bluuebunny/crossref_metadata_2025 huggingface dataset:
Antecedents and Consequences of Leadership Styles
Authors: Richter Gregor
Published: January 2017

There are numerous studies on the success of various leadership styles that refer to the link between styles and levels of performance and other relevant organizational parameters. Data from a recent survey in a multinational headquarters (HQs) replicate previous findings on leadership style concerning the preferences of the subordinates for more participation in decision-making. Although multinational HQs are in many ways unique organizations that could present unique leadership challenges, too, the findings using traditional models of leadership show how similarly, compared to civilian companies and public administrations, leadership styles are perceived and evaluated by subordinates. Apart from that, the survey data indicate that leadership style—quite different from what was expected—has no significant effect on “organizational commitment” and “mission clarity.” The reasons for that result are discussed against the backdrop of the peculiarities of the organization under investigation.
Resources, Spending, and Party Politics in British Local Government
Authors: Ashford Douglas
Published: January 2017

A common basis for reasoning about increasing need for local government support is the high variation of local government resources, measured here by the value of taxable property. The Labour and Conservative parties differ, as do most democratic parties, in their interpretation of how spending should relate to the local resource base. The purpose of the analysis is control for resource base while relating partisan influence on local councils to spending patterns. In fact, the British local government system appears to be relatively impervious to resource differences. Party differences do appear to be affected by resources in boroughs under Conservative control. The larger implication of the study is that the British appear to have devised a local government system where policy, in terms of per capita and total amounts of spending, is unrelated to the partisan structure of politics.
Assessing and Developing Administrators for Turbulent Environments
Authors: Hunsaker Phillip L. , Mudgett William C. , Wynne Bayard E.
Published: January 2017

Noting that the environments in which administrators must operate are becoming more and more turbulent, the authors point out that although organization structures and administrative processes are being developed to offset these conditions, little is being done to assess administrators' capabilities for coping with them, or to develop the required behavioral skills. An assessment model for identifying and developing administrators with the necessary capabilities for coping effectively with turbulent-field environments is presented, and suggestions for its application and future investigation are presented.
The Creation of Federal Agencies
Authors: Grafton Carl
Published: January 2017

This paper is an attempt to understand the processes by which federal agencies are created. Its major thesis is that a majority of agencies (which also tend to be the largest and most important) were created as a last resort response to large scale socioeconomic-technological discontinuities, labeled “novelties.” The origins of novelties are explored, and a historically based, probabilistic model is developed which permits an observer to make predictions about the politics of agency creation on the basis of novelty characteristics and the interest group activities which ordinarily surround a novelty's occurrence.
“A Pleasant and Tidy Arrangement”: Housing Development and Economies of Segregation in Mtwara, Tanganyika, 1949-1954
Authors: Kelly Chau Johnsen
Published: January 2017

In 1949, the colonial government of Tanganyika began clearing land for a model urban landscape in a remote district. This city was built as one facet of the Tanganyika Groundnut Scheme, a development debacle that cost the British taxpayer £36 million and yielded few benefits. The most significant outcome of the Scheme was the development of the port city of Mtwara, which held some promise as a model colonial space. As such, the urban development of Mtwara reveals how colonial officials used urban planning to alter a region’s economic productivity from a pre-industrial system to one directly linked to state power. Town planning was a strategic device to marginalize existing African communities and reconfigure power dynamics in an African landscape. This article examines how segregation was performed late in the colonial project, how social economies were reconfigured, and how housing development was rooted in entrenched views about rights and citizenship.
The Synoptic Jesus and the Celluloid Christ: Solving the Synoptic Problem Through Film
Authors: Goodacre Mark
Published: January 2017

Study of the Synoptic Problem is often thought to be outdated, irrelevant and dull. We know the solution and we ought to spend time on newer, more exciting approaches to the New Testament. Yet one of those newer approaches, the study of the New Testament in film, provides surprising possibilities for Synoptic study by allowing us to explore a more three-dimensional model of Synoptic relationships. Jesus films variously harmonize, epitomize, omit, change and manipulate in a creative interaction with the synoptic texts, the study of which sheds new light on those texts and the relationships between them. This article introduces a fresh way of looking at the Synoptics by focusing on the treatment of the Sermon on the Mount in five Jesus films, and comparing it with Luke's treatment of the Sermon on the assumption that he, too, has a copy of Matthew's Gospel. Luke's handling of the Sermon has several features in common with the Jesus films' handling of the same material, specifically relocation, abbreviation, redistribution, restructuring and the enhancing of dramatic elements. This provides us with a stimulus to re-think the common yet dubious claim that, on the assumption that he knew Matthew, Luke's redaction of the Sermon on the Mount is inexplicable.
The Meaning of Porneia in Matthew 5.32 and 19.9: an Approach From the Study of Ancient Near Eastern Culture
Authors: Janzen David
Published: January 2017

