they will do. Consequently, teachers should consider developing a system that allows these learners to express their desires. A simple, yet
effective procedure is to develop picture notebooks comprised of snapshots of the
learner participating in a number of leisure/recreation activities. The learner can
choose from the pictures those depicting the preferred activity.
KEY CONCEPTS
Task analysis in conjunction with direct observation ofstudent performance may be
the most appropriate format to assess leisure and recreation skills.
Task sequences are available from recreation or adaptive physical education specialists. Generally, developing leisure and recreation task sequences that are specific to a
community may provide the most useful tools for teachers (e.g., a task sequence for
bowling can be different for two different bowling alleys).
The criteria for completing a task or the characteristics of the task will become the
units of measurement for assessing student performance. For example, the length of
timqa student engages in a card game or the number of activities a student samples
may provide a measure of abilities or preferences.
The level ofteacher intervention (e.g., modeling, physical guidance) can be used as a
criterion for measurement. Teachers might expect that as a student improves in the
performance of a task the need for physical guidance by the instructor will decrease.
The amount of physical guidance required during an instructional period can be an
effective measure of student progress.
Charting assessment data is a method for organizing and evaluating the information
gathered and for demonstrating progress toward objectives.
401
PROGRAM IMPLEMENTATON

Choosing the right leisure and recreation shortterm objectives for an individual
has one consideration not pertinent to other curricular areas. If parents approve of
the targeted skills and the student has the physical capabilities (with the use of
adaptive equipment if necessary), then a primary concern may be exposure to the
skills. Retarded individuals are less often exposed to a variety of activities than their
nonhandicapped peers, and therefore less able to make choices concerning preference. Also, some leisure/recreation skills require some degree of ability before the
activity can be employed.
For example, some people may not enjoy snow skiing until the basic snow
plow technique is mastered. Once some basic skills are mastered, an individual
may still choose not to participate in the activity (e.g., "Why did I learn to ski? I
really don't like being out in the cold and snow."). The short-term objectives
chosen for a student's LEP should provide for exposing the student to a variety of
activities, teaching some of the basic skills, and then allowing a choice of the
activities preferred.

Methods and adaptations for teaching leisure/recreation skills to retarded and other
handicapped learners is an area marked by new and innovative approaches. Professionals in special education and recreation are continually striving to improve upon
existing procedures for teaching varied types of skills. Consequently, skills previously thought impossible for handicapped learners have now become part of the
repertoire of many retarded learners.
The technology to teach such skills exists and has been demonstrated in a
number of research efforts (Johnson & Bailey, 1977; Wehman, 1977b, 1978; Wehman, Renzaglia, Berry, Schultz, and Karan, 1978). Apparently, what remains is
for teachers to become interested in this curricular area.
Structured Versus Unstructured Activities

Some teachers believe that students will grow socially if left to participate freely in
group or individual leisure activities with no interference from adults. In these

situations, the children involved "teach" each other the many socially acceptable
ways to engage in activities, or the individual alone explores new and different
methods ofamusement. Unfortunately, for learners to engage in these unstructured
approaches they must first have mastered basic prerequisite behaviors, a problem
hindering many retarded learners. Conversely, an approach that may facilitate
learning recreation skills by retarded students is to develop activities that move the
individual from a structured setting gradually toward an unstructured one

(Lagomarcino, Reid, Ivancic, & Law, 1984).
Some teachers provide specific times each day when the learners in their
classes can engage in "free time" activities. This free time is often contingent upon
the student's behavior (e.g., if you're good you can have 10 minutes of free time).
Retarded learners who have not learned appropriate play behaviors or who cannot
use free time wisely will have the tendency to engage in repetitious activities with
no objective. For example, a group of severely retarded learners might be observed
thumbing through piles of magazines during their free time, obviously lacking an
objective since they cannot read the magazines and in some cases may not be
looking at the pictures. Free time periods that encourage behaviors such as this or
encourage endless numbers of pegboard tasks may be reinforcing inappropriate
play or leisure behaviors.
Teachers should consider treating free time as a learning experience and
schedule these sessions as if they were teaching an academic skill (Orelove, 1982).
Depending on the functioning level of the students in question, initial activities and
instructional interventions will probably require a good deal of structure. Accordingly, the tasks that the teacher has analyzed for assessment and instructional
purposes will provide the structure necessary to convert free time into more
meaningful experiences. As students gain the skills to actively participate in a
number of games or engage in the appropriate use'of toys, nonstructured free time
can become a time of choice for their enjoyment.
Social Skills and Leisure Activities

Socially relevant skills may best be taught if they are interwoven throughout other
aspects of the program (Gaylord-Ross, 1-laning, Breen, & Pitts-Conway, 1984).
Leisure and recreation activities provide a natural setting for instructing retarded
learners in appropriate social responses. Social skills range in difficulty from simple
greetings (e.g., "Hello") to more complex ones such as hugging friends (e.g.,
discriminating when it's appropriate to hug). Other skills include respecting the
social distance of others, accepting and giving criticism, carrying on simple discussions, requesting items or information from others, and maintaining appropriate
selfcare skills.
When developing task sequences for learning leisure/recreation skills, teachers should include subskills relating specifically to socially appropriate behavior.
For example, a task sequence designed to assist in teaching playground skills could
include subskills such as taking turns, requesting a turn, and carrying on simple
conversations with others. It could also involve learning social skills such as
controlling anger when activities become contested (Kolko, Dorsett, & Milan,
1981).
Another example is teaching mildly retarded students to engage in a variety

of activities at a local YMCA or YWCA. Teaching these students the skills needed
to play in a "pickup" basketball game, lift weights, swim, attend aerobic dance
classes, or play ping pong can be expanded to include more complex social skills.
Requesting assistance from the locker room attendant, dealing with an argument
during a game, and praising others for their good play are all examples of social
skills that can be taught during leisure/recreation activities.
Techniques for Teaching Leisure and Related Social Skills
Proper arrangement of conditions, materials, and teacher behaviors that precede

the student's targeted response may dramatically increase the probability that the
response will be in line with prestated criteria. Appropriate use of consequences,
applied contingent upon the learner's response, will also improve the chances that
that the targeted behaviors will either increase or decrease as the teacher wishes.
These two basic principles of teaching have been cited throughout this text, and
they are equally applicable to teaching leisure/recreation skills.
Arranging antecedent events to teach leisure skills can range from varying the
types and numbers of activities available to matching the most appropriate model
to the student's need (Wehman, 1979b). In a number of studies, Wehman and his
colleagues have discovered, for example, that the proximity of toys to the learner
can account for whether or not the student will engage the objects. In other words,
the closer the leisure materials are to the student the greater the chances are for
"activity" and "spontaneity in recreation sessions" (Wehman, 1979b, p. 79).
There also appears to be some support for materials preference as a factor in
learning leisure skills. Wehman (1978) discovered a definhe'nk-order preference
for certain toys and games among severely retarded learners. If teachers can
discover what particular materials appear to be motivating to a target learner, then
the chances for teaching skills associated with those objects may be greater (Foxx,
McMorrow, & Schloss, 1983).
Finally, a most important set of antecedent events involves the appropriate
application of certain teacher behaviors. The quality of verbal instructions, models, physical prompts or cues, and manual guidance procedures can greatly enhance
student learning (Neitupski & Svoboda, 1982). For example, children often learn
more effectively from models of similar ages; therefore, teachers may wish to use
peer models to teach leisure/recreation skills (Schleien, Certo, & Muccino, 1984).
Consequences, when properly applied, can produce remarkable changes in
student behavior. Depending on whether the behavior is targeted for increase or
decrease, tangible, social, or negative reinforcers can be effective. Punishers would
only be used as a consequence in extreme cases for those behaviors that can cause
injury to others (e.g., hitting another child with a toy) and only after thorough
review by the IEP team. However, most behaviors such as engaging in the task or
learning certain skills will respond to tangible or social reinforcers. The same rule
holds true here as it does for other skill areas: Match the reinforcer to student
preferences and apply it immediately after the behavior occurs.
403
IDEA FILE
There are a number of excellent resources to help teachers by providing additional
examples of leisure and recreation programs and teaching strategies validated by
research studies. The following is a representative sample of topics and authors that
may provide additional ideas:
Techniques for teaching the institutionalized retarded (Adkins & Matson, 1980)
Leisure curriculun for mildly retarded students (Frith, 1980)
Using toys to reduce selfstimulation (Flavell, 1973)
Leisure and recreation curriculum development (Ford, et al., 1980)
Teaching dance skills (Glover, 1979)
Leisure skills as enrichment exercises (Homer, 1980)
Play training and Overcorrection to reduce selfstimulation (Kissell & Whitman,
1977)
Using modeling and social reinforcement to teach leisure skills to mildly handicapped
learners (Schleien, 1982)
Leisure skillscurriculum and methods (Wehman & Schleien, 1981)
Leisure skillscurriculum (Wuerch & Voeltz, 19'82)
ADAPTATIONS FOR LEISURE TRAINING

The majority of retarded learners have the physical capabilities to participate in
most recreational activities, requiring only minimal adaptations on a temporary
basis. For those retarded learners who also have severe motor problems, however,
more sophisticated adaptations will generally be needed before active participation
in a wide variety of activities can be realized.
Generally, the type of adaptations that will be required are specific to the
activity and to the student's needs. Therefore, specific adaptations thatwill work in
all instances are rare. Teachers working with parents, community specialists,
vocational education instructors, and recreation therapists will find that problems
of adapting rmaterials can often best be solved in brainstorming sessions or by
contacting other professionals around the world who may have generatedideas or
devices.
For example, maintaining a tropical fish tank can be a relaxing leisure activity
for some retarded learners. However, there are many details such as water temperature that must be judiciously cared for if the fish are to be healthy and thrive. A
community member interested in this hobby can become a valuable resource. An
individual who has studied the care of tropical fish may be of help in obtaining or
designing a water thermometer with large numbers if the student has trouble
reading a regular instrument. Community specialists may also provide ideas for
adapting other equipment, for instance, an extension to the regulatingswitch of a
fish tank heater so that it can be used by a person who has motor problems.
405
In order to provide readers with some ideas for activity and equipment
adaptations for teaching leisure skills, Bigge (1982) presented a number of case
studies that can be used to stimulate innovative activity modifications by teachers,
parents, and others. A good example can be found in Bigge's description of adapt-
ing photography equipment to meet the needs of a severely physically handicapped learner. In this instance, the 35millimeter camera was mounted on a
tripod and sighted by a person aiding the student. The camera was operated by
means of a 20foot bulb cable release, allowing the student to activate the camera by
pressing the bulb release with his thigh.

In a similar example of equipment and activity modification, Bigge (1982)
discussed a program of therapeutic horsemanship developed in England during the
1960s that began with participants mounting a dummy horse to teach balance and a
feeling for the riding position. The program allowed the participant to move
through a series of activities, initially riding double with a trainer and eventually
riding alone. Adaptive equipment included the use of special hand holds, mounting
ramps, safety stirrups, and a number of other adaptations that might be required by
specific need. Of course, the horses included in a program of this nature would
require special training.
The process of conceptualizing and developing adaptive equipment for dif-
ferent activities is not an easy one. However, if the modification means that
retarded individuals can participate in activities previously barred to' them, then it
may be well worth the effort involved.
Adapted Physical Education

More physical education teachers are specializing in adapted physical education for
handicapped students (Scherrill, 1982). This increase in trained professionals means
that more appropriate support services for classroom teachers are available. Physical
education provided once or twice a week probably will not have a significant effect
on the general health or recreational skill attainment of a retarded learner (Moon &
Renzaglia, 1982). A more intensive program will require close contact between
special and physical educators so that a practice in a number of skills can continue
daily under the supervision of the classroom teacher.
Generally, adapted physical education involves modifying games and exercises to meet student needs. Adams (1981) identified four types of modifications
that may be made: (1) reducing the size of the playing area; (2) using lighter
equipment; (3) slowing down moving objects; and (4) modifying the rules. Each of
these involves making specific changes (e.g., for (1), changing the boundary lines
or increasing the number of players).
To this list of adaptations, teachers may wish to add another important area.
Many retarded learners suffer from overweight, poor health, or a generally lethargic demeanor. Students exhibiting such problems would probably benefit from a
rigorous exercise program such as jogging, swimming, weight lifting, or aerobic
dancing. Classroom teachers may wish to suggest such options to their physical
education counterparts. There are probably many instances where programs of

this nature may be more beneficial to the student's physical makeup and vocational
potential than an adapted game.
KEY CONCEPTS
Shortterm objectives targeted for learners should be chosen to expose them to a
wide variety of activities appropriate for their chronological age group.
Once they have been taught some of the basic skills of the target activities, the
students can be allowed to choose whether or not they want to continue participating.
Behavioral technology assists retarded students in acquiring leisure skills previously
thought to be beyond their capacity.
Leisure/recreation skills should be considered an important part of the curriculum
and should be scheduled for instruction in much the same fashion as academic
activities.
N Learning social skills in relation to leisure/recreation activities can be important for
all retarded students. Mildly retarded learners can benefit from acquiring complex
social skills while engaged in highly motivating activities.
Antecedent behavior techniques such as modeling and guiding can be highly effective when used to assist retarded learners.
Consequences, in particular social reinforcers, are a necessary component of teaching leisure and recreation skills.
Adaptive equipment may be necessary for some retarded learners. In these instances
it may be best to contact an adaptive physical education specialist and physical

therapist for advice.
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Frith, G., & Mitchell, J. (1983). Art education for

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and Training of the Mentally Retarded, 18, 138141.
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(1984). Leisure dance instruction for severely and
profoundly retarded persons: Teaching an intermediate community living skill. Journal of Applied
Lathom, W., & Eagle, C. T. (1982). Music for the

severely handicapped. Music Educators Journal,
68(8), 3031.
Frith, G., Mitchell, J., & Roswal, G. (1980). Recreation for mildly retarded students: An important
Martin, J., Rusch, F., & Laird, W. (1982). Teaching

community survival skills to mentally retarded
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adults. Journal of Special Education, 16, 243262.

Marvin, R. L. (1979). Leisure time activities for trainable mentally retarded adolescents. TEACHING
199203.
Gaylord-Ross, R., Haning, T., Breen, C., & PittsConway, V. (1984). The training and generalization of social interaction skills with autistic youth.
Glover, J. M. (1979). The handicapped can dance,

two! Four steps to smooth their way. Parks and
Recreation, 14, 6266.
Granger, C., & Wehman, p. (1979). Sensory stimulation. In P. Wehman (Ed.), Recreation programming
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versity Park Press.

Homer, R. D. (1980). The effects of an environmental
enrichment program on the behavior of institutionalized profoundly retarded children. Journal of
Horst, G., Wehman, P., Hill,J., & Bailey, C. (1981).

Developing ageappropriate leisure skills in sever-
ely handicapped adolescents. TEACHING Exceptional Children, 14, 1115.
Johnson, M, S., &Bailey,J. S. (1977). The modifica-

Maynard, M. (1976). The value of creative arts for the
developmentally disabled child: Implications for

recreation therapists in community day service
programs. Therapeutic Recreation Journal, 10,
1013.
McDaniel, C. 0. (1971). Extracurricular activities as

a factor in social acceptance among EMR students.
Moon, S., & Renzaglia, A. (1982). Physical fitness

and the mentally retarded: A critical review of the
literature. Journal of Special Education, 16, 269
287.
Neitupski, J., & Svoboda, R. (1982). Teaching a co-
operative leisure skill to severely handicapped

adults. Education and Training of the Mentally Retarded, 17, 3843.
Orelove, F. P. (1982). Developing daily schedules for
classrooms of severely handicapped students. Education and Treatment of Children, 5, 5964.

Schleien, S., (1982). Leisure education for the learning
disabled student. Learning Disabilities: An Interdisciplinary Journal, 1(9), 105122.
Schleien, S., Certo, N., & Muccino, A. (1984). Acquisition ofleisure skills by a severely handicapped
adolescent: A data based instructional program.

Education and Training of the Mentally Retarded,
19, 297305.
Schleien, S. J., Kiernan, J., & Wehman, p. (1981).

Evaluation of ageappropriate leisure skills program for moderately retarded adults. Education and
Schulman, E. D. (1980). Focus on the retarded adult. St.
Louis: C. V. Mosby.
Seaman, J. A. (1973). Right up their alley. TEACHING Exceptional Children, 5, 196198.
Sherrill, C. (1982) Adapted physical education: Its

role, meaning, and future. Exceptional Education
Sinclair, N. (1975). Cross country skiing for the mentally retarded. Challenge, 5, 3335.
Spangler, P., & Marshall, A. (1983). The unit play

manager as facilitator of purposeful activities
among institutionalized profoundly and severely
retarded boys. Journal of Applied Behavior Analysis,
16, 345349.
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ties curricular component for severely handicapped
youth: Why and how. Viewpoints in Teaching and
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Voeltz, L. M., Wuerch, B. B., & Bockhout, C. H.

(1982). Social validation of leisure activities training with severely handicapped youth.Journal of the
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Leisure/recreation: Preparation for independence,
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G. T. Bellamy (Eds.), Design of high school programs

for severely handicapped students. Baltimore: Paul H.
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and time out: A family treatment package for children with aggressive and oppositional behavior.
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Recreation programming for developmentally disabled
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Wuerch, B. B., & Voeltz, L. M. (1982). Longitudinal
leisure skills for severely handicapped learners: The
Ho'onanea curriculum component. Baltimore: Paul H.
Brookes.
CHAPTER THIRTEEN
DEVELOPING CAREER AND

VOCATIONAL EDUCATION
PROGRAMS FOR
RETARDED LEARNERS
The United States has been and will continue to be a work-oriented society. The
perceived worth of individuals is often based on their ability to be productive

members of the group (usually defined by participating in some type of remunerative employment). Society also places values on specific jobs, attaching various
status levels to different occupations. For instance, some people may view sanitation workers as occupying a lower status position than teachers, regardless of the
fact that in some cases sanitation workers earn more money. Consequently, two
factors resulting from societal views may affect career and vocational education
programs for retarded learners: (1) to enhance their worth in society, retarded it1
dividuals must work; and (2) to increase their status in society, retarded persons
must work at higher status jobs.
Although society has such stringent requirements dictating a person's worth,
traditionally it has done very little to ensure retarded learners a place in the nation's
workforce. Federal efforts continue to provide the primary impetus for program
development by attempting to involve business and industry as well as funding
projects designed to improve the technology for teaching vocational skills (Ford,
Dineen, & Hall, 1984). Unfortunately, these efforts have not proved to be widespread at the local level (Brolin, 1983; Langone, & Gill, 1985).
The author would like to thank Douglas Gill for his suggestions and critical analysis of this chapter.
409

One question that must be asked is whether or not all retarded learners must
become part of the competitive workforce. This question is difficult, and it

probably cannot be answered for all individuals. However, the best approach may
closely relate to the principles of Public Law 94142 dealing with the least restrictive environment. Retarded individuals should be assisted in becoming part of the
competitive workforce to the fullest extent possible as allowed by the severity of
their handicapping condition. Accomplishing this may require developing innova-
tive program options such as job sharing and applying systematic educational
technologies to teach the job skills.
A second question involves whether or not retarded individuals can and
should be working at higher statusjobs. This question again is based on individual
abilities and the quality of educational programs available. Substantial evidence
exists from cases documented by the National Association for Retarded Citizens
that retarded individuals excel in many different and complex jobs (Payne &
Patton, 1981). In some cases, professionals may need to redefine the term employment and identify nontraditional job possibilities instead of settling for obvious
prospects such as custodial and dishwashing jobs.
As with any worthwhile program development effort, the first step is to

establish a philosophy including the principles on which the program will be based.
In the past decade, professionals have spent considerable time formulating such
principles. The topic of career education has been emphasized in recent years,
especially in its applicability to handicapped individuals (BrodyHasazi, Salembier,
& Finck, 1983; Cook, 1983). Some of the issues involved in using career education
as a foundation for retarded learners' programs are presented in the next section.
CAREER EDUCATION
Career Versus Vocational Education
Career education and vocational education are not synonymous terms. One way to
conceptualize the two program areas in relationship to each other is to envision
vocational education as having a narrower mission. Career education is broad in
scope, involving such areas as work attitudes, career awareness, and remunerative
as well as volunteer employment and is closely related to all subject areas of the
curriculum (d-Iursh, 1982; Jesser, 1984). Vocational education deals specifically
with occupational preparation. It is tied specifically to needs in the nation's work
force and is a component of a career education program (Clark, 1982). For
example, one component of career education deals with a person becomingfamiliar with the many job opportunities in agribusiness, whereas vocational education
may be concerned with teaching a student the skills necessary for becoming a
feedlot hand on a large commercial cattle ranch.
Although career and vocational education are different in scope they are not
independent areas of the curriculum (Mori, 1979). Career and vocational education
are interwoven, each enhancing the other in all areas. One important distinction
between the two curriculum areas, however, involves their emphasis on specific
age levels of different learners.
CAREER AND VOCATIONAL EDUCATION PROGRAMS
411
A student learns upholstery skills in a vocational education class.
(Courtesy of Glynn County Public Schools, Georgia)

Vocational education, being narrower in focus, generally involves working
with secondary and postsecondary learners. On the other hand, career education is
related to the students' program throughout their school career. An effective

educational program for retarded students should incorporate principles of career
education from preschool through the secondary program and into postsecondary
programs where possible (Gillet, 1983).
What is Career Education?

