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Community-Referenced Instruction: Research and Issues

70 citations0/0 files storedResearch and Practice for Persons with Severe Disabilities

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Behavioral and Psychological Studies Disability Education and Employment Assistive Technology in Communication and Mobility

Abstract

This review addresses some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities. These issues include environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement. A stimulus set of standards that emerged from the literature reviewed was presented to guide and evaluate future community-referenced research.

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1970Contingencies of reinforcement: A theoretical analysis 1996The principle of normalization in human services 1906The Journal of Abnormal Psychology 1979A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults 1975EFFECTS OF WITHIN‐STIMULUS AND EXTRA‐STIMULUS PROMPTING ON DISCRIMINATION LEARNING IN AUTISTIC CHILDREN1 1980Methods of instruction for severely handicapped students 1984THE TRAINING AND GENERALIZATION OF SOCIAL INTERACTION SKILLS WITH AUTISTIC YOUTH 1983Design of High School Programs for Severely Handicapped Students Design of High School Programs for Severely Handicapped Students. WilcoxBarbara, BellamyG. Thomas. Paul H. Brookes Publishing Co., Post Office Box 10624, Baltimore, MD 21204, 267 pp (1982), $15.95.

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2007Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities 2003An investigation of instructional scheduling arrangements for community-based instruction 1995Reduction of Severe Problem Behavior in Community Employment Using an Hypothesis-Driven Multicomponent Intervention Approach 1999

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