bluuebunny/crossref_metadata_2025 huggingface dataset:
Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties
Authors: Bryant Diane Pedrotty , Bryant Brian R. , Roberts Greg , Vaughn Sharon , Pfannenstiel Kathleen Hughes , Porterfield Jennifer , Gersten Russell
Published: January 2017

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to the comparison condition. Systematic instruction, visual representations of mathematical concepts, purposeful and meaningful practice opportunities, and frequent progress monitoring were used to develop understanding in early numeracy skills and concepts. Researchers used progress-monitoring measures and a standardized assessment measure to test the effects of the intervention. Findings showed that students in the treatment group outperformed students in the comparison group on the progress-monitoring measures of mathematics performance and the measures that focused on whole-number computation. There were no differences between groups on the problem-solving measures.
The Quality of Life of Siblings of Children with Autism Spectrum Disorder
Authors: Moyson Tinneke , Roeyers Herbert
Published: January 2017

This study investigated how siblings of children with autism spectrum disorder (ASD) describe and define their quality of life. Using a qualitative research design, the authors collected data through a 4-stage process which included in-depth interviews of 17 children ages 6 to 14 and focus groups. All of the children with ASD were male and between the ages of 5 and 16 with mild to moderate impairments; all of the participating families lived in a Dutch-speaking region of Belgium. Analyzing data according to the principles of grounded theory resulted in the identification of 9 domains of sibling quality of life (SibQol). The apparent invisibility of ASD emerged as an important theme. Results indicate that siblings of children with ASD can define their quality of life, that unique characteristics of ASD give the siblings' experience a highly personal interpretation, and that the SibQol concept can be used to support siblings of children with ASD.
Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol
Authors: Benner Gregory J. , Nelson J. Ron , Sanders Elizabeth A. , Ralston Nicole C.
Published: January 2017

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The final sample included 7 treatment schools ( n = 44 students) and 6 control schools ( n = 26 students). Results of multilevel models showed that students with externalizing behavior in the treatment schools had significantly lower levels of problem behavior than those in the control schools. A positive but statistically nonsignificant treatment trend was observed for increased on-task behavior. No effects were observed for academic skills. The positive effects of the behavior intervention were smaller in schools serving higher proportions of students with low socioeconomic status and for students who had higher baseline levels of externalizing behavior. The discussion includes the results, practical importance, and limitations.
Total School Planning for the Gifted Child. Part II
Authors: Pritchard Miriam
Published: January 2017

The following article is a continuation of an address by Dr. Pritchard given before a local group, to help them with creative planning for the gifted. Part I in the January issue suggested a workshop approach to the problem and described the work of defining the gifted and discovering community attitudes toward gifted children.
Total School Planning for the Gifted Child. Part III
Authors: Pritchard Miriam
Published: January 2017

The final portion of Dr. Pritchard's instructions to a group interested in planning a total program for the gifted deals with problems involved in securing the understanding of parents and administration. Advice on other parts of the program are included in the January and February numbers of EXCEPTIONAL CHILDREN.
Our Youngest Intellectuals Thirteen Years Later
Authors: Brumbaugh Florence M.
Published: January 2017

They showed the well-rounded development which was the major goal in planning the curriculum.
Stimulating Special Education through Federal Legislation
Authors: Fogarty John E.
Published: January 2017

The future strength of the United States rests on the best possible education for all children. In 1963, Congress responded to the educational needs of handicapped children with the passage of significant legislation. As yet, Congress has not determined the role of the federal government in the education of the gifted. The author would welcome proposals for such participation from the profession.
Passive Aggressiveness and Learning
Authors: Rabkin Leslie Y.
Published: January 2017

Passive aggressive behavior is a disruptive force in the educational process. Arising out of distortions in the parent-child relationship, it manifests itself as a continual struggle against authority figures. Pupils or teachers can manifest this behavior syndrome, with its pouting sullenness, stubborn defiance, and hostile withdrawal. Comment is made on both the passive aggressive child and the passive aggressive teacher, and guidelines for prevention are noted and discussed.
Spotlighting Advances in Special Education
Authors: Mackie Romaine P.
Published: January 2017

This article presents statistical highlights on special education in the United States for the period 1948–1963. They are based on a nationwide survey conducted by the US Office of Education. The survey reveals striking increases in the number of: (a) school systems providing special education; (b) pupils enrolled in programs for the education of the exceptional; and (c) special teachers and speech and hearing specialists in the schools.
Use of the Slide Show Audiometric Technique with Mentally Retarded Children
Authors: Lloyd Lyle L.
Published: January 2017

