bluuebunny/crossref_metadata_2025 huggingface dataset:
The Juvenile Corrections Interagency Transition Model
Authors: Webb Sharon , Maddox Mary E.
Published: December 2008

Moving students from juvenile corrections institutions back to local public school programs seriously disrupts students' educational programs. Frequently, the schools and other public agencies have not been adequately prepared to place students in their program. The Juvenile Corrections Interagency Transition project developed, field-tested, and evaluated 56 strategies to help local schools and the Division of Juvenile Rehabilitation in Washington State coordinate planning as juveniles move from one school program to another. The model contains step-by-step procedures to address problems in four areas: interagency awareness, transfer of school records, preplacement planning before a juvenile leaves an institution, and placement maintenance and communication when a juvenile is released from an institution. Systematic planning for transition of juveniles resulted in more efficient transfer of records and increased awareness and cooperation among service providers.
Special Education Students as Tutors: A Review and Analysis
Authors: Osguthorpe Russell T. , Scruggs Thomas E.
Published: December 2008

Although accounts of cross-age and peer tutoring date back to the first century A.D., only recently have special educators begun to investigate its effects with handicapped students. The purpose of the present article is to synthesize the results of these investigations, emphasizing the effects of tutoring on the academic and personal/social skills of both tutors and tutees. In general, research has shown that handicapped and remedial students can be trained to tutor both peers and younger students in a variety of content areas. Results further show that academic and personal/social benefits come to special education students, as well as to those they tutor, although the data regarding academic achievement is more convincing than the data regarding changes in general self-esteem. Following the summary of results of tutoring implications for instruction are discussed, and suggestions are given for improving the quality of future tutoring research.
Comprehension Breakdown with inductively Organized Text
Authors: Gold Joyce , Fleisher Lisa S.
Published: December 2008

Comprehension differences between inductively and deductively organized text were investigated. Main idea recall of average fourth-grade readers and disabled sixth-grade readers was contrasted on both inductively organized and deductively organized paragraphs. Half of each ability group was tested with a retell and half with a multiple-choice measure. The results indicate that inductively organized text presented problems for almost all the children tested. The error patterns or. the retell measure suggest that the average readers were approaching the text in a more systematic manner. These ability group differences were not indicated on the multiple-choice measure. Results are discussed in regard to the effect of organizational structure and type of comprehension measure on comprehension performance.
Corrective Reading Program
Authors: Polloway Edward A. , Epstein Michael H. , Polloway Carolyn H. , Patton James R. , Ball Donald W.
Published: December 2008

The Corrective Reading Program (CRP) was used with a group of learning disabled (LD) and educable mentally retarded (EMR) adolescents with data collected on the achievement of these students in the domains of reading recognition and comprehension. When compared to reading progress made in prior years, both groups showed significantly greater improvement. LD students experienced larger achievement gains than EMR students in both recognition and comprehension with differences in the former domain being statistically significant. Implications are discussed with regard to the two issues of possible benefits of a remedial orientation in curricula for adolescent students and of the validity of cross-categorical programming, respectively.
Focus on Appraisal
Authors: Brown Linda , Bryant Brian R.
Published: December 2008

Dr. Hessler's article was submitted as a letter to the editor in response to Cecil Reynolds' recent article, “Measuring the Aptitude-Achievement Discrepancy in Learning Disability Diagnosis” (RASE 6:5, pp. 37–48). Specifically, Dr. Hessler is concerned with which of the many available intelligence quotients is the appropriate IQ to use in severe discrepancy calculations. Although he believes that the choice of IQ should be made on a case-by-case basis, he asserts that in the vast majority of cases the chosen IQ should be the one with the strongest demonstrated correlation to achievement, that is, the score that is the best predictor of achievement. Our comments will follow Dr. Hessler's response.
Effects of Proficiency Rates on Later Performance of a Recall and Writing Behavior
Authors: Ivarie Judith J.
Published: December 2008

The purpose of this study was to determine the effects of two proficiency rates on the retention of materials using the Precision Teaching Method. Data were obtained during 3 days of treatment and over four monthly posttests using 120 fourth-grade subjects who were categorized by prior achievement as above average, average, and below average. Both treatments were conducted by teachers in classroom settings. Analyses included ANCOVA, t-test of retention ratio means, and t-test of percentage of correct response means. While the results were mixed, a significant interaction effect indicated that subjects in the average and below-average categories performed significantly better after 3 months when the higher proficiency rate was required. Subjects in the below-average category were found to perform with significantly greater accuracy in the higher proficiency rate treatment.
Tracing Developmental Recovery From Early Brain Injury
Authors: Bagnato Stephen J. , Neisworth John T.
Published: December 2008

