bluuebunny/crossref_metadata_2025 huggingface dataset:
Self-Determination and Student Involvement in Standards-Based Reform
Authors: Wehmeyer Michael L. , Field Sharon , Doren Bonnie , Jones Bonnie , Mason Christine
Published: January 2017

Promoting self-determination has become “best practice” in the education of students with disabilities. We synthesize the decade's work in this area as a foundation for considering issues pertaining to promoting self-determination in light of the current educational context. We particularly examine the role of promoting self-determination in light of federal standards-based reform initiatives. We conclude that school reform efforts provide an opportunity to infuse instruction in self-determination into the education programs of all students, including students with disabilities. Many state and local standards include a focus on component elements of self-determined behavior and promoting self-determination enables students to perform more effectively within other content domains. The importance of personnel preparation to enable teachers to promote self-determination is discussed.
Promoting Access to the General Curriculum by Teaching Self-Determination Skills
Authors: Palmer Susan B. , Wehmeyer Michael L. , Gipson Krista , Agran Martin
Published: January 2017

Although participation and progress in the general curriculum is mandated for all students, models to achieve such access often neglect students with more severe disabilities. Promoting self-determination linked to standards is an entry point to ensuring access to the general curriculum for all students, including students with severe disabilities. In this study, middle school students with intellectual disabilities alternately learned problem-solving and study planning skills linked to language arts, science, and social studies standards. Students in both intervention groups showed significantly more capacity on the targeted skill as compared to the alternating control group, and all students achieved goals at better than average levels. Promoting self-determination provides students with disabilities with additional strategies to access the general curriculum.
What We Know about Correlates of Reading
Authors: Hammill Donald D.
Published: January 2017

This research analyzed the combined results of three meta-analyses which examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized.
Education in a Recovering Nation: Renewing Special Education in Kosovo
Authors: Bartlett Brendan , Power Des , Blatch Peter
Published: January 2017

“The inexhaustible problem of the Balkans” (Tuchman, 1962, p. ix). Kosovo, technically still a province of Serbia, was devastated by the wars of the 1990s, culminating in 1999 in the flight of refugees to neighboring countries, whether voluntarily or through deliberate “ethnic cleansing”; the NATO bombing raids; the withdrawal of Yugoslav troops; and the transfer of civil administration to the United Nations Mission in Kosovo (UNMIK). UNMIK's Department of Education and Science (DES) set about reorganizing the education system without regard to ethnicity. This article presents a case study of the state of education of students who are deaf and blind during the war and in the early days of the DES administration in the hope of a more peaceful future for the children of Kosovo.
The Improvement Rate Difference for Single-Case Research
Authors: Parker Richard I. , Vannest Kimberly J. , Brown Leanne
Published: January 2017

This article describes and field-tests the improvement rate difference (IRD), a new effect size for summarizing single-case research data. Termed “risk difference” in medical research, IRD expresses the difference in successful performance between baseline and intervention phases. IRD can be calculated from visual analysis of nonoverlapping data, and is easily explained to most educators. IRD entails few data assumptions and has confidence intervals. The article applies IRD to 166 published data series, correlates results with three other effect sizes: R2, Kruskal-Wallis W, and percent of nonoverlapping data (PND), and reports interrater reliability of the IRD hand scoring. The major finding is that IRD is a promising effect size for single-case research.
Collaborative Problem Solving Effectively Implemented, but Not Sustained: A Case for Aligning the Sun, the Moon, and the Stars
Authors: Santangelo Tanya
Published: January 2017

This 2-year qualitative case study examined factors influencing implementation and sustainability of collaborative problem-solving programs. One selected elementary school served as the focus site. Using a participant—observer field-based approach, data were collected via observations, interviews, mute evidence, and field notes. During Year 1 of the study, implementation integrity was high, participants' perceptions of the process were positive, professional collaboration was enhanced, students' academic and behavioral concerns were effectively addressed, and special education rates were reduced. However, successful implementation was not sustained during Year 2 following a dramatic reduction in support from the school district. Analysis revealed district-level decisions exert a significant and cascading effect on procedures, perceptions, and ultimately, student outcomes. Within that context, implications for practice are offered.
Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence
Authors: Chard David J. , Ketterlin-Geller Leanne R. , Baker Scott K. , Doabler Christian , Apichatabutra Chanisa
Published: January 2017

