bluuebunny/crossref_metadata_2025 huggingface dataset:
Who Are the Children Special Education Should Serve and How Many Children Are There?
Authors: Edgar Eugene , Hayden Alice H.
Published: December 2008

Determining the number of school-age children who need special education has been a persistent problem for many years. The crux of the problem is to clearly identify the population of children who are to be served by special education. A specific concern is OSE's use of the 12.035% prevalence figure for handicapping conditions and the implication that states not serving this percentage of school-age children are not in compliance with the law. A review of over 10,000 special education students indicates that about 1.6% of the total school-age population have quantifiable handicapping conditions. The remainder of the children served in special education have performance deficits. Perhaps special education is serving too many children with only performance deficits and by so doing is perpetuating the reluctance of regular education to alter instructional procedures for all children who are experiencing performance problems.
Microcomputer Implementation In Secondary Special Education Programs: A Study Of Special Educators; Mildly Handicapped Adolescents; And Administrators' Perspectives
Authors: Okolo Cynthia M. , Rieth Herbert J. , Bahr Christine M.
Published: December 2008

The purpose of this study was to examine the implementation and utilization of microcomputers in secondary special education programs. Twenty-two high school special education teachers, 24 mildly handicapped adolescents, and 8 administrators from six high schools in an urban school district were interviewed. Results indicated that, despite the district's considerable investment in hardware, software, and technical assistance, almost half of the teachers were not using microcomputers. Teachers who had at least one computer in their classroom were significantly more likely to use computers and to have positive attitudes toward computers. However, the predominant uses of microcomputers were limited to mathematics, drill-and-practice, and games. Special educators, administrators, and students did not view microcomputers as having a significant impact on instructional practices and programs. Lack of access to microcomputers and dissatisfaction with existing software were cited as major barriers to more extensive and varied microcomputer use.
Research Productivity in the Education of Hearing Impaired Individuals
Authors: King Cynthia M.
Published: December 2008

This study examines the research characteristics of the journal literature related to the education of hearing impaired individuals. The data base consisted of 2,541 articles published between 1980 and 1985. During this period, approximately 38% of the articles were empirically based; approximately 75% were reports of descriptive and survey research. Only 22 of 2,747 authors had published six or more empirical articles in the 6-year period. There was little overlap between top-producing authors of empirical articles and top-producing authors of nonempirical articles. Interpretation of these data and suggestions for future research are offered. It is suggested that the results of this study could be used to evaluate the impact of the recommendations for increased research efforts made by the Commission on Education of the Deaf (1988).
Aptitude-Treatment Interactions
Authors: Speece Deborah L.
Published: December 2008

The role of individual differences in special education research and practice is examined through analysis of aptitude-treatment interaction methodology (ATI). Each component of the design is assessed with regard to problems with current conceptualizations and possible solutions. The general themes expressed are that the heterogeneity of participants and interventions needs to be addressed and that more attention is due to psychological interactions as compared to statistical interactions. The conclusion is that new life may be breathed into the fundamental, but battered, concepts underlying ATI by using multivariate and transactional approaches.
Sensitivity to Causal Cohesion in Stories by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities
Authors: Wolman Clara
Published: December 2008

This study investigated whether children with mild disabilities, compared with children without disabilities, are sensitive to the causal structure of stories. Participants were 16 children with mild mental retardation, 29 children with learning disabilities, and 37 children without disabilities who were good readers. The Causal Network Model (Trabasso, Secco, & van den Broek, 1984) was adopted to analyze the participants' causal understanding of stories. Two stories were manipulated to obtain cohesive and noncohesive versions. Cohesion was defined as the proportion of statements included in the causal chain, which is a central path that leads from the beginning to the end of a story. Although children with mild disabilities recalled less than children without disabilities, overall, similar patterns of causal understanding were observed in all groups. All groups recalled cohesive story versions better than noncohesive versions. Statements in the causal chain were better recalled and judged as more important than statements not in the causal chain. Statements with more causal connections were better recalled than statements with fewer causal connections.
A Comparison of Teacher-, Peer-, and Self-Monitoring with Curriculum-Based Measurement in Reading Among Students with Learning Disabilities
Authors: McCurdy Barry L. , Shapiro Edward S.
Published: December 2008

