bluuebunny/crossref_metadata_2025 huggingface dataset:
An Analysis of Compositional Trends in Social Security Disability Insurance Awards, 1960-1991
Authors: Chirikos Thomas N.
Published: December 2008

This paper analyzes historical trends in the demographic and health-related characteristics of disabled worker beneficiaries of the Social Security Disability Insurance (SSDI) program since 1960. Descriptive trend data show SSDI awards are increasingly made not only to younger persons, but also to persons with health impairments that at any age typically require longer durations of program entitlement. As a result, the expected number of years a new awardee stays on the rolls has risen over time, putting additional pressure on already strained program financing. A time-series regression analysis suggests that these compositional trends are shaped by a complex set of external and internal forces, not just a single source of change such as the growth in the population insured for work disability. Health status trends turn out to be especially significant determinants of awards to younger beneficiaries. Some policy implications of compositional changes and their determinants are discussed.
A Comparison of Families of Students With and Without Disabilities Who Use Open Enrollment to Transfer Schools
Authors: Ysseldyke James E. , Lange Cheryl , Algozzine Bob
Published: December 2008

Public school choice is among the strategies identified by national policymakers for improving education by the year 2000 and beyond. Despite the popularity of choice as an educational reform alternative, little is known about how choice operates nationally and what effects it may have in particular areas of the country with particular groups of students. A cross-sectional survey was conducted to identify reasons families chose to change schools and their perceptions of the effects transferring had on school behavior. Responses from families of students with disabilities were compared to responses of a similar group of families of students without disabilities. This work provides a strong foundation for addressing policy concerns related to improving education programs and provides information school personnel and policymakers need as they work to improve the quality of educational services for students with disabilities.
Rethinking Implementation of the Least Restrictive Environment Policy of the IDEA
Authors: Liggett Annette M. , Johnston A. P. , Hasazi Susan Brody
Published: December 2008

In a qualitative study of the implementation of the Least Restrictive Environment (LRE) policy of the Individuals With Disabilities Education Act (IDEA), one singular finding stood out: Where significant change was taking place, it was educational leaders who were making it happen. Through a clear focus on values, a thorough knowledge of the system, and having the conceptual, theoretical, and practical skills involved in sophisticated organizational change, these administrators spoke enthusiastically and confidently of their efforts. Individuals and associations outside this administration-dominated group played relatively nominal roles in effecting change.
Gender Differences in Social Security Disability Decisions
Authors: Baldwin Marjorie L.
Published: December 2008

This study analyzes gender differences in Social Security disability awards. Logit analysis is used to identify significant determinants of receiving a Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) award. The results show that, even after controlling for applicant characteristics and nature of impairment, women receive Social Security disability awards at a significantly lower rate than do men. An analysis of the process whereby eligibility for SSDI is determined shows that men and women are equally likely to satisfy medical criteria for awards, but women, particularly women over age 55, are more likely to be rejected on the basis of vocational criteria.
Predictors of Wages
Authors: Barnartt Sharon N. , Altman Barbara M.
Published: December 2008

This paper examines the relative importance of type of impairment and gender in the prediction of wage income. Data come from the National Medical Expenditure Survey (NMES) conducted in 1987. The sample includes those people who worked at all during 1987 and is divided into four groups of workers with impairments (those with only a mobility impairment, only a hearing impairment, or only a visual impairment, and those who had any combination of visual, hearing, and mobility impairments) and the remaining group of workers in the general population. Results show that workers with two types of impairments actually earned more than their same-sex peers in the general population, but all groups of women earned less than their male peers. The stronger effect of being male than of any type of disability in predicting wage income was shown by regression equations which included several interaction terms. The results support the interpretation that the labor force treats workers with impairments similarly to their nonimpaired peers of the same sex. The difficulty of changing gender-based labor-force processes is discussed.
Does Access to Acute Medical Care Imply Access to Preventive Care?
Authors: Altman Barbara M.
Published: December 2008

While research shows that women with disabilities are more likely to have a regular source of care and to have a doctor visit than women without disabilities, anecdotal information indicates that women with disabilities have difficulties with access to preventive care such as Pap smears and mammograms. Using data from a nationally representative health utilization and expenditure survey, this paper examines access to preventive care for the population of disabled women in the United States. Descriptive results indicate that there may be significant differences in access to breast exams and Pap smears among women with and without disabilities. However, multivariate analysis shows that access to preventive care is most strongly influenced by structural variables such as income, education, and insurance rather than personal characteristics such as race, age, and disability. While increased access to acute care gives women with disabilities a modest advantage over women without disabilities in access to preventive care, this advantage is not strong enough to overcome structural disadvantages. Consumers' observations about physical access, transportation, and physician bias notwithstanding, policy solutions need to address structural inequities in education, employment, and access to adequate health insurance.
USAID, Disability and Development in Ghana
Authors: METTS ROBERT L. , METTS NANSEA
Published: December 2008

