SUBJECT INDEX - PRO-ED · SUBJECT INDEX AAMR. ... Behavior management paradigm, ... Development...

553

SUBJECT INDEX

AAMR. See American Association on Mental Retardation(AAMR)

ABC paradigm. See Antecedent–behavior–consequence (ABC paradigm)

Aberrant Behavior Checklist (Aman & Singh), 298Ability–achievement discrepancies, 328–329Abrahamson v. Hershman, 100Absence seizures, 276–277Academic interventions, 300–301Acquired megacolon, 52Action plans, 23–24, 43–44Active treatment, 175ADHD. See Attention-deficit/hyperactivity disorder (ADHD)Administration on Aging, 163Adolescent Behavior Checklist (Demb, Brier, & Huron), 298Advocacy. See also Self-advocacy

consumer empowerment and, 15–16epilepsy, 288–289independent living and, 456legal rights and benefits and, 536–538protection and advocacy systems (P&As), 530

African Americans, 33, 106–107Aggression, 186, 200, 297, 313Aging. See Older individuals with lifelong disabilitiesAlaska, 482Alaska Natives, 106Alzheimer’s disease, 159–160Amendments to the Rehabilitation Act of 1973. See

Rehabilitation Act Amendments (P.L. 102-569)American Association on Mental Retardation (AAMR)

adaptive domains and, 125, 127, 136definition of mental retardation, 13, 190, 193, 224four dimensions of supports of, 193identification of behavior consultant guidelines of, 405older individuals with lifelong disabilities and, 155PCP and, 17

American Psychiatric Association (APA), 296American Psychological Association, 405Americans with Disabilities Act of 1990 (ADA; P.L. 101-336)

case law concerning, 453–454employment and, 28epilepsy and, 284–285independent living and, 451–452individuals with severe intellectual disabilities and, 223nondiscrimination protections of, 434–435, 451–452older individuals with lifelong disabilities and, 164provisions of, 11, 531–532return-to-work policy and, 432supported employment and, 413, 414, 432, 434–435, 438

Analogue functional analysis, 397Antecedent–behavior–consequence (ABC paradigm), 397Anxiety, 61, 300APA. See American Psychiatric Association (APA)

Appropriate education, 102–103The Arc, 141, 164, 539Arizona, 450, 482Arkansas, 482Asian–Pacific Islanders, 33, 106Asperger’s disorder, 313Assessment and evaluation. See also Intelligence testing

adaptive behavior and, 191diversity and, 101, 191effectiveness measures for supported employment, 417–426for emotional disturbances, 298–300IDEA Amendments and, 111nondiscriminatory evaluation and, 102for positive behavior support (PBS), 396–397, 404of severe intellectual disability, 225steps of referral and assessment process, 104–105

Assessment Center Deaf Exercise Adaptation Model, 432Assistive technology. See also Technology

cerebral palsy and, 248–249Idea mandates for, 99, 111, 248IEP and, 248–249independent living and, 459, 464–465overview of, 111–113for self-care, 251–254supported employment and, 267, 428–429, 431transition from school to adulthood and, 133–134

Assistive Technology Act of 1998, 464Association for Behavior Analysis, 405Ataxia, 242Athetosis, 242Attendant care. See Personal assistant services (PAS)Attention, 332–333, 343–345, 399–400Attention-deficit disorder, 350Attention-deficit/hyperactivity disorder (ADHD), 327, 331,

336–337, 344, 350Auras, 276Autism

Asperger’s disorder, 313behavior issues, 312–313, 315–321case examples, 52, 317–321causes of, 310–311characteristics of, 311–313communication impairments and, 312definition of, 310diagnosis and assessment of, 8, 298employment and, 315genetics and, 311IDEA and, 98incidence of, 310medical services, 314–315medication for, 314personal perspective on, 185–188social relationships and, 311–312, 318

From Intellectual and Developmental Disabilities: Toward Full Community Inclusion, 3rd Ed., P. Wehman, P. J. McLaughlin, and T. Wehman (Eds.) 2005, Austin, TX: PRO-ED. Copyright 2005 by PRO-ED, Inc.

statistics on, 108supports and, 313–315

Autism Diagnostic Observation Schedule (ADOS; Lord et al.),298

Balanced Budget Act of 1997, 482, 484Barbiturates, 280Barnett v. Fairfax County Board of Education, 101Behavior management paradigm, 393–394Behavior Modification, 393Behavioral issues, 200, 225, 331Behavioral motivations, 393–394, 396–397Birth defects, 287Blind Work Expense (BWE), 479Board of Education v. Rowley, 100Braille printers, 112Brain injury, personal experience with, 15Brown v. Board of Education, 100Buspirone, 296BWE. See Blind Work Expense (BWE)

California, 100Carbamazapine, 285, 287Case management, service coordination and, 32CAST. See Center for Applied Special Technology (CAST)Cataracts, 161CDB. See Childhood Disability Benefits (CDB)CDHC. See Consumer-directed home care (CDHC)CDRs. See Continuing Disability Reviews (CDRs)CEC. See Council for Exceptional Children (CEC)Cedar Rapids v. Garret F., 102Center for Applied Special Technology (CAST), 109Center for independent living (CIL), 359–360, 438, 448,

456–460. See also Independent livingCenters for Medicare and Medicaid Services (CMS), 175Cerebral palsy

assistive technology and, 248–249, 251–254, 267associated problems, 245–247ataxia and, 242athetosis and, 242case examples, 244–245, 250–251, 255–257, 262, 264–265classifications of, 242–243diplegia and, 243economic self-sufficiency and, 266–270feeding concerns, 258–265functional description, 242–243hemipligia and, 243hypotonia and, 242, 243, 260, 261independent living capacity, 265–266lip closure and, 264mobility and, 243–245monoplegia and, 243oral motor concerns, 262–265paraplegia and, 243partial participation principle, 251, 252, 257–258poor jaw gradation and, 259positioning considerations, 245–247, 258–262, 265quadriplegia and, 243receptive and expressive language and, 249–251rigidity and, 242

self-care and, 251–257spasticity and, 242, 243, 259–261, 264supported employment and, 429task adaptation and, 253–254tongue lateralization and, 264–265tongue thrust and, 259, 263triplegia and, 243

Child Behavior Checklist, 335Childhood Disability Benefits (CDB), 476, 477CHIP. See State Children’s Health Insurance Program (CHIP)Choice-making restrictions, 29CIL. See Center for independent living (CIL)Circuit City, 412Civilian Vocational Rehabilitation Act, 447–449Classroom-based programs, 66Clyde & Shela K. v. Puyallup School District, 102COBRA. See Consolidated Omnibus Budget Reconciliation

