bluuebunny/crossref_metadata_2025 huggingface dataset:
Virtual Learning Environments for Students with Disabilities: A Review and Analysis of the Empirical Literature and Two Case Studies
Authors: Vasquez Eleazar , Nagendran Arjun , Welch Gregory F. , Marino Matthew T. , Hughes Darin E. , Koch Aaron , Delisio Lauren
Published: April 2017

Students with autism spectrum disorder (ASD) show varying levels of impairment in social skills situations. Interventions have been developed utilizing virtual environments (VEs) to teach and improve social skills. This article presents a systematic literature review of peer-reviewed journal articles focusing on social interventions in VEs involving K-12th grade students with ASD. This exhaustive analysis across four major online databases was guided by operational terms related to intervention type and K-12 students with ASD. The empirical search yielded a very narrow body of literature (n=19) on the use of VEs as social skill interventions for students with ASD. Two case study examples of experiments exploring the use of VEs and students with ASD are presented to illustrate possible applications of this technology.
Developing Educators for Inclusive Classrooms through a Rural School-University Partnership
Authors: Hoppey David
Published: April 2017

This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school- and university-based educators and district partners committed to preparing a context for preservice teacher and inservice teacher learning. The narrative shares how the partnership's initiatives assisted in developing preservice teachers as inclusive educators, enhanced inservice teachers' capacity to teach in inclusive classrooms, created preservice teacher interest in working in rural schools, and improved student outcomes.
Rural school system recruitment and retention of speech-language pathologists
Authors: Condon Marilyn , Simmons Johnny , Simmons Elsa
Published: April 2017

Rural school systems often have encountered difficulty in the recruitment and retention of special education personnel. The situation has been particularly evident in the area of speech-language pathology. Strategies which administrators can utilize to enhance recruitment and retention of speech-language pathologists are proposed.
Rural special education itinerant service delivery: Practical suggestions to overcome job realities and shortcomings
Authors: Bina Michael J.
Published: April 2017

This article focuses on the realistic shortcomings and advantages of rural special education itinerant service delivery. Practical strategies for overcoming the job realities are provided. Discussion centers on implications for school administrators, teacher training personnel, and the itinerant teachers themselves. The article emphasizes the much needed abilities to adjust to change, to modify expectations, and to exercise a healthy sense of humor.
Impact of differing cultural perceptions on special education service delivery
Authors: Cunningham Keith , Cunningham Kathyrn , O'connell Joanne Curry
Published: April 2017

This article summarizes research concerning the nature of culture and cultural change; reviews Anglo-American treatment of Native Americans; demonstrates the direct influences of cultural perceptions and historical treatment upon special educators and Native Americans; and suggests a method for studying cultural perceptions in order to better serve the needs of Native American special students, families, and communities.
Parent involvement: A model for program development
Authors: Joyce Bonnie G.
Published: April 2017

Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.
Home Activity Program for Parents and Youngsters
Authors: Walter Cybil Perkins Marilyn
Published: April 2017

The Home Activity Program for Parents and Youngsters (HAPPY) addresses the needs of underserved young children with handicaps and their families who live in isolated rural areas of Nevada. This article describes this model program and its two interrelated components: computer-assisted, home-based curricula and video-assisted, home-based assessment and instruction. The evaluation methodology and results of preliminary child-progress data are also described.
The transition process: A definition of transition in rural areas
Authors: Elliott Barb
Published: April 2017

At the 1986 ACRES conference in Tucson, the transition task force recommended that a definition for “transition,” as it applies to rural areas and school districts, be developed. Information on definitions was gathered from a variety of sources.

This article summarizes selected definitions of transition that are currently in use. The definitions were then analyzed for characteristics which are generic to transition planning for handicapped youth. From the characteristics, eight key elements which should be considered in transition are presented. The article then discusses barriers to effective transition in rural areas, which should also be considered in formulating a rural definition of transition. A recommendation is included for the elements to be included in a rural definition that will make transition more effective and successful in rural areas.
Diagnosis and management of Gilles de la Tourette Disorder in rural North Dakota children
Authors: Burd Larry , Kerbeshian Jacob
Published: April 2017

Tourette Disorder (TD) is more common than previously suspected. In the state of North Dakota, the prevalence rate among school-aged children is 5.2 per 10,000. In this paper the authors discuss diagnosis and management of children with TD in a rural state. Particular emphasis will be paid to identifying children for referral from a public school or institutional setting, identifying appropriate referral sources, and discussing methods to facilitate multidisciplinary long-term management of these children.
Preparation of adapted physical educators in Appalachia: Preservice Training Model
Authors: Churton Michael W.
Published: April 2017