Because of the apparently high incidence of hearing impairment and difficult to test subjects among the retarded, there is a need to continually strengthen our audiologic assessment armamentarium. This paper (a) discusses the instrumental (or operant) conditioning audiometric technique called the peep show, (b) presents the slide show as an inexpensive means of using this operant technique, (c) considers the use of the slide show technique with mentally retarded children, and (d) compares the slide show to previously reported operant conditioning techniques of this type.
The Council for Exceptional Children and International Cooperation Year 1965
Authors: Fenton Joseph
Published: January 2017

The United Nations has designated 1965 as International Cooperation Year as a means of emphasizing cooperative programs and activities throughout the world. This paper encourages CEC federation and chapter participation in ICY, and suggests programs and materials which may be used to make CEC members aware of the importance of international cooperation.
Elementary and Secondary Education Act: Implications for Handicapped Children
Authors: Wirtz Morvin A. , Chalfant James C.
Published: January 2017

This paper presents a description and analysis of the five titles of the Elementary and Secondary Education Act (PL 89–10). Examples which demonstrate how this law can be adopted for handicapped children are presented.
The Elementary and Secondary Education Act of 1965: Potential for Serving the Gifted
Authors: Bryan J Ned , Chalfant James C.
Published: January 2017

Inherent in each of the five titles of The Elementary and Secondary Education Act of 1965 are implications for developing quality educational programs for gifted children. The Act provides financial assistance for (a) the education of children of low income families; (b) school library resources, textbooks, and other instructional materials; (c) supplementary educational centers and services; (d) educational research and training; and (e) strengthening state departments of education. Suggestions for the implementation of each title are offered.
National Technical Institute for the Deaf
Authors: Hoag Ralph L.
Published: January 2017

Public Law 89–36 provides for the establishment of a National Technical Institute for the Deaf, a post secondary technical training facility. Events which preceded the law's enactment, the institute's objectives, administration, location, and other pertinent details are reported.
Shortcomings of Grant Applications to the Handicapped Children Research Program
Authors: Chalfant James C. , Nitzman Margaret M.
Published: January 2017

The purpose of this report is to help prospective applicants present the best possible applications for grant support under Public Law 88–164, as amended by Public Law 89–105. In order to do this, a study was made of all applications submitted to but not funded by the Handicapped Children and Youth Grant-in-Aid Program. Twenty-four shortcomings were found to occur repeatedly. A number of suggestions are presented to help applicants avoid these problems.
Exceptional Children Abstracts: Behavioral Disorders
Authors: Huber Franz
Published: January 2017

This presentation is third in a series of selected abstracts. Each journal in Volume 32 will carry abstracts in a specific area. In May, 1966, all abstracts will be printed under a separate cover. The publication schedule for remaining sections is as follows: December—Mentally and Culturally Retarded; January-Gifted and Creative; February—Physically Handicapped; March—Speech and Language; April—Administration; May—General.
The Language Handicapped Child and Education
Authors: McWilliams Betty Jane
Published: January 2017

This article presents the problems involved in definitive differential diagnosis of children with delayed language. It suggests the need to describe language, auditory, mental, and emotional functioning as opposed to depending upon specific diagnostic labels which may rely upon clinical bias. The classroom teacher is viewed as an individual competent to devise teaching methods applicable to the peculiar requirements of widely differing children and is encouraged to trust herself in the face of “experts.”
A Comparison of Auditory Amplifiers for the Deaf
Authors: Calvert Donald R. , Reddell Rayford C. , Donaldson Rita J. , Pew L. Glen
Published: January 2017

The purpose of this study was to evaluate on two parameters certain amplification systems used in the education of deaf children: educational and acoustical. Results did not demonstrate one system to be clearly superior to others evaluated in the study, but the advantages and disadvantages of each system were observed and reported.
Verbalism and the Blind: A Critical Review of the Concept and the Literature
Authors: Dokecki Paul R.
Published: January 2017

The present paper presents current theorizing in psycholinguistics which points up the inadequacy of the notion that verbalisms (nonsensory based words) are meaningless and detrimental to conceptual thinking in the blind. The failure to acknowledge the word-word nature of meaning is cited as the significant flaw in the development of the verbalism construct. A review of the literature indicates some of the methodological problems in research on verbalism. Suggestions for future research on the phenomenon are presented.
Policy Statements: Call for Response
Authors: Reynolds Maynard C.
Published: January 2017