Act of 1985 (COBRA)Code switching, 340Cognition, 202, 228–229Collaboration in service delivery

benefits of, 75–76challenges to, 75–76characteristics of effective teams, 76–77collaborative transition planning, 143–144early childhood education and, 73–78families and, 62family input and, 77IDEA and, 37inclusion and, 118

Collectivistic cultures, 34Colorado, 482Communication. See Speech–languageCommunications book, 429Community-based vocational training. See also Employment;

Trainingcase examples, 383–387contact of targeted businesses and, 368, 370–371data collection and, 378IEPs and, 370instructional program design, 369, 376–383job analysis and, 368, 371–375job duty schedules, 372–373job-market analysis, 367–371least prompts and, 379–380overview of, 366–367problem solutions, 383reinforcers and, 381–382staffing for, 375task analysis and, 373–375time delay teaching strategy, 380training scheduling, 369, 375–376vocational training objectives and, 376–377

Community Consolidated School District No. 21 v. Illinois StateBoard of Education, 101

Community integration, 414, 419, 424–425, 467–468Complex partial seizures, 277–278Compliance, 19, 142, 537–538Comprehensive Employment and Training Act of 1973, 492Concept of normalization, 14, 15Connecticut, 456, 482

554 * Subject Index

Autism (continued)


Conners’ Rating Scales (Conners), 298Consent, 29, 38Consolidated Omnibus Budget Reconciliation Act of 1985

(COBRA), 535–536Consumer controlled center for independent living (CIL),

359–360Consumer-directed home care (CDHC), 462Consumer empowerment

concept of normalization and, 14definition of, 141–146person-centered planning (PCP) and, 16–18self-advocacy and, 15–16self-determination and, 15–18service delivery programs and, 16–21

Context, 191Continuing Disability Reviews (CDRs), 484, 534Continuous Eligibility Option, 535Council for Exceptional Children (CEC)

Division for Early Childhood, 54, 58, 68, 78Division on Career Development and Tranisition of, 129mission statement, 58professional ethics and, 58

Cowriter software, 112Cross-cultural communications and interactions, 36–37Cultural competence

cross-cultural communications and interactions, 36–37cultural self-awareness and, 35–36definition of, 34–35development of, 73

Culture, definition of, 33–34Curricular and instruction practices for individuals

with intellectual disabilities. See also Education; Severe intellectual disability; Special education

case examples, 199, 204, 205, 206–207economic self-sufficiency and, 208–211generalization of skills and, 201–202, 204independent living capacity and, 207–208, 233learning and cognition and, 202–203, 228–229learning skills and, 203–204mobility and, 205, 230overview of, 195–198receptive and expressive language and, 199–202, 226–227self-care and, 198–199, 225–226self-determination and, 205–206, 231–232traditional academic content areas, 197transition from school to adulthood and, 196

Curriculum, definition of, 115

DAN. See Defeat Autism Now (DAN)Day activity programs, 128DBC. See Developmental Behavior Checklist (DBC)DD Act. See Developmental Disabilities Assistance and Bill of

Rights (DD) ACt of 1990 (P.L. 100-146)DEC Recommended Practices in Early Intevention/Early

Childhood Special Education (Sandall, McLean, &Smith), 61

Decision-making. See Self-determinationDefeat Autism Now (DAN), 188Deinstutionalization movement, 25, 171Delaware, 482Dementia, 159–160

Depakote, 287Department of Education v. katerine D., 101Depression, 275, 280, 281, 296, 297, 300, 349Development Disabilities Services and Facilities Construction

Act (P.L. 91-517), 10Developmental and intellectual disabilities. See also

Curricular and instruction practices for individualswith intellectual disabilities; Mental retardation;Severe intellectual disability

age of majority and, 137case examples, 194, 195, 199, 204, 205, 206–207cognitive ability and, 202consumer empowerment and, 14–21context and, 191curricular and instruction practices, 195–211definition of, 190economic self-sufficiency and, 27–28, 208–211federal definitions of, 12federal legislation and, 912four dimensions of supports for, 193–194functional description of, 190–192generalization of skills and, 201–202, 204identification of, 914independent living capacity and, 207–208learning skills and, 203–204mobility and, 205needs of people with, 24–33personal perspective, 185–188range of, 13supports for, 193–195

Developmental Behavior Checklist (DBC), 298Developmental delay, 108Developmental Disabilities Act Amendments (P.L. 95-527),

10, 163Developmental Disabilities Assistance and Bill of Rights Act

Amendments of 1993, 10–13, 151, 171, 530Developmental Disabilities Services and Facilities

Construction Act (P.L. 91-517), 10Developmentally Appropriate Practices in Early Childhood

Programs (Bredekamp & Copple), 70Diabetes, 161Diagnosis. See Assessment and evaluationDiagnositc Interview for Children and Adolescents–Revised

(DICA–R; Reich & Welner), 298Diagnostic and Statistical Manual of Mental Disorders–Fourth

Edition (DSM–IV; APA), 296, 310“Diagnostic overshadowing,” 296Diana v. Board of Education, 100Dilantin, 285, 287Diplegia, 243Direct observation, 397Direct support professionals (DSPs), 41Disability, definition in Social Security Act, 472Disability support services (DSS), 511, 520, 521Disabled Access Tax Credit, 431Disabled Widow(er) Benefits (DWB), 476Disciplinary actions, 131Discrepancy criteria for identification of learning disabilities,

328–330Distractability, 344–345, 347. See also AttentionDistrict of Columbia, 100, 450, 482

Subject Index * 555


Diversitycollectivistic cultures, 34cross-cultural communications and interactions, 36–37cultural competence and, 34–37, 38culturally competent service delivery and, 33–37culture defined, 33–34early childhood intervention and, 72–73individualistic cultures and, 34nondiscriminatory evaluation and, 102special educatin and, 102, 106values and, 34

Division on Early Childhood, Position Statement onInclusion, 69

Down syndrome, 52, 101, 159–160, 195, 296Driver’s license and, 282–285Drop outs, 108, 131DSPs. See Direct support professionals (DSPs)Due process, families and, 38, 103Duration recording, 396DWB. See Disabled Widow(er) Benefits (DWB)Dynavox, 112Dyslexia, 350

EAPs. See Employee Assistance Programs (EAPs)Early and Periodic Screening, Diagnostic, and Treatment

(EPSDT), 534Early childhood intervention

benefits of, 55case examples, 52–53central themes of, 58–80classroom-based programs, 66collaboration and, 73–78diversity and, 72–73early transition planning, 78–80family-centered practice, 61–64foundations of, 53–56home-based services, 65hospital-based programs, 67IDEA and, 54, 56–57inclusion, 67–72legislation regarding, 54, 56–57, 95, 98natural environments and, 65professional ethics and, 58–60purpose of, 53service coordination and, 65service delivery and, 64setting for services, 65

