Abstract
One major objective of programs for persons with severe or profound intellectual and multiple disabilities is to teach these persons occupational and vocational tasks and to enable them to carry out these tasks independently (Davis, Brady, Williams, & Burta, 1992; Lancioni et al., 1991; Steed & Lutzker, 1997). The performance of such tasks has traditionally been conceived as a form of individual engagement (Siperstein & Leffert, 1997). However, recent research has shown that it is possible to enable persons with multiple disabilities, including visual impairment, to work together with peers and to share familiar tasks (that is, to engage cooperatively in task--hereafter cooperative task engagement) (Lancioni, O'Reilly, Cognini, & Serenelli, 2001; Lancioni, O'Reilly, & Oliva, 2002).
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