bluuebunny/crossref_metadata_2025 huggingface dataset:
Family-Level Service Coordination Within Home Visiting Programs
Authors: Roberts Richard N. , Akers Adrienne L. , Behl Diane D.
Published: December 2008

As early intervention agencies continue to strive toward becoming more family centered, home visiting is being used increasingly as a strategy for young children and their families to provide direct services and to assist with service coordination at the family level (Daro, 1995). A national survey of 193 nominated programs providing home visiting for children eligible for Part H and their families examined the variety of services currently being offered through home visiting, with a particular emphasis on service coordination activities. In addition to providing specific direct services for children and families, the results of the current study indicate that a major function of home visits is to assist families to coordinate and integrate additional services needed from other agencies and resources. The agencies surveyed indicated that 40% of a home visitor's time is devoted to integrating services for families. Because a major purpose of service integration is to prevent the omission or duplication of services, home visiting represents a viable, family-centered strategy for achieving this goal.
Using Behavioral Indication and Functional Communication Training to Establish an Initial Sign Repertoire with a Young Child with Severe Disabilities
Authors: Drasgow Erik , Halle James W. , Ostrosky Michaelene M. , Harbers Heidi M.
Published: December 2008

Functional communication training (FCT) has been an effective strategy for replacing challenging behavior with more socially acceptable behavior that serves the same communicative function. In this study, the application of FCT was extended to replacing behavior that was communicative, but not identified as challenging. A within-subject multiple baseline design was used to teach a young girl with severe disabilities six target signs that were functionally equivalent to existing behavior (e.g., leading, reaching). The use of the existing forms served as behavioral indication of motivation for determining appropriate occasions for teaching the new forms, and teaching occurred only in the presence of behavioral indication by the participant. Results showed successful acquisition and discriminated use of the six signs. Implications of these findings are discussed.
A Strength-Based Approach in Support of Multi-Risk Families
Authors: Powell Diane S. , Batsche Catherine J. , Ferro Jolenea , Fox Lise , Dunlap Glen
Published: December 2008

Recent changes in social policy are having a significant impact on the delivery of human services. At the same time, multiple factors are placing children and their families at increased risk for negative outcomes. In the midst of this turmoil, early childhood special educators must remain committed to a family-focused philosophy that has the potential to improve the quality of life for children with disabilities and their families. This article discusses six principles associated with strength-based approaches to family support: a philosophy based on family strength; a partnership approach to service provision; a family-centered, family-driven agenda; an individualized response to family needs and capacities; a broad-based, comprehensive view of family development; and an assessment of outcomes based on family functioning and the quality of life of family members. Challenges in implementing strength-based, family support approaches for families with multiple risks are discussed and implications for policy and research are presented.
Perceptions Regarding the IFSP Process in a Statewide Interagency Service Coordination Program
Authors: Farel Anita M. , Shackelford Jo , Hurth Joicey L.
Published: December 2008

Development of an Individualized Family Service Plan (IFSP) for children receiving Part H services is an integral part of North Carolina's interagency Child Service Coordination Program. Perceptions of the IFSP process were assessed in a statewide survey of child service coordinators. Divergent viewpoints about the usefulness and process of developing the IFSP emerged, depending on the program with which the child service coordinator worked. These findings have implications for training professionals about the IFSP process in the context of strengthening the implementation of interagency, comprehensive service coordination programs.
Ratings of Parent-Infant Interaction
Authors: McCollum Jeanette A. , McBride Susan L.
Published: December 2008

Interactions with caregivers appear to have a special role in infant development. Much attention has been given to determining the characteristics of optimal interaction and to translating what is known into intervention practice. To assist in this process, a number of parent-infant interaction rating scales have been developed. This article examines the assumption that the same interactive characteristics are meaningful and important across cultures, using literature from very different cultures to illustrate relationships among cultural values, views of good parenting, and parents' interactions with their infants. Given this literature, questions are raised concerning the validity of current parent-infant interaction rating scales.
An Examination of the Effects of Family-Centered Early Intervention on Child and Family Outcomes
Authors: Mahoney Gerald , Bella Jill M.
Published: December 2008