Early Childhood Research Institute on Inclusion, 69Early transition planning, 78–80Economic self-sufficiency. See also Self-determination

education and, 210–211individuals with cerebral palsy and, 266–270individuals with severe intellectual disability and, 234–235needs of people with developmental disabilities and, 27–28overview of, 208–210

Education. See also Curricular and instruction practices for individuals with intellectual disabilities; Specialeducation

academic interventions for individuals with emotionaldisturbances, 300–301

drop outs, 131

family involvement in, 38–39functionality and, 24general education, 57, 68, 95, 98IDEA and, 24, 37–38, 57IFSP and, 38needs of people with developmental disabilities and,

24–25resource rooms, 57separate classes, 57separate schools, 57supported employment planning and, 210–211

Education and Treatment of Children, 393Education for All Handicapped Children Act of 1975 (EHA;

P.L. 94-142)early childhood intervention and, 54, 56eligibility for special education provisions, 98free and appropriate public education and, 95learning disabilities and, 327legal rights and, 532–533parent involvement in IEP and, 99passage of, 95provisions of, 10, 99transition from school to adulthood and, 128–129

Education of the Handicapped Act Amendments of 1986(P.L. 99-457), 95, 98, 99

EFA. See Epilepsy Foundation of America (EFA)EHA. See Education for All Handicapped Children Act of

1975 (EHA; P.L. 94-142)Elementary and Secondary Education Act of 1965

(P.L. 89-10), 54Emotional disturbances

academic interventions, 300–301assessment methods, 298–300case examples, 303–305functional behavior assessment, 299–300learning disabilities and, 334–337medication and, 296–297overview of, 296–297percentage of students ages 6–21 served 1999–2000 school

year, 108quality of life and, 301–303self-determination and, 301–303symptoms of internalizing disorders, 297–298

Emotional Problems Scales: Behavior Rating Scales (Strohmer& Prout), 298

Employee Assistance Programs (EAPs), 432Employment. See also Community-based vocational training;

Supported employmentautism and, 315disincentives for, 484–488economic self-sufficiency and, 208–211, 234–235employment outcome monitoring, 419, 423–424epilepsy and, 284–286IEP transition planning and, 131–137job coaching, 134, 315, 427–428job training, 133, 367, 431learning disabilities and, 348, 351transition from school to adulthood and, 128–129vocation options, 27–28wages and, 209, 412, 414, 416work incentive programs, 479–481

556 * Subject Index


Employment Opportunities for Disabled Americans Act of1986 (P.L. 99-643), 475, 484

Employment outcomes, definition of, 413Encephalitis, 311EPE. See Extended period of eligibility (EPE)Epilepsy

absence seizures, 276–277ADA and, 284–285advocacy and, 288–289auras and, 276case examples, 276, 277, 278complex partial seizures, 277–278disclosure chart for employment, 286driver’s license and, 282–285employment and, 284–286ethical considerations, 289–290family dynamics and, 281functional description of, 274–275generalized tonic-clonic seizures, 276ketogenic diet, 288legal issues of, 282–285medication and, 278, 280, 285, 287–288misused terms in reference to, 289myths about, 274pregnancy and, 287psychosocial implications of, 278–282quality of life and, 279–280seizure types, 275–278self-esteem issues, 279simple partial seizures, 277status epilepticus, 278suicide and, 280–281surgery and, 288treatment for, 285–290

Epilepsy Foundation of America (EFA), 153, 155, 283–284“Epilepsy Increasing Awareness” (Hauser & Hesdorffer), 275EPMC. See Extended period of Medicare coverage (EPMC)EPSDT. See Early and Periodic Screening, Diagnostic, and

Treatment (EPSDT)Esosystem of self-determination, 17Essential Lifestyles Planning (Smull & Harrison), 17Ethics, 58–60, 289–290Exclusionary criteria, 331Executive Order 13217: Community-Based Alternative for

Individuals with Disabilities, 224Exosystem of self-determination, 16, 17Expedited Reinstatement (EXR), 484Expulsion, 101, 131EXR. See Expedited Reinstatement (EXR)Extended period of eligibility (EPE), 477Extended period of Medicare coverage (EPMC), 482Extracurricular activities, 208Eye poking, 401

Fair Housing Act Amendments of 1988, 451Families and parents

autism and, 311collaboration in service delivery and, 77concerns about inclusion, 68–69dispute procedures and, 119due process and, 38, 103

epilepsy and, 281–282Family and Medical Leave Act of 1993 and, 432family-centered practice, 61–64, 74family involvement in educational planning and, 38–39hospital-based programs and, 67Individualized Education Program (IEP) and, 74, 104–105as informal supports, 170learning disabilities and, 326, 349mediation and, 537–538model of family system influences, 63siblings, 187SSI benefits and, 533–534supported employment and, 427, 435–436transition team and, 138, 143–144

Family and Medical Leave Act of 1993, 432Family Education Rights and Privacy Act (FERPA), 137FAPE. See Free and appropriate education (FAPE)FBA. See Functional behavior assessments (FBA)FDA. See U.S. Food and Drug Administration (FDA)Fear Survey for Children With and Without Mental Retardation

(Ramirez & Kratochwill), 298Federal Benefit Rate (FBR), 476Federal legislation. See also specific legislationFeeding concerns for persons with cerebral palsy, 258–265Felbatol (felbemate), 285Felbemate, 285FERPA. See Family Education Rights and Privacy Act (FERPA)Fever, 275Florida, 482Food stamps, 234Formal supports, 166–168Frank S. v. School Committee of Dennis–Yarmouth Regional

School District, 102Frederick L. v. Thomas, 100Free and appropriate education (FAPE)

case law concerning, 101EHA and, 95IDEA and, 24, 57, 81, 136, 531, 532

Frequency counts, 396Functional Analysis Interview (O’Neill), 299Functional Assessment Interview Form (O’Neill et al.), 397Functional behavior assessments (FBA), 30, 299–300, 396–398Funding

inclusion and, 118for postsecondary education, 509service delivery and, 19special education case law and, 100for supported employment, 413

Gabapentin, 285, 287Gag reflex, 260, 262–263General education, 57, 68, 95, 98. See also EducationGeneralization of skills, 201–202, 204Generalized tonic-clonic seizures, 276Genetics, 311Georgia, 482Gifted–learning disabled students, 343Glaucoma, 161Global positioning systems, 112Goal setting, 99, 133, 136Green Top Sporting Goods, 4

Subject Index * 557


Greer v. Rome City School District, 101Guidance counselors, 140, 142Guidelines for Preparation of Early Childhood Professionals