The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
Capitalizing on Technological Advances to Serve Rural Special Education Populations
Authors: Veir Carole
Published: April 2017

A variety of technologies are available for use by special education students and professional staff located in rural areas. Based on previous experience with the Learn Alaska system, the author briefly describes numerous technologies and explains how these can be used to benefit special education students in rural schools.
Personnel Preparation in Special Education: A Synthesis of Distance Education and On-Campus Instruction
Authors: Condon Marilyn , Zimmerman Sara , Beane Allan
Published: April 2017

An alternative special education certification program incorporating traditional instructional approaches with distance learning was created to address the needs of personnel shortages in rural areas of west Kentucky. Participant selection, instructional methods, and the rationale behind this program are described. Advantages and disadvantages of achieving the goal of providing quality alternative programs in the preparation of special education personnel are discussed.
Establishing Legislative Support for the Funding of Technology in Rural Schools
Authors: Clauss William A. , Wittwer Frank
Published: April 2017

Obtaining project funding for small, rural schools via the legislative process is possible, but often not easy. The competition for funding is high, and the availability of funds is limited.

A survey of legislators was done regarding rural-specific problems. A summary of findings to assist rural educators is presented.
A model of suicide prevention and intervention for rural areas
Authors: Gray James B. , Cannon Geneva
Published: April 2017

The increase of suicide in younger populations has forced communities to develop prevention and intervention programs. A systems theory approach to the development of community based suicide prevention programs is reviewed in this paper. The model employs three levels: awareness, intervention, and postvention. Program results are reported and the feasibility of utilizing the model in rural and isolated settings is discussed.
The Rural Itinerant Special Physical Education Service Delivery Model
Authors: Lavay Barry
Published: April 2017

The itinerant delivery model has grown out of necessity in rural school districts and small schools where few students are identified as needing special physical education services. An interesting array of challenges are presented to professionals who deliver physical education using the rural itinerant model. Professionals in this position must possess expertise and experiences in the successful delivery of a number of unique services. This paper will closely examine the itinerant model in special physical education, discuss the variety of issues and challenges it presents, and offer proven strategies for successfully providing services through this delivery system.
The results of individualized social skills training sessions with rural elementary learning disabled students
Authors: Ferre Louise , Ferre Victor
Published: April 2017

Children and youth, who are deficient in social skills and/or who are poorly accepted by peers, have a high incidence of school maladjustment, school suspensions, expulsions, dropping out, delinquency, childhood psycho-pathology, and adult mental health difficulties. The study reported in this article was to ascertain if individualized social skill training sessions would have a significant effect on rural learning disabled students' self concept on academic achievement, social peer interaction, and general adjustment. The study also measured the frequency of student negative self statements and in paying attention (attending behavior).
At-risk students - A national view of problems and service delivery strategies
Authors: Helge Doris
Published: April 2017

Special educators and related services personnel are faced with increasing numbers of students with disabilities who are also “at-risk” in other ways. This article includes recommendations for federal and state governments, educators of all types, other policy makers, teacher educators, parents, and related services personnel. It also describes essential components of programs for at-risk students, and related preservice and inservice training.
Independent Living Centers in Rural Communities
Authors: Richards Laurel , Smith Quentin
Published: April 2017

Independent living centers offer a new method of serving people with disabilities which utilizes a consumer approach in program management and service delivery. The two-fold purpose of centers is to assist people with disabilities in establishing lives of independence and to advocate for changes in society. Initially established in urban settings in the early 1970's, the independent living center model spread to many rural communities during the 1980's. The authors provide an overview to independent living centers, including a definition of independent living, identification of the four distinguishing characteristics of centers, and a description of core services. They examine the special demands which rural life places on independent living service provision, including a review of barriers to rural independent living and ways independent living centers are addressing these barriers. The article closes with a list of recommendations of subject areas in which additional training and research programs are needed.
Extending the Independent Living Center Model to Rural Areas: Expanding Services through State and Local Efforts
Authors: Seekins Tom , Ravesloot Craig , Maffit Bob
Published: April 2017

