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Data-Based Integration of a Student with Moderate Special Needs
Gail A. Colozzi, Mary ColemanKennedy, Robin Fay, William Hurley, Monique Magliozzi, Kathryn Schackle and Peter Walsh
Education and Training of the Mentally Retarded
Vol. 21, No. 3 (September 1986), pp. 192-199
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/23876551
Page Count: 8
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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.
Education and Training of the Mentally Retarded © 1986 Division on Autism and Developmental Disabilities