During the early 1970s, the movement to elevate career education to a more
prominent position in the school curriculum began to gather support (Phelps &
Lutz, 1977). Marland (1971, 1974) presented a number of career education principles, including the importance of schools in preparing students for careers, the
relationship between career education and all curriculum content areas, the importance of teaching work attitudes as well as exposure to career alternatives, and the
need to incorporate career education into curricular options for all age levels. Since
Marland's initial presentation, other professionals have expanded on the concept of
career education to include not only a person's vocational role, but also family
roles, citizenship roles, and, in general, the skills required for daily life in society
(Brolin & Kokaska, 1979; Super, 1976). The expansion of career education continues to have a great effect on the educational curricula of all retarded learners. A
narrow definition of career education focusing only on employability aspectswill
exclude those retarded persons for whom competitive employment may not be
possible. The expanded view of career education can accommodatethe needs of all
handicapped individuals regardless of their age, disability, or severity level

(Cegelka, 1981).
What does career education consist of as it relates to educational program
development? Basically, career education can best be viewed as having two components: ajob-oriented approach closely linked with vocational education (Phelps
& Lutz, 1977), and a life-centered approach closely linked to independent living
skills (Brolin, 1978; Brolin & Gysbers, 1979; Kokaska & Brolin, 1985). The first
component allows learners to become aware of potential employment outcomes,
levels of training within each, arid the duties required of individuals undertaking a
particular career (Fell, P.ak, & Klien, 1982). As students continue through school,
career exploration activities allow them to sample experiences and tasks associated
with particular types ofjobs. Finally, career preparation involves the vocational
education component, teaching a learner entrylevel job skills in a specific area.
Job-Oriented Approach
Throughout the school curriculum, the learner can participate in awareness, explo-
ration, and preparation activities in relation to the following 15 occupational

clusters. (These 15 occupational clusters represent 20,000 job titles located in the
Dictionary of Occupational Titles, 1977).
Agribusiness and natural resources
Business and office occupations
Communications and media
Consumer and homemaking occupations
Construction
Environmental occupations
Fine arts and humanities
Health occupations
Hospitality and recreation

Manufacturing occupations
Marine science
Marketing and distribution
Personal services
Public services
Transportation
A thorough career education program allows students to become familiar with

aspects of employment in the 15 cluster areas as well as relating academic skills and
work attitudes to the requirements of specific jobs.
Life-Centered Approach
A second and equally imfortant component of career education is the competencies required for life-centered goals relating to specific occupations. Brolin and his
associates (Brolin, 1978; Brolin & Kokaska, 1979) developed a comprehensive
curriculum framework that includes skills under three areas: daily living skills,
personalsocial skills, and occupational guidance and preparation. This approach is
based on the belief that career education includes not only paid employment but
also volunteer work, appropriate use of leisure time, use of community resources,
and independent living skills (Hoyt, 1977). A broad approach includes all handi-
413
learners in career education programs regardless of their developmental

level. Brolin's three areas of curriculum separate program options,but the components are interwoven with all other curriculum areas (e.g., academic skills, physical
education). The basis for this career education approachrelates to the emphasis of
capped
this text on teaching community-valid skills.
Brolin (1978), Brolin and Kokaska (1979), and Kokaska & Brolin (1985)have
identified the 22 competencies in daily living, personalsocial, and occupational
areas that potentially can be included in a lifecentered curriculum. For example,
daily living skills include competencies relating to familyfinances, home management, caring for children, and leisurerecreationtime. Personalsocial skills include
the application of problem solving skills, interpersonal skills, and socially responsi-
ble behaviors. Finally, occupational guidance and preparation include development of skills directed to potential employment, both paid and unpaid.
These broad competency areas need to be developed into more specific areas.
Brolin (1978) has presented the framework for this competency analysis byidentifying 102 subcompetencies. Interestingly, various states across the country are
beginning to follow suit by developing competency-based education programs
including skills that all learners need in order to survive in community environments. Therefore, one trend in education is to emphasizeskills readily applicable to
daily living.
Career education is not completed when a student leaves secondary school.
Retarded students, in particular, need more time to learn skills. Professionals are
becoming more interested in increasing the roles of postsecondary technical
schools and community colleges in the lifelong learning process of handicapped
individuals (Brolin & Elliott, 1983).
VOCATIONAL EDUCATION
Vocational education has not always been used effectively in developing programs
for retarded learners. Generally, vocational programs for retarded students have
consisted primarily of two options: work-study programs and sheltered work-
shops (Payne & Patton, 1981). These programs arebased on the separation principle, clustering students together for instruction. For example, work-study proajob
grams generally train leariers to perform a specific series of tasks constituting
such as a dishwasher. Once the student is trained and employed as a dishwasher,
the support system is removed, limiting possibilities for other placement options.
Placement in sheltered workshops follows the same lines, yet is more restrictive in nature. This option is based on the belief that retarded persons either cannot
compete in thejob market or need further training before participating in competibecome
tive employment. Unfortunately, sheltered workshops have generallytasks
for
terminal placements involving the completion of low-level, repetitive
have only
very little, if any, remuneration. In either case, the programs generally
to view these
minimal input from vocational educators. Therefore, one way

options is to classify them as programs emphasizing prevocational skills.
What Is Vocational Education?

Vocational education involves the teaching of entry-leveijob skills in any of seven
major program areas: agriculture; distribution; health; home economics; office;
technical; and tradeindustrial education. Each of the major areas is divided into
subcategories; for example, home economics can include child care, food services,
and clothing. Therefore, a large number of skills across the seven program areas
can potentially be taught by vocational educators. In order to narrow down the

number of options presented by any one vocational program area, professionals
stay in close contact with their local job market so that courses reflect the types of
employment opportunities available. For instance, one part of a state may have a
concentration of one particular type of industry, creating a need for specific job
skills. A vocational education program should be geared to those needs.
Before the series of legislative mandates of the 1970s, mentally retarded
students were almost never included in regular vocational education classes. Vocational educators who were interested in working with these learners would do so in
classes usually comprised of all mildly retarded students. In 1976, the new voca-
tional education regulations (P.L. 94-482) were written to coincide with the
Education for All Handicapped Children Act (P.L. 94-142). With this legislation
came increased funding designed to stimulate the deyelopment of new vocational
program efforts for handicapped learners.
Interest has been stimulated among professionals for developing appropriate
program options; however, the actual number of retarded learners participating in
these programs appears to be minimal. Students included in vocational education
classes are almost exclusively mildly retarded.
Quantity Versus Quality

The effort of teachers to increase the number of retarded learners in vocational
classes is a real concern. On the other hand, an increase in the quantity of program
options available may not affect the general employability of retarded learners over
the long haul. Consequently, practitioners should consider addressing any prob-
lems that adversely affect the quality of program development. Identifying a

common denominator among quality programs in the area ofvocational education
for retarded learners is the first task. This task requires teachers from special and
vocational education to cooperatively plan and implement effective program op-
tions. Albright and Preskill (1981) discovered that of the sampled vocational
educators who had handicapped students in their classes, fewer than half were
ever consulted during the IEP development process. Furthermore, once handicapped students were enrolled in vocational education, only 13% of the instructors
sampled had contact with other practitioners (e.g., special educators) who could
provide instructional support.
A primary concern of special education teachers should be to develop effective working relationships with vocational educators. These "working relationships" go beyond cooperative agreements among special education, vocational
CAREER AND VOCATIONAL EDUCATION PROGRAMS 415

education, and vocational rehabilitation specialists and the surface roles they de-
fine. Teachers can informally implement, on a daily basis, strategies that result in a
reciprocal rather than a cooperative relationship. This way, each teacher in the
team benefits from the skills of the other. Teacher training programs can help
professionals gain these competencies by providing activities that include represen-
tations from special education, vocational education, and rehabilitation (Clark,

1984).
KEY CONCEPTS
Teachers should initially be concerned with three factors currently existing that
may have an adverse effect on the ultimate employability of retarded learners:
1. Very little, if any, attention is being given to career related or specific prevocational
skills prior to secondary programs.

2. Only a small percentage of vocational educators are included in the IEP development process.
3. The percentage of vocationally related objectives on IEPs is, at best, minimal
(Pyecha, 1979). These factors should provide the special and vocational educator
team with a jumping-off point for developing a sound philosophical program
base.
Career education and vocational education are separate program components. Vocational education is a part of career education, and it attempts to teach entryleveljob
skills in a variety of employment areas.
Career education is broader in scope, including awareness and knowledge of many
different employment areas and learning good work habits. This area has been
expanded in recent years to include for handicapped individuals their roles as family
members, individuals, and citizens.

Legislative efforts have mandated increased enrollment of handicapped students in
vocational education classes.
An increase in the number of high quality vocational education programs for

retarded learners will require a closer working relationship between special and
vocational educators
CAREER AND VOCATIONAL PROGRAMS: THE IEP

Unlike some other areas of the curriculum, developing vocationally related programs requires from the beginning, close contact among teachers from different
disciplines. Before a community needs assessment can be implemented, a program
philosophy for a given learner must be agreed upon by those involved in its design.
Therefore, two additional considerations must be addressed prior to beginning

steps one and two of the curriculum development process.
One question teachers should answer concerns when to begin the cooperative
or team effort (Gill& Langone, 1982). In practice, vocational educators included in
the IEP development process may not formally meet their special education
counterparts until the meeting begins. Professionals who begin working together
prior to the IEP staffing have a better chance to develop high quality program
options. Professionals attempting to design a program in a time space of a 1-hour
meeting may develop inappropriate program goals such as "The student will
participate in vocational home economics."
The special/vocational educator team must meet informally prior to the IEP
staffing in order to complete tasks vital to effective program development. This
relationship continues throughout the development and implementation stages.
The emphasis, however, should be on the concept of laying the groundwork before
a formal staffing is convened. The tasks targeted for completion by the dual educator
team are activities relating to identifying program goals, including establishing a
program philosophy, identifying potential employment outcomes, and assessing
present levels of vocational performance.
Establishing a Program Philosophy

An important step for special and vocational educators is to establish a sound
philosophical base on which to build the learner's program (LEP). The importance
of identifying ecologically valid reasons for teaching skills to retarded learners was
presented in Chapter Three. That discussion is particularly important when considering both career and vocational education program goals.
For example, some professionals may feel the role of vocational education is
to develop "craftsmen," those who are proficient at high-skill-level employment
(e.g., plumbers). This philosophy may create negative attitudes toward enrolling
many retarded learners in these programs since the prospect of their obtaining all
the highlevel skills necessary to be craftsmen is low. Similarly, if elementarylevel
special educators feel that their students are "too young" to participate in career
education activities (e.g., awareness and prevocational skills), a major stumbling
block is placed in the path of later program development.
At the ihitial level of program development, the following questions must be
answered: "Why should a given student be enrolled in x program? Or, why does a
given student need to learn these targeted skills?" To answer these questions both
special and vocational educators must work together to identify what skills are
most appropriate based on three general stages: (1) occupational readiness, the
development of those skills that apply to any occupation; (2) occupational preparation, the development of those skills that apply to specific occupations; and (3)
occupational enhancement, the development of those skills that apply to an individual job site (Oetting & Miller, 1977). There are other theories of adjustment to
employment; however, the Oetting and Miller steps are concise and easily applicable to retarded learners. These three guidelines assist teachers in matching the needs
417
ofthe individual retarded student to some component within stage one and possibly
into components of either stage two or stage three, depending on the learner's
strengths or weaknesses.
The first stage, occupational readiness, corresponds very closely to the
principles of career education, including the curricular areas of independent living
skills, interpersonal skilh, leisure/recreation skills, career awareness, career exploration, and prevocational skills including areas such as work attitudes. Any retarded learner, regardless of age or severity level, can be included at some stage of a
lifecentered career education program. When students' skills have reached a level
of proficiency identified by both special and vocational educators, it is possible that
the philosophical base of the program will stress either occupational preparation or
enhancement.
At this point, it may be helpful for teachers to view how the expertise of each
professional comes into play when developing a program philosophy for specific
learners. When targeting career-educationrelated objectives, the primary responsibility for program implementation will be in the hands of the special educator.
Yet, the technical knowledge of the vocational educator will be vital on a consulting basis. For example, the vocational educator can help to define the types of skills
considered as readiness for certain vocational options and under what conditions
the skills will be required, while the special educator has the skills required for
assessment, instructional, and behavioral intervention with retarded learners.

Combining the skills and expertise of both educators will provide a broader base
for developing the program philosophy.
KEY CONCEPTS
U
The areas of occupational readiness, preparation, and enhancement are closely

related. For many retarded learners they cannot be used aS prerequisites for each
other. For example, a retarded learner who has not mastered all the readiness skills
can often be placed in a vocational preparation option, learning the readiness skills in
conjunction with the actual job skills.
U Homer and Bellamy (1978) cited a case in point where learners having difficulty in
obtaining certain prevocational skills could benefit fromjob training in community
work sites.

One of the more important tasks during the pre-IEP meetings is to analyze the
employment needs of the community and match those needs to the program goals
of a specific student. A major barrier to identifying appropriate employment

possibilities for retarded learners may be an overreliance on traditional jobs (Bellamy, Sheenan, Homer, & Boles, 1980). Most special education teachers may be
unaware of the wide range of employment possibilities in their own communities

or may not have a working knowledge of what skills are required to be successful at
a particular job (Alper, 1981). At the same time, vOcational educators may view
retarded students as being unable to learn the skills necessary for becoming a skilled
laborer. Working as a team can provide insight in two ways: (1) the special
educator can provide the knowledge and skills to demonstrate that retarded learn-
ers can accomplish complex tasks previously thought impossible, and (2) the
vocational educator can provide knowledge of potential employment outcomes as
well as contacts in the community for becoming familiar with the skills involved
in each job. (At this level the vocational rehabilitation specialist can also be a
valuable asset to the team in a consulting capacity.)
A job search should not be limited in scope. Many alternatives should be
discussed, including those similar to the ones developed by Brown and his associ-
ates (1979, 1979b). For example, job sharing is one alternative in which two
handicapped individuals with complementary disabilties work together to complete one job.
Identifying jobs that currently do not exist should also be a priority. Brown
(1981) presented an example of identifying new jobs in a hospital setting. In this
instance, the job of a hospital pharmacist was analyzed, and it was found that the
pharmacist spent a disproportionate amount of the day performing routine tasks
such as unpacking medical itemsa decidedly inefticient job for a highly trained
professional. Accordingly, a severely handicapped individual with multiple disabilities was trained to perform the unpacking task, eventually resulting in a
parttime paid position for the student and increased efficiency for the pharmacist.
There are a number of other alternatives for employment opportunities for
Learning vocational skills in a community setting such as the

hospital maintenance room. . (Courtesy of Glynn
or hospital dietary section can result in a paid position.
(Courtesy of Glynn County Public Schools, Georgia)
retarded learners that can be considered by the dual educator team. One viable
alternative may be to identify nonpaid positions such as community volunteers.
Volunteering can benefit retarded learners in a number of ways. First, individuals
who traditionally have spent their lives engaged in nonproductive activities (e.g.,
self-stimulation, inappropriate social behaviors) can have the opportunity to contribute to the needs of others. Second, volunteer positions allow for vocational
training in a realistic community environment or for generalizing skills learned in a
school program. Finally, a program of this nature helps demonstrate to other

community members the skills and hidden potential of these students.
IDEA FILE
Special and vocational educators need to become familiar with the increasingly
prevalent technological advancements designed to assist handicapped persons in
performing job tasks (Brolin & D'Alonzo, 1979). Cegelka (1981) has provided
examples of some of the recent technology such as the following:
1. Light sensors to assist blind garmentsnap machine operators to engage the machine at certain points in the assembly process.
2. Electronic aids that can be activated by sound or by using head wands, allowing
access to devices such as tape recorders, cameras, and telephones, and opening
the door to adapting industrial machines controlled by switches and mechanisms
other than those traditionally available.
419
3. Computer systems that can be used to match a person's abilities to an unlimited

number of potential employment opportunities. In addition, the potential for
using computers to assist handicapped persons in their daily activities on the job
has yet to be fully explored (Flanagan, 1984; Nave, Browning, & Carter, 1983).
At this level the best method for exploring the various technological advances
is to contact various vocational rehabilitation specialists. The most uptodate
information will probably be available from state-level personnel; however, in
many cases the local rehabilitation counselor will have this knowledge and can
assist the dual educator team on a consulting basis.
Actual potential employment outcomes can be gathered during the community needs assessment. The CNA can be designed to gather information on the
types ofjobs available and to sample opinions of community members concerning
their needs (see Table 13.1). In addition, parent preferences concerning their
students' occupational roles and, whenever possible, the opinion of students in
regard to their future should be gathered.
Job Analyses
The teachers' first task should be to conduct a series ofjob analyses. These analyses
involve becoming familiar with various workers and the daily routine their jobs
TABLE 13. 1 Community Needs Assessment Form Listing Potential Employment Outcomes*
Potential Employment Outcome
Subenvironment
Employer
Barns Crab Factory

Barns Crab Factory
Backing crabs
Custodian
Crab room
Bathrooms
Heading shrimp
Housekeeping
Shrimp room
Patient rooms
Barns Crab Factory

Smith's Nursing Home
Halls
Rooms
Halls
Ye Olde Motel
Housekeeping
Food wrapper
Food server
Line worker I
Tire mounting & balance person
Feedlot hand
Offices
Lobby
Dietary
Section A
Barn
* Items from the Glynn County, Georgia, School System
Community General
Hospital
Commercial Industries
Tire World
Miller's Farm

entail. The person conducting the survey observes the workers, recording what
they do. One quick measure of a community's employment needs can be obtained
from state labor department statistics; however, additional factors must be considered such as new jobs or nontraditional employment not included in such reports.
The goal is to identify what potential employment opportunities exist under each
of the 15 occupational clusters. The potential opportunities are many, ranging

from jobs that involve entry-level unskilled qualifications to professional requirements.
The next category of information concerns the background of the workers
employed in the identified occupations. Information at this level should include the
type of preparation a worker needs for a job and any changes in preparation
requirements from employer to employer. Information such as the locations of
employment possibilities, transportation requirements, and the type of supervision a worker receives on the job is also desirable (see Table 13.2).
Finally, a complete skill sequence of the job itself is an important requirement. This task is accomplished by recording each skill exhibited by the worker
and classifying the skills according to whether they are motor or academic. An
activity of this nature allows teachers to visualize how similar skills can be included
in a school curriculum. This phase of the process helps identify portions of a

person's job sequence that can be completed by a handicapped learner or whether
the job can be completed by two handicapped individuals working together (see
Table 13.3).
Using Volunteers or Aides to Gather Data
Although the benefits of gathering community assessment information are apparent, the time required to complete the process can become a burden. Teachers have
TABLE 13.2 Sample Task Sequence ofa job Including Additional Information and
Community Resources*
Environment: Barns Crab Factory

Subenvironment: Crab room
job: Crabber
Community Resource: Joe Barns (Supervisor)
Special Considerations: Must have transportation to and from work. No bus system available;
carpool required.
No special equipment needed.
1. Obtain one crab.

2. Remove back and place in "back" basket.
3. Remove legs and place in "leg" basket.
4. Place body in "body" basket.
5. Repeat process.
* From Glynn County, Georgia, School System
421

TABLE 13.3 Sample Task Sequence of a Job Including Additional Information and
Community Resources*
Environment: Smith's Nursing Home

Subenvironment: Patient's room
Job: Housekeeping
Community Resource: Ms. Rebecca Meirose
Special Considerations: Change bed when patient is out of room.
1. Take fitted sheet from stack.

