bluuebunny/crossref_metadata_2025 huggingface dataset:
Glaucoma: diagnosis and management
Authors: Infeld D A , O'Shea J G
Published: December 2008

Glaucoma is the third most prevalent cause of global blindness, accounting for over 5 million blind. It is common in Western Countries; the estimated prevalence of primary open angle glaucoma rises from a total prevalence of 1.1% to approximately 3% of our population as it ages. Ethnicity affects both the risk of developing glaucoma and the outcome. It is an expensive disease both to detect and to treat. Recent scientific advances include elucidation of the genetic mechanism behind the disease and the study of haemodynamic and biochemical co-factors in the development of glaucomatous optic neuropathy, particularly in relation to the pathogenesis of normal tension glaucoma. Several new types of topical medication have recently been developed for use in glaucoma; both the impact of these therapies and their cost effectiveness remain to be evaluated.

There are widely differing regimes which effectively treat glaucoma; some ophthalmologists prefer early surgical intervention whilst others reserve surgery for relatively advanced disease. All methods of current treatment rely on the reduction of intra-ocular pressure; as yet there is no medication which has been definitively proven to be either neuroprotective or to influence favourably optic nerve perfusion. Despite this, most sufferers of glaucoma are able to lead lives of quality. Increased community awareness of glaucoma, and earlier detection of the condition, will doubtless result in decreased morbidity due to glaucoma.
Current status of transjugular intrahepatic portosystemic shunts
Authors: Patel N H , Chalasani N , Jindal R M
Published: December 2008

The use of the transjugular intrahepatic portosystemic shunt (TIPS) has emerged as an important nonoperative modality for variceal bleeding, intractable ascites, and for selected cases of hepatic venous obstruction. We believe that TIPS should be viewed as a ‘bridge’ to liver transplantation and should be carried out only in experienced centres. The adverse haemodynamic changes on the cardiopulmonary system after TIPS should be borne in mind. Prospective trials to evaluate the role of TIPS versus sclerotherapy in variceal bleeding will be watched with interest. There is, however, an urgent need to improve long-term results of TIPS as stent thrombosis and stenosis occur frequently. We advocate routine surveillance to detect these problems at an early stage.
Subarachnoid haemorrhage: difficulties in diagnosis and treatment
Authors: Johnston S D , Robinson T J
Published: December 2008

Aneurysmal subarachnoid haemorrhage is associated with a uniquely severe headache of acute onset. Classical cases are readily identified as such, although this is not always the case. Four cases who were admitted to a district general hospital within a 3-month period are presented, because they demonstrate a variety of presentations, management options, and outcomes.
A NILPOTENT QUOTIENT ALGORITHM FOR CERTAIN INFINITELY PRESENTED GROUPS AND ITS APPLICATIONS
Authors: BARTHOLDI LAURENT , EICK BETTINA , HARTUNG RENÉ
Published: December 2008

We describe a nilpotent quotient algorithm for a certain class of infinite presentations: the so-called finite L-presentations. We then exhibit finite L-presentations for various examples and report on the application of our nilpotent quotient algorithm to them. As a result, we obtain conjectural descriptions of the lower central series structure of various interesting groups including the Grigorchuk supergroup, the Brunner–Sidki–Vieira group, the Basilica group, certain generalizations of the Fabrykowski–Gupta group, and certain generalizations of the Gupta–Sidki group.
Entropy of a Quantum Error Correction Code
Authors: Kribs David W. , Pasieka Aron , Życzkowski Karol
Published: December 2008

We define and investigate the notion of entropy for quantum error correcting codes. The entropy of a code for a given quantum channel has a number of equivalent realisations, such as through the coefficients associated with the Knill-Laflamme conditions and the entropy exchange computed with respect to any initial state supported on the code. In general the entropy of a code can be viewed as a measure of how close it is to the minimal entropy case, which is given by unitarily correctable codes (including decoherence-free subspaces), or the maximal entropy case, which from dynamical Choi matrix considerations corresponds to non-degenerate codes. We consider several examples, including a detailed analysis of the case of binary unitary channels, and we discuss an extension of the entropy to operator quantum error correcting subsystem codes.
Who Gets What? God or Disciples, Human Spirit or Holy Spirit in John 19:30
Authors: Crump David
Published: December 2008

Interpretations of John 19:30 historically have divided themselves into three categories: (1) Jesus surrenders his spirit in death (traditional view); (2) Jesus gives the Holy Spirit to disciples at the cross (E.C. Hoskyns); and (3) a combination of these two, wherein the explicit description of death also implies the Spirit's future denouement. Here a new interpretation is offered that is more congruent with Johannine theology and vocabulary: Jesus is actually returning the Holy Spirit to his Father in preparation for the sending of the Paraclete as promised in John 7:39.
Weapons of Mass Destruction Transfers in Asia
Authors: Kondapalli Srikanth
Published: December 2008