The author argues that the Matthean use of the term porneia in the divorce excep tion clauses of 5.32 and 19.9 is best understood by reference to the notion of divorce withjust cause, an idea present throughout the ancient Near East and in first- century Judaism. Just cause includes actions on the part of the woman that con stitutes the man's right to divorce without repayment of the dowry. Matthew excludes the possibility of divorce without just cause, and limits just cause to porneia, sexual intercourse during betrothal or marriage with someone other than the wife's husband.
Wedding Textual and Rhetorical Criticism To Understand the Text of 1 Thessalonians 2.7
Authors: Sailors Timothy B.
Published: January 2017

Was Paul, in 1 Thess. 2.7, referring to himself and his fellow apostles as 'gentle' (ήπίοί) or as 'babies' (νήπίοί)? Most text critics prefer the older, wider, and better attested reading (νήπίοί); however, neither modem translations, nor most commen tators follow this reading. By combining textual criticism, which shows the superi ority of the reading νήπίοί, with rhetorical criticism, which shows that νήπίοτ is used positively as part of Paul's 'apology', and does not create an insurmountable problem by being used adjacent to τροϕός, one can better understand this passage.
The Triune Divine Identity: Reflections On Pauline God-Language, in Disagreement With J.D.G. Dunn
Authors: Watson Francis
Published: January 2017

In his recent Theology of Paul the Apostle, J.D.G. Dunn argues that 'Jewish monotheism' remains foundational for Paul, despite the addition of secondary christological convictions to his inherited Jewish beliefs. In opposition to this, it is argued that, without detriment to its Jewish roots, Paul's view of God is fully and distinctively Christian. For Paul, the word 'God' means 'the God and Father of our Lord Jesus Christ', 'the one who raised Jesus our Lord from the dead'. Paul is con cerned with no other god than the one whose very being is constituted by the rela tionship to Jesus and his Spirit.
Instructional discourse strategies: differences between hearing and deaf mothers of deaf children
Authors: Jamieson Janet R.
Published: January 2017

This study examines the language used by mothers when instructing their hearing and deaf preschool children. Mothers and children from three matched groups, hearing mother — hearing child, hearing mother - deaf child, and deaf mother - deaf child, were videotaped during a problem-solving task. Dependent measures were maternal discourse behaviours and child initiative. The hearing mothers in the mother - deaf child dyads were less likely than the deaf mothers to adapt their discourse strategies to accommodate their children's needs as visual processors of information, and their children showed less initiative in terms of linguistic and construction attempts than the other children. The findings of this study support Vygotsky's dialectical theory of cognitive development.
An intra-twin phonological study: the phonologies of an SLI twin and her normally developing brother
Authors: Clements Albertine , Fee E. Jane
Published: January 2017

This study examined the phonological systems of fraternal twins, at 6;1 and again at 7;6. The male twin is acquiring language normally, while the female has been diagnosed as being language impaired. Phonetic and phonological inventories, substitution patterns, phonological processes, syllable structures and proportion of correct consonants for each twin were analysed following the assessment procedures outlined in Ingram (1981, 1989 a). Results indicate that the SLI twin omitted consonants most frequently in syllable final position and consistently reduced consonant clusters. Her results reveal a language delay of approximately four years in terms of segmental acquisition, and five or more years in the acquisition of syllable structures, compared with her brother. It is argued that this mismatch between the degree of delay in segmental and syllabic acquisition demonstrates a type of phonological deviance.
Teaching referential and social-regulative words to toddlers: mothers' use of metalingual language
Authors: Deffebach Kim P.
Published: January 2017

Research showing that young children use language for both referential and social purposes raises questions concerning how parents promote toddlers' acquisition and discrimination of different language functions. Analyses of mothers' input to twenty-nine 20-month-old children revealed that mothers supported the acquisition of different types of language through differential use of language teaching strategies. When focusing on referential language, mothers predominantly employed labelling, thus emphasizing naming skills. When focusing on social- regulative language, mothers used strategies such as assuming the child's role, thus emphasizing turn-taking and other social skills. Mothers also used more language teaching routines when they were in the presence of an observer than when they were alone with their children.
'To be or not to be': formulaic and frame-based acquisition of the copula in Trinidad
Authors: Youssef Valerie
Published: January 2017