Effects of four forms of progress monitoring were evaluated on the oral reading rate of 48 elementary-age students with learning disabilities: teacher-, peer-, self-, and no-monitoring. Student progress toward long-term goals was measured twice weekly for 9 weeks, and participants were provided verbal and visual performance feedback. Analysis of group comparison data indicated no significant differences among conditions. Idiographic comparisons showed consistent gains across time for the teacher-monitor group and the largest gains from pretest to posttest for the self-monitor group. Furthermore, it was found that students in the self- and peer-monitoring conditions could collect reliable data on the number of correct words per minute. Teacher acceptability of the various procedures identified no significant differences for time or treatment. Student acceptability resulted in a significant effect for conditions. Discussion includes the potential benefit of peer- and self-monitoring in reducing the amount of time special education teachers devote to measurement in the classroom.
When the Best is not Good Enough
Authors: Peters Mary T. , Heron Timothy E.
Published: December 2008

The term best practice is widely used by professionals in special education. However, various definitions, conceptualizations, and applications of the term presently exist. This article reviews and describes how best practice has been used and suggests that the term is misleading unless measurable criteria have been systematically applied. A single operational definition is proposed that focuses on (a) the theoretical basis for a procedure, (b) the integrity of the research design and the extent of systematic replication, (c) consensus with existing literature, (d) process and product outcomes, and (e) evidence of social validity. Implications for practitioners, researchers, and teacher educators are addressed.
The Role of Special Education in a Changing South Africa
Authors: Nkabinde Zandile P.
Published: December 2008

This article describes the current situation with regard to the inclusion of special education services for blacks in South Africa. The article begins with some historical remarks about general education in South Africa. These remarks are followed by a discussion on the relevance and applicability of special education in a changing South Africa. Implications for addressing inequality in education and the need for equal special educational opportunities are also covered.
Twenty-Five Years After Dunn's Article
Authors: Semmel Melvyn I. , Gerber Michael M. , MacMillan Donald L.
Published: December 2008

Twenty-five years after Dunn (1968) questioned the efficacy of special classes, some are questioning Special Education itself. Dunn's polemical reaction to civil rights concerns was already permeating school reform in the 1960s. His legacy was an ideological cleavage between special education and advocates for minorities. General education created segregationist tendencies for economic reasons. Hence, contemporary rhetoric about “full inclusion” may fail. Couching special education in constitutional terms resulted in gradual substitution of procedural compliance for instructional innovation. Dunn ignored the importance of school context. The present authors focus on Tolerance Theory and analysis of the effects of school environments.
THE SCHOOL-TO-COMMUNITY TRANSITION EXPERIENCES OF HEARING YOUNG ADULTS AND YOUNG ADULTS WHO ARE DEAF
Authors: Bullis Michael , Bull Bruce , Johnson Brian , Peters Dawn
Published: December 2008

This study examined the school-to-community transition experiences of hearing young adults and young adults who are deaf. Independent variables included hearing status, gender, and, for the deaf group, residential and mainstream school placement. Dependent variables addressed employment, independent living, and social experiences. Overall, the hearing persons exhibited more success than the deaf persons from either mainstream or residential schools. Gender differences did not uniformly favor men, as women outperformed men on selected variables. Suggestions for improving transition programs for persons who are deaf are provided.
Functional Versus Developmental Assessment
Authors: Linehan Sharon Lynch , Brady Michael P.
Published: December 2008

To examine the effects of the type of assessment report on educators' planning decisions, 86 educators of students with severe mental retardation were assigned randomly to one of two groups, those reading a functional assessment report or those reading a developmental assessment report for the same student with severe mental retardation. After reading the assessment report, each educator wrote five instructional objectives and made recommendations for service delivery. No significant differences were found in the quality of Individualized Education Program (IEP) objectives. However, more participants in the developmental group recommended related services than those in the functional group. In addition, educators who read the functional reports recommended less restrictive placements than those who read developmental reports.
ARE SPECIAL EDUCATORS PREPARED TO MEET THE SEX EDUCATION NEEDS OF THEIR STUDENTS? A PROGRESS REPORT
Authors: May Deborah C. , Kundert Deborah K.
Published: December 2008

Teachers of students with special needs need to be prepared adequately to teach their students sex education. For years, this has been acknowledged to be an important area of the curriculum, and there have been concerns about whether teachers are being prepared for this area of instruction. This study surveyed the directors/chairpersons of special education teacher preparation programs regarding the amount and type of coursework on sex education that their students received during their special education teacher preparation and compared the responses to responses to the same survey from 1980. Results indicate that students still were not receiving adequate preparation in the area of sex education, and stress the need for faculty involved with special education teacher preparation to address ways to include sex education coursework in their curriculum for teachers in training.
Unresolved Mysteries
Authors: Roth Froma P. , Speece Deborah L. , Cooper David H. , Paz Susan De La
Published: December 2008

