bluuebunny/crossref_metadata_2025 huggingface dataset:
Agreement of Language Intervention Triage Profiles
Authors: Cole Kevin N. , Mills Paulette E.
Published: December 2008

Eligibility for specific language intervention services is often based on the relation between a child's cognitive assessment and language assessment. The cognitive referencing model, applied in most states, requires that a child's cognitive performance be developed above language ability for the child to receive services by a speech-language pathologist. If cognition and language are equally delayed, the child is predicted to be a poor candidate for language intervention based on the theory that cognitive skills set the upper limit for language development. This study examined agreement of cognitive/language profiles from a variety of measures. We administered a battery of cognitive and language measures to 37 preschoolers with language delay and examined the agreement of the profiles in determining eligibility for language intervention services. Eligibility ranged from 0% to 40% depending on the test profiles used.
Toddlers Receiving Early Intervention in Childcare Centers
Authors: Bruder Mary Beth , Staff Ilene , McMurrer-Kaminer Eileen
Published: December 2008

This article presents a descriptive analysis of the early intervention services received by a group of 68 toddler-age children. The children were 30 months of age and early intervention services were delivered within childcare centers. Data were collected across family, child, and service characteristics. Results suggested that the children were receiving services distributed across special instruction, speech therapy, occupational therapy, and physical therapy delivered primarily at the childcare center. The families consisted mostly of two-parent households, having at least one parent employed. The Individual Family Service Plans primarily contained child-focused outcomes. Recommendations for service delivery improvements and future research are included.
Beyond Microsystems
Authors: Janko Susan , Schwartz Ilene , Sandall Susan , Anderson Kristen , Cottam Carolyn
Published: December 2008

Despite the increasing prevalence of inclusive early education programs, little is known about the organizational configurations and contexts of these programs, or the ways in which they are viewed by those who develop and use them. This article describes several lessons learned from a qualitative study of inclusive preschool programs. The lessons focus on the meanings of inclusion as it relates to the organizational and social contexts experienced and perceived by families, educators, and administrators. Implications for the field are discussed with regard to ideology and policy enactment, developmental appropriateness of organizations and curricula, and the configuration of programs and services.
The Role of the State Department of Education in Promoting Integrated Placement Options for Preschoolers
Authors: Harvey Jaye , Voorhees Mary D. , Landon Tracy
Published: December 2008

This article summarizes a qualitative research study sponsored by the Virginia Department of Education. Recommendations to the department to promote more opportunities for preschool integration were elicited from focus group and individual interviews with representatives from 11 Virginia school divisions that were providing integrated preschool programs. Recommendations included the provision of written information, staff development, changes in current personnel preparation, financial support, and state-level actions that emphasized interagency coordination. The Department of Education used these recommendations to develop and implement a systematic plan to influence the initiation and ongoing success of integration at the preschool level. A discussion of this plan and its applicability to systems-change efforts in other states is included.
Family-Centered Services
Authors: McWilliam R. A. , Tocci Lynn , Harbin Gloria L.
Published: December 2008

The purpose of this study was to examine family-centered practice in terms of six service providers' philosophies and behaviors. Six professionals from a pool of 43 service providers were identified as matching the practices and philosophies identified in the literature as family centered. These providers and some of the families they served were interviewed. Five underlying components of family-centered services were identified: positiveness, responsiveness, orientation to the whole family, friendliness, and sensitivity. Moreover, these service providers displayed skills with children and communities. Understanding these features of high-quality service provision expands our understanding of family centeredness and establishes a basis for policy, training, and service recommendations.
The Interactive-Compensatory Model of Reading
Authors: Stanovich Keith E.
Published: December 2008

The interactive-compensatory model of reading was developed primarily to explain developmental and individual differences in the use of context to facilitate word recognition during reading. The work leading up to the model is summarized, and more recent empirical studies are described. One major implication derived from these studies and other recent research is that the Goodman-Smith psycholinguistic "guessing game" is an inaccurate conceptualization of individual differences in context use. When a context is adequately instantiated, less-skilled readers utilize context to facilitate word recognition just as much, if not more, than skilled readers.
Criterion-Referenced Assessment Without Measurement
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: December 2008

This study sought to measure the accuracy of special education teachers' judgments of student performance when those judgments are based on unsystematic observation. Subjects were 20 special education teacher trainees and 20 special education cooperating teachers who, following the implementation of instructional lessons, estimated levels of children's performance. Chi-square analyses and t tests on teachers' estimates suggested that, despite confidence in their own judgments, teachers tended to be inaccurate and to overrate their students' performance. Implications for evaluating student progress and program effects are discussed.
Learning Disabled and Non-LD Children at Play
Authors: Levy Linda , Gottlieb Jay
Published: December 2008