Independent living centers (ILC) provide support services to adults with physical disabilities. Originally created through federal funding, most ILC serve urban areas, leaving a large rural area and its population unreached by independent living ideas or services. Data on the expansion of the ILC service model to rural areas are presented. The need for further program development is discussed.
Cultural Accessibility of Services for Culturally Diverse Clients with Disabilities and their Families
Authors: Correa Vivian I.
Published: April 2017

The following paper describes the dilemma faced by many professionals in special education and rehabilitation when serving clients and their families who come from culturally diverse populations. Understanding both the service delivery system's culture and the client's culture can provide the professional with insight into how better to deliver culturally sensitive intervention. Strategies for providing cultural accessibility of services to clients are provided.
Identifying Unique Challenges to the Provision of Rehabilitation Services on the Navajo Reservation
Authors: O'connell Joanne C. , Minkler Sam , Dereshiwsky Mary , Guy Elmer , Roanhorse Treva
Published: April 2017

The purpose of this study was to Investigate client factors related to the success or failure of American Indians in the Navajo Vocational Rehabilitation Project (NVRP). Previous information from rehabilitation service providers, including both state and Indian vocational rehabilitation project staff, indicated that there were barriers to service delivery unique to reservation-based Indians. However, little formal documentation of those barriers existed in the professional literature. It was the intent of this study to systematically review individual case files and provide documentation of client, family, communication, and service system variables that influence the success or failure of NVRP clients. Several variables were identified through discriminate function analysis as predictive of successful case closure in the Navajo Vocational Rehabilitation System.
Secondary Disabilities among American Indians in Montana
Authors: Clay Julie Anna , Seekins Tom , Cowie Cecilia
Published: April 2017

American Indians with disabilities living on three reservations in Montana were specifically targeted in the development and implementation of a consumer-directed secondary disability surveillance instrument. Seventy-five American Indians completed the surveillance instrument reporting on the severity of 40 conditions that affected their health and independence. The data suggest that several environmental (e.g., access) and behavioral (e.g., pain management) problems are significant issues. These results parallel those from a broader sample of Montanans. However. due to the social-economic and political characteristics of American Indians with a disability, the preventive measures to decrease the incidence and prevalence of secondary disabilities may be difficult to achieve.
Southern Ute and Ute Mountain Tribes
Authors: Trujillo Caren
Published: April 2017

The purpose of this paper is threefold: first, it describes two recognized Indian tribes in Colorado; second, it speaks about inadequate rehabilitation services provided to the American Indian population by State Vocational Rehabilitation Programs; and third, it speaks to incorporating traditional healers/teachers (Elders) as job coaches. This effect will help tribes to establish their own specific cultural and community needs.
The Dropout Problem: Rural Educators' Perceptions of Intervention Priorities
Authors: Bull Kay S. , Salyer Keith , Montgomery Diane , Hyle Adrienne
Published: April 2017

Students dropping out of school are a major concern for rural educators. To determine which causes of dropping out should be national priority items by rural educators and to develop, based on their responses, an agenda for future research and programmatic action, a questionnaire was sent to all members of the American Council on Rural Special Education (ACRES). Questionnaire items focused on relevant and recent literature-based causes of students leaving school which included school, peer, home/family and intrapersonal issues. ACRES members indicated that the following causes of dropping out should be national priority items: student emotional problems, dysfunctional/ unstable families, no hope of graduation, frustration, child abuse, substance abuse, illiteracy, boredom, parental problems, alienation and truancy. The rural special educators who responded believe that none of the major causes of dropping out had been researched to the point that effective programs could be implemented. Given these findings, ACRES members have identified a sound and broad research agenda for dropout prevention. They have also indicated that dissemination of data on existing effective programs needs to occur.
The Entrepreneurial Model of Supported Employment
Authors: Markve Robert , Morris Randall , Ferrara Joe , Rudrud Eric
Published: April 2017

Existing supported employment models have provided vocational education and job placement opportunities for special education students. These models of supported employment have limited utility in rural settings due to low population density, great distances, and small and homogeneous economies. The Black Hills Special Services Cooperative in Sturgis, South Dakota, developed an alternative approach, known as the entrepreneurial model, to overcome the constraints of the traditional supported employment models. The entrepreneurial model calls for the creation of new businesses, within rural communities, which provide meaningful work in integrated employment settings.
Training Preservice School Psychologists to Facilitate the Implementation of the Regular Education Initiative in Rural Schools
Authors: Huebner E. Scott , Wise Paula Sachs
Published: April 2017