The following draft policy statements were prepared for discussion from earlier original drafts by Ernest P. Willenberg. Many individuals, notably Fred MacKinnon and Paul Voelker, have assisted in considering these statements. Reactions and suggestions concerning these draft papers are encouraged and should be directed as soon as possible to:

This statement of the Policies Commission is presented to the CEC membership for any final comments before being prepared for consideration by the Executive Committee, the Board of Governors, and the Delegate Assembly at the CEC Miami Beach Convention.
Techniques for Screening Conduct Disturbed Children
Authors: Nelson C. Michael
Published: January 2017

A direct observation technique was used to investigate differences between children classified as conduct disturbed or normal on the basis of ratings given by their regular classroom teachers. It was found that subjects rated as conduct disturbed engaged in significantly more deviant behavior and significantly less task oriented behavior than subjects rated as normal on a 10 item rating scale. The simultaneous comparison of the overt behavior of children differentially rated by their teacher not only serves as a check on the validity of the teacher's judgment, but also provides a technique for observing the conduct problem child in relation to normative classroom behavior, as perceived by his teacher.
Hyperactivity and Learning Disorders: Review and Speculation
Authors: Keogh Barbara K.
Published: January 2017

Research on hyperactive children was reviewed in order to define and clarify relationships and interactions between hypractivity and learning disorders. Despite agreement on maladaptive social and behavioral characteristics associated with hyperactivity, findings specifying the nature of educational deficits are inconsistent and inconclusive. Three hypotheses are proposed to explain learning problems of hyperactive children. The first represents the medical-neurological syndrome explanation; the second suggests that activity disrupts attention and the information acquisition stages of learning; the third implicates impulsivity in decsion making. Although neither exhaustive nor mutually exclusive, the hypotheses differ in remedial and treatment implications. Evidence is reviewed under each hypothesis.
Measuring the Self Concept of Ability as a Worker
Authors: Burke Donald A. , Sellin Donald F.
Published: January 2017

The relationship of self concept of ability to performance is discussed, and the need for a measurement device for the self concept of work ability of educable mentally retarded adolescents is identified. A scale described in this article employs an interview technique and is intended to be used by teachers and vocational workers. Statistical evidence concerning reliability and internal consistency are presented. The scale is offered for both research and program evaluation as well as client centered diagnostic purposes. *
Study of Effective and Ineffective Teachers of the Trainable Mentally Retarded
Authors: Blackwell Robert B.
Published: January 2017

This study investigated the attitudes, characteristics, and personalities of 70 teachers of the trainable mentally retarded. The use of multiple regression analysis allowed the investigation to evaluate the unique contribution of 42 teacher variables to the criterion variable, teacher effectiveness.
A Research-Service Model for Support of Handicapped Children
Authors: Guralnick Michael J.
Published: January 2017

A model is described in which service programs for handicapped children can be transformed into self contained research-service units. It is suggested that both research and service goals can be achieved concurrently and more economically within this model and that the research component is likely to enhance the effectiveness of the service component as well. The essential characteristics of this approach consist of an intensive individual analysis of each child's behavior and the application of multiple baseline procedures to most aspects of program development.
Approximating Noncategorical Teacher Education
Authors: Blackhurst A. Edward , Cross Donald P. , Nelson C. Michael , Tawney James W.
Published: January 2017

A program is described which approximates the noncategorical approach and serves as a transition from categorical to noncategorical programs in teacher education. The essential components of this program were (a) the identification of course content that was common and unique to four methods courses, (b) the development of semi-independent modules of instruction, (c) team teaching, and (d) presentation of content in large groups followed by small group instruction. Evaluation indicated that students and faculty were generally receptive to this approach.
Use of Deficits to Identify the Learning Disabled
Authors: Salvia John , Clark John
Published: January 2017

This article discusses the use of significant deficits as a defining characteristic of learning disability. Reliable measures of achievement and intelligence are used to compute the reliability of mental and achievement age differences, and the difference scores are demonstrated to be considerably less reliable than either the intelligence or achievement scores. Implications for educational planning are discussed.
Comparing Small Group and Tutorial Instruction in Resource Rooms
Authors: Jenkins Joseph R. , Mayhall William F. , Peschka Corinne M. , Jenkins Linda M.
Published: January 2017

A series of studies compared small group and tutorial instruction in resource room settings. Each child was fought both by a cross-age tutor individually and by a resource teacher in a small group. Results suggested that children learned more from a tutor than in a small group. The effect was observed for word recognition, spelling, oral reading, and multiplication. Tutorial instruction was also superior to self instruction, and tutors appeared to benefit academically from the experience. The results are seen to have policy implications for resource programs.
The Hierarchical Structure of Attitudes Toward the Exceptional
Authors: Jones Reginald L.
Published: January 2017