The authors conducted research in Ghana in 1995 to determine the extent to which the United States Agency for International Development (USAID) mission in Ghana included people with disabilities as providers and recipients of services. Finding that no attempt had been made by USAID to include people with disabilities in any of its activities, the authors then examined the current USAID development assistance strategy in Ghana, in search of opportunities to immediately begin to include people with disabilities. In this article, the authors present their results within the framework of their original model of the relationship between disability and development, and they recommend cost-effective strategies for including people with disabilities in current USAID development assistance activities in Ghana.
The Disability Voice in American Politics
Authors: Shields Todd G. , Schriner Kay Fletcher , Schriner Ken
Published: December 2008

The health of a democracy depends on citizen involvement in political life. Unfortunately, not all citizens have an equal voice in American governance. Previous research has demonstrated that individual factors such as higher levels of educational attainment and income (as well as institutional factors and political context) are associated with higher levels of participation, but extant research does not consider the role of disability in affecting participation. The research reported here indicates that registration and voting rates among individuals with disabilities are well below those of nondisabled people. Further, people with disabilities are much less likely to vote as they age—unlike nondisabled individuals, who are much more likely to vote over the lifespan. These results suggest that people with disabilities are a pivotal test of the generalizability of current knowledge regarding why Americans do and do not participate in political life.
The Effect of Gender and Race on the Political Participation of People With Disabilities in the 1994 Mid-Term Election
Authors: Schriner Kay Fletcher , Shields Todd G. , Schriner Ken
Published: December 2008

Research on voter turnout has uncovered important differences in the voting patterns of subgroups of the American polity. Here, we report an analysis of the 1994 Current Population Survey-Voter Supplement, indicating that once demographic factors such as income and educational attainment are controlled for, men with disabilities are less likely to register than are women with disabilities and nondisabled persons, while women with disabilities are less likely to actually vote. Both men and women with disabilities, however, are more likely to vote than are nondisabled individuals. After socioeconomic factors are controlled for, African-American women have the highest probability of registering and voting, and Caucasian men and women with disabilities have the lowest registration and voting rates. For all groups, the likelihood of registering and voting increases with educational attainment, but the differences between the probabilities are greater at lower levels of educational attainment.
Performance Measurement in Simulation-Based Training
Authors: Salas Eduardo , Rosen Michael A. , Held Janet D. , Weissmuller Johnny J.
Published: December 2008

Simulation-based training (SBT) is a methodology for providing systematic and structured learning experiences. The effectinvess of this methodology is dependent on the quality of performance measurement practices in place. Performance measurement during SBT must be diagnosed; that is, the causes of effective and ineffective performance must be determined. This diagonstic measurement drives the systematic decisions concerning corrective feedback and remediation. The purpose of this article is to provide a state of the science review of human performance measurement systems in SBT. To this end, three specific goals are addressed. First, a review of the theoretical foundations being used to drive performance measurement systems in SBT is provided. Second, an overview of the methodologies and approaches to measurement in SBT is provided. Third, a set of best practices for designing performance measurement systems for use in SBT are provided. These best practices are based on the scientific and practice-based literatures.
NGOs—Cooperation and Competition
Authors: Koch Dirk-Jan
Published: December 2008

The number of non-governmental organizations (NGOs) in Tanzania is rapidly increasing, partly due to considerable support from external donors. The implications of the agglomeration of NGOs for local relationships are little understood: Does agglomeration simulate cooperation or enhance competition among them? To address this question, the author used an innovative approach involving game simulation. The specific game developed for this purpose was repeated eight times with a selection of Tanzanian NGOs. Outcomes indicate that willingness to cooperate among NGOs decreases when more of them work in the same area. To check the validity of the game simulation results, the author compared them to those of a survey held among the same NGOs. Even though the two sets of results were roughly similar, some important deviations were also analyzed. The outcomes are used to discuss the advantages and disadvantages of both research methods.
Peaceful Surrender to Death Without Futile Bargaining to Live Relieves Terminal Air Hunger and Anguish
Authors: Das Subir C. , Chauhan Himanshu , Gupta Deepak , Mishra Seema , Bhatnagar Sushma
Published: December 2008

The case report emphasizes the management of ``terminal air hunger and anguish'' as a major challenge for the palliative care physicians. Truthful and compassionate terminal counseling of the patient and terminal sedation allowed us to control this distressing final phase of dying in the metastatic lung disease and enabled the patient to take her last breath peacefully.
Use of Complementary and Alternative Medicine (CAM) by Washington State Hospices
Authors: Kozak Leila E. , Kayes Lucy , McCarty Rachelle , Walkinshaw Catharine , Congdon Sean , Kleinberger Janis , Hartman Valerie , Standish Leanna J.
Published: December 2008

Purpose. To assess the use of complementary and alternative medicine in hospice care in the state of Washington.

