Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler
May 2017
Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler
John J. Wheeler
The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.
Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler
Aug 2001
Acquisition And Generalization Of Activity Schedules And Their Effects On Task Engagement In A Young Child With Autism In An Inclusive Pre-School Classroom, N. Gayle Massey, John J. Wheeler
John J. Wheeler
Efficacy of individualized activity schedules with a 4-year old child diagnosed with autism who attended an integrated public pre-school classroom was examined. Graduated physical guidance and a system of most-to-least prompts were used during skill acquisition stages with teacher proximity and level of prompts being eventually faded. A multiple baseline across activities (work and leisure) assessed performance across baseline, treatment, and maintenance conditions with stimulus generalization being assessed during a third activity (lunch). Results support the findings from MacDuff, Krantz, and McClannahan (1993) in that a child with autism can successfully acquire the skills necessary to independently follow activity schedules …
An Exploratory Resource Allocation Model For Implementing Supported Employment Services, Philip S. Hall, John J. Wheeler
Nov 1993
An Exploratory Resource Allocation Model For Implementing Supported Employment Services, Philip S. Hall, John J. Wheeler
John J. Wheeler
The purpose of this paper is to provide an exploratory resource allocation model for projecting the resource allocations necessary to implement community-based supported employment services to persons with mental retardation. The model relied on a survey of regional adult service and public school providers to obtain an estimate of the costs and time-lines required for job development. A multi-variate linear regression model was used to project the hours that would be required to develop a job site based on the size of the community, the rate of unemployment, and the percent of service jobs. The extant literature was used as …
The Use Of Extended Follow-Along Procedures In A Supported Employment Setting, Paul Renzaglia, John J. Wheeler, Harold B. Hanson, Sidney R. Miller
Feb 1991
The Use Of Extended Follow-Along Procedures In A Supported Employment Setting, Paul Renzaglia, John J. Wheeler, Harold B. Hanson, Sidney R. Miller
John J. Wheeler
This study is a follow-up to a study which previously appeared in Education and Training in Mental Retardation conducted by Wheeler, Bates, Marshall, and Miller (1988). The Wheeler et al., (1988) study examined the use of a self-monitoring procedure to remediate the social skills behaviors of a young man with Down syndrome (i.e., Phil) in a supported competitive employment setting. The present study, which was conducted six-months later demonstrates the efficacy of the follow-along component of the supported employment model and also demonstrates the use of a criterion-referenced assessment and treatment package to re-train technical job skills.
Teaching Appropriate Social Behaviors To A Young Man With Moderate Mental Retardation In A Supported Competitive Employment Setting, John J. Wheeler, Paul Bates, Kathleen J. Marshall, Sidney R. Miller
May 1988
Teaching Appropriate Social Behaviors To A Young Man With Moderate Mental Retardation In A Supported Competitive Employment Setting, John J. Wheeler, Paul Bates, Kathleen J. Marshall, Sidney R. Miller
John J. Wheeler
This study validated the efficacy of the supported employment model in maintaining the employment of a young man with Down Syndrome identified as moderately mentally retarded. In this study, social skills training and self-monitoring were used to remediate socially inappropriate behaviors which were jeopardizing his continued employment. Results of this investigation indicate that appropriate social behaviors were improved and maintained over the 38-week period with the level of trainer support also being systematically faded over time. The conclusions of this study provide guidelines for on-the-job training and follow-up procedures which have been found to be necessary in assisting persons with …
