bluuebunny/crossref_metadata_2025 huggingface dataset:
The Handicapped Children's Protection Act of 1986: Time to Pay the Piper?
Authors: Yell Mitchell L. , Espin Christine A.
Published: January 2017

The Education for All Handicapped Children Act (EAHCA), Public Law 94–142, provides for a free, appropriate public education for handicapped children, as well as due process procedures. However, the EAHCA does not directly address relief available to parents who successfully allege inappropriate actions by school. In this article, we examine case law that has provided three primary types of relief (injunctive relief, tuition reimbursement, and attorneys' fees) in special education lawsuits. The Supreme Court's decision in Smith v. Robinson, (1984) which removed attorneys' fees for action under the EAHCA, is analyzed. The congressional reaction to Smith v. Robinson and the Handicapped Children's Protection Act of 1986, Public Law 99–372, is described, and case law relying on that act is examined.
Recent Newspaper Coverage about Persons with Disabilities
Authors: Yoshida Roland K. , Wasilewski Lynn , Friedman Douglas L.
Published: January 2017

Newspapers are considered a powerful medium for developing public opinion about issues. In a representative sample of large-city newspapers, we found that three issues—budget, expenditures, or taxes; housing or normalization; and treatment in institutions—were the most frequently featured issues about persons with disabilities. The least frequently mentioned issues were school related, such as instruction, mainstreaming, and Public Law 94–142 compliance. A suggestion was made that if articles about special education are to appear in newspapers, special educators must develop strong relationships with newspaper reporters and their editors.
Teaching Multiplication Facts to Students with Learning Problems
Authors: Mattingly Judith C. , Bott Deborah A.
Published: January 2017

The present study investigated the effectiveness of a constant time delay procedure in teaching multiplication facts to fifth- and sixth-grade students identified as learning disabled, behavior disordered, or educable mentally handicapped. Four students were taught oral responses to 30 multiplication facts using a constant 5-second (s) delay procedure. Data on the number of minutes of direct instruction time, as well as the number and percent of errors, trials, and sessions to criterion, were collected. Results indicated that the near-errorless learning procedure was effective in teaching multiplication facts to students placed in special education.
Supplemental/Replacement: An Alternative Approach to Excess Costs
Authors: Hartman William T.
Published: January 2017

Excess cost has been a prominent method of funding special education for many years and it is used by the federal government and by many states. The common approach is to calculate excess cost as the difference between special education cost per student and regular education cost per student. Despite its widespread use, there are both conceptual and practical difficulties in this approach. This article proposes a new operational definition of excess cost, which is based on programs and services rather than accounting calculations.
An Investigation of Self-Concept in Gifted Children
Authors: Hoge Robert D. , McSheffrey Robert
Published: January 2017

The study explored several issues respecting the self-concept in children categorized as gifted; (a) the relative independence of specific components of self-perceptions; (b) the way in which these factors relate to global self-esteem; and (c) the extent to which a developmental process operates in the evolution of the self-concept. Data were collected from a sample of pupils enrolled in enrichment classes, grades 5 through 8. Measures included the Self-Perception Profile for Children and a teacher-rating measure of pupil attributes. The results confirmed the relative independence of the specific components and showed that self-perceptions of social and scholastic competence and of physical appearance were the major contributors to the self-concept. There was no evidence, however, for the operation of a developmental process.
The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction
Authors: Harris Karen R. , Pressley Michael
Published: January 2017

In this article, we illustrate the theoretical and empirical basis of cognitive strategy instruction and compare this basis to major principles of constructivism. In particular, we address the recent argument that cognitive strategy instruction precludes active construction of knowledge; and we discuss the nature of good cognitive strategy instruction and its contribution to the education of students with learning problems. Illustrations of self-instructional and other cognitive strategy instruction models are presented in the areas of reading comprehension, written language, and memory. Other issues are discussed, including maintenance, generalization, and teacher implementation of strategy instructional approaches. We conclude that both, teachers and students are constructing important new knowledge during strategy instruction, and that cognitive strategy instruction is a viable and exciting direction in special education research and practice.
The Effects of Initial Interval Size on the Efficacy of DRO Schedules of Reinforcement
Authors: Repp Alan C. , Felce David , Barton Lyle E.
Published: January 2017

