bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching Chained Tasks in Dyads
Authors: Wolery Mark , Ault Melinda Jones , Gast David L. , Doyle Patricia Munson , Griffen Ann K.
Published: December 2008

This investigation used a multiple probe design to evaluate the use of a constant time delay procedure in a small group instructional arrangement. Two pairs of two students (i.e., dyads) with moderate mental retardation were taught domestic and vocational chained tasks. Tasks for each dyad were divided so that one student of the dyad was taught the first part of the task, and the other student was taught the second part. Interactions between members of each dyad were specifically prompted so that students delivered both antecedent (i.e., attentional cue) and consequent (i.e., reinforcement) events to their dyad member. Students observed each other learning their respective parts of the task and then were assessed on their ability to perform both parts of the task (i.e., the part taught directly and the part taught to the other member of the dyad). The results indicate that (a) constant time delay was effective in teaching chained tasks in dyads, and (b) all students learned a substantial amount of the tasks that they were not directly taught but that they observed being taught to the other member of their dyad. These findings are discussed in terms of designing effective and efficient instruction for students with moderate handicaps.
Sex-Related Differences in School and IQ Performance for Children with Low Birth Weight at Ages 10 and 13
Authors: Lagerström Monica , Bremme Katarina , Eneroth Peter , Magnusson David
Published: December 2008

This study was based on data from a longitudinal research program. The cohort consisted of normal children in an entire school grade, born in 1955, in a Swedish community. The aim of the present study was to investigate if the differences in long-term intellectual development for low versus normal birth weight (LBW/NBW) children, documented in earlier reports, was found for both boys and girls. Birth weight above and below 2,500 grams was compared with intellectual performance and school achievement (intelligence test scores, achievement test scores, and school grades) at ages 10 and 13 for LBW/NBW boys and girls separately. Differences in grades and scores reached statistical significance on most variables, but only for LBW/NBW girls. Thus, it appeared that LBW girls, but not LBW boys, suffered in their school performance.
Measurement of Work-Related Outcomes for Students with Severe Disabilities
Authors: Gaylord-Ross Robert , Chadsey-Rusch Janis
Published: December 2008

Measuring employment outcomes for persons with severe disabilities has advanced in scope and effort during recent years. The initial focus on task performance in sheltered settings has been replaced with the measurement of a number of other individual outcomes within the context of supported employment. Additionally, measurement reflects an ecological perspective; that is, individual outcomes, such as job-task performance, integration, economic benefits, and consumer satisfaction are considered within the context of group and organizational variables that can affect those outcomes. In this article, measurement considerations for individual, group, and organizational factors are described and discussed. As students with severe disabilities enter complex employment environments, it is clear that more than one measurement strategy will be needed to document meaningful outcomes.
Special Education Students Exiting the Educational System
Authors: MacMillan Donald L. , Widaman Keith F. , Balow Irving H. , Borthwick-Duffy Sharon , Hendrick Irving G. , Hemsley Rita E.
Published: December 2008

In this paper, we describe the problems inherent in current criteria employed by federal agencies for estimating special education graduation and dropout rates. In addition, we present changes in reporting categories proposed by the Council of Chief State School Officers and the National Center for Education Statistics (NCES) in reporting categories, and discuss the potential implications of these changes for the ways in which special education students may be counted. We examine Office of Special Education Programs (OSEP) reports on exiting behavior of special education students. Figures in OSEP's five exiting categories demonstrate NCES's inflated estimates of special education dropouts. Finally, OSEP's use of the “Other Basis for Exiting” category is examined in light of apparent beliefs that cases recorded in this category are undocumented dropouts.
Taxonomy and Validity of Subtest Profiles on the Kaufman Assessment Battery for Children
Authors: Glutting Joseph J. , McGrath Elizabeth A. , Kamphaus Randy W. , McDermott Paul A.
Published: December 2008

This paper presents three studies. The first developed a normative taxonomy to show the most common subtest patterns on the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a, 1983b). The benefit of such a core profile taxonomy is that it provides necessary contrasts for testing hypotheses about score configurations believed to be unusual or clinically relevant. The taxonomy was based on the school-age segment of the K-ABC's standardization sample (i.e., 1,300 children between 6 years, 0 months and 12 years, 6 months). Q methodology (cluster analysis) resulted in eight core profile types, which were subjected to preliminary validation tests against multiple criteria. The second study used the core types to examine whether children with learning disabilities ( n = 224), emotional disturbance ( n = 43), educable mental retardation ( n = 85), and trainable mental retardation ( n = 38) showed unusual subtest patterns more often than the general population. By contrast, the third study began by using the core types to identify children from both regular education and special education who possessed unusual patterns ( N = 1,346). Thereafter, Q methodology was applied to search for homogeneous groups among these children. Results from the second and third studies mitigate against the diagnostic application of subtest analysis Recommendations are provided for future practice in the profiling of children's abilities.
The Individualized Education Program
Authors: Goodman Joan F. , Bond Lori
Published: December 2008