In both special education and speech-language pathology literature, it is commonly assumed that children's reading difficulties have their roots in early oral language disabilities. Data to support this assumption are most evident in studies that demonstrate a reciprocal relationship between the metalinguistic skill of phonemic awareness and word decoding. The purpose of this review was to examine the contribution of other oral language abilities to early reading performance. Specifically, we examined studies that assessed metasemantics, metasyntax/metamorphology, and narrative discourse in relation to word decoding or reading comprehension with children in kindergarten through third grade. We found that although phonemic awareness retained its prominence as a predictor of early reading skills, metasyntactic ability often accounted for significant variance. There was also an indication that narrative discourse skill is related to reading performance. We hypothesize that narrative discourse and other metalinguistic skills may gain importance developmentally once children acquire some initial skill in decoding An analysis of definitional, measurement, and theoretical issues provides direction for further study.
Development of Self-Management in an Individual with Mental Retardation
Authors: Richardson Gail M. , Kline Frank M. , Huber Tonya
Published: December 2008

The development of self-management skills in an individual with Down syndrome is explored through ethnographic methodology, including interviews, observations, and document reviews. The culture of the case subject was explored to determine how her home life, family (including her twin brother), schooling, and community experiences have contributed to her abilities to self-regulate. Development of her self-monitoring skills was investigated through the memories of the adults who knew her currently and in the past. Triangulation was accomplished across and within data types and sources. Data analysis employed the constant comparative method (Lincoln & Guba, 1985). The case subject was shown to self-monitor in many ways and in different settings. Her mother's parenting strategies were compared to Vygotsky's developmental theories. Outcomes suggested that culture had a large impact on the development of self-monitoring and that early and continuing intervention and a “practical expectation of normalcy” might be keys in this development.
NATIONAL FIELD TESTING OF THE “MINI” VERSION OF THE TRANSITION COMPETENCE BATTERY FOR ADOLESCENTS AND YOUNG ADULTS WHO ARE DEAF
Authors: Bullis Michael , Reiman John W. , Davis Cheryl , Reid Chris
Published: December 2008

The results of a national field test of a shortened version of the Transition Competence Battery for Deaf Adolescents and Young Adults (TCB)— the “Mini” TCB—are described. The items comprising the Mini TCB were identified through item parameter analyses of the original field-test data from each of the six subtests in the TCB. Test items utilize a three-option multiple choice response format and are presented visually on videotape in sign language. Persons are tested in small groups (4 to 8 at a time), and testing takes roughly 1 hour. A total of 593 participants who are deaf representing 33 residential and mainstream high school, community college, and 4-year college sites were involved in the field testing. Data were analyzed for the items representing each of the six subtests. Internal consistency reliability for each of the six subtests was acceptable, but the test-retest indices were lower. Performance on the items representing the six subtests discriminated among distinct subgroups within the field-test sample. Performance on the items representing the six subtests was correlated with performance on each of the full subtests in the TCB in a positive and statistically significant manner. Overall, the results suggest that the Mini TCB is a viable assessment tool that can be used in transition assessment of adolescents and young adults who are deaf.
Overrepresentation of Minority Students
Authors: MacMillan Donald L. , Reschly Daniel J.
Published: December 2008

The topic of overrepresentation certainly commands attention in the literature on “judgmental categories” of disability (e.g., ‘learning disabilities, mild mental retardation), yet the evidence reported to date bearing on the issue are less than precise. Clearly, the issue is broader than simple overrepresentation, given that far more egregious examples of overrepresentation in Head Start and Chapter I have yet to be criticized, let alone taken to court. In this article the authors distinguish between the percentage of category or program by group and percentage of group in category or program which provide quite different perspectives. Futhermore, the authors caution drawing causal inferences from what are descriptive data relating “race/ethnicity” to “placement in disability category.” Caution is in order because the data reported by OCR represent aggregated data on race/ethnicity from sources that use different approaches to recording a child's race, fail to account for biracial children, and fail to consider the possibility that social class rather than race/ethnicity may be implicated. The second variable considered is placement in state-sactioned disability categories. The variability in rates across states reported in Annual Reports to Congress, coupled with research data demonstrating the lack of decision reliability, raises serious doubts concerning the validity of these designations. Cross-tabulating two categorical variables so fraught with measurement problems compromises any conclusions that might be drawn.
3-D Surface Reconstruction and Evaluation of Wrinkled Fabrics by Stereo Vision
Authors: Yu W. , Yao M. , Xu B.
Published: December 2008