The differential reinforcement of oilier behavior (DRO) is a behavior-reduction procedure that has been popular for several years. In classroom settings, it provides reinforcement when a student does not display inappropriate responding for a particular interval of time. Unfortunately, relatively little is known about how to use DRO effectively in applied settings. Most research has been conducted in laboratory settings: the purpose of the present study was to provide a replication of one of those studies. This study examined the effect of the size of the initial DRO interval on the disruptive behavior of students with moderate disabilities. In the first experiment, a group of six students was observed during baseline in two classes. Two different DRO values were then used, lit one classroom, it was equal to the mean number of 10-second intervals between disruptions during baseline, lit the other classroom, it was twice the mean number during baseline. In the final phase, behavior in both classrooms was put under the same DRO program, lit the second experiment, the disruptive behavior of three students was studied in a different design in which both methods of determining the initial DRO value, were compared. The results of both experiments showed that an initial DRO value equal to the mean number of intervals between responses in baseline was much more effective than a value twice that size in reducing disruptions.
Teacher Perceptions of the Regular Education Initiative
Authors: Semmel Melvyn I. , Abernathy Tammy V. , Butera Gretchen , Lesar Sharon
Published: January 2017

A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.
Cooperative Teaching Project: A Model for Students at Risk
Authors: Self Herticena , Benning Anne , Marston Doug , Magnusson Deanne
Published: January 2017

This article describes an innovative teaching model designed to impact students at risk with the cooperative efforts of regular and special education in Grades K-3. Evaluation outcomes are presented that show the model has a positive effect on individual student performance, total building progress as measured by curriculum based measurement, special education referrals, and attitudes of participating teachers.
Relationship between Measures of Adaptive Functioning and Community Adjustment for Adults with Mental Retardation
Authors: McGrew Kevin S. , Bruininks Robert H. , Thurlow Martha L.
Published: January 2017

This study investigated the concurrent relations between measures of adaptive/maladaptive behavior and community adjustment in a sample of 239 adults with mild to severe degrees of mental retardation. Using canonical correlation procedures and multidimensional community adjustment measures, the investigators found significant relations between the measures of behavior and several community adjustment dimensions. The results provided evidence for the criterion-related validity of measures of adaptive/maladaptive behavior and suggested that such skills provide an important contribution to community adaptation and to program planning and decision making for individuals with mental retardation.
CEC's Standards for Professional Practice in Advocacy: Members' Attitudes and Activities
Authors: Rock Stephen L. , Geiger William L. , Hood Georganne
Published: January 2017

A sample of The Council for Exceptional Children (CEC) membership was surveyed to assess their attitudes about the 1983 Standards for Professional Practice in Advocacy, the levels and types of advocacy activities, and their school district or agency's response to these activities. The 530 respondents indicated that they supported the standards for advocacy and that they were active advocates. There were differences in the rate and type of advocacy activities for teachers, administrators, and those involved in other roles. Most teachers also felt that their district or agency was supportive of advocacy activities, but a substantial number felt that their district or agency was not supportive.
Self-Concept of African-American Students: An Operational Model for Special Education
Authors: Obiakor Festus E.
Published: January 2017

African-American students who fail in school programs are presumed to have a “low” self-concept. However, this view fails to recognize self-concept as an observable, describable, situation-specific, and measurable phenomenon. In addition, it ignores the cultural biases and prejudices inherent in current self-concept assessment tools. In contrast, the operational model of self-concept, which defines self-descriptive behavior, permits identification of styles, strengths, and weaknesses in the areas of self-concept. The article explores methods for enhancing self-concepts of African-American students and accommodating multicultural perspectives.
Examining the Instructional Contexts of Students with Learning Disabilities
Authors: Bulgren Jams A. , Carta Judith J.
Published: January 2017