Weapons of mass destruction are spreading in the Asian region. Five countries in the region have nuclear weapons while some more are in the process of acquiring such capabilities. Several of them either have or are in the process of acquiring capabilities in ballistic missiles, chemical and biological weapons or technologies. Vertical or horizontal transfers to some extent have helped these states to acquire WMD. A number of arms control and disarmament measures and regimes have come up from concerned individuals, social groups and institutions at the national, regional and global levels to address this issue. No major escalation control procedures, specifically in nuclear or missile launches, nor ‘de-targeting’ or ‘non-targeting’ agreements exist between Asian states. As risk factors increase in post September 11 world, different solutions were offered by several countries. While the western countries succeeded in evolving mechanisms between NATO and Warsaw Pact countries on nuclear CBMs, Asia still lacks any pan-regional monitoring agency to reflect on or curb WMD transfers.
Legal and Ethical Considerations for the Use of Timeout in Special Education Settings
Authors: Gast David L. , Nelson C. Michael
Published: December 2008

Timeout from positive reinforcement has become one of the most frequently used strategies by teachers for suppressing disruptive behavior. Accompanying this increase in popularity has been increased public scrutiny and concern for the uses and abuses of timeout interventions. This article examines the parameters of timeout which need to be considered by teachers before implementing such procedures in the classroom. Also included is a review of recent court decisions addressed to timeout interventions. Specific recommendations, based on this legal and research literature, are presented.
Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency
Authors: Reing Alvin B.
Published: December 2008

The study developed and used a self-report graphic Multisensory Imagery Scale (MIS) to analyze imaginal behavior and to test the hypothesis that multisensory imagery is a specific teacher competency associated with effective pedagogy, particularly in special education. The MIS was field-tested, abbreviated, performed on teacher-trainees, examined for test-retest reliability, and compared to performance criteria. Twenty image-evoking phrases of the MIS, cumulatively self-scored for the six sensory areas, yielded consistent imagery responses in agreement with ratings of lesson plans and teaching. The data defended the hypotheses, indicated the scale's limited usefulness as a criterion for evaluating groups of interns and training programs, and implied support for competency-based teacher education if properly validated.
Generalization of Cooperative Behavior Across Classroom Situations
Authors: Reisinger James John
Published: December 2008

Three behavior-disordered preschoolers who had low rates of cooperative behavior served as subjects in a classroom setting. Observations were made throughout phases of Baseline, Intervention I, Reversal, and Intervention II, and within a multiple baseline design. For participation in a low-frequency assembly task, children gained access time to high-frequency activities. Data were also collected during free-play occasions during which contingencies were not manipulated. Results indicated an increase in cooperative behavior and proximity within task-specific (e.g., assembly) situations. There was additional evidence of generalization of such behavior during free-play periods. The outcomes indicate the feasibility of group behavior change by simple systematic contingency rearrangement of existing classroom activities. Results also support generalization of programmed gains to nonprogrammed behavior classes within the same environment.
Punishment: A Review of the Literature With Implications for the Teacher of Mainstreamed Children
Authors: Heron Timothy E.
Published: December 2008

A review of the literature on punishment indicates that the term has many definitions and connotations. Punishment has been defined as the presentation of an aversive stimulus contingent upon a behavior. It has also been defined as the withdrawal of a positive reinforcer, or the removal of the opportunity to gain reinforcement. This article reviews the definitions and connotations of punishment vis-à-vis their application in educational settings. Specific reference to the use of punishment procedures with emotionally disturbed, educable mentally retarded, and normal children will help provide the teacher of a mainstreamed classroom with examples of how punishment procedures have been employed to reduce a number of common problems found in the classroom. Finally, guidelines and implications for the use of punishment contingencies are presented.
Education for Mildly Handicapped Adolescents: Structure and Quality of Published Information From the Past Decade
Authors: Hauser Carl
Published: December 2008

Structural and qualitative features of published information available on educating mildly handicapped adolescents is examined. Professional journal literature from the past 10 years was searched to locate articles reporting on or advocating educational interventions with this population. Articles were categorized according to their orientation, support base, and the handicapping condition(s) addressed. Results indicated that articles addressing different handicapping conditions within the orientations of academics, career/vocational, or both have been differentially distributed in both data and non-data support bases. While the total number of articles has been increasing slightly since 1968, virtually no consistent upward or downward trends appeared when articles were considered in terms of their orientation, handicapping condition, and support base categories. Quality of data-based reports was assessed by examining the research designs on which each was based. It was concluded that data-based reports have most often been based on weak research designs, and that when stronger designs have been used, replication or follow-up studies have not been conducted. Discussion focuses on the disparity between the educational technology currently available for educating mildly handicapped adolescents and the goal of providing them with appropriate education. Recommendations for altering this disparity are presented.
Movement Outcomes as Conceptual Guidelines in the Perceptual—Motor Maze
Authors: Keogh Jack
Published: December 2008