Methods. Hospices offering inpatient and outpatient care in Washington State were surveyed by phone interview. Results. Response rate was 100%. Results indicated that 86% of Washington State hospices offered complementary and alternative services to their patients, most frequently massage (87%), music therapy (74%), energy healing (65%), aromatherapy (45%), guided imagery (45%), compassionate touch (42%), acupuncture (32%), pet therapy (32%), meditation (29%), art therapy (22%), reflexology (19%), and hypnotherapy (16%). Most hospices relied on volunteers with or without small donations to offer such services.

Conclusions. Complementary and alternative therapies are widely used by Washington State hospices but not covered under hospice benefits. Extensive use of these therapies seems to warrant the inclusion of complementary and alternative providers as part of hospice staff, and reimbursement schedules need to be integrated into hospice care.
Public School Programming for Children With Learning Disabilities
Authors: Edgington Ruth
Published: December 2008

This article presents guidelines for establishing a classroom setting for children needing special assistance in learning.
Diagnosis and Remediation of Spelling Disabilities in Elementary-School Children
Authors: Tauber Rosalyn
Published: December 2008

A combination of standardized tests and informal clinical techniques are proposed for determining specific deficiencies in spelling. Interpretation of tests and methods of remediation are discussed.
An Integrational Approach to Spelling
Authors: Glusker Peter
Published: December 2008

A remedial spelling technique is described, based on perceptual and motor discrimination, memory, and integration.
Inherited Personality Types
Authors: Karlsson Jon L.
Published: December 2008

A new approach to a study of genetic factors in the determination of intellect and creativity.
An Historical Perspective to Physiological Education
Authors: Magdol Miriam Sper
Published: December 2008

An examination of the philosophical and historical foundations of teaching methods involving movement organization and/or sense training.
Large Muscle Coordination (Part II)
Authors: Applegate Ellen
Published: December 2008

This is a continuation of the discussion on large muscle coordination begun in the last (Winter 1967-1968) issue of Academic Therapy Quarterly.
A Forum
Authors: Barbe Walter B. , Swassing Raymond H. , Milone Michael N. , Kampwirth Thomas J.
Published: December 2008

In the May 1980 issue of Academic Therapy (15:5), we published an article by Thomas J. Kampwirth and Marion Bates entitled, “Modality Preference and Teaching Method: A Review of the Research.” The article concluded by saying that “ … there is little research supporting the efficacy of matching children's auditory and visual preferred modalities to teaching approaches.”

The article generated a great deal of interest. With the following two articles, the first by Walter Barbe, Raymond Swassing, and Michael Milone, and the second a reply by Thomas Kampwirth, Academic Therapy intends to provide a forum for the discussion of this important topic in the field of learning disabilities. Editor.
Building Self-Esteem
Authors: Furst Miriam
Published: December 2008

A computer in the classroom can be a powerful, versatile instrument to help special students deal with academic and emotional difficulties.
What Works with LD Adolescents?
Authors: Cohen Margaret W. , Beattie John R.
Published: December 2008

Fostering intrinsic motivation can lead students to accept more responsibility for their actions and to learn to become more independent.
Improving Writing with Sentence Combining Exercises
Authors: Nutter Norma , Safran Joan
Published: December 2008

This easy-to-use technique, virtually no-cost, is a creative way to improve not only writing skills, but, indirectly, reading, spelling, and grammar skills as well.
Nothing Works? Try Screen Vakt
Authors: Deady Coral
Published: December 2008

When nothing else seems to work, VAKT (visual, auditory, kinesthetic, tactile) with special modifications may provide answers.
Up, Down, Over, Under
Authors: McNutt Gaye
Published: December 2008

A series of workable techniques that help LD children understand and read spatial relationship words
Story Problems
Authors: Hoy Cheri
Published: December 2008