This paper presents a stereo vision system for reconstructing the three-dimensional (3-D) surface of a wrinkled fabric and for detecting and characterizing wrinkles to evaluate the severity of wrinkling. The system captures a pair of images through two 10.2-megapixel digital cameras, performs subpixel stereo matching based on correlation gradients, and yields a depth resolution under 0.1 mm. The matching algorithm is realized in a regularization framework and implemented by the finite-element method, in which the disparity map is parameterized by dense bicubic B-splines. The outputs of the system include a wrinkle map that depicts the locations of the ridges of individual wrinkles and quantitative data on wrinkle density, amplitude, and sharpness for a tested sample.
Effectiveness of physiotherapy for adults with cerebellar dysfunction: a systematic review
Authors: Martin CL , Tan D. , Bragge P. , Bialocerkowski A.
Published: December 2008

Objective: To systematically review the literature investigating the effectiveness of physiotherapy in adults with cerebellar dysfunction and to document treatment strategies currently employed in the physiotherapy management of this patient population.

Data sources: Eight electronic databases were searched to source English-language studies published up to December 2007. Secondary searching of reference lists was also undertaken.

Review methods: Studies were included if they used a quantitative research design to investigate the effect of physiotherapy on adults with diagnosed cerebellar dysfunction. Three reviewers were involved in study selection. Eligible studies were assessed for methodological quality. Data pertaining to the participants, interventions received, outcomes measured, and the effectiveness of the intervention were systematically extracted and synthesised in a narrative format.

Results: Nine studies were included in the review. The majority of the studies (n = 7) were case studies or case series. The median quality score was 8/16 (range 4—10). The studies were heterogeneous in terms of patient characteristics, interventions received and outcomes measured. All studies reported positive effects of physiotherapy over a range of outcomes measured, in particular balance, gait and function.

Conclusion: There is some evidence that supports the effectiveness of physiotherapy in adults with cerebellar dysfunction. However, these results need to be interpreted with caution due to the low volume, quality and clinical applicability of this evidence. There is a need for further high-quality research in this area.
Botulinum toxin (Dysport) treatment of the spastic gastrocnemius muscle in children with cerebral palsy: a randomized trial comparing two injection volumes
Authors: Hu Gwo-Chi , Chuang Yao-Chia , Liu Jen-Pei , Chien Kuo-Liong , Chen Yi-Min , Chen Ying-Fang
Published: December 2008

Objective: To compare the effect of equivalent doses in two different volumes of botulinum toxin type A (Dysport) on gastrocnemius spasticity.

Design: Single-blind, randomized, controlled trial.

Setting: Hospital rehabilitation department

Subjects: Twenty-two children with spastic diplegic or quadriplegic cerebral palsy.

Intervention: High (500 U/5 mL) and low (500 U/1 mL)-volume preparations of Dysport were injected into the gastrocnemius muscles, each child randomly receiving one preparation in the right and the other in the left leg.

Main measures: Dynamic ankle joint range of motion (ROM), passive ROM of the ankle joint, modified Ashworth Scale scores, and the areas of the compound muscle action potential assessed before treatment and at four and eight weeks post treatment.

Results: Both legs improved significantly. The mean (SD) improvements between baseline and the end of follow-up were 19.7 (10.83) degrees for dynamic ROM, 8.4 (9.19) degrees for passive ROM, -1.3 (0.6) for modified Ashworth Scale scores, and -9.4 (11.41) mV-ms for compound muscle action potential in the high-volume group; and 13.5 (10.45) degrees for dynamic ROM, 7.4 (7.88) for passive ROM, -0.9 (0.5) for modified Ashworth Scale scores, and -5.9 (7.50) mV-ms for areas of compound muscle action potential in the low-volume group. The high-volume preparation yielded significantly greater improvement in dynamic ROM (P<0.001), muscle tone (P < 0.001), and lower compound muscle action potential area (P = 0.006).

Conclusions: A high-volume preparation of Dysport is more effective than a low volume in reducing spasticity in the gastrocnemius muscle.
Social Mastery Motivation in Down Syndrome and Nondelayed Infants
Authors: MacTurk Robert H. , Hunter Fumiyo T. , McCarthy Mary E. , Vietze Peter M. , McQuiston Susan
Published: December 2008

Indices of social mastery motivation in Down syndrome (DS) and nondelayed infants, matched on Bayley mental scores, were observed during social tasks that encouraged socially motivated behaviors and object-play tasks that did not encourage these behaviors. During the object play, the DS infants' object-directed behaviors were not appreciably lower than the nondelayed infants', while their social behaviors were significantly lower. During social tasks, no significant difference was found. The nondelayed infants' positive affect was related to social and cognitive competence, but for the DS infants, only to social competence. The findings suggest differences in behavioral integration between the two samples.
Special Sitters
Authors: Reid Penny , Legaz Mary Ann
Published: December 2008