The incidence of acquired infant brain injury is increasing, creating new challenges for assessment and treatment. Unfortunately, little information exists to guide professionals in their efforts to evaluate and speed the recovery of brain-injured youngsters. Our study is a preliminary investigation intended to describe the patterns or trends in the developmental and behavioral recovery of brain-injured infants and preschoolers over a 3-month multidisciplinary rehabilitation program. A multisource, multidimensional assessment battery was employed to track progress during treatment of 12 infants and preschoolers. Progress is reported in terms of developmental quotients, neurodevelopmental and neurobehavioral skills, and rhythmic behavior patterns. Discussion focuses on the utility of selected assessment devices for tracking recovery in order to guide and evaluate treatment.
Supported Employment
Authors: Rhodes Larry E.
Published: December 2008

For many years, it has generally been recognized that persons having severe developmental disabilities could learn vocational tasks and perform these tasks productively in work settings. Techniques for developing vocational skills and related work behaviors are now widely available, yet most adults having severe disabilities remain without employment. Recent federal activities, including the passage of the Developmental Disabilities Act of 1984, have focused attention upon creating employment options for persons regardless of their level of disability. This article examines the emerging features of “supported employment,” a framework for employing persons normally served in segregated day activity and work activity centers.
Training and Staff Development Issues in Developmental Disabilities
Authors: Karan Orv C. , Knight Catherine Berger
Published: December 2008

Many new community options have been created for individuals who only a few short years ago would have been considered too handicapped for such settings. Yet, each new opportunity also presents new challenges for service providers, many of whom have not been adequately trained to effectively meet these challenges. This article discusses some of the new roles for service providers in the future, including professionals, parents, and paraprofessionals; examines some issues pertinent to their training; and offers recommendations for correcting weaknesses in our current training and service systems.
Habilitative Functions and Effects of Residential Services
Authors: Lakin K. Charlie , Hill Bradley K. , Bruininks Robert H.
Published: December 2008

Residential services are a major aspect of the habilitative experiences and training provided to persons with developmental disabilities. Data on the contemporary status and recent evolution of residential services for persons with developmental disabilities are presented along with identification of major concepts guiding changes in residential services. The manner in which these concepts relate to factors associated with treatment effectiveness are reviewed. The paper concludes with an examination of the available literature relating residential facility size and location to habilitation outcomes.
A Response to
Authors: Carnine Douglas
Published: December 2008

The major point of this article is captured by Gadmaner, in one of his frequent exchanges with Habermas: “… all social and political manifestations of will are dependent on building up common convictions through rhetoric. This implies—and I think that this belongs to the concept of reason—that one must always reckon with the possibility that opposing convictions, whether in the individual or the social sphere, could be right” (p. 206, translated by McCarthy, 1978).
Rebuttal
Authors: Iano Richard P.
Published: December 2008

Each of the three replies demonstrates a continuing vitality of the positivist ideology critically opposed in the original essay (Iano, 1986). Forness and Kavale propose a strategy of research and theory development that belongs to the natural science-technical tradition. Lloyd's claim, that he has found logical fallacies undermining the major theses of the essay, seems to be based on misinterpretations of the arguments and also on the mistaken belief that prescriptions of textbook logic can be used to resolve ideological debates. Neither Lloyd nor Carnine is successful in their attempts to show there is no basis for my claim that the natural science-technical program of research has failed to achieve its stated aims.
Some Comments Concerning “The Quantitative Synthesis of Single-Subject Research”
Authors: White Owen R.
Published: December 2008

An evaluation of the Percentage of Nonoverlapping Data (PND) approach for quantifying outcomes of single-subject research reveals that it is potentially too sensitive to atypical baseline data, not powerful enough to discriminate important treatment differences, and adversely affected by even subtle trends in the data. Suggestions for correcting some of the problems are provided, but the overall recommendation is for additional empirical studies before admitting any such metric into accepted practice.
Reply to Owen White
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Casto Glendon
Published: December 2008

The response of Owen White generally supports the notion of computing objective study outcomes for the purpose of reviewing single-subject research. He suggests, however, that our model is not sensitive to trends and proposes a model for computing percentage of nonoverlapping data based upon consideration of baseline trends. We respond that although such a procedure has theoretical merit, it has little practical utility due to the limited number of observations typically found in single-subject baselines; furthermore, when reliable and substantial baseline trends are found, interpretability of study outcomes is seriously limited.
State Departments of Education Policies on Consultation in Special Education: The State of the States
Authors: West J. Frederick , Brown Pamela A.
Published: December 2008