The use of story problems in nontraditional ways can help LD students develop thinking skills.
A Computer-Based Spelling Program
Authors: Rieth Herbert J. , Polsgrove Lewis , Eckert Robert
Published: December 2008

A microcomputer spelling program that shows promise as a tool to ameliorate spelling problems of LD students
Drug Therapy? Let's Take a Closer Look
Authors: Wood Judy W. , Frith Greg H.
Published: December 2008

Biofeedback and relaxation are considered to be practical alternatives to drug therapy in controlling the behavior of hyperactive children and youth.
Can't Spell Cat
Authors: Serio Martha
Published: December 2008

Approaches that can be used to alleviate frustration caused by failure in spelling
"Up Where We Belong"— A Rewarding Experience
Authors: Dowling Maureen
Published: December 2008

A creative approach to changing attitudes of students, parents, and teachers
Making Do With What You Have
Authors: Lockavitch Joseph F.
Published: December 2008

Some practical options if the basal reading series you are using isn't accommodating the needs of your students.
Agritherapy Plants as Learning Partners
Authors: Sarver Mary D.
Published: December 2008

Fringe benefits from a “twenty- by thirty-foot area of dirt with some things growing in it”
Jigsaw Puzzles
Authors: Gebers Jane
Published: December 2008

Let your students give the left sides of their brain a rest, yet provide some concrete learning experiences.
Drill Work Can Be Fun and Effective — Here's How!
Authors: Schilling Deanna E.
Published: December 2008

A description of strategies and materials to be used for drill work that are fun and effective rather than humiliating or boring
Ten is the Key
Authors: Neibart Marilyn
Published: December 2008

Students who can learn to count by ten starting at any number but ten will acquire the ability to conquer some troublesome addition skills.
Preferred versus Non-Preferred Hand
Authors: Traynelis-Yurek Elaine
Published: December 2008

Which hand is superior for tactile processing in remediating reading?
Let's Teach our LD Children Social Skills
Authors: West Ruth C.
Published: December 2008

Teachers of LD children need to be actively involved in the promotion and utilization of social learning in the classroom.
Jason's Reading—and Liking Himself Better!
Authors: Cassady Judith K.
Published: December 2008

The Process by which a vision and language impaired LD teenager learned to read beyond the word-calling stage during a six-week summer program
Helping Pupils Control Tempers
Authors: Petti Michael
Published: December 2008

Controlling temper can be as critical a skill as mastering basic academics.
Candid Camera
Authors: Raschke Donna , L. Dedrick Charles V. , Takes Mary
Published: December 2008

A technique that enables the teacher to focus the student's attention on what behavior interactions really did transpire
Parents as Partners in the I.E.P. Process
Authors: McNamara Barry E.
Published: December 2008

Much can be done prior to, during, and after the I.E.P. conference to make parents productive members of the team.
Minute-Wise — Not Hour-Foolish
Authors: Schilling Deanna E.
Published: December 2008

Some time-effective teaching strategies that are often overlooked
Cutting Down On Embarrassing Reversals
Authors: Burnbam Jon A.
Published: December 2008

Middle and secondary school students who still have reversal problems need special intervention to compensate for these weaknesses.
Free Choice Time
Authors: Michael Robert , Sarda Lynn
Published: December 2008

Free choice time allows children to experiment and learn a great deal and also allows teachers to learn a lot about the children.
Experience Language: an Autistic Case Example
Authors: Shepherd Terry R. , Arthur Beth
Published: December 2008

A technique on the language experience approach (LEA) that seems to be useful for children with little appropriate oral language
De-Mystifying Professional Evaluations
Authors: Lavine Joan Lawrence
Published: December 2008

Some practical suggestions on how to eliminate exclusionary technical language when dealing with parents and colleagues
Word Processing for LD College Students
Authors: Griffey Quentin L.
Published: December 2008

A community college program that has helped LD students with written expression problems meet the writing demands of college
Emergencies in the Classroom
Authors: Raper Jim , Aldridge Jerry
Published: December 2008

A guide to management of life threatening accidents in an educational setting
Evaluating the College of Choice
Authors: Michael Robert J.
Published: December 2008

A guide for evaluating college support services and adaptive programs for college-bound LD students
Promoting Writing Stars
Authors: Dangel Harry L.
Published: December 2008

A mnemonic strategy designed to increase the written production of students with learning disabilities
LD Students and the Ancient Mariner
Authors: Cohen Barbara L.
Published: December 2008

Synectics, a fascinating, creative process that aids in developing a deeper understanding of literature
Ridges
Authors: Snyder Kathleen
Published: December 2008