It is argued in this article that although the original purpose of the Individualized Education Program (IEP) was for it to serve as an accountability device, it has become an instructional as well as evaluative mechanism. A review of the forces that led to the inclusion of the IEP in P.L. 94-142—prior legislation, professional articles, testimony at hearings—indicates that proponents hoped that individualized programming would diminish categorical placements in favor of least restrictive environments, encourage parental participation in establishing and overseeing educational goals, and provide a method to evaluate children's progress on mutually agreed-upon objectives. The IEP was never intended to specify what or how teachers should teach. Given the luxury of hindsight, however, our analysis suggests that the provisions for establishing “short-term objectives” to be evaluated through “objective criteria” made it more likely than not that programs would choose specific skills and attainments as objectives, and rely on teacher directed instructional methods. The IEP regulations make it difficult to pursue a child-directed, highly interactive teaching approach with ends left fluid. Suggestions are made for enlarging the construction of the curriculum and evaluation procedures by establishing multiple alternative objectives, using portfolios or videotapes for assessment, including narrative reviews for evaluation, and substituting as objectives, in some instances, methods rather than outcomes. More important, debate on the IEP is encouraged.
Reading Versus Doing: The Relative Effects of Textbook-Based and Inquiry-Oriented Approaches to Science Learning in Special Education Classrooms
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Bakken Jeffrey P. , Brigham Frederick J.
Published: December 2008

Students with learning disabilities in four special education classrooms studied two science units (magnetism and electricity, and rocks and minerals) via either an activity-based, inquiry-oriented approach or a textbook approach. The investigation was conducted over a 2-week period and employed a counterbalanced, withinsubjects design, in which all students received both treatments. Students performed significantly higher on immediate and delayed unit tests when they had learned by the inquiry-oriented approach, although vocabulary acquisition was limited in both conditions. Additionally, students reported overwhelming preference for activity-based learning over textbook approaches. Implications for special education are discussed.
Substance Abuse Prevention in Special Education Populations: Review and Recommendations
Authors: Kress Jeffrey S. , Elias Maurice J.
Published: December 2008

Students who make up special education populations are a high-risk group for the development of future substance abuse. A number of factors contribute to this phenomenon. Students with emotional disturbances and learning disabilities face unique risk factors and skills deficits. Such students are at a considerable disadvantage for successfully negotiating peer pressure and high-stress situations. However, very few prevention programs target specifically this population. An overview of the risk factors and skills deficits unique to special education students is used to evaluate existing approaches to prevention and to make recommendations for future efforts.
Institutional and Faculty Influences on the Reputation of Doctorate-Granting Programs in Special Education
Authors: Cardinal Donald N. , Drew David Eli
Published: December 2008

This study is based on a survey of all faculty members in 66 qualifying doctorate-granting special education programs in the United States. Seventy-two percent of the faculty responded to the survey. Faculty members were asked to rate the quality of each program except their own. The top 10 programs are reported in the study. Additionally, data on several productivity and output variables were gathered, including publication records from a computer data base for each of the 700 faculty members. Using multiple regression analysis, it was, determined that 73% ( R = .85, p <.001) of the variance in program reputation could be explained by four variables, where research productivity contributed most to the prediction. The implications of these results are discussed.
The Development of Individualized Family Service Plans: Roles for Parents and Staff
Authors: Minke Kathleen M. , Scott M. M.
Published: December 2008

This naturalistic study investigated the development of Individualized Family Service Plans (IFSPs) in three early intervention programs attempting to actively involve parents in the planning process. Nine IFSP meetings were videotaped, and the principal participants were interviewed. A category system was developed: the portions presented here focus on roles taken by parents and staff. We concluded that parents have attained partial decision-making power at these sites, but that greater attention to parent participation is needed in goal setting, assessment, and negotiation. Recommendations are made for examining program practices and for future research.
Mathematical Problem-Solving Characteristics of Middle School Students With Learning Disabilities
Authors: Montague Marjorie , Applegate Brooks
Published: December 2008

The purpose of this study was to investigate mathematical problem-solving characteristics of middle school students with learning disabilities. Cognitive, metacognitive, and affective characteristics of middle school students with learning disabilities and average-achieving and gifted students ( n = 90) were studied to determine similarities and differences among good, average, and poor problem solvers. We included measures of mathematical achievement, reasoning, mathematical word problems, and strategy knowledge, use, and control. Results indicated that despite a positive attitude toward mathematics, students with learning disabilities differed significantly from average-achieving and gifted students in general mathematical achievement and problem solving. Results also suggested that students' poor mathematical problem solving may be related less to solution errors than to an ability to represent problems and predict appropriate solution equations and operations. Implications for research and practice are discussed.
Using Curriculum-Based Measurement to Identify Potential Candidates for Reintegration into General Education
Authors: Shinn Mark R. , Habedank Lisa , Rodden-Nord Kathleen , Knutson Nancy
Published: December 2008