For students with or at risk for learning disabilities, developing fluency with reading connected texts remains a formidable challenge. In response, teachers often use repeated reading practices designed to provide students with multiple exposures to the same words. This study examined research focused on determining the efficacy of repeated reading approaches for improving reading fluency for students with or at risk for learning disabilities. Studies employed experimental/quasi-experimental and single-subject research designs. Results suggest that repeated reading is not supported by rigorous research as defined by the quality indicators used and, therefore, is not an evidence-based practice based on those criteria for students with and at risk for learning disabilities. Implications for future research and for practice are discussed.
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development
Authors: Baker Scott K. , Chard David J. , Ketterlin-Geller Leanne R. , Apichatabutra Chanisa , Doabler Christian
Published: January 2017

This study evaluates the quality of the research and evidence base for a writing intervention called Self-Regulated Strategy Development (SRSD; Graham & Harris, 1989; Harris & Graham, 1996) for students with and at risk for learning disabilities, using criteria for group research studies suggested by Gersten et al. (2005) and single-subject research studies suggested by Horner et al. (2005). Five experimental and quasi-experimental studies and 16 single-subject studies investigating SRSD were analyzed on numerous methodological dimensions. Both the group design and single-subject studies also met proposed standards for an evidence-based practice. The potential value of analyzing approaches and interventions using the proposed quality indicators and standards for evidence-based practices is discussed, as are implications for research and practice.
Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities
Authors: Wanzek Jeanne , Vaughn Sharon , Roberts Greg , Fletcher Jack M.
Published: January 2017

This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities ( n = 65) compared with similar students who did not receive the reading intervention ( n = 55). All students continued to receive their special education services as provided by the school. Statistically significant results favored the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that although gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a 1-year daily intervention provided in groups of 10 to 15 students.
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination
Authors: Wehmeyer Michael L. , Shogren Karrie A. , Palmer Susan B. , Williams-Diehm Kendra L. , Little Todd D. , Boulton Aaron
Published: January 2017

Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) to promote self-determination. The authors used data on self-determination using multiple measures collected with 312 high school students with cognitive disabilities in both a control and a treatment group to examine the relationship between the SDLMI and self-determination. After determining strong measurement invariance for each latent construct, they found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations.
Development Patterns of Occupational Aspirations in Adolescents with High-Incidence Disabilities
Authors: Rojewski Jay W. , Lee In Heok , Gregg Noel , Gemici Sinan
Published: January 2017

This study analyzed the longitudinal development of occupational aspiration prestige scores over a 12-year period (Grade 8 to 8 years postsecondary) to better understand this aspect of career choice from adolescence into adulthood for people with high-incidence disabilities. A curvilinear trajectory was detected where aspirations increased during high school, but decreased after school completion. The only covariate positively associated with the intercept factor was academic achievement. Higher socioeconomic status was associated with a positive change in the slope of aspirations across the 3 time points before school completion. In adulthood, disability status was the only significant factor associated with aspiration change. Findings are considered with regard to the potential influence of special education services and disability on career development and choice.
Using Word Identification Fluency to Monitor First-Grade Reading Development
Authors: Zumeta Rebecca O. , Compton Donald L. , Fuchs Lynn S.
Published: January 2017

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample ( n = 284) and 2 other subgroups: those with low reading achievement ( n = 202) and those with high/average achievement ( n = 213). Data were collected weekly on broadly and narrowly sampled WIF lists for 15 weeks and on criterion measures in the fall and spring. Broad lists were developed by sampling words from 500 high-frequency words, whereas narrow lists were created by sampling from the 133 words from Dolch preprimer, primer, and first-grade word lists. Overall, predictive validity for performance level, predictive validity for growth, and commonality analysis showed narrow sampling was better for screening the representative group and the high/average subgroup. Broad sampling was superior for screening the low-achieving subgroup and for progress monitoring across groups.
Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure
Authors: Vasquez Eleazar , Slocum Timothy A.
Published: January 2017