A simple mnemonic device to help students solve math word problems
Policies/Practices in Public School Discipline
Authors: Brown William E. , Payne Tyrone
Published: December 2008

A survey that adds new dimension to understanding current discipline policies/practices in the public schools
Confrontation and Adaptation
Authors: Buchanan Pat S. , Scobie Robert P.
Published: December 2008

What one rural school system did (and what any school can do) to turn around the behavior and learning of a fourteen-year-old student
Teaching Test taking Skills
Authors: Rothman Rosalind W. , Cohen Jill
Published: December 2008

Many special education students have the knowledge but are unable or unprepared to demonstrate that knowledge while taking a test.
The “I don't know” Kids
Authors: Weisenbach E. Lynne
Published: December 2008

Reading comprehension a problem? Here are some solid strategies for success.
Decisions! Decisions! Decisions!
Authors: Crank Joe N.
Published: December 2008

Five important attributes of solving problems plus a rating scale to help clarify the acceptability of a given solution
Teaching Social Skills in Schools
Authors: Nowacek E. Jane
Published: December 2008

Several guidelines for developing social skills are presented.
Using Single Concept Cards and Sentences for Affective and Effective Reading
Authors: Culyer Richard
Published: December 2008

A detailed description of using concept cards for increasing word recognition is provided.
Individualized Instruction
Authors: Yanok James
Published: December 2008

Four important considerations in individualized instruction are discussed.
Warming Up For Writing
Authors: Mckenzie Robert G. , Roit Marsha L.
Published: December 2008

Several activities are presented for developing flexibility in vocabulary and sentence structure, and organizing and sequencing ideas.
To Learn in a Different Style
Authors: Berescik Susan J.
Published: December 2008

Learning difficulties are described on a personal level by a parent/teacher who offers encouragement for others who face similar problems and challenges.
Using Senior Citizen Volunteers in the Special Education Classroom
Authors: Courson Frances H. , Heward William L.
Published: December 2008

Features ideas for recruiting, effectively using, and keeping senior citizens in the classroom.
Classroom Organization
Authors: Guernsey Marsha A.
Published: December 2008

Suggestions are made concerning instructional planning and use of time and space to increase special education teachers' organizational efficiency.
Encouraging Young Children's Listening
Authors: McDevitt Teresa M.
Published: December 2008

Recommendations for enhancing children's listening.
Curriculum-Based Measurement
Authors: Fuchs Lynn S. , Fuchs Douglas , Hamlett Carol L.
Published: December 2008

A description of how Curriculum-Based Measurement can be used to help teachers formulate effective instructional programs.
Goals
Authors: Barbetta Patricia M.
Published: December 2008

A system for including the peer group as a source of behavior change.
Meeting The Psychosocial Needs of Adolescents and Adults With LD
Authors: Ness Jean , Price Lynda A.
Published: December 2008

Students with LD face unique challenges as they move from secondary to postsecondary settings.
Maintaining Pupil Performance Data
Authors: Minner Sam , Minner Joan , Lepich Jim
Published: December 2008

Special educators can take advantage of easy-to-implement data collection methods to assess instructional effectiveness.
Faculty Questionnaires
Authors: Marchant Gregory J.
Published: December 2008

Faculty questionnaires can facilitate ongoing communication between LD support services and college faculty.
Adjustment Problems of Students with LD: A Review of Current Interventions
Authors: Epstein Michael H. , Cullinan Douglas
Published: December 2008

Dealing effectively with adjustment problems requires a knowledge both of the problems and of current interventions.
Community Vocational Training
Authors: Cronin Mary E. , Wendling Kathy , Lord Deborah C. , Palmisano Dominick R.
Published: December 2008

Our Spotlight this issue features the second part of the article appearing in the May 1991 issue of Intervention focusing on the community vocational training program utilized in the St. Bernard, Louisiana, Parish School System. We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
Guidelines for Adapting Content Area Textbooks
Authors: Schumm Jeanne Shay , Strickler Kelly
Published: December 2008

Textbook adaptations are often necessary in working with mainstreamed special education students
Future-Based Assessment and Intervention
Authors: Dowdy Carol A. , C.Smith Tom E.
Published: December 2008

Individual goals and future demands on students should be a prime consideration in developing IEPs
Spotlight
Authors: Jordan Dale R.
Published: December 2008

We continue to encourage our readers to submit articles for this section of Intervention, which focuses on a specific school, clinic, camp, or individual concerned with special or remedial education. -GW
Stressful Family Experiences and Young Children: How the Classroom Teacher Can Help
Authors: Johnson Helen L.
Published: December 2008

