Transient dynamics in a nonequilibrium superdiffusive reaction-diffusion process: Nonequilibrium random search as a case study.

Transient regimes, often difficult to characterize, can be fundamental in establishing final steady states features of reaction-diffusion phenomena. This is particularly true in ecological problems. Here, through both numerical simulations and an analytic approximation, we analyze the transient of a nonequilibrium superdiffusive random search when the targets are created at a certain rate and annihilated upon encounters (a key dynamics, e.g., in biological foraging). The steady state is achieved when the number of targets stabilizes to a constant value. Our results unveil how key features of the steady state are closely associated to the particularities of the initial evolution. The searching efficiency variation in time is also obtained. It presents a rather surprising universal behavior at the asymptotic limit. These analyses shed some light into the general relevance of transients in reaction-diffusion systems.

Predicting quality of life of students who have left special education high school programs.

A subsample (N = 505) was selected from a nationwide, stratified, probability sample of students with disabilities attending high school in 1985. In-school and out-of-school information about these students was obtained in 1987 and 1990 from school records, school personnel, and parents. Conventional item analysis procedures were used to construct a priori quality-of-life composites (social relationships, employment, and independence) from 17 questionnaire variables. These composites were related to 27 geopolitical, family, demographic, cognitive, disability, and school program variables using three multiple regression analyses, which indicated that the predictors accounted for 23.5% of the variance in social relationships; 25.6%, in independence; and 19.5%, in employment. Results suggest that although quality of life is multidimensional, competence appears to underlie many of its facets.

Residential independence of former special education high school students: a second look.

The residential independence of postsecondary students was assessed in 5,462 parents or surrogate parents of students with disabilities from the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1990. An index of residential placement independence served as the dependent variable in a hierarchical regression analysis that featured 43 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). This analysis produced a multiple R2 of .376: missing data, youths' daily living skills, youths' social skills, youths' maladaptive ("problem") behaviors, and community characteristics all contributed significantly to the prediction of the postschool residential independence of former special education students during the first 5 years after they had left secondary school.

Predicting the earnings of supported employees with mental retardation: a longitudinal study.

A random sample (N = 197) of supported employees with mental retardation was examined in a longitudinal study. Results indicate that intelligence, prior earnings, and federal job subsidy predicted future earnings. Statistical controls applied to the stratified sample show that job placement, job type, subsidy, and means of transportation had little influence on earnings.

Interaction of persons with severe mental retardation and their nondisabled co-workers in integrated work settings.

This investigation matched 23 workers with severe mental retardation to 23 workers without disabilities by job type and minimal duration of employment (at least 6 months) to determine if co-worker relations differed between the two groups of employees. Results indicated that, compared to workers with severe mental retardation, nondisabled workers were more likely to receive information, to receive training, and to interact as friends outside the workplace.

Prediction of residential independence of special education high school students.

The residential independence of post-secondary students was assessed for the 2,686 interviewees of the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1987. An index of residential placement independence was the dependent variable in a regression analysis that featured 37 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). Results showed a total R2 of .443, with missing data, student maladaptive ("problem") behavior, student competence, and family characteristics all contributing significantly to the prediction of post-school residential independence.

Matched-pairs analysis of co-worker interactions in relation to opportunity, type of job, and placement approach.

Workers with and without disabilities (n = 85) were studied in an effort to determine whether co-worker relations differed between these employees. Few differences were found. Interactions of co-workers without disabilities with their supported co-workers who had disabilities were remarkably similar to their interactions with other co-workers without disabilities in eight of the nine interaction categories investigated. In the ninth category (befriending off the job), co-workers without disabilities interacted more among themselves. Considering only workers with disabilities, those employed individually in light industry occupations experienced less physical integration than did those employed either in groups or in any other occupation. These findings were discussed in relation to available research.

Cost-effectiveness of supported employment.

Monetary costs and benefits of supported employment to individuals, taxpayers, and society were assessed as was the cost-effectiveness of the nonmonetary benefit, namely, quality of life of employees, as a result of supported employment. Participants were 20 individuals from two Central Illinois agencies serving clients with developmental disabilities. Costs and effects were evaluated using benefit-cost and cost-effectiveness analyses. Supported employment was found to be cost-beneficial from the perspectives of the supported employee, the taxpayer, and society over a 5-year period as programs move from sheltered employment. In addition, supported employment was also more cost-effective with regard to quality of life than was sheltered employment.