Recent data indicate that more than two-thirds of our nation's handicapped students are receiving the majority of their education in regular classes. This investigation examined state departments of education policies on consultation in five special education program and personnel areas: (a) special education service delivery models, (b) consultation roles/responsibilities of the special educator, (c) consultation competencies of the special educator, (d) certification involving consultation, and (e) job titles including consultation. Results revealed a significant need for improved policies and leadership by state departments of education to assist local education agencies in developing and/or improving teacher consultation programs to provide educational support services to handicapped students in mainstreamed classes. Specific suggestions are made and resources identified to assist state and local education agency officials in responding to this critical need in a timely manner.
Social Skills for Behaviorally Disordered Children as Preparation for Mainstreaming: Theory, Practice, and New Directions
Authors: Hollinger J. Daniel
Published: December 2008

Behaviorally disordered children experience social rejection in mainstreamed settings, and this conflicts with the goals of mainstreaming. A conceptual framework of social competence is presented, within which specific social skills are identified. The literature on social skills training is reviewed. Although social skills training holds promise for improving social competence, it fails to address the social perception biases of peers. It is argued that social perception biases help sustain negative peer relationships. Thus, addressing social perception biases in group social skills training interventions should improve the effectiveness of social skills training interventions, and the mainstreamed experiences of behaviorally disordered children should be more successful.
A Critical Thinking Map to Improve Content Area Comprehension of Poor Readers
Authors: Idol Lorna
Published: December 2008

A mapping strategy for thinking critically about expository text was used with six high school students who had difficulties in reading comprehension: Four were sophomores in a remedial reading program, and two were juniors in a special education program for the mildly retarded. Subjects read passages from an unfamiliar textbook on U.S. government history. The format was model- lead-test; that is, the teacher first modeled the strategy, then led the student in completing the map, and finally allowed the student to complete the map independently. The components of the critical thinking map were main idea of the passage, major points that support the main idea, other viewpoints, reader's conclusion, and relevance to a contemporary situation. All subjects improved substantially in daily comprehension of lessons. Remedial reading students showed maintained improvement over time. All subjects improved comprehension of passages from a different social studies text indicating ability to generalize to similar content. Four students also showed generalization of improved performance to reading in a different content area. All subjects improved in a standardized test of reading vocabulary and five of the six improved on a test of reading comprehension. All but one subject demonstrated improved generalization to nonverbal thinking tasks and all improved for verbal thinking.
Effects of Examiner Familiarity on LD and MR Students' Language Performance
Authors: Fuchs Douglas , Fuchs Lynn S. , Power Maryann H.
Published: December 2008

Priar research demonstrates that examiner unfamiliarity negatively affects the test performance of language handicapped students. The present investigation sought to determine whether examiner unfamiliarity also depresses the performance of learning disabled (LD) and mentally retarded (MR) Pupils. Subjects (LD = 8, MR = 8) were tested twice during a period of 3 weeks, once by a familiar examiner and once by an unfamiliar examiner, within a cross-over design. A significant interaction was obtained for examiner familiarity and handicapping condition. Follow-up tests indicated that whereas LD subjects scored higher when tested in the familiar examiner condition, MR subjects scored similarly in the two examiner conditions. Implications for the assessment of handicapped children are discussed.
History, Politics, and the General Education Initiative: Sleeter's Reinterpretation of Learning Disabilities as a Case Study
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

A general education initiative has recently been suggested as a solution for problems related to special education eligibility and management of mildly handicapped students. This approach treats mildly handicapped students as failures of regular education to be dealt with by more effective instructional procedures delivered through regular education. The general education initiative, however, ignores the essential nature of mildly handicapping conditions, which is well illustrated in Sleeter's (1986) reinterpretation of the history of learning disabilities. Sleeter suggested that beginning in the late 1950s, school reform increased school failure, and that the category of learning disabilities was created to explain the failure of white middle class children. It is argued here that this interpretation is fallacious and that the category of learning disability is best viewed as the culmination of a long series of events resulting in service arrangements for particular children. It is also argued that Sleeter's suggestion that the learning disability category was established to discriminate against minorities is incorrect since the presumed ethnic imbalance of early classes for learning disabled students is of little consequence and the concurrently developing compensatory education programs represented a substantial investment in the school prablems of minority children. It is concluded that the fundamental problems of the field of learning disabilities and, by extension, other mildly handicapping conditions, are the consequence of their politicization and not of political pressures for their establishment.
Categorical Special Education Teacher Certification: Does it Affect Instruction of Mildly Handicapped Pupils?
Authors: O'Sullivan Patrick J. , Marston Douglas , Magnusson Deanne
Published: December 2008