This study assesses the impact of family-centered early intervention services on children and their families during a 12-month period. The sample consisted of 47 families who attended 1 of 36 programs. We assessed children's developmental functioning, mothers' styles of interacting with their children, family functioning, and maternal stress both at the beginning and end of this study. At the midpoint of the study, mothers completed the Family-Focused Intervention Scale, which we used to classify the family-centered orientation of their services. Results indicated that during intervention children's developmental gains were equivalent to their rate of development prior to intervention, and there were no significant changes in the family variables assessed. Analyses of outcomes in relationship to two family-centered constructs—“comprehensiveness of family services” and “responsiveness of intervention services to family needs”—produced little evidence that intervention effectiveness was related to these parameters. Reasons for the limited relationships between family-centered services and child and family outcomes are discussed.
Applying Q Methodology to Investigations of Subjective Judgments of Early Intervention Effectiveness
Authors: Sexton David , Snyder Patricia , Wadsworth Donna , Jardine Antoinette , Ernest James
Published: December 2008

Most approaches to determining effectiveness in early intervention emphasize data collection procedures that are objective, unbiased, and reliable. Subjective views held by individuals usually are considered unreliable, and less relevant to early intervention efficacy research. However, systematic investigations of how early intervention services are viewed subjectively by both recipients and providers can facilitate the interpretation of efficacy data gained when more traditional, objective methods are used. This article describes Q methodology, a technique that can be used to gain important insights on individuals' judgments, attitudes, and points of view on topics or situations that involve early intervention effectiveness issues. Examples of Q application drawn from the extant literature of several disciplines are used to indicate how the technique might be used to address important questions of early intervention effectiveness. Specific steps involved in Q methodology are illustrated in a description of an early intervention efficacy study designed to explore views of family-centered practices held by family members of children enrolled in early intervention programs.
Parental Participation in Intervention Programs for Children with Cerebral Palsy
Authors: Ketelaar Marjolijn , Vermeer Adri , M. Helders Paul J. , Hart Harm't
Published: December 2008

Parental participation in intervention programs for children with physical disabilities has become an important issue in recent years, often emphasized by both professionals and parents. In this article, recent studies examining parental involvement in intervention programs for children with cerebral palsy are reviewed. Only a few studies were found that were explicitly designed to study the effects of parental involvement. Most of these studies reported positive results, especially regarding child-related outcomes. The effects on the parents were less clear, with positive and negative results reported. One important variable distinguishing programs with positive effects was the degree to which parents were involved in setting goals for their children's programs. Recommendations for practice and future research are given.
The Impact of Early Intervention Legislation
Authors: Garrett Judith N. , Thorp Eva K. , Behrmann Michael M. , Denham Susanne A.
Published: December 2008

Local interagency coordinating council (LICC) coordinators from one state were interviewed regarding their perceptions of the implementation of early intervention legislation in their locality. From a larger study addressing many questions, the data reported in this article focus on the impact of early intervention legislation at the local level. Study participants reported positive local impact in the areas of family-centered services and service coordination, improved childfind and referral for services, funding, networking, and developmental outcomes. Negative effects included difficulty in negotiating system bureaucracies, increased paperwork, reduction in “at-risk” services, increased financial responsibility for parents, and budget impacts from nonreimbursable services. Study participants also reported a discrepancy between the vision of the legislation and the reality of local implementation in the areas of comprehensive services, interagency collaboration, and family involvement in system change.
Social Safety for Young Children
Authors: Bevill Alicia R. , Gast David L.
Published: December 2008

Young children in today's society may find themselves in situations that require appropriate action in order to avoid dire consequences, such as injury or death. These situations may be the result of contact with objects in the physical environment such as guns, knives, or toxins. In other cases, children may be faced with confronting dangers in the social environment, such as avoiding the lures of strangers or responding to the abuse or neglect of a caregiver. Although safety education programs are implemented frequently in school settings, few research studies have systematically evaluated the methodology for teaching safety skills to young children. The purpose of this article is to provide a review of the empirical literature related to social safety skills instruction for young children with and without disabilities. Findings are classified into two groups: lures of strangers and sexual abuse. Implications for future research are discussed.
How Shall We Individualize Instruction—Or Should We?
Authors: Lloyd John Wais
Published: December 2008

Individualization of instructional programs, a concept deeply ingrained in special education, rests in part on the assumption that some kinds of instruction are better for some students while other kinds are better for other students. In research, differentiation of instruction based on learner characteristics is called “aptitude-treatment interaction.” This article examines various models of aptitude-treatment interaction that guide these studies, with specific reference to individualization of instruction for special education pupils. The examination reveals scant evidence to support the notion of individualization.
Countercontrol
Authors: Seay Mary B. , Suppa Robert J. , Schoen Sharon F. , Roberts Suzanne R.
Published: December 2008

