Research Reports: A Social Validation Assessment of Cooperative versus Individual Task Engagement of Persons with Multiple Disabilities

Agran M. , Sinclair T. , Alper S. , Cavin M. , Wehmeyer M. , & Hughes C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3–13.

Bourke G. J. , Daly L. E. , & McGilvray J. (1985). Interpretation and uses of medical statistics (3rd ed.). London: Blackwell.

Cronbach L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.

Cunningham J. , McDonnell A. , Easton A. , & Sturmey P. (2003). Social validation data on three methods of physical restraint: Views of consumers, staff and students. Research in Developmental Disabilities, 24, 307–316.

Davis C. A. , Brady M. P. , Williams R. E. , & Burta M. (1992). The effects of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation. Education and Training in Mental Retardation, 27, 39–50.

Dorman J. P. (2003). Cross-national validation of the what is happening in the class? (WIHIC) questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231–245.

Erbas D. , Ozen A. , & Acar C. (2004). Comparison of two approaches for identifying reinforcers in teaching figure coloring to students with Down syndrome. Education and Training in Developmental Disabilities, 39, 253–264.

Geruschat D. R. (1992). Using the acuity card procedure to assess visual acuity in children with severe and multiple impairments. Journal of Visual Impairment & Blindness, 86, 25–27.

Lancioni G. E. , Coninx F. , Manders N. , Driessen M. , Van Dijk J. , & Visser T. (1991). Reducing breaks in performance of multihandicapped students through automatic prompting or peer supervision. Journal of Developmental and Physical Disabilities, 3, 115–128.

Lancioni G. E. , O'Reilly M. F. , & Oliva D. (2002). Engagement in cooperative and individual tasks: Assessing the performance and preferences of persons with multiple disabilities. Journal of Visual Impairment & Blindness, 96, 50–53.

Lancioni G. E. , O'Reilly M. F. , Singh N.N. , Oliva D. , Marziani M. , & Groeneweg J. (2002). A social validation assessment of the use of microswitches with persons with multiple disabilities. Research in Developmental Disabilities, 23, 309–318.

Rapley M. , & Hopgood L. (1997). Quality of life in a community-based service in rural Australia. Journal of Intellectual and Developmental Disabilities, 22, 125–141.

Romer L. T. , & Haring N. G. (1994). The social participation of students with deaf-blindness in educational settings. Education and Training in Mental Retardation and Developmental Disabilities, 29, 134–144.

Schalock R. , Brown I. , Brown R. , Cummins R. A. , Felce D. , Matikka L. , Keith K. D. , & Parmenter T. (2002). Conceptualization, measurement, and application of quality of life for persons with intellectual disabilities: Reports of an international panel of experts. Mental Retardation, 40, 457–470.

Siperstein G. N. , & Leffert J. S. (1997). Comparison of socially accepted and rejected children with mental retardation. American Journal on Mental Retardation, 101, 339–351.

Steed S. E. , & Lutzker J. R. (1997). Using picture prompts to teach an adult with developmental disabilities to independently complete vocational tasks. Journal of Developmental and Physical Disabilities, 9, 117–133.

Storey K. (1996). Social validation issues in social skills assessment. International Journal of Disability, Development and Education, 43, 167–174.