The structure of attitudes toward the exceptional was investigated using hierarchical factor analysis. The subjects were 132 men and 132 women college students who completed a 78 item social distance questionnaire (6 interpersonal situation and 13 categories of exceptionality-nonexceptionality). The results revealed a general factor concerning attitudes toward the disabled. This factor represented a common core of attitudes which cut across categories of disability and interpersonal situation. The general facto was differentiated into attitudes toward the physically disabled (with certain special emphases), attitudes toward the psychologically disabled, and attitudes toward the mildly retarded-nonexceptional. The last named factor was particularly provocative, indicating that, except for the closest interpersonal relationships (marriage and acceptance as close kin by marriage), the mildly retarded shared in the same configuration of attitudes as are held toward the nonexceptional. Attitudes toward the gifted emerged as a separate factor, isolated in virtually all instances from those held toward the disabled.
Tactual Hearing Experiment with Deaf and Hearing Subjects
Authors: Engelmann Siegfried , Rosov Robert
Published: January 2017

In two experiments with a tactual vocoder it was discovered that both hearing and deaf subjects could learn to discriminate between words that were minimally different and could attend to other prosodic features of language such as pitch and stress. Subjects were tested regularly on word identification. During the tests, the subjects neither looked at the trainer nor received any information other than that transmitted through the tactual vocoder. One deaf subject achieved a tactual vocabulary of 150 words and had a new word mastery rate increase of 46 times during the 48 week training period.
Early Classroom Based Intervention and the Role of Organizational Structure
Authors: Guralnick Michael J.
Published: January 2017

The role of organizational structure in classroom based early childhood intervention programs was explored. Nine characteristics were identified as necessary components for an effective system. The operation of a curriculum evaluation feedback model which incorporates these nine components is described and discussed in terms of the interrelationships among the elements of the system.
Effects of Color Reversal of Figure and Ground Drawing Materials on Drawing Performance
Authors: May Deborah C.
Published: January 2017

Children with spastic cerebral palsy, who often have difficulties with visual motor tasks, produced significantly better drawings when the color of black and white figure and ground drawing materials was reversed (i.e., using white pencil on black paper). The control group of normal children did not display the improved performance on the reversed color figure-ground format. It is hypothesized that the children with cerebral palsy, when working on the black background, may have been less distracted by the brightness of the background, and therefore better able to concentrate on the figure that they were drawing. Theoretical and practical implications are discussed.
Evaluating Mainstreaming Programs: Models, Caveats, Considerations, and Guidelines
Authors: Jones Reginald L. , Gottlieb Jay , Guskin Samuel , Yoshida Roland K.
Published: January 2017

A variety of practical and theoretical issues pertinent to the evaluation of mainstreaming programs are presented, including (a) a critique of large and small mainstreaming evaluation studies, with emphasis upon the adequacy of models and the insights they yield for improved evaluation designs; (b) problems and issues in the evaluation of educational treatments, including attention to the variables of instructional time, instructional integration, stating goals and objectives, assessing teacher willingness to accommodate the handicapped child, and monitoring child progress; (c) considerations related to appraising dependent measures (attitudes, achievement, acceptance, cost/effectiveness); and (d) a discussion of issues unique to the evaluation requirements of Public Law 94–142. The paper concludes with a presentation of guidelines for developing and appraising mainstream evaluation reports, and the observation that problems related to the evaluation of mainstreaming programs are not insurmountable.
Convergent Research on Language and Teaching Reading
Authors: Giordano Gerard
Published: January 2017

Converging themes of research from developmental linguistics, linguistics, and neuropsychology are reviewed. Research indicates that (a) language development precedes and is discrete from logical development; (b) there is a physiologically based and universal human aptitude for functional oral language; and (c) language comprehension is a dynamic system of processing that selectively synthesizes surface stimuli on the basis of organizational structures that precede the utterance of any linguistic communication. The implication of these research themes is extended to special education, and a linguistic rather than a logical instructional approach to reading is recommended.
Cognitive Functioning of Psychotic Children: A Reappraisal
Authors: Baker Ahmad M.
Published: January 2017