2. Unfold sheet on bed.
3. Grasp bottom of sheet with both hands. Pull bottom of sheet to bottom of mattress.
4. Place right corner of sheet over corner of mattress.
5. Place left corner of sheet over corner of mattress.
6. Place top right corner of sheet over corner of mattress.
7. Place left corner of sheet over corner of mattress.
8. Spread out wrinkles.
9. Take top sheet from bed.
10. Unfold on bed.
11. Spread over bed.
12. Grasp bottom of sheet (Name) hem and pull to bottom of mattress.
13. Center, straighten, and smooth sheet.
14. Grasp top of sheet to pull to top of mattress.
15. Center, straighten, and smooth sheet.
16. Tuck bottom of sheet under bottom of mattress.
17. Tuck bottom right corner of sheet under corner of bed.
18. Tuck bottom left corner of sheet under corner of bed.
19. Take spread from chair.
20. Unfold spread.
21. Grasp bottom of spread with both hands and pull to bottom.
22. Center and smooth spread.
23. Pull top spread to top of bed and smooth.
24. Pull top of spread back to twice width of pillow.
25. Take pillow from chair.
26. Place pillow on bed lengthwise in front of body.
Hold one edge of open pillowcase.
27. Grasp in each hand. Pull pillowcase over bottom of pillow about 4 inches.
28. Pull pillow up against chest, holding it with chin.
29. Shake pillow down into case.
30. Lay pillow at top of bed.
31. Fold spreal over pillow.
32. Smooth out wrinklesl
* From Glynn County, Georgia, School System
the option to gather this information using other resources. One possibility is to
use volunteers such as high school students or members of service clubs. A cadre of
community assessors can be trained with only a minimum investment of time.
Aides and paraprofessionals can also be taught to identify potential employment
outcomes and become adept at gathering information.
In most cases, teachers need to become more familiar with what is available in
the community because some firsthand observation is necessary for the individual
providing direct instruction to students and coordinating the program design.

Therefore, teachers and administrators should strive to arrange schedules that will
free the dual educator team to explore thes areas.
IDEA FILE
Approaching employers in the community requires careful planning, combining
the talents of many individuals within the school system. In an ongoing project
with the Glynn County School System, Brunswick, Georgia, the author found
that the best results were obtained when a team representing the school district
approached employees. This team can include a variety of members, but generally
is best comprised of an administrator and the teachers who will implement the
program.
There are no set rules for the size of this team; however, between two and
four members should be adequate. The administrator must have the power to
commit the necessary resources (e.g., transportation) and be able t9 discuss issues
such as liability. Teachers can provide information such as the skills the students
can perform and the techniques that will be used to teach new skills.
Liability is the main issue that people such as administrators in schools and
community members will always raise. Again, there is no specific answer as to
how to handle this issue. The approach taken in the Glynn County Schools and one
that has been taken elsewhere in the nation is to treat liability for these programs as
it is treated in other off-campus school programs such as away football games and
cooperative vocational workstudy programs. Essentially, the school district is
always responsible for the students in offcampus activities occurring during the
school day. The community-based instructional programs highlighted throughout this text are viewed as moving the classroom from the school building to the
community, thus keeping the liability for the students in the hands of the school
district.
In some instances, teachers may need to use their own vehicles to transport
students to the site where instruction will occur. One way to handle this is that
liability is first covered by the teachers' insurance and anything not covered by
personal policies is handled by the school district's policy. These issues should be
discussed and settled prior to approaching community employers.
Advisory groups can also be a source of information. Most vocational

education programs presently have community advisory groups comprised of
local employers. Special educators can make use of these resources by attending
these meetings with their vocational education counterparts.
For example, a CNA may identify at least 10 potential employment outcomes related to vocational agriculture in a rural location (Langone & Gill, 1984).
423
For each of the 10 employment possibilities, information will have been gathered
pertaining to specific job skills, training needs, pay plus benefits, transportation
required, and any other considerations necessary to complete the job analysis. At
this point the special educator can begin to relate the data to existing curricular
components or components that need to be developed. At the same time, the

vocational educator learns more by discussing with the special education teacher
the real capabilities of retarded learners in relation to specificjobs. In either case, the
goal at this level is to identifyjobs and resources available in the community so that
the eventual objectives included in the learner's IEP are valid and based on realistic
options.

Identifying potential annual goals in vocational areas differs sonewhat from
identifying goals for academic skill. The annual goals teachers choose relate
specifically to the potential employment outcomes orjob training sites identified in
each community. Figure 13.1 includes a list of potential job sites that may be
appropriate for students ranging from mildly to severely retarded. From this list
and other sources generated by teachers in their own geographic area, annual goals
such as the following can be written:
1. Completes all the tasks required for a dietary aide in a nursing home.
2. Completes all the tasks required of a stock person at a local pharmacy.
Many mildly retarded learners and some moderately retarded learners may
participate in vocational education classes. Special educators can meet with voca
1. Hospitals
2. Churches
3. Community colleges
4. Technical schools
5. Grocery stores
6. Department stores
7. Pharmacies
8. Banks
9. Various industries
10. Pizza restaurants

11. City, county, and state
government buildings
12. Various small businesses
13. Nursing homes
14. Private homes of
homebound elderly
15. Private apartments
FIGURE 13.1
Examples of Nonpaid Work Training Sites in a Local Community
425
tional education teachers and outline some potential annual goals such as the
following (Langone & Gill, 1984):
1. Reads major technical vocabulary words presented in the building trades course.
2. Mixes mortar.
3. Measures to the inch.
4. Completes all the tasks required of a feed lot hand in the agricultural education
course.

Translating goals into potential shortterm objectives involves describing in measurable terms what the student is expected to accomplish. This process has been
described previously, so only one example is presented here.
Outcome: The student will complete the five tasks comprising thejob description of a
feedlot hand.
Context: At the agricultural class work site.
Criteria: For 5 consecutive days, based on instructor's criteria lodted on the skill
sequences for each task.

The strategy at the assessment level is to identify a student's current vocational
performance. Information concerning a retarded learner's strengths and weaknesses must be gathered prior to the initial IEP staffing. These data relate to
vocational goals and objectives. One of the first tasks at the assessment level is for
the special educator to demonstrate how target skills in a vocational sequence
might be learned without academic proficiency. Here the information from the
community analysis is useful because of its documentation of the extent to which
academic skills are needed by specific workers. Jobs with high academic qualifications may be discounted if adaptations cannot be made.
Assessing the learner's present level of vocational performance relates specif-
ically to the kinds of skills x4eeded to achieve a target job. Preoccupation with
specific academic skills only serves to exclude the majority of retarded learners
from vocational program options. Instead, the primary goal of the dual educator
team is to gather information about students' strengths and weaknesses in order to
adapt methods and materials designed to teach designated vocational skills.
Standardized Tests
Standardized vocational assessment batteries generally assess both aptitude and

interest. Aptitude tests are used to predict how a person will perform at certain
jobs, often resulting in a prediction of success or failure. Vocational interest

inventories are designed to sample an individual's preferences for variousoccupational options over others. There is a place in the overall scheme for standardized
instruments such as these; however, at the stages of occupational readiness and
preparation they may not provide the best information (Langone & Gill, 1986b).
There are a number of reasons why standardized vocational measures may
not be the most appropriate way to measure present level of vocational performance. They often include high reading requirements and a bias toward males and
people from a middle socioeconomic background (Brolin, 1976; Payne & Patton,
1981). Equally important are the facts that retarded learners typically generalize
skills poorly and have, at best, a limited experiential baekground.
Since retarded learners have a great deal of difficulty generalizing skills, the
results of tests designed to predict success on ajob site may not be useful. The dual
educator team is concerned with a student's performance in a given vocational
class; therefore, the assessment system should be developed and implemented in
that setting.
Similarly, retarded learners often have limited experiences due to the shel-
tered lives many of them lead. Results from interest inventories will probably
provide only limited information. The learners may answer questions in relation to
the way they view popular occupations, usually thpse seen on television. Ques-
tions about a job they have not come in contact with may not yield a response.
Accordingly, when designing their assessment options the special and vocational
educator team would attempt to arrange observations of the learners in different vocational settings, noting how they react to different jobs.
Techniques for Assessing Vocational Performances
Assessment activities yielding more useful information involve direct measurement of operationally defined prevocational behaviors, information from prior
vocational or occupational experiences, results of exploration activities in and
among various regular vocational programs, and vocational education performance samples.
First, a list of prevocational skills agreed upon by the dual educator team
should be developed and converted into performance objectives. For example, the
teachers may cecide that a student needs to be able to follow directions, locate basic
tools upon request, have the manual dexterity to assemble and disassemble
threaded machine parts, and meet minimum requirements in proper dressing and
grooming.
The technical expertise (knowledge concerning the specific skills) is supplied
by the vocational teacher, whereas the assessment techniques (direct measurement
of learner behaviors) are supplied by the special educator. Take, for example, the
skills involved in locating basic tools. The vocational teacher can set up the
situation by identifying the tools important for the student to be familiar with. At
the same time, the special educator can design a simple frequency count tally
system and charting mechanism used to monitor student progress on the task.

Although this is a simple example, it should provide the reader with an idea of how
a cooperative assessment may work. Assessment activities can range from simple
ones such as the example just given to complicated activities involving the useof
machinery or a detailed skill sequence. In any case, the expertise of more than one
teacher is needed before the data gathered will be useful.
Whenever possible, a good rule of thumb is to collect multiple samples of a
learner's behavior. This process can be accomplished by combining skills to form a
sequence and then assessing the completion of the sequence by the student in the
vocational education class, the special education program, and the community. For
example, the dual educator team may decide that an important prevocational
behavior is the ability of students to compare their work to a preestablished
criterion (quality control). In this case, work activities can be structured in both
special and vocational classes as well as in community sites, with teachers observing the extent to which the student can accomplish these skills under a variety of
conditions.
KEY CONCEPTS
The community needs assessment assists teachers in locating resources in the community that can take three forms: people to provide technical expthtise, locations for
job sites, and volunteers to help teach students.
Special educators, vocational educators, and rehabilitation specialists work together
to identify community resources.
Locating traditional jobs is only one aspect of CNA. Teachers must look for
components of existing jobs that retarded students can learn to perform. This
approach, developed by Brown (1981), is similar to his concept ofpartial participa-
tion. Looking for the components of a job that tend to make a worker less than
efficient and then teaching a retarded learner to complete those components can be a
good selling point when approaching employers.

Volunteer positions are an excellent vehicle for training retarded learners in vocationally relevant skills.
Community volunteers such as regular education high school students can be used to
help gather CNA information.
Attending meetings of advisory committees used by vocational educators is one
method of meeting employers.
Potential annual goals and short-term objectives are developed from the information
gathered during the CNA.
Standardized vocational assessment tests are designed to obtain surveylevel data.
They can provide a general assessment of a student's interests and aptitudes.
These assessment devices may not provide the best information for retarded learners
because of the limited experience these students have and the difficulty they have in
generalizing skills.
Task analysis of the target vocational objective may be the best vehicle for assessing
the skills of retarded learners.
427
PROGRAM IMPLEMENTATION
Once the initial groundwork is completed by the dual educator team, a clear
picture will have developed of students' needs (including strengths and weaknesses) in relation to available employment options (either competitive or noncompetitive). At this stage the JEP committee will be ready to convene in order to
study the information and make judgments concerning which areas to emphasize
in setting objectives and what support services will be required. For example, the
special and vocational educator may have identified a number of potential employment outcomes existing in vocational agriculture in their location. After delineating the crucial prevocational skills generic to these jobs and assessing the student's
skill performance, the teachers may submit the following annual goal to the IEP
committee for approval: "The student will be able to meet performance criteria
for entry-level job skills in one or more of the potential employment options in
vocational agriculture (listed from the community needs assessment)."
The committee has the option to choose, based on assessment data including
parent and student preferences, which of the potential employment outcomes is
applicable or advantageous for the retarded learnr to pursue. The annual goal
might then read, "The student will meet the minimum criteria needed to perform
the job of feedlot hand" (Langone & Gill, 1984).
The next phase of the IEP meeting involves developing or approving shortterm objectives. These shortterm or behavioral objectives are usually available if
the dual educator team has analyzed the program goals. Continuing with the
feedlot hand example, the student will have to learn such skills as tending cattle,
feeding cattle, maintaining facilities/equipment, keeping necessary records, and
producing feed. The IEP committee can take these skill areas and convert them
into performance objectives.

The next task involves joining the efforts of both teachers to modify the curriculum. This means that the relationship between the teachers must continue beyond
the IEP devalopment stage and throughout the implementation stage. Therefore,
the teachers should consider developing daily implementation plans that involve
teaching specific skills in one class and enhancjng the same skills in the other class.
In the feedlot hand example, the learner needs a number of skills to complete
this job, including filling feed troughs with mechanical equipment, providing
proper amount and quality of water, and mixing feeds plus additives. Each of these
subskills can be analyzed into smaller chunks of instruction. For example, mixing
minerals entails locating the appropriate items, determining correct amounts of
each mineral, placing measured minerals in a central container, mixing the minerals, and placing the minerals in the location available to the cattle.
Using this system of parallel teaching (Langone & Gill, 1985), one teacher
Special education and vocational education teachers can work together to make
parallel teaching an effective instructional strategy. (Courtesy of Glynn

instructs the learner in areas complementing the skills concurrently being taught by
the other teacher. Therefore, if the vocational educator is teaching a retarded

learner to mix minerals, the special educator will be teaching the same learner a
complementary skill such as mixing various amounts of liquids. Similarly, if the
special educator is teaching the use of a calculator for computation skills, the
vocational educator can concurrently be teaching the application of calculators to
problems within the target vocational sequence.
Special educators should be aware of some specific strategies or activities that
may facilitate an effective reciprocal relationship with vocati6nal educators. The
following suggestions are designed to enhance the development of appropriate
career and/or vocational programs for retarded learners.
1. Getting to know as many vocational educators in the school as possible is an
important first step. Demonstrating a genuine interest in their programs, including the content of their courses and the types ofemployment possibilities for which
they train their students, can facilitate this relationship.
2. Requesting release time during the school day to observe vocational programs
provides a better indication of the types of behaviors retarded learners will require
in order to participate in those programs.

3. Asking vocational educators to visit special education classes to observe retarded
learners in that setting helps them get a better perspective of the skills of these
students. This activity, if carefully structured by the special educator, can also act
to desensitize vocational teachers to various handicapping conditions. This op-
429

portunity allows the vocational educator to observe activities and suggest other
curriculum exercises reflecting prevocational skills.
4. Requesting vocational educators' assistance in conducting an intensive community
needs assessment results in better information. Their role can either be active
(making community visits with the special educator) or more of a consulting
nature (suggestions concerning whom to contact in the community). In any case,
working with a number of vocational educators is necessary for gathering data in a
number of occupational areas.
5. Mobilizing classroom aides and volunteers can help in conducting communityjob
analyses. These individuals can obtain information about potential employment
outcomes and help translate these skills for classroom instruction.
6. Being more aware of how workers conduct themselves in the performance of their
jobs assists in developing curricula. For example, when eating in a restaurant or
attending a movie, jotting down the kinds of skills employees in these types of
establishments exhibit helps increase awareness.
7. Assisting vocational educators in modifying their curricula may first involve
posing clarification questions. For instance, when developing behavioral objectives asking for specifics such as the type of equipment needed to complete a task
and the conditions under which the student will perform certain skills is an
example. Also, it is important to assist vocational educators in requesting the most
appropriate information about a learner. A rea,ding score on a diagnostic reading
test may not be an appropriate criterion for success; however, the ability to read
technical vocabulary may be a better indicator of success in a vocational program
(Gardner & Kurtz, 1979).
8. Options for overcoming scheduling constraints have to be developed in order for
the program to be successful. Career and/or vocational program options, to be

effective, must be designed to meet the needs of the student. Therefore, innovative
program options such as allowing students to spend time in more than one
vocational program, using flexible schedules, will require careful planning.
9. Keeping close ties with vocational rehabilitation specialists will help teachers
maintain awareness of technological breakthroughs that may be of benefit in the
vocational training of retarded learners and in finding muchneeded resources.
Strategies for Teaching Vocational Skills to the

Severely Handicapped
Vocational programs for the handicapped should incorporate options for all learners, regardless of severity level. Earlier in this chapter the topic of identifying
nontraditional employment possibilities was described. Nontraditional jobs in-
volve options such as job sharing and identifying new jobs that usually are a
subcomponent of an existing job (Brown, Ct al., 1979a, 1979b). During the initial
stages of program design for this population, the hardest task is to convince other
professionals that these and other suggestions are viable. The more severe the
handicapping condition, the more the responsibility for program implementation
falls to the special educator.
431
IDEA FILE
Pairing retarded learners with elderly people who need help to survive in their own
homes can be an excellent way to teach vocationally related and life skills while
performing a needed service. A program in the Glynn County Schools, Brunswick, Georgia, was developed through the efforts of the author, the school district
personnel, and eight social service agencies identifying homebound elderly who
desperately need assistance with tasks such as yard and housework, cooking simple
meals, home maintenance, and paying bills. Teachers from the school district take
small teams of retarded learners to the homes of these individuals, train them in the
identified tasks, and maintain the tasks during the school year.
A program of this nature has many benefits such as the following:

1. Students are learning meaningful skills that they will eventually need to become as
independent as possible within the community.

2. Generalization of skills is facilitated because students are coming in contact with a
variety of materials and equipment in many settings (Langone & Westling, 1979).
3. Many related skills can be taught in conjunction with the home management skills.
For example, students can also be taught community mobility and functional
academic skills while they participate in the program.
4. Communityvalid skills are being taught in realistic environments.
5. Public relations for such an effort can open other doors in the community,
potentially resulting in additional work sites in business and industry.
6. Retarded students are also learning to help others less fortunate than themselves
and to improve their social skills.
Beyond this program, additional efforts are beginning in nursing homes and
the local hospital.
The Role of Vocational Specialists

Until now, vocational specialists have not played an active part in developing and
implementing prevocationl or vocational program options for severely retarded
learners. Some of these professionals may believe they do not have the expertise to
assist severely retarded students in realizing occupationally related goals. However, vocational professionals can provide special educators with vital consulting
assistance in a number of areas such as identifying potential employment outcomes, targeting good work habits and other prevocational skills, locating training
sites and jobs, becoming familiar with technological advances and adaptive equipment, and developing valid vocationally related activities. Vocational personnel
assist special educators by keeping vocational programs for severely retarded

learners in close touch with daily community activities. Vocational specialists
should be consulted in the areas mentioned here before the program has been
developed and during the implementation stages.
The State of the Art

Initially, one of the most formidable barriers to placing severely retarded persons in
community settings is ironically a placement option originally designed to assist in
that very task.