This investigation used sociometric measures in conjunction with observational techniques in studying the social integration of learning disabled elementary school children. Thirty-four learning disabled and non-LD children were observed on the school playground for a total of 90 minutes each. Few substantive differences between the LD and non-LD groups were observed. The learning disabled children tended to play alone more often. Sociometric questionnaires administered to classmates of the experimental group children indicated that the learning disabled children had lower status than the non-LD children, and that the non-LD children played with about half of the LD children for whom they expressed liking.
Teaching Low-Performing Students to Apply Generative and Schema Strategies to Narrative and Expository Material
Authors: Carnine Douglas , Kinder Diane
Published: December 2008

The present study compared interventions from the schema and generative learning traditions, evaluating the interventions with both narrative and expository material. Targeting low-comprehending fourth through sixth graders as subjects, the study provided more extensive instruction in comparison to previous studies. Transfer measures (comprehension questions and retells based on new selections) were administered immediately after training and again about two weeks later. Following training, scores were significantly higher, both statistically and educationally. The only significant difference between treatments favored the schema treatment on the expository maintenance test.
The Evaluation of Selected Measures of Spoken Vocabulary Using the Consumer's Guide Criteria
Authors: Brown Linda , Bryant Brian R.
Published: December 2008

Focus on Appraisal regularly reviews specific standardized measures, using the objective evaluative criteria developed for A Consumer's Guide to Tests in Print (see RASE 5:1, January/February 1984, pp. SS-61). This issue reviews selected measures of spoken vocabulary, i.e., test scores that yield information about individuals' abilities to understand the meaning of the words they hear or to use spoken words appropriately. Thus, measures of spoken vocabulary may tap either the receptive (listening) or expressive (speaking) aspects of language.
A Comparison of Concurrent and Sequential Instruction of Four Types of Verbal Math Problem
Authors: Jones Eric D. , Krouse James P. , Feorene Donna , Saferstein Carol A.
Published: December 2008

Twenty-nine third grade students were trained in teacher led direct instruction to use a generalizable strategy to solve four structurally different types of addition and subtraction verbal math problems. One group (n = 13) received training on the different types of problems in an ordered sequence. The other group (n = 16) received daily training on a random assortment of the different types of problems. The interaction between the training conditions and preposttestings was statistically significant [F(1, 27) = 12.78, p < .01]. There was a significant difference between posttest scores of the two training conditions, due primarily to gains of the students in sequential training. Implications for instructional design are discussed.
Measuring the Aptitude-Achievement Discrepancy in Learning Disability Diagnosis
Authors: Reynolds Cecil R.
Published: December 2008

Dr. Cecil R. Reynolds is the guest contributor for this issue of RASE's Focus on Appraisal column. His topic, “Measuring the Aptitude-Achievement Discrepancy in Learning Disability Diagnosis,” is one that perplexes both the scholars and the practitioners in the learning disability profession. Dr. Reynolds is coauthor of several articles and position papers that address the discrepancy issue; he recently chaired a task force that was commissioned by the U. S. Office of Special Education to examine the empirical and statistical legitimacy of several severe discrepancy formulae that are widely used in research and in public school special education programs. Dr. Reynolds is a licensed psychologist and a diplomate in clinical neuropsychology who directs the school psychology training program in the Department of Educational Psychology at Texas A & M University, College Station.
A Cross-Linguistic Perspective on the Relation Between Temporary Memory Skills and Early Reading Ability
Authors: Mann Virginia A.
Published: December 2008

This study of Japanese second graders reveals that, like successful readers of the alphabet, good beginning readers of Japanese excel in memory for linguistic material. It documents significant associations between children's reading ability, memory for Hiragana, Kanji, and spoken nonsense words, but not between these measures and memory for photographs of faces. However, unlike good readers of the alphabet, good readers of Japanese may further excel in one form of nonlinguistic memory. Japanese children's reading ability and their memory for Kanji both associate with their memory for visual nonsense designs. The implication is that linguistic memory skills may contribute to successful acquisition of all orthographies, whereas the importance of nonlinguistic memory skills can vary.
Augmentative Communication
Authors: Montgomery Judy K.
Published: December 2008