This paper examines the use of Curriculum-Based Measurement (CBM) to operationalize satisfactory achievement, one distinguishing feature of the Least Restrictive Environment. This feature then is used to identify students receiving special education as potential candidates for reintegration into general education. In two studies, local norms representing the reading skills of general education low reading group students on passages derived from their curriculum were used to represent satisfactory performance. Students in special education who read as well as or better than their low reading group peers on CBM tasks were identified as potential candidates for reintegration. Results, analyzed by idiographic and nomothetic approaches, showed that a substantial portion (approximately 40%) of the special education students could be candidates for reintegration using this approach. Implications for reintegration efforts are discussed.
The Extent and Nature of Preschool Mainstreaming
Authors: Wolery Mark , Holcombe-Ligon Ariane , Brookfield Jeffri , Huffman Kay , Schroeder Carol , Martin Catherine G. , Venn Martha L. , Gessler Werts Margaret , Fleming Lucy A.
Published: December 2008

This article describes a mail survey of general early childhood educators to determine the extent to which they are and have been engaged in preschool mainstreaming. Four groups of early childhood educators were surveyed: those employed by Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/ child care programs. Participants were randomly selected from the nine U.S. Bureau of the Census regions. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The results indicated that (a) nearly three-fourths (74.2%) of the responding programs reported enrolling a child with a diagnosed disability, (b) the percentage of mainstreamed programs increased across the five years studied, (c) children from all diagnostic categories listed on the survey were enrolled in some programs, (d) the diagnostic category of speech/language impaired was the most frequently reported category followed by developmental delays and behavior disorders, and (e) the ages of enrolled children with diagnosed disabilities varied by program type. The limitations of these findings and their implications for preschool mainstreaming are discussed.
Sequential and Simultaneous Processing in Children with Learning Disabilities
Authors: Bain Sherry K.
Published: December 2008

K-ABC Sequential (SEQ) and Simultaneous (SIM) Processing scores of 94 children with learning disabilities were analyzed to seek confirmation of processing patterns and factor loadings indicated in previous studies (e.g., Kaufman & Kaufman, 1983; Kaufman & McLean, 1986). Confirmatory analyses produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory (SM). A modified factor analysis, allowing SM to load on either factor, produced a significantly better fit to the data. Relative SEQ Processing strengths for the present sample differed from a trend toward SIM Processing strengths in previous studies. Selection criteria and subpopulation differences may have influenced the direction of processing strengths. Results point to implications for generalizing findings across groups of learning disabled children, particularly in predicting successful educational intervention based upon a limited set of preselected subtests.
The Presence of Reflective-Practice Indicators in Special Education Resource Teachers' Instructional Decision Making
Authors: Bartelheim Frederick J. , Evans Susan
Published: December 2008

Reflective practice (Schon, 1983) is a decision-making theory that defines a set of components professionals might use to resolve unique or complex problems as they arise. In this study, expert high-school special education resource teachers were observed providing instruction in the classroom. Content analysis of postobservation interview transcripts was used to identify the presence of 124 reflective-practice indicators in the subjects' instructional decisions: 49 (39%) for the component of personal responsibility, 39 (32%) for the component of testing, and 36 (29%) for the component of problem setting. Results suggest that special education resource teachers use reflective practice to some degree when managing instructional problems.
Special Education Administrators in the United States
Authors: Arick Joel R. , Krug David A.
Published: December 2008

This study presents a description and analysis of special education administrators' perceptions regarding (a) personnel needs, (b) quality of preparation, (c) training needs, and (d) administrative policies/practices for mainstreaming students with disabilities. A randomly selected national sample of 2,900 special education directors were mailed a questionnaire focusing on these policy and personnel issues. A total of 1,468 special education directors responded to this survey. A current shortage of special education administrative personnel was found in 10% of the responding school districts. A projected shortage of special education administrative personnel in the next 4 years was found to affect 789 of the 1,468 school districts represented. The education and experience of many special education directors appears adequate; however, over one third of the respondents had neither certification in teaching special education nor appreciable experience teaching in special education. The policy/practice with the highest training need was “to increase collaboration between regular and special education.” Special education directors having backgrounds including both special education teaching and special education course work had significantly higher levels of mainstreamed students.
WHO ARE THE CHILDREN WITH ATTENTION DEFICIT-HYPERACTIVITY DISORDER? A SCHOOL-BASED SURVEY
Authors: Reid Robert , Maag John W. , Vasa Stanley F. , Wright Gregg
Published: December 2008

Attention Deficit-Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed and thoroughly researched disorders of childhood; however, little is known about ADHD in the school setting. We examined demographic data, disability categories, placement, academic achievement, and educational treatment of children clinically diagnosed as having ADHD among a group of 14,229 students in a public school district. Of 136 students with ADHD, over half ( n = 77) were receiving special education services: Forty were identified as behaviorally disordered, 22 as learning disabled, 7 as mildly mentally retarded, 1 as other health impaired, and 1 as orthopedically handicapped. The most common special education placement for students with ADHD was the general education classroom plus resource support ( n = 50). Mathematics and reading achievement scores varied greatly. Over 90% of the students with ADHD were taking medication. Behavior modification, consultation, one-to-one instruction, and modified assignment format were used significantly more often with students with ADHD who were receiving special education services than students with ADHD who were not receiving special education services. Implications for research and practice are presented.
Instruction and Learning in Middle School Science Classes: Implications for Students with Disabilities
Authors: Nolet Victor , Tindal Gerald
Published: December 2008

In this