Countercontrol is defined as opposition or resistance to intervention. As such, it consumes time, increases program cost, and attenuates accountability of subject growth. Yet, little systematic research has been conducted to document its occurrence. This paper clarifies countercontrol by discussing variables that may precipitate its occurrence and presents implications for programming to mitigate the possibility of encountering this phenomenon.
Special Education in the USSR
Authors: Csapo Marg
Published: December 2008

This paper reviews some of the early landmarks of special education in Russia and follows the historical highlights of special education as it has developed in the Soviet Union. Trends in special education theory, research, and practice are identified. The contributions of Vygotskii, Makarenko, and Luriia have influenced both methods and research. The conviction that the needs of handicapped children can be met best by special schools is reinforced by the successes of graduates.
Federal Regulation
Authors: Noel Margaret M.
Published: December 2008

The proposed deregulation of P.L. 94–142 represented a major challenge to the rights of handicapped students. However, a strong federal regulatory policy does not translate directly to effective education. The resources allocated to the implementation of P.L. 94–142 should be directed toward building local capacity and not in enforcing technical compliance. Assertions that deregulation would result in less money and less effective education are not supported by the current research base, and strong regulatory and compliance policies should not be blindly supported as the only strategy for improving special education.
Federal Regulation
Authors: Kimball Walter H. , Heron Timothy E. , Weiss Adele B.
Published: December 2008

Although Noel's rebuttal restates and misinterprets our major points, she does broach some potentially interesting areas of discussion that deserve elaboration. We emphasize that continued dialogue with respect to the deregulatory effort is useful.
Effective Direct Instruction Practices in Special Education Settings
Authors: Englert Carol Sue
Published: December 2008

This study examined effective and less effective teachers of special education students as differentiated by their direct instruction practices. Twenty-eight teacher interns were equally divided into two effectiveness groups based on their students' achievement. Each group was observed teaching lessons to special education students. Analyses of teacher behavior indicated that more effective teachers maintained a brisker lesson pace, had higher student accuracy, and prompted rather than told correct answers following student errors. The results of the study support prior research in teacher effectiveness and the hypothesis that teacher behavior is an important factor contributing to student achievement.
Study Skills
Authors: Cronin Mary E. , Currie Paula S. , Brown Virginia L.
Published: December 2008

STUDY SKILLS are becoming more and more prominent as components of an instructional block that is believed to be essential to school success for many students in remedial and special education programs. Although the topic has been around for some years in general education, it is only recently that it has been mentioned within the literature of instructional methods and materials for educationally handicapped students.

The resources available to the practitioner are currently not usable in any practical or programmatic sense because they are largely scattered and unfocused. Study Skills: A Resource Guide, prepared by Cronin and Currie, is a pioneering effort at locating and organizing instructional resources into a useful format.

In the course of their literature and materials search, the authors found that the information available to instructional personnel is more voluminous than they had anticipated. Thus, their report is selective. They have included information that is currently available to most practitioners and they have not included information that is obscure or esoteric.

The authors have separated those general study skills that are content-free in the sense of being useful in nearly any curriculum area from those associated specifically with a certain content such as social studies or spelling. The Guide does not include either the wealth of published child-use materials or the published research reports concerning the relative effectiveness of specific skills.

The authors point out, and I would like to re-emphasize, that they did not attempt at this time to suggest standards for quality or to determine how much overlap there is in the references available. The Guide is intended solely as an initial effort designed to alert the busy practitioner to the sources of information currently available in the area of study skills.
Letters to the Editor
Authors: Fuchs Douglas , Fuchs Lynn S.
Published: December 2008

RASE welcomes your comments on feature articles and columns. Please address all letters to: RASE Letters to the Editor PRO-ED, 5341 Industrial Oaks Blvd., Austin, TX 78735. Unless otherwise stated, we will assume that letters addressed to the editor are intended for publication with your name and affiliation. RASE reserves the right to edit letters. If a letter merits a response from a RASE author, we will obtain a reply and publish both letters.
Some Reflections on Learning and Not Learning to Read
Authors: Perfetti Charles A.
Published: December 2008

There seems to be increasing agreement among researchers from different specialties concerning the problems of reading disability. There has been considerable progress especially in the analysis of reading processes in a way applicable to reading disability. Especially important is the centrality of linguistic factors, including those important for decoding. However there is still much to know about the exact nature of these linguistic abilities and their role in reading ability and disability. It is likely that the study of reading disabled populations will not illuminate this role without the study of broader ranges of ability.
The Effects of Previewing Activities on Oral Reading Miscues
Authors: Sachs Arlene
Published: December 2008