The classroom teacher can identify and work with students experiencing stress---ways to help
Oakland: A Private LD School in Jefferson Country
Authors: Edwards Judith , Dondero Joanne
Published: December 2008

We continue to encourage our readers to submit articles for this section of Intervention, which focuses on a specific school, clinic, camp, or individual concerned with special or remedial education.---GW
Video Training Programs Build Understanding of Family Needs
Authors: Harris Gail A.
Published: December 2008

We hope that the information presented in New Products introduces our readers to materials that can be readily utilized in the special or remedial classroom. The articles in this section are written by the authors or publishers of recently published teaching materials or tests. Readers are invited to offer suggestions for this regular column in Intervention.---GW
Enhancing Text Structure Instruction with Video for Improved Reading Comprehension
Authors: Bristor Valerie J.
Published: December 2008

Highlights video as an effective tool for teaching text structure and improving reading comprehension
Motivation for Reading is an Affective Concern
Authors: Arthur Beth M. , Burch Angela D.
Published: December 2008

Asserts that increasing motivation to read is crucial for increasing reading comprehension and then outlines strategies for successfully motivating students to read
Culture Clash in San Francisco
Authors: Graconin Damun
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column. -GW
Analyzing Problem Behaviors in the Classroom: A Case Study of Functional Analysis
Authors: Lawry Judy R. , Storey Keith , Danko Cassandra D.
Published: December 2008

Presents a case study in order to demonstrate the use of functional analysis to isolate and correct problem behaviors
Counterpoint to: Choices for Integration: Selecting Teachers for Mainstreamed Students with Emotional or Behavioral Disorders
Authors: Mick Lori Bell
Published: December 2008

Point/Counterpoint presents viewpoints on a particular issue. An article by Kathleen Wong, Jim Kauffman, and John Lloyd, which appeared in the November 1991 issue of Intervention in School and Clinic, presents information regarding the reintegration of students with disabilities into general education. In this issue of Intervention, Lori Bell Mick reacts to this article; Wong, Kauffman, and Lloyd then respond to Mick.–-GW
A Collaborative Interagency Diagnostic Classroom
Authors: Klapstein Susan
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.---GW
Programs That Teach, Review, and Reinforce Basic Life Skills
Authors: Haugen Mary Jane
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.---AGR
Tips for Teachers
Authors: Johnson Debrah , Rubbelke Mary , Yenni Katherine , Meyer Carmen , Herron Shelley
Published: December 2008

Tips for Teachers is a regular department that presents practical teaching suggestions in the areas of reading, mathematics, written language, content areas, organizational skills, and social skills. As you read these tips, consider how you motivate and instruct your students. I encourage you to submit your teaching ideas for possible publication in this column to Dr. Mary Cronin. The University of New Orleans, Department of Special Education, New Orleans, LA 70148.
Promoting Strategic Learning
Authors: Day Victoria P. , Elksnin Linda K.
Published: December 2008

Learning strategies can supply the approaches and techniques students need to become successful and independent learners
Developing Collaborative Parent
Authors: Voltz Deborah L.
Published: December 2008

How to develop effective strategies in promoting collaborative home-school partnerships with parents from culturally diverse backgrounds
Learning with Purpose
Authors: Serna Loretta A. , Lau-Smith Jo-Anne
Published: December 2008

Introduces a self-determination curriculum containing seven skill-domain areas
Students with ADHD in the Inclusive Classroom
Authors: Bender William N. , Mathes Mickie Y.
Published: December 2008

Reviews several strategies for regular classroom teachers working with students with ADHD within the context of a hierarchical intervention plan
How Inclusion Can Facilitate Teaching and Learning
Authors: Giangreco Michael F. , J. Baumgart Diane M. , Doyle Mary Beth
Published: December 2008

Discusses what inclusive education is, what it is not, and seven ways it can provide opportunities for improving education

Michael,

I'm a fourth-grade “Regular Ed” teacher who was very reluctantly drafted to have a child with severe disabilities in my room. It didn't take me long to be genuinely glad to have Sandy in my class. I can support inclusion. But please tell me who is going to watch out for people like me? Who will make sure administrators give us smaller class loads to compensate? Who will keep the curriculum people off my back when I don't cover the already overwhelming amount the state expects us to cover? After all, to properly achieve inclusion my time will now be more pressed than ever. Who will ensure that I receive the time I need to meet with the rest of the team (special educator, physical therapist, occupational therapist, etc.)? Who will watch over us, Mike?