Assumptions of a categorical model of special education service delivery were evaluated. The behavior of special educators holding differing teacher licensure, and the behavior of elementary pupils labeled learning disabled (LD) and educable mentally retarded (EMR) were observed during resource room instruction in reading. In contrast to assumptions of a categorical model, results indicated that no differences existed in the instructional behavior of special educators holding differing teacher licensure. In addition, the classroom behavior of LD and EMR pupils did not differ, nor did pupil behavior differ as a function of teacher licensure. Results were discussed in light of accumulating evidence of problems with the categorical model, and the need for experimentation with alternative models of service delivery.
The Effect of Different Metrics on Interpretations of Change in Program Evaluation
Authors: Tindal Gerald , Shinn Mark , Germann Gary
Published: December 2008

Evaluation of special education effectiveness has stirred considerable controversy about the quality of services delivered to mildly handicapped students. However, the reliability of these evaluations has been questioned due to numerous methodological problems. Foremost among the concerns is the choice of metric to represent academic growth. The present study examines the hypothesis that different evaluative interpretations may be a function of the manner in which data are summarized and reported. Using a norm-referenced evaluation design, multiple metrics of reading and spelling achievement were obtained from mildly handicapped students in grades 1 through 6. Four metrics were compared, including raw score (level of correct performance), grade-equivalent score, z-score, and discrepancy index. Different interpretations may be warranted according to the metric employed. Criteria for selecting metrics for evaluating programs are considered with respect to statistical adequacy and the objective of special education programs.
A Citation Analysis of Doctoral-Granting Programs in Special Education and Relationships Among Measures of Program Quality
Authors: Sindelar Paul T. , Schloss Patrick J.
Published: December 2008

Citation analysis involves compiling the citations of the work of university faculties. It yields an objective and replicable estimate of scholarly productivity and a reliable measure of program reputation. In this study, a citation analysis was conducted for faculties at 81 doctoral-granting special education programs. Citations per faculty over 2 years averaged 7.23; the mode was 0. Rankings of programs based upon citations were closely related to rankings from a reputational survey and a publication count. Subsequently, an analysis was conducted using 37 programs ranked in the top 20 on at least one measure of program quality. Only nominations on a reputation survey proved to be closely related to citations. Stepwise multiple regression indicated that 68% of the variance in nominations could be explained by a combination of three measures. The high predictability of nominations suggests that they are less subjective than previously argued.
Direct Instruction Research
Authors: Gersten Russell , Carnine Douglas , Woodward John
Published: December 2008

Current research on direct instruction is reviewed with a particular emphasis on two strands—studies of instructional design and technology and research on effective staff development. The latter research suggests that three components are essential to the position of instructional supervisor or resource consultant, including a working knowledge of the research on effective teaching and the ability to effectively coach teachers in the classroom setting. Extensive training is required for individuals to become competent in these components. The technology research indicates that the same instructional variables that enhance learner performance with traditional written materials appear to enhance learning with computer-assisted instruction and interactive videodisc instruction. Several examples of technology applications are presented. The article concludes with a discussion of future directions in direct instruction research.
Johnny Can't Read
Authors: Idol Lorna
Published: December 2008

This paper describes an empirically based model depicting how three classes of variables are thought to influence reading. The classes include text-related, teacher-related, and student-related variables. The model is based on an interactive theory of the process of reading, meaning that efficient readers use both top-down (conceptually derived) and bottom-up (phonemically derived) mental processing when engaged in contextual reading. For each of the three variable classes (teacher, text, and student), an empirical base is built, demonstrating the importance of each to the interactive reading act. Discussion of the differential ease with which each of the three classes of variables may be controlled is included, with implications drawn for teaching poor readers.
A Metacognitive Approach to Phonics
Authors: Gaskins Irene W. , Downer Marjorie A. , Anderson Richard C. , Cunningham Patricia M. , Gaskins Robert W. , Schommer Marlene
Published: December 2008