This study examines the development of copula as main verb for three children exposed to Trinidad Creole (TC) and Standard English (SE) in differing proportions. There is conflict between the systems in contact in this area because, in the TC system, copula is realized as zero with adjectival and locative predicates. Hence children have to acquire a form which is, on occasion, not there. In these circumstances it was found that the children displayed a formulaic style of acquisition and relied heavily on frames derived from formulae as language 'anchors' in an unstable interaction area. For all three the frame-based strategy operated as a base for surface analysis of forms while they ironed out underlying conflicts in the language systems of their exposure.
Sadism, the Intuitive System, and Antisocial Punishment in the Public Goods Game
Authors: Pfattheicher Stefan , Keller Johannes , Knezevic Goran
Published: January 2017

In public goods situations, a specific destructive behavior emerges when individuals face the possibility of punishing others: antisocial punishment, that is, costly punishing cooperative individuals. So far, little is known about the (intuitive or reflective) processes underlying antisocial punishment. Building on the Social Heuristics Hypothesis and arguing that antisocial punishment reflects the basic characteristics of sadism, namely, aggressive behavior to dominate and to harm other individuals it is assumed that everyday sadists intuitively engage in antisocial punishment. Two studies document that activating (Study 1) and inhibiting (Study 2) the intuitive system when a punishment option can be realized in one-shot iterated public goods games increased (Study 1) and reduced (Study 2) antisocial punishment, in particular among individuals who reported a proneness to sadism. In sum, the present research suggests that sadistic tendencies executed intuitively play a crucial role regarding antisocial punishment in public goods situations.
Post-Fight Respect Signals Valuations of Opponent’s Fighting Performance
Authors: Pham Michael N. , Barbaro Nicole , Mogilski Justin K. , Shackelford Todd K. , Zeigler-Hill Virgil
Published: January 2017

The current research explores whether humans process inputs about combat (e.g., assessments of formidability) that produce outputs of post-fight respect (e.g., shaking an opponent’s hand when the fight ends). Using an online questionnaire (Study 1, n = 132), an in-person questionnaire (Study 2, n = 131), and an in-lab fight simulation (Study 3, n = 58), we investigated whether participants were more likely to receive (Studies 1 and 3) and display (Studies 2 and 3) post-fight respect as a function of the fight outcome (Hypothesis 1), use of fight tactics (Hypothesis 2), fighter asymmetries (Hypothesis 3), fighter ranking (Hypothesis 4), and the presence of witnesses (Hypothesis 5). The results support Hypotheses 1 to 4 concerning expectations of receiving post-fight respect, and support only Hypotheses 2 and 3 concerning displays of post-fight respect. We suggest that post-fight respect signals positive valuations of fighting performance that may function to maintain valuable relationships within the social group.
Permeability of Group Boundaries
Authors: Armenta Bibiana M. , Stroebe Katherine , Scheibe Susanne , Van Yperen Nico W. , Stegeman Alwin , Postmes Tom
Published: January 2017

The perceived possibility of movement between groups, referred to as permeability of group boundaries, is considered a key factor in explaining intergroup relations. However, so far, permeability has been conceptualized in different ways and there exists no validated measure. Integrating different conceptualizations, we developed a scale distinguishing membership permeability (e.g., a person changing from one sport team to another) versus status permeability (e.g., a person acquiring a higher social status). Scale validation occurred across samples representing five lower status groups (older adults, women, obese, lower educated, ethnic minorities). Our scale was related to central indicators of intergroup relations such as self-reported intergroup attitudes (e.g., identification) and endorsement of behavioral strategies (individual mobility, collective action). Moreover, it distinguished permeability characteristics of different types of social groups. The scale provides a novel theoretical conceptualization of permeability and can be used to examine levels and correlates of permeability perceptions across social groups.
An Evaluation of Interrater Reliability Measures on Binary Tasks Using d-Prime
Authors: Grant Malcolm J. , Button Cathryn M. , Snook Brent
Published: January 2017