This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min lessons of instruction delivered over Adobe Connect™. Analysis of the multiple baseline across participants revealed gains in oral reading fluency for all participants when placed into the synchronous online tutoring program. Participating students and tutors reported an awareness of increased reading skills and value of synchronous online instruction. Teachers and parents generally reported that students demonstrated increased reading skills after receiving instruction.
Paraprofessional Involvement in Self-Determination Instruction for Students with High-Incidence Disabilities
Authors: Lane Kathleen Lynne , Carter Erik W. , Sisco Lynn
Published: January 2017

Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessionals are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessionals from 115 randomly selected public schools to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessionals attributed high levels of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessionals reported providing instruction addressing each of the 7 components of self-determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessionals in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research.
Moving Research into Practice: Can We Make Dissemination Stick?
Authors: Cook Bryan G. , Cook Lysandra , Landrum Timothy J.
Published: January 2017

Although researchers in special education have made significant advances in defining and identifying evidence-based practices, scholars often constitute an insular group that disseminates research findings primarily through outlets and venues targeting like-minded researchers using traditional approaches. Thus, despite tangible results in determining what works, using dissemination approaches that fail to resonate with or influence practitioners represents an important but often overlooked contributor to the ongoing research-to-practice gap in special education. The authors argue that empirical and theoretical literature outside of special education may offer insight into how ideas take hold, which may be especially relevant to the effective dissemination of evidence-based practices. Drawing on Heath and Heath's (2008) model, the authors describe 6 characteristics of messages that are likely to “stick”: (a) simple, (b) unexpected, (c) concrete, (d) credible, (e) emotional, and (f) stories. The authors consider each in terms of implications for dissemination of special education research findings, and urge special education researchers to consider researching, refining, and applying dissemination strategies that can make special education research matter on a broader scale.
Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools?
Authors: Harn Beth , Parisi Danielle , Stoolmiller Mike
Published: January 2017

Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.
Implementation Science, Professional Development, and Autism Spectrum Disorders
Authors: Odom Samuel L. , Cox Ann W. , Brock Matthew E. ,   National Professional Development Center On Asd
Published: January 2017

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices.
The Christmas Candle
Authors: Stuart Marie , Kanelli Koula
Published: January 2017

This Christmas story dramatically illustrates that guidance of the exceptional child into a full and, useful life requires inspiration as well as knowledge and skills
Epileptic Children in Detroit's Special School Program a Study
Authors: Tenny John W.
Published: January 2017

The time between the extension of medical services and the extension of educational services will be a measure of our social lag.
A Program of Socialization for Cerebral Palsied Adults
Authors: Schleichkorn Jacob S. , Levine Jack
Published: January 2017

The adult cerebral palsy group may act as a stepping stone on the path to social independence and maturity
Emotional Needs of Children
Authors: Drewry Henry H.
Published: January 2017

It is absurd to expect beneficial results from psycho-therapy when a child is starved by a gross deficiency in the supply of his emotional needs
Worries of Subnormal Adolescent Girls
Authors: Stacey Chalmers L.
Published: January 2017

Their achievement in the vocational classes they attend is of great importance to them.
Classrooms for Partially Seeing Children
Authors: Foote Franklin M.
Published: January 2017

Partially seeing children need to be considered whenever a new school is built or an old one remodeled. This applies from the earliest primary rooms to the collegiate level. The purpose of this article is to point out factors which deserve very careful planning on the part of school officials, whether the space involved is to be a special classroom or a resource room for the visually handicapped.
The Education of Physically Handicapped Children In Finland
Authors: Taylor Wallace W. , Taylor Isabelle Wagner
Published: January 2017

