Education and Training in Autism and Developmental Disabilities

An increasing number of laboratory techniques are available which have the potential for ameliorating the cognitive deficits of the mentally retarded. If special education is to develop a comprehensive curriculum to increase the retardeds’ intellectual skills there is a need to translate basic research findings into classroom methods and materials. In this classroom study three matched groups were supplied with verbal, imaginal or a combination of mediators and compared with a contrast group on a paired-associate learning task. The strategy-supplied groups performed significantly better than the control group. There was little indication of carry-over of training by the experimental groups on a subsequent P-A task. The results and possible solutions for shortcomings were discussed.

The problem of drug abuse is presented along with the motivational forces generally found to be behind drug use. Current and past programs in this area have generally not been successful. The reasons for these failures are discussed and suggestions to help the educator deal with this problem are described.

A follow-up study of former educable retarded students revealed considerable vocational adjustment problems. One major finding was the relatively better adjustment made by those students who had received more of a work-study orientation. A recommendation for implementing Career Education programs at the secondary level is made.

Severely and profoundly retarded adults appear able to benefit from significantly more vocational opportunities than are typically provided. Examples of work tasks currently performed by this group are presented in order to emphasize their vocational abilities, and successful training and supervision procedures are illustrated.