This paper traces the purpose, histoy, and development of augmentative communication and describes the state ofthe art in assessment, system/symbol selection, and range of technology available in aids. Pethaps the most important part of augmentative communication, hever, is communicative function and the facilitation of interaction. In the last 3 years, this aspect of the field bas received greater attention in both research and clinical settings. Recent comparisons of augmentative communication with spoken language and cultural gestures have identified new areas for study and application to nmspeaking individuals.
The Relationship Between Learning Disability and Juvenile Delinquency
Authors: Keilitz Ingo , Dunivant Noel
Published: December 2008

Is there a link between learning disabilities and juvenile delinquency? If so, what is the nature of that link? Can it be broken by a program of remediation? This article describes the background, research, and results of a multiyear project, the Learning Disability-Juvenile Delinquency Project, designed to address these questions. The results of cross-sectional and longitudinal studies of samples of adolescent males from public schools, juvenile courts, and correctional facilities confirm the school failure theory, the susceptibility theory, and the differential treatment theory—theories positing a causal relationship between learning disability and juvenile delinquency. Adolescents with learning disabilities had significantly higher rates of general delinquent behavior; they engaged in more violence, substance abuse, and school disruption than non-learning-disabled adolescents. The likelihood of arrest and adjudication was also substantially higher for adolescents handicapped by learning disabilities. An evaluation of an academic treatment program demonstrated that remedial instruction was effective in improving the academic skills and decreasing the delinquency of learning disabled youth who had been officially adjudicated.
Appropriate Education for All Incarcerated Youth
Authors: Leone Peter E. , Price Ted , Vitolo Richard K.
Published: December 2008

Many incarcerated handicapped youth do not receive the educational services to which they are entitled under federal and state mandates. This paper takes the position that problems associated with providing educational services to those youth will not be remedied until appropriate educational services are available to all adjudicated youth. After reviewing problems related to providing educational services in detention, strategies adopted by the Los Angeles County Juvenile Court Schools to meet the needs of all incarcerated youth are discussed. The paper concludes with a discussion of future directions in education for incarcerated handicapped youth.
The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class Students
Authors: Chan Lorna K. S. , Cole Peter G.
Published: December 2008

Thirty-six 10- to 12-year-old learning disabled (LD) children with reading problems and 36 regular class children matched with the LD children on reading age were assigned to four training conditions, designated as read-reread, self-questioning and underlining, self-questioning only, and underlining only techniques. Training was conducted in small groups over a sequence of four half-hour sessions. Subjects were trained to utilize the prescribed techniques while reading comprehension passages. Results indicated that the LD children in all three experimental groups (SU, S, U) achieved significantly higher scores on the comprehension tests than those in the control (R) condition, whereas data on the regular class students in all four conditions revealed nonsignificant differences. The findings demonstrated the benefit of training LD students to use metacognitive activities in reading comprehension.
Parents' Attributions of Exceptionality
Authors: Cohen Sandra B.
Published: December 2008

Research on personal space and social learning theory suggests that individuals develop social schemata that define their associations with, and social distancing from, others. The present study was designed to examine parental attributions of exceptionality within a mainstreamed classroom. A social distancing measure was computed within two conditions (labels and descriptions of exceptionality) and analyzed by a discrepancy score to determine parental preferences for placing their normal children in proximity to a handicapped peer. Differences in rank ordering of seven categories of exceptionality varied according to the condition, particularly for EMR and SMR cohorts. In both conditions, however, the category of emotionally disturbed was considered least desirable. Interpretations of differences in the rank ordering are provided. The need for the development of causal models of variable interactions that produce such differences in parental attributions of exceptionality is elaborated upon.
Early Developments in Special Education
Authors: Winzer M. A.
Published: December 2008

The intellectual and cultural movement known as the French Enlightenment spawned a complex of intellectual activities and novel concepts that positively impacted on the genesis and development of special education. Educational pioneers incorporated the essential tenets of l'esprit philosophique in work with sensorily deprived, mentally retarded, and emotionally disturbed children. In doing so, they altered societal perceptions of the aptitudes of handicapped individuals, devised training methods that are still used today, and imbued special education with a dynamic arid intense spirit of hope and optimism.
The Sheltered Workshop Dilemma
Authors: Whitehead Claude W.
Published: December 2008

The sheltered workshop, as a community-based, private, nonprofit vocational rehabilitation facility providing employment-related services in a controlled, supportive environment, has been the traditional resource for serving persons with severe disabilities for many years. In this role it has been subjected to increased scrutiny and controversy over the past two decades, especially in the area of moving the persons served into the integrated, competitive employment arena. Students with severe disabilities exiting the school system at the rate of 90,000 per year are finding that the community-based system outside the schools offers few employment options. This article reviews the recent research findings, analyzes the major issues, and suggests strategies for reform. Reform is seen as a more desirable option than replacement of sheltered workshops as community-based providers of employment-related services for persons with severe disabilities.
Employment Outcomes from Secondary School Programs
Authors: Schalock Robert L.
Published: December 2008