The rationale, structure, and content of a proposed rural-focused preservice training program for school psychologists is described. The training approach is derived from the rural school psychology literature and responds to prioritized state needs. The major objective of the rural-focused curriculum proposal is to prepare rural school psychologists to facilitate the implementation of the Regular Education Initiative. This objective would be accomplished through generalized training with an emphasis upon leadership and team building skills.
Use of Distance Education and Audiographic Technology in Preparing Practicing Teachers in Rural Communities
Authors: Knapczk Dennis R.
Published: April 2017

Improving the skills of school personnel already teaching in rural communities will require that universities and other training agencies develop new approaches for structuring and delivering training experiences. The success of such activities will depend upon the ability of training institutions and school corporations to establish partnerships in carrying out staff development and devising models of training. Distance education and audiographic technology can give agencies flexibility in organizing and offering a wide range of training experiences adapted to the needs of rural school corporations.
Gifted Girls in a Rural Community: Making a Difference in Attitudes toward Math
Authors: Lamb Julie
Published: April 2017

A number of researchers have concluded that females have negative attitudes toward mathematics which impede math achievement. In addition, rural influence may discourage girls' participation in math, thus impeding the chance for very capable females entrance into technical fields. This study utilized the Mathematics Attitude Inventory (MAI) (Sandman, 1980) to assess rural, gifted females' attitudes toward mathematics. Both an experimental and control group were administered the attitude assessment prior to the start of a semester-long intervention program for the experimental group. There were no significant differences at the .05 level in the two groups' attitudes toward math according to pretest scores. The intervention strategies for the experimental group included a variety of problem solving activities, math-related career options, and self-esteem issues. Posttest scores on the MAI revealed significant differences at the .05 level between the two groups. Thus, the intervention program was effective in positively influencing rural, gifted girls' attitudes about math.
Reading and Writing: Integrating Software into the Curriculum
Authors: Cohen Libby G. , Spenciner Loraine J.
Published: April 2017

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.
Parent Satisfaction with Professionals Having a Family Systems Orientation to Early Intervention
Authors: Callahan Jane P. , Olson Jennifer
Published: April 2017

This article describes a pilot study conducted to examine parent satisfaction with professionals who provided early intervention services to rural families. Professionals working with infants and young children with disabilities were surveyed to determine their orientation towards a family systems approach to working with families. Interventionists provided information about the degree to which they perceived themselves involving parents in the Individualized Family Service Plan (IFSP) process. Parents were also questioned about their satisfaction with the services which both they and their child received. Results showed that parents appeared to be equally satisfied with interventionists regardless of the degree of orientation towards a family systems model of intervention. Implications for service delivery and further research are discussed.
Transition Practices and Employment Outcomes in Rural Wisconsin
Authors: Spruill Jo Anna , Kallio Matthew
Published: April 2017

Two research studies were carried out in rural locations in the state of Wisconsin. The first study was a survey of secondary transition and vocational education practices in fifteen small school districts. The second study was a survey of employment outcomes of former students with mild disabilities from the same districts. Strengths and weaknesses in service delivery were identified and discussed in response to student outcomes. This article concludes with recommended activities that teachers can implement to meet student transitional needs.
The Training and Support Needs of Paraprofessionals in Rural Special Education
Authors: Passaro Perry D. , Pickett Anna Lou , Latham Glenn , Hongbo Wang
Published: April 2017

Over 1,000 surveys were distributed to randomly selected paraprofessionals, teachers, related service personnel, and administrators throughout three of the most sparsely populated states (North Dakota, South Dakota, and Wyoming) to study the training and support needs of paraprofessionals in rural settings. The need for additional training is apparent since the paraprofessionals surveyed requested assistance in understanding students with disabilities, their roles as paraprofessionals, task analysis procedures, and the Individual Educational Program (IEP) process. Other findings address the quality of supervision, previous training, and other factors which influence paraprofessionals career decisions. Recommendations center on strategies for providing high-quality, cost effective training that also permits paraprofessionals the opportunity to receive certification as a special education teacher.
Promise for the Future Gifted Education in Rural Communities
Authors: Aamidor Shirley , Spicker Howard H.
Published: April 2017

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.
Twenty-One Ways to Involve Families: A Practical Approach
Authors: Gallegos Anne Y. , Medina Catherine
Published: April 2017