This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students ' classroom behavior.
Educational Services for Children with Chronic Illnesses: Perspectives of Educators and Families
Authors: Lynch Eleanor W. , Lewis Rena B. , Murphy Diane S.
Published: January 2017

Two parallel studies examined schools' and families' perceptions of the needs of children with chronic illnesses. Samples of 80 California school districts and 72 families were interviewed regarding types of chronic illnesses and school services, perceptions of and barriers to services, strategies for overcoming barriers, and fears and concerns of children with chronic illnesses. Most students were served in regular classes or at home. The most common barriers named by districts were funding and lack of public and staff awareness. Barriers named by families included teachers' misunderstanding of the child's needs and misinformation about the illness. Families focused on social-emotional issues and the impact of illness on their child's life; districts emphasized school absences and falling behind in schoolwork.
Gifted Girls in a Rural Community: Math Attitudes and Career Options
Authors: Lamb Julie , Daniels Roberta
Published: January 2017

This study was designed to determine the feasibility of improving gifted girls' attitudes toward mathematics. This study was conducted in three school districts in an isolated rural setting. Subjects were 24 gifted girls in Grades 4–7. A control group also contained 24 gifted girls at the same grade levels. On pretest, using the Mathematics Attitude Inventory (MAI), no significant differences were found between groups in their attitudes toward math. The intervention program included problem-solving activities, math-related career options, and self-esteem issues. MAI posttest scores after the 18-week program indicated that the program was effective in changing attitudes toward mathematics of gifted girls in a rural environment.
Analysis of Science Textbook Recommendations Provided for Students with Disabilities
Authors: Parmar Rene S. , Cawley John F.
Published: January 2017

Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94–142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there was no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.
Teaching Phonological Awareness to Young Children with Learning Disabilities
Authors: O'Connor Rollanda E. , Jenkins Joseph R. , Leicester Norma , Slocum Timothy A.
Published: January 2017

This study examined the feasibility of teaching phonological manipulation skills to preschool children with disabilities. Forty-seven children, 4–6 years old, enrolled in a special education preschool, were randomly assigned to receive training in one of three categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Results indicated that children were able to make significant progress in each experimental category, but that they demonstrated little or no generalization either within a category (e.g., from one type of blending task to another type of blending task) or between categories (e.g., from blending to segmenting). Although the children's level of cognitive development significantly predicted some learning outcomes, it did not appear to limit the learning of phonological tasks.
Categorical and Programming Changes in Special Education Services
Authors: Halgren Douglas W. , Clarizio Harvey F.
Published: January 2017

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.
The Effects of Social Interaction Training on High School Peer Tutors of Schoolmates with Severe Disabilities
Authors: Staub Debbie , Hunt Pam
Published: January 2017

This study evaluated the effects of social interaction training on the social interactions directed by high school students without disabilities toward peers with severe disabilities. Eight high school students who were peer tutors in a classroom for students with severe disabilities were matched in pairs and then randomly assigned to interact with and serve as partners for four classmates with severe disabilities. Only one participant in each peer tutor pair received the social interaction training. A statistical analysis indicated that the training increased the frequency of initiations of interactions directed from the students without disabilities toward their partners with severe disabilities. There was also an increase in the proportion of interactions that were social in nature, with a resulting decrease in the frequency of task-related interactions, as well as a significant increase in targeted social behaviors of the participants with severe disabilities.
Once is Not Enough: Former Special Educators Who Return to Teaching
Authors: Singer Judith D.
Published: January 2017

This research examines the career paths of 2,700 former special educators to see whether they returned to the public schools; the results are based on longitudinal data (13 years) on all special educators in Michigan public schools hired between 1972 and 1985. Analyses focus on teachers' decisions as they faced two key turning points—whether to reenter the schools, and if so, how long to stay during this second spell. An estimated 34% of the former Michigan special educators reentered a Michigan classroom within 5 years of leaving, and an estimated 58% of these stayed for more than 7 years. I conclude that a return to teaching after a brief interruption may be a common career path, and the pool of former special educators is a viable source of teacher supply.
Attention Deficit Hyperactivity Disorder as a Disability Category: A Critique
Authors: Reid Robert , Maag John W. , Vasa Stanley F.
Published: January 2017