The material on which this article is based was collected during a survey carried out under the auspices of the International Society for the Welfare of Cripples and of the International Union for Child Welfare, with the endorsement of UNESCO and financial support from the World Rehabilitation Fund, the Association for the Aid of Crippled Children, the Easter Seal Research Foundation of the National Society for Crippled Children and Adults, and the National Foundation. This is the first of a series by the authors.
Independence-Conformity Behavior as a Function of Intellect: Bright and Dull Children
Authors: Lucito Leonard J.
Published: January 2017

A simplified version of Crutchfield's experimental procedure was used for assessing conformity to peer-group pressure among children. In general, the data indicate that there is an inverse relationship between level of intelligence and amount of conformity. More detailed analysis suggests that bright and dull children may approach the same task with different perceptual and goal orientations.
A School Follow-up Study of Children Discharged from a Psychiatric Hospital
Authors: Johnson John L. , Rubin Eli Z.
Published: January 2017

A school follow-up study of former child psychiatric patients was conducted at a research and training unit of the Michigan State Department of Mental Health. Particular attention was paid to the academic and behavioral adjustment of those former patients who were attending school hi public school settings. It was found that average intellectual performance and organic or severe psychiatric findings were central features of the quality of school adjustment. General behavioral descriptions are given for good and poor academic performance groups, and some suggestion is offered to schools which may have the task of helping children in their adjustment after treatment.
Learning Disabilities – Yesterday, Today, and Tomorrow
Authors: Bateman Barbara
Published: January 2017

This article attempts to survey the field of learning disabilities in terms of an integrative approach to the various disciplines which have been concerned with the etiology, diagnosis, and treatment of children with communication problems, reading problems, and sensory-motor disturbances. A behavioral view of the inseparability of diagnostic and remedial procedures and a survey of some of these procedures are presented, as well as a crystal ball view of future trends in the field of learning disabilities.
Characteristics of Dyslexia and Their Remedial Implication
Authors: Bryant N. Dale
Published: January 2017

This paper presents an outline of characteristics common to the complex syndrome of dyslexia. The author reviews its nature, variability, degree of impairment, and suggests remedial procedures which, he feels, will work toward the improvement of the dyslexic's reading ability.
A Hierarchy of Educational Tasks for Children with Learning Disorders
Authors: Hewett Frank M.
Published: January 2017

This article presents the concept of a hierarchy of educational task levels for the children with learning disorders. An attempt is made to formulate a set of working hypotheses which would enable educators to outline realistic goals for this type of child. The theoretical framework is an outgrowth of experiences with hospitalized emotionally handicapped children at the Neuropsychiatric Institute School, University of California, Los Angeles.
Noise Conditions in Normal School Classrooms
Authors: Sanders Derek A.
Published: January 2017

A comparison was made of noise levels in different types of schools. The results indicate that noise levels in elementary and secondary schools are unlikely to seriously hinder the selective use of a hearing aid. Noise levels in kindergartens were shown to constitute a serious problem in the effective use of amplification by young children in school.
Utilization of Medical Information in School Planning for Visually Handicapped Children
Authors: Powers Margaret Hall , Schall Samuel M. , Welsch Rosemary A.
Published: January 2017

The medical diagnoses of causes for decreased vision in 150 blind and 540 partially seeing pupils were classified according to a modification of a nomenclature scheme developed by the National Society for the Prevention of Blindness. The classification is by site and type of affection. Implications of the classification are discussed and trends indicated. The program of special education for visually impaired children in the Chicago Public Schools is described and the methods of case finding, examination, use of medical information and educational planning are discussed. Blind children constitute .03 of one percent, and partially seeing 0.1 of one percent of the total enrollment in the Chicago Public Schools.
Therapeutic Education and Day Treatment: A New Professional Liaison
Authors: Cohen Rosalyn S.
Published: January 2017

Therapeutic education has evolved during the past decade as part of collaborative efforts by educators and clinicians to find new and better ways of helping emotionally disturbed children. Meeting the special educational needs of these children has necessitated the development of a shared conceptual and practical orientation. This article describes one such collaborative effort in a day treatment center and school with stress on educational implementation of a psychiatric treatment program.
Psychological Aspects of Muscular Dystrophy
Authors: Solow Robert A.
Published: January 2017