For poor readers, one roadblock to the construction of meaning from text may be the inability to decode words quickly and accurately. In most cases more phonics instruction, similar to what has not worked in the past, does not improve this situation. Based on an analysis of the research literature in decoding and linguistics and a 4-year cycle of program development, a new program was created for teaching decoding to poor readers of average or above intelligence in grades 1 through 8. The program guides students to become aware of patterns and consistencies in our language and to apply a decoding process of using what they have learned about words to decode words they do not know. It is a teacher directed, supplemental program to be taught to a whole class for approximately 15 to 20 minutes a day and is intended to be used in conjunction with a basal reader or trade book program. The program features a multisensory approach, strong emphasis on vocabulary and language development, and a direct teaching model. Goals of the program include teaching students to use known words to decode unknown words, to discriminate structural components of words, to see how our language is organized, to be flexible in pronouncing words, and to demonstrate automaticity in decoding---all as foundation blocks for the meaning-making process. Preliminary evidence suggests that the program has been successful in improving students' decoding skills.
Multimeaning Words and Reading Comprehension
Authors: Paul Peter V. , O'Rourke Joseph P.
Published: December 2008

This article discusses the relationship between knowledge of multimeaning (polysemic) words and reading comprehension. Many poor readers, including those students in special education programs, may not be aware of the various meanings of many multimeaning words. This paucity of semantic knowledge reflects an inadequate development of the students' prior knowledge and may contribute directly to reading comprehension problems. It is argued that teachers should be more aware of the prevalence of polysemic words in reading materials. Teachers may also need to provide imaginative, direct vocabulary instruction. The authors include examples of teaching techniques most likely to be effective in broadening and deepening students' knowledge of word meanings--- a prime factor in reading comprehension.
Intrinsic Motivation and Learning Performance
Authors: Switzky Harvey N. , Schultz Geoffrey F.
Published: December 2008

The implications of current theories of intrinsic motivation for educational practices for learners with mild handicaps are reviewed. Conceptions of intrinsic motivation are presented and methods of identifying individual differences in motivational orientation are identified. The interaction of classroom demand environments, the effects of teacher reward and punishment, and individual differences in intrinsic motivation in learners with mild handicaps is discussed in relation to behavioral effectiveness and to academic performance.
Managing Resistance to Instructional Modifications in Mainstreamed Environments
Authors: Margolis Howard , McGettigan James
Published: December 2008

A major thrust in education is to help handicapped and nonhandicapped students experiencing mild academic and/or behavioral difficulties succeed in the classroom. To effectively accomplish these goals often requires classroom teachers to make instructional modifications. Unfortunately, teachers sometimes resist making changes when students continue to experience difficulty. This article discusses salient reasons for resistance to instructional modifications and provides strategies that consultative staff (e.g., child study teams) can use to prevent or reduce resistance. Frequent reference is made to expectancy theory, which provides a diagnostic framework for understanding resistance and securing cooperation.
Adult Literacy
Authors: Kitz William R.
Published: December 2008

Adult illiteracy is a serious national problem that affects a minimum of 23 million Americans. Unfortunately, adult educators who face the important challenge of obviating this problem seem divided as to which methods for teaching reading to adult learners are most effective. This article provides a brief review of the literature regarding the current practices for teaching reading to adults and children. The author suggests that much of the methodology that has proven effective with school-aged poor readers, such as the teaching of phonics in a direct instruction manner, may be quite appropriate for use at the adult level.
Cognitive Components of Learning Problems in Arithmetic
Authors: Kirb John R. , Becker Louise D.
Published: December 2008

Three cognitive factors have been suggested as responsible for children's learning problems in simple arithmetic: (a) the encoding of numbers, (b) the efficiency of operation execution, and (c) strategies for carrying out the operations. The study reported here compares these cognitive components across three groups of Grade 5 children: a group having problems in arithmetic, a group having problems in reading, and a control group. The method of subtraction is applied to response times in various arithmetic tasks to yield measures of the cognitive components of single digit addition and subtraction. Results indicate that children with arithmetic learning problems are characterized by very slow operation execution; there is less support for inefficient number encoding, and none for inappropriate strategies. The implications for the design of remedial instruction and for further studies of learning problems are discussed.
Time Delay
Authors: Stevens Kay B. , Schuster John W.
Published: December 2008

Students labeled mildly handicapped often fail to memorize and retain information such as math facts, sight words, and spellings when taught by traditional instructional procedures. Time delay, a nearly errorless instructional procedure, has been effective in teaching these behaviors to a variety of students. This article reviews the time delay procedure and its application with mildly handicapped students. The procedure is outlined and data collection techniques are specified. Considerations for using time delay with learning disabled students are also discussed.
The Other Side of Placement Decisions
Authors: Bender William N.
Published: December 2008