This study examined the effects of two previewing activities on poor readers' oral reading miscues. The two previewing activities consisted of (a) a concept analysis activity (CAA) and (b) a motivation statement (MS). The oral reading miscues measured were (a) graphophonemic, (b) syntactic, and (c) semantic. To counterbalance for order of previewing activity and experimenters, a factorial/modfied Latin-Square design was used. An analysis of variance with repeated measures on the last factor was used to analyze the data. The results indicated the CAA significantly decreased oral reading miscues and increased oral reading speed.
Behavior Analysis in Special Education
Authors: Nelson C. Michael , Polsgrave Lewis
Published: December 2008

The extensive and multi-faceted contributions of behavior analysis to the field of special education have been documented in numerous research studies and review articles. However, this literature is widely scattered and comes from different orientations within the general discipline of behavior analysis. These circumstances have contributed to some confusion on the part of those persons who only sample limited facets of the behavior analysis literature, and have resulted in criticisms that behavioral technology is narrow in scope. The present review attempts to organize the diverse data base pertaining to behavior analysis, and offers support for the contention that while the impact of behavioral technology on special education research and practice has been considerable, its potential has yet to be fully realized.
Oral Language and Reading
Authors: Edmiaston Rebecca K.
Published: December 2008

The study reported here investigated the relationship between oral language and reading comprehension of 77 third grade students. Results indicated moderate to strong statistically significant relationships between specific linguistic components of oral language and reading comprehension. Moderate to strong relationships also occurred between expressive and receptive oral language performance and reading comprehension. In general, the findings of this study supported the existence of a functional relationship between oral language and reading.
Guidelines for Teachers' Interpretations of Student Performance Data
Authors: Schloss Patrick J. , Halle James W. , Sindelar Paul T.
Published: December 2008

The use of criterion-referenced measurement has recently been extended from paper-and-pencil tests to observational recording procedures. While numerous authorities discuss procedures for collecting and reporting observational data, little attention has been given to the issue of data interpretation. The present paper explores this issue by examining and illustrating techniques for visually inspecting graphically displayed data. These procedures may assist the educator in determining the impact of intervention procedures on learner performance.
Does Theory Guide Teaching Practice?
Authors: Swanson H. Lee
Published: December 2008

In the last several years, variations of the information processing model (i.e., cognitive strategies) have been a major theoretical force in the field of learning disabilities. The purpose of this study was to determine the extent to which such a model guides instructional practice. Results showed that (a) strategy and metacognitive instruction is infrequent in teacher-child interactions, (b) a behavioral paradigm captures most teacher-child interactions, (c) what teachers say and do is discrepant, and (d) learning disability teachers have more frequent verbal questions and directives toward children than do regular classroom teachers, but the content of teacher-child verbal behavior varies minimally between the two types of classroom settings. The results were discussed in terms of the validity of laboratory findings and “everyday” classroom instruction.
The Effects of Technically Adequate Instructional Data on Achievement
Authors: Wesson Caren , Skiba Russell , Sevcik Bonita , King Robert P. , Deno Stanley
Published: December 2008

The purpose of this study was to ascertain the effects of manipulating the data base used for instructional decision making on student achievement. The dependent data were the number of words read correctly by 117 students on three basal reading passages. Students were rank ordered by the degree of implementation of a technically adequate curriculum-based measurement and evaluation system. The top 27% were compared to the bottom 27% by means of t tests on the scores. A significant difference was found between high and low implementation groups on one reading passage; differences between scores on two other passages were not significant but were in the same direction, supporting the hypothesis that a high degree of implementation of a technically adequate data system does lead to greater achievement. The discussion addresses implications for teaching practices.
1:1 Versus 1:3 Instruction of Severely Multihandicapped Students
Authors: Ranieri Linda , Ford Alison , Vincent Lisbeth , Brown Lou
Published: December 2008

This study investigated how the responses of three multihandicapped students differed in 1:1 and 1:3 arrangements. Data were collected on the motoric responses made by each student during a 45-minute snack session. In the 1:3 arrangements, the teacher instructed the students concurrently. In the 1:1 arrangements, each student was provided with 1:1 instruction for a portion of the 45-minute session and was wheeled to a free time area for the remaining portion. Results indicated that the students made more task-relevant responses and fewer counterproductive responses during the 1:3 than during the 1:1 arrangements when the data from the free time portions were included in the analysis.
Integrating Severely Handicapped Learners
Authors: Brady Michael P. , Dennis H. Floyd
Published: December 2008