A discussion of the relative cognitive functioning of psychotic children is presented in terms of previous research and theoretical assumptions. The premise that psychotic children possess normal innate intelligence is challenged by the emergence of recent research dealing with measurement and stability of psychotic children's cognitive level. An analysis of recent and relevant research suggests that psychotic children do not differ from mentally retarded children in terms of cognitive functioning. It is proposed, therefore, that a reappraisal be made of the existing assumptions about psychotic children's intelligence level and that those assumptions be modified in order to make them congruent with empirical investigation.
Interrelationships among Three Measures of Deviant Behavior
Authors: Von Isser Aldine , Quay Herbert C. , Love Craig T.
Published: January 2017

The interrelationships among the subscales of the Behavior Problem Checklist, the Conners' Teacher Questionnaire, and the Devereux Elementary School Behavior Scale were examined in a sample of 93 elementary and junior high students in special classes for the emotionally disturbed. Results suggested the presence of three independent dimensions of psychopathology (conduct disorder, anxiety-withdrawal, and immaturity) frequently found in previous research. The results also cast doubt on the syndrome of hyperkinesis as independent from conduct disorder.
Where Special Education for Disturbed Children is Going: A Personal View
Authors: Kauffman James M.
Published: January 2017

Public Law 94-142 is likely to result in suppression rather than expansion of services to mildly disturbed students because of problems in the definition of emotional disturbance and the requirement of service for all children identified. A legal, bureaucratic approach to the problem of behavioral deviance is of questionable wisdom. The direction the field is taking is largely determined by forces external to special education. Special educators might increase their level of success by giving greater attention to more basic issues than they have in the past.
Interagency Collaboration: Driving and Restraining Forces
Authors: Johnson H. Wayne , McLaughlin John A. , Christensen Margaret
Published: January 2017

An information base on interagency collaboration which can be used to direct the development of training strategies for persons involved in the design or operation of interagency endeavors is presented. Interagency collaboration is defined as a process in which two or more agencies integrate their resources to provide services to meet the individual needs of handicapped learners. Many key factors are associated with the success of interagency agreements, the most important being the degree to which people associated with the program can work together. The vehicles used to generate the information base were literature review, a working conference, and five case studies.
Proportional Change Index: An Alternative for Comparing Child Change Data
Authors: Wolery Mark
Published: January 2017

In the past, efficiency indices have been proposed as a means of expressing child progress from developmental data. In the present article, a variation of a previous index is proposed and examples are shown depicting the utility of the proposed variation. The proposed variation, the Proportional Change Index (PCI), is a numerical statement of the relationship between children's rate of development during intervention with the rate of development at the time intervention began. It allows comparisons of program efficiency across children with varying severity levels of handicapping conditions, different chronological ages, and developmental abilities.
From School to Work: A Vocational Transition Model for Handicapped Students
Authors: Wehman Paul , Kregel John , Barcus J. Michael
Published: January 2017

The purpose of this paper is to present a three-stage vocational transition model for handicapped youth as they move into adulthood. The model is characterized by the need for secondary programs which reflect a functional curriculum, integrated services, and community-based instruction. The transition process should be initiated well before graduation, should involve parents and adult service representatives, and should be formalized. Postsecondary vocational alternatives should reflect paid employment outcomes and there should be a diversity of options available for mildly, moderately, and severely handicapped youth. Finally, greater follow-up of handicapped students into adulthood by school systems is mandatory if we are to assess how effective our programs are in reducing the extraordinarily high unemployment rate of disabled persons in this country today.
Hearing Impaired Students in Regular Classrooms: A Cognitive Model for Educational Services
Authors: Waldron Manjula B. , Diebold Thomas J. , Rose Susan
Published: January 2017

The presentation of information in the mainstreamed classroom setting to profoundly hearing impaired children is frequently based on the translation of auditory information into word-for-word visual representation (speech read/sign language) through the services of an interpreter. The effectiveness of these selected delivery systems, particularly documented within the regular classroom, have yet to be realized. The following discussion presents a model based on the premise that visual and conceptual delivery of information presented in the classroom is more important than the verbal transliteration of the spoken material. The following does not examine the social, fiscal, or moral issues related to mainstreaming hearing impaired children (Vernon, 1981) but rather addresses the changing role of the “educational interpreter.”
California's New Eligibility Criteria: Legal and Program Implications
Authors: Boyan Craig
Published: January 2017

In March 1983 California adopted new eligibility criteria for handicapped students. The criteria for learning disabilities and language impairments included complex statistical procedures designed to identify students with a deficit in educational performance or language development of about 1.5 standard deviation units, as reflected in the scores of certain standardized tests. This article examines the development of the criteria, their relationship to federal regulations, and their tie to California's special education funding cap of 10% of student enrollment. Technical aspects of the criteria are examined, including two case studies, and recent litigation regarding the new standard is discussed. California's efforts in these areas may have implications for special education programs elsewhere in the United States.
Biasing Influences on Test Level Assignments for Hearing Impaired Students
Authors: Wolk Steve
Published: January 2017