This article explores the recommendation for assessment of mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students. First, a six-point rationale for such assessment is presented. Next, three types of indicators for learning environment assessments are described, including indication of substantive modifications, more typical modifications, and curriculum anomalies in the local setting. Recommendations concerning who should conduct the assessment are presented, followed by suggestions for needed research in this area.
Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction
Authors: Conway Robert N.F. , Gow Lyn
Published: December 2008

Mainstreaming of mildly handicapped students from special to general classes is a controversial and contemporary issue. Despite a number of important difficulties, mainstream classes are considered to be the most appropriate placement for mildly handicapped students. The value of group instruction as a method of achieving effective mainstreaming is discussed in relation to its potential for developing social skills, providing a framework for instruction, and ensuring a link between the special and general class. Within the framework for instruction, three specific group instruction techniques are examined: cooperative learning, peer tutoring, and reciprocal teaching. It is argued that mainstreaming skill training should commence in the special class, and culminate in those skills being applied and supported in a general classroom learning environment. Group teaching strategies may serve as an effective, transportable framework in which to achieve effective mainstreaming.
The Characteristics of Prominent Articles with “Special Education” in the Title
Authors: Swanson H. Lee , Plank Debbie , Still JoAnn
Published: December 2008

The purpose of this article is to identify and characterize prominent journal publications in the field of special education ffrom 1966 to 1986. Based on a specific set of criteria, 36 frequently cited articles were identified. These articles were compared with 25 randomly selected articles on a number of characteristics (e.g., funding source, research design, statistical method). The majority of frequently cited articles were non-data-based, published in area-specific journals, and single authored by males. Non-data-based prominent articles were more likely to make recommendation for policy or practice, present a hypothesis, and state the findings of previous research (although methodology was infrequently analyzed) when compared to randomly selected articles. For data-based articles, both frequently cited and randomly selected articles were characterized as being nonfunded, basic in statistical sophistication, with minimal information on the validity and reliability of measurement instruments. Implications related to the characteristics and quality of articles that influence special education literature are discussed.
Gaining Perspective with the Educational Consultation Research Base
Authors: Heron Timothy E. , Kimball Walter H.
Published: December 2008

The purpose of this article is to examine the efficacy of educational consultation across three categories of studies: field-based survey research, outcome studies, and process investigations. Also, an attempt is made to broaden the focus of research studies by suggesting that a full range of ecological factors be included in the analysis. The paper concludes with several specific recommendations to guide future investigations.
A Rationale and Guidelines for Establishing Special Education Consultation Programs
Authors: Idol Lorna
Published: December 2008

This paper provides a comprehensive definition of consultation for use by school personnel and teacher educators in establishing consultation programs. A rationale is presented listing 12 major benefits for use of such programs. Seven guidelines are identified for use when establishing teacher consultation programs. These guidelines are based on experiences establishing such programs and from preparing teachers to serve as special education consultants. This paper is an adaptation and extension of an earlier set of recommendations for establishing special education consultation programs provided to all state departments of education in the United States and approved by the National Task Force on School Consultation, sponsored by the Teacher Education Division of the Council for Exceptional Children (Idol, 1986).
An Analysis of Long-Term Instructional Plans in Reading for Elementary Resource Room Students
Authors: Wesson Caren L. , Deno Stanley L.
Published: December 2008

Long-term instructional plans for one academic year for 62 elementary resource room students were examined to determine the type of reading instruction planned with respect to the number and type of activities per day, duration of the activities, and changes made in the plan. Also of interest were the motivational strategies, teaching arrangements, and degree of overlap of plans written by the same teacher for two or more students. The plans written by 22 teachers indicated that students spend about half of their resource room time in a one-to-one situation reading aloud to the teacher and about one-third of the time working independently. There is little instruction unique for individual students. Implications for teacher training and directions for future research are included.
State Recommended Student-Teacher Ratios for Mildly Handicapped Children
Authors: Thurlow Martha L. , Ysseldyke James E. , Wotruba Joseph W.
Published: December 2008

Mildly handicapped students are provided special education services partly because of a presumed need for intensive instruction in a setting in which there is a relatively small student-teacher ratio. Yet, little is known about current policy on student-teacher ratios. Fifty state education agencies were asked for state guidelines on student-teacher ratios; 39 states provided guidelines that could be reviewed. Extreme variation was found in state recommended ratios, in how ratios are defined, and in how they are presented. Also found were significant discrepancies between ratios specified in states' guidelines and ratios reported by the U.S. Department of Education in its annual report to Congress. Implications of these findings are discussed.
Effects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs
Authors: Fuchs Lynn S. , Fuchs Douglas , Hamlett Carol L.
Published: December 2008

