Carolyn Hughes

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Although skill in problem solving is critical to success In school and the community, as well as to promoting student self-determination, problem solving remains a neglected curriculum area for students with developmental disabilities. Using the self-determined learning model, 4 students with mental retardation or developmental disabilities were taught(More)
Four residents of a group home who had severe mental retardation were taught to use self-instruction in combination with multiple exemplars to solve task-related problems. The combined strategy was associated with generalization to untrained problems as well as response maintenance of the problem-solving strategy (i.e., responding to multiple exemplars and(More)
A systematic approach for addressing the support needs of persons with mental retardation and related developmental disabilities is presented and a new scale to measure individual differences in support needs described. The process employed in developing the scale is explained, including the establishment of a typology of support areas that was drawn from a(More)
We used a multiple-baseline-across-participants design (Kazdin, 1982) to examine the effects of selfmonitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from(More)
Persons living with HIV/AIDS face many issues that make them highly vulnerable to a number of health and social problems. As the demographics of the epidemic have shifted in recent years, many members of traditionally underserved groups have encountered barriers to entering the services system. This article uses data from seven national demonstration(More)
Recent legislative, policy, and research initiatives affirm the importance of improving social outcomes for adolescents with moderate to severe intellectual disabilities. Using observational methodology, we examined the influence of level of integration and Peer Buddy proximity on social interaction between students with intellectual disabilities and their(More)
Little is known about the effects of participation in inclusive settings on student self-determination. In this exploratory study, we examined the association between students’ inclusive school and community activities and the self-determination skills of active involvement in IEP activities and use of selected selfdetermination strategies. Forty-seven(More)
Using a repeated assessment of 185 women with HIV in three national service demonstration projects that focus on reducing barriers to care, self-reported barriers to obtaining services decreased significantly over time. At the earliest time asked, participants scored an average of 5.23 on a measure of barriers to obtaining care. At the most recent time(More)
The effects of using a multicomponent intervention package to support the classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Intervention components were (a) modification of teacher-assigned worksheets, (b) instruction in assignment completion, (c) instruction in self-monitoring(More)
The authors investigated the effects of an intervention package to support five high school students with extensive support-needs to initiate and engage in recreational activities with general-education peers in their physical education classes. The intervention components were (a) assessing participants' recreational activity goals, (b) teaching(More)