The possible biasing influences of student characteristics were considered for teachers' judgments of appropriate test level assignments for their students. Approximately 1,300 hearing-impaired, special education students were assigned one of six difficulty levels of the Stanford Achievement Test in 1974 and reassigned a test level in 1979. Teachers were aware of the performance levels of their students and were asked to consider full test performance and screening test performance in the development of 1979 level assignments. Log-linear analyses of the data indicated the presence of strong influences of race and severity of handicapping condition, as well as of sex, upon change in level assignments, independent of achievement performance. White students, students with a less severe hearing impairment, and female students experienced disproportionately more advancements in test level assignment. The role of teacher expectancies, derived in response to salient student characteristics, was considered as a possible influence on test level assignments.
Effects of Role, Gender, Age, and Parental Status on Perception of Childhood Problems
Authors: Marsh Diane T. , Stoughton Nancy L. , Williams Theresa A.
Published: January 2017

Effects of rater characteristics (role, gender, age, and parental status) on ratings of childhood problems were investigated. Four groups of raters were included: clinical psychologists, school psychologists, teachers, and parents. Ail raters evaluated the psychological importance of the 118 items comprising the Child Behavior Checklist developed by Achenbach and Edelbrock. A discriminant function analysis provided strong evidence that role groups could be differentiated on the basis of ratings. One-way analyses of variance, Scheffe post hoc comparisons, and Spearman rank-order correlations also yielded many significant results. These included role group differences for 78 items, gender differences for 12 items, age differences for 59 items, and parental status differences for 15 items.
The Tatro Case: Who Gets What and Why
Authors: Vitello Stanley J.
Published: January 2017

The second special education case decided by the U. S. Supreme Court, Irving Independent School District v. Tatro, is discussed. The case provides some criteria for determining which related services are required under the EHA. These criteria are discussed in relation to recent and future special education cases.
The Luke S. Class Action Suit: A Lesson in System Change
Authors: Taylor John M. , Tucker James A. , Galagan James E.
Published: January 2017

As a result of the powerful sanctions built into the Luke S. consent decree, the State of Louisiana successfully implemented radically different assessment practices which mandated prereferral intervention, curriculum-based assessment, state-wide in-service training for assessment personnel, and direct classroom intervention on the part of assessment personnel. With these new practices in effect, long “waiting lists” for evaluation were eliminated, assessment personnel are able to more accurately and efficiently evaluate suspected handicapped children, and pupil appraisal “support services” are offered to nonhandicapped children experiencing learning or behavior problems in the classroom.
Reimbursing Parents for Unilateral Placements in Private Special Education Schools
Authors: Goldberg Steven S.
Published: January 2017

When parents placed their child in a private special education program without school district approval, two legal questions arose: Does Public Law 94–142 prevent parents from taking unilateral action? May they he reimbursed for private programs? In Burlington, the U.S. Supreme Court held that the law does not bar parents from making unilateral placements, but they may be reimbursed only if the private educational program is eventually approved through the appeal procedures set forth in the law.
Classwide Peer Tutoring
Authors: Delquadri Joe , Greenwood Charles R. , Whorton Debra , Carta Judith J. , Hall R. Vance
Published: January 2017

The purpose of this article is to discuss classwide peer tutoring as an effective instructional procedure. The article is organized into three major sections: (a) general principles of instruction, (b) description of classwide peer tutoring procedures, and (c) review of effectiveness data concerning classroom process (i.e., ecological and behavioral factors) and student achievement outcomes. It concludes with a discussion of the procedure and areas of future research and application.
Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children
Authors: Strain Phillip S. , Odom Samuel L.
Published: January 2017

Deficits in the area of social skills represent one of the more pervasive disabilities exhibited by exceptional children. The social initiation intervention, in which nonhandicapped children are taught to direct social overtures to exceptional students, is one tactic that has been found repeatedly to result in positive social behavior change. This intervention technique derives primarily from the naturalistic study of peer interactions that show the predictable influence of social initiations on the behavior of interacting partners. Extensive evaluations of this technique have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of exchanges for target childen.
Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management
Authors: Fowler Susan A.
Published: January 2017