Sheltered workshops were designed to provide handicapped persons a setting
where they could be evaluated and trained in work adjustment as well as vocational
skills (Flexer & Martin, 1978). They were designed to provide remunerative work
while preparing the client for the eventual transfer to a community job site.
Another placement option, called work activity centers, is designed for the most
severely handicapped clients and provides activities such as leisure/recreation skills
and prevocational activities that do not necessarily result in remuneration (Flexer &
Martin, 1978).
Unfortunately, in many cases sheltered workshops and work activity centers
have become a terminal placement for mentally retarded clients. These options
have not often proved to be monetarily efficient operations, thus they provide
substandard wages for the workers (Pomerantz & Marholin, 1977). In the final
analysis, sheltered work sites may serve mainly to occupy a retarded person's time,
often with contracts and activities that have little relationship to realistic vocational
employment options. In fact, of the contracts obtained by workshops in a majority
of instances, the work is slowmoving and extremely repetitive (Greenleigh Associates, 1975).
Some workshops are run like a business, with the goal of becoming a
profitmaking endeavor. These workshops have been successful in these pursuits by
using the expertise of volunteer businessmen and women and industrial experts
(Bellamy, Inman, & Homer, 1977). There are social problems (e.g., high unemployment rates) that can impede progress in this area. Nevertheless, workshop
personnel can overcome these constraints, looking toward the technological advances and investing in equipment to participate in moneymaking products (Flexer
& Martin, 1978).
The concept of "sheltered," not the workshops themselves, should be aban-
doned. Clients can benefit most from programs that allow some training in the
natural environment. Programs such as workstations in industry should be implemented on a broader scale. Programs such as these allow for the client to be trained
on the actual work site in an industrial placement so that instead of the contract
being brought to the client, the client is brought to the contract. In areas where
industry is not prevalent, other community training sites can be found in retail
business, private homes, and volunteer placements. For most clients, parts of the
day should be spent away from the workshop or activity center, learning skills and
generalizing them to the natural environment.
433
The Supported Work Model

Teaching moderately and severely retarded learners vocational skills in realistic
community placements appears to be a highly effective and cost beneficial approach (Hill & Wehman, 1983; Wehman, Ct al., 1982). The approach that appears
to provide the most success is called the supported work model (Kraus & MacEachron,
1982). This model actually contains all the approaches discussed in this chapter
including all the aspects of the community needs assessment.
In many supported work model programs, teachers accompany small groups
of learners to thejob sites and teach the target skills in the community setting. Less
attention is given to students' obtaining all prevocational skills prior to moving
into the community. Instead, teachers take the responsibility for teaching the
prevocational and vocational skills simultaneously.
For example, during the CNA four job training sites (nonpaid or volunteer
employment) might have been identified and secured at the local hospital. The
teacher might take a group of four moderately and severely retarded students to the
hospital 3 days a week for 2 hours each day, training them in the skills required to
complete thosejobs. As these students gradually learn the necessary skills required
of their jobs, the teacher can gradually fade her supervision, instructing hospital
personnel in how to monitor the students' behaviors.
Supported work options have three main advantages over simulated vocational training and sheltered workshops. First, students are trained in community
environments using realistic materials where professionals project that they will
ultimately work. Second, employers and the community at large have the opportunity to come in contact with retarded learners and realize their potential as
productive citizens. This factor may result in competitive employment opportunities becoming available for these students.
Third, inappropriate social and adaptive behaviors are often controlled more
effectively in natural environments (Brown, 1981). More naturally reinforcing
contingencies exist in the community, and careful structuring of the program
allows teachers to manipulate these contingencies to manage behavior. Also, more
appropriate social models are available in the community, whereas one of the
major disadvantage of sheltered workshops is the abundance of inappropriate
behaviors retarded individuals have to imitate.
Strategies for Instruction

Vocational options for severely retarded learners can improve if teachers apply
proven techniques for adequately instructing these learners in occupational skills.
Severely retarded persons can learn complex vocationally related tasks, a fact
proven in a number of research studies (e.g., Bellamy, Peterson, & Close, 1975;
Crosson, 1969; Gold, 1972, and 1976). These programs appear to be successful
because the strategies employed in training complex vocationally related tasks
revolve around operant procedures and direct measurement techniques.
IDEA FILE
The three resources listed below are a sample of the many resources available to
teachers.
Methods of vocational preparation (Brolin, 1982)
Methods for vocational preparation (Lynch, Kiernan, & Stark, 1982)
Methods for vocational preparation (Weisgerber, Dahl & Appleby, 1981)
Techniques for Developing Vocational Programs
Behavioral principles underlying techniques such as the use of discriminative

stimuli (S'), chaining, and fading were discussed in Chapter Six. Instructional
procedures such as task analysis, charting of learner behavior, and programming
for generalization have also been discussed in relation to teaching other curricular
areas. The trick is to match these instructional strategies and techniques with
appropriate vocational content and materials (Rusch & Mithaug, 1980; Wehman,
1980).
Using the procedures of curriculum design, assessment, and instructional

strategies previously discussed, teachers should be able to match appropriate
techniques to the needs of any given learner. At the same time, however, there are
certain unique situations that arise when developing vocationally related programs
for retarded learners. The following are suggestions for developing program
options for such situations. Some were presented earlier in this chapter; however
they are important enough to highlight again. The other suggestions are products
of research efforts and classroombased ideas that may assist teachers in dealing
with some basic concerns.
1. Teachers should explore the total range of vocationally related services in the
areas where students reside. Visiting sheltered workshops, work activity centers,
and rehabilitation evaluation services will provide a clear picture of what lies
ahead for the learner while allowing the teacher to establish a network with other
professionals.
2. It is important to work closely with professionals from local workshops and
rehabilitation agencies. The relationship, once established, may allow teachers to
provide input into the daily operation of these program options.
3. A major goal is to assist parents of severely retarded learners in becoming aware
of the many options available to their children in the community. Some parents
will, when given alternatives, push for options that are more appropriate than the
traditional ones available.
4. Keeping in close contact with community resources is a key task. Gold and
Pomerantz (1978) suggested that professionals must develop a close working
relationship with business and industry. They also suggested that when ap-
CAREER AND VOCATIONAL EDUCATION PROGRAMS 435

proaching members of the business community teachers should use an approach
other than the traditional "hire the handicapped because they need our help."
Rather, these people should be approached in terms of profit-making or efficiency, pointing out the excellent safety and production record of the handicapped. They should also be made to understand that a capable support system
will be available to teach and maintain the learner until the initial strategies can
be faded and natural contingencies can take over.
5. Effective techniques used to train severely retarded individuals can also be used to
increase productivity of the average worker. This approach can sometimes be

used as a selling point for developing work stations in industry programs.
6. Severely retarded learners can learn a large number of vocationally related skills
during their school years. Therefore, teachers of young as well as older severely
retarded students should participate in designing vocationally related activities.
7. Prevocational skills are valuable to severely retarded students, but if a given
learner has not attained certain of these skills they can be eliminated from a
vocational training program (Homer & Bellamy, 1978). In other words, a severely retarded learner who may not have mastered all potential prevocational
skills and who is old enough to move toward community participation should be
taught complex vocational tasks. In many cases, prevocational skills can be
taught simultaneously with the vocational preparation, allowing the student to
learn both sets of skills in the natural setting.
8. Another important task for the teacher is to work closely with vocational specialists to become more familiar with potential employment outcomes, viable community training sites, new and nontraditional jobs, and jobs where retarded
learners can work together to complete skill sequences.
9. It is necessary to use Brown's (1981) two criteria of functionality when determining whether or not skills are appropriate;
a. Ifstudents cannot perform a certain skill, does someone else have to be hired to
perform the skills for them?

b. Has an adaptation been developed so that the student can perform the immediate functional use of the skill?
Following these guidelines will allow professionals to decide whether to teach,
for example, the colors of objects versus toileting skills or stringing beads on a
string versus assembling a complex industrial product.
10. The procedures of instructional analysis should be applied to break down com-
plex vocational skill into teachable components (Gold & Pomerantz, 1978;
Homer & Bellamy, 1978). In this way, teachers are better able to invoke what
Brown (1981) termed the principle of partial participation. That is, a complex skill
repertoire analyzed into manageable instructional subcomponents allows even

the most severely retarded learner to participate in the activity at some level.
11. Many severely retarded learners have additional handicapping conditions (such as
visual, hearing, or physical impairments). Therefore, teachers must keep in close
contact with rehabilitation personnel in order to monitor the technological advances that may increase the probability of vocational success for these students.
12. Programming for generalization is especially important when teaching prevoca
tional and vocational skills (Langone & Westling, 1979). The more learned skills

can be practiced across different reinforcing conditions the better the chance that
skill sequences will be useable to the learner.
13. It is important to use realistic materials. Simulation activities are used only as long
as necessary, and are faded as quickly as possible. For example, the safe use of
basic tools may be a more desirable goal than learning to cut with scissors.
14. It is necessary to define the vocationally related behaviors in measurable terms
and maintain an ongoing monitoring system. Used in conjunction with a task

analysis, monitoring and charting can provide teachers with a thorough assessment system for these learners. For example, Bates, Renzaglia, & Clees (1980)
used a changing criterion design to monitor the effect a selfadministered reinforcement system (paying oneself after completion of a prespecified task) had
on a student's work behavior.
15. In grouping students for community job sites, more severely retarded students
should be placed with moderately retarded learners.
16. Scheduling teacher time for community training should be a joint exercise
including all special education teachers in a school. For example, if one teacher is
out with five members of his class for part of the day, another teacher could
supervise the aide teaching the remainder of his class.
17. High school students, community volunteers, and in some cases employees
already at the site can assist at the work site as peer tutors.
18. Crouch, Rusch, & Karlin (1984) provided evidence that co-worker prompts can
be an effective teaching strategy to improve the vocational skills of retarded
learners. In their study coworkers were taught to use verbal cues designed to
initiate a set of skills previously learned by the students.
19. Picture cues have proved to be an effective strategy for teaching vocational skills.
For example, Fisher (1984) was able to teach moderately retarded learners to
assemble complex products using assembly drawings as a guide. Wacker & Berg
(1983) got similar results using picture prompts.
20. Some vocational and social skills related to work settings can first be taught in
game format and later generalized to actual work sites (Foxx, McMorrow, &
Mennemeier, 1984).
21. Food services have become popular training and competitive work sites for
retarded learners (Brickey & Campbell, 1981). For example, Schutz, Jostes,
Rusch, and Lamson (1980) used contingent preinstruction (using verbal cues to
remind trainees what tasks they forgot to complete or did not complete correctly)
to train students for competitive employment in cafeterias.

22. Clarke, Greenwood, Abramovitz, and Bellamy (1980) used summer jobs to train
retarded adolescents in advanced vocationally related skills. Sowers, Rusch,
Connis, and Cummings (1980) improved the time management skills of retarded
individuals by using a system of verbal and picture cues.
KEY CONCEPTS
The relationship between special and vocational educators goes beyond IEP development into a parallel teaching approach. Teachers teach the same studentsimilar
skills under different conditions.
437
Curriculum modification is an important part of developing vocational programs

for retarded learners. The role of the special educator is to help the vocational
education teacher identify the points in the curriculum most important for the
student.
Identification ofnontraditional employment options such asjob sharing and parts of
jobs that a learner can accomplish is an important component of program development for the moderately and severely retarded.
The role of vocational specialists becomes more advisory in programs for the
severely retarded.
Sheltered workshops are not necessarily the best placement options for the retarded.
I The supported work model allows retarded learners to participate in paid and non-
paid employment based in community work sites.

Behavioral approaches including task analysis, arranging antecedent events, controlling consequences, and applying proven principles of behavior have been most
effective in teaching work skills.
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CHAPTER FOURTEEN
PHYSICAL/MEDICAL
PROBLEMS:
CONSIDERATIONS FOR
TEACHING MENTALLY
RETARDED LEARNERS
In the past, public school teachers had little or no contact with learners
afflicted with multiple handicaps. Students who were mentally retarded in addition
to suffering from other physical and medical problems were often served in state or
private institutions. Fortunately, Public Law 94-142 now allows these students
more opportunities for public school placement. Including multiply handicapped
learners into public school classes, however, can create problems for special
educators. Teachers should, at the very least, be aware of resources and instructional implications thai may help them to develop more appropriate programs for
these students.
This chapter highlights some of the basic strategies and classroom considerations for retarded learners who have additional physical, vision, hearing and health
impairments. By working closely with other specialists (e.g., physical therapists,
occupational therapists, and physicians), teachers can incorporate more appropriate curricular options into the classroom. For example, students who only attend
physical therapy once a week for 1 hour can benefit from a program that includes
some physical therapy exercises in their daily classroom activities. In this instance,
the classroom teacher works closely with the physical therapist to learn the techniques necessary for conducting these basic exercises.
440
CONSIDERATIONS FOR TEACHING MENTALLY RETARDED LEARNERS
441
This chapter also presents teachers with educational implications or strategies

for providing more effective instruction to retarded learners with multiple disabilities. Topics such as scheduling, transportation concerns, equipment maintenance,
and material adaptations are important points for consideration.
Finally, technology is advancing at such a rapid rate that practitioners are not
always aware of devices available to aid learners with multiple handicaps. Therefore, a section acquainting the reader with adaptive equipment is included.
WORKING WITH OTHER SPECIALISTS

Special educators are part of an interdisciplinary team, each member providing his
or her expertise to develop better programs. Because of this relationship, it is

important for teachers to understand the roles of other key people in the team.
Licensed physical therapists must have graduated from approved college
programs and have passed license examinations given by the state in which they
intend to practice. Physical therapists can provide services to learners with a wide
Fortunately, P.L. 94-142 allows students with multiple handicaps more

opportunities for public schools placement. (Courtesy of Kay Shaw)
array of problems ranging from developmental delays to cerebral palsy. These

services include assessment and development of exercises for range of motion,
positioning, muscle strengthening, and perceptual-motor problems.
Occupational therapists provide skills in evaluating, task analyzing, and
developing activities to improve a learner's independent living skills. The role of
occupational therapists is broad, ranging from developing adaptive equipment for
teaching feeding skills to designing exercises to strengthen a person's muscle tone
and use of limbs.
There are a variety of skills and ideas the occupational therapists can provide
to special educators. One of the most useful involves designing equipment adaptations assisting handicapped learners to become more independent. For example,
an occupational therapist could adapt kitchen equipment so that a physically

handicapped learner could participate in cooking activities. Consequently, special
educators should become more familiar with the abilities of occupational therapists, requesting that these professionals not only participate on a consulting basis
but also assist iri training teachers in techniques to adapt equipment and materials.
Medical personnel such as physicians and nurses are becoming increasingly
more important service providers. Unfortunately, in some instances there is little,
if any, direct contact with special educators. Previous to the enactment of Public
Law 94-142, students with serious health impairnents were generally excluded
from school either permanently or during the length of the recovery period, which
caused them to fall behind their peers in school work.
Fortunately, these learners now have the right to receive an education within
a public school setting, or in the case of a recovery period, in a hospital or

homebound setting. Teachers who come in contact with learners suffering from
health impairments must be in continual contact with medical personnel. Understanding the implications of certain treatments and diseases can be a great help
when designing educational interventions. For example, a retarded learner who is
suffering from a congenital heart problem requires frequent rest periods. Similarly,
learners who require drugs for various problems may exhibit side effects adverse to
learning. n the latter example, teachers can provide valuable information to

physicians that might result in a modification of the dosage.
Medical professionals can be a valuable asset when developing public school
programs for retarded learners. The nature of their work, however, will not make
them easily accessible to teachers. Teachers may need to take the initiative and
request theirassistance.
KEY CONCEPTS
Today, mentally retarded learners with additional disabilities are more often served
in the mainstream of public education.
Special educators are increasingly incorporating into their classrooms exercises and
activities designed by others who specialize in physical therapy, speech and language
development, vision and hearing impairments, and occupational therapy.
443
Special educators are part of an interdisciplinary team to which each team member
provides different knowledge and skills.
Physical therapists assess students' physical disabilities and develop activities to
improve locomotion, positioning, range of motion, and muscle strength. Occupational therapists assess students' physical disabilities in relation to how they can
accomplish tasks given certain adaptations. They specialize in adapting activities and
equipment to meet the needs of the students.

Medical personnel can help teachers to understand how physical or medical problems ofstudents will affect their learning. They can also help teachers understand the
medications prescribed for students, including their side effects and influence on
instruction.
TYPES OF PHYSICAL IMPAIRMENTS

Most teachers of retarded learners will at some time come in contact with students
who also suffer from some type of physical affliction. The physical disability most
prevaleht among retarded learners is cerebral palsy. Cerebral palsy is a result of
"nonprogressive" injury to the immature brain that causes symptoms such as
neuromuscular disability and general motor dysfunction (Verhaaren & Connor,
1981 a). A primary characteristic of this condition is that the disability is fairly stable
and does not degenerate over time (Reynolds & Birch, 1982). There are a number
of different forms of cerebral palsy, depending upon the location of thebrain where
the insult occurred. The three most common are as follows:

1. Ataxic: Inability to control body movements, causing balance problems.
2. Spastic: Increase in muscle tone, resulting in abrupt contractions ofmustles.
3. Athetoid: Uncontrolled, slow, jerky movements.
Although cerebral palsy is the most prevalent condition seen by teachers,

their students may suffer from one of the other handicapping conditions. The
following brief list of less prevalent disabilities is providedfor reference purposes:
Muscular dystrophy: Pr6gressive muscle degeneration resulting in weak muscles,

awkwardness, and slowness of movement. One common childhood form is fatal.
Osteogenesis imperfecta: Characterized by brittle bones.
Spinal cord injury: Can be a result of an automobile or other type of accident. The
extent of the disability varies; however, paralysis generally occurs below the level of
the cord injury.
Legg-Perthes disease: A hip disorder. The treatment often results in a brace or cast and
can be accomplished surgically. The condition is temporary, depending on the

amount of damage to the femoral head before treatment (Sirvis, 1982).
Art hritis: Inflamation of joints and connective tissues that makes motion difficult.

Loss of limbs: A loss of a limb may be either congenital or a result of amputation. The
amount of the limb that is missing often dictates the amount of rehabilitative training
that a person requires.
CLASSROOM CONSIDERATIONS FOR RETARDED

LEARNERS WITH PHYSICAL HANDICAPS
The educational objectives targeted for a given learner are dependent upon that
learner's needs. All retarded learners basically are working toward enhancing their
skills for independence. Retarded learners with physical disabilities will participate
in curricular areas designed to teach independence; however, a common denomi-
nator for all their activities will be the adaptation of methods and materials
according to their specific physical disabilities. Program time should be allotted
daily to continue with basic exercises developed by the physical and occupational
therapists. The following is a list of general suggestions that teachers may find
helpful when programming for learners with physical disabilities.
1. Resource teachers who have the opportunity to mainstream mildly retarded
learners into regular class activities should plan on assisting the general education
teacher and peers in becoming more aware of handfcapping conditions. This

awareness can often be accomplished by allowing the general education students
to simulate a specific disability and attempt to function under those conditions.
The student with the physical handicap can direct the activity, providing the
other students with advice on overcoming the handicap.
2. It is important for teachers to learn to properly position learners with physical
disabilities. Physical and occupational therapists can demonstrate to teachers how
to position a student in relation to a task (Verhaaren & Connor, 1981b). Basically,
positions should enhance as normal a posture as possible. Therefore, if the task
involved self-feeding, the teacher would want to place the learner in an upright
position. (Interestingly, in some classes for multiply handicapped learners the

opposite occurs: the learner is fed while in a reclining position.)
3. If a learner uses a prosthesis, the teacher should be aware of the basic maintenance
and adjustments needed (Gearheart & Weishahn, 1976). For example, as children
grow older teachers should be aware of proper fit of the prosthesis.

4. Learners suffering from an amputation require training in proper hygiene of the
stump. For these learners, teachers should consult medical personnel regarding
proper cleaning techniques.
5. Learners with physical disabilities have varying vitality levels. These students
should be observed in order to note their peak energy levels in relation to class
schedules. In this way, teachers can help learners to conserve energy based on
scheduled events (Reynolds & Birch, 1982).
6. There is never as much time in the school day as necessary. Therefore, midday
interruptions for sessions with physical therapists can serve to disrupt many other
activities. With this in mind, teachers should attempt to work with therapists to
schedule therapy sessions at the beginning or end of the school day (Bigge, 1982).

7.
It is important to identify the methods that learners with physical handicaps can
best use to communicate. For example, can the learner produce intelligible
speech, or are sign language and gestures more appropriate (Pasanella &
Volkmor, 1981)? Similarly, a physically handicapped learner may be able to
communicate more efficiently with an electric typewriter fitted with a template
than with paper and pencil.
8. Learners who cannot communicate may have their actual functioning level
underestimated by teachers. Therefore, teachers should endeavor to discover
ways to facilitate a better understanding of what knowledge a learner possesses.
The typewriter in the previous suggestion is one possibility. Carefully wording
questions that the learner answers by choosing the correct option is another.
Testing a physically handicapped learner's reading comprehension level may not
be possible in a traditional manner if the student is unable to communicate via oral
or written language. What may be possible is a system that allows the student to
listen to a story, and choose the correct answer to an oral question by gesturing.
Although this method does not exactly assess reading comprehension skills, it
does assess listening comprehension, a set of skills necessary for community

participation.
9. Teaching the meaning of "yes" and "no" can open many doors for retarded
learners with physical handicaps. One approach is to start by using a model and
asking whether or not the student would like a dessert (Bigge, 1?82). Once the
concepts and respective gestures are taught, learners can carry a card with them
(or taped to their wheelchair) explaining to others how they respond to questions.
10. The student's repertoire can be increased by teaching signals for "I don't know,"
"Sometimes," and "Maybe" (Bigge, 1982).
11. Pictures are a good communication tool. For example, learners could have a small
notebook with pictures of various leisure activities. When asked what they would
like to do, they could answer by pointing to the preferred activity. This approach
can be modified any number of ways, allowing students the chance to make
choices.
12. Another important task is to identify potential emergency procedures requiring
extra assistance (e.g., responsibility for students in wheelchairs during a fire drill
or procedures involved if a student with osteogenesis imperfcta is injured).
13. Teachers should be more aware of the physical environment of the classroom
when planning for learners with multiple handicaps (Bednar, 1981). A classroom
generally includes a number of learning centers. These centers should be set up in
such a way as to accopmodate learners in wheelchairs and with crutches.
KEY CONCEPTS
The physical disability most common among retarded learners is cerebral palsy.
The three most common forms of cerebral palsy are ataxic, spastic, and athetoid.
Learners suffering from physical disabilities participate in activities designed to help
them to be as independent as possible.
445

Mainstreaming retarded students with other disabilities into general education
classes may be facilitated by allowing the nonhandicapped students to simulate the
specific disability.
Teachers should be aware of the basic maintenance of a student's prosthesis.