This article focuses on a number of employment-related outcomes that can be used to evaluate the effects of secondary school employment programs, describe a person's quality of life, and reflect special education's goals of increasing a person's independence, productivity, and community integration. A recent study is also summarized that determined among special education graduates the relationships among several employent-related outcome measures and 19 predictor variables, including student characteristics, school variables, and economic characteristics. The article concludes with a discussion of two catalysts---financial incentives and the Individual Transition plan---that will facilitate the change to an employment outcome orientation in special education.
In Defense of Different Numbers
Authors: Algozzine Bob , Ysseldyke James E.
Published: December 2008

Learning disabilities prevalence rates are alarmingly high and much of the variability in them is due to the fitful manner in which professionals in the states are permitted to implement operational definitions of the category. Recently, arguments that these practices resulted in prevalence rates for the learning disabilities category that were no more variable than those of other high incidence were posited. In this re-analysis of extant data, we found that the conclusions one makes about variance in prevalence are a function of the methods one uses to examine the differences among the prevalence rates. We continue to believe that special education definitions are easier said than done and that the effect that specific discrepancy criteria for learning disabilities have on numbers of students identified is the critical issue professionals in the field consistently ignore.
Questioning the Defense of Different Numbers
Authors: Keller Clayton E. , Ball Donald W. , Hallahan Daniel P.
Published: December 2008

Algozzine and Ysseldyke's (this issue) criticisms of our examination of prevalence rate variability for the special education categories using the coefficient of variation (Hallahan, Keller, & Ball, 1986) rest on three points: (a) Inferential statistics and sampling distributions should be used for comparing measures of prevalence rate variability, (b) different conclusions can be drawn when such statistics and sampling distributions are used, and (c) the coefficient of variation seems to be a biased measure of variability. A consideration of the nature of prevalence rate data, the correct use of inferential statistics, and the coefficient of variation itself suggests that their arguments are not justified.
Evaluating Special Education Programs: Shifting the Professional Mandate from Process to Outcome
Authors: Borich Gary D. , Nance Deborah D.
Published: December 2008

A number of program evaluation approaches have traditionally been employed by administrators to obtain information regarding program functioning for decision-making purposes. The most widely cited evaluation concepts and approaches are reviewed within this article. Frequently, the application of these models has centered on monitoring program compliance with regulatory expectations. Unique aspects of special education programs which challenge the adequacy of these models are described, and an example of a conceptual map specifically designed to organize longitudinal, systematic evaluation of special education programs is presented. In addition to addressing compliance concerns, this model emphasizes the evaluation of program effectiveness via examination of program coordination and outcome measures.
Letter to the Editor
Authors: Salzberg Charles L. , Strain Phillip S. , Baer Donald M.
Published: December 2008

RASE welcomes your comments on feature atlicles, columns, and special education issues. Please address all letters to: RASE Letters to the Editor, PRO-ED, 5341 Industrial Oaks Blvd., Austin, TX 78735-8809. Unless otherwise stated, we will assume that letters addressed to the editor are intended for publication with your name and affiliation, RASE reserves the right to edit letters. If a letter merits a response from a RASE author, we will obtain a reply and publish both letters.
The Effect of Group Size on Attitudes Toward Microcomputers
Authors: Lieber Joan , Semmel Melvyn I.
Published: December 2008

The attitudes of learning handicapped and nonhandicapped students toward microcomputers and their preference for working alone or with a partner was examined. Twenty learning handicapped and 20 nonhandicapped boys from upper elementary grades participated for 10 minutes, three times per week for a 4-week period on a microcomputer mathematics problem-solving task. Each student worked alone, with a handicapped partner, and with a nonhandicapped partner. Children were asked about their preference for working by themselves or in a dyad prior to and following the microcomputer experience. Attitudes toward computers were assessed as well in an exit interview. Results indicated that a majority of both handicapped and nonhandicapped students enjoyed working at the computer. For learning handicapped students, there were significant changes in group size preference from pretest to posttest: A majority of students preferred to work alone prior to the study, but a majority stated they preferred to work with a partner at the study's conclusion. Results differed for nonhandicapped students with a similar number preferring each group size at both measurement points.
Training Gaze Direction in Blind Children: Attitude Effects on the Sighted
Authors: Raver Sharon A.
Published: December 2008