Strategies to increase exercise-report correspondence by boys with moderate mental retardation: collateral changes in intention-exercise correspondence.

Correspondence between verbal and nonverbal behavior in an exercise room was taught to 4 13-year-old boys diagnosed with moderate mental retardation. Participants were asked prior to each exercise session which exercise machine(s) they intended to use. No contingencies on stating intentions (promising) were applied. Following the exercise session, participants were asked to say (report) which machine(s) they had used. Following the baseline condition, do-report correspondence training was introduced sequentially across participants. During do-report correspondence training, accurate reporting was reinforced. High rates of both do-report and promise-do correspondence were observed. Data were analyzed via a multiple baseline across subjects design and contingency-space analysis. Results are discussed with regard to observed changes in promise-do correspondence subsequent to observed changes in do-report correspondence.

Analysis of minority-status supported employees in relation to placement approach and selected outcomes.

The employment outcomes of nonminority and minority-status supported employees in the state of Illinois were examined. Results indicated that minority-status supported employees were younger, had higher IQs, and earned more wages per month than did nonminority supported employees. Few differences between minority subgroups were identified.

Descriptive analysis of interactions between co-workers and supported employees.

Varying types of interactions between workers without handicaps and supported employees were described. Results indicated that co-workers interacted extensively with persons who had mental retardation. Surprising findings included high levels of advocacy between co-workers and persons with severe or profound mental retardation and a relatively high percentage of co-workers assuming evaluation and training roles. Results were discussed in relation to the work behavior literature, which indicates that, in general, co-workers provide considerable natural support for employees across work environments.

Parent involvement in transition programs.

Parent involvement in programs facilitating the transition of persons with handicaps from school to adult life (work, independent living) was examined. The survey found that a significant number of parents were unaware of any transition program for their offspring, although virtually all parents desired involvement of some kind. Parents also indicated preferences relating to their child not living at home upon graduation from school, working in the community, and earning a wage greater than or equal to the minimum.

Benefit-cost analysis of supported employment in Illinois: a statewide evaluation.

A benefit-cost analysis of supported employment in Illinois during Fiscal Year 1987 was presented. Benefits and costs were identified and valued from three perspectives. Society received a $.75 return for every $1.00 invested during this initial year, whereas taxpayers received a return of $.66. Supported employees earned an average of 37% more in supported employment than in alternative programs during this same time period. We recommended continuation of this financial analysis longitudinally, as it is critical to the development of supported employment as an efficient delivery system.

Analysis of hours of direct training provided by employment specialists to supported employees.

A repeated measures analysis of the hours of direct training and the ratio of the hours of direct training to the hours worked by supported employees was conducted for two cohorts of supported employees with mental retardation employed for 6 and 12 consecutive months. Results indicated little change in the amount of direct training over time. Type of supported employment significantly affected the amount of direct training provided for both cohorts. Significant differences were found for the ratio of hours of direct training to hours worked for level of disability for both cohorts and in type of supported employment for those employed for 12 months. The need to promote employee independence by withdrawing direct training and supervision was discussed.

Supported employment program evaluation: evaluating degree of implementation and selected outcomes.

The relation between the degree to which adult service agencies implemented supported employment and selected program outcomes was examined. Supported employment programs developed by adult vocational service agencies in Illinois served as the subject pool for data collection. Results indicated that clients with higher IQs received less complete support services but earned higher wages. Vocational service agencies that spent more time developing jobs seemed better at matching job requirements with clients' skills.

Benefits and costs of supported employment: an analysis of the Illinois Supported Employment Project.

This investigation presents a cost-benefit analysis completed for one of 27 states implementing supported employment as a result of federal funding. Based upon the benefits and costs detailed, society realized a $0.75 return for every $1.00 invested in supported employment in Illinois. Supported employees realized a 37% increase in their earnings over a comparable period. The results of this study are discussed and recommendations are made for similar analyses across states.

Teaching supported employees with severe mental retardation to solve problems.

Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.

Overview of supported employment.

This article traces the emergence of supported employment as a result of philosophical changes in expectations for persons with disabilities, based on scientific developments that challenged traditional service-delivery models. Supported employment program characteristics also are reviewed, and the influence of applied behavior analysis is outlined. Finally, areas for future research in supported employment are discussed.