Linda Hickson

Learn More
This exploratory study was designed to identify the factors predictive of participation in postsecondary education for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed for this study. Potential predictors of participation in postsecondary education were assessed using a(More)
The effectiveness of an abuse-prevention curriculum, designed to empower women with mental retardation to become effective decision-makers able to protect themselves against abuse was examined. Thirty-six women with mental retardation were randomly assigned to either an intervention or a control group. Results indicate that the performance of the women in(More)
This study was conducted to investigate the problem-solving performance, style, and cross-cultural differences of students with mild mental retardation representing three cultural backgrounds (African American, European American, and Nigerian). Students listened to vignettes (Edeh Scale of Interpersonal Problem Situations) depicting interpersonal problem(More)
This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample(More)
BACKGROUND High rates of victimization have raised concerns about the ability of adolescents with intellectual disabilities (ID) to avoid and escape from harmful situations and to make decisions in their own best interest. The present study was designed to assess the impact of specific coercive tactics on the decision-making of adolescents with ID. METHOD(More)
Two experiments were conducted to examine the interpersonal decision-making performance of women and men with and without mental retardation. In Experiment 1, adults with mental retardation listened to either short or long vignettes depicting situations in which a female or male protagonist was faced with a decision involving either a peer or authority(More)
This study was designed (a) to assess the impact of the ESCAPE-DD curriculum on the decision-making skills of adults with intellectual and developmental disabilities (IDD) in hypothetical situations of abuse, (b) to examine the role of problem awareness, and (c) to identify factors associated with posttest decision-making performance. Fifty-eight women and(More)
The ability of women and men with mental retardation to suggest prevention-focused decisions in response to simulated social interpersonal situations of abuse was investigated. Decision-making performance across three types of abusive situations (physical, sexual, psychological/verbal) was examined. Participants were able to suggest direct(More)
This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from self-contained special(More)
Thirty-six women with mental retardation were divided into two groups on the basis of whether they had a documented history of abuse during the preceding 5 years. The women with this history were more likely than the women with no documented history of abuse to be employing passive/avoidant decision-making strategies, reporting higher levels of stress,(More)
  • 1