This study assessed the extent to which the use of gaze direction influenced sighted subjects' evaluations of the competence of four elementary-aged blind children. One hundred and sixty subjects were randomly assigned to four groups to view one of four videotapes of two visually impaired children without gaze direction (pretaining skill level) and two visually impaired children with gaze direction (posttraining skill level). Subjects viewed the same children, although not necessarily in the same order or in the same condition. Videotaped sequences showed a child conversing with two sighted adults responding to a randomized set of questions. Analyses revealed no difference in attitude toward blindness among groups but indicated that when children manifested gaze direction skills they were evaluated as having higher social competence, as being more intelligent, and as possessing greater ability to compete with sighted individuals as adults.
Understanding and Managing Self-Injurious Behavior
Authors: Zirpoli Thomas J. , Wills Lloyd John Wills
Published: December 2008

As handicapped students are placed in public schools in increasing numbers, teachers are challenged to teach students exhibiting many maladaptive behaviors that they have not previously observed in the classroom. One of these, self-injurious behavior, presents teachers with a unique behavior problem with a complex etiology. Self-injurious behavior is reviewed in this paper to help educators understand the scope of this maladaptive behavior. The major emphasis of the review is intervention procedures in school settings.
Research in Special Education
Authors: Kauffman James M.
Published: December 2008

Special educators have given little attention to the historical roots of their practice or research. The history of special education suggests that interventions become disabling when they are based on improbable extrapolations from initial data and when advocates' interpretations are naively literal. Similarities are noted between nineteenth century efforts to educate students with mental retardation and current efforts to accommodate all mildly handicapped students in regular classes. Alternatives to special education research in the natural science tradition, including holism and qualitative research, are discussed. Findings from quantitative research are concluded to be a necessary though not sufficient guide for competent practice. Educational research in the scientific tradition, including articles in this issue, can contribute to humane decisions about students.
Theory and Practice
Authors: Warren Beth , Rosebery Ann S.
Published: December 2008

Our goal in this article is to examine two ways in which recent psychological theory has influenced the use of computers in reading instruction. In particular, we look at two competing theories, the componential and the constructivist, and the implications that each carries for computer-based practice. To exemplify these perspectives, we examine two computer environments, RACER and the Reader's Assistant. In conclusion, we put forward the notion of “contextualization” as a basis for integrating the componential and constructivist approaches into a sensible model of computer use in the special education classroom.
Corporal Punishment with Mildly Handicapped Students: Five Years Later
Authors: Rose Terry L.
Published: December 2008

In a replication of a previous descriptive study, the uses of corporal punishment with mildly handicapped students in American public schools are described. A school discipline survey was mailed to 371 principals in 18 randomly selected states representing the nine U.S. census regions. Results indicated widespread use of corporal punishment with handicapped students at every grade level in the majority of regions of the United States. Descriptions of the use of corporal punishment across demographic and administrative/ procedural variables are provided and discussed. Comparisons of current findings to previous findings are made and trends noted and discussed, Further research directions and instructional implications are also provided.
Establishing Phonemic Segmentation in Moderately Retarded Children
Authors: Hoogeveen Frans R. , Birkhoff Annette E. , Smeets Paul M. , Lancioni Giulio E. , Boelens Harrie H.
Published: December 2008

The present study evaluated a program for establishing phonemic segmentation in moderately retarded children. The study consisted of two experiments. Experiment 1 assessed whether the failure to isolate final phonemes of Consonant-Vowel-Consonant words (CVC) was due to the task requirements per se, or to inadequate understanding of the task demands. Experiment 2 evaluated the effects of a time-based stimulus manipulation procedure for teaching the students to isolate final consonants. The data revealed that (a) establishing adequate instructional control had no effect on the subjects' performance (Experiment 1), and (b) the training procedure was effective for all subjects (Experiment 2).
Assessment in Social Skills Training
Authors: Maag John W.
Published: December 2008

Assessment methodology in social skills training has been criticized on several fronts. Most notably, behaviors have not been selected for training based on Students' individual-specific deficits, nor has attention been given to determining whether trained behaviors result in socially important outcomes among students. The concept of social validity is an important, yet frequently ignored, consideration in social skills training assessment. This article describes methodological and conceptual issues for assessment in social skills training. Specifically, assessment techniques for determining individual-specific deficits are presented within a framework for integrating information and identifying reciprocal relationships. Employing socially valid measures is discussed with regard to determining target behaviors that predict relevant outcomes and to assessing training efficacy. Conceptual issues for research and practice are addressed.
Reimbursement of Private School Tuition to Parents Since Burlington
Authors: Osborne Allan G.
Published: December 2008