Three types of outcomes are proposed as guidelines for understanding movement in relation to learning problem theories and programs. Movement control (skill) and movement behavior are proposed as direct outcomes. Movement experiences are proposed as an environment or a means for achieving nonmovement or indirect outcomes. Interpretations and applications of skills, behaviors, and experiences are illustrated in relation to clumsiness, hyperactivity, and perceptual-motor problems. Skills and behaviors are presented with some general elements of movement-for-self, movement-with-others, movement effort, and movement-participation confidence to encourage a fresh look at the subject.
Programs for Adolescents With Behavior Disorders: the State of the Art
Authors: Hirshoren Alfred , Heller Ginger G.
Published: December 2008

Services for adolescents with behavior disorders are undergoing a rapid growth as a result of P.L. 94-142. A survey of programs for this population of children was accomplished, with responses obtained from all 50 states and 3 additional service units. Trends and problems in the development of services for these children are discussed.
Effects of Training Auditory Sequential Memory and Attention On Reading'
Authors: Klein Pnina S. , Schwartz Allen A.
Published: December 2008

The study examines (a) the possibility of improving auditory sequential memory (ASM) through training and (b) the relationship between this training and reading ability. Ninety-two second- and third-grade students with ASM and reading deficits served as subjects. They were randomly assigned to 1 of the following 4 groups: a group receiving training in ASM (the ASM group), a group receiving attention training, a Cognitive Enrichment group, and a Standing Control group. Training for ASM resulted in improved ASM, especially for the second graders. Reading accuracy scores of the ASM group following the training period were higher than those of the other groups but not significantly higher than those of the Cognitive Enrichment group. Reading comprehension was not affected differentially by the treatments.
Child Identification or Child Inventory? A Critique of the Federal Design of Child-Identification Systems Implemented Under P.L. 94-142
Authors: Magliocca Larry A. , Stephens Thomas M.
Published: December 2008

The federal Rules and Regulations of P.L. 94-142 for the development and implementation of child-identification systems present severe policy problems for state planners. The constraints imposed by the federal design may be critiqued by examining the Child Count required for child-identification activities and the research literature. The authors identify the Child Count report as the most significant factor hindering the development of comprehensive child-identification systems. In the research literature, three concepts have emerged that provide the outline of a comprehensive system: (A) prevention as a primary purpose, (b) the critical relationship of identification to program intervention, and (c) the use of identification procedures rooted in an instructional framework. The Child Count requirements serve as a constraining influence on state planners, with the resulting procedures resembling child inventories more than comprehensive child-identification systems.
The Primary Mental Health Project: Yesterday, Today, and Tomorrow
Authors: Cowen Emory L.
Published: December 2008

The article presents a panoramic view of the evolution and growth of the Primary Mental Health Project (PMHP), an innovative school-based program for early detection and prevention of school-maladjustment problems. It consists of 3 major sections: (a) a historical account of PMHP, identifying the problems it seeks to address, its rationale, its beginnings, and its growth over the years; (b) a description of how the current PMHP program works and of the program modifications that have been developed to meet practical problems; and (c) a consideration of PMHP's accomplishments and contributions, as well as implications for future steps to promote the well-being and adjustment of young (school) children.
Characteristics Across Exceptional Categories: EMR, LD, and ED
Authors: Gajar Anna H.
Published: December 2008

Characteristics, across categories, of 198 students previously identified as educable mentally retarded, learning disabled, and emotionally disturbed were analyzed in order to validate their relevance in distinguishing among the three groups of children. The characteristics selected for study were grouped into three areas: (a) cognitive (including IQ, reading underachievement, and subtest scatter on the Wechsler Intelligence Scale for Children), (b) affective (rated on statistically interrelated patterns of behavior labeled "conduct disorder," "personality problem," and "immaturity-inadequacy"), and (c) demographic (socioeconomic status). The results of the study showed wide separation on two discriminant functions and revealed the significance of certain measures in classifying exceptional children. IQ, underachievement in reading, test-score scatter, conduct disorder, and the personality-problem measure correctly classified 81.8% of the population. Although the widely used variables correctly classify (for labeling purposes) a large percentage of children, the question of educational relevance remains unanswered.
The Effects of Pictorial and Verbal Instructional Materials On the Operational Performance of Deaf Subjects
Authors: Reynolds Horace N. , Booher Harold R.
Published: December 2008