A peer-monitoring procedure and a self-monitoring procedure were developed to decrease disruption and nonparticipation during the transition activities of a special kindergarten class. Ten children with behavior and/or learning problems attended the class. During peer-monitoring, children were assigned one of three teams and took turns serving as team captains. The team captains monitored each member of their team and awarded points at the end of each of four transition activities to team members and to themselves for following instructions. Following a substantial reduction in inappropriate behavior, the self-monitoring procedure was introduced. Children continued to be assigned to teams; however each child was responsible for awarding his or her own points at the end of the transition activities. Improvements achieved during the peer-monitoring procedure were maintained, for the most part, during the self-monitoring procedure. Results suggest that classroom management can be achieved through a carefully developed routine, in which clear instructions are paired with peer-managed or self-managed points for compliance with the routine.
Microcomputer Use within Micro-Educational Environments
Authors: Cosden Merith A. , Gerber Michael M. , Semmel Dorothy S. , Goldman Susan R. , Semmel Melvyn I.
Published: January 2017

An observational study of micro-educational environments (MEE's) and microcomputer use within these environments was conducted across a broad-based, representative sample of special day class, resource room, and mainstream classrooms in Southern California. Mildly handicapped students in special education settings were found to have less variety to their instructional experiences than did either handicapped or nonhandicapped students in the mainstream. That is, students in special education classes evidenced a more dominant pattern of individual, in-classroom, remedial work than did either handicapped or nonhandicapped students in the mainstream. Across all settings, students were highly engaged with the computer, although teachers spent little direct contact time with students during these periods. Microcomputer instruction emerges as a highly motivating vehicle for imparting information, but the effectiveness of these experiences remains to be assessed.
Is There a “Psychology of the Deaf”?
Authors: Lane Harlan
Published: January 2017

Striking similarities between the traits attributed to Africans by European colonizers and those attributed to deaf people by hearing experts lead to the hypothesis that the trait attributions of the “psychology of the deaf” reflect not the characteristics of deaf people but the paternalistic posture of the hearing experts making these attributions. Five kinds of evidence support the hypothesis: the attributions reveal paternalistic universals and ethnocentrism, and a claim to a civilizing burden that fails to mask the paternalist's economic interest. Moreover, a review of the literature of “the psychology of the deaf” finds it gravely flawed in test administration, language, scoring, content, norms, and subject groups.
The Regular Education Initiative: Patent Medicine for Behavioral Disorders
Authors: Braaten Sheldon , Kauffman James M. , Braaten Barbara , Polsgrove Lewis , Nelson C. Michael
Published: January 2017

Implications of the regular education initiative (REI) for students with behavioral disorders (BD) are examined in the context of integration and right to treatment. Arguments that BD students are being overidentified for special education are refuted. Labels for BD students are seen as important indicants of the seriousness with which professionals take their problems, not as the source of students' spoiled identities. Eligibility for services that encompass appropriate education, right to privacy, and implementation of appropriate interventions are viewed as particularly problematic issues related to realization of laudable goals of the REI.
Classwide Peer Tutoring with Mildly Handicapped High School Students
Authors: Maheady Larry , Sacca M. Katherine , Harper Gregory F.
Published: January 2017

Effects of classwide peer tutoring (CWPT) on the academic performance of 14 mildly handicapped and 36 nondisabled students enrolled in three 10th-grade social studies classrooms were examined. Effects were analyzed using a multiple baseline design across settings with a withdrawal of treatment in two classrooms. Analysis of results indicated that the implementation of CWPT produced an average increase of 21 points on weekly tests. With CWPT 60% of all students earned “A” grades, failing grades were virtually eliminated, and no mildly handicapped students received grades below “C”. Anecdotal student and teacher comments were positive. Implications for secondary, mainstreamed students and teachers were discussed.
Categorical Programs for Remedial and Handicapped Students: Issues of Validity
Authors: Jenkins Joseph R. , Pious Constance G. , Peterson David L.
Published: January 2017

This article examines the instructional and political validity of current educational policy regarding categorical programs for low-achieving elementary school students. A widely recognized problem in the categorical organization of services for these students is fragmentation at all levels. Attempts to reduce that fragmentation by unifying the categorical programs must address three issues each in the realms of instructional and political validity. Among the instructional validity issues are questions about the, similarities and differences between learning disabled and remedial students in instructional levels, learning rates, and “learning styles.” Data from two studies suggest that the similarities in instructional level and learning rates are greater than the differences. The political issues requiring resolution before implementation of a unified system are protection and equitable distribution of resources, participation in decision making, and protection of jobs. Benefits of a unified system and issues that policy makers must address are discussed.
Using Benefit-Cost Analysis in Special Education
Authors: Lewis Darrell R. , Bruininks Robert H. , Thurlow Martha , McGrew Kevin
Published: January 2017