This paper examines various aspects of tort liability in special education. Elements of negligence and other legal concerns are considered in view of the evolving trend to educate severely handicapped persons in integrated, community based settings. Duty, care, risk, and appropriate placement and instruction are discussed. Finally, recommendations for avoiding teacher liability are presented.
Mainstreaming Attitudes and Special Placement Knowledge in Labeling versus Nonlabeling States
Authors: Knoff Howard M.
Published: December 2008

Despite its federal stature, Public Law 94-142 allows each state to generate its own procedures for identifying exceptional children. While some states categorically label their exceptional children and others do not, the educational and attitudinal effects of these procedures are generally untested. In the present study, regular and special educators from New York (a labeling state) and Massachusetts (a nonlabeling state) completed the Rucker-Gable Educational Programming Scale (RGEPS), which measures mainstreaming attitudes and special placement knowledge. Four independent samples were evaluated in these two areas as a first step toward investigating the impact of state categorization procedures (New York vs. Massachusetts) and educational profession (regular vs. special educator). A number of complex results, possible interpretations, and suggestions for future research are discussed.
An Investigation of the Implementation and Effects of a Full-Time Mainstreaming Program
Authors: Wang Margaret C. , Peverly Stephen , Randolph Robert
Published: December 2008

Results are reported from an investigation of the feasibility and effectiveness of the Adaptive Learning Environments Model, a program designed to provide special education services for mainstreamed handicapped students in regular classroom settings on a full-time basis. Three categories of findings are discussed—degree of implementation, classroom processes, and student achievement and attitudinal outcomes. In addition, the objectives and design of the educational program are described, and the educational and policy implications of the findings are discussed.
Team Assisted Individualization
Authors: Slavin Robert E.
Published: December 2008

This paper summarizes research on a mathematics program that combines cooperative learning and individualized instruction to accommodate the social and academic needs of mainstreamed academically handicapped students and their nonhandicapped classmates. This program, Team Assisted Individualization (TAI), was found to improve the social and academic behavior of these students, and in one of two studies, to increase their mathematics achievement more than traditional methods. Positive effects on the achievement and behavior of nonhandicapped students were also found. The implications of these findings for instruction in mainstreamed classrooms are discussed.
Teacher-Student Interaction Patterns In Mainstreamed Classrooms
Authors: Thompson Ray H. , Vitale Patrick A. , Jewett John P.
Published: December 2008

In two studies regular classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. In the first study 12 third-grade mainstreamed classrooms in two Utah cities were observed for eight one-day sessions. Twenty-one mainstreamed classrooms (12 third-grade and 9 fourth-grade) in South Dakota and Iowa were observed for four one-day sessions in the second study. The results indicated that the groups were significantly different on 8 of the 16 dependent measures in the Utah study and 7 of 16 dependent measures in the South Dakota/Iowa study. Five of the differences found were the same for both studies. The overall conclusion of the two studies is that, although there is substantial evidence that teacher-student interaction varies among the student groups observed, there is no strong evidence that general preferential treatment (i.e., treatment likely to result in better educational gains or a more effective learning environment) is consistently provided to any single group of students.
Reverse Mainstreaming: Nonhandicapped Students in Special Education Classrooms
Authors: McCann Scott K. , Semmel Melvyn I. , Nevin Ann
Published: December 2008

A recent investigation of the role of the regular classroom teacher in the IEP process revealed that teachers have a substantial amount of discretion in implementing the due process and service provision requirements of V.L. 94–142, resulting in some innovative and controversial practices (Nevin, Semmel, & McCann, 1981). More than half of a sample of elementary school teachers indicated that they regularly sent nonhandicapped students to special education classrooms for a variety of activities, including instruction and socialization. The present report provides additional data on these “reverse mainstreaming” practices based on a subsequent analysis of the Nevin et al. findings. The special education programs to which nonhandicapped students were sent, the reasons teachers gave for reverse mainstreaming, and factors related to reverse mainstreaming are explored. Implications for special education policy and practice are discussed.
A Comparison of Two Published Reading Inventories
Authors: Newcomer Phyllis L.
Published: December 2008

The study examines the extent to which two popular Published Reading Inventories (PRIs) identify the same instructional level when administered to 50 children in grades 1 through 7. The results demonstrate a significant lack of congruence between the instruments, particularly at the intermediate grade levels. The application of the Fry Readability Formula to paragraphs from both inventories also shows little agreement in grade level designations. Recommendations that pertain to the possible improvement of PRls are provided.
Leisure Preferences of Elementary-Aged Learning Disabled Boys
Authors: Swift Carol , Lewis Rena B.
Published: December 2008