The present research compared the effectiveness of pictorial and verbal information in printed instructional materials for deaf subjects. Four types of instructional formats were prepared, varying in proportion of pictorial and verbal information: (a) all pictorial; (b) predominantly pictorial, with some ancillary verbal information; (c) all verbal; and (d) predominantly verbal, with some ancillary pictorial information. Each format was given to a separate group of deaf college students. The instructional materials described sequences of operational procedures to be carried out by subjects on a complex control-display apparatus. Performance was measured by task completion time and error rate. Results showed that when both performance variables were considered, the best instructional format was predominantly pictorial, with some ancillary verbal information. The all-pictorial format produced short task completion times but relatively high error rates. The all-verbal and predominantly verbal formats generally yielded low error rates but longer task completion times. Since these results are consistent with related studies conducted with hearing subjects, the research has general implications for the development of instructional materials and job performance aids in education and rehabilitation.
A Hierarchy of Attitudes Toward Exceptionality
Authors: Antonak Richard F.
Published: December 2008

The responses of 122 university students to 24 statements expressing attitudes toward the school integration and community integration of 11 groups of exceptionality and the normal were submitted to an ordering-theoretic data-analysis procedure. The nonlinear hierarchy of contingent relationships among the exceptionalities in each attitude domain were interpreted with reference to previous research and contemporary special education theory and practice. The results illustrate the usefulness of ordering theory, a new measurement model, for building a theory concerning the interrelated network of attitudes toward exceptionalities.
Multiple-Baseline and Multiple-Probe Designs: Practical Alternatives for Special Education Assessment and Evaluation
Authors: Murphy Robert J. , Bryan Anne J.
Published: December 2008

At a time when the emphasis on accountability has never been greater, single-case designs can provide invaluable assistance to those caring for the developmentally disabled. While there are many types of single-case designs that can be used to collect accurate information regarding the quality of services, the present article is restricted to a consideration of multiple-baseline and multiple-probe designs. Although certain assessment and evaluation conditions might make different single-case designs more appropriate, the inherent flexibility of multiple-baseline and multiple-probe designs gives them greater potential for educational and treatment settings. Both designs are described, illustrated, and discussed. Practical and statistical criteria for assessing the significance of changes in behavior are presented.
The Diagnostic/Instructional Link in Individualized Education Programs
Authors: Schenck Susan J.
Published: December 2008

Enactment of P.L. 94-142 has provided a major impetus to the provision of a free and appropriate education to all handicapped children. A major provision in P.L. 94-142 is the requirement that all handicapped children receiving special education be provided with an Individualized Education Program (IEP). The IEP, therefore, is to incorporate special education, which is defined as "specially designed instruction." Literature pertaining to IEP development states that instruction must be linked to assessment. The present investigation sought to determine the extent to which the long-term goals and short-term instructional objectives of the IEP can be documented as being predicated upon the psychoeducational assessment. The IEPs and corresponding psychoeducational assessments of 243 students identified as educable mentally retarded (EMR), emotionally disturbed (ED), and learning disabled (LD) were collected and analyzed. Results revealed that the goals and objectives of the IEP have limited foundation in the psychoeducational assessment. Specific consequences of this situation are discussed in terms of impact upon the education of handicapped students, as well as suggestions for strengthening the diagnostic/instructional link in IEPs.
Early Detection Programs for Preschool Han Dicapped Children : Some Procedural Recommendations
Authors: Kochanek Thomas T.
Published: December 2008

A review of surveillance programs for infants and young handicapped children conducted by physicians is presented. Significant implications for early identification programs for preschool children are: (a) Screening systems should include multiple sources of data upon which decisions are made about children; (b) conceptually, screening should include procedures that assess the ongoing transaction between the child and the care-givers in his/her environment; and (c) surveillance should be conducted serially over time rather than employ a binary outcome procedure.
Can Change in Intelligence Be Measured By Contemporary Techniques?
Authors: Miller Ted L. , Davis Earl E.
Published: December 2008

Studies evaluating the trainability of intelligence have been dependent, in the main, upon a relatively small number of contemporary measurement procedures largely derived from a common base. A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. The most serious concern is seen as revolving about the evidence of test validity. The case is advanced that at least 4 conceptually distinct types of validity should be required of these tests and that in most instances this is now assumed rather than demonstrated. As a result, many of the conclusions drawn from efforts to evaluate change in intelligence may be erroneous; hence, the trainability of intelligence cannot be fully judged from the existing research in which these measures are used.
Can Evolving Techniques Better Measure Cognitive Change?
Authors: Feuerstein Reuven , Miller Ronald , Rand Ya'acov , Jensen Mogens Reimer
Published: December 2008