Teachers should also be aware of a student's peak vitality level.
Students who are unable to communicate orally require an alternate means to
express themselves. Identifying alternate communication systems for learners
should be a program priority.
CLASSROOM CONSIDERATIONS FOR LEARNERS WITH

VISUAL IMPAIRMENTS
Visual impairment is a low-incidence handicapping condition (Nolan, 1982).
Therefore, few retarded learners will also be severely visually impaired. A more
likely situation is that teachers may have to program for a small number ofstudents
who are lowvision or partially sighted, conditions that may occur particularly in
learners who have cerebral palsy (Bigge, 1982). There are a number of suggestions
that teachers may use for teaching retarded learner who have varying degrees of
visual impairment.
1. The classroom should be arranged so that the partially sighted student does not
work in a glare or have to observe others whose backs are to windows (Pasanella
& Volkmor, 1981).
2. Mobility training will be an immediate program goal. For instance, the student
should be oriented to the classroom, surrounding parts of the building, the

playground, and so forth and allowed to practice getting from one place to the
other. Once the learner is oriented to the classroom, furniture should not be
moved out of place and doors should not be left ajar without notifying the
student.
3. Additional lighting such as a study lamp can be a valuable tool.
4. Good posture should be taught to students with visual impairments, and their use
of inappropriate mannerisms associated with blindness should be discouraged.
This task can often be accomplished by pairing the mannerism with a cue (e.g.,
bell br verbal reminder) notifying the student that the behavior is occurring. The
logical extension to this suggestion is to teach a more appropriate behavior that
can be substituted for the inappropriate one.
5. Close contact with the school district's or cooperative education agency's specialist on visual impairments will be necessary. This professional can be invaluable
for providing resources and skills for program development.
6. Peers make excellent sighted guides to assist in school and community mobility
(Cooke, Heron, & Heward, 1983).
7. When talking to visually impaired students, teachers should remember to talk
directly to their faces and call their names to alert them to the coming verbal
instruction (Pasanella & Volkmor, 1981). This strategy acts as a model for
appropriate behavior from other students in the class.

8.
447
The state department of education's specialist for the visually impaired can
provide information on how to obtain large-print books, talking books, and
other pertinent resources.
9. The entire class will want to know how to use adaptive devices such as magnifying aids, and why they are necessary for the visually impaired student. (Pasanella
& Volkmor, 1981). If braille might be used by a mildly retarded learner, the
system should be introducted to the entire class. In this way, students will better
understand the ramifications of using braille.
10. Visually impaired students should practice dealing with changing environments.
These skills can be developed by changing the physical environment of the
classroom and teaching the students to reorient themselves to the changes. The
logical extension of this strategy can be to change some of the cues in different
parts of the school as well as in the community. In each instance, the subsequent
changes in the student's mobility would also be taught. It is important to consult a
mobility specialist to learn specific training techniques such as the long cane,
sighted guide, electronic devices (e.g., horns at crosswalks), and dog guides.
11. Blindfolding all students is a good class exercise that allows them to experience
forms of mobility training.
12. Precise verbal instructions are important to all students, but are particularly vital
when speaking to visually impaired learners. Teachers should be sure to have a
clear beginning and end to all verbalizations and should ask the students to repeat
the directions.
13. Concrete materials should be used as much as possible. They can be faded from
the instruction as student progress warrants.

14. Modeling may not be as effective a strategy with these learners as with others;
however, if the student is partially sighted, modeling can be used at a slower rate.
15. Visually impaired students should not be involved for long periods of time in
tasks requiring close visual inspection (e.g., workshop or vocational tasks). It can
be helpful to alternate the tasks with rest periods.
16. Teachers who often use their facial expressions to reinforce students should
incorporate more touching into their reinforcer menus.
17. Peer tutors can read information to mildly retarded learners with visual problems. Parents, other students, and volunteers from service organizations can
taperecord classroom materials, newspaper articles, directions, and recipes, thus
providing a wider array of activities.

18. Activities instructirg students to use their listening skills more effectively are
important. For example, students could be taught to listen for key words in the
verbal directions given by different people.
19. Community skills such as shopping, recreation, mobility, and safety are vital.
Care of the home, grooming, and other independent living skills should also be
included in the program.

HEARiNG IMP AThMN1S
A whole new set of considerations faces teachers when hearing impaired learners
are placed in their classrooms. This can be of particular concern when the learner's

primary disability is mental retardation, since the hearing impairment exacerbates
problems of poor language and communication skills that already exist.
The education of hearing impaired individuals encompasses a variety of

philosophical approaches that lead to different techniques for teaching these learners. One reason for this diversity is because the hearing impaired are a heteroge-
neous group, ranging from individuals whose degree of hearing loss is mild to
moderate and can be corrected with amplification to students whose hearing loss is
severe, allowing for only a minimum of residual hearing with amplification

(Moores, Maestas, & Moores, 1981). The type of hearing loss can also have a great
effect on the learner's program. For example, a student with a conductive hearing
loss (a blocking of sound from the auditory canal to the inner ear) can be assisted
either by surgical treatment or amplification. Conversely, learners with a sensorineural hearing loss (damage to the auditory nerve and other areas) would need to be
treated differently because amplification in these cases results in distortion of sound
or low tolerance to amplification (Larson & Miller, 1982). Therefore, the type of
hearing loss is an important consideration for educational programming, and a

teacher of the hearing impaired should be consulted to find out some of the more
technical information concerning adaptations.
Knowing the student's age at the onset of the disability can be useful for
designing an educational program, for it will have a profound effect on the
student's ability to use language.
A program for hearing impaired learners emphasizes the teaching of language
skills in one of three ways. First, the oral/aural method involves the use of auditory
training (using whatever listening skills are available), oral training (speech therapy
involving articulation), and lipreading (Larson & Miller, 1982). The extent of the
handicapping condition will determine the words/sentences or gross sounds and
rhythmic speech patterns used. This method provides a learner with valuable skills;
however, some students cannot seem to master the skills necessary to learn by these
techniques.
The second method involves manual communication, incorporating the

techniques of fingerspelling and American Sign Language (Reynolds & Birch,
1982). Fingerspelling uses positions of the fingers to represent letters, while sign
language incorporates gestures to represent words or concepts. The major drawback to this approach is that for individuals who cannot read, language is difficult
to teach via this method. Also, there are numerous semantic differences between
sign language and English (Larson & Miller, 1982).
Finally, the method of total communication includes both the oral/aural and
manual approaches. The philosophy of this technique is to match the appropriate
skills to the learner's current expressivereceptive language (Garretson, 1976).
Unfortunately, this system has not yet been standardized among professionals;
therefore, there is disagreement as to when to use what approaches. Also, this
method fails to advocate the use of residual hearing, which may leave the student
without a valuable resource.
Which of the three methods is the most beneficial to hearing impaired
learners is a subject of controversy. The most logical course may be to assume that
they all have merit and the method chosen is dependent upon individual students'
strengths, weaknesses, and to some extent their needs at any given pointin their
lives. Clearly, the oral/aural method is sophisticated and if mastered can provide
learners with a vast array of skills to progress toward their maximum ability.
However, this system may be too complicated for some retarded learners. For
them, manual communication or total communication would be the answer.
Working with a specialist in hearing impairments allows the classroom teacher to
become more familiar with why a method is being used as well as how the method
is used.
The following suggestions are presented for special educators whose retarded
students may also have varying degrees of hearing impairments. An important
aspect involves becoming more aware of problems that exist. Therefore, the first
four suggestions help to identify potential hearing problems.
1. A learner having trouble paying attention to classroom activities may have a mild
hearing problem. Try asking the student questions from various points in the
room when he or she is not looking at the speaker, and note the response.
2. Learners who have trouble following oral directions but can follow a written
direction may require a hearing screening. In addition, learners who continually
ask classmates to explain directions should be observed more, closely.
3. Learners who turn their heads to one side in attempting to hear the teacher may
need to be screened for hearing problems.
4. Learners with hearing problems should not be confused with those exhibiting
auditory perception problems. In both cases the learners may have difficulty
following directions; however, the problems are entirely different. The safest
course to take is to have the learner screened for a hearing impairmentfirst. If no
physiological reason (acuity loss) emerges, then an assessment for an auditory
processing problem should be administered.
5. Peer tutors can act as relays to learners with hearing impairments, supplying these
students with directions given in class.
6. Rearranging the classroom allows students to sit near the teacher and move closer
to the "action" when they feel it can improve their hearing. In some classrooms
students feel intimidated about moving without lengthy explanations to the

teacher.
7. Teachers should face students with hearing impairments when speaking to them.
Students can pick up a number of cues from lips, facial expressions, and pointing
(Hart, 1981).
8. When teachers stand with their backs to the windows the glare can decrease the
students' ability to see lips and facial cues (Pasanella & Volkmor, 1981).
9. Students who have hearing problems tire easily because of the intense concentration involved in trying to pick up additional cues. Therefore, one strategy is to
shorten and vary the instructional times.
10. Hearing aids should be checked daily for proper working order (Pasanella &
Volkmor, 1981). Keeping extra batteries at school, as well as other parts that may
need to be periodically changed (e.g., twisted or broken cords), can save valuable
teaching time.
449

11. Teachers should be familiar with hearing aid adjustment to eliminate squealing.
Hearing aids amplify all sounds (Pasanella & Volkmor, 1981), making it necessary to decrease external stimuli and train the learner to discriminate between
important and nonessential sounds. New improvements in hearing aid systems
are minimizing this problem, but teachers should be aware that distractions can
still occur.
12. Concrete experiences should be used as much as possible. This principle is basic
for all retarded learners, and it is especially vital for those with hearing problems.
13. Some hearing impaired students will turn down the volume of their hearing aids,
effectively "turning off" the teacher's presentation. This behavior may indicate a
lack of program relevance, difficulty of concepts, or lack ofconcrete experiences.
In any case, a program modification will be necessary.
14. Very clear and distinct prompts, introduced slowly, are vital. For example, when
referring to objects or occurrences, teachers should point in the direction of or
walk over to the area of the occurrence (Reynolds & Birch, 1982).
15. Captioned films are available for use. The hearing impairment specialist in the
school district or the state specialist should be able to provide information on how
to obtain these films.
16. It is helpful to supplement discussions or verbal directions with pictures and

diagrams. Overhead projectors or opaque projectors are also excellent instructional tools.
KEY CONCEPTS
Teachers may encounter retarded learners who are partially sighted or have mild to
moderate hearing problems.
U Glare in the classroom can be a problem for both vision and hearing impaired
students.
Mobility around the school, home, and community should be a priority goal for
visually impaired students.
Teachers should become familiar with all adaptive equipment and magnifying aids
that cn help visually impaired students in their work.

The ability to develop the appropriate use of language can be the major deficit of a
hearing impaired learner.
Teachers should be very familiar with the maintenance of hearing aids, always
having extra batteries and cords on hand.
Vision and hearing impaired students should sit close to the teacher.
Instructional sessions for these students should be shorter.
Peer tutors can be a valuable asset to vision and hearing impaired students.
451

HEALTH IMPAIRMENTS
Learners with health impairments differ from those with orthopedic problems.
Generally, they have limited strength due to acute medical problems. These
problems can be the result of rheumatic fever, tuberculosis, heart conditions, acute
asthma, leukemia, epilepsy, diabetes, hemophilia, and a number of othermedical
conditions that can adversely affect a learner's performance. The incidence of

retarded learners suffering from problems resulting from such conditions is low;
however, these conditions do exist. Awareness of this is important because children suffering from such problems often do not outwardly show any physical
disabilities.
The most prevalent medical problem ofretarded learners is epilepsy, a seizure
disorder characterized by abnormal electrical brain discharges. Seizures range in

severity from mild (petit mal) seizures to severe (grand mal) seizures. Petit mal
seizures usually result in minimal behavior change, noticable only by a brief lapse
in a student's attention. Grand mal seizures, on the other hand, result in uncontrolled movements of the arms and legs with a loss of consciousness. There are
other types such as psychomotor seizures that will not be seen as often by teachers.
They primarily involve a disruption in locomotion and gait.
Overall, there are a number of educational implications for learners with
health impairments. Some of these implications involve specific conditions and
some are generic, that is, they can apply to any medical affliction. In addition, there
are a number of emergency medical procedures that teachers should be aware of in
the event that a healthrelated problem should arise. The following are suggestions
that may be helpful for teachers who have health-impaired students in their classes.
1. On the whole, learners with health impairments will tire more easily than others.
Therefore, activities should be adapted to each student's need. For example, a
student might need to participate in shorter work sessions alternating with rest
periods or activities that require less energy.
2. Students with health impairments should be taught to pace themselves according
to their own needs. This task may not be easy when a student wishes to "keep up"
with peers. One alternative is to structure the class so that all students establish
individual schedules. That way, the health impaired student would not necessarily be singled out as being different.
3. At times teachers n!iay confine themselves to talking only to the learner's parents
in regard to any medical implications of the health impairment. Relying only on
this source of information may not be enough. The teacher should attempt to
arrange a meeting with the student's physician in order to obtain information
such as what side effects to expect from prescribed medication. This strategy also
allows the teacher to establish realistic physical parameters for the student based
on the judgment of the doctor.

4. Learners who have severe health problems often are absent from school for long
periods of time. In these instances, teachers should develop a close working
relationship with the district hospital homebound teacher.

5. In addition to developing a working relationship with the homebound instructor,
the classroom teacher should develop home training packages. These packages
should go beyond merely sending home classwork. Rather, each training package should resemble a module with specific objectives, activities teacher behaviors (discriminative stimuli, consequences), generalization activities, and a means
to monitor student progress. This approach allows teachers of homebound

students to maximize the use of their time with the students.
6. Students with diabetes (inability to utilize and properly store sugar) will exhibit a
number of symptoms indicating potential problems that teachers should be aware
of.
7. When a learner with diabetes is placed in a classroom, the teacher should request a
meeting with the family physician and parents. Questions should be asked
concerning the learner's specific symptoms that indicate either an insulin reaction
or a diabetic coma. Also, the teacher should ask the physician what the specific
emergency procedures would be given the needs of the student involved. Insulin
reaction can be triggered by environmental events (e.g., exhaustion, lack of

specific foods, etc.). The teacher should ask the physician to list such potential
conditions so that classroom modifications can be made.
8. Teachers should consider taking a course in cardiopulmonary resuscitation (CPR).
This training is vital if a student with heart problems is enrolled in the program.
9. Students who suffer from epilepsy will generally not need any specific curricular
changes. However, teachers should be well versed in procedures for dealing with
grand mal seizures. Remaining calm and handling the situation in a matter of fact
way are important considerations. Teachers who panic or act excited are model-
ing inappropriate behavior for the other students in the class.

10. Some teachers feel that they should restrain the learner suffering from a seizure.
This response is inappropriate, serving only to injure the child or in some cases
the teacher. Instead, tables and chairs should be moved away from the student,
allowing him or her to complete the seizure unencumbered.
11. Solid objects should not be forced between a learner's teeth or attempts made to
reach into the mouth. It is a misconception that people having seizures will
swallow their tongues.
12. Medical personnel should be alerted if the learner has a prolonged seizure or if
more than one seizure occurs in succession.
13. If the student requires medication during school hours, the teacher should be
constantly aware of the time scheduled for the medicine to be taken so that it
wont be missed.
14. Students who suffer from petit mal seizures run the risk of missing work presented by the teacher. This can escalate into a problem if the teacher is not aware
of the seizure activity and blames the lack ofattention on "daydreaming." In such
cases teachers should be prepared to repeat directions and frequently check to see
whether or not the learner is on task.
ADAPTIVE EQUIPMENT
Advances in technology often outpace the practitioner's ability to keep abreast
with these developments. The scope of this chapter precludes the presentation tf an
453
in-depth list of technological advances and adaptive equipment that would benefit
mentally retarded students. However, the following section presents representative samples from each area as well as resources where teachers can obtain further
information.
Self-Care Equipment
1. Food guards or plate guards are available to assist learners who have difficulty
picking up their food using common utensils.
2. A number of adaptive pieces of silverware are available on the market. Spoonsand
forks with handles on them are examples of these items (e.g., utensils held by
finger rings and various group holders).
3. Bigge (1982) suggested using a meat cutting wheel for those who are physically
unable to manipulate a knife.
4. Various sandwich holders are commercially available or can be built to accommodate a learner's needs. These holders allow a student with little motor control to eat
semi-independently.
5. Students with physical disabilities often have a great deal of trouble with either
bladder control or independent toileting. This problem requir,es the attention of
teachers because a person should be allowed as much privacy as possible during
toileting. The main consideration will be to develop a system whereby a student
with little motor control can sit on a toilet with no assistance. Also, teachers should
become familiar with catheters and external collection devices if they are needed by
a given learner. An excellent source for an in depth discussion ofthese devices is
Bigge (1982).
Instructional Aids
1. Handheld calculators and computers can be valuable tools for all learners.
2. Traditional instructional aids such as slide projectors and tape recorders can be
adapted with microprocessor switches that can be manipulated by physically
disabled students.
3. Microcomputers, mentioned several times throughout this text, can be a great
asset to multiply handicapped learners (Kokaska & Brolin, 1985). For example,
talking computers (speech synthesizers) exist that allow students to "speak" for the
first time. Students can manipulate the computer in a variety of ways including
pressing an electronic switch with their heads to choose the words they want the
computer to vocalize (Hasselbring, 1985).
4. Electronic speech synthesizers are available that simulate the human voice. The
Phonic Mirror Handi Voice, for example, can simulate over 800 words. Hardware
such as this can be combined with educational software to improve many academic
skills (Beltz, Detwiler, & Grant, 1983; Bratt, 1983; Turkel & Podell, 1984).
5. Machines exist to magnify type via closed circuit television systems.
6. Variable-speed tape players can assist students in listening to important material at
slower speeds without distorting the sound.
Students with severe physical dis,abilities

can use computers with the help of adap-
tive equipment. (Courtesy of Pretke

Romich Company)
Other Adaptive Devices

1. Electronically controlled wheelchairs continue to become more sophisticated, for
example, chairs that respond to the voice activated commands of only the handicapped person.
2. Communication aids for hearing impaired individuals such as Telecommunication
Devices for the Deaf (TDD) allow them to communicate with others over the
telephone.
KEY CONCEPTS
Students with health impairments generally have limited strength and stamina.
Some retarded learners suffer from epilepsy. Grand mal seizures result in uncontrolled movement of the arms and legs with a loss of consciousness.
Seizures can easily be handled by making sure the student will not be hurt if he or
she falls. Teachers should record the incident and report it to their supervisor and
the student's parents.
455
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ahan (Eds.), Handbook of special education. Engle
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Gearheart, B. L., & Weishahn, M. W. (1976). The

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Hart, V. (1981). Mainstreaming children with special
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SUBJECT INDEX
AAMD Adaptive Behavior Scale, 318
Adaptive behavior
assessment of, 7
assessment scales, 110111
components of, 6
criticism of use, 6
defining retardation using, 67
relating to independent living skills, 318
relating to litigation, 17
Adaptive physical education, 405406
Advisory groups, relating to vocational programs, 423
Affective characteristics, 912
causes of personality problems, 9
effects on reinforcers, 11
locus of control, 1112
motivational factors and, 10
social deprivation, 910
social learning theory, 9
American Association on Mental Deficiency (AAMD)
adaptive behavior and, 67
definitions of mental retardation, 57
1983 revision of the definition, 6
severity levels of retardation, 89
American Sign Language, 361, 448
Annual goals, 66, 7071, 93, 95
Antecedent events, 114, 177, 226, 320, 376, 377
Applied Behavior Analysis, 134138
components of, 136, 171
Arithmetic skills
annual goals, 273277
functional skills, 270271
instructional adaptations, 291
instructional strategies, 296301
materials, 289, 292, 295
relating to memory deficits, 290
shortterm objectives, 277
terminology, 291
Arthritis, 443
Assertiveness (see Teacher competencies)

Assessment
of arithmetic skills, 279281
of career-related and vocational skills, 425426
of communication skills, 357363
of handwriting skills, 248
of independent living skills, 320
of leisure/recreation skills, 392393
levels of, 100103
objective-based, 107
of reading skills, 244248
Ataxic (see Cerebral palsy)
Athetoid (see Cerebral palsy)
Attitudes toward the mentally retarded, 1
Auditory discrimination and reading, 258
Balthazar Scales of Functional Independence, 318