Leisure preferences of fourth, fifth, and sixth grade learning disabled (LD) boys were investigated. Results indicate that there are more similarities than differences in leisure choices, although a few minor differences surfaced. LD boys in these grades generally prefer the same types of after-school and weekend activities, and the same sports, hobbies, and television shows as their non-LD peers. If accurate, these results have important implications for selection of instructional materials and promotion of social integration.
Auditory Perceptual Skills and Reading: A Rejoinder to Gersten and Carnine about What Kavale Did
Authors: Kavale Kenneth A.
Published: December 2008

In the January/February 1984 issue of Remedial and Special Education, Gersten and Carnine offered a response to Kavale's (1981) meta-analysis assessing the relationship between auditory perceptual skills and reading. The present rejoinder demonstrates that the data were neither misinterpreted nor overinterpreted, and that Gersten and Carnine failed to portray accurately the primary purpose of the meta-analysis, which was to assess the usefulness of auditory perceptual variables in predicting reading ability. It is concluded here that no convincing contrary evidence was provided and that the earlier findings suggesting auditory perceptual skills to be important correlates of reading achievement remain valid.
Social Mainstreaming of Handicapped Students
Authors: Sabornie Edward J.
Published: December 2008

Integration and segregation of handicapped students are discussed in conjunction with the shortcomings of Public Law 94—142. Problems in measurement of social acceptance are presented, and sociometric status of various handicapped populations in regular classrooms is reviewed. The literature indicates that exceptional children are typically unpopular among their regular class peers, highlighting the need to consider social acceptance in appropriate education of handicapped students.
A Task-Analytical Approach to Social Behavior
Authors: Howell Kenneth W.
Published: December 2008

Social behavior interventions are often reactive in nature in the sense that educators respond to isolated inappropriate behaviors instead of teaching social skills. This article examines the need for instruction in social skills and discusses the role of task analysis in such instruction. The task-analytic approach to curriculum development is explained and applied to sample social skill tasks. Particular attention is given to the need for specification of the strategic components of social tasks.
Differentiating Mildly Handicapped, Low-Achieving, and Regular Education Students
Authors: Shinn Mark , Marston Doug
Published: December 2008

Issues of accuracy of classification practices for mildly handicapped students remain paramount in the public schools. This study investigates academic performance differences between students receiving special education services for the mildly handicapped, low-achieving students receiving Chapter 1 services, and regular education students. All students were in grades 4, 5, and 6. These groups are compared on curriculum-based measures of reading, spelling, written expression, and math. Consistent differences are obtained with the results discussed in terms of alternative identification practices for mildly handicapped students.
Policy Development by State and Local Education Agencies: The Context, Challenge, and Rewards of Policy Leadership
Authors: Gerry Martin H.
Published: December 2008

Demands for the development of special education policies by state and local educational agencies are increasing as federally mandated state education agency (SEA) administrative activities and state and federal special education litigation expand. Federal regulatory provisions provide a superstructure within which numerous policy vacuums or gaps exist. If left unfilled, these policy vacuums often become the target of administrative and judicial litigation. Federal courts and enforcement agencies often are eager to defer to state and local special education policy-making when it occurs in advance of litigation and when, in response to operational problems and questions, it contains reasonable educational and administrative answers expressed clearly and in measurable terms. By developing special education policy in this proactive manner, state and local education agencies can retain control over education decision making.
Some Empirically Derived Hypotheses about the Influence of State Policy on Degree of Integration of Severely Handicapped Students
Authors: Brinker Richard P. , Thorpe Margaret E.
Published: December 2008

Aspects of state educational policy which relate to the degree of integration of severely handicapped students in regular education settings are reviewed. The data were collected as part of a larger study which examined the integration of 245 severely handicapped students within school and community settings. The original study involved 14 districts located in nine states. Using the significant predictors that emerged from the first analysis, a subsequent analysis of 43 states was completed to identify patterns of state policy which might be characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification which required regular educators to have some special education courses and special educators to have regular education certificates.
The Social Policy Construction of Special Education: The Impact of State Characteristics on Identification and Integration of Handicapped Children
Authors: Noel Margaret M. , Fuller Bruce C.
Published: December 2008