The Learning Potential Assessment Device (LPAD) is presented as an approach to the production and measurement of cognitive change. The assessment of cognitive change requires a means of conceptualizing the initial and end states as well as the nature of the change. The LPAD model and cognitive map provide this means. Four changes from traditional psychometric approaches are necessary: shift from product to process orientation and modification of test structure, test situation, and interpretation of results. The components of the cognitive map (content, modality, operation, phase, level of complexity, and level of efficiency) provide the conceptual model for production and measurement of cognitive change. The paper presents 3 empirical studies illustrating how the LPAD may be applied in solving practical problems with important educational and social implications.
Massive Intervention and Child Intelligence: The Milwaukee Project in Critical Perspective
Authors: Page Ellis B. , Grandon Gary M.
Published: December 2008

The Milwaukee Project, conducted by R. Heber, H. Garber, and others with small numbers of inner-city preschool children, has been described as raising IQs from the dull-normal to the superior ranges. Despite its fame, however, it has rarely been studied technically or critically. An earlier (1972) writing by Page reached the conclusion that the project was characterized by biased selection of treatment groups, contamination of criterion tests, failure to specify the treatments, and inaccessibility of data to professional analysis. This newer article reviews the current status of these problems and presents information that has become available since 1972. The long-promised final report has not been issued, but what evidence there is suggests a decline of the experimental, massive-intervention children to the level of the untreated controls in those measures, such as school reading, which are not under the control of the project.
Focusing On Benefits: A Policy Beyond Intelligence and Interventions
Authors: Heiny Robert W.
Published: December 2008

An individualized profile of benefits is needed to describe what advantages, profits, and new opportunities are offered by individualized education plans based on concepts of student intelligence. Currently, it is unclear what concepts of intelligence contribute to student benefits and what adjustments are needed to bring equity to benefits received by all participants in special education. A shift of public policy giving priority to student benefits can make it explicit that such benefits are expected from tax-supported education programs addressing intelligence.
A Crisis in Appropriate Education: the Dearth of Data On Programs for Secondary Handicapped Adolescents
Authors: Miller Sidney R.
Published: December 2008

The push by federal, state, and local educational agencies to build appropriate services for secondary handicapped youths is being impeded by a lack of data. A review of the literature suggests that no significant research has been conducted with adolescents with educational handicaps in the areas of achievement motivation, labeling, memory and retrieval, moral development, and cognitive development and integration. Without research into these areas, educators will be faced with the continuing responsibility of building identification, assessement, program, placement, and ancillary services while lacking the necessary information.
Case Studies of Effects of Artificial Food Colors On Hyperactivity
Authors: Spring Carl , Vermeersch Joyce , Blunden Dale , Sterling Harold
Published: December 2008

The double-blind, double-crossover study tested Feingold's hypothesis that synthetic food colors cause hyperactivity in some children. Each of 6 hyperactive boys constituted a single-subject experiment. All subjects were on the Feingold diet eliminating artificial colors and flavors. All mothers claimed the diet had been effective. Subjects were challenged twice, for 3-day periods, with synthetic colors introduced in cookies eaten on challenge days. Identically appearing and tasting cookies containing no synthetics were eaten on control days. Data analyses suggested that 1 of the 6 subjects responded with hyperactive behavior to the challenge cookies. This result, however, was not duplicated in a replication study. Results from other diet challenges were reviewed. The authors conclude that evidence for Feingold's hypothesis is weak.
Notes On Behavior Modification
Authors: Lovitt Thomas C.
Published: December 2008

The author reviews 3 topics featured in his first Behavior Modification column: pupil management, social validation, and nondiscriminatory testing. Two new topics are also discussed: data and decisions, and program evaluation. As for the first, a few studies are reviewed which suggest that pupils' performance is aided when teachers use graphs to make instructional decisions. As for the second topic, a study is summarized to illustrate how direct and daily measurement may be arranged to evaluate and compare instructional programs.
Diagnostic Classification Decisions as a Function of Referral Information
Authors: Ysseldyke James E. , Algozzine Bob
Published: December 2008

Educational decision makers (n = 224) participated in a computer-simulated decision-making experience designed to ascertain the extent to which referral information biased classification decisions. Subjects were randomly assigned to 16 different conditions that varied on the basis of the referred child's sex, socioeconomic status, physical attractiveness, and nature of referral problem. Subjects accessed test data, all of which reported performance in the normal range. Only the nature of the referral problem was found to be influential in the simulated decisions. A referred child was more likely to be diagnosed as emotionally disturbed when the referral statement of the problem was listed as behavioral rather than academic. Subjects ignored standardized test information indicative of average performance, and retained the stereotype created by the referral information. The results are discussed with regard to implications for assessment of children and future research.
Professional Competence and the Assessment of Exceptional Children
Authors: Bennett Randy Elliot
Published: December 2008