(NAEYC), 61, 62Guilt, 281

Hand-mouthing, 401Handicaps Unlimited of Virignia (HUVA), 359HCBS. See Home and Community Based Services (HBCS)

WaiverHCFA. See Health Care Finance Administration (HCFA)Head pointers, 429Head Start, 66Health care, 157–163, 482–484. See also Medicaid; MedicareHealth Care Finance Administration (HCFA), 175Hearing impairments, 108, 162, 432Helen L. v. Snider, 453Hemipligia, 243Herpes simplex virus, 311HEW. See U.S. Department of Health, Education, and Welfare

(HEW)Hispanics, 33, 106Holland v. Board of Education, Sacramento City Unified School

District, 101Home and Community Based Services (HCBS) Waiver, 164,

434, 450–451Home-based services, 65–66Home Energy Assistance Program, 466Honig v. Doe, 101Hospital-based programs, 67Hostility, 186Human Behavior in the Social Environment Waiver

program, 171HUVA. See Handicaps Unlimited of Virignia (HUVA)Hypotonia, 242, 243, 260, 261

ICFs/MR. See Intermediate care facilities for people withmental retardation (ICFs/MR)

IDEA Amendments of 1997 (P.L. 105-17)age of majority and, 137assistive technology and, 111dispute procedures and, 119early childhood intervention and, 54IEP and, 109–110, 111, 119–120NCLB and, 95placement and, 116provisions of, 11, 97–99, 106, 108related services and, 110–111

IDEA (P.L. 101-476)assistive technology and, 99, 111, 248autism and, 98collaboration in service delivery and, 37, 74–75diversity and, 72–73early childhood intervention and, 54, 56–57education and, 24–25EHA renamed as, 129family involvement and rights, 38–39, 61–64, 64, 74–75FAPE and, 24, 57, 81, 136, 531, 532functional behavior assessments (FBA) and, 30,

299–300inclusion and, 67–68, 81–85

Individualized Education Program (IEP) and, 57, 74,302–303, 530

number of students ages 6–21 service under IDEA bydisability category 1989–1990 and 1998–1999 schoolyears, 26

number of students ages 6 through 21 served by disabilitycategory 1990–1991 and 1999–2000, 107

overview of, 56–57percentage of students ages 6–21 service under IDEA by

disability category 1989–1990 and 199–1999 schoolyears, 25

percentage of students ages 6 through 21 served bydisability category and race or ethnicity 1999–2000school year, 108

positive behavior support (PBS) and, 31postsecondary education and, 519provisions of, 10, 56–57, 81–85, 98, 99related services and, 141service coordination and, 65service delivery and, 64transition and, 40, 57, 78, 129, 130, 141, 302traumatic brain injury and, 98

IEP. See Individualized Education Program (IEP)IFSP. See Individual Family Service Plan (IFSP)ILAE. See International League Against Epilepsy (ILAE)Illinois, 482ILP. See Independent Living Plan (ILP)Impairment-Related Work Expenses (IRWEs), 473, 479Inclusion

benefits of, 116case law concerning, 118collaboration and, 118contextual factors, 68–72factors necessary for successful inclusion, 118–119feasibility of, 70–72framework and definition of, 67–68IDEA and, 67–68, 81–85instructional strategies for, 71–72overview of, 117–119

Independent living. See also Center for independent living(CIL)

advocacy and, 456assistive technology and, 459, 464–465capacity of individuals with cerebral palsy, 265–266capacity of individuals with developmental disabilities,

207–208, 233capacity of individuals with learning disabilities, 347–350case example, 446case law concerning, 453–454community integration and, 467–468legislation concerning, 446–453needs of people with developmental disabilities and, 25–27overview of, 446Personal assistant services (PAS), 459–464planning for, 465–467rehabilitation technology and, 460residential placement for individuals with developmental

disabilities in 1998, 27self-determination and, 454–457support services for, 457–465supported employment and, 436–437

558 * Subject Index


Independent Living Plan (ILP), 459, 465–466Indiana, 482Individual Family Service Plan (IFSP)

collaboration and, 38, 74Education of the Handicpped Act Amendments of 1986

and, 99IDEA and, 57personnel competency and, 66

Individual retirement account (IRA), 165Individual Transition Plan (ITP), IDEA and, 40Individualistic cultures, 34Individualized Education Program (IEP)

assistive technology and, 248–249community-based vocational training and, 370Education of the Handicapped Act Amendments of 1986

and, 99EHA and, 99family-centered practices and, 74IDEA Amendments of 1997 (P.L. 105-17) and, 109–110,

111, 119–120IDEA and, 57, 74, 302–303, 530personnel competency and, 66postsecondary education and, 522research awareness and, 133self-determination and, 206special education and, 109–110transition from school to adulthood and, 124, 129, 131–137

Individualized Plan for Employment (IPE), 141Individuals with Disabilities Education Act (IDEA;

P.L. 101-476). See IDEA (P.L. 101-476)Infant Care (U.S. Children’s Bureau/Administration for

Children, Young and Families), 54Informal functional assessment, 397Informal supports, 169–170Informed consent, 29, 38Institutional living settings, 128Instructional media, definition of, 115Instructional methods, definition of, 115Instructional objectives, definition of, 115Instructional procedures, definition of, 115Instructional rates, definition of, 115Instructional sequences, definition of, 115Instructional settings, definition of, 115Instructional systems, definition of, 116Intake interviewing, 31Intellectual disabilities. See Developmental and intellectual

disabilitiesIntelligence testing, 191, 192, 195, 328–330. See also

Assessment and evaluationInteragency, definition of, 145Interdisciplinary approaches, definition of, 145Interdisciplinary service model, 75, 76Intermediate care facilities for people with mental retardation

(ICFs/MR), 163–164, 450International League Against Epilepsy (ILAE), 276Internet, 134Interpersonal collaboration, definition of, 37Interval recording, 396Intracommunity, definition of, 145Iowa, 482IPE. See Individualized Plan for Employment (IPE)

IRA. See Individual retirement account (IRA)Irving Independent School District V. Tatro, 100IRWEs. See Impairment-Related Work Expenses (IRWEs)ITP. See Individual Transition Plan (ITP)

Jacksonian seizures, 277Jaw gradation, 259JAWS software, 112Job coaching, 134, 315, 427–428Job-market analysis, 367–370Job training, 133, 367, 431. See also Community-based

vocational training; EmploymentJob Training Partnership Act of 1982, 431, 492Jos P. v. Ambach, 100Journal of Applied Behavior Analysis, 393Journal of Positive Behavior Interventions, 393Journal of the Association for Persons with Severe