This article presents the results of a study that examined the relationships between specific state level financial and demographic characteristics and variability in the identification and degree of mainstreaming of mildly handicapped students. Results of this investigation indicate that much of the variance among states in terms of numbers of handicapped students and LD students identified and use of special versus mainstreamed placement is accounted for by the amount of financial resources states and locals commit to education, a state's minority enrollment, and the number of children living in poverty.
Effects of Public Policy at the State Level: California's Impact on MR, LD, and ED Categories
Authors: Forness Steven R.
Published: December 2008

California, a state rich in special education tradition, has experimented with a variety of approaches to eligibility and placement of children with learning or behavior disorders. These policies and procedures are discussed with reference to their impact in determining which children are actually served under the categories of mental retardation, learning disabilities, and emotional disturbance, as defined in Public Law 94--142. Major differences in growth or decrease of children served exist in these three categories between California and national figures. A special education “no man's land,” perhaps unique to California, may be emerging in that current policies may lead to even greater numbers of children no longer eligible for special education.
Systems Change: A Case Study
Authors: Heggelund Mervette , Haring Norris G. , Lynch Valerie , Pruess James , Soltman Susan , Zodrow Nancy
Published: December 2008

This article describes a systems change model developed by the University of Washington's Inservice Training and Program Development Systems in cooperation with local school districts. The systems change model, a participatory, problem-solving model, consists of five phases through which an agency proceeds to institute change: entry, mobilization, planning, implementation, and review. The model stresses dispersal of hierarchical control and emphasizes organizational members' skills and problem-solving abilities to identify and implement changes and generate local policies. The article presents a case study in which the systems change model is applied in a specific organizational setting. It provides examples of activities that occurred during each phase of the model and the kinds of changes identified and implemented by members of the organization.
Developing Social Competence in Gifted Preschool Children
Authors: Roedell Wendy C.
Published: December 2008

Social skills development is an important component of a young child's educational program. Gifted preschool children may require special guidance to help them understand and cope with their unusual abilities. Uneven development, social isolation, and inappropriate educational environments can be particular problems for gifted children. A sensitive understanding of gifted preschool children's social and emotional development can provide the foundation for fostering the development of social competence both informally, through classroom interactions, and formally, through structured group lessons.
Learning Disability and the History of Science: Paradigm or Paradox?
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

The field of learning disabilities faces a fundamental problem of providing a definition acceptable to a broad constituency. In attempting to explain why this situation exists, we offer arguments based upon concepts from the history and philosophy of science. I t is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution.

Few of us take the pains to study the origin of our cherished convictions; indeed, we have a natural repugnance to so doing. We like to continue to believe what we have been accustomed to accept as true, and the resentment aroused when doubt is cast upon any of our assumptions leads us to seek every manner of excuse for clinging to them.

-J. H. Robinson
Learning Disabled 10th Graders in Mainstreamed Settings: A Descriptive Analysis
Authors: Gregory James F. , Shanahan Timothy , Walberg Herbert
Published: December 2008

Of the 30,030 sophomores for whom survey data from the national High School and Beyond study were complete, 810 (2.7%) identified themselves as having specific learning disabilities. Various comparisons between these learning disabled (LD) 10th graders and their non-learning-disabled (NLD) peers were made. The LD group was older, had a disproportionately high representation of blacks and Hispanics and an underrepresentation of whites, and reported more secondary handicapping conditions than did the NLD cohort. In all areas of academic achievement tested, the LD pupils showed significant deficits. The LD adolescents also had lower indices of motivation, adjustment, locus of control, independence, self-perception of attractiveness and popularity, and of scholastic orientation of close friends. Furthermore, the LD contingent evidenced more legal and school-related problems. The two groups, however, acknowledged spending equal amounts of time in out-of-school activities. Speculations regarding the findings are offered.
Identification of Handicapped Children and Youth: A State Agency Perspective on Behavioral Disorders
Authors: Smith Carl R.
Published: December 2008

State education agencies are currently faced with numerous challenges in meeting their leadership responsibilities. This paper provides an example of how one such agency has attempted to provide leadership in defining those handicapped students who are behaviorally disordered. Emphasized is the literature base from which initial direction was taken, data-gathering activities initiated by the SEA, and subsequent policy decisions made.
The Effects of Self-Recording for On-Task Behavior of Behaviorally Disordered Special Education Students
Authors: McLaughlin T. F. , Krappman V. F. , Welsh J. M.
Published: December 2008