The author presents the argument that serious problems exist with regard to the competence of professionals involved in the assessment of exceptional children. The argument is presented through citation of opinions and perceptions related to problems in professional performance, review of research on professionals' test-scoring skill, and discussion of research and documentation related to the placement of children in special education. Recommendations for improving the competence and performance of professionals are also given. These include suggestions for research aimed at identifying specific areas of training need for particular groups of professionals, in-service efforts to address areas of documented training need, and consideration of a performance-based certification system to assure adequate levels of professional competence. Only through such comprehensive evaluation, training, and certification efforts can quality assessment services be provided and maintained.
Classroom Behavior of Mentally Retarded Children Across Different Classroom Settings
Authors: Forness Steven R. , Guthrie Donald , MacMillan Donald L.
Published: December 2008

Little research has been done on direct observation of retarded children in ongoing classroom situations, despite the fact that it can provide data on social or academic characteristics which are often quite different from those obtained by indirect measures such as teacher ratings or psychometrics. In the present study, over 900 children were observed in different classroom settings with regard to verbal interaction, attending, nonattending, and disruptive behavior. These were further broken into 3 conditions in which either peers or teachers were involved or where no observable response to the behavior was noticed. While total on-task behavior distinguished institutionalized children from children in community schools and special classes, it did not differentiate retarded children in community-based classrooms from one another. While some unexpected patterns of behavior emerged in each group, these generally tended to disappear when within-group classroom differences were taken into account. Some developmental trends were also observed. Surprisingly, overall levels of on-task behavior compared favorably with those found in previous observation studies of normal children.
A History of the Handicapped On Stage
Authors: Blacher Jan , Dixon Michael Bigelow
Published: December 2008

An analysis of the treatment of handicapped characters in dramatic literature may contribute to our knowledge of the historical treatment of and attitude toward handicapped persons in society. In this paper dramatic works that incorporate handicapped characters, from the time of the ancient Greeks to modern Broadway productions (approximately 2500 years) are reviewed. Included is a brief discussion of latter-day trends, the effect that the presentation of handicapped characters might have on theatre audiences, and the possible future of handicapped characters on stage.
Perceptions of Disabilities: a Multidimensional Scaling Approach
Authors: Pedhazur Schmelkin Liora
Published: December 2008

Using INDSCAL (Individual Differences Scaling), the author investigated perceptions of disabilities of special education teachers, regular teachers, and nonteachers under conditions of undefined and defined disabilities. The perceptual spaces obtained were all multidimensional in nature, with the differences among them reflecting various degrees of complexity as well as specific types of contrasts used. The differences among the separate perceptual spaces notwithstanding, they share a common core that reflects a tripartite classification of disabilities, namely cognitive impairments, physical impairments, and behavioral-emotional disorders, as well as a generalized contrast between so-called normal and disabilities. Substantive implications of the findings are discussed in relation to current attempts to mainstream the handicapped.
Teacher Decision Making in the Selection of Educational Programming Priorities for Severely Handicapped Children
Authors: Voeltz Luanna M. , Evans Ian M. , Freedland Kenneth , Donellon Sally
Published: December 2008

Special education teachers of severely handicapped children are expected to identify appropriate educational priorities from among multiple programming needs. While such decisions are initially formulated with parents and other professionals at the Individualized Education Program (IEP) meeting, little is known regarding decisions teachers themselves are most likely to make on behalf of handicapped children. Study 1 investigated the relative importance attributed to various reasons for selecting target behaviors by teachers in comparison with ratings of naive subjects and clinical psychology doctoral students. A factor analysis suggested possible decision dimensions reflecting professional education practices. Study 2 presented special education teachers with a simulated but realistic IEP experience in which they were asked to formulate and rank their annual goals and objectives based upon a child's diagnostic and assessment data. The frequency of the child's excess behaviors had significant impact on the nature of identified educational programming priorities, while developmental level did not. Implications for the IEP process and for the quality of school programs for children with multiple behavior problems are emphasized.
An Attributional Investigation of Performance Outcomes for Learning-Disabled and Normal-Achieving Pupils
Authors: Palmer Douglas J. , Drummond Fred , Tollison Patricia , Zinkgraff Steve
Published: December 2008

Learning-disabled (LD) and normal-achieving (NA) pupils' attributions, expectancies, affect, and persistence were assessed. Ability attributions for failure differed for LD and NA pupils. In addition, effort was judged as more important in determining success than failure for both LD and NA pupils. Furthermore, it was found that LD pupils were less persistent and were perceived by teachers to be more learned helpless than NA pupils. Findings are discussed in light of attributional and learned-helplessness literature.
Inclinations of Nonhandicapped Children To Help Their Handicapped Peers
Authors: Kennedy Ann B. , Thurman S. Kenneth
Published: December 2008