Parents of children with disabilities need respite but often cannot find trained sitters. Camp Fire's Special Sitters Project addresses this need. Through this program, 13- to 16-year-olds are trained to care for young children who have handicaps and are then linked with parents who call to request service. The standardized training package was developed after parents were surveyed to assess their expectations of training and willingness to hire trained adolescents. To date, 170 sitters have been trained (in King County), and 493 parents have called to request service. The project has been successfully replicated in five other communities, and materials have been distributed at cost to 45 others. Positive feedback from parents and sitters alike suggests that the Special Sitters Project augments community efforts in helping meet the respite care needs of special families.
The Function of a Central Referral System in Interagency Identification, Eligibility, and Service Delivery
Authors: Lynch Evelyn C. , Mercury Michael G. , DiCola Joseph M. , Widley Robyn
Published: December 2008

Lack of coordination of services for young children with handicaps and their families at the local level and variations in eligibility requirements and population definitions have been identified as major areas of concerns for planners, providers, and consumers. Data on interagency identification, referral, and services to young at-risk and handicapped children and their families over an 8-year period in a community are presented. Results indicate that a central referral system facilitates utilization of data for decision making, interagency planning, and monitoring/evaluating services for children and families.
The Relative Risk of Educational Handicaps in Two Birth Cohorts of Normal and Low Birthweight Disadvantaged Children
Authors: Carran Deborah T. , Scott Keith G. , Shaw Kimberly , Beydouin Samir
Published: December 2008

An historical prospective study was conducted on 2 birth cohorts of children. Subjects born between 1974 and 1976 (Cohort I, n = 239) and 1978 and 1979 (Cohort II, n = 328) were identified through the medical records of one inner city teaching hospital and stratified by birthweight. The birthweight groups were very low birthweight (VLBW, < 1,500 grams), low birthweight (LBW, 1,501 to 2,500 grams), and normal birthweight (NBW, > 2,500 grams). Pertinent perinatal, neonatal, and maternal obstetric information was recorded for each subject. Children were then tracked into the county public school system to determine present educational achievement as an outcome measure. There were no significant differences between cohorts for medical variables. Results indicated an elevated risk for, and higher prevalence of students with, mild educational handicaps (learning disabled, emotionally handicapped, and educable mentally handicapped) in the LBW group of Cohort I. This was not found in Cohort II, which had a nearly equal distribution of mildly handicapped subjects for the 3 birthweight groups and a greater proportion of severely handicapped subjects than Cohort I. The cumulative incidence rate of milder handicaps is predicted to increase in Cohort II as these children age. The distribution of handicaps is analyzed, and estimated relative risk ratios are presented.
The Unfulfilled Promise of Integration
Authors: Turnbull H. Rutherford , Turnbull Ann P.
Published: December 2008

This article analyzes the least restrictive environment requirements of Part B of the Education of the Handicapped Act (applicable to children and youth age 6 to 21) and compares them to the least restrictive environment requirements of Part H of the Act (applicable to infants and toddlers from birth to age 2). It argues that the meanings of (a) appropriate education and services and (b) least restrictive environment will be basically the same under Part H as it has been under Part B. It documents the way Part B has been interpreted and concludes by offering advice to those who wish to implement fully the integration of infants and toddlers with disabilities into programs and facilities serving infants and toddlers who do not have disabilities.
The Relationship Between Time in Integrated Environments and Developmental Gains in Young Children with Special Needs
Authors: Fewell Rebecca R. , Oelwein Patricia L.
Published: December 2008

This article describes an investigation between time spent in integrated school settings and developmental gains. Subjects were 135 children with special needs, 58 of whom had Down Syndrome. Subjects resided in 14 locations across the United States, and all were enrolled in outreach sites of the Model Preschool Program for Children with Down Syndrome and Other Developmental Delays. Subjects were assigned to one of three levels of time (minutes) in mainstreamed environments. There were no significant differences between the three groups in rate of gains in any of the six domains. When data were analyzed for Down syndrome subjects only, a single significant difference was found in the domain of expressive language, favoring children in sites with no integration. The results suggest the variable of time in integrated settings lacks the power to substantially impact developmental outcome.
Cognitive Referencing
Authors: Notari Angela R. , Cole Kevin N. , Mills Paulette E.
Published: December 2008