Attention deficit hyperactivity disorder (ADHD) has generated a great deal of interest recently among the special education profession. Various groups have advocated making ADHD a separate disability category under the Individuals with Disabilities Education Act. As a result, children with this disorder would be eligible for special education services. Proponents argue that at least 50% of students with ADHD currently are not receiving special education services they require under existing categories. The argument for considering ADHD as a disability category rests on the assumption that it is a valid psychiatric disorder and is characterized by academic difficulties. We challenge the validity of these assumptions and examine social and cultural factors we believe fuel the perceived need for ADHD as a new disability category.
Self-Determination for Persons with Disabilities: Choice, Risk, and Dignity
Authors: Schloss Patrick J. , Alper Sandra , Jayne Donna
Published: January 2017

Self-determination refers to the ability to consider options and make appropriate choices in the home, at school, at work, and during leisure time. A growing philosophical and legal base supports full participation of persons with disabilities in natural settings in the community, and empirical studies document the abilities of persons with severe and multiple disabilities to learn to make choices. Follow-up studies indicate that the majority of special education graduates have not made a successful transition from school to life as an adult in the community. Many remain underemployed or unemployed for reasons associated with lack of decision-making skills. This article presents a rationale for including self-determination in special education curricula. The article describes a framework for providing choices, based on an analysis of risk and benefits. Assessment approaches and teaching strategies are offered.
Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study
Authors: Schiff-Myers Naomi B. , Djukic Janine , McGovern-Lawler Janine , Perez Daisy
Published: January 2017

The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English.
The Relationship between Instructional Variables and Problem Behavior: A Review
Authors: Munk Dennis D. , Repp Alan C.
Published: January 2017

In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors of persons with severe disabilities. One variable found in many of the situations in which these behaviors occur is instruction. The purpose of this paper is to review studies that have used instructional variables as nonaversive interventions for problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice of task, (b) task variation, (c) pace of instruction, (d) interspersal of high-probability tasks, (e) partial- versus whole-task training, (f) decreasing task difficulty, and (g) a multielement package. Further research is needed in nonintrusive, naturally occurring, and positive methods for reducing problem behaviors in instructional settings.
Testing a Model of Special Educators' Intent to Stay in Teaching
Authors: Cross Lawrence H. , Billingsley Bonnie S.
Published: January 2017

This study used path analysis to examine the effects of work-relatedfactors—including principal support, stress, role problems, job satisfaction, and commitment—on 542 Virginia special educators' expressions of intent to stay in teaching. Demographic variables—including teachers of students with emotional disabilities and race and gender of teachers—were treated as exogenous variables. Job satisfaction had a positive direct effect on intention to stay in teaching. Factors with small effects included professional commitment and perceived employability outside teaching. Principal support, stress, and role problems had direct effects on job satisfaction and commitment. Work-related variables should be included in strategies for retaining special educators.
Promoting Relational Thinking: Elaborative Interrogation for Students with Mild Disabilities
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Sullivan G. Sharon
Published: January 2017

This study evaluated the effectiveness of promoting relational thinking, using “elaborative interrogation” techniques, to facilitate the content acquisition of elementary school students with mild disabilities. Three conditions were used: control, experimenter-provided explanation, and student-generated explanation. Results indicated that both explanation groups significantly outperformed the control group on recall of facts, as well as explanations. Students coached in relational thinking statistically outperformed those in the control condition and descriptively outperformed students in the experimenter-provided explanation condition on immediate recall. Students in the student-generated explanation condition statistically outperformed both groups in delayed factual recall.
Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity
Authors: Fuchs Lynn S. , Fuchs Douglas , Hamlett Carol L. , Phillips Norris B. , Bentz Johnell
Published: January 2017