In 1985 the U.S. Supreme Court settled what had been an extremely controversial issue: Are parents who unilaterally enroll their handicapped child in a private school entitled to reimbursement of those expenses if the private school is later determined to be the appropriate placement under the Education for All Handicapped Children Act? Although the Court answered that question in the affirmative, litigation over reimbursement for privately obtained services has not ended. Several new issues not contemplated or answered by the high court's decision have since emerged. This article describes those issues and outlines how the lower courts have dealt with them.
Adaptive Instruction: An Alternative Service Delivery Approach
Authors: Wang Margaret C. , Zollers Nancy J.
Published: December 2008

This article provides a summary of the theoretical and research bases for the design and effects of programs using the adaptive instruction approach to maximize student learning. It also discusses the salient features, implementation requirements, and effects of using a particular program, the Adaptive Learning Environments Model (ALEM), as an alternative service delivery approach for serving students with special needs in regular classrooms. Research on the outcomes and feasibility of adaptive instruction programs such as the ALEM indicates that high degrees of program implementation can be achieved in a variety of school settings when supported by systematic staff development and organizational support. Furthermore, when general classroom teachers and specialized professionals work collaboratively to provide coordinated and inclusive instructional support in an integrated education system, all students can benefit.
A Descriptive Study of Literacy Events in Secondary Special Education Programs in Linguistically Diverse Schools
Authors: Harris Kathleen C. , Rueda Robert S. , Supancheck Sister Phyllis
Published: December 2008

This study examined the linguistic and interactional features of print-related activities in secondary special education programs located in linguistically diverse schools. Descriptive data generated by participant observations of 15 special education classrooms in three high schools revealed that the printed materials used in these classrooms were written in English, academically oriented, and used by students and teachers in a teacher-to-student or student-working-alone interactional structure. In addition, English was used to talk about the printed material and most of this talk, which focused upon instruction, was initiated by teachers. These findings are discussed in light of theoretical advances in the education of linguistic minority students; implications for instruction are presented.
If at First You Don't Succeed, Bye, Bye Again: A Response to General Educators' Views on the REI
Authors: Semmel Melvyn I. , Gerber Michael M.
Published: December 2008

Editor's Comment: In the last issue of RASE (11:3, March/April 1990), we explored the Regular Education Initiative from the perspectives of several prominent general educators. These perspectives were written by Russell Gersten and John Woodward, Lvnne Miller, Dolores Ditrkin, Allan Glatthorn, Beverly Showers, Robert Slewin, and Susan Loncks-Horsley and Deborah Roody. These were followed by two commentaries-by Edward Kameenui and Anne McGill-Franzen and Richard Allington. Following are three more commentaries on those papers, by Melvyn Semmel and Michael Gerber, Robert Slaiin, and Allan Glattborn.-LI
The Oral Reading Errors of Readers with Learning Disabilities: Variations Produced Within the Instructional and Frustrational Ranges
Authors: Adams Arlene
Published: December 2008

The purpose of this study was to examine the word recognition abilities of readers with learning disabilities (LD) at four levels: Grades 2, 5, 8, and 11. The study's premise was that previous findings in relation to the word recognition abilities of readers with LD have been confounded by the use of frustration level materials for these readers. Therefore, this study compared the word recognition errors of readers with LD when they were reading instructional level materials (between 3% and 9% word recognition errors) and frustrational level materials (greater then 9% word recognition errors). The word recognition errors considered by this study were basic miscues (substitutions, omissions, insertions, teacher-pronounced); substitution types; reversal errors; and linguistic acceptability (syntactic and semantic). Findings showed that in the categories of linguistic acceptability, the readers produced significantly fewer acceptable responses when reading frustration level materials than when reading instructional level materials. No such difference was found in any of the other miscue categories when the two difficulty levels were compared.
Do Pull-In Programs Foster Teacher Collaboration?
Authors: Meyers Joel , Gelzheiser Lynn M. , Yelich Glenn
Published: December 2008

This investigation examined classroom teachers' perceptions of collaborative planning meetings that they engaged in with remedial reading or resource room teachers. A particular focus was whether collaborative planning was perceived differently by teachers whose students were served in pull-out programs, as compared to teachers whose students received "pull-in" reading instruction, whereby the specialist teacher taught in the general classroom. Structured interviews were conducted with 12 classroom teachers participating in the pull-in condition and 11 classroom teachers participating in the pull-out arrangement. Relative to the teachers involved in pull-out programs, the teachers engaged in the pull-in condition reported (1) more frequent collaborative meetings, (2) a greater focus on specific instructional issues rather than on student progress and adjustment, and (3) greater learning of specific instructional techniques. The implications of these findings for the successful implementation of teacher consultation models and for improving communication and coordination among specialist and classroom teachers are considered.
Common Professional Practices That Interfere with the Integrated Delivery of Related Services
Authors: Giangreco Michael F. , Edelman Susan , Dennis Ruth
Published: December 2008