The article questions the appropriateness of using cognitive referencing as a method to determine children's eligibility for language and motor services. Theoretical assumptions underlying the model are reviewed, and the validity of the practice is examined in light of current theory and empirical evidence. We conclude that the model of cognitive referencing is not consistent with current theoretical formulations. In addition, empirical findings examining the validity of the practice do not give support to the model. We caution practitioners against the adoption of a model that results in the exclusion of children from services until more thorough empirical examination is available on the appropriateness of the practice.
Comparative Single-Subject Research
Authors: Holcombe Ariane , Wolery Mark , Gast David L.
Published: December 2008

This article describes four single-subject research designs used to make comparisons between two or more interventions (independent variables). These include the multitreatment design, alternating treatments design, adapted alternating treatments design, and parallel treatments design. Three problems faced in using these designs are described: multitreatment interference, the nonreversibility of some socially important behaviors, and the need to separate the effects of each treatment. The ways in which these research designs address the problems inherent in comparative research are discussed, as are issues related to conducting comparative research.
PASSKey
Authors: Barnett David W. , Ehrhardt Kristal E. , Stollar Stephanie A. , Bauer Anne M.
Published: December 2008

Following a discussion of four approaches to children's services and intervention design, a description of PASSKey, an ecobehavioral and naturalistic approach to intervention design, is presented. PASSKey stands for planned activity, systematic sampling, and keystone behavior, which represent the major components of the model. It has been developed for early intervention consultants to provide technical assistance for intervention planning with young children reported to have learning and/or behavioral problems. The intervention design method capitalizes on existing teacher or parent (or other direct-care providers) competencies and thereby may enhance acceptability and generalizability of interventions. The model is illustrated through an actual case, and implications for practice and research are discussed.
Weaving Interventions into the Fabric of Everyday Life
Authors: Bernheimer Lucinda P. , Keogh Barbara K.
Published: December 2008

In response to legislative mandates, the focus in early childhood special education has shifted from the child to the child in the context of the family. This shift has major implications for assessment as well as for intervention. In this article we describe an ecocultural approach for assessing families of young children with developmental problems. It is an approach that has grown out of empirical work and that we believe has clinical utility in designing interventions for young children and their families.
Augmenting Traditional Assessment and Information
Authors: Guidry Jean , Pol Richard van den , Keeley Elizabeth , Neilsen Shelley
Published: December 2008

Traditional quantitative approaches to assessment convey limited descriptions of children. Although norms and numbers do provide valuable information about children, they are static representations and cannot present the whole picture. In contrast, video assessment is a powerful approach that captures the dynamics of movement, bodily expression, and emotion, and thus it can provide an accurate and richly detailed depiction of a child's abilities and development. Video assessment seems to be an appropriate component of portfolio approaches to the assessment of young children. This article briefly reviews the literature on the use and effectiveness of video assessment in educational and clinical settings. It then describes how the Videoshare model takes advantage of the capacity of video records to provide graphically descriptive records that can serve as a valuable supplement to traditional assessment measures and sources of information. Finally, the article reports the results of surveys that evaluated families', teachers', and other Child Study Team members' satisfaction with video assessment.
Evaluating Child Behavior Change in Natural Settings
Authors: Schwartz Ilene S. , Olswang Lesley B.
Published: December 2008

Documenting change in young children receiving special education services requires the appropriate use of data collection methods. Asking the right questions and matching the data collection procedures to the specific question is at the heart of successful documentation. The task is not an easy one for practitioners. The nature of early intervention, including a holistic view of the child and the move toward delivery of services in natural settings, often makes the task appear impossible, or at least impractical. This article proposes methods for asking analytic and systemic questions and using quantitative and qualitative data for documenting child behavior change. The goal is to develop a portrait of the child, capturing a full view of change in context. Suggestions are provided for developing data collection protocols that are valid but that are also manageable in practice.
Requesting by Preschoolers with Developmental Disabilities
Authors: Hepting Nancy H. , Goldstein Howard
Published: December 2008

This research capitalized on a powerful form of observational learning to teach linguistic structures not evident in the expressive language of children with developmental delays. Specifically, the effects of videotaped self-modeling on the acquisition of new linguistic structures used for requesting were investigated. Three preschoolers with developmental disabilities were taught semantic relations not present in their expressive repertoires. To prepare self-modeling videotapes, children first were prompted to imitate specific linguistic structures in simulated classroom requesting situations. Editing of the videotapes removed prompts to generate examples of competent performance so that children could view themselves performing targeted structures as requests, correctly and independently. Linguistic performance during requesting opportunities was monitored during classroom activities. A multiple baseline design across children was used to assess the effects of viewing brief, self-modeling videotapes. All 3 children learned their goals through self-modeling. Consistent performance during classroom activities was not demonstrated, however, until a question (i.e., “What do you need?”) was introduced in the classroom and in two cases after videos were viewed in the classroom. Despite these initial generalization difficulties, the results indicate videotaped self-modeling is potentially effective for teaching children with disabilities to use linguistic structures.
Critical Thinking
Authors: Summers Jean Ann , McMann Oneta Templeton , Fuger Kathryn L.
Published: December 2008