Theorists and practitioners agree that involving families in the education of a child with a disability is beneficial to all concerned. Unfortunately, initiating and sustaining that involvement is often difficult, particularly in rural communities where distance factors may impede school involvement. In this article, a rationale for and challenges to family involvement are briefly reviewed. Finally, 21 already-been-tried practical strategies for involving rural families with disabled children are presented.
Implementing IDEA: IEP Meetings in Demonstration and Nondemonstration Sites in a Rural Systems Change State
Authors: Schriner Kay Fletcher , Bellini James L. , Williams Ed R.
Published: April 2017

To promote the effective implementation of transition policy, Congress has made funds available for state systems change projects. Many of the states receiving systems change funds employ a demonstration site strategy. In this study, preliminary data are presented, which compare individualized education program (IEP) development in three demonstration and three nondemonstration sites. In demonstration sites, there were significantly more (a) individuals attending IEP meetings, (b) service options included on the IEP, and (c) best practice elements included in the IEP. There were no apparent differences in questions of authority and participation by those attending. These results suggest the demonstration site strategy employed by systems change projects may have utility in ensuring the implementation of transition policy.
Implications for, and the Meaning of, Supporting Young Rural Alaskan Children with Complex Needs
Authors: Ryan-Vincek Susan
Published: April 2017

Supporting young children, who experience complex multiple disabilities in their homes and communities, has become an important feature of early intervention programs throughout the country. How parents and professionals view quality of life issues for these young children can provide information for interventionists, policy makers, and care givers. Qualitative research methods were employed over a three-year period to investigate perceptions of parents and professionals regarding support for young children who experience complex multiple disabilities.

Descriptive themes emerged from the data that characterize features of support resulting in quality of life for young children living in rural Alaska who experience complex multiple disabilities. Some of these themes were “getting the right equipment at the right time,” “caring and consistent professionals,” and “responsive and flexible medical and support systems.” Findings indicated discrepancies between parents who live in rural Alaska and professionals over (a) perceptions of what support means and (b) the focus of some policies and systems.
Moving towards a Least Restrictive Environment: A New Direction in Court Decisions
Authors: Weiss Keith E. , Rapport Mary Jane K.
Published: April 2017

The past ten years has been witness to a movement towards a less restrictive setting for educating students with disabilities. Although earlier court decisions were not always as supportive of inclusive settings, recent court decisions seem to indicate a movement towards supporting more integrated educational settings. The authors of this paper discuss the impact of a number of recent legal decisions regarding least restrictive educational settings and their implications for rural special education.
Rural Secondary Teachers' Willingness to Provide Accommodations for Students with Learning Disabilities
Authors: Lambert Dale , Dodd John M. , Christensen Linda , Fishbaugh Mary Susan E.
Published: April 2017

The authors of this study examine accommodations as one of the preconditions for inclusion, and the importance of such to ensure that secondary students with learning disabilities receive a free and appropriate public education. This study was conducted in 15 rural secondary schools in central Montana, and involved 121 secondary classroom teachers. Secondary teachers were surveyed to determine what accommodations have been provided for students with learning disabilities in the past; the accommodations teachers were willing to provide in the future; and the perception of support services provided by special education personnel. The results indicate that accommodations have been provided in the past and teachers were willing to provide accommodations in the future. Patterns in the results and recommendations for further research were discussed.
Educational Services for Students with Intellectual Disabilities in Rural and Urban Areas of the Republic of Ireland
Authors: Gash Hugh , O'reilly Mark , Walsh Patricia Noonan
Published: April 2017

We have examined the history of education service provision in the Republic of Ireland for persons with intellectual disabilities. We distinguished between children with mild or general learning difficulties and those with severe and profound intellectual disabilities as the development of educational services for these two groups has differed dramatically. Distinctions between rural and urban educational systems were made where appropriate. We have purposefully neglected to address services for students with moderate intellectual disabilities as we believe that those services for students with mild and severe intellectual disabilities will give the reader an overall flavour of educational services in Ireland within the context of this brief report. The current context of educational service provision in Ireland has also been highlighted with recent debates and suggestions for future development presented.
Providing Related Services to Students with Disabilities in Rural and Remote Areas of Nevada
Authors: Demchak Maryann , Morgan Carl R.
Published: April 2017