This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning. Forty general educators, each of whom had at least one student with an identified learning disability for math instruction, were randomly assigned to three groups: CBM with classwide reports that summarized information and provided instructional recommendations, CBM with reports but without recommendations, and contrast (no CBM). Results indicated that only the CBM teachers who received instructional recommendations designed better instructional programs and effected greater achievement for their students.
The Need for Technological Advances in Assessment Related to National Educational Reform
Authors: Hanley Tom V.
Published: January 2017

The forces of national education reform encourage the development of improved student assessment through adoption of technological innovations. Most students with disabilities currently receive much of their instruction in regular classrooms, and recent “Inclusion” efforts may lead to fuller participation in the future. The National Education Goals and the evolving standards advocate inclusion of “all students” in revitalized curricula and instruction. The Goals 2000: Educate America Act may make the majority of special education students accountable to content, performance, and assessment standards. The expertise of special education assessment technologists can contribute to the improvement of assessment for all students.
Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?
Authors: Green Susan K. , Shinn Mark R.
Published: January 2017

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.
An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities
Authors: Levine Phyllis , Edgar Eugene
Published: January 2017

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.
Addressing the Challenges of Families with Multiple Risks
Authors: Hanson Marci J. , Carta Judith J.
Published: January 2017

All families face challenges throughout their lifespan. For a significant segment of the population, however, these challenges are multiple and constitute risks for the children and other family members. This article reviews the changing structures and characteristics of the American family and discusses the increased influence of several societal concerns, including poverty, substance abuse, and exposure to violence. These issues are considered in light of their potentially deleterious effects on child and family development and functioning. Recommendations include collaborations among educators, other service providers, and families to address the complex needs and challenges presented by families experiencing multiple risks.
Supporting Families Who Provide Care at Home for Children with Disabilities
Authors: Agosta John , Melda Kerri
Published: January 2017

Over the past two decades, our response to children with developmental disabilities and their families has shifted dramatically, moving from an historical awareness of disability based in segregation and exclusion to one that favors the integration of people with disabilities into the mainstream of community life. Over this period, nearly all states have developed initiatives to provide families with a variety of supportive goods and services. This article explores the current status of family support in the United States, summarizing essential program features, program effects, and outstanding issues that must be addressed if the present momentum for family support is to be sustained.
Rural Special Education Teachers' Plans to Continue or Leave Their Teaching Positions
Authors: Westling David L. , Whitten Thomas M.
Published: January 2017

A survey of 158 rural special education teachers was conducted to determine the teachers' plans for remaining in or leaving their current teaching positions. Only 57% indicated that it was likely that they would return in 5 years. Data were analyzed to determine variables that differed significantly between those likely to stay in their positions. Select variables were entered into a logistic regression analysis to build a predictive model. The results of these analyses, along with teachers' written comments, suggested that administrative support and job requirements played important roles in teachers' 5-year plans.
Supporting Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators
Authors: Cooley Elizabeth , Yovanoff Paul
Published: January 2017

This article describes a controlled study of 92 special educators and related service providers that evaluated the effects of two interventions (a series of stress-management workshops and a peer-collaboration program) on factors known to be correlated with actual turnover (burnout, job satisfaction, and organizational commitment). Results indicated that improvements on dependent variables occurred as a function of intervention, thus suggesting that the programs show promise as means of providing on-the-job support for such professionals at risk of burnout or exiting the field. In addition, participants perceived the targeted skills and strategies to be practical, valuable ways to prevent or alleviate job burnout.
Strategy Instruction in Planning: Effects on the Writing Performance and Behavior of Students with Learning Difficulties
Authors: De La Paz Susan , Graham Steve
Published: January 2017