Handicaps, 393

Kansas, 482Kentucky, 482Ketogenic diet, 288Kurzwell Reading Machine, 162

Labeling, 114, 124, 224Lamictal (lamotrigine), 285Lamotrigine, 285Larry P. v. Riles, 100, 106Learning and cognition

curricular and instruction practices for individuals withintellectual disabilities and, 202–203, 228–229

employment and, 348learning disabilities and, 342–347severe intellectual disability, 228–229

Learning disabilitiesacademic and cognitive outcomes, 347–348attention-deficit/hyperactivity disorder (ADHD) and, 327,

331, 336–337, 344, 360attention issues and, 332–333, 343–345, 347behavioral disorders and, 331case examples, 333–334characteristics of, 332–335comorbid disabilities, 335–337depression and, 349, 350distractability and, 344–345, 347economic self-sufficiency and, 350–351emotional disturbances and, 334–337employment and, 351families and, 326, 349federal definition of, 327functional definition of, 326–327identification of, 328–331independent living capacity, 347–350intelligence and intelligence testing and, 328–330, 332,

343, 347language difficulties and, 332, 338–342learning and cognition and, 342–347legal problems and, 349, 350locus of control and, 349, 350memory and, 345–346, 347mental retardation and, 327, 331

Subject Index * 559


postsecondary education and, 350–351reading skills and, 333–334self-care and, 337–338self-concept and, 348–350social skills and, 334–335, 348–350terms used for, 326–327

Learning skills, 203–204Least prompts teaching strategy, 379–380Least restrictive environment (LRE)

EHA and, 95IDEA and, 57, 67independent living and, 453–454as principle of special education, 103

Legal rights and benefits. See also specific case law andlegislation

administrative oversight and, 537–538case example, 528–529children’s advocacy and, 536–538commonly asked questions, 539–540federal program supports, 529–536overview of, 528

Legal troubles, 349Licensure and certification, teacher quality and, 61Lifestyle Planning (O’Brien & Lovett), 17Lip immobility, 260Lithium, 296Locus of control, 349, 350Long-term memory, 345–346Louisiana, 482LRE. See Least restrictive environment (LRE)

MA. See Mental age level (MA)Macrosystem of self-determination, 17Macular degeneration, 161Manpower Development Training Act of 1962, 492Manpower, Inc., 438MAPS. See McGill Action Planning System (MAPS;

Vandercook, York, & Forest)Mary P. v. Illinois State Board of Education, 102Massachusetts, 168, 482Maternal and Child Health and Mental retardation Planning

Amendments, Public Law (P.L. 88-156), 9Mathematics, 334McGill Action Planning System (MAPS; Vandercook, York,

& Forest), 17MCT. See Medium-chain triglyceride (MCT) ketogen dietMCV. See Medical College of Virginia (MCV)Medicaid Community-Based Attendant Services and

Supports Act of 2001 (MiCASSA), 452–453Medicaid services. See also Health care

disincentives for employment and, 485eligibility for, 141independent living and, 266, 449–450legal rights and, 534–535as Social Security program, 475, 485statistics on participation in, 434supported employment and, 415, 438

Medical College of Virginia (MCV), 2, 4Medical procedures, 29, 100Medicare, 434, 479, 482

Medicationautism and, 314behavior and, 186emotional disturbances and, 296–297epilepsy and, 278, 280, 285, 287–288

Medium-chain triglyceride (MCT) ketogen diet, 288Memory, 345–346, 428Mental age level (MA), 225Mental health, 160–161Mental Measurements Yearbooks (Buro), 298Mental retardation. See also Developmental and intellectual

disabilitiesadaptive behavior and, 191case examples, 194, 195curricular and instruction practices and, 195–211definition of, 13, 190, 193four dimensions of supports for, 193–194as intellectual disability, 9learning disabilities and, 327, 331litigation regarding, 100severity levels, 192statistics on, 108

Mental Retardation: Definition, Classification, and Systems ofSupports (Luckasson), 190

Mental Retardation Facilities and Community Mental HealthCenters Construction Act (P.L. 88-164), 9, 447

MiCASSA. See Medicaid Community-Based AttendantServices and Supports Act of 2001 (MiCASSA)

Michigan, 482Microsystem of self-determination, 17Mills v. Board of Education, 100Minnesota Multiphasic Personality Inventory (MMPI), 290Mississippi, 482Missouri, 482MMPI. See Minnesota Multiphasic Personality Inventory

(MMPI)Mobility, 205, 230, 243–245Money management, 466Monoplegia, 243Montana, 482Morals, definition of, 58Motivation Assessment Scale (Durand & Crimmins), 299, 397Motivations for behavior, 393–394, 396–397Multidisciplinary service model, 75, 76

NAEYC. See National Association for the Education of YoungChildren (NAEYC)

National Association for the Education of Young Children(NAEYC), 54

Code of Ethics, 58, 59, 62, 118National Center on Educational Restructuring and

Inclusion, 118National Choice Demonstration, 498, 499National Longitudinal Study, 107–108National Society for Children and Adults with Autism,

153, 155Native Americans, 33, 106Natural cues, 221Natural environments, definition of, 68Natural supports, 420NCLB. See No Child Left Behind Act of 2001 (NCLB)

560 * Subject Index

Learning disabilities (continued)


Negative reinforcers, 401–403Neurontin (gabapentin), 285, 287Nevada, 482New Freedom Initiative, 453New Hampshire, 482New Jersey, 482New Mexico, 482New York, 164, 165, 482No Child Left Behind Act of 2001 (NCLB), 95, 96–97,

113, 119Nondiscriminatory evaluation, 102Nonsocially mediated reinforcement, 401Nonverbal communication, 312Normalization concept, 14North Dakota, 482

Oberti v. Board of Education of the Borough of ClementonSchool District, 102

Obsessive compulsiveness, 185, 297Occupational therapy, 111OCR. See Office of Civil Rights (OCR)Office of Civil Rights (OCR), 119Office of Special Education and Rehabilitative Services

(OSERS), 106, 119Office of Special Education Programs (OSEP), 103, 106, 248Oklahoma, 482Older Americans Act Amendments, 153Older Americans Act of 1965, 151, 163, 169Older individuals with lifelong disabilities

activities and programs for, 175–176Alzheimer’s disease and, 159–160bill of rights for, 156caregivers and, 168case examples, 150chronological age and, 151–152demographic profile of, 151–154financial and legal issues of, 163–166formal supports for, 166–168health care and, 157–163hearing impairments, 162informal supports for, 169–170mental health and, 160–161nutrition and, 162–163overview of, 150–151psychological aging and, 152quality of life and, 154–157residential placement issues, 171–175service delivery, 166–177social aging and, 152specialized services for, 169visual impairments and, 161–162