The present investigation sought to determine the effectiveness of self-recording as the only intervention component within the self-control paradigm for increasing on-task behavior of behaviorally handicapped students and to devise a simple and inexpensive self-recording system for pupil use. Follow-up data were also collected to determine if the behavior changes would maintain over time after the self-recording was discontinued. The effects of self-recording were examined in a multiple-baseline design. The results indicated that more of the intervals were scored on-task when self-recording was in effect than during the baseline conditions for each student. Follow-up data indicated that the procedure could be withdrawn without decrement in performance for the special education students.
Designing Programs for Young Developmentally Disabled Children : A Family Systems Approach to Autism
Authors: Bristol Marie M.
Published: December 2008

The design of programs for young developmentally disabled children is shaped by staff perceptions of the nature of the child's disability and the role of the parent. This paper contrasts two assumptions about the nature of autism and discusses the implications of each for parent services. A review of the literature reveals that a deficit model of parental pathology and definition of the parent as patient lack empirical support. The growing recognition of a biological etiology for autism is discussed and alternative definitions of the parent or family as the focus for intervention are pointed out. Research which supports a broader family systems approach is presented and implications for service delivery are discussed.
Using Microcomputers to Train Teachers of the Handicapped
Authors: Kauffman James M. , Strang Harold R. , Loper Ann B.
Published: December 2008

Research has indicated the basic instructional and behavior management skills needed for effective teaching of pupils who need remedial or special education. Notwithstanding this research, teacher training programs seldom if ever provide optimal practice of and feedback on these skills. Progress in teacher training is impeded by practical difficulties in providing systematically planned and controlled experiences with children. Microcomputer simulation of pupils offers one means of addressing some of the practical problems of teacher training. A simulation is described and general findings to date are summarized. Anticipated developments and potential benefits are discussed.
Orthographic Resources Affect Reading Acquisition—If They Are Used
Authors: Gleitman Lila R.
Published: December 2008

This article replies to H. Stevenson (1984), who has interpreted his cross-linguistic studies as showing that differences in orthographies do not materially affect the reading-acquisition process, or the prognosis for successful learning. The reply proceeds by analyzing differences in the formatives and combinatorial principles of varying scripts, and differences in learning consequent on these. Stevenson's results are shown to derive from a faulty interpretation of comparisons among learning rates of Japanese, Chinese, and American learners.
Child Abuse and Children With Handicaps
Authors: Zirpoli Thomas J.
Published: December 2008

A review of the factors contributing to parental physical abuse of children with handicaps is presented following a brief overview of the general pyitbtem of child abuse in the United States. Parental child abuse was found to be a response to an interaction of variables within the parent, child, and envimnment. These variables were found to be associated with many characteristics of families who had children with handicaps. Also, characteristics of abused children were faund to be similar to characteristics of many children with handicaps. Finally, children with handicaps were faund to be at considerable risk for abuse and, in fact, were dispmpoortionately represented in child abuse samples. Intervention methods and imp lications far educators are also discussed.
Free Appropriate Public Education for Handicapped Children
Authors: Yanok James
Published: December 2008

The precise meaning of the legal term free appropriate public education has become the subject of increasing litigation throughout the United States. An analysis of the Supreme Court decisions in Hendrick Hudson District Board of Education v. Rowley (1982) and Irving Independent School District v. Tatro (1984) reveals that the obligation of the schools to provide free appropriate public education does not require that special education services be sufficient to maximize the potential of a handicapped child. Rather, the law requires only that a basic floor of opportunity be provided which consists of access to specialized instruction and related services which are individually designed to provide educational benefit. Subsequent rulings of the Supreme Court uniformly have adhered to the legal precedents established in these two landmark judicial decisions.
Legal Issues in Providing Special Educational Services to Handicapped Inmates
Authors: Warboys Loren , Shauffer Carole B.
Published: December 2008

The provision of special education services in correctional institutions is, increasingly, the subject of litigation. Public Law 94–142, Section 504 of the Rehabilitation Act, the United States Constitution, and state law all guarantee incarcerated persons aged 21 and under the right to special education. Correctional institutions, by their nature, present unique problems in special education. This article discusses those problems that may arise in relation to identification, evaluation, IEP's, related services, and due process protection for inmates eligible for special education.
Teacher Training in Corrections and Special Education
Authors: Leone Peter E.
Published: December 2008

As special educators address the needs of adjudicated handicapped youth, training programs that adequately prepare prospective teachers need to be developed. This paper examines teacher training from several perspectives. A summary of a national survey of administrators in correctional and special education is discussed. Inservice and pre service training programs in corrections and special education at the University of Maryland are reviewed. Finally, specific recommendations for developing training programs are made. Graduates of well-designed training programs are streetwise and politically savvy as well as professionally competent.