This study investigates the provision of related services in the rural districts of Nevada. Specifically, special education directors completed a survey regarding the availability of related services, how such services are provided, number of students receiving services, the problems encountered in providing these services, and proposed solutions. The results indicate that the majority of related services are available within the rural and remote areas of Nevada. There are difficulties related to hiring qualified personnel, low numbers of students needing particular services, geographic dispersement of students, and distances from urban areas. However, solutions are also evident: collaboration with other agencies, use of private contractors, and collaboration between occupational and physical therapists.
Assessing Navajo Psychological and Educational Needs in New Mexico
Authors: Jordan Elaine , French Laurence , Tempest Phyllis
Published: April 2017

American Indians have a disproportionately high incidence of social and health problems which impact on education. Further, there are many American Indian tribes that represent a wide range of cultural differences and belief systems. The Navajo Tribe represents the largest concentration of American Indians in the nation. This paper highlights one school district in Western New Mexico, the Gallup McKinley School District (geographically the largest in the U.S. with 73% American Indian, mostly Navajo) and analyzes the overall needs of Navajo Indian children and youth, and their families. The article explores specific Navajo acculturation variables creating culture conflict, problems affecting the community, test results, interpretation issues resulting in inappropriate placement decisions and the profile of the high-risk Navajo child based on research data. It concludes with specific recommendations for interviewing, testing, and counseling.
Collaborative Instruction over Interactive Television: The Agony and the Ecstasy
Authors: Artesani James , Smith Valerie , Goessling Deborah
Published: April 2017

A variety of instructional and technological advances have increased the availability of graduate education to students living in remote rural areas. This article describes three innovative practices that were instituted to enhance graduate courses provided to students through interactive television. These innovations included: (1) collaborative planning and co-teaching over interactive television; (2) combining two courses with similar content into one broadcast timeslot; and (3) incorporating on-campus Saturday meetings into distance education courses. It also addresses findings and comments of the follow up with participants.
A Family Fitness Program for Children with Learning Disabilities in Remote Rural Regions
Authors: Hopper Chris , Munoz Kathy D. , MacConnie Susan , Gruber Mary B.
Published: April 2017

Children with learning disabilities and their parents in a remote rural region were recruited to participate in a school-based family fitness program. Specific lessons in physical fitness and nutrition education were taught in school. Children and their parents participated in home activities designed to increase physical activity levels and to increase knowledge about heart-healthy nutrition. Results indicated program effectiveness. Parent evaluation of the program was generally positive with parents appreciating regular contact by phone to check on progress rather than contacts conducted in weekly meetings.
Writing for Publication in the Rural Special Education Quarterly
Authors: Fletcher-Carter R.
Published: April 2017

Enhancing your potential for publication of a manuscript in the Rural Special Education Quarterly is the focus of this article. The executive editor of the RSEQ presents information regarding historical themes of the Quarterly; the intended audience; the process for manuscript review and acceptance; and hints for enhancing acceptance.
Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges
Authors: Ayres Barbara J. , Hedeen Deborah L.
Published: April 2017

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.
School Community: A Better Way for Addressing School Violence
Authors: Gates Gordon S. , Boyter Gwyn A. , Walker Judy T. , Hill Harold
Published: April 2017

In order to understand the importance of school community as both a response and a preventative measure to violence in the American school, the paper discusses the nature and scope of youth violence and its connection to violence in American schools. Next, actions that are being taken to deal with student violence are explored. The impact that violence and its counter-measures have on the school as community are identified and lead into the definition, scope, and nature of community. Finally, practices involved in community building in schools are presented as a way for educators to go about the task of discussing and dealing with violence in schools without destroying further the fabric of trust and confidence needed for running public schools.
The Montana Behavioral Initiative: A Statewide Response
Authors: Fishbaugh Mary Susan E. , Furshong Joe
Published: April 2017

As the number of violent incidents involving school aged children increased in Montana and students with significant behavioral needs returned to their home schools from residential settings, Montana educators sought ways to ensure a safe school environment for all students. The result is the Montana Behavioral Initiative (MBI), a project that has grown from five original sites in the 1995/96 school year to nearly 100 sites across the state during 1998/99. The MBI is a comprehensive program involving staff development, school wide attitudinal changes toward student discipline, a commitment to problem solving, and ongoing technical assistance. Schools that have adopted the MBI process have been able to improve their school environments through site attention to the five key indicators of MBI and document their continuing school improvement using the MBI Environmental Scan.
A Policy and Practice Framework to Guide School-Community Connections
Authors: Taylor Linda , Adelman Howard S.
Published: April 2017