This study investigated the importance of instrumental use of curriculum-based measurement (CBM) to planning effective reading programs. Participants were 53 mildly handicapped students and their 29 teachers who had been assigned randomly to CBM and control groups. Teachers implemented their CBM or control treatments for 15 weeks. After the treatment period, student records were inspected to divide the CBM participants into two implementation groups. The CBM-measurement only group comprised 15 students and 9 teachers; these teachers measured students' reading performance as required but did not use the assessment information to structure students' reading programs. The CBM–measurement with evaluation group comprised 21 students and 12 teachers; these teachers measured student performance and used the assessment information to design instructional programs. Analysis of variance revealed that, compared to the control group, pupils in the measurement with evaluation group achieved better than students in the measurement only group. Implications for instructional assessment activities are discussed.
Learning Disabilities: A Neurobiological Perspective in Humans
Authors: Bonnet Kenneth A.
Published: December 2008

Learning disabilities are pervasive in over 10% of the population. They are evident in many areas of higher level functioning, and can occur in any combination of type and of severity within the individual. Definition in educational or standardized test performance provides some utility for immediate characterizing of the individual. The general problem of learning disabilities affects individuals for life, and affects many areas of daily living in addition to academic or occupational skills. The mechanisms of several learning disabilities are presented within the framework of central nervous system development and the compromises to that development that arise from genetic, hormonal, antibody, medication, and postnatal compromises. The general area of learning disabilities represents a constellation of right hemisphere, left hemisphere, and cerebellar compromises to function that arise as a result of genetic, vascular, hormonal, or toxicologic effects from the pre- and perinatal environment. Such compromising effects can result from hormonal, infectious, or other compromises to individual parents or grandparents that have effects upon the first- or second-generation offspring. The spectrum of specific learning disabilities is seen from a neurobiological perspective that has implications for treatment and prevention.
Congenital Syndromes and Mildly Handicapped Students: Implications for Special Educators
Authors: Smith Sandra M.
Published: December 2008

Recent research in medical genetics and congenital disorders has implications for special education in that it calls into question long-standing suppositions about mildly handicapped populations. Rather than being of unknown or cultural origin, many learning disabilities or cases of mild retardation are due to medically diagnosable, congenital syndromes. The cognitive patterns of Fetal Alcohol Syndrome, sex chromosome abnormalities, multiple anomaly syndromes, phenylketonuria, Tourette syndrome, and several other inherited syndromes are discussed, and suggestions are given for differential special education management.
Are There Seminal Works in Special Education?
Authors: Patton James R. , Polloway Edward A. , Epstein Michael H.
Published: December 2008

A persuasive argument can be made for the importance of students' being familiar with those works within a specific discipline that have had a major impact upon the field. The present study was an attempt to determine whether there are identifiable “seminal” works in the field of special education. A total of 67 persons out of a pool of 122 (55%) responded to a survey regarding their perceptions of the most influential research papers, position papers/research reviews, and books in the field. The results are discussed in terms of both the significance of the data as well as for their contribution to an understanding of the field of special education.
Social Validation of Adolescent Social Skills by Teachers and Students
Authors: Williams Steven L. , Walker Hill M. , Holmes Deborah , Todis Bonnie , Fabre' Theodore R.
Published: December 2008

This study investigated the social validation of adolescent social skills by teachers and students. A total of 183 general and special education secondary teachers responded to a social skills survey that assessed teacher perceptions of the importance of social skills under three adjustment domains: relating to others, relating to adults, relating to yourself. Four hundred thirty-seven nonhandicapped and handicapped students, enrolled in the participating teachers' classes, responded to a student version of the same survey. Results indicated high levels of stability and internal consistency for the teacher survey. Only internal consistency was assessed for the student survey, and it exceeded .90 for each section of the survey. Much higher agreement levels were obtained on the survey social skills among teacher groups and among student groups than between teacher and student respondent groups. The one area of moderate agreement obtained between teachers and students dealt with the social skills necessary to adjust satisfactorily to instructional settings. The most highly rated teacher social skills related to behavioral compliance, task engagement and completion, responsiveness to the teacher, and the display of socially mature behavior. The lowest rated skills by teachers dealt with peer-related social behavior. In contrast, the highest rated skills by students focused on relationship dynamics and the quality of social exchanges with others. Results are discussed in terms of their implications for constructing adolescent social skills curricula and the importance of addressing both teacher- and student-preferred social skills within instructional programs.
How Remedial Teachers Teach Vocabulary
Authors: Shake Mary C. , Allington Richard L. , Gaskins Rob , Marr Mary Beth
Published: December 2008