Olmstead, Commissioner, Georgia Department of HumanResources, et al. v. L.C. & E.W., 164, 414, 416, 437, 438,453–454

One-Stop Career Centersas alternative to tradition services, 498–499case examples, 500–503emergence of, 492–493employment services choices and, 496–497guiding principles for implementation of, 493–495leadership of, 503–504

limitations of, 499–500service levels of, 495–496supported employment and, 438vocational rehabilitation and, 497–498

Oregon, 482Orthopedic impairments, 108OSEP. See Office of Special Education Programs (OSEP)OSERS. See Office of Special Education and Rehabilitative

Services (OSERS)Outcome-driven focus, definition of, 145

P&As. See Protection and advocacy systems (P&As)PACER Center in Minneapolis, 436Paraplegia, 243Parents. See Families and parentsParity principle, 418Partial participation principle, 251, 252, 257–258PAS. See Personal assistant services (PAS)PASS. See Plan for Achieving Self-Sufficiency (PASS)PATHS. See Planning Alternative Tomorrows with Hope

(PATHS; Pearpoint, O’Brien, Forest)PBS. See Positive behavior support (PBS)PCMR. See President’s Committee on Mental Retardation

(PCMR)PCP. See Person-centered planning (PCP)PECS. See Picture Exchange Communication System (PECS)Peer counseling, 459Pennsylvania, 453Pennsylvania Association for Retarded Children v.

Commonwealth of Pennsylvania, 100People First, 456Person-centered planning (PCP)

AAMR and, 17consumer empowerment and, 16–18key characteristics of, 19for positive behavior support (PBS), 404system-centered approach contrasted with, 20

Personal assistant services (PAS), 437, 448, 452, 459–464Personal Futures Planning (Mount), 17Personnel, See Service providersPersonnel allocation, definition of, 116Phenobarbital, 280, 285, 287Phenylketonuria, 311Phenytoin (Dilantin), 285, 287Phoneme manipulation, 338–339Physical therapy, 111Picture Exchange Communication System (PECS), 8, 31P.L. 88-156. See Maternal and Child Health and Mental

retardation Planning Amendments, Public Law (P.L. 88-156)

P.L. 88-164. See Mental Retardation Facilities andCommunity Mental Health Centers Construction Act (P.L. 88-164)

P.L. 89-10. See Elementary and Secondary Education Act of 1965 (P.L. 89-10)

P.L. 91-517. See Development Disabilities Services andFacilities Construction Act (P.L. 91-517)

P.L. 92-223. See Title XIX of the Social Security Act (P.L. 92-223)

P.L. 94-142. See Education for All Handicapped Children Act (P.L. 94-142)

Subject Index * 561


P.L. 95-527. See Developmental Disabilities Act Amendments(P.L. 95-527)

P.L. 95-602. See Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments (P.L. 95-602)

P.L. 99-457. See Education of the Handicapped ActAmendments of 1986 (P.L. 99-457)

P.L. 99-643. See Employment Opportunities for DisabledAmericans Act of 1986 (P.L. 99-643)

P.L. 100-146. See Developmental Disabilities Assistance andBill of Rights (DD) Act of 1990 (P.L. 100-146)

P.L. 101-336. See Americans with Disabilities Act of 1990(ADA; P.L. 101-336)

P.L. 101-476. See IDEA (Individuals with DisabilitiesEducation Act (P.L. 101-476))

Placementautism and, 187deinstitutionalization movement, 25, 171litigation concerning, 100residential placement issues for older individuals with

lifelong disabilities, 171–175special education and, 113–114, 116–117

Plan for Achieving Self-Sufficiency (PASS), 433, 479, 480Planning Alternative Tomorrows with Hope (PATHS;

Pearpoint, O’Brien, Forest), 17Pocket Coach by AbleLink, 134Pocket PCs, 112Polk v. Central Susquehanna Intermediate Unit 16, 101Positioning considerations for individuals with cerebral palsy,

245–247, 258–262, 265Positive behavior support (PBS)

assessing preferences and, 404behavior change procedures, 398–405case examples, 400–401, 403choice making and, 404comprehensive environmental approaches, 403–405core values and, 395evolution of, 392–394functional assessment and, 396–398inclusive lifestyles and, 405motivation and, 393–394needs of people with developmental disabilities and, 30–31overview of, 392person-centered planning for, 404procedural characteristics of, 395–398qualifications for developing plans for, 495–496reinforcers and, 393, 399–403training for persons implementing plans, 406–407

Positive Behavioral Support: Including People with DifficultBehavior in the Community (Koegel, Koegel, &Dunlap), 394

Positive reinforcers, 399–401. See also ReinforcersPostsecondary education. See also Transition from school

to adulthoodaccess to, 508–512accommodations on campus, 520adjustment to, 519–521career goals and, 518case example, 514, 517–518disability support services (DSS) and, 511, 520, 521financial aid and, 509

IEP and, 522learning disabilities and, 350–351overview of, 508placement tests and, 509planning for, 510–511, 521–523preparation for, 509, 513–518technology devices and, 520–521transition planning and, 518universal instructional design and, 511–512

Poverty, 73, 207–208Pragmatic use of language, 340–342Pregnancy, 287Presbycusis, 162Preschool Behavior Questionnaire (Behar & Stringfield), 298Present performance levels, 114–115President’s Committee on Mental Retardation (PCMR), 190Presumptive Eligibility Option, 535Principles, definition of, 58Procedural due process, 103Procedural safeguards, 57Professional ethics, 58–60Professionals. See Service providersPrompts, 221Protection and advocacy systems (P&As), 530Prozac, 296Psychological aging, 152Psychological process criterion, 330Psychological services, 111Psychosis, 297, 300Psychosocial needs, of people with developmental

disabilities, 29Punishment, 393

Quadriplegia, 243Quality of life

choice-making restrictions and, 29definition of, 29emotional disturbances and, 301–303epilepsy and, 279–280older individuals with lifelong disabilities and, 154–157transition planning and, 40

Questions About Behavioral Function (Paclawskyj, Matson,Rush, Smalls, & Vollmer), 397

Quicken software, 112

Reading skills, 333–334Reasonable accommodation, 285Reauthorization of the Technology-Related Assistance

for Individuals Act of 1994, 248, 435. See alsoTechnology-Related Assistance for Individuals Act of 1988

Recommended Practices in Early Intervention/Early ChildhoodSpecial Education (Sandall), 62

Reference cohesion, 341Referential communication, 340Rehabilitation Act Amendments (P.L. 102-569)

centers for independent living (CILs) and, 458–459independent living and, 449, 451, 458–460individuals with significant disabilities and, 421natural supports and, 420provisions of, 11, 529–530