Meeting the needs of all students requires weaving together the resources of school and community into a comprehensive, multifaceted continuum of interventions. Schools can play a special role in developing essential school-community connections. This paper discusses concepts and mechanisms schools can adopt as a framework to guide their efforts and highlights special opportunities and challenges of developing such connections in rural areas.
Uses of the Internet: Rural Special Education Materials for Teachers and Parents
Authors: Bull Kay Sather , Winterowd Carrie Lynn , Kimball Sarah Leigh , Bull Kay
Published: April 2017

The Internet offers important educational and resource information and interactive opportunities for teachers and parents of children with disabilities in rural areas. In this paper, Internet locations for teachers are highlighted and include multipurpose sites, sites for special education teachers, general disability sites, and sites related to specific disabilities. Parental education sites related to learning about disabilities, home coping strategies, finding special education information and organizations, legal issues and IEP processes are provided. Rural special educators can use the Internet information and interactive opportunities to further their knowledge as well as to assist parents of children with disabilities in learning more about disabilities, organizations, and resources for families. It is hoped that rural special educators can empower parents to use Internet services themselves to better understand their child's disability and the resources available.
Using Distance Education Technologies for the Supervision of Student Teachers in Remote Rural Schools
Authors: Gruenhagen Kathleen , Mccracken Tom , True Judy
Published: April 2017

To alleviate the dire shortage of special education teachers in rural areas, teacher preparation programs must address the teaching requirements and environments in rural schools and encourage student teaching experiences in such settings. Long commutes to remote sites present obstacles to the frequent supervision of the student teachers. Today, technology enables such placements and faculty supervision via two-way, live, audio, and visual communication. In this article, we describe one university's efforts to supervise student teachers, utilizing a distance education system known as GSAMS (Georgia Statewide Academic and Medical System). The costs, technical aspects, and processes are discussed. Results show that the North Georgia College and State University's method provides benefits to the pre-service teacher, to the university supervisor, to the cooperating teacher, and to the school district.
Therapy reduction in patients with Down syndrome and myeloid leukemia: the international ML-DS 2006 trial
Authors: Uffmann Madita , Rasche Mareike , Zimmermann Martin , von Neuhoff Christine , Creutzig Ursula , Dworzak Michael , Scheffers Lenie , Hasle Henrik , Zwaan C. Michel , Reinhardt Dirk , Klusmann Jan-Henning
Published: April 2017

Key Points

Reducing therapy intensity in the ML-DS 2006 trial did not impair the excellent prognosis in ML-DS compared with the historical control. Early treatment response and gain of chromosome 8 are independent prognostic factors.
Mass cytometry deep phenotyping of human mononuclear phagocytes and myeloid-derived suppressor cells from human blood and bone marrow
Authors: Roussel Mikael , Ferrell P Brent , Greenplate Allison R , Lhomme Faustine , Le Gallou Simon , Diggins Kirsten E , Johnson Douglas B , Irish Jonathan M
Published: April 2017

The monocyte phagocyte system (MPS) includes numerous monocyte, macrophage, and dendritic cell (DC) populations that are heterogeneous, both phenotypically and functionally. In this study, we sought to characterize those diverse MPS phenotypes with mass cytometry (CyTOF). To identify a deep phenotype of monocytes, macrophages, and DCs, a panel was designed to measure 38 identity, activation, and polarization markers, including CD14, CD16, HLA-DR, CD163, CD206, CD33, CD36, CD32, CD64, CD13, CD11b, CD11c, CD86, and CD274. MPS diversity was characterized for 1) circulating monocytes from healthy donors, 2) monocyte-derived macrophages further polarized in vitro (i.e., M-CSF, GM-CSF, IL-4, IL-10, IFN-γ, or LPS long-term stimulations), 3) monocyte-derived DCs, and 4) myeloid-derived suppressor cells (MDSCs), generated in vitro from bone marrow and/or peripheral blood. Known monocyte subsets were detected in peripheral blood to validate the panel and analysis pipeline. Then, using various culture conditions and stimuli before CyTOF analysis, we constructed a multidimensional framework for the MPS compartment, which was registered against historical M1 or M2 macrophages, monocyte subsets, and DCs. Notably, MDSCs generated in vitro from bone marrow expressed more S100A9 than when generated from peripheral blood. Finally, to test the approach in vivo, peripheral blood from patients with melanoma (n = 5) was characterized and observed to be enriched for MDSCs with a phenotype of CD14+HLA-DRlowS100A9high (3% of PBMCs in healthy donors, 15.5% in patients with melanoma, P < 0.02). In summary, mass cytometry comprehensively characterized phenotypes of human monocyte, MDSC, macrophage, and DC subpopulations in both in vitro models and patients.
Primary care Screening Questionnaire for Depression: Reliability and validity of a new four-item tool
Authors: Indu Pillaveetil Sathyadas , Anilkumar Thekkethayyil Viswanathan , Pisharody Ramdas , Russell Paul Swamidhas Sudhakar , Raju Damodaran , Sarma P. Sankara , Remadevi Saradamma , Amma K. R. Leela Itty , Sheelamoni A. , Andrade Chittaranjan
Published: April 2017