Muscular dystrophy, an organic disease of muscles, brings special psychological problems to its child sufferers. This paper points out that knowledge of the psychological dynamics of such handicapped children and their families is of value to the educator. Understanding his own reactions to the handicapped can aid the educator even more in his school program for such children.
Remediation of the Conduct Problem Child in the Special Class Setting
Authors: Quay Herbert C. , Werry John S. , Mcqueen Marjorie , Sprague Robert L.
Published: January 2017

This paper describes principles and assumptions which underlie an experimental special class for conduct problem children which has been developed cooperatively by an interdisciplinary university research center and a public school. A conceptualization of the nature of children's behavior disorders is offered, and some principles of behavior modification and remediation of academic deficiencies are discussed. Some particular characteristics of the conduct problem child relevant to the education process are outlined. Also considered are factors relevant to remediational efforts within the public school setting, including the problem of group versus individual techniques, the role of mental health professionals, the place of other than classroom treatment, the goals of the special class, and the utilization in the regular class of techniques developed in the special class.
A Study of the Validity of Delacato's Theory of Neurological Organization
Authors: Robbins Melvyn P.
Published: January 2017

The purpose of this study was to test the theory of neurological organization. Both normative and experimental data from normal second graders were used to test six null hypotheses deduced from the theory. The results failed to confirm the validity and practicality of the theory.
Psycholinguistic Disabilities of Children with Reading Problems
Authors: Kass Corrine E.
Published: January 2017

The purpose of this study was to examine some psycholinguistic correlates of reading disability. The ITPA and some supplementary tests were given to selected nonreaders. These children tended to have problems at the integrational level of psycholinguistic functioning, suggesting difficulty in the skill of reading, rather than in comprehension.
The Social Distance of the Exceptional: A Study at the High School Level
Authors: Jones Reginald L. , Gottfried Nathan W. , Owens Angela
Published: January 2017

One hundred eighty-six high school students (grades 9 to 12) in a small midwestern town completed a paired comparisons questionnaire involving twelve exceptionalities and seven interpersonal dimensions. The exceptionalities were ordered from most to least acceptable on each dimension using the paired comparisons procedure. The results revealed that acceptance of certain exceptionalities was sometimes related to interpersonal situations, although most frequently the severely mentally retarded anchored the unfavorable end of the acceptance continuum, and the gifted anchored the favorable end. Exceptionalities reflecting mild handicaps (hard of hearing, partially seeing) were most often near the favorable end of the acceptance continuum.
The Effects of Vocal Mediating Responses on Visual Motor Tasks with Deaf and Hearing Children
Authors: Chovan William L. , Mcgettigan James F.
Published: January 2017

The research investigated the effects of vocal labeling on short-term memory with two MA levels of deaf and hearing children. The purpose of the investigation was to determine the nature of the interaction among vocal labels, age levels, and a design arrangement task. It was found that 6 year old deaf and hearing children performed the same while 9 year old hearing children showed better recall than their deaf peers, with and without vocal labels. For the deaf, vocal labeling tended to have an interfering effect at the older levels, in part because of the competing stimuli in vocal auditory and visual-motor responses.
Competencies Needed by Teachers of the Emotionally Disturbed and Socially Maladjusted: A Comparison
Authors: Bullock Lyndal M. , Whelan Richard J.
Published: January 2017

Forty-seven teachers of emotionally disturbed children in a midwestern state completed an 88 item checklist, Teachers' Evaluation of Competencies, which was originally used in a study conducted by Mackie, Kvaraceus, and Williams. A comparison was made between the Mackie study and the present study regarding proficiencies and competencies valued by teachers. Four hypotheses and several corollaries were investigated and evaluated. Significant differences were found in all cases.
Training Children to Work Productively in Classroom Groups
Authors: Peterson Robert F. , Cox Marion A. , Bijou Sidney W.
Published: January 2017