Bank Street Writer, 265
Basal readers, 251
Baseline, as a part of assessment, 159160
Behavioral objectives (see Shortterm objectives)
Biological factors of retardation, 8
Brigance Diagnostic Inventory of Basic Skills, 244, 282
456
Calculators
as instructional tools, 344
relating to arithmetic skills, 275, 278, 300
Cardiopulmonary resuscitation (CPR), 452
Career education
components of, 410, 411
definition of, 412
job oriented, 412
lifecentered, 412413
(see also Vocational education)

Cerebral palsy, 443
Chaining
backward, 87, 186188
forward, 87, 186
relating to communication skills, 367
relating to toileting skills, 325
relating to vocational skills, 434
Changing criterion designs, 167
Charting procedures, 160, 370, 426
cumulative graphs, 163
line graphs, 161
ratio graphs, 164
self-charting, 333
Child find identificatiOn procedures, 21
Classroom environment
in the community, 37, 45
grouping learners, 4344
learning centers, 4445
physical management of, 3739
scheduling, 4042
Communication
between professions, 2728
with community members, 28
advanced language skills, 375376
annual goals, 355
behavioral approach to teaching, 353354
definition of, 352
delayed theory of, 353
deviance theory of, 353
developmental approach to teaching, 353
functional skills, 370379
input modes, 360, 362
materials for teaching, 370, 371
output modes, 361
short-term objectives, 356
standardized tests of, 358
Community-based instruction, 28, 29, 45
community validity, 104, 431
relating to arithmetic, 271, 282, 286, 297
relating to reading, 252
(see also Curriculum)
Community needs assessment (CNA)
analysis of data, 77
definition of, 71
gathering information for, 7475
relating to arithmetic skills, 272
relating to communication skills, 354
relating to leisure/recreation skills, 385386
relating to reading skills, 239
relating to vocational programs, 417419

sources of, 7374
Computer-assisted instruction, 218, 220, 229
relaiing to arithmetic, 295296
relating to communication, 377
relating to other technological advances, 419, 453, 454
relating to reading, 248, 259260
relating to written expression, 265
Computer software evaluation, 259
Consulting teachers (see Program options)
Consumer education, 315, 317, 342 344
money skills, 272, 346
Content area reading
teaching strategies, 262264
(see also Reading)
Contingency contracting, 190

Continuous observation systems (see Observational
recording systems)
Consequences, 114
aversive, 193
positive (see Reinforcement)
Cooperative Extension, 345
The Council for Exceptional Children (CEC), 29
Criterion_referenced testing, 112113
Criterion of ultimate functioning, 209
Chronological age-appropriate skills, 385
Cues (see Physical prompts)
Culturally different students and communication problems,
378
Curriculum
as a dynamic process, 61
historical events affecting, 3
for the mildly retarded, 210215
for the moderately and severely retarded, 209210
modification of, 33
relating to the community, 206
traditional approaches to development, 204206
Data recording sheets, 158
Decoding (see Phonetic analysis)
Definitions of mental retardation
AAMD and, 5-7

biological, 5
psychometric, 5
severity levels and, 89
social, 5
Deprivation relating to reinforcers, 176
Developmental disabilities, 1718
The Developmental Disabilities Services and Construction
Amendments (P.L. 91517) (see Legislation)
Diana v. The State Board of Education (see Litigation)
Dictionary of Occupational Titles, 412
Differential reinforcement
of alternative behaviors, 192
definition of, 178
of incompatible behaviors, 192
of low rates, 191
of other or zero rates, 191
Discrete behaviors
definition of, 148
Discrimination
relating to stimulus control, 177, 434
DISTAR Reading Programs, 253254
DISTAR Arithmetic Programs, 292
Dressing skills, 313, 317
instructional strategies, 328, 330
Due process
in institutional settings, 15, 1920
(see also Litigation and Legislation)
Eating skills
materials for teaching, 324
in restaurants, 323
Ecological validity (see Social validity)
Education for All Handicapped Children Act of 1975
(P.L. 94142)
definition of mental retardation, 5
ongoing assessment, 135, 227
relating to the IEP, 65
relating to public school placement, 440
as a result of litigation, 16
Eighth Mental Measurement Yearbook, 108
Elementary, Secondary, and Other Educational

Amendments of 1969 Act (P.L. 91230) (see
Legislation)
Employment, remunerative, 410
English (see also Communication)
as a second language, 378
Epilepsy
grand mal seizures, 451
petit mal seizures, 451, 452
Error analysis
of arithmetic skills, 282284
of communication skills, 359, 368
of leisure/recreation skills, 397
of reading skills, 245
Essential Math and Language Skills Program, 293
Event recording, 148149
(see also Observational recording systems)
Extinction (see Shaping)
Fading, 185, 320.. 325, 378, 434
fade in procedure, 378
Federal flowthrough funds, as a source of enforcement for
P.L. 94142, 21
Formative evaluation, 123130, 229230
probes, 124125, 227228
Functional whole word approach to teaching reading, 255
Generalization, 1314, 137, 198201
activities, 228229
and assessment, 131
of communication skills, 379

fading cues and prompts, 14
relating to reinforcers, 14
of vocationally related behaviors, 426, 431, 434
(see also Learning characteristics)
Grooming skills, 313, 317

Grouping learners (see Classroom environment)
Guidance
graduated, 325, 326
manual, 320, 325, 326
Health education, 316, 318
Hearing aids, 450
Hearing impairments, 447448
Hegge-Kirk-Kirk Remedial Reading Program, 254
Hobson v. Hansen (see Litigation)
Home management skills, 314, 317, 331

materials for teaching, 335
Hosptial/homebound teachers (see Program options)
Imitative skills (see Modeling)
Individualized education plan (IEP)
description of. 19
development of, 68, 95
present levels of performance, 119120
relating to arithmetic, 227
457
relating to assessment, 102

relating to curriculum, 6470, 205
relating to independent living skills, 318, 320
relating to vocational programs, 413
(see also Legislation)
In re Phillip Becker, 4
ultimate functioning level of handicapped children, 45
Interdisciplinary team, 441
In the Matter of Treatment and Care of Infant Doe, 4
Independent living skills

definition of, 306307
shortterm objectives, 316318
Individual implementation plan (lIP), 68, 215
educational interventions, 221 229
revising, 230231
Institutions
as program alternatives, 21
as warehouses for the retarded, 4
Instructional objectives, 215, 217221

Intelligence tests, cultural bias related to, 7
Interactive unit approach and arithmetic, 289290, 294
Intermittent reinforcement (see Reinforcement)
Interobserver reliability (see interrater reliability)
Interrater reliability, 156157
Irving Independent School District v. Tatro, 22
Kennedy, J.F., 3
Key Math Diagnostic Test, 281
Labeling, 5
affecting program options, 27
Language (see Communication skills)
Language experience approach to teaching reading, 251 252
Language Master, 251
Larry P. v. Riles (see Litigation)
Learning centers (see Classroom environment)
Learning characteristics
instructional technology, effects on, 12
memory deficits, 1213
relating to arithmetic skills, 289291
relating to affective characteristics, 12
skill generalization, 1314
Least restrictive environment
definition of, 18
misinterpretations of, 26
regarding severity levels, 26
regarding vocational education, 410
(see also Legislation)
Legislation establishing rights of the handicapped, 1721
Leg-Perthes Disease, 443

Leisure/recreation
adaptions, 404405
annual goals, 387
preferences, 399
rationale for teaching, 383
Linguistic approaches to teaching reading, 252
Litigation
involving public schools, 1617
involving state institutions, 1416
Mainstreaming
definition of, 29
effectiveness of, 30
racial balance; 30, 34
relating to curriculum development, 30, 31, 211
(see also Program options)
Match to sample (see Modeling)
458
Measurement skills, 275

Mediators (see Learning characteristics)
Medical personnel, 442
Microcomputers (see Computerassisted instruction)
Mill v. The Board of Education, District of Columbia (see
Litigation)
Minimum competency testing, 212213
Mobility
community, 314, 317, 335336, 431
Modeling
relating to affective characteristics, 12
for teaching arithmetic, 290
for teaching communication skills, 369, 378
for teaching independent living skills, 320, 327
for teaching reading, 265
as a teaching strategy, 181
Momentary time sampling, 154
Money skills, 276
Morphemes, 364
Multielement designs, 167
Multiple baseline designs, 167
Muscular dystrophy, 443
The National Advocate, 22

National Association for Retarded Citizens (NARC), 3, 74,
410
Nature/nurture controversy, 8
Negative reinforcers, 173
(see also Reinforcement)
Noncategorical grouping, 214215
Nontraditional employment
complementary disabilities, 418
job sharing, 418

as new jobs, 421, 430
volunteer employment, 419
Northalization, 283, 392

Number skills, 274
NYARC v. Rockefrller (see Litigation)
Observational Recording Systems, 113115
frequency, 142
momentary time sampling, 154, 365
partial interval, 150, 365
percentages, 142143
permanent product measurement, 141
rate, 142
trials to completion, 144145
whole interval, 152
Observers
locating, 157
training, 158
Occupational enhancement, 416417
Occupational preparation, 416417
Occupational readiness, 416417
Occupational therapists, 323, 440, 442
Operational definitions, 113, 138141
Operations
in arithmetic, 274, 275
Osteogensis imperfecta, 443, 445
Overcorrection
positive practice, 197198, 327
restitutional, 197, 327
Paired associates (see Learning characteristics)
Parallel teaching, 428429
Paraprofessionals, 4849
Parents
legal rights of, 1920, 22
as teachers 328, 369, 434
rights to withhold medical treatment, 4
(see also National Association for Retarded Citizens)

Partial interval recording system, 150
Partial participation, 319, 435
Partlow State School (see Litigation)
Peabody Rebus Program, 254
Peer tutors (volunteers), 33, 35, 36, 4952, 257, 263, 270,
320, 342, 386, 436, 446, 447, 449
Pennsylvania Association for Retarded Children v.
The Commonwealth of Pennsylvania (see Litigation)
Personality (see Affective characteristics)

Phonemes, 364
Phonetic analysis, 250
strategies for teaching, 257258
Phonic Mirror Handi Voice, 453

Physical guidance
graduated, 183
manual (complete), 183184
Physical prompts as a teaching strategy, 182
Physical therapists, 323, 440, 441
Place values, 274
Postsecondary education for retarded learners, 413
Potential employment outcomes, 420
Premack principle, 176
Prerequisite skills, 9192
relatin to leisure skills, 389
Prevocational skills, 413

assessment of, 426
primitive reflexes, 321
Probes, (see Formative evaluation)
Program options, 2637, 451
rigidity v. flexibility, 2627
Project Life School, 263
Project Math, 290, 293294
Project MORE, 327
Prompts, physical, 327, 378
Prosthetic devices, 444
Reading
functionality of, 237, 264265
short-term objectives, 242243, 248
Reagan, R., 4
effects of Current social political climate, 2122
Real Life Math, 294
Reinforcement
assessing for, 92
definition of, 172
edible, 174
fixed interval schedules, 199
fixed ratio schedules, 199
levels of, 174
preferences for, 172
relationship to behaviors, 173174
sampling of, 172
social, 175
token, 175
variable interval schedules, 199
variable ratio schedules, 199
Related services as part of the IEP, 20
Remedial reading approaches, 253
Residential programs
teacher roles in, 3637
(see also Institutions and Program options)
Respite care, 18
Response cost, 193
Reversal designs, 164165
Right to a public education
description of, 19
free and appropriate education, 17
legal hearings, 18
(see also Litigation and Legislation)
St. Louis Developmental Disabilities Training Center Parents
Association et al. v. Arthur Mallory, 22
Selectivity in curriculum design, 60

Selfcare equipment, 453
Selfcare skills, 311, 317
Selfconcept (see Affective characteristics)
Selfcontained classroom teachers (see Program options)
Semantics, 364
Sensory stimulation, 389390, 392
Severity, levels of
current terms, 89
historical terms, 8
Sex education, 316, 318, 346
Shaping, 185186
Sheltered workshops, 413, 432
Short.term objectives, 66, 78, 8791, 93, 95
Signing Exact Enlish, 361

Single-subject designs, 164168
Smith v. Robinson, 22
Social skills, 402404
and the mildly retarded, 355, 402
relating to cotnmunication, 352, 354, 356
Socialvalidity, 113, 137
and assessment, 103104
relating to arithmetic, 271272
relating to community, 207208
relating to leisure skills, 385
Spastic (see Cerebral palsy)
Speech (see Communication skills)
Spinal cord injury, 443
Standardized assessment methods, 107112, 121
State's rights to govern education, 2122
Stimulus control, 177
discriminative stimulus, 178, 185
Stimulus rotation and communication, 377
Successive approximations (see Shaping)
Summative evaluation, 131, 231234
Syntax, 364
Talking books, 261

Tape recorders as an instructional tool, 359, 364, 365
Task analysis, 7980, 434
and assessment, 116119
of arithmetic, 281282, 287
of independent living skills, 318
of leisure skills, 394395
as a measurement system, 146

Teacher aides, 4849
Teacher competencies, 4557
assertiveness, 54
managing other personnel, 4653
time management, 55
Teacher roles (see also Program options)
in the assessment process, 99100, 105106, 122
as change agents, 32
as coordinators, 36
459
in curriculum design, 62
as managers, 5457
as program facilitators, 3233
Telecommunication Devices for the Deaf, 454
Time management (see Teacher competencies)
Timeout from positive reinforcement, 194196
for teaching eating skills, 323
Time telling skills, 276277
Toileting skills
developmental levels for, 324
electronic signal devices, 324
Token economies, 188191, 297
Toy play
associate, 390
cooperative, 391
parallel, 390
symbolic, 391
Transfer of training (see Generalization)
Transitory behaviors, 148
(see also Discrete and Observational recording systems)
University/college classroom assistants, 5253
Verbal directions by teachers, 181

Verbal rehearsal, 345
Vineland Social Maturity Scale, 318

Visual impairments, 446
Vocational education
annual goals, 424
definition of, 413
program areas of, 414
short-term objectives, 425, 428
Vocational education teachers
relationship with special educators, 414, 418, 428
roles of, 431432
service on IEP committees, 413
Vocational rehabilitation specialists, 415, 420, 430
Vocational Rehabilitation Act of 1973
section 504, 4, 17
section 503, 17
Weber v. Stonybrook Hospital (Baby Jane Doe), 4
Whole interval recording system, 152

Willowbrook State School (see Litigation)
Woodcock Reading Mastery Test, 244
Word attack (see Phonetic analysis)
Work activity centers, 432
Work stations in industry, 432
Work-study programs, 413
Written expression skills
Wyatt v. Stickney (see Litigation)
AUTHOR INDEX
Abbott, J.C., 298, 303
Abramovitz, D., 436, 438
Abramson, M., 13, 25
Adams, R.C., 405, 406
Adkins, J., 404, 406
Agard,J.A., 31, 58
Aiello, B., 301, 302
Alberti, R.E., 54, 55, 57
Alberto, p., 148, 170
Albright, L, 414, 437
Algozzine, B., 101, 132, 279, 302
Allington, R., 258, 267
Alper, S., 418, 437
Althaus, V., 289, 303
Anderson, D.M., 325, 348
Anderson, R., 46, 58
Anderson, R.M., 31, 57
Apffel, J.A., 383, 408
Appleby, J.A., 434, 439
Applegate, J., 56, 57
Appoloni, A.H. 18, 23
Apter, S.J., 206, 208, 235
Armstrong, P., 197, 201, 320, 348
Ashlock, RB., 283, 299, 302
Atthowe, J., 37, 59
Azrin, N.H., 183, 184, 196, 197, 201,
202,320,323,324,325,327, 348,349
Azrin, V., 197, 201
Baer, D.M., 14, 25, 36, 59, 136, 137,
169, 199, 200, 201,203,323, 348, 353,
381, 373, 376, 379, 382

Baer, J., 54, 55, 57
Bailey, C, 385, 407
Bailey, J.S., 104, 132, 136, 137, 141,
147, 148, 150, 156, 158, 169, 181, 194,
202, 203, 336, 350, 341, 347, 350,

394, 401, 407
460
Baldwin, M., 381

Baldwin, V., 46, 58
Ball, W.L., 383, 406
Balla, D., 9, 10, 11, 18, 23, 25
Balthazar, E.E., 318, 348
Barbe, W.B., 265, 267
Barcott, R.A., 300, 302
Bartel, N., 264, 270, 285, 302, 370, 380
Barton, E.S., 323, 348

Barton, L.E., 191, 201
Bateman, B., 100, 132, 214, 235
Bates, M., 120, 132
Bates, P., 436, 437
Baumann, J.F., 261, 264, 267
Bauman, K.E., 181, 203,331,348,342,
350
Baumeister, A.A., 104, 132, 206, 235

Baumgart, D., 348, 407, 438
Bean, T., 263, 267
Beckman, p., 50, 58
Bednar, M.J., 445, 455
Bednarek, N., 384, 406
Bellamy, G.T., 12, 24, 298, 300, 302,
303, 417, 432, 433, 435, 436, 437, 438
Belmont, J.M., 13, 23

Belmore, K., 276, 301, 304, 344, 349
Beltz, p., 260, 267, 453, 455
Bender, M., 240, 264, 267, 273, 302
Bepko, R.A., 68, 96, 218, 227, 235
Berg, W., 436, 439
Berger, P.L., 323, 349
Berkowitz, S., 320, 348
Berry, A., 390, 401, 408
Bailer, I., 12, 23
Bigge, J.L., 328, 330, 348, 387, 392,
405, 406, 444, 445, 446, 453, 455
Bijou, W.S., 100, 133, 188, 201, 256
Birch, J.W., 31, 32, 35, 59, 204, 236,

443, 444, 448, 450, 455
Birnbrauer, J.S., 188, 201
Blackman, L., 258, 267
Blair, T.R., 244, 259, 262, 268
Blanton, L.P., 238, 267
Blatt, B., 4, 23
Bockhout, C.H., 385, 408
Boles, S., 417, 437

Boomer, L., 46, 57
Borakove, L.S., 301, 302, 332, 348
Borkowski, J., 13, 23
Bornstein, p., 197, 201
Borthwick, S., 30, 58
Bos, C.S., 262, 267
Bozeman, W.C., 295, 303
Branston, M.B., 348, 438
Brantley, J.C., 66, 97, 227, 236
Bratt, M., 295, 302, 453, 455
Braun, L., 265, 267
Breen, C., 402, 407
Bricker, D., 358, 366, 367, 368, 375,
376, 380
Bricker, W., 368, 380
Brickey, M., 436, 437
Brigance, A.H., 244, 267, 282, 302
Briggs, L.J., 79, 96, 229, 235
Brock, G., 299, 302
Brody-Hasazi, 5., 410, 437
Brolin, D.E., 409, 412, 413, 419, 426,
434, 437, 439, 453, 455
Brooks, P.H., 104, 132, 206, 235
Brooks, U., 439
Broome, K., 299, 302
Brown, F., 332, 348
Brown, K., 80, 97
Brown, L., 209,235,239,267, 255, 264,
fr
298,303, 309,319,325, 336,341, 344,
348,350,381,389,418,427,430,433,
435, 437, 438
Brown, V., 264, 282, 305

Browning, p., 420, 439
Bruininks, RH., 9, 24
Brulle, AR., 191, 201

Bruner, J., 253, 267
Bruno, R., 261, 263, 267
Bryen, D., 370, 380
Budd, D., 270, 301, 304
Budde, J.F., 62, 96
Budoff, M., 18, 23
Bugle, C., 323, 324, 349
Bundschuh, EL., 388, 406
Burger, A., 258, 267
Burgio, L., 323, 350
Burke,J., 181, 202
Burmeister, J.G., 387, 406
Burnett, R.W., 106, 132
Burns, P.C., 263, 268
Burns, P.K., 295, 303
Buros, O.K., 108, 132
Burton, TA., 2, 22, 23
Buttars, K., 298, 300, 302

Butz, R.A., 182, 201
Cadwell, J., 37, 59
Cain, L., 112, 132
Campbell, L., 436, 437
Campbell, S., 331, 350
Cander, B., 196, 202
Cantrell, D., 374, 382
Carey, L., 62, 79, 80, 88, 96, 223, 229,
235
Carlberg, C., 30, 57