Twenty experienced teachers, all with reading education background, designed and implemented what they considered to be exemplary vocabulary lessons. Transcripts of these audiotaped lessons were analyzed for the number of statements relating to word recognition or conceptual development. Conceptual development statements were analyzed further to determine a definition, semantic feature, or contextual usage focus. Additionally, teachers wrote rationales for the vocabulary words and instructional strategies selected. Results indicate that the majority of teachers provided dual-focused lessons, although conceptual development statements predominated in over half of the lessons. Lessons aimed at conceptual development, however, were shallow, and provided few opportunities for students to acquire a deep understanding of words.
A Critical Analysis of Resource Programs
Authors: Wiederholt J. Lee , Chamberlain Steven P.
Published: December 2008

Resource programs, sometimes called pull-out programs, have been widely criticized recently. Several professionals have asserted that programs that pull students out of general classrooms for special instruction have for the most part failed to meet the needs of these students. As an alternative to pull-out programs, many professionals recommend that students who have problems be educated full-time in general classrooms. This article provides a critical inspection of resource programs. The resource program model is first described. This is followed by a critical analysis of these programs and some suggestions for future directions.
Teacher Assistance Teams: Five Descriptive Studies on 96 Teams
Authors: Chalfant James C. , Van Dusen Pysh Margaret
Published: December 2008

School-based teacher support teams are being established by many educational agencies in an effort to assist teachers in more effectively serving students with learning and behavior problems within the general classroom setting. This article addresses questions most frequently asked by educators who are interested in establishing or strengthening school-based teams. Data are summarized from five studies conducted on 96 teams in seven states with respect to intervention goals of teams, team impact on student performance and the special education referral process, reactions of classroom teachers to teams, factors related to team effectiveness or ineffectiveness, and recommendations for improving team effectiveness.
An Analysis of Spelling Curricula and Teachers' Skills in Identifying Error Types
Authors: Fuchs Lynn S. , Allinder Rose M. , Hamlett Carol L. , Fuchs Douglas
Published: December 2008

In conjunction with a curriculum-based measurement (CBM) computer program, software was designed to identify 27 phonetic patterns within correctly spelled words and 27 spelling error types within misspelled words. Two applications of this software were examined. First, an analysis revealed similarity among four commonly used spelling curricula with regard to frequency of occurrence of phonetic patterns. Second, 27 teachers were assigned randomly to three 15-week treatment groups: one that used CBM with software providing a skills analysis of error types. one that used CBM with software that allowed visual inspection of errors, and a control group that did not use CBM. Teachers' responses to a post-treatment measure were examined. Analysis of variance indicated that ongoing feedback regarding types of student errors enhanced teachers' correct identification of phonetic spelling errors, a skill considered necessary in designing effective spelling instructional programs. Implications for teacher training and spelling instruction are discussed.
Considerations in Designing Survey Studies and Follow-up Systems for Special Education Service Programs
Authors: Bruininks Robert H. , Wolman Clara , Thurlow Martha L.
Published: December 2008

The improvement and modification of special education programs should be based, in part, on data about the postschool outcomes of students who were in the programs. For schools and districts, this requires an established, school-based follow-up system that incorporates both the tracking of students and the application of postschool follow-up study procedures. This paper examines considerations for designing a postschool follow-up system in special education. It focuses on survey research techniques, which are widely used in the investigation of the postschool adjustment of former students with disabilities. Specific considerations and applications of survey methodology, particularly as they relate to students with disabilities, include, (a) identifying needed information; (b) mode of data collection; (c) questionnaire construction (wording and format, pretesting, reliability, and validity); (d) sample design; (e) contacting the sample; (f) response rates; (g) reporting survey procedures; and (h) tracking procedures. Sound procedures in designing and implementing follow-up systems for special education programs are discussed.
Facilitating Reading Comprehension in Learning Disabled Students
Authors: Billingsley Bonnie S. , Wildman Terry M.
Published: December 2008

Metacognitive knowledge and strategies have received increasing attention in the field of reading and special education during the last decade. Recent research in reading comprehension provides direction to practitioners in facilitating self-regulation among learning disabled (LD) and at-risk students. This article addresses several areas important to the planning of metacognitive instruction in reading: metacognitive theory, metacognitive goals for instruction, selected research on improving reading comprehension, and specific instructional implications for facilitating and increasing readers' control of comprehension processes.