Background

Unidentified depression in primary care is a public health concern, globally. There is a need for brief, valid and easily administered tools in primary care.

Aims

To estimate reliability and validity of the newly developed Primary care Screening Questionnaire for Depression (PSQ4D), a four-item tool, with ‘yes’ or ‘no’ options.

Method

PSQ4D was administered verbally (time required, <1 min) by primary care physicians to adult outpatients (n=827) in six primary care settings in Kerala, India. A psychiatrist evaluated each patient on the same day, using ICD-10 Diagnostic Criteria for Research, based on unstructured clinical interview.

Results

The Cronbach's alpha for internal consistency reliability was 0.80; kappa coefficient for test-retest reliability was 0.9 and that for interrater reliability was 0.72. At a score ≥2, sensitivity was 0.96, specificity was 0.87, positive predictive value was 0.74, negative predictive value was 0.98, positive likelihood ratio was 7.4 and negative likelihood ratio was 0.05.

Conclusions

When physician administered, PSQ4D has good reliability. At a cut-off score of ≥2, it has high sensitivity and specificity to identify depressive disorder in primary care.
On the Lapidary Style
Authors: Riley Denise
Published: April 2017

“The lapidary style” suggests a manner of writing that runs close to working a material—carving lettering into rock, cutting a gem into fine facets. Poised between the properties of the stone and of the jewel, this term holds the tensions of stone’s solidity and light’s refraction. This discussion will range over the curious nature of this style, its virtues of concision and incisiveness, and what it might say about the “materiality” of language. The “lapidary” shows us the profound implication of a gestural style with meaning.
Ambiente e estratégia: proposições para médias empresas familiares
Authors: Lebbos Favoreto Ricardo , Ribeiro Serra Fernando Antonio
Published: April 2017

Historicamente, tem-se concebido o ambiente organizacional como elemento fundamental para a compreensão da estratégia. Considerando-se que a pesquisa em estratégia tem-se desenvolvido, em muitos campos, a partir de dados provenientes do lócus da organização de grande porte, esta pesquisa objetiva analisar as ações estratégicas de médias empresas familiares contextualizadas no ambiente específico em que ocorrem. Conduz-se a pesquisa por um estudo multicaso longitudinal qualitativo. Os resultados estabelecem um conjunto de proposições substantivas ambicionadas a explicar as ações estratégicas perpetradas pelas empresas estudadas, relacionando-as a aspectos ambientais. Conclui-se pela relevância de se ponderar o médio porte como categoria específica, uma vez que particularidades ambientais relativas ao porte influenciam as ações estratégicas produzidas pelas empresas.
Temporalidades e implicações do trabalho gerencial no cotidiano
Authors: Emmendoerfer Magnus Luiz
Published: April 2017

O objetivo é discutir as implicações do trabalho gerencial na vida cotidiana a partir da análise da noção de tempo. O percurso metodológico deste ensaio considerou principalmente dados bibliográficos os quais foram cotejados a luz da literatura especializada sobre o objeto em estudo, resultando em duas seções estruturadoras: 1) temporalidades, organizações e ocupações gerenciais; 2) devoção ao trabalho gerencial e suas implicações na vida cotidiana. Como principais discussões, observou-se que é preciso identificar o que realmente é significativo para pessoas que atuam como gerentes em suas atividades cotidianas. E, por esse meio, compreender as possíveis tensões e conciliações que essas pessoas podem lidar de maneira individual ou coletiva na busca de bem-estar e qualidade de vida. Isso revela a centralidade do tempo gerencial em um contexto marcado pela intensificação do trabalho, onde a área de gestão de pessoas necessita aprofundar seus estudos e suas práticas na contemporaneidade.