Carnine, D., 292, 303
Carrier, J.K., 361, 381
Carroll, A.W., 11, 23
Carter, C.J., 218, 235, 260, 268, 295,
303
Carter, J., 420, 439
Cawley, J.F., 281, 289, 290, 293, 303
Ceccarani, P.S., 327, 349
Cegelka, P.T., 412, 419, 438
Cegelka, W.J., 61, 96
Certo, N., 276,301,304,336,341,344,
348, 349, 403, 408, 438
Chall, J., 250, 267
Chasey, W.C., 383, 406
Cherkes, M., 293, 305
Cheseldine, 5., 383, 406
Childs, RE., 112, 132
Clark, CR., 254, 269
Clark, G., 410, 415, 438
Clarke, J., 436, 438
Clarke, W.W., 101, 133
Clausen, J.A., 6, 23
Clees, T., 436, 437
Cleland, C.C. 11, 23, 344, 348
Cleveland, P., 439
Clewell, W.H., 8, 23
Close, D., 433, 437
Cochran, l.L., 11, 23
Cohen, R., 262, 267
Cohen, S., 18, 23, 247, 267
Connally, A., 66, 96, 106, 124, 132
Connis, R., 436, 439
Cook, ID., 410, 438
Cooke, N., 257, 267, 446, 455

Connor, F.P., 443, 444, 455
Coon, M.E., 342, 348
Cooper,J.O., 141, 144, 148, 150, 170,
215, 235
Cortazzo, A., 104, 132, 336, 342, 348
Cowan, P., 298, 303

Cresson, 0., 255, 268
Criscoe, B.L., 260, 263, 264, 267
Criswell, J.L., 271, 301, 305, 343, 350
Crnic, K.A., 9, 23
Cronin, K.A., 333, 348
Cross, A.H., 50, 58
Crossland, C., 248, 268
Crosson, J.E., 433, 438
Crouch, K., 436, 438
Cummings, L., 436, 439
Curry, L., 73, 96
Curtiss, K.A., 297, 303
Cuvo, A.J., 136, 170, 197, 202, 271,
301, 302, 303, 305, 319, 332, 333,
335, 343, 348, 349, 350
Dahl, P.R., 434, 439
Dale, M., 35, 51, 57

D'Alonzo, B., 419, 437
Davis, B.A., 320, 348
Davis, C.O., 254, 269
Dawson, M., 120, 133
DeBriere, T., 331, 350
Deitz, S., 191, 193, 201, 202, 203
Dennison, L., 366, 367, 368, 376, 380
Detwiler, M., 260, 267, 453, 455
Devany,J.M., 367, 368, 376, 377, 380
Devine, T., 264
Dexter, B., 30, 59
Dick, W., 62, 79, 80, 88, 96, 223, 229,
235
Dineen, J., 409, 438
Doll, E.E., 2, 23
Domnie, M., 264, 267
Donder, D., 200, 202
Dorry, G.W., 264, 267
Dorsett, PG., 402, 407
Doyle, D.A., 323, 349
Duker, P., 363, 380
Dunlap, G., 181, 202
Dunn, L., 29, 57, 205, 235
Durana, IL., 197, 202
Dyer, K., 331, 349
Dyer, W., 54, 57
Eagle, C.T., 384, 407
Edelson, R., 193, 202

Edgerton, R.B., 8, 24
Egel, A., 181, 200, 202, 203
Ehly, S., 51, 58
Eich,J., 271, 303
Eichenbaum, B., 384, 406
Ekwall, E.E., 244, 267
Elium, M., 388, 406
Elliott, T., 413, 437
Ellis, N.R., 12, 23
Elzey, F., 112, 132
Emmons, ML., 54, 55, 57

Englehardt, J.M., 282, 303
Engleman, 5., 253, 267, 292, 303

Englert, C., 261, 267
Ensher, G.L., 206, 236
Esveldt, K.A., 297, 303
Etlinger, L.E., 301, 303
Evans, B.. 388, 406
Ewing, S., 346, 350
Falvey, M., 348, 438
Fell, G., 412, 438
Fensterheim, H., 55, 58
Fernald, G.M., 266, 267
Ferneti, CL., 327, 349
Filbeck, K., 196, 203

Finick, K., 410, 437
Finkel, W., 300, 303
Finney, J., 323, 350
Fisher, M.A., 183, 202, 436, 438
Fitzgerald, J., 266, 267
Fitzmaurice, AM., 289, 290, 293, 303,
304
Fixsen, D., 194, 203

Flanagan, W., 420, 438
Flavell, J., 404, 407
Flexer, R.W., 432, 438
Flynn, J., 147, 170
Fokes,J., 370, 371, 380
Ford, A., 300, 305, 344, 350, 389, 407
Ford, L., 409, 438
Foster, R., 318, 349
Fowler, G.L., 262, 267
Fowler, S.A., 104, 132
Fox, J.J., 390, 408
Foxx, R.M., 183, 184, 196, 197, 201,
202, 324, 325, 327, 349, 403, 407,
436, 438
Frank, A., 71, 96, 271, 299, 303
Fredricks, H.H., 46, 58
French, A., 215, 235
Friedrich, W.N., 9, 23
Fristoe, M., 364, 380
Frjth, G., 384, 404, 407
Fullerton, P., 381
Gagne, R.M., 62, 79, 96, 229, 235
Gallagher, J.J., 50, 58
Garcia, E., 323, 348
Gardner, D., 430, 438
Garretson, M.D., 448, 455
Gaylord-Ross, R., 402, 407
Gearheart, B.L., 444, 455
Gee, T.C., 260, 263, 264, 267
Genung, T., 37, 59
Geoffrion, L., 377, 380
Gibson, W.B., 264
Gill, D., 302, 303, 409, 416, 423, 425,
426, 428, 438, 439
Gillespie, P., 238, 267
Gillet, P., 411, 438
Glaser, R., 68, 96
Glover, J.M., 404, 407
Goetz, E., 100, 133, 134, 170
Goetz, L., 381
Golf, M., 48, 58
Gold, M., 183, 202, 433, 434, 435, 438,
Goldenberg, E.P., 218, 235, 260, 268,
295, 303, 377, 380
Goldstein, H., 60, 64, 96

Goldstein, S., 73, 96
Gonzalas, E., 100, 132
Gooch, 5., 388, 406
Goodall, P., 439
Goodman, L., 66, 97
Goodstein, H.A., 280, 289, 303
Gordon, T., 55, 58
Gottlieb, J., 30, 31, 58
Gottlieb, L.H., 197, 201
Goyos, A., 147, 170
Graham, S., 248, 265, 268
Granger, C., 390, 407
Grant, B., 260, 267, 453, 455
Greenberg, M.T., 9, 23
Greenleigh Associates, 432, 438
Greenwood, L., 436, 438
Greer, J.G., 107, 133, 214, 236
Greer, J.V., 49, 58
461
298,303, 309,319,325, 336,341, 344,
348,350,381,389,418,427,430,433,
435, 437, 438
Brown, V., 264, 282, 305

Browning, p., 420, 439
Bruininks, RH., 9, 24
Brulle, AR., 191, 201

Bruner, J., 253, 267
Bruno, R., 261, 263, 267
Bryen, D., 370, 380
Budd, D., 270, 301, 304
Budde, J.F., 62, 96
Budoff, M., 18, 23
Bugle, C., 323, 324, 349
Bundschuh, EL., 388, 406
Burger, A., 258, 267
Burgio, L., 323, 350
Burke,J., 181, 202
Burmeister, J.G., 387, 406
Burnett, R.W., 106, 132
Burns, P.C., 263, 268
Burns, P.K., 295, 303
Buros, O.K., 108, 132
Burton, TA., 2, 22, 23
Buttars, K., 298, 300, 302

Butz, R.A., 182, 201
Cadwell, J., 37, 59
Cain, L., 112, 132
Campbell, L., 436, 437
Campbell, S., 331, 350
Cander, B., 196, 202
Cantrell, D., 374, 382
Carey, L., 62, 79, 80, 88, 96, 223, 229,
235
Carlberg, C., 30, 57

Carnine, D., 292, 303
Carrier, J.K., 361, 381
Carroll, A.W., 11, 23
Carter, C.J., 218, 235, 260, 268, 295,
303
Carter, J., 420, 439
Cawley, J.F., 281, 289, 290, 293, 303
Ceccarani, P.S., 327, 349
Cegelka, P.T., 412, 419, 438
Cegelka, W.J., 61, 96
Certo, N., 276,301,304,336,341,344,
348, 349, 403, 408, 438
Chall, J., 250, 267
Chasey, W.C., 383, 406
Cherkes, M., 293, 305
Cheseldine, 5., 383, 406
Childs, RE., 112, 132
Clark, CR., 254, 269
Clark, G., 410, 415, 438
Clarke, J., 436, 438
Clarke, W.W., 101, 133
Clausen, J.A., 6, 23
Clees, T., 436, 437
Cleland, C.C. 11, 23, 344, 348
Cleveland, P., 439
Clewell, W.H., 8, 23
Close, D., 433, 437
Cochran, l.L., 11, 23
Cohen, R., 262, 267
Cohen, S., 18, 23, 247, 267
Connally, A., 66, 96, 106, 124, 132
Connis, R., 436, 439
Cook, ID., 410, 438
Cooke, N., 257, 267, 446, 455

Connor, F.P., 443, 444, 455
Coon, M.E., 342, 348
Cooper,J.O., 141, 144, 148, 150, 170,
215, 235
Cortazzo, A., 104, 132, 336, 342, 348
Cowan, P., 298, 303

Cresson, 0., 255, 268
Criscoe, B.L., 260, 263, 264, 267
Criswell, J.L., 271, 301, 305, 343, 350
Crnic, K.A., 9, 23
Cronin, K.A., 333, 348
Cross, A.H., 50, 58
Crossland, C., 248, 268
Crosson, J.E., 433, 438
Crouch, K., 436, 438
Cummings, L., 436, 439
Curry, L., 73, 96
Curtiss, K.A., 297, 303
Cuvo, A.J., 136, 170, 197, 202, 271,
301, 302, 303, 305, 319, 332, 333,
335, 343, 348, 349, 350
Dahl, P.R., 434, 439
Dale, M., 35, 51, 57

D'Alonzo, B., 419, 437
Davis, B.A., 320, 348
Davis, C.O., 254, 269
Dawson, M., 120, 133
DeBriere, T., 331, 350
Deitz, S., 191, 193, 201, 202, 203
Dennison, L., 366, 367, 368, 376, 380
Detwiler, M., 260, 267, 453, 455
Devany,J.M., 367, 368, 376, 377, 380
Devine, T., 264
Dexter, B., 30, 59
Dick, W., 62, 79, 80, 88, 96, 223, 229,
235
Dineen, J., 409, 438
Doll, E.E., 2, 23
Domnie, M., 264, 267
Donder, D., 200, 202
Dorry, G.W., 264, 267
Dorsett, PG., 402, 407
Doyle, D.A., 323, 349
Duker, P., 363, 380
Dunlap, G., 181, 202
Dunn, L., 29, 57, 205, 235
Durana, IL., 197, 202
Dyer, K., 331, 349
Dyer, W., 54, 57
Eagle, C.T., 384, 407
Edelson, R., 193, 202

Edgerton, R.B., 8, 24
Egel, A., 181, 200, 202, 203
Ehly, S., 51, 58
Eich,J., 271, 303
Eichenbaum, B., 384, 406
Ekwall, E.E., 244, 267
Elium, M., 388, 406
Elliott, T., 413, 437
Ellis, N.R., 12, 23
Elzey, F., 112, 132
Emmons, ML., 54, 55, 57

Englehardt, J.M., 282, 303
Engleman, 5., 253, 267, 292, 303

Englert, C., 261, 267
Ensher, G.L., 206, 236
Esveldt, K.A., 297, 303
Etlinger, L.E., 301, 303
Evans, B.. 388, 406
Ewing, S., 346, 350
Falvey, M., 348, 438
Fell, G., 412, 438
Fensterheim, H., 55, 58
Fernald, G.M., 266, 267
Ferneti, CL., 327, 349
Filbeck, K., 196, 203

Finick, K., 410, 437
Finkel, W., 300, 303
Finney, J., 323, 350
Fisher, M.A., 183, 202, 436, 438
Fitzgerald, J., 266, 267
Fitzmaurice, AM., 289, 290, 293, 303,
304
Fixsen, D., 194, 203

Flanagan, W., 420, 438
Flavell, J., 404, 407
Flexer, R.W., 432, 438
Flynn, J., 147, 170
Fokes,J., 370, 371, 380
Ford, A., 300, 305, 344, 350, 389, 407
Ford, L., 409, 438
Foster, R., 318, 349
Fowler, G.L., 262, 267
Fowler, S.A., 104, 132
Fox, J.J., 390, 408
Foxx, R.M., 183, 184, 196, 197, 201,
202, 324, 325, 327, 349, 403, 407,
436, 438
Frank, A., 71, 96, 271, 299, 303
Fredricks, H.H., 46, 58
French, A., 215, 235
Friedrich, W.N., 9, 23
Fristoe, M., 364, 380
Frjth, G., 384, 404, 407
Fullerton, P., 381
Gagne, R.M., 62, 79, 96, 229, 235
Gallagher, J.J., 50, 58
Garcia, E., 323, 348
Gardner, D., 430, 438
Garretson, M.D., 448, 455
Gaylord-Ross, R., 402, 407
Gearheart, B.L., 444, 455
Gee, T.C., 260, 263, 264, 267
Genung, T., 37, 59
Geoffrion, L., 377, 380
Gibson, W.B., 264
Gill, D., 302, 303, 409, 416, 423, 425,
426, 428, 438, 439
Gillespie, P., 238, 267
Gillet, P., 411, 438
Glaser, R., 68, 96
Glover, J.M., 404, 407
Goetz, E., 100, 133, 134, 170
Goetz, L., 381
Golf, M., 48, 58
Gold, M., 183, 202, 433, 434, 435, 438,
Goldenberg, E.P., 218, 235, 260, 268,
295, 303, 377, 380
Goldstein, H., 60, 64, 96

Goldstein, S., 73, 96
Gonzalas, E., 100, 132
Gooch, 5., 388, 406
Goodall, P., 439
Goodman, L., 66, 97
Goodstein, H.A., 280, 289, 303
Gordon, T., 55, 58
Gottlieb, J., 30, 31, 58
Gottlieb, L.H., 197, 201
Goyos, A., 147, 170
Graham, S., 248, 265, 268
Granger, C., 390, 407
Grant, B., 260, 267, 453, 455
Greenberg, M.T., 9, 23
Greenleigh Associates, 432, 438
Greenwood, L., 436, 438
Greer, J.G., 107, 133, 214, 236
Greer, J.V., 49, 58
461
Greiner, C., 298, 302

Gresham, F., 30, 58
Grise, P.J., 213, 235
Gross, E., 196, 203
Grossman, H.J., 6, 7, 8, 23
Gronlund, N.E., 87, 97
Gruenewald, L., 438
Guess, D., 134, 170, 323, 332, 348, 353,
366, 369, 373, 375, 376, 379, 381,

382
Gysbers, N., 412, 437

Hackney, C., 265, 267
Hagen, D., 259, 260, 268, 296, 303,
377, 381
Hagin, R.A., 265, 268

.Halasz, M., 271, 304
Hall, J., 409, 438
Hall, R.V., 114, 132, 150, 170
Halle, J., 354, 374, 381, 382
Hamilton, S., 197, 201
Hammill, D.D., 247, 264, 268, 282,
285, 305
Hamre-Nietupski, S., 209, 235, 347,
349, 373, 374, 381, 438
Haning, T., 402, 407
Hansen, G., 147, 170
Hargis, C.H., 265, 268
Haring, N.G., 107, 133, 138, 139, 164,
170, 215, 236, 298, 305, 365, 382
Harper, R.S., 37, 59

Harris, C., 331, 350
Harris, K., 31, 58
Harris, KR., 194, 202
Harris, S., 193, 202
Harris-Vanderheiden, D., 360, 361,
363, 364, 366, 375, 381

Hart, B.M., 365, 381
Hart, V., 39, 41, 49, 58, 449, 455
Hartman, A.C., 89, 97, 215, 236, 240,
246, 269, 273, 305
Hasazi, J.E., 182, 201
Hasselbring, T., 248, 268, 453, 458
Hawkins, D.E., 383, 406
Healy, H., 323, 350
Hegge, T.G., 254, 268
Heiss, W.E., 60, 97
Hentschel, D., 32, 58
Herbert-Jackson, E., 196, 203
Hermelin, B., 13, 24
Heron, T., 31, 58, 257, 267, 446, 455
Herr, 5., 4, 24
Heward, W., 257, 267, 446, 455
Hill, BK., 9, 24
Hill, J., 385, 407

Hill, M., 433, 438, 439
Hill, S.A., 296, 303
Hillyard, A., 171, 202
Hofmeister, A., 295, 303
Hollingworth, J., 388, 406
Hollis, J., 361, 381
Holman, R.A., 196, 202
Holtz, K., 381
Holvoet, J., 332, 348
Homme, L., 191, 202
Homer, R.H., 12, 24, 80, 97, 344, 350,
404, 407, 417, 432, 435, 437, 438
Horst, G., 385, 407
House, B.J., 13, 25
Howell, K.W., 105, 106, 107, 122, 123,
132, 214, 235, 244, 245, 246, 268,
282, 283, 284, 303
Hoyt, K.B., 412, 439

462
Huberty, T.J., 7, 24
Hudson, C., 336, 341, 350
Hughart, L., 197, 201
Hursh, N.C., 410, 439
Idol-Maestas, L., 32, 58
Ingalls, R.P., 346, 349
Inman, D.P., 432, 437
Ivancic, M.T., 270, 304, 305, 350,
402, 407
Iwata, B.A., 147, 170, 194, 202, 270,
304, 305, 323, 331, 336, 343, 348,
349, 350
Jacobi, E., 333, 348
Jacobson, J.W., 18, 24
Janicki, M.P., 18, 24
Jarboe, D., 331, 350
Jeffrie, D.M., 383, 350
Jenkins, JR., 262, 268
Jesser, D., 410, 439
Johnson, B.F., 319, 332, 335, 349
Johnson, C.M., 193, 202
Johnson, D., 261, 264, 267
Johnson, J., 144, 170
Johnson, JR., 104, 132
Johnson,M.S., 104,132,141,169,394,
401, 407
Johnson, S.M., 196, 203
Johnstone, G., 147, 170
Jones, A., 367, 381
Jostes, K., 436, 439
Kaczmarek, L., 351, 381
Kahn, H., 280, 303
Kamil, M.L., 259, 268
Kampwith, T.J., 120, 132
Kann, R., 262, 268
Kanner, L., 2, 3, 24
Kaplan, F., 4, 23
Kaplan, J.S., 105, 106, 107, 122, 123,
132, 214, 235, 244, 245, 246, 268,
282, 283, 284, 303
Karan, 0., 390, 401, 408
Karlin, G., 436, 438
Katz, S., 384, 407
Kauffman, J.M., 107, 133, 134, 170
Kavale, K., 30, 57, 120, 132
Kaufman, M.J., 31, 58
Keilitz, I., 80, 97
Keily, M., 18, 24
Keim, D.W., 16, 24
Kelly, p., 48, 58
Kerr, M., 30, 59
Kidder, J.D., 188, 201
Kiernan, J., 385, 408
Kiernan, W.E., 434, 439
Kinsley, T., 94, 224, 227, 330, 337,
338, 339
Kirk, S., 250, 252, 254, 268
Kirk, W., 254, 268
Kissel, R., 324, 349
Kissell, R.C., 404, 407
Klien, R., 412, 438
Kleinloog, D., 301, 304
Kleitsch, E., 376, 381
Klett, S.Z., 189, 203
Kliebhan, J.M., 250, 254, 268
Klien, M.S., 18, 23
Koegal, P., 8, 24
Koegal, R., 181, 202
Kokaska, C.J., 411,412,413, 437, 439,
453, 455
Kolko, D.J., 402, 407
Koller, E., 291, 299, 303
Koller, J.R., 7, 24
Konczak, L., 193, 202
Konke, J.L., 343, 348
Koorland, M.A., 178, 179, 182, 202,
203
Kovalich, B., 194, 203

Kmaus, M., 433, 439
Kukic, M.B., 31, 58
Kurtz, M.A., 430, 438
Kysela, G.M., 171, 202
Lagomarciono, A., 402, 407
Laird, W., 383, 407
Lakein, A., 56, 58
Lamson, D., 436, 439
Lancioni, G.E.,270, 303, 327, 349, 373,
381
Landesman-Dwyer, S., 37, 58

Langone, J., 14, 24, 35, 58, 111, 179,
180, 181, 182, 184, 199, 202, 208,
209, 235, 300, 302, 303, 344, 349,
409, 416, 423, 425, 426, 428, 431,
435, 438, 439
Larsen, S., 51, 58
Larsen, S.C., 100, 101, 107, 108, 110,
133
Larson, A.D., 448, 455