Students with learning difficulties typically approach writing by retrieving from memory whatever seems appropriate and writing it down. This retrieve-and-write process minimizes the role of reflection and planning in the composing process. In the current study, we taught three students with learning difficulties a strategy designed to help them become more reflective when writing opinion essays. Following instruction in the strategy, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. Two of the students also changed their approach to writing, developing an initial plan prior to writing that they continued to elaborate and refine as they wrote. Changes in both writing performance and behavior were maintained over time.
Importance of Social Support in the Adjustment of Children with Learning Problems
Authors: Wenz-Gross Melodie , Siperstein Gary N.
Published: January 2017

This study examined the social networks, social supports, friendships, and adjustment of 106 4th-, 5th- and 6th-grade children. Forty children were receiving special education services for learning problems, 66 were in general education. Results showed that children with and without learning problems did not differ on the size or composition of their social networks nor on the negative features of their friendships (conflict, competition). However, children with learning problems used their network differently for support. They turned to the family less for problem-solving support and to peers less for all types of support than children without learning problems. Results are discussed in terms of the implications for children with learning problems as they enter adolescence.
Collaborative Problem-Solving to Promote the Inclusion of Young Children with Significant Disabilities in Primary Grades
Authors: Salisbury Christine U. , Evans Ian M. , Palombaro Mary M.
Published: January 2017

The installation of a collaboratively-based problem-solving process was undertaken over a 2-year period in an elementary school in which students with mild to profound disabilities were physically integrated. Teachers and students participated in collaborative problem-solving (CPS) process training sessions and then used CPS to identify and solve issues related to the physical, social, and instructional inclusion of students in the classroom. Data were collected to evaluate the process over a 24-month period in 12 different classrooms. Findings revealed that the CPS process was implemented as designed; teachers judged CPS to be easily incorporated into existing practices; and CPS promoted outcomes valued by administrators, teachers, and parents.
Family Perspectives on Inclusive Lifestyle Issues for People with Problem Behavior
Authors: Turnbull Ann P. , Ruef Mike
Published: January 2017

Interviews were conducted with 17 families of children, youth, and adults with problem behavior (e.g., aggression toward others, property destruction, self-injurious behavior, and pica). From a larger study addressing many questions, the data reported in this article focus on inclusive lifestyle issues that are important to families. Results are organized into categories that emerged from the qualitative analysis, including family life, friendship issues, school issues, community inclusion, and supported living/supported employment. Themes suggest extremely scant and tenuous inclusive lifestyle supports for these people and their families. Key recommendations focus on expanded family support and priority topics for research and training.
Characteristics and Practices of Sign Language Interpreters in Inclusive Education Programs
Authors: Jones Bernhardt E. , Clark Gary M. , Soltz Donald F.
Published: January 2017

This study was designed to determine (a) the demographic characteristics and responsibilities of educational sign language interpreters within the K-12 public school system in the United States; (b) the mode of communication they use most frequently; and (c) their education and certification levels. Surveys were completed by 222 educational sign language interpreters in three states. Results showed the lack of certification and adequate training for the majority of respondents, as well as inadequate minority/gender representation, among other concerns. The study raised questions about the dependence of students who are deaf or hard of hearing on the educational interpreter support system. Recommendations for educational practice are presented.
Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities
Authors: Giangreco Michael F. , Edelman Susan W. , Luiselli Tracy Evans , Macfarland Stephanie Z. C.
Published: January 2017

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.
Perceived Inservice Training Needs for Early Intervention Personnel
Authors: Gallagher Peggy , Malone D. Michael , Cleghorne Maria , Helms Kay A.
Published: January 2017

This study investigated the inservice training needs of professionals working with children with disabilities and their families. One hundred fifteen personnel from public and private agencies assessed their current and future training needs in the areas of typical/atypical development, family systems/family involvement, assessment, program implementation/evaluation, administrative/team process, professional development, and technology. Preferences for the format and timing of training were also identified. Mean ratings for and comparisons between skills identified as more traditional and skills identified as more contemporary are provided. Two grouping factors, role and experience, were used to evaluate the extent to which personnel differed on perceived need for training in each competency area. Results are discussed relative to the extant personnel preparation literature and best practices in inservice training.
Putting Inclusion into Practice: Perspectives of Teachers and Parents
Authors: Bennett Tess , Deluca Deborah , Bruns Deborah
Published: January 2017