Many indices of interrater agreement on binary tasks have been proposed to assess reliability, but none has escaped criticism. In a series of Monte Carlo simulations, five such indices were evaluated using d-prime, an unbiased indicator of raters’ ability to distinguish between the true presence or absence of the characteristic being judged. Phi and, to a lesser extent, Kappa coefficients performed best across variations in characteristic prevalence, and raters’ expertise and bias. Correlations with d-prime for Percentage Agreement, Scott’s Pi, and Gwet’s AC1 were markedly lower. In situations where two raters make a series of binary judgments, the findings suggest that researchers should choose Phi or Kappa to assess interrater agreement as the superiority of these indices was least influenced by variations in the decision environment and characteristics of the decision makers.
The Space Between Us: A Social-Functional Emotions View of Ambivalent and Indifferent Workplace Relationships
Authors: Methot Jessica R. , Melwani Shimul , Rothman Naomi B.
Published: January 2017

Workplace relationships are a cornerstone of management research. At the same time, there remain pressing calls for work relationships to be front and center in management literature, demanding an organizationally specific “relationship science.” This article addresses these calls by unifying multiple scholarly fields of interest to develop a comprehensive understanding of interpersonal workplace relationships. Specifically, in this review, we move beyond the tendency to pit positive and negative relationships against each other and, instead, spotlight theory and research associated with ambivalent and indifferent relationships, which are prevalent and impactful yet persistently understudied. We organize our review into four streams: sources, outcomes, dynamics, and measurement. We then advance existing workplace relationships literature by integrating the social functions of emotions perspective. In doing so, we move beyond the positive–negative dichotomy by implicating discrete emotions and their interpersonal functions for workplace relationships. We conclude by offering an agenda for future scholarship.
Evaluation of a Computer-Based Program on the Reading Performance of First Grade Students with Potential for Reading Failure
Authors: Howell Richard D. , Erickson Karen , Stanger Carol , Wheaton Joe E.
Published: January 2017

This study investigated the effects of a software-based early reading program on the early reading abilities of first grade students with disabilities or who had potential for reading failure. Balanced reading instruction was the instructional approach because of increasing evidence that effective reading instruction must strike a balance between opportunities to read and write connected text and instruction in word identification (including phonics/decoding instruction). The study included students from inclusive classrooms in six different states and was conducted during the 1998–1999 school year. Students in the experimental group evidenced a wide range of disabilities, but shared a common and identifiable problem with early literacy knowledge and skills. A group of typically-developing students served as the criterion group for the study. The results indicated that all the within-subjects main effects were statistically significant at an alpha of .01, and the test-by-group interactions were statistically significant for all measures except for two subtests. A perspective on the significant gains of the students in the experimental group and the need for additional research of longer duration is discussed.
Building An Initial Information Base: Assistive Technology Funding Resources for School-Aged Students with Disabilities
Authors: Kemp Crystal E. , Hourcade Jack J. , Parette Howard P.
Published: January 2017

Due in large part to the 1997 amendments to the Individuals with Disabilities Education Act (IDEA), individualized education program (IEP) teams increasingly are identifying assistive technology (AT) for students with disabilities to ensure the provision of free appropriate public education (FAPE) in the least restrictive environment (LRE). Though this law requires that AT must be considered when developing the IEP of a student with a disability, the high costs of AT devices and services may lead some IEP teams to conclude that such technology is not accessible.

IDEA remains the primary funding source for assistive technology that is identified as an educational necessity. However, because funding of AT devices and services through IDEA remains limited, school administrators, parents, and IEP team members need information on other funding resources. Alternative options and guidelines for accessing these possible additional funding resources often are not well known by school professionals. This article provides an overview of several AT funding resources, notes basic requirements for eligibility, and offers suggestions for making successful claims.
I Can Do it Better on the Computer: The Effects of Technology-Enabled Scaffolding on Young Writers' Composition
Authors: Englert Carol Sue , Manalo Margaret , Zhao Yong
Published: January 2017

The purpose of this study was to examine how a Web-based software program impacted lower elementarystudents' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were asked to write a story in a Web-based environment on a supported paragraph activity. They were later asked to type a story in the Web-based environment on a free-writing activity. Finally, students were asked to compose a story through the traditional paper and pencil means. Students' personal narratives were scored using rubrics that examined both narrative genre characteristics and writing conventions. Overall findings indicate that students wrote more, incorporated more genre specific characteristics, and demonstrated conventional writing skills on the supported writing assignment.
Effects of Multimedia, Computer-Based Instruction on Grocery Shopping Fluency
Authors: Mechling Linda C.
Published: January 2017