Lathom, W., 384, 407
Law, G., 402, 407
Laycock, V.K., 40, 58
Leaf, R.B., 332, 348
Leff, RB., 334, 349
Leinhardt, G., 26, 58
Leland, H., 318, 349
Lent, J.R., 184, 202, 327, 349
Leonard, L., 376, 381
Lepone, A., 289, 303
Lerner, J.W., 98, 132, 250, 254, 268
Levitan, G.W., 9
Levine, 5., 112, 132
Lichter, A., 261, 267
Lieberman, L., 47, 58
Lilly, M.S., 341, 350
Lindsey, OR., 38, 58
Lloyd, L.L., 364, 380

Loomis, R., 300, 305, 344, 350, 407
Lombardo, V., 47, 51, 58
Lovaas, 0.1., 367, 368, 376, 380, 381
Lovitt, T., 136, 144, 170, 171, 183,202,
264, 297, 303
Lowe, M.L., 301, 303, 343, 349

Lubin, R., 18, 24
Lucas, J., 264
Lucas, V.H. 89, 97, 215, 236, 240, 246,
265, 267, 269, 273, 305
Luce, S., 331, 349

Lukeris, S., 189, 203
Lund, K.A., 100, 133
Lutz, R.J., 411, 412, 439
Lynch, K.P., 434, 439
MacEachron, A., 433, 439
MacPherson, E., 196, 202
MacMillan, D.L., 2, 5, 11, 13, 14, 24,
29, 30, 34, 58, 174, 202
Maestas, Y., 448, 455
Mager, R.F., 87, 97
Mahoney, K., 325, 349
Mandlebaum, L.H., 100, 133
Marland, S.P., 411, 439
Marholin, H.D., 323, 349, 432, 439
Marpet, L., 301, 303
Marsh, G.E., 49, 58, 255, 268, 298,
304
'0
Marshall, A., 390, 408

Martin, A.S., 432, 438
Martin, G., 176, 178, 181, 186, 188,
190, 191, 202
Martin, J., 383, 407

Martin, M., 147, 170
Martinez, D.H., 31, 57
Mateja, J., 262, 269
Matson, J.C., 404, 406
Matson, J.L., 334, 335, 346, 349
Mayer, C.L., 11, 24
Mayer, G.R., 136, 141, 148, 150, 152,
170, 171, 175, 180, 181, 182, 183,
184, 186, 188, 191, 194, 203
Maynard, M., 387, 407
McCarthy, M.M., 212, 235
McCord, W.T., 26, 58
McCormick, L., 352, 353, 382
McDaniel, C.O., 384, 407
McDaniel, T., 193, 202
McFarland, T., 271, 303
McGee, J.J., 36, 58
McGraw, K., 101, 132, 279, 302
McLean, B.M., 184, 202
McMorrow, M., 403, 407, 436, 438
McNally, R.J., 9
McNutt, G., 100, 133
McReynolds, LV., 196, 202
Mennemeier, M., 436, 438
Menolascino, F.J., 3, 24, 36, 58
Mercer, A.R., 114, 133, 215, 221, 236,
240, 248, 251, 261, 264, 265, 268,
273, 298, 300, 304, 378, 381
Mercer, C.D., 10, 11, 12, 24, 114, 133,
215, 221, 236, 240, 248, 251, 261,
264, 265, 268, 273, 289, 298, 300,
304, 378, 381
Meyerson, L., 325, 349

Meyers, A., 332, 334, 350
Milan, M.A., 402, 407
Milgram, N.A., 14, 24
Miller, CD., 416, 439
Miller, J.B., 448, 455
Miller, J.F., 357, 358, 381
Miller, L., 265, 268
Miller, L.K., 177, 202
Miller, P.W., 301, 304
Minick, B., 293, 305
Mitchell, J., 384, 407
Mithaug, D.E., 434, 439
Mittler, p., 376, 381
Moe, A.J., 244, 269
Moldolfsky, P., 262, 268
Moon, S., 405, 407
Moores, D.F., 448, 455
Moores, J., 448, 455
Moran, M.R., 91, 97, 119, 120, 121,
133, 248, 269
Morgan, D., 71, 97
Mori, A., 410, 439
Morsink, C., 51, 58, 298, 304
Morsink, H., 363, 380
Muccino, A., 403, 408
Muihern, T., 291, 299, 303
Mulligan, M., 332, 348
Murdock, E.E., 324, 350
Nachtman, W., 66, 96, 106, 132
Nadler, B., 68, 97
Nave, G., 420, 439
Neef, N.A., 147, 170, 181, 200, 202,
203, 305, 336, 343, 349, 350
Nelson, C., 194, 203
Neisworth, J.T., 105, 107, 133, 214,

236
Newbrough, J.R., 9, 25
Newman, M., 261, 263, 267
Nielson, G., 196, 203
Nietupski, J., 200, 202, 209, 235, 276,

300, 301, 304, 305, 344, 345, 349,
350, 403, 407
Nihira, K., 318, 349
Nolan, C., 446, 455
Norman, C., 13, 25

Nutter, D., 328, 349
Oakland, T., 100, 133
Oberlin, L., 272, 304
O'Brien, F., 300, 323, 324, 349
O'Connell, C.Y., 107, 132
O'Connor, W., 13, 24
Oetting, G., 416, 439
Ogletree, E.J., 298, 299, 301, 303, 304

Orelove, F.P., 402, 407
Orenstein, A., 18, 23
Orr, G.J., 300, 304, 343, 349
Osborn, J., 262, 268
Oseroff, A., 71, 81, 84, 87, 97, 179,
202, 214, 236
O'Toole, K.M., 323, 349

Owens, S., 248, 268
Page, T.J., 147, 170,270,304, 305,336,

343, 349, 350
Pallay, A., 26, 58
Pallotta-Cornick, A., 147, 170
Palmer, M., 189, 203
Pasanella, A.L., 445, 446, 447, 449,
450,
455
Patton, JR., 32, 34, 58, 138, 170,
264, 301, 304, 378, 381, 410, 413,

426, 439
Payne, J.S., 32, 34, 38, 58, 138, 170,
264, 301, 304, 346, 347, 350, 378,
381, 410, 413, 426, 439
Payne, R.A., 38, 58, 138, 170, 264,
301, 304, 346, 347, 350, 378, 381
Pear, J., 176, 178, 181, 186, 188, 190,
191,202
439
Perimutter, L., 255, 267
Peter, L.J., 38, 58, 48
Peterson, J., 263, 267
Peterson, L., 433, 437
Phelan, J.G., 182, 203
Phelps, L.A., 411, 439, 412
Phillips, E.A., 194, 203
Phillips, E.L., 194, 203
Phillips, J., 323, 350
Piersel, W., 196, 203
Pius-Conway, V., 402, 407
Plaskon, S., 247, 267
Podell, D., 453, 455
Polloway, C.H., 136, 170, 264, 268
Polloway, E.A., 29, 38, 58, 136, 138,
170, 248, 264, 268, 301, 304, 346,
347, 350, 378, 381
Pentecost, J.,
Pomerantz, D.,
432, 434, 435, 438, 439
Poorman, C., 52, 59

Poplin, M., 247, 268
Porterfield, J., 196, 203
Poteet, J.A., 248, 268
Powers, M.A., 197, 201
Premack, D., 176, 203
Prentky, J., 301, 303
Preskill, H., 414, 437
Price, B.J., 49, 58
Price, B.S., 255, 268

Price, M., 66, 97, 298, 304
Prillaman, D., 298, 303
Pritchett, T., 66, 96, 106, 132
Pumpian, I., 276, 301, 304, 344, 349,
407, 438
Pyecha, J., 415, 439
Quevillon, R., 197, 201
Radabaugh, M.T., 240, 244, 268
Rahn, T., 197, 201
Rak, C., 412, 438
Rauth, M., 32, 59
Reichie, J.E., 353, 381
Reid, D., 323, 328, 349, 350, 402, 407
Reisman, F.K., 298, 299, 304
Reiss, M., 181, 203, 347, 350
Reiss, S., 9, 25
Renzaglia, A., 390, 401, 405, 407, 408,

436, 437
Repp, A., 134, 170, 189, 191, 193, 201,
202, 203
Reynolds, M.C., 31, 32, 35, 59, 204,

214, 236, 443, 444, 448, 450, 455
Rich, H.L., 31, 38, 57, 59
Richman, G., 181, 203, 347, 350
Rincover, A., 367, 376, 380
Riordan, M., 323, 350
Risley, R., 335, 350
Risley, T.R., 136, 169, 196, 203, 365,
381
Roberts,
G.H., 282, 304
Robinson-Wilson, J.A., 104, 133, 265,

268, 335, 350
Robinson, H.B., 9, 25
Robinson, N.M., 9, 25
Robson, C., 367, 381
Roe, B.D., 263, 268
Rogers-Warren, A., 379, 382
Rose, T., 193, 203
Ross, J.W., 213, 236
Roth, F., 376, 382
Rotter, J.B., 9, 12, 25
Ruder, K.F., 366, 380
Rupley, W.H., 244, 259, 262, 268
Rusch, F.R., 336, 341, 350, 383, 407,
434, 436, 438, 439
Russell, B.E., 291, 304
Russell, S.J., 218, 235, 260, 268, 295,
303
Rutherford, R., 194, 203
Rynn-F1ottuman M., 381
Sailor, W., 134, 170, 352, 353, 361,
362, 363, 364, 370, 373, 376, 381
Salembier, G., 410, 437
Salend, S.J., 194, 203
Salvia, J., 108, 133
Sander, M., 298, 304
Sansome, R., 104, 132, 336, 342, 348
Santos, J., 376, 381
Sarber, R., 271, 304
Schalock, R.L., 37, 59
Scherrill, C., 405, 408
Schiefelbusch, R.L., 352, 353, 382
Schnapps, L., 100, 133
Schilling, D., 136, 170
Schleien, S.J., 385, 393, 403, 404, 408
Schloss, C., 403, 407
Schroeder, J., 348, 438
Schroeder, S., 193, 203
Schulman, E.D., 346, 347, 350, 388,
408
Schultz, J., 264

463
Schultz, R., 290, 291, 304, 390, 401,

408, 436, 439
Schwartz, 1., 331, 349
Schwartz, L., 71, 81, 84, 87, 97, 214,
236
Schwartz, R., 336, 341, 348

Schwartz, S.E., 270, 294, 301, 304
Schuler, A., 381
Scibak, J.W., 181, 203, 207, 236
Scott, L., 100, 133, 134, 170
Seay, M.F., 208, 236
Seaman, J.A., 388, 408
Shafer, M., 200, 203
Semel, E., 378, 382
Shea, T., 134, 170
Sedlak, R.A., 289, 290, 293, 303, 304,
305
Sengstock, W.L., 301, 304
Sheenan, R., 417, 437
Shellhaas, M., 318, 349
Sherry, P.J., 320, 348
Shipiro, S., 196, 202
Shirer, C., 388, 406
Shore, K., 68, 97
Siders, J.A., 71. 97
Sidman, M., 255, 268
Sinclair, N., 388, 408
Singh, J., 258, 264, 268, 269
Singh, N., 258, 268
Sipko, R., 333, 348
Sirvis, B., 443, 455
Sitko, M.C., 238, 267
Skinner, B.F., 137, 170
Smeenge, M., 270, 304
Smeets, P.M., 301, 304
Smith, A.L., 196, 203
Smith, D.D., 171, 174, 180, 184, 203,
297, 303
Smith, J.E., 29, 30, 38, 58, 59, 248,
268, 346, 347, 350, 378, 381
Smith, M., 332, 334, 350
Smith, R.M., 105, 107, 133, 290, 304
Smith, T.E., 255, 268, 298, 304
Snell, M.E., 10, 11, 12, 24, 134, 170,
171, 174, 180, 184, 203, 246, 255,
269, 289, 300, 304, 324, 332, 343, 350
Stokes, T.F., 14, 24, 36, 59, 137, 170,

199, 200, 201, 203, 371, 382
Stoll, A., 381
Stoodt, B.D., 263, 268

Strain, P., 30, 59
Streifel, J.A., 182, 203
Stremel-Campbell, K., 374, 375, 382
Strickland, B.B., 66, 73, 96, 97, 227,
236
Stuckey, P.E., 9, 24
Suizer-Azaroff, B., 136, 141, 148, 150,
152, 170, 171, 175, 180, 181, 182,
183, 184, 186, 188, 189, 191, 194,203
Super, D.E., 411, 439

Svoboda, R., 403, 407
T., C.J., 15, 25
Tague, C., 188, 201
Tan, N., 258, 267
Tanner, D., 60, 97
Tanner, L.N., 60, 97
Tarpley, H., 193, 203
Tarver, S., 120, 133
Taylor, A., 265, 269
Taylor, R., 120, 133
Ten Brink, T.D., 7, 24
Thomas, C.M., 189, 203
Thornton, C.A., 298, 305
Thurlow, M. L., 265, 269, 299, 305
Tiegs, E.W., 101, 133
Touchette, P.E., 323, 349
Trace, M.W., 221, 301, 305, 343, 344,
348, 350
Triest, G., 18, 23

Troutman, A., 148, 170
Turkel, S., 453, 455
Turnbull, A.P., 66,73,96,97,227,236,
264, 290, 291, 304
Turnure, J.E., 265, 269, 299, 305
Tymitz-Wolf, B., 71, 97, 218, 236
Ujlaki, V., 298, 304
Utley, B., 381
Valletutti, P.J., 240, 264, 267, 273, 302
van den Pol, R.A., 301, 305, 323, 350
Vanderheiden, G.C., 360, 361, 363,
364, 366, 375, 381
Vandever, T.R., 198, 203

VanWagenen, R.K., 324, 325, 349, 350
Soffer, R., 73, 97

Sosebee, L.H., 189, 203
Soskin, R.M., 4, 25, 29, 59
Sowers, J., 336, 341, 350, 436, 439
Spangler, P., 390, 408
Spears, D.L., 341, 350
Varnhagen, C., 13, 23

Veitch, V.D., 343, 348
Verhaaren, P., 443, 444, 455
Verhoven, P.J., 383, 406
Vincent, L., 348, 366, 380, 438
Speilman, C., 331, 332, 350

Spikman, N., 376, 382
Spitz, H.H., 13, 14, 25
Sprague, J., 344, 350
Sprague, R., 193, 202
Stainback, S., 208, 236, 323, 350
Stainback, W., 208, 236, 323, 350
Stanley, A., 323, 350
Staples, KS., 265, 269, 331, 332, 350
Stark, J.A. 434, 439
Staffer, R., 261, 269
Stein, M.L., 262, 268
Stephens, T.M., 89, 97, 215, 236, 240,
246, 259, 273, 305
Sternberg, L., 293, 305
Stevens, C.J., 327, 349
Sternberg, L., 120, 133
Stick, R.S., 15, 25
Voeltz, L.M., 383, 384, 385, 404, 408

Vogelsberg, R.T., 336, 342, 348, 350
Volkmor, C.B., 445, 446, 447, 449,
450, 455
Wacker, D., 436, 439
Wahler, R.G., 390, 408
Walker, H.M., 193, 203
Walker, J., 134, 170
Wallace, G., 100, 101, 107, 108, 110,
133, 134, 170
Walters, J., 181, 202
Wambold, C.L., 299, 302
Warren, S., 379, 382
Wasylyk, T., 265, 267
Watson, J., 376, 382
Wehman, p., 13,25,384,385,390,391,
393, 401, 403, 404, 408, 433, 434,
Speir, NC., 189, 203
464
Vitello, S.J., 4, 25, 29, 37, 59, 271, 289,

303, 305
438, 439
Weiner, E.S., 248, 269
Weiner, 5., 258, 267
Weintraub, F.J., 213, 236
Weisgerber, R.A., 434, 439
Weishahn, M.W., 444, 455
Wesolowski, M.D., 197, 201
Westling, D.L., 14, 24, 178, 182, 199,
202, 203, 212, 236, 431, 435, 439
Wheeler, J., 300, 305, 344, 350
White, G.D., 196, 203
White, O.R., 107, 133, 138, 139, 164,
170, 209, 215, 236, 298, 305, 365,382
Whitman, T.L., 104, 132, 181, 203,

207,236,324,349,376,381,404,407
Whitley, F.P., 305, 350
Whorton, J., 71, 97
Wiederholt, J.L., 264, 282, 305
Wiig, E., 378, 382
Wilcox, B., 384, 408
Williams, RD., 346, 350
Williams, W., 342, 347, 348, 349
Williams, W.P., 388, 406
Wilson, C.R., 262, 269
Wilson, P., 323, 350
Witt, S.J., 7, 25
Winschel, J.F., 206, 236
Wohi, M., 323, 350
Wolchik, S., 193, 202
Wolf, MM., 136, 137, 138, 169, 170,
194, 203, 207, 208, 236
Wood, K.D., 262, 269
Wood, R., 147, 170
Woodcock, R.W., 244, 254, 269
Woods, ML, 244, 269
Worrall, N., 264, 269
Wuerch, B.B., 384, 385, 404, 408
Wyatt, K.E., 301, 304
Yeaton, W.K., 336, 341, 350
Yekutiel, E., 384, 407
Yoder, DR., 353, 381
York, R., 341, 350
Young, M.N., 264
Ysseldyke, J.E., 108, 133
Yukish, J.F., 240, 264, 268
Zeaman, D., 13, 25, 183, 202, 264, 267
Zentall, S., 101, 133

Zigler, E., 9, 10, 11, 12, 23, 25
Zimmerman, K., 300, 303
Zukotynski, G. , 104, 132

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TEACHING RETARDED

ALLYN AND BACON, INC.

Copyright l986byAllynandBacon, Inc., 7WellsAvenue, Newton, MassachusettsO2l59.

Series Editor: Jeffery W. Johnston

Cover Coordinator: Linda K. Dickinson

Library of Congress Cataloging-in-Publication Data

Printed in the United

NOTE ABOUT THIS BOOK

Chapter 7 involves the aspect of curriculum development beyond the IEP.

Competencies for Effective Interactions with Other Personnel, 54

Assessing Present Level of Performance, 91

CriterionReferenced Testing, 112

Assessment for Revision: Ongoing Monitoring of Learner Progress, 123

Levels of Reinforcers, 174

Traditional Approaches to Curriculum Development, 204

TEACHING FUNCTIONAL READING AND WRITTEN

Developing Instructional Strategies, 249

Rationale for Teaching Leisure/Recreation Skills, 383

U I began to conceptualize this textbook when a regular educator attending a

teaching practices. On the one hand, professionals seemed to want retarded

students, using a variety of techniques not resulting solely in scores, but in a

I would like to thank my colleagues at the University of Georgia who

University of Iowa, Dave Powers, East Carolina University, Glen Thomas,

Production Coordinator. A very special thanks goes to Jeff Johnston, Series

EDUCATING THE MENTALLY

"care, ""protect"). Words such as "independent," "productive," and "neighbor"

2 TEACHING RETARDED LEARNERS

HISTORICAL DEVELOPMENT OF ISSUES IN MENTAL

Many of today's curricular programs reflect the five training objectives

developed by Itard. (Courtesy of DLM Teaching Resources, Allen,

EDUCATING THE MENTALLY RETARDED: AN OVERVIEW

found in use today.

More Recent Developments

4 U TEACHING RETARDED LEARNERS

ultimate functioning level of retarded children if they are exposed to quality

EDUCATING THE MENTALLY RETARDED: AN OVERVIEW

programs that allow retarded learners to become highly visible in community

DEFINITION AND CLASSIFICATION OF THE

tEACHING RETARDED LEARNERS

general intellectual functioning existing concurrently with deficits in adaptive

intelligence. This upper limit is intended as a guideline; it could be extended

The concept of adaptive behavior has caused much controversy among

EDUCATING THE MENTALLY RETARDED: AN OVERVIEW

During childhood and early adolescence in areas 14 and/or:

thus not providing a true picture of a person's abilities.

whether the label "mentally retarded" is appropriate.

file of a learner's ability to function in the environment.

8 TEACHING RETARDED LEARNERS

CAUSES OF MENTAL RETARDATION

CHARACTERISTICS OF RETARDED LEARNERS

EDUCATING THE MENTALLY RETARDED: AN OVERVIEW

lieved that personality deficits were inherent to mental retardation, finding a

mentally retarded, these problems may not necessarily be a function of their

Social Learning Theory

Research efforts are generally based on some type of personality development

Social Deprivation Theory

10 TEACHING RETARDED LEARNERS

County Public Schools, Georgia)

Overdependency. Researchers have attempted to identify variables that would