562 * Subject Index


service access and, 141supported employment and, 223, 234–235, 414, 420, 421

Rehabilitation Act of 1973, 27–28, 414, 438, 448, 519, 529–530Rehabilitation, Comprehensive Services, and Developmental

Disabilities Amendments (P.L. 95-602), 10Rehabilitation Research and Training Center on Independent

Living Management, 457Rehabilitation Research and Training Center on Workplace

Supports, 455Rehabilitation Services Administration (RSA), 235, 413,

417, 498Reinforcers, 381–382, 393, 399–403Related services, 110–111, 141Report cards, 97Resource rooms, 57Resperdol, 296Return-to-work policy and, 432Rigidity, 242RSA. See Rehabilitation Services Administration (RSA)Rubella, 311

Sacramento City Unified School District v. Holland, 118Schedule for Affective Disorders and Schizophrenia for School-

Age Children (K–SADS; Orvaschel & Puig-Antich), 298Secondary transition. See Transition from school to adulthoodSecretin, 188Seizure disorders. See EpilepsySelective attention, 345Self-advocacy. See also Advocacy

action plans and, 23–24consumer empowerment and, 15–16effective self-advocacy skills, 22–23IEP meetings and, 140independent living and, 455levels of, 22personal perspective, 358–359teaching self-advocacy, 21–24

Self-awareness, 140Self-care, 198–199, 225–226, 251–257, 337–338Self-concept, 348–350Self-determination

barriers to, 357consumer empowerment and, 15definition of, 455education and, 205–206emotional disturbances and, 301–303exosystem of, 16, 17IEP meetings and, 140independent living and, 454–457macrosystem of, 17mesosystem of, 17microsystem of, 17older individuals with lifelong disabilities and, 156personal perspective, 357–364severe intellectual disabilities and, 231–232steps in change process, 18supported employment and, 419, 420, 436–437tenets of, 456–457transition planning and, 40, 133

Self-esteem, 136, 279Self-injury, 185, 200, 313, 317

Separate classes, 57Separate schools, 57Service coordination, 65Service delivery

action plans and, 23–24, 43–44case examples, 89case management, 31–33classroom-based programs, 66collaboration and, 37–38consumer empowerment and, 14–21culturally competent service delivery, 33–37developmental disabilities types and, 9–14diversity and, 33–37, 72–73economic self-sufficiency and, 27–28education and, 24funding and, 19home-based services, 65–66hospital-based programs, 67IDEA and, 64independent living and, 25–27interdisciplinary service model, 75language and, 19multidisciplinary service model, 75needs of people with developmental disabilities and, 24–33for older individuals with lifelong disabilities, 166–177person-centered planning (PCP) and, 16–21personal perspective, 1–5, 359–364positive behavior support (PBS) and, 30–31psychosocial needs and, 29regulation compliance and, 19role and responsibilities, 19, 138–140self-advocacy and, 15–16, 21–24training professional staff for, 41transdisciplinary service model, 75transition and, 39–40unidisciplinary service model, 75

Service providers. See also Teacherscommunity-based vocational training and, 375ethics and, 58–60recruitment of, 61training of, 41, 60–61turnover and, 41, 61

Severe intellectual disability. See also Curricular andinstruction practices for individuals with intellectualdisabilities; Developmental disabilities

ADA and, 223behavioral issues, 225case examples, 226–236description of, 224–225diagnosis of, 225economic self-sufficiency and, 234–235functional description of, 220–223independent living capacity and, 233instructional options for, 220–223learning and cognition and, 228–229mobility and, 230Olmstead v. L.C. and, 223–224receptive and expressive language and, 226–227self-care and, 225–226self-determination and, 231–232supported employment and, 223, 234–235

Subject Index * 563


Sexual assault, 297SGA. See Substantial Gainful Activity (SGA)Sheltered workshops, 128Short-term memory. See Working memorySimple partial seizures, 277Sleep disturbances, 297Smith-Fess Act (P.L. 66-236), 447–449Smith v. Robinson, 101Socia Security Disability Insurance, 533Social aging, 152Social Security Act Amendments, 480Social Security Act of 1990, 175, 449, 472Social Security Administration (SSA)

disincentives for employment and, 484–488health care and, 482–484impairment-related work expense, 480–481incentives for employment, 479–481PASS and, 480qualification for benefits under, 472–476social security disability program rules, 476–479social security disability programs, 141, 188, 433, 472–474,

476–479SSI program rules, 474–476Ticket to Work and Work Incentive Improvement Act of

1999 and, 417, 481–484transition from school to adulthood and, 141

Social Security Disability Income (SSDI), 164, 417, 474, 482Social security income (SSI), 472–476, 482, 484–488Social skills, 311–312, 318, 334–335, 348–350South Carolina, 27–28, 482South Dakota, 482Space allocation, definition of, 116Spasticity, 242, 243, 259–261, 264Special Committee on Aging, 163Special education. See also Education

appropriate education, 102–103case example, 94, 119–120case law concerning, 100–102diversity and, 102, 106eligibility for, 98, 105–107ethnic demographics and, 106Individualized Education Program (IEP) and, 109–110instructional planning, 113–116legislation concerning, 95–99nondiscriminatory evaluation and, 102number of students ages 6 through 21 served by disability

category 1990–1991 and 1999–2000, 107overview of, 94–95parent participation and, 104–105percentagel of students ages 6 through 21 served by

disability category and race or ethnicity 1999–2000school year, 108

placement, 113–114present performance levels and, 114–115principles guiding, 99, 102–105procedural due process, 103related services and, 110–111service types, 107–109zero reject and, 99, 102

Special equipment, definition of, 115Special Olympics, 2

Speech–languageaberrant behavior and, 200autism and, 312, 314case examples, 250–251cerebral palsy and, 249–251counseling and, 314generalization of skills and, 201–202impairments, 108, 111learning disabilities and, 332, 338–342linguistic diversity, 33nondiscriminatory evaluation and, 102phoneme manipulation, 338–339physiological problems and, 199–200, 227pragmatic use of language, 340–342self-injury and, 200service delivery and, 19severe intellectual disabilities and, 226–227syntax and semantics, 340

Spina bifida, 52, 287SSA. See Social Security Administration (SSA)SSDI. See Social Security Disability Income (SSDI)SSI. See Social security income (SSI)SSI. See Supplemental Security Income (SSI)Stanford–Binet Intelligence Scale, 4th Edition (Thorndike,

Hagen, & Sattler), 195State Children’s Health Insurance Program (CHIP), 535State of the States in Developmental Disabilities: 2002 Study