This study examined the effectiveness of a multimedia program (i.e., interactive computer program, video captions, and still photographs) to increase the fluency of three students with intellectual disabilities to grocery shop. A multiple probe design across participants was used to evaluate the effectiveness of the multimedia program. Instruction, using a constant time delay procedure, occurred through simulations on the computer using video captions and still photographs. Video captions were made in a subjective point of view in which students viewed the sequence of steps for completing the task at the student's eye level as if he/she were performing the skill. The 12 items on the grocery list were arranged by categories (e.g., dairy, canned foods) and fluency of skills was assessed through shopping at a local grocery store. Results indicate that the multimedia program alone was effective in increasing the fluency in which students were able to read aisle signs and locate items without the use of an adaptive grocery shopping list.
Pediatric Tele-Health Consultation to Rural Schools and Clinics in the Pacific Northwest
Authors: Sulzbacher Stephen , Mas Jennifer , Larson Eric H. , Shurtleff David B.
Published: January 2017

Video teleconferencing is a technology whose usefulness in providing specialist support for special education programs is just emerging. In 1996, video tele-health consultation was incorporated into a long-standing program of on-site pediatric outreach consultation to primary care doctors and clinics throughout the Pacific Northwest. Many of the referrals involved school-related problems. Technological advances like the K-20 Network ( http://www.k12.wa.us/k20/ ) linking all Washington State school districts, enabled expansion of tele-health consultation to schools, particularly teachers of children with special health care needs. Referral patterns indicate tele-health consultation is most effective when coordinated with an on-site outreach program. We found significant advantages to using interactive video teleconferencing for consultation on children with complex special health care needs, especially when schools, community agencies, families, and practitioners are involved.
Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices?
Authors: Watts Emily H. , O'Brian Mary , Wojcik Brian W.
Published: January 2017

Although models have been proposed to guide the important work of school teams as they implement the assistive technology consideration process, little understanding exists as to how these models relate to recommended practices for educational assessment. This article proposes a comparison between educational assessment practices and four selected models of the assistive technology consideration process that are documented in the literature. The strengths and limitations of the assistive technology consideration models are discussed and recommendations for future research and practices are presented.
Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education
Authors: Skylar Ashley Ann , Higgins Kyle , Boone Randall , Jones Paul , Pierce Tom , Gelfer Jeff
Published: January 2017

Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in traditional or online coursework. However, little research has compared traditional learning with the new multimedia online technologies that are becoming more prevalent in distance education.

This study investigated the achievement, student satisfaction, and instructor course evaluations of pre-service general education students who participated in three special education courses in which a variety of instructional media and methods were used. The media used were: (a) a traditional classroom, (b) an online classroom (WebCT), and a (c) class-in-a-box via multimedia CD-ROMs. The various methods used to deliver the instructional content included PowerPoint notes, lecture notes, digital videos, and the textbook. Results of the study revealed that there were no significant differences found between the achievement of the students and the three conditions (e.g., traditional classroom, the online classroom, or the class-in-a-box via multimedia CD-ROMs). Also, no significant differences were found in the student satisfaction of the three groups. All were satisfied with the type of media of instruction in which they participated. Finally, the instructor course evaluation results completed by the three groups were not significantly different, indicating that the three groups evaluated the instructor and the instructional media similarly. The implications of these results for delivering courses via distance education are discussed.
Assistive Software Tools for Secondary-Level Students with Literacy Difficulties
Authors: Lange Alissa A. , McPhillips Martin , Mulhern Gerry , Wylie Judith
Published: January 2017

The present study assessed the compensatory effectiveness of four assistive software tools (speech synthesis, spellchecker, homophone tool, and dictionary) on literacy. Secondary- level students ( N = 93) with reading difficulties completed computer-based tests of literacy skills. Training on their respective software followed for those assigned to the Assistive Software and the Microsoft Word Control groups. Posttests revealed an improvement for the Assistive Software group on reading comprehension, homophone error detection, spelling error detection, and word meanings. The Microsoft Word Control group also improved on spelling error detection and word meanings, but performed worse on homophone error detection. A Full Control group showed no significant improvements on any of the measures. Overall, results indicate a significant assistive value of the four software tools (from the software package Read & Write Gold, 2002) across several domains of literacy.
School Web Sites: Are They Accessible to All?
Authors: Wells Julie A. , Barron Ann E.
Published: January 2017