This study provides descriptive data regarding the prevalence of seven professional practices believed to interfere with the integrated delivery of related services for students with handicapping conditions in public schools. Based on questionnaire responses from 585 educators, parents, and related service personnel (e.g., speech/language pathologists, occupational therapists, physical therapists) from across the United States, these data highlight foundational issues that have an impact on the integrated delivery of related services that are necessary for some students to benefit from special education. Professional practices are presented that are believed to facilitate the integrated delivery of related services, as well as those believed to interfere with it. Results of the study document the prevalence of the interfering practices as reported by study participants, and also the extent to which parents and general education teachers report a lack of critical information about the provision of related services. Implications are discussed that pertain to personnel preparation, supervision of staff, advocacy, and collaborative teamwork.
Heads Together
Authors: Maheady Larry , Mallette Barbara , Harper Gregory F. , Sacca Katherine
Published: December 2008

The present study compared the effects of two teacher questioning strategies, Heads Together and Whole Group, on elementary school students' on-task rates and their performance on daily social studies quizzes. Twenty 3rd graders in a racially and ethnically integrated classroom were exposed to both treatments under an alternating treatment design. Data indicated that students always performed better under Heads Together conditions. These performance differences ranged from 2 to 30 percentage points on daily quizzes and averaged about 16 percentage points over the course of the investigation. Moreover, the percentage of pupils on task was always higher when the cooperative learning intervention was in effect. Consumer satisfaction findings suggest that the students themselves preferred Heads Together over the more traditional teaching method. Implications for instructional practice are discussed.
Evaluating the Impact of Criterion-Referenced Measurement on Remediation Decisions
Authors: Foshee Donald P. , Davis Mark A. , Stone Mary Ann C.
Published: December 2008

The state of Georgia initiated the use of a criterion-referenced test to identify students in need of academic remediation. Remediation efforts were to be mandated to foster performance on the state's minimal competency test, which is required for graduation. This paper examines the relations among criterion-referenced test scores, subsequent predicted remediation need decisions, and actual performance, without remediation, on the minimal competency test. The results indicate that an excessively large number of students would be required to be remediated who subsequently (without remediation) successfully passed the minimal competency test. Special emphasis is placed on the procedures used to establish cutoff standards and the occurrence of classification errors. Recommendations concerning the use of criterion-referenced tests for classification decisions are presented.
Meaningful Mathematics Instruction
Authors: Baroody Arthur J. , Hume Janice
Published: December 2008

Many children have difficulty learning mathematics because of developmentally inappropriate instruction. The article discusses a number of recommendations by mathematics educators for making mathematics instruction more developmentally appropriate. More specifically, it suggests that instruction focus on understanding, not rote memorization of facts and procedures. It should entail active, purposeful learning and put less emphasis on direct instruction and paper-and-pencil work. Teachers should foster and build upon children's informal strengths rather than treating students as blank slates. They should link symbolic arithmetic to informal understanding. Moreover, instruction should promote reflection and discussion. With a developmental approach, even a traditionally difficult topic such as fractions can be meaningful, thought provoking, and interesting to children, including those labeled as learning disabled.
General, Special, and Remedial Teachers' Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps
Authors: Whinnery Keith W. , Fuchs Lynn S. , Fuchs Douglas
Published: December 2008

This study attempted to extend research on factors affecting acceptance of behavioral interventions and to identify factors involved in acceptance of instructional strategies. A questionnaire was used to survey teachers' acceptability ratings of instructional strategies and behavioral interventions. Teacher ratings of current mainstreaming practices also- were obtained. Results revealed a relation between perceived effectiveness of an intervention and willingness to implement. Questions about the match between perceived effectiveness and empirically supported effectiveness are raised, and directions for future acceptability studies are discussed.
Special Education Requirements for General Education Certification
Authors: Reiff Henry B. , Evans Elizabeth D. , Cass Mike
Published: December 2008

The purpose of the present study was to conduct a national survey to determine the state certification requirements general educators must meet (if any) in the area of special education. The survey was undertaken to study how states were responding to the increased demand placed on general educators to serve many more students with special needs. The results revealed that approximately three fourths of the states require general education teachers to have a course or two in special education or meet some specific competency criteria. The notion that such a cursory exposure to special education could prepare general educators to serve children with special needs is questioned, and future research examining the relationship between training experiences and competencies in serving students is recommended.
Transition From School to Integrated Communities
Authors: Rusch Janis Chadsey , Rusch Frank R. , O'Reilly Mark F.
Published: December 2008