The problem of grouping children in the classroom for the purpose of improving teaching has been traditionally approached by making groups homogeneous on the basis of age, intelligence test scores, achievement tests, or personality measures. Using an alternative approach, involving direct assessment of academic productivity and pretraining to work in groups, two studies are presented in this article. Experiment I showed that through the management of reinforcement contingencies a teacher could develop and maintain a high rate of academic productivity in a group of two boys with school adjustment problems. Experiment II, which applied similar techniques to a larger group, showed that high rates of work behavior could be maintained as the she of the group increased, and suggested that the proximity of the teacher may be related to the amount of study behavior generated.
Longitudinal Study of Preschool Development
Authors: Jordan Thomas E.
Published: January 2017

The Early Developmental Adversity Program is an attempt to understand—in the period from gestation to school entry—the contribution of biological and social factors to the presence or absence of learning problems in the elementary school. Methodological and substantive findings of this prospective longitudinal study of 1,000 infants are presented. Individuals were 4 years old at the time of reporting.
Children with Learning Problems: Academic History, Academic Prediction, and Adjustment Three Years After Assessment
Authors: Hinton George G. , Knights Robert M.
Published: January 2017

This study is a 3 year followup of 67 children who were referred for learning problems at school. Their academic progress is described and a high failure rate noted. A multiple regression analysis of the initial scores on a neuropsychology test battery illustrates the importance of verbal abilities for successful grade advancement. Management with parental counseling and medication resulted in a reported improvement of 75 percent of the children.
Two Followup Studies of Former Educable Mentally Retarded Students from the Kansas Work-Study Project
Authors: Chaffin Jerry D. , Spellman Charles R. , Regan C. Edward , Davison Roxana
Published: January 2017

Two followup studies were conducted to investigate the postschool adjustment of educable mentally retarded subjects from the Kansas Work-Study Program and a comparison sample from neighboring school districts. The results indicated that most of these educable mentally retarded students would be employed in the competitive labor market without the benefits of a work study program. Students who had participated in the work study program, however, were graduated more often, held their jobs longer, and earned more money than did the students from the comparison group.
Varieties of Adolescent Creativity and the High School Environment
Authors: Walberg Herbert J.
Published: January 2017

To test the hypothesis that creativity is associated with social alienation, self reported creativity in the visual arts, science, performing arts, music, and writing (with the criterion of prize and award winning) and in group leadership was predicted from biographical questionnaire items and intelligence, using simple, multiple, and canonical correlations. The analyses, conducted on national random samples of 2,225 boys and 741 girls, directly contradicted the hypothesis by suggesting that adolescent creativity is associated, although weakly, with (a) involvement in school activities, (b) stimulating home environments, (c) perseverance in spite of difficulties, and (d) intellectual motivation but not intelligence.
Educational Methodology: An Examination of Approach
Authors: Drew Clifford J. , Martinson Melton C.
Published: January 2017

Maximally effective educational procedures have often been lacking due to the absence of a serviceable model for research and information dissemination. Recent developments in major project networks proviae a vehicle for implementing programatic efforts toward improvement. A model is discussed which promises additional short and long term advancements in instructional methodology.
Public Policy and the Education of Children with Special Needs
Authors: Blatt Burton
Published: January 2017

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, railed the “child development model.” With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be reworded in both specific and general ways: and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making.
Educating the Mildly Retarded: A Review
Authors: Hammons Gary W.
Published: January 2017

A review of articles and comments emanating from Dunn's (1968) criticisms of the education of the mildly retarded is presented to analyze some of the facets of the current controversy. Many writings prior and subsequent to Dunn's are cited to show a growing disenchantment with the current course of special education and the lack of viable alternatives currently available. The review is concluded with an emphasis on change rather than reaction and on the desire that inappropriate practices be altered rather than abolished as advocated by some writers.
Study of Graduates in the Education of the Visually Disabled
Authors: Weishahn Mel W.
Published: January 2017