In 2002, the National Center for Educational Statistics reported that 99% of public schools had Internet access and 86% of those schools had a web site or web page (Kleiner & Lewis, 2003). This study examined accessibility issues on elementary school homepages. Using a random sample of elementary school web sites, the researchers documented accessibility errors and warnings related to Section 508 of the American Rehabilitation Act and Priority 1, 2, and 3 of the Web Content Accessibility Guidelines. The researchers used WebXACT (WebXACT, 2005) and the Accessibility Toolbar (National Information and Library Service, 2005) to evaluate the web sites. Findings indicate that 91% of the web sites had at least one accessibility error related to Section 508, and 84% of web sites had at least one Priority 1 error. The major sources of these errors were related to text equivalents (Alt tags) for images. Issues related to font sizes, screen resolutions, contrast, style sheets, and flicker are also discussed.
The Efficacy of Technology Use by People with Intellectual Disability: A Single-Subject Design Meta-Analysis
Authors: Wehmeyer Michael L. , Palmer Susan B. , Smith Sean J. , Davies Daniel K. , Stock Steven
Published: January 2017

It is generally assumed that when technology is designed with the principles of universal design in mind, people with intellectual disability will also benefit. However, there is no research concerning the degree to which technology use is impacted by the presence or absence of universal design features. To address this and to examine the degree to which people with intellectual disability benefit from technology, we conducted a meta-analysis of single subject design studies that implemented technology with a person with intellectual disability. We found that most of the technology use evaluations with people with intellectual disability have been with a relatively limited number of technology types and do not include universal design features. The need for research on the impact of specific types of universal design features is discussed.
Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism
Authors: Mechling Linda C. , Gustafson Melissa R.
Published: January 2017

This study compared the effectiveness of static photographs and video prompts on the independent task performance of six young men with a diagnosis of autism. An adapted alternating-treatment design with baseline, comparison, withdrawal, and final treatment conditions was used to measure the percentage of cooking-related tasks completed independently by each student across the two treatments. Both procedures were effective in increasing correct task performance for all participants from baseline levels where only verbal task directions were provided. However, participants independently completed a greater number of tasks when using video prompting. During the final treatment phase each student further increased his level of performance when using video prompting with sets of tasks receiving static picture prompts during the comparison phase.
Transenvironmental Programming: Promoting Success in the Regular Class by Maximizing the Effect of Resource Room Instruction
Authors: Anderson-Inman Lynne
Published: January 2017

With the growth in popularity of special education resource rooms, effective strategies are needed to promote the transfer of learned skills from one educational setting to another. “Transenvironmental programming” is presented as a data-based approach for promoting regular class success for handicapped students by carefully programming resource room instruction. An experimental study is described which illustrates the tenets of transenvironmental programming and supports Its efficacy as an approach to promoting the transfer of skills across settings. Throughout the four phases of a reversed design, the accuracy of one handicapped student's written and oral spelling responses are monitored during spelling instruction in the regular classroom. Daily preteaching sessions in the resource room, using materials matched for content and format with those of the regular classroom, increased regular class spetling accuracy to a level comparable to the mean performance of the subject's peers. The data are discussed with respect to transenvironmental programming. and implications of the study for providing effective resource room instruction are presented.
Teaching Recreational Skills to Handicapped Youths with Video Modeling and Peer Tutoring
Authors: Durham Robert L. , Fairchid Joan M. , Ehrhart Lee , Emilio Carol , Andrews Lester , Bonds Missye , Brookman Susan
Published: January 2017

A video-tape modeling and peer counseling program was utilized to teach recreational skills to younger handicapped youths and employment skills to adolescent handicapped youths. Twelve video tapes were developed to teach the adolescent youths (trainer) job skills relevant to both the specific job and general skills relevant to generic jobs. The trainers then used 29 recreational video tapes to teach the younger children (trainees) specific recreational skills. Resuts indicated that, as a function of video tape modeling and peer tuspring, trainees spent approximately 80% of their time engaged in talk specific (i.e., tape-modeled) behavior. Trainers evidenced significant increases in rated behavioral scales over the 12 week course of the study. Additionally, trainers scored significantly higher than randomly matched controls on a Job Skills Inventory (JSI) over the course of the study. Predicted similar differences in self-concept, as measured by the Piers-Harris Self Concept Scale for Children, were not obtained. Results were discussed in terms of the practicality of using video tape as a means to teach recreational and job skills to handicapped youths.
Providing Incentives for Utilizing the Best Instructional Technologies
Authors: Felder David W. , Platt Judith R.
Published: January 2017

