A 12 year old student having moderate special educational needs was integrated into regular 5th and 6th grade classrooms for 2 half hour study periods. A regular classroom teacher successfully implemented a cost response program for disruptive vocalizations. The student acquired independent destination skills to and from her integration sessions, maintained correct completion of her study work in her integrated classes and acquired a self-monitoring program for correcting her work. Target vocal behavior was reduced to a zero level within seven days of implementing the program in the regular classroom where program occurred, while generalization occurred in the nonprogram regular classroom. The study demonstrated the efficacy of (a.) utilizing a data based approach in integration programming and (b.) close collaboration of both special and regular classroom teachers.
Get full access to this article
View all access options for this article.
References
1.
Allen-MearesP., & PugachM. (1982). Facilitating interdisciplinary collaboration on behalf of handicapped children and youths. Teacher Education and Special Education, 5(1), 30–36.
2.
BrinkerR. (1985). Interactions between severely mentally retarded students and other students in integrated and segregated public school settings. American Journal of Mental Deficiency, 89, 587–594.
3.
BrownL., FordA., WisbetJ., SweetM., DonnellanA., & GruenwaldL. (1983). Opportunities available when severely handicapped students attend chronological age appropriate regular schools. The Journal of the Association for Persons with Severe Handicaps, 8(1), 16–24.
4.
ColozziG., & PollowR. (1984). Teaching independent walking to mentally retarded children in a public school. Education and Training of the Mentally Retarded, 19, 97–101.
5.
CoonM., VogelsbergR., & WilliamsV. (1981). Effects of classroom public transportation instruction on generalization to the natural environment. The Journal of the Association for the Severely Handicapped, 6(2), 46–53.
6.
DenoS. (1980). Data-based IEP development: An approach to substantive compliance. Teaching Exceptional Children, 12, 92–98.
7.
FeldmanD., & AltmanR. (1985). Conceptual systems and teacher attitudes toward regular classroom placement of mildly mentally retarded students. American Journal of Mental Deficiency, 89, 345–351.
8.
FowlerS., & BaerD. (1981). “Do I have to be good all day?” The timing of delayed reinforcement as a factor in generalization. Journal of Applied Behavior Analysis, 14, 13–24.
9.
GlazzardP. (1981). Training students to work independently in the classroom. Teaching Exceptional Children, 13, 72–75.
10.
GruberB., ReeserR., & ReidD. H. (1979). Providing a less restrictive environment for profoundly retarded persons by teaching independent walking skills. Journal of Applied Behavior Analysis, 12, 285–297.
11.
GuralnickM. J. (Ed.) (1978). Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press.
12.
HobenM. (1980). Toward integration in the mainstream. Exceptional Children, 47, 100–105.
13.
KnapczykD., JohnsonW., & McDermottG. (1983). A comparison of the effects of teachers and peer supervision on work performance and on-task behavior. The Journal of the Association for Persons with Severe Handicaps, 8(4), 41–48.
14.
LancioniG. (1982). Normal children as tutors to teach social responses to withdrawn mentally retarded schoolmates: training, maintenance and generalization. Journal of Applied Behavior Analysis, 15, 17–40.
15.
MathewsB., McLaughlinT., & HunsakerD. (1980). Effects of teacher attention and activity reinforcers in on-task behavior. Education and Treatment of Children, 3(1), 13–19.
16.
McConkleyR., McCormackB., & NaughtonM. (1984). Preparing nonretarded young persons to meet mentally retarded adults. American Journal of Mental Deficiency, 88, 691–694.
17.
OdomS., HoysonM., JamiesonB., & StrainP. (1985). Increasing handicapped preschoolers’ peer social interactions: cross setting and component analysis. Journal of Applied Behavior Analysis, 18, 3–16.
18.
RhodesG., MorganD., & YoungK. (1983). Generalization and maintenance of treatment gains of behaviorally handicapped students from resource rooms to regular classrooms using self-evaluation procedures. Journal of Applied Behavior Analysis, 10, 171–188.
19.
RoseT., & GottliebJ. (1981). Transfer of training: an overlooked component of mainstreaming programs. Exceptional Children, 48, 175–177.
20.
RussoD. C., & KoegelR. L. (1977). A method for integrating an autistic child into a normal public school classroom. Journal of Applied Behavior Analysis, 10, 579–590.
SalendS., & HenryK. (1981). Response cost in mainstreamed settings. Journal of School Psychology, 19, 242–249.
23.
SpearsD., RuschF., YorkR., & LillyM. (1981). Training independent arrival behaviors to a severely mentally retarded child. The Journal of the Association for the Severely Handicapped, 6(2), 40–46.
24.
StainbackW., & StainbackS. (1981). Three methods for encouraging interaction between severely retarded and nonhandicapped students. Education and Training of the Mentally Retarded, 16, 188–192.
25.
StokesT., & BaerD. (1977). An implicit technology of generalization. Journal of Applied Behavioral Analysis, 10, 341–367.
26.
Sulzer-AzaroffB., & MayerG. (1977). Applying behavior analysis procedures with children and youth. New York: Holt, Rinehart and Winston.
27.
TaylorS. (1982). From segregation to integration: Strategies for integrating severely handicapped students in normal school and community settings. The Journal of the Association for the Severely Handicapped, 7(3), 42–49.
28.
ThomasonJ., & ArkellC.Educating the severe/profound handicapped in public schools. Exceptional Children, 47, 114–122.
29.
VoeltzLuanna M. (1980). Childrens attitudes towards handicapped peers. American Journal of Mental Deficiency, 84, 457–464.
30.
VoeltzLuanna M. (1982). Effects of structured interactions with severely handicapped peers on children's attitudes. American Journal of Mental Deficiency, 86, 380–390.
31.
WalkerH. (1983). The social behavior survival program (SBS): A systematic approach to the integration of handicapped children into less restrictive settings. Education and Treatment of Children, 6, 421–441.
32.
WhitmanT., ScibakJ., ButlerK., RichterR., & JohnsonM. (1982). Improving classroom behavior in mentally retarded children through correspondence training. Journal of Applied Behavior Analysis, 15, 545–564.
33.
YsseldykeJ., AlgozzineB., & AllenD. (1982). Participation of regular education teachers in special education team decision making. Exceptional Children, 48, 365–366.