Summary (Braddock, Hemp, Parish, & Rizzolo),414–415

Status epilepticus, 278Stress

of caretakers, 187depression and, 297job-related stress, 61

Substantial Gainful Activity (SGA), 472–475, 478Suicide, 280–281, 349Supplemental Security Income (SSI), 164, 234, 466, 533–534Supported employment. See also Community-based

vocational training; Employmentagency-mediated supports, 426–430assistive technology and, 267, 428–429, 431benefits of, 270business-mediated supports, 427, 430–432case examples, 430community integration and, 414, 419, 424–425compensatory strategies, 428competitive employment and, 418–420core values underlying, 415–417coworker/employer supports, 431–432definition of, 28discrimination and, 434–435EAPs and, 432education and, 210–211effectiveness measures for, 417–426employer programs and policies and, 432employer satisfaction and, 419, 425–426employment outcomes and, 413, 419, 423–424family- and community-mediated supports, 427,

435–437funding for, 413government-mediated supports, 427, 433–435

564 * Subject Index


hours in work week, 419, 421–422increase in, 413–415individuals with cerebral palsy and, 266–270individuals with significant disabilities and, 223,

234–235, 421informed choice and, 419, 420job coaching, 134, 315, 427–428job retention system, 419, 423, 426–437job satisfaction and, 136level and nature of supports, 419, 420–421number of persons working regularly, 419, 422–423overview of, 412–413specialized agency services, 429–430wages and, 412, 414, 416workplace accommodations, 431

Surgery, 288Syntax and semantics, 340

Targeted Job Tax Credit (TJTC), 433TDD. See Telecommunication devices for the deaf (TDD)Teacher Quality: A Report on Teacher Preparation and

Qualifications (Riley), 60Teacher Quality Initiative: Eliminating Barriers to Improving

Teaching (Dozier & Berlotti), 60Teacher Report Form, 335Teachers. See also Service providers

concerns about inclusion, 68–69transition and, 79transition team and, 138

Teado v. Strongsville City School District, 101Technology. See also Assistive technology

computers, 112postsecondary education and, 520–521rehabilitation technology and, 460telecommunication devices for the deaf (TDD), 162VOCAs, 112

Technology-Related Assistance for Individuals Act of 1988,428. See also Reauthorization of the Technology-Related Assistance for Individuals Act of 1994

Tegretol, 287, 296Telecommunication devices for the deaf (TDD), 162Tennessee, 482Testing. See Assessment and evaluation; Intelligence testingTicket to Work and Work Incentive Improvement Act of 1999

(TWWIIA), 417, 438, 481–484, 484Time delay teaching strategy, 380Timothy W. v. Rochester School District, 101Title XIX of the Social Security Act (P.L. 92-223), 10, 175TJTC. See Targeted Job Tax Credit (TJTC)Tongue immobility, 260Tongue thrust, 259, 263Tonic bite, 262Training. See also Community-based vocational training

inclusion and, 69for persons implementing behavior support plans,

406–407for service delivery, 41

Transdisciplinary service model, 75, 76Transition

definition of, 78early transition planning, 78–80

evolution of transition services, 127–131forms, 142–143IDEA and, 40, 57, 78, 129, 130Individual Transition Plan (ITP), 40postsecondary education and, 518quality-of-life outcomes and, 40self-determination and, 40service delivery and, 39–40teacher expectations and, 79transition services definitions, 130transition team, 137–142transition team jargon, 145

Transition from school to adulthood. See also Postsecondaryeducation

age of majority and, 137assistive technology and, 133–134case examples, 124–125, 127checklist for, 132–133collaborative transition planning, 143–145curricular and instructional practices for, 196definition of transition services, 130employment and, 128–129, 131forms, 142–143IDEA and, 95, 98, 129, 130, 141IEP and, 124, 131–135, 132, 135–137intellectual disabilities and, 127–128outcomes anticipated compared with support level

needed, 128overview of, 124planning worksheet, 126related services and, 141self-determination and, 205–206transition activities, 142–143transition jargon, 145transition team, 137–142

Transportation, 110–111, 187Traumatic brain injury, 98, 108, 287, 428Trial work period (TWP), 477–478Triplegia, 243Truancy, 131Tuberous sclerosis, 311Twentieth Annual Report to Congress on the Implementation of

the Individuals with Disabilities Education Act (U.S.Department of Education), 78

TWWIIA. See Ticket to Work and Work IncentiveImprovement Act of 1999 (TWWIIA)

UAPs. See University-affiliated programs for persons withdevelopmental disabilities (UAPs)

Unidisciplinary service model, 75United Cerebral Palsy Association, 153, 155Universal instructional design, 511–512University-affiliated programs for persons with

developmental disabilities (UAPs), 530University of Virginia, 344U.S. Children’s Bureau/Administration for Children, Young

and Families, 54U.S. Department of Education, 224, 413, 437, 494, 498U.S. Department of Health and Human Services, 224, 494U.S. Department of Health, Education, and Welfare

(HEW), 54

Subject Index * 565


U.S. Department of Housing and Urban Development, 494U.S. Department of Justice, 223U.S. Department of Labor, 224, 378, 492, 494U.S. Department of the Treasury, 433U.S. Food and Drug Administration (FDA), 285

Valproic acid, 287Values, definition of, 58VCU. See Virginia Commonwealth University (VCU)Vermont, 482Vineland Adaptive Behavior Scales (Sparrow, Balla, &

Cicchetti), 114Virginia, 482Virginia Commonwealth University (VCU), 5, 514–517Visual impairments, 108, 161–162VOCAs. See Voice output communication aides (VOCAs)Vocational Rehabilitation Act, 447–449Vocational Rehabilitation Program, 413, 414, 417Vocational Rehabilitation (VR), 235, 413–414, 417, 497–498Voice e-mail, 134Voice output communication aides (VOCAs), 112VR. See Vocational rehabilitation (VR)

Wages, 209, 412, 414, 416Waiver programs, 164, 171, 434Walczak v. Florida Union, 102Wechsler Indvidual Achievement Test, 336Wechsler Intelligence Scale for Children–III, 336Wheelchairs, 112WIA. See Workforce Investment Act of 1998 (WIA)WIB. See Workforce Investment Board (WIB)Will Bridges to Employment Model, 129Wisconsin, 482Workforce Investment Act of 1998 (WIA), 492–500Workforce Investment Board (WIB), 495Working memory, 345–346World Health Organization, 158World Institute on Disability, 461Wyatt v. Stickney, 100

YMCA, 4

Zero reject, 99Zoloft, 296

566 * Subject Index


SUBJECT INDEX - PRO-ED · SUBJECT INDEX AAMR. ... Behavior management paradigm, ... Development...

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