Graduates with masters degrees in education of the visually disabled (N = 52) were queried by a mailed questionnaire about (a) their specific educational and personal characteristics, (b) their vocational behavior (c) perceptions of their preparation program, and (d) the value of their preparation in relation to their present positions. A 98 percent return showed the difference between the means for preparation and value of preparation not to be significant. However examination of the t ratios by each of seven competency areas indicated the ratings differed significantly in the following three areas: (a) techniques and methods of instruction, (b) acquisition and preparation of educational materials, and (c) general special education competency.
The Effects of a Supplemental Perceptual Training Program on Reading Achievement
Authors: Halliwell Joseph W. , Solan Harold A.
Published: January 2017

At the beginning of the first grade, 105 students designated as potential reading problems were divided into three groups of 35 children each: experimental I, which received supplementary perceptual training in addition to the regular reading program; experimental II, which received traditional supplementary reading instruction in addition to the regular reading program; and the control group, which received no supplementary instruction. The Metropolitan Achievement Test (MAT) was administered at the end of May. The statistical analysis of the data indicated that, of all the groups, only the experimental I total group and the experimental I boys read significantly better than the respective control groups on the reading subtest of the MAT.
Effects of Physical Size and Complexity on Tactual Discrimination of Blind Children
Authors: Berla Edward P.
Published: January 2017

The effects of physical size and complexity of metric figures on tactual discrimination performance was investigated with 36 blind children in grades 1 and 2. Metric figures from three levels of complexity (3 × 3, 4 × 4, and 5 × 5) were combined factorially with three physical sizes (1, 2, and 4 inches) in a same-different pair-comparison discrimination task. Increasing levels of physical size and complexity had no effect on discrimination accuracy, but increasing levels of either physical size or complexity significantly increased task time. Overall accuracy of performance was low (62 percent correct discriminations), and it appeared that unsystematic and inappropriate hand and finger motions were responsible for the low level of performance.
Screening Emotionally Disturbed Children in a Rural Setting
Authors: Schultz Edward W. , Manton Anne B. , Salvia John A.
Published: January 2017

This study was undertaken to ascertain the efficacy of screening procedures in a 2 county rural area in east central Illinois. Two aspects of the problem were investigated: (a) the question of interpersonal bias and (b) the presence of correlational validity between a set of materials for screening problem children and the ratings of problem behaviors. It was found that teacher and/or student screening was not biased by the absence of interpersonal compatibility and that a significant but low order relationship existed between children screened in as potentially disturbed and ratings of problem behaviors.
Behavior Modification Applied to Training Young Deaf Children
Authors: Mira Mary
Published: January 2017

Case histories of young hearing impaired children whose parents were enrolled in a parent home training program are described, and the developmental or behavioral management problems encountered are discussed. Some of the operant behavioral management procedures were particularly useful in (a) establishing effective discipline methods, (b) aiding the child's adjustment to prosthetic devices, and (c) dealing with problems related to additional handicapping conditions.
Language Comprehension in the Moderately Retarded Child
Authors: Bartel Nettie R. , Bryen Diane , Keehn Susan
Published: January 2017

The Carrow Auditory Test of Language Comprehension was administered to retarded trainable pupils attending public school special education classes (a) to evaluate the appropriateness of the Carrow test for use with trainable retarded children and (b) to compare the development of linguistic comprehension of children with normal IQ's with that of trainable retarded children. The results suggest that the Carrow test can provide useful information concerning the language comprehension development of trainable retarded children. Results further demonstrate systematic language growth in children with IQ's as low as 20 and 30. These children acquired mastery of vocabulary items and aspects of morphology and syntax. When matched on mental age, the retarded children's use of lexical items did not differ from nonretarded children's to a great extent; however, retarded children's use of grammatical categories was inferior to that of nonretarded children.
Academic Success and Classroom Behavior in Secondary Schools
Authors: Swift Marshall S. , Spivack George
Published: January 2017