With the increasing application of benefit-cost analysis to other social service programs, the public has come to expect that similar economic analysis can be applied to special education. This article reports on some of the issues and problems inherent in such an effort. Data from a large study dealing with the costs and follow-up benefits of special education in public schools are used to illustrate that with appropriately identified and valued costs and benefits, it is possible to employ a formal benefit-cost framework to assess the efficacy and efficiency of special education services. A number of hypothetical comparison groups involving students with mild retardation are offered as illustrations in the use of this evaluation technique.
Relationship between Personality Adjustment and High Intelligence: Terman versus Hollingworth
Authors: Grossberg Ingrid N. , Cornell Dewey G.
Published: January 2017

Work by Terman helped refute the negative stereotype that highly intelligent children were maladjusted, but Hollingworth contended that children in the very highest IQ groups were prone to maladjustment problems. The present study examines whether the relationshp between intelligence and personality adjustment is negative or positive within the gifted range. Subjects are 83 7- to II-year-old children, with IQs between 120 and 168, who were enrolled in either a public or private school gifted program. Results with both parent- and child-report instruments (Personality Inventory for Children, Coopersmith Self-Esteem Inventory, Revised Children's Manifest Anxiety Scale) support the view that intelligence is positively related to adjustment.
Obstacles to Integrating Disabled Students in a “Two-Roof” Elementary School
Authors: Mercer Jane R. , Denti Lou
Published: January 2017

This article describes a 5-year effort to integrate special and regular students on a campus where special and regular education students are housed in separate but adjacent facilities with separate administrators. Observational data and questionnaires revealed almost total segregation at the end of 3 years. An intensive intervention program, Project L.E.A.D., generated promising short-term movement toward integration, but there were few enduring effects. Physical, social, and psychological barriers created by the two-roof school erect almost insurmountable obstacles to integration. Future efforts should concentrate on building one-roof schools with a single facility and administration.
Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training
Authors: Graham Steve , Harris Karen R.
Published: January 2017

This study was conducted to determine if self-instructional strategy training would improve learning disabled students' writing. Students were taught a strategy designed to facilitate the generation, framing, and planning of argumentative essays. Training effects were investigated using a multiple-baseline across-subjects design, with multiple probes in baseline. Strategy instruction had a positive effect on students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and teacher. Evidence for generalization to a second genre, story writing, was also obtained. The students and their special education teacher recommended the use of the strategy with other students.
The Challenge of Implementing Collaboration between General and Special Education
Authors: Pugach Marleen C. , Johnson Lawrence J.
Published: January 2017

Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relationships between specialists and teachers in the schools.
New Precedent in Family Policy: Individualized Family Service Plan
Authors: Krauss Marty Wyngaarden
Published: January 2017

By requiring a family focus in the provision of early intervention services, the Individualized Family Service Plan (IFSP) provisions of Public Law 99–457 establish a new precedent in public policies for families of children with disabilities. In this article, the conceptual and procedural mandates of the IFSP are analyzed from two perspectives: as bold, radical steps taken by the federal government and as logical extensions of current service delivery practices that focus on the child but involve parents in planning and implementing programs. The implications of these perspectives for policy and program implementation are discussed.
Goal Structure Effects on Social Interaction: Nondisabled and Disabled Elementary Students
Authors: Eichinger Joanne
Published: January 2017

This study compared social interaction behavior between nondisabled and disabled students, as a function of the way tasks were structured during a peer integration program. Of the eight pairs of students, four pairs were assigned to an individualistic goal-structured condition; the other four pairs, to a cooperative condition. For nondisabled students, the cooperative condition was associated with more social interaction during activity and free play sessions. For disabled students, the cooperative condition was associated with more social interaction during activity sessions, but not during free play sessions.
Apprenticeship and Intensive Training of Consulting Teachers: A Naturalistic Study
Authors: Gersten Russell , Darch Craig , Davis Gary , George Nancy
Published: January 2017

The purpose of this study was to assess the impact of a model for intensive training of consulting teachers, and to explore whether the consulting teachers who received intensive training performed differently from those who received standard training. While both groups of teachers fulfilled satisfactorily the administrative aspects of the job, significant differences were found in favor of the group receiving intensive training in all aspects of the job relating to instructional improvement. The findings and their implications for the training of consulting teachers are discussed.