Inclinations of nonhandicapped children to help their handicapped peers are examined. Ninety-eight boys and girls in either kindergarten, first, second, or third grade viewed videotapes of pairs of children (Down's syndrome/orthopedically handicapped, orthopedically handicapped/nonhandicapped, nonhandicapped/Down's syndrome) in need of help with completing a puzzle. Subjects were asked which child they would help first and why, and how much help they would give each child. Results indicated that, overall, the orthopedically handicapped children were selected first more often than either the Down's-syndrome or the nonhandicapped children. The reasons given by the younger and older subjects for their choices were different. Implications of prosocial behaviors in an integrated setting are discussed.
Ethical Issues in Parent Training Programs
Authors: Sapon-Shevin Mara
Published: December 2008

There has been a steady increase in the design and implementation of training programs that teach behavior-modification techniques to parents. This paper addresses the broad issue of ethical problems in behavior modification and specific problems in the area of parent training programs. The author has examined both parent training programs conducted by professionals and implemented by parents, and books on behavior modification written for parents to implement with their children. Four areas of concern are discussed. First, what constitutes an appropriate target for intervention and are there potential conflicts between parents' and children's rights? Many of the programs analyzed offered parents little guidance in selecting significant goals, and most selected goals focused on eliminating undesirable behaviors. Second, problems related to the nature of intervention are discussed — problems associated with both positive contingencies (how are reinforcers chosen and evaluated?) and with the sanctioned use of punishment. The third issue is that of conflicts between experimentation and therapeutic intervention. Conflicts between parents and researchers concerning the use of techniques (such as reversals, returning to baseline, and the triggering of undesirable behaviors) are analyzed in terms of ethical and methodological ramifications. A final issue concerns the level of training provided to parents who are instructed to design and implement behavior-modification programs with their children. How such training is given and evaluated is raised as an ethical concern. The paper concludes with a plea for consideration of ethical issues and places this discussion within a broader context of professional training.
Smpy's First Decade: Ten Years of Posing Problems and Solving Them
Authors: Stanley Julian C. , Benbow Camilla P.
Published: December 2008

The Study of Mathematically Precocious Youth (SMPY) began in 1971 with the purpose of devising ways of identifying and facilitating the education of such students. The solutions and their longitudinal evaluation are described. Use of the Scholastic Aptitude Test (SAT) was shown to be an effective way of identifying students in the 7th grade who would achieve academically at a superior level in high school. Moreover, acceleration was deemed an effective alternative for educating gifted children. Curricular flexibility rather than special programs for the gifted has proved the most effective way to facilitate the education of precocious students. For the mathematically precocious, SMPY devised fast-paced mathematics classes. These were shown to have long-term effects. SMPY has also discovered large sex differences in mathematical reasoning ability and in mathematics and science achievements in high school.
Intratest and Intertest Reliability and Stability of the Wisc, Wisc-R, and Wais Full Scale Iqs in a Mentally Retarded Population
Authors: Spitz Herman H.
Published: December 2008

The reliability and stability of the Full Scale IQ scores of retarded adolescents and young adults on 3 Wechsler Scales were measured. For mean retest intervals ranging from about 1.75 to 3.5 years, intratest reliability and constancy were reasonably good, although a significant rise in mean IQ was found for the WISC-R retest. Intertest reliability was also inadequate, but intertest constancy was not. The mean WISC-R IQ was significantly lower than the mean WISC IQ, and both were dramatically lower than the mean WAIS IQ. Comparisons are made with previous findings and implications of these results are discussed.
Computerized Vs. Conventional Remedial Instruction for Learning-Disabled Pupils
Authors: McDermott Paul A. , Watkins Marley W
Published: December 2008

Recent advances in microelectronics and computer software have rekindled enthusiasm for applications of computer-assisted instruction (CAI). The more salient features of CAI are highly compatible with the major instructional and curricular principles recommended for learning-disabled children. To assess the relative effectiveness of computerized over conventional remedial methods with handicapped learners, 205 learning-disabled first- through sixth-grade children were assigned to either a mathematics CAI or spelling CAI treatment group or to a conventional-instruction control group. After 1 school year, posttest achievement indices were gathered through individually administered and group-administered standardized tests. Posttest performance was covaried for initial group differences in pretest achievement, IQ, and time in remedial instruction. Separate repeated-measures analyses for individually assessed and group-assessed achievement indicated that gains for the 3 groups were essentially equivalent. It was found that certain popular achievement measures may be insensitive to achievement gains in the learning disabled.
Extended School Year for the Handicapped: Legal Requirements, Educational Efficacy, and Administrative Issues
Authors: Kabler Michael L. , Stephens Thomas M. , Rinaldi Robert T.
Published: December 2008