Described herein is the classroom functioning of 602 students attending eight different urban ghetto schools. Measurement of overt classroom behavior and its relation to achievement success or failure is presented and analyzed. A broad range of behaviors are assessed including levels of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands. Norms for urban students are presented. No differences were found when the urban sample was compared with a surburban middle class sample for levels of reasoning ability, originality, or independence of thought. Students achieving poorly manifested failure with a variety of identifiable behavior patterns. It was concluded that this information is of value to teachers and mental health workers who wish to communicate about and effectively program for students with achievement difficulties at the high school level.
Application of Management Principles to Instructional Methods
Authors: Falck Vilma T.
Published: January 2017

This article describes a plan for helping inservice special educational personnel with emphasis on the learner and the learning act rather than on teaching. By adequate management of experiences in a structured learning and training environment, children with language disorders can be helped to assume responsibility for their own learning and move at their own rate through a variety of instructional units specifically developed in the area of auditory processing.
Developing Training Packages
Authors: Tyler James Larry
Published: January 2017

Accountability in education has challenged special educators to examine closer their methods for educating teachers. The concept of self contained packaged inservice and preservice training programs offers an alternative to traditional methods of instruction. Major considerations in package development are discussed, along with implications for education.
Comprehension of Statistical Terms by Special Education Students
Authors: Mclaughlin John A. , Hinojosa Victor , Trlica Jack
Published: January 2017

Since special education students have been expected and often required to read in professional journals, a basic knowledge of statistics would seem to be helpful in effectively reading and evaluating research reports. Therefore, this investigation was designed to ascertain the level of comprehension of statistical terminology in a sample of 122 special education students from The University of Texas at Austin. Results suggested that students may not have the tools necessary to determine the worth of an article. There was indication that the problem might be alleviated through either inservice or preservice study in statistics.
Integrating Deaf Students for Career Education
Authors: Hehir Richard G.
Published: January 2017

This article describes an experimental approach undertaken by New York State whereby deaf students from state supported schools for the deaf were integrated for occupational education on a half day basis in a regional public school agency called the Board of Cooperative Educational Services. The problems faced and the results obtained during 2 years of experience with two different schools for the deaf are reported. The success of the integrated program has been demonstrated with additional schools for the deaf being included subsequently.
Instructions and Behavior Change: A Taxonomy
Authors: Berman Mark L.
Published: January 2017

A brief review is presented of the current heavy emphasis on the management of consequent events (i.e., those occurring after behavior), as opposed to the relative disinterest in antecedent events (i.e., those occurring prior to behavior). A basic taxonomy of instructions which discusses the characteristics of instructions, instructors, and instructees, and factors related to the effects of instructions on instructees is proposed. It is suggested that a field should be developed which is devoted to the investigation of antecedent events and which would be as precise and thorough as research focused on consequent events.
Negotiation and Justification: An Intervention Model
Authors: Wood Frank H.
Published: January 2017

Special educators have been criticized for focusing strong intervention procedures such as isolation or punishment on children who have been labeled deviant or defective. Suggested improvements in procedures are discussed and related to a revision of a typical model for educational intervention. The revised model requires more attention to inter interpersonal factors and the negotiation and justification of intervention procedures and objectives.
Some Observations on Competency Based Instruction
Authors: Altman Reuben , Meyen Edward L.
Published: January 2017

This article summarizes the authors' observations derived over the course of 3 years of research and experimentation with competency based instruction. While the intent of this project has been the development of a prototype graduate level training model to prepare curriculum consultants for exceptional children, the model, processes, and experiences are generalizable to the range of training needs in special education. The primary goals of the project involve (a) the establishment of an empirical basis for the identification of competencies and (b) the design of instructional modules as the principal mode of training. The observations reported here are categorized into four areas of concern: developmental processes, module features, student response, and program concerns.
Sociometric Status of Retarded Children in an Integrative Program
Authors: Iano Richard P. , Ayers Dorothy , Heller Howard B. , McGettigan James F. , Walker Valaida S.
Published: January 2017

This study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. The results indicated that the educable children in this study were no better accepted in regular classes than were educable children in previous studies for whom such supportive resource room services had not been made available. However, considerable overlap in sociometric acceptances and rejections were found between the educable children and other pupils in the regular classes.