Research on employment, residential, and social outcomes of youth transitioning from school to adulthood is reviewed. Results of follow-up studies show that only a few youths with disabilities are employed after leaving school. Further, these young adults are even less integrated into employment, independent living, and community activities as they age. The variables that may enhance selected community integration outcomes are also discussed. Variables that may enhance transition efforts include work experience in the community, good interpersonal skills, family involvement, and support from others. Finally, future directions for special education are discussed.
A Visual Representation of the Grief Cycle for Use by Teachers with Families of Children with Disabilities
Authors: Anderegg M. L. , Vergason Glenn A. , Smith Margaret C.
Published: December 2008

Data from current studies of the grief process experienced by parents whose children have disabilities have been incorporated with the results of observations of 130 parents from two support groups to develop a visual representation of this process. The current model is useful in working with parents to facilitate their movement through stages of the grief process into more functional behavior. Behaviors from the traditional models of grief are organized into clusters for a conceptualization that will aid professionals in its use as a counseling tool with families of children with disabilities. Implications drawn from the grief cycle for use with parents and other family members are described including the full range of interactions in this model. These interactions make it unnecessary for the professional to view the parent or family members as dysfunctional.
Computer-Assisted Reading
Authors: Farmer Mary E. , Klein Raymond , Bryson Susan E.
Published: December 2008

The advent of computer-assisted reading programs that utilize computer-synthesized speech provides an opportunity for readers with disabilities to obtain reading practice in an informative and nonthreatening situation. This article provides a review of studies that have used computer-assisted reading programs, with and without synthesized speech. It also describes a pilot study with readers having severe disabilities, using computer-synthesized speech in a reading program, in an attempt to improve their word recognition abilities. Possible reasons for the lack of significant findings in this study, and recommendations for future research, are discussed.
Differentiating Children Who Are At Risk for Referral from Others on Critical Classroom Factors
Authors: Bay Mary , Bryan Tanis
Published: December 2008

The purpose of this study was twofold: to differentiate children at risk for special education referral from other low achievers, and to differentiate all low achievers from mainstreamed special education students and from average achievers on several classroom factors. These factors included attentiveness, the child's level of involvement in instructional activities, and the type of feedback the child received from the teacher. Results indicated that children in urban classrooms who were at risk for referral were not called on as frequently and did not receive as much corrective feedback from teachers as did other low achievers. In a suburban setting, low achievers were called on more often than average achievers. Implications for classroom practice are discussed.
A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions
Authors: Nelson J. Ron , Smith Deborah J. , Taylor Lonnie , Dodd John M. , Reavis Ken
Published: December 2008

Special education administrators in Utah were surveyed to identify the types of prereferral intervention approaches employed by school districts. These officials' perceptions regarding the effectiveness of the approaches for maintaining students in general education and of the prereferral intervention process were also elicited. The findings indicate that a variety of prereferral intervention approaches are used by school districts. Special education administrators were generally uncertain whether the approaches maintained students in general education. Similarly, they were uncertain as to whether the prereferral intervention process (a) benefits teachers, (b) is a bureaucratic hurdle, and (c) should be maintained. These officials, however, believed that teachers follow through with the prereferral intervention process and that it maintains students in general education and results in fewer referrals for formal assessment.
Book Review
Authors: York Jennifer
Published: December 2008

Nasty Girls, Thugs, and Humans Like Us: Social Relations Between Severely Disabled and Nondisabled Students in High School, by Carola Murray-Seegert. Baltimore: Paul H. Brookes Publishing Co. 1989, 198 pp., $22.00.
Utilization of Paraprofessionals in Special Education
Authors: Jones Karen H. , Bender William N.
Published: December 2008

In spite of a relative lack of evidence attesting to the efficacy of paraprofessionals in enhancing student outcomes, there has been a phenomenal growth in utilization of paraprofessionals in special education service delivery roles. A literature review indicated a need for additional information on this issue. Over the years the role of paraprofessionals has expanded to include increased use of these personnel for formal assessment, initial instruction, and home-school support, in addition to other activities that have, historically, been performed by teachers. This article includes a review of the efficacy literature, professional educators' attitudes toward use of paraprofessionals, and information available on training models for paraprofessionals, and serves as a foundation for future research on the utilization of paraprofessionals in special education programs.