Sue Flynn

East Aurora Elementary School
Increasing Achievement Motivation of Elementary School Students with Mild Disabilities
Authors: Okolo Cynthia M. , Bahr Christine M. , Gardner J. Emmett
Published: December 2008

Presents specific strategies for enhancing achievement motivation that can serve as guides for instructional practices evaluation and the design of new activities
Semantic Webs and Study Skills
Authors: Hoover John J. , Rabideau Debra K.
Published: December 2008

Illustrates the use of semantic webs as a tool for teaching study skills such as organizing ideas and integrating information into written work
Accommodating Diversity Through Peabody Classwide Peer Tutoring
Authors: Mathes Patricia G. , Fuchs Douglas , Fuchs Lynn S.
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.--GW
Theory into Practice
Authors: Pollingug Alice B. , Williams Lisa D.
Published: December 2008

Theory into Practice (formerly called ``Tips for Teachers'') is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA & MEC
Naturalistic Language Intervention in Inclusive Environments
Authors: Lowenthal Barbara
Published: December 2008

Reviews many of the factors affecting implementation of natural language instruction by the early childhood teacher for children with language disabilities in an inclusive environment
Paraprofessionals: The Bridge to Successful Full Inclusion
Authors: Wadsworth Donna E. , Knight Diane
Published: December 2008

Offers training ideas for preparing paraprofessionals to work successfully within an inclusive setting
The Checkbook Approach to Managing Behavior
Authors: Siegel Wendy Lowe
Published: December 2008

Theory into Practice (formerly called ``Tips for Teachers'') is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.-PLA & MEC
Self-Evaluation of Instruction
Authors: Gunter Philip L. , Reed Thomas M.
Published: December 2008

Recommends videotaping classroom interactions as a means of self-evaluation
Determining Complements and Compromises for Inclusion
Authors: King-Sears Margaret E.
Published: December 2008

Describes issues concerning complements for educational service delivery and compromises from which educators can develop or extend plans for inclusion
The Grady Profile
Authors: Grady Emily
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.---AGR
Batten's Disease
Authors: Johnson Barbara , Jochum Julie
Published: December 2008

Explores the causes, characteristics, treatment, and educational implications for this degenerative neurological disease
Contemporary Issues Education
Authors: Leigh James E. , Lamorey Suzanne
Published: December 2008

Offers educators a set of guidelines for incorporating a contemporary issues curriculum into their special education programs so that students with special needs have the knowledge and skills to make responsible, informed life choices
Collaboration
Authors: Kerrin Rosemary G.
Published: December 2008

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA&MEC
Teaching Analytical Writing
Authors: Levy Nancy R.
Published: December 2008

Easy-to-implement, effective instructional interventions for today's diverse classroom
I Lost My Homework
Authors: Stormont-Spurgin Melissa
Published: December 2008

Terry is a 10-year-old student of average intelligence with attention-deficit/hyperactivity disorder (ADHD). He was recently diagnosed as ADHD by his pediatrician because of his excessive activity, impulsivity, and attention problems. Like most students with ADHD, Terry is in a general education class and is not receiving any special services. Terry's teacher, Mrs. Smith, has noticed that in addition to his activity, impulsivity, and attention problems, Terry never seems to have his pencil, paper, or books. Her drawer of extra pencils and paper has been depleted and she has given him two copies of every book. Mrs. Smith has also observed that he often does not turn in his homework. Terry does well on yearly achievement tests, but, because he is not turning in his daily homework assignments, he will fail in many subjects. In a recent parent-teacher conference, his mother indicated that Terry usually does do his homework at home because she checks it when he's done. However, when Mrs. Smith asked Terry's mother how he was progressing on a book report that was due the next day, his mother replied, “What book report?”
Recruit It or Lose It!
Authors: Alber Sheila R. , Heward William L.
Published: December 2008

But it was different in Mr. Patterson's room. Jessica would only be on the third or fourth problem when first Clifton, then Gloria, and then two or three other students would call out, “Finished!” or, “I'm all done, Mr. Patterson.” That's when Jessica would usually stop working; she still had so many more problems left.

“Jessica's always quiet and well behaved. She doesn't cause any trouble.” Fourth-grade teacher Mr. Patterson was talking with Ms. Marino, the special educator who works with Jessica. “She just never finishes her seatwork.”