Inclusion and parent involvement are considered best practice in early childhood education, but few empirical studies have focused on the practical application of these concepts. This study used qualitative and quantitative methods to investigate the perspectives of parents of children with disabilities and teachers in inclusive settings regarding parent involvement and factors contributing to successful inclusion. Most parents reported that they felt a high degree of involvement on the team, and teachers generally indicated positive attitudes toward parent involvement. Both parents and teachers acknowledged the need for a shared commitment among all involved parties. Parents also reported that positive attitudes toward persons with disabilities were essential to successful inclusion, while teachers focused on the need for supports and resources.
Legal Considerations in Providing Special Education Services in Parochial Schools
Authors: Osborne Allan G. , DiMattia Philip , Russo Charles J.
Published: January 2017

The Individuals with Disabilities Education Act (IDEA) requires public school districts to provide special education and related services to students with disabilities enrolled in private schools. When the private school is a parochial school this issue may be complicated because of the First Amendment's separation of church and state doctrine. Until recently, providing most on-site special education services was prohibited. A recent U.S. Supreme Court decision lifted the ban, and the 1997 amendments to IDEA have helped to clarify a school district's obligation for providing services to parochial school students. In this article the authors summarize and analyze the major court decisions concerned with the provision of special education and related services to parochial school students and discuss their implications for providing on-site special education services at parochial schools. In particular, two questions are addressed: Must private school students with disabilities be provided with the same level of services as their public school peers? Are school districts required to provide parochial school students with on-site special education services?
A Comparison of School-Based Intervention Teams: Implications for Educational and Legal Reform
Authors: Bahr Michael W. , Whitten Elizabeth , Dieker Lisa , Kocarek Catherine E. , Manson David
Published: January 2017

This study examined the practices of school-based intervention teams. Six hundred and eighty professionals, representing 121 intervention teams from Michigan, Illinois, and Wisconsin, participated in the study. Team members and problem identifiers (who brought at least one case to the team) completed a survey investigating (a) the nature of referrals addressed by the team, (b) perceptions of team effectiveness, (c) identification of professionals who best facilitate team problem-solving via their knowledge and communication skills, and (d) use of quality indices in intervention development and implementation. Findings revealed several positive practices by teams from all states. However, teams from Illinois displayed consistent superiority across several measures. Discussion focuses on implications for practice and educational and legal reform.
Individualizing Literacy Instruction for Young Children with Moderate to Severe Disabilities
Authors: Kliewer Christopher , Landis David
Published: January 2017

This qualitative study analyzes the meaning of curricular individualization as it related to literacy instruction for young children labeled moderately to severely mentally disabled. Findings from extensive participant observation and interviews involving 14 teachers, their colleagues, and students suggest that individualizing practices may stem from two disparate sources of understanding: institutional or local. Instructional opportunities made available to children stemming from either source are described. Implications of a shift to local understanding are discussed.
Effects of Vertical and Horizontal FDI Projects on a Host Country's Economy
Authors: Kwon Yung-Chul
Published: January 2017

This paper examines the effects of an FDI on a host country's trade balance and the local-linkages relative to various types of FD/ projects, i.e., vertical FDI projects vs. horizontal FDI projects. It was assumed that the effects of FDIs on host country's economy are different with regard to a vertical vs. horizontal FDI project. Based on 108 FDI projects undertaken by Korean firms, it was found that vertical investment projects have a greater effect on both, the export-creation and import-creation than with horizontal investment projects. Horizontal foreign investment projects, however, have a greater effect than vertical foreign investment projects with respect to local linkages. These findings suggest that the host government's policy (e.g. incentives or regulations) towards inward FDIs should be differentiated by the types of FDI projects based on different contributions made to the host country economy.
Exports: A Viable Business Proposition
Authors: Ahuja Shobha
Published: January 2017

The purpose of the paper is to ascertain whether the corporate sector has demonstrated the ability to generate net foreign exchange earnings from exports.