Services for families with multiple challenges may take the form of intensive services coordination to provide comprehensive supports to address the range of issues facing the family. However, few guidelines are available to help staff make rapid decisions about appropriate actions to take in given circumstances. This report describes an exploratory effort with staff in two programs serving families with multiple challenges to develop a training system called Critical Thinking in order to meet that need. The authors convened the staff as a focus group to provide examples illustrating specific issues or questions they had about their work. The facilitator used techniques of qualitative data analysis to code and develop categories of characteristics of the families being served and strategies intended to address those characteristics. The authors discuss some of the characteristics of families with multiple challenges and related program strategies the staff identified. Implications of the critical thinking process, as well as of the insights about families with multiple challenges, are discussed.
Improving Quality in Early Childhood Environments Through On-Site Consultation
Authors: Palsha Sharon A. , Wesley Patricia W.
Published: December 2008

The implementation of early childhood inclusion has been challenged by the lack of adequate staff development and high-quality community programs. Although consultation is a viable option for providing teachers with new knowledge, skills, and support to facilitate inclusion, few models use as their foundation assessing and improving global program quality. This article presents one model for preparing community-based consultants to work on-site alongside the staff of early care and education programs to improve the quality of their early childhood environments. We provide measures of global quality in the participating community-based programs, including infant-toddler, early childhood, and family childcare home settings, to determine the quality of care that children were receiving before and after consultation.
New Federalism and Deregulation
Authors: Kimball Walter H. , Heron Timothy E. , Weiss Adele B.
Published: December 2008

The Administration's effort to reduce the scope of P.L. 94–142 regulations for the handicapped have been promulgated under the concept of “New Federalism.“ Deregulation on the scale originally proposed by the federal government may have serious implications for the field of special education by potentially increasing litigation, reducing parental involvement in the decision-making process, and fostering greater competition for available funds. Recommendations for improving P.L. 94–142 include encouraging teacher use of functional evaluation procedures, streamlining paperwork and reporting methods, and requiring the use of flow-through dollars to develop and disseminate effective instructional programs.
Maximizing What Exceptional Students Can Learn
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Levin Joel R.
Published: December 2008

This paper reviews recent research involving the use of mnemonic techniques with exceptional students. All results to date indicate that students instructed in these techniques consistently and significantly outperform students who are given alternative modes of study—including direct instruction—on a variety of school-learning tasks. Both theoretical and applied research issues are considered throughout the paper.
Teaching and Practicing Thinking Skills to Promote Comprehension in the Context of Group Problem Solving
Authors: Palincsar Annemarie Sullivan , Brown Ann L.
Published: December 2008

Reading comprehension is conceptualized as a problem-solving activity in which the reader constructs meaning for the text while simultaneously reconstructing prior conceptions. Comprehension instruction is conceptualized as teaching students the thinking skills that foster interactions with the text. A specific instructional technique, reciprocal teaching, which is conducted as a group problemsolving activity in which the students practice the use of four strategies to promote thinking while reading, is described and illustrated.
Organizing and Implementing Specialized Reading Programs
Authors: Idol Lorna , West J. Frederick , Lloyd Sandra R.
Published: December 2008

This paper discusses how the collaborative relationships of classroom, remedial, and special education teachers might be improved to develop specialized reading programs for low achieving and handicapped students. Collaboration in the context of a teacher consultative process is described, focusing on the current status of some remedial reading education programs. A decision-making framework (Levels of Intensity of Intervention) is also presented for determining content of instruction for students with special needs, with emphasis placed upon using the framework at various stages of the collaborative consultation process. Included is an example of a collaborative reading program matched to the framework and the stages of collaborative consultation for problem solving and modification of programming and instruction. Finally, consideration is given to funding and administration of such collaborative, specialized reading programs.
A Taxonomy for Objectively Analyzing the Consultation Process
Authors: Tindal Gerald A. , Taylor-Pendergast Susan J.
Published: December 2008