Recent litigation in Pennsylvania has established that handicapped children cannot be arbitrarily denied free public education beyond the normal 180-day school year. This decision is contrasted with present policies and practices governing extended-school-year services. Pertinent literature regarding the efficacy of summer school programming for handicapped and nonhandicapped children is reviewed. Implications of the judicial decisions and literature are discussed, and recommendations for immediate implementation by school district personnel are presented.
Disturbing Behaviors in the Classroom: a Survey of Teacher Attitudes
Authors: Coleman Margaret C. , Gilliam James E.
Published: December 2008

A number of studies have established that behavior is a potent determinant of teacher expectations. Clarification of specific behaviors that influence teacher attitudes becomes increasingly important as special educators attempt to reintegrate emotionally disturbed students into regular classrooms. The current study is a survey of regular classroom teachers' attitudes toward 7 clusters of behavior based on the federal definition of emotional disturbance and typically exhibited by students in the classroom. Subjects, 139 first-through sixth-grade teachers, were asked to read a vignette of a hypothetical emotionally disturbed student and then respond to an attitudinal survey, an adaptation of the Learning Handicapped Integration Inventory (Watson & Hewett, 1976). Results indicated that behaviors were differentially disturbing: Teachers responded most negatively toward students characterized as aggressive and least negatively toward students characterized as avoiding their peers. A secondary finding was that regardless of the behavioral vignette they read, teachers responded with more concern for the mainstreamed student, less concern for the other students, and the least concern for themselves. The discussion relates current findings to literature on aggressive classroom behavior. Future research on the factor structure of disturbed behavior is recommended.
Critique of the Developmental Position in Mental-Retardation Research
Authors: Spitz Herman H.
Published: December 2008

In mental-retardation research the developmental approach states that when retarded groups at a particular developmental level—as determined by mental age (MA)—perform more poorly on experimental tasks than do nonretarded groups who are at the same developmental level, the poorer performance of the retarded groups is due to the baleful influence of motivational and related noncognitive processes. A critical review of the ample literature raises questions about the statements by developmentalists that there is a substantial body of valid evidence to support their claims.
Research On Developmentally Delayed Children in the Soviet Union
Authors: Holowinsky Ivan Z.
Published: December 2008

The concept of developmentally delayed children was introduced in the Soviet defectological literature in 1966 with the publication of M. Pevzner's book entitled Children with Developmental Deviations. This column reviews recent studies that compare the clinical characteristics of developmentally delayed, mentally retarded, and average children. A number of Soviet defectologists have studied attention, memory, and intellectual functioning of developmentally delayed children, as well as educational potential and performance. Verbal facility of developmentally delayed children has been reported by numerous investigators as being inferior to that of average children. The Soviet defectological literature indicates that students called developmentally delayed are in many respects similar to those called learning disabled in the United States.
Test-Response Variations Between Hearing-Impaired and Hearing Students
Authors: Allen Thomas E.
Published: December 2008

A sample of 508 hearing-impaired students were administered a language-arts achievement test containing 25 items drawn from a computerized item bank developed with hearing students. A Rasch analysis was performed to determine if the item responses of the hearing-impaired students were comparable to those of the hearing students. Also, an analysis was undertaken to determine whether selected demographic and deafness-related characteristics could account for differencs in item-response patterns between hearing-impaired students and hearing students with similar raw scores. Results showed that the items did not form an adequate Rasch-based test. Furthermore, the difficulty order of the items differed in the hearing and hearing-impaired calibrations. The analysis of item-response patterns revealed no differences between subgroups of the sample. The article discusses the comparability of test scores and the use of test-score information by educators of the hearing impaired.
The Interpretation of Social Interactions By Mildly Handicapped and Nondisabled Children
Authors: Maheady Larry , Maitland George , Sainato Diane
Published: December 2008

Clinical observations of mildly handicapped children—learning disabled (LD), socially/emotionally disturbed (SED), and educable mentally retarded (EMR)—often indicate deficiencies in accurately perceiving and interpreting certain aspects of nonverbal communication. The present investigation was undertaken to empirically evaluate these observations. The Social Interpretation Task (SIT) was presented to groups of 24 LD, SED, EMR, and nondisabled (ND) males at two age levels (younger CA 7-0 to 11-11 years of age; older CA 13-0 to 17-11). Teacher behavior ratings were also computed on each subject. Two two-way analyses of variance performed on the accuracy scores on the SIT and on total behavior ratings indicated a significant difference for group membership on the SIT, and significant differences for group membership, age level, as well as interaction between the two independent variables on behavior ratings. Correlational analysis revealed no significant relationship between performance on the SIT and behavior rating scores. The results do not support many of the clinical observations made by leading professionals in special education. Implications of these findings and directions for future research are discussed.