Ms. Marino was disappointed. For several weeks now she and Jessica had been working in the resource room on just that problem. Each day Ms. Marino would give Jessica several opportunities to see how many worksheet problems she could complete in 1 minute. Jessica would try to beat her score each time, and she and Ms. Marino marked each day's best total on a colorful chart. It was fun, and Jessica was learning to be a good worker in the resource room. She'd start her seatwork assignments immediately and keep working until she completed all the problems or items. Ms. Marino made a point of stopping at Jessica's desk from time to time to tell Jessica what a good worker she was.
Culturally Sensitive Interventions
Authors: Rivera Bernadette Delgado , Adkinson Diana Rogers
Published: December 2008

The rapid demographic changes in the United States pose a challenge to educators and practitioners in providing services that are sensitive to the needs of children from culturally and linguistically diverse backgrounds. Social competence is paramount to function successfully in school and community environments. Misinterpretation of culturally linked behavior places these children in conflict with expectations for social behaviors between home and school. This article provides an overview of cultural influences on social behaviors of children from diverse backgrounds and suggests practical applications for developing and implementing social skills training programs for these children and their parents.
Teaching Social Skills to Students with Learning and Behavior Problems
Authors: Elksnin Linda K. , Elksnin Nick
Published: December 2008

Children who fail to acquire appropriate social skills have a lower probability of completing school, becoming employed, and becoming well-adjusted adults. This article provides the practitioner with strategies that can be used for teaching social skills to children with learning and behavior problems. These include how to select students for training, which social skills to use, teaching discrete skills and problem-solving routines, and helping students generalize training across settings and situations.
Developing Teacher-Parent Partnerships Across Cultures: Effective Parent Conferences
Authors: Jordan LuAnn , Reyes-Blanes María E. , Peel Betty B. , Peel Henry A. , Lane Holly B.
Published: December 2008

The rich cultural diversity of today's special education programs challenges traditional patterns of communication between schools and families. This diversity demands the implementation of communication patterns sensitive to all parents, but particularly to those responding to culture and ability differences. To address these demands, teachers first face the challenge of becoming aware of the personal beliefs, values, and expectations that guide their interactions with others. Second, they need to enhance communication with all families by using culturally responsive interaction practice. This article addresses teachers' challenges in the context of productive teacher-parent conferences because such conferences represent the most common means of family-school communication and offer a building block for teacher-parent partnerships.
Enhancing School Success with Mnemonic Strategies
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

Many students with disabilities and those at risk for educational failure exhibit problems with remembering materials covered in school. Suggestions for helping these students improve memory for school content are described in this article. In particular, mnemonic instruction is described and examples are provided of how it can be used to increase school learning and memory of students with learning difficulties.
Direct Instruction
Authors: Stein Marcy , Carnine Douglas , Dixon Robert
Published: December 2008

This article outlines the underlying instructional design principles that are at the heart of the Direct Instruction Model and illustrates the application of those principles to a variety of content areas. The authors provide a rationale for the integration of curriculum design principles with effective teaching practices along with criteria for evaluating and selecting curriculum materials based on those principles. Finally relevant resources are offered for those interested in implementing a Direct Instruction Model.
Positive Behavioral Support: Strategies for Teachers
Authors: Ruef Michael B. , Higgins Cindy , Glaeser Barbara J. C. , Patnode Marianne
Published: December 2008

Positive behavioral support (PBS) is a broad term that describes a comprehensive, research-based, proactive approach to behavioral support aimed at producing comprehensive change for students with challenging behavior. This article describes what PBS is, the value of exploring why a student exhibits challenging behavior, and certain key PBS strategies teachers can implement in their classrooms. Finally, the article offers relevant resources for those interested in implementing PBS.
Using an Activities-Based Approach to Teach Science to Students with Disabilities
Authors: Salend Spencer J.
Published: December 2008

Reports have called upon our nation's schools to make science literacy a reality for all students, including those with disabilities. Although educators, parents, and administrators have recognized the importance of science education for students with disabilities, recent research has indicated that many of them receive very little instruction in science—or none. When teachers employ instructional adaptations based on effective practices, students with disabilities can learn and master science content in the general education curriculum. This article provides educators with guidelines for enhancing their science instruction for students with disabilities by adapting, implementing, and assessing the effectiveness of an activities-based approach.
Increasing Active Student Responding and Improving Academic Performance Through Classwide Peer Tutoring
Authors: Arreaga-Mayer Carmen
Published: December 2008

Classwide Peer Tutoring is a powerful instructional procedure that actively engages all students in a classroom and that promotes mastery, accuracy, and fluency in content learning for students with and without disabilities. The purpose of this article is to discuss Classwide Peer Tutoring as an effective instructional procedure. The article is organized into two major areas: (a) a description of the procedure and (b) efficacy research supporting the practice of the procedure.