A number of studies have been completed on the requisite skills for effective consultation. Some of the research reflects surveys of professionals to determine skills and their importance, relevance, and/or necessity. Other research has focused on time engaged in various activities, with the implication that time spent in an activity is a reflection of that activity's importance. The current study bridges these two areas of research. It frames an observational system for measuring time engaged in various activities that subsume many specific skills. Because of the methodological limitations of previous research on engaged time, a unique instrument was created to provide a taxonomy for measuring reliably what consultants actually do while engaged in consultation. A case study is reported, with data provided at two levels: student (client) outcome and consultant process, the latter of which is described further in terms of participants, phases, and behavioral activities. Discussion focuses on the need for more and better data on the consultation process to supplement research findings on requisite skills.
Instructional Consequences in Mainstreamed Middle School Classes
Authors: Brady Michael P. , Taylor Ronald D.
Published: December 2008

Twenty-six middle school social studies teachers were observed throughout the school year to assess their use of reinforcement and corrections with (a) mainstreamed, (b) low ability, and (c) mixed ability students. Time-of-year effects showed a midyear deceleration of corrections in all groups, followed by an end-of-year increase. A midyear drop in reinforcement also was seen, with no year-end increase on this variable. Across all points in time, both mainstreamed and low ability students received the greatest amounts of instructional consequences. The results are discussed in terms of the growing body of literature on effective teaching practices and their applicability for mildly handicapped students in mainstreamed classes.
Collaborative Consultation in the Education of Mildly Handicapped and At-Risk Students
Authors: West J. Frederick , Idol Lorna
Published: December 2008

In this paper the authors describe collaborative consultation as a professional problem-solving process, as well as a service delivery option for educating mildly handicapped and at-risk students. They explain how collaborative consultation as a problem-solving process can be used in any of the various service delivery options described in this topical issue for mildly handicapped and at-risk students. Critical issues in developing collaborative educational support services are identified, and future applications of educational collaboration in the context of school reform are discussed.
The Influence of State Definitions of Behavior Disorders on the Number of Children Served Under P.L. 94-142
Authors: Wright Dan , Pillard Edward D. , Cleven Cheryl A.
Published: December 2008

The relationship between state definitions of behavior disorders and the number of children being served under this category was examined for the years 1976/77 and 1983/84. The earlier year represented state definitions and corresponding prevalence rates just prior to the full implementation of P.L. 94-142, while the latter year represented subsequent changes in definitions and prevalence rates. Results of multiple regression analyses indicated that state definitions had an increasing influence on placement decisions as the implementation of P.L. 94-142 proceeded. Definitional components accounted for 13% of the variance in prevalence rates in 1976/77 and 32% of the variance in 1983/84. However, even the more recent estimate leaves more than two-thirds of the variance unaccounted for. Results are discussed in terms of the amount of influence of specific definitional components on the number of children served under P.L. 94-142. and of some of the possible influences that may contribute to the unaccounted variance.
Enemies Real and Imagined: Implications of "Teachers' Thinking About Instruction" for Collaboration Between Special and General Education
Authors: Gersten Russell
Published: December 2008

This essay discusses some of the implications of “Teachers' Thinking About Instruction” for collaborative efforts between special educators and classroom teachers. Three themes are pursued: the evolution of a shared language between special and general education, the nature of expertise and methods for sharing expertise, and the nature of the change process. Potential problems in collaborative approaches are discussed in light of the research presented in the essay, and some guidelines for sensible, sensitive collaboration are provided.
A Comparative Analysis of the "Holding Power" of General and Exceptional Education Programs
Authors: Bartnick William M. , Parkay Forrest W.
Published: December 2008

Exceptional education programs contain many of the characteristics associated with effective dropout-prevention programs. However, little is known about the effectiveness of exceptional education as a dropout-prevention program. This article presents the results of a comparative study of the “holding power” of a large school district's general education program and the holding power of the following exceptional education programs: specific learning disabilities (SLD), emotionally handicapped (EH), educable mentally handicapped (EMH), and gifted. An ex post facto design was used, and data were obtained from the computer records of 8,800 tenth-grade students. Data analyses revealed significant differences between the holding power of the general program and the SLD and gifted programs. Suggestions for strengthening the holding power of exceptional education programs and directions for future research are included.
A Study of Days to Learn
Authors: Reynolds Maynard C. , Heistad David , Peterson JoAnne , Dehli Rosalie
Published: December 2008

A unique method is presented for measuring progress in reading and arithmetic at the elementary school level. It counts days to learn, or days required to pass mastery exams on units of instruction. Application of the method in three elementary schools of a small midwestern community, all three following a continuous progress curriculum, showed that pupils ultimately assigned to Chapter 1 and special education programs progressed slowly in reading and arithmetic in even the first days of the first grade. As measured in days to learn, pupils in the two categorical programs did not show acceleration in progress when receiving extra help from special teachers.
Science and Special Education
Authors: Doran Rodney L. , Sentman J. Richard
Published: December 2008

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.