The authors argue that incentives in the public schools inhibit the utilization of the best instructional technologies for special education students. Incentives in the public schools are Contrasted with incentives in business while discussing several issues, including family choice, mainstreaming, the use of instructional technologies such as mediated instruction, and the types of changes that public schools have incentives to accept. The solution to the problem of applying desirable technology in public education is to have a new incentive structure for the public schools.
Communication Boards: Design and Construction
Authors: Finkle Louis J.
Published: January 2017

If one were to identify the most beneficial tangible apparatus for nonverbal individuals, undoubtedly, the communication board would rate highly. For those who are not familiar with the use of such devices, this paper presents the basics of their design, function, and construction. Many variables are considered whenever an individual requires such intermediary devices to enhance and expand expressive language. Selection of the most appropriate language is a primary consideration. In conjunction with language selection, the person's level(s) of functioning need to be assessed both physically and cognitively. Sensorial evaluations are also needed to detect audition problems, agnosia, aphasia, or defective vision. Finally, the construction variables of size, range of motion, costs, and materials must be pre-determined if a functional board is to be produced. Without such planning, the design of hastily derived boards may be as haphazard as its eventual usage.
A Demonstration of a Successful Parent-Conducted Remedial Reading Program
Authors: Foxx R. M. , Foxx Carolyn L.
Published: January 2017

This paper demonstrates the use of parent training in behavior management, a systematic curriculum, and a system for maintaining consistent parental involvement to develop a parent conducted remedial reading program. The program utilized short and long-term extrinsic rewards, frequent feedback, and massed practice. Two children, from different families, an eight and one-half-year-old girl and a seven-year-old boy, had been labelled as learning disabled and required to repeat a grade because of their extremely low levels of reading achievement The program produced impressive gains in the children's reading abilities as measured by standardized tests. The girl's Gates-MacGinitie grade score increased from a pre-program composite score of 1.1 to 4.2 after five months of intervention whereas the boy's grade score increased from 1.1 to 3.8 after 20 months. Both children have made appropriate grade level academic progress since they have become fluent readers and are reading above grade level. This demonstration suggests that interested and appropriately trained parents can play an important and effective role in remediating their children's reading problems.
Collecting and Analyzing Continuous Behavioral Data with the TRS-80 Model 100/102 Portable Laptop Computer
Authors: Denny Dallas , Fox James
Published: January 2017

During observation sessions, discontinuous recording of behavioral events (time sampling and interval recording) introduces sampling error into the data. Continuous recording of data is methodologically superior, but makes greater demands on observers and often requires expensive and cumbersome equipment There is a need for equipment and software that are easy to use and transportable and that integrate data collection and analysis functions. The Behavioral Observation System—Computerized (BOSCO) was developed for the TRS-80 Model 100 and 102 portable laptop computers. BOSCO allows the computer to be used to (a) create and use an observation system, and (b) assess and calculate interobserver agreement. The computer's built-in, real-time clock allows accurate timing of each entry to within one second. This article describes the features and functions of BOSCO, illustrating its application through brief descriptions of several studies in which it has been employed.
The Impact of Technology on Assessing Social Skills
Authors: Storey Keith
Published: January 2017

The social skill of persons with disabilities has been found to influence employment, schooling, friendships, community involvement, and overall quality of life. However, the ability of researchers and practitioners to assess social skills has been limited by reliance upon paper and pencil recording procedures. The development of computer technology offers refinement and expansion of the ability to adequately assess social skills. In this paper, the impact of technology on assessing social skills in persons with disabilities is addressed in terms of describing the technology, implications of the technology, and the role of micro versus macro analysis.
Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction
Authors: Paulsen Kim J. , Higgins Kyle , Miller Susan Peterson , Strawser Sherri , Boone Randall
Published: January 2017

Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.
Using an Education Server Software System to Deliver Special Education Coursework via the World Wide Web
Authors: Blackhurst A. Edward , Hales Rene M. , Lahm Elizabeth A.
Published: January 2017