While analysing export performance, the paper concludes that except for traditional exports, a large number of diversified exportables made by corporates, experience a net outflow off oreign exchange.

At the disaggregated level, the ownership pattern shows that while the Indian corporate sector has achieved a significant reduction in net foreign exchange spending in the post-liberalisation period, the same cannot be said about the foreign and the government sectors.

The reason why large corporates display a lackluster export performance is because exports are not perceived as a viable business option. This is so because the profitability of exports does not compare favourably with sales in the domestic market. Besides, exports continue to be burdened by cumbersome procedures and infrastructure bottlenecks which raise the transaction costs.

Nevertheless, corporates need to devise strategies to give a thrust to exports in order to meet the challenge of competition.
Acceleration and Motor Performance
Authors: Brown John Lott
Published: January 2017

Experiments concerning the effects of acceleration on motor performance are discussed in a sequence which illustrates the evolution of research techniques in recent years. In the simplest of these techniques, performance is evaluated during or immediately following exposure to pre-programmed acceleration time histories. A more complex technique involves the study of interaction of subject performance with the pattern of acceleration experienced. Accelerations are actually controlled by subject performance by means of an analog computer control system. Certain limitations of centrifuge simulations are discussed.
Automobile Collisions on Purpose
Authors: Severy Derwyn M.
Published: January 2017

This paper presents a brief discussion of some of the findings from forty-eight full-scale automobile collision experiments conducted at UCLA during the past ten years. These experiments have provided critically needed data on physical factors relating to vehicular collision dynamics and attending motorist injuries. Use of both human subjects and anthropometric dummies facilitate procurement of critically needed data on the relation of design to injury causation.

Specific data derived from these experiments include deceleration patterns for different locations on the motorist and car structure, the relation of impact speed to car deformation and repair costs, the performance of motorist restraining devices and the interaction of human and dummy motorists with their cars' interior and external environment during collisions.
Manual Application of Impulses while Tractionless
Authors: Dzendolet Ernest
Published: January 2017

The percentage of 20 naïve subjects who, while tractionless in a horizontal plane and anchored by one handhold, push in or pull out a plunger in one motion against various frictional forces and travel distances, decreases directly as the force and distance required. With large-force impulses, the impulse is linear and the situation can be described by the impulse = momentum theorem) t0F dt= mv1- mv0. The shape of the impulse is saw-toothed, and its area approximated by taking three-fourths of the area of a rectangle whose base is the duration, and height, the force of the impulse. For this experiment, the maximum duration of an effective impulse for a required force of 40 lb is 0.5 sec for a push-in, and 0.3 sec for a pull-out impulse.
A Study of Visual Prediction Behavior
Authors: Davis Robert H. , Behan Richard A.
Published: January 2017

An experiment on prediction behavior was made using a visual tracking task. On four different trials, subjects viewed a simulated aircraft blip for varying lengths of time—3, 6, 12, and 24 sweeps of a simulated 5 rpm radar. After the viewing period, the blip was removed from the scope and the subjects were required to dead-reckon it for 10 min. A report of estimated range and azimuth was made once a minute. The major findings were: There was an increase in both range and azimuth error over the 10 min. dead-reckon period. The average error in azimuth was greater than the average error in range. There was a decrease in error from Trial 1 to Trial 2, but no improvement in performance after Trial 2. The length of the viewing period seems important only in its interaction with trials. For short periods of viewing only (three and six sweeps), there was improvement in estimation of azimuth position over trials.
Probability of Detection and Speed of Response in Simple Monitoring
Authors: Teichner Warren H.
Published: January 2017

Two simple monitoring experiments were performed to study the dependence of probability of detection and of speed of response to detected signals on the initial probability of detection of the signal established psycho-physically and on duration of the task. The results indicated that: (1) detection during the task is directly related to the probability of signal detection before the task and inversely related to length of watch, and (2) the speed of response to those signals which are detected is directly dependent on the probability of detection before the watch but independent of factors which operate during the watch.