The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined and a pilot study was performed to explore factors associated with the development and delivery of instructional content via TopClass. Student reactions to instruction delivered in the pilot test were positive. There also were indicators that learning occurred as a result of using the TopClass system. Issues related to the use of WBI were identified and questions for additional research were proposed.
Integrating Technology into Special Education Teacher Preparation Programs: Creating Shared Visions
Authors: Edyburn Dave L. , Gardner J. Emmett
Published: January 2017

While the importance of integrating technology into the curriculum is frequently discussed, to-date, most teacher education initiatives for enhancing instruction with technology have been the result of the efforts of individuals and generally focus on single courses. While such efforts are noteworthy developmentally, they are hardly adequate for significant programmatic benefit. The purpose of this article is to describe a change strategy for fostering systemic and collaborative efforts to integration technology in teacher education. A self-study process is outlined for engaging teacher educators in a series of collegial conversations about the effective use of technology in special education teacher preparation. Five topics are used to structure the conversation: (1) reviewing professional standards, (2) viewing snapshots of current practice, (3) examining visions of technology integration, (4) utilizing a roadmap of the technology integration process, and (5) validating technology integration efforts. The authors argue the process is critical for the profession if we are to move beyond individual visions to common, shared visions, of how technology can be used as a meaningful tool for teaching and learning within the discipline of special education. By advancing collective perspectives about technology integration, it is anticipated that teacher educators will gain a forum for examining descriptions, illustrations, models, principles, and strategies for implementing technology in ways that enhance opportunities for student learning. Finally, the policy implications of this change strategy for current practice and future research are noted.
Increases in Natural Speech Production following Experience with Synthetic Speech
Authors: Buschak Doreen M.
Published: January 2017

Two groups of preschool and young school-aged children with severe speech impairment received individual phonologic awareness instruction utilizing two different methods—graphic symbols or graphic symbols with synthetic speech output. Follow-up performance indicated that children who used synthetic speech output demonstrated marked increases in natural speech production. These findings provide preliminary support for early use of synthetic speech by children with severe speech impairment.
Providing Enrichment and Acceleration in the Electronic Classroom: A Case Study of Audiographic Conferencing
Authors: McLoughun Catherine
Published: January 2017

Audiographic conferencing technology is currently used by the Education Department of Western Australia (EDWA) to provide enrichment programs for talented and gifted students living in rural and isolated areas of Western Australia. In addition to increasing the access and participation of isolated students to a special curriculum designed to extend and enrich their learning, current policy also aims to improve and develop the applications of technology for special education needs. For the particular students involved in the study, the goal of higher-order thinking was sought as a learning outcome. Based on observations and research on the actual classrooms where audiographic conferencing was used to mediate learning, this paper suggests that higher-order thinking (HOT) among gifted students can be fostered by utilizing audiographic conferencing to create a classroom milieu of peer discourse, investigation and visual display of ideas. When teachers are encouraged to adopt a process-based approach and to foster the skills of negotiation, verbal elaboration and peer revision of ideas they also begin to utilize the two-way audio and video elements of the technology to maximize learning. The initial evaluation of the project for gifted and talented students indicated that the interactive features of the technology provided the possibilities for task-related collaboration and gave students the opportunity to share, discuss and evaluate concepts, thereby leading to higher-order thinking.
Becoming the Leader: Leadership as Material Presence
Authors: Ford Jackie , Harding Nancy Helen , Gilmore Sarah , Richardson Sue
Published: January 2017

This paper seeks to understand leaders as material presences. Leadership theory has traditionally explored leaders as sites of disembodied traits, characteristics and abilities. Our qualitative, mixed method study suggests that managers charged with the tasks of leadership operate within a very different understanding. Their endogenous or lay theory understands leadership as physical, corporeal and visible, and as something made manifest through leaders’ material presence. This theory-in-practice holds that leadership qualities are signified by the leader’s physical appearance: the good leader must look the part. Actors consequently work on their own appearance to present an image of themselves as leader. They thus offer a fundamental challenge to dominant exogenous, or academic, theories of leadership. To understand the unspoken assumptions that underpin the lay theory of leadership as material presence, we interrogate it using the new materialist theory of Karen Barad and the object relations theory of Christopher Bollas. This illuminates the lay theory’s complexities and sophisticated insights. In academic terms it offers a theory of how sentient and non-sentient actors intra-act and performatively constitute leadership through complex entanglements that enact and circulate organizational and leadership norms. The paper’s contribution is thus a theory of leadership micro-dynamics in which the leader is materialized through practices of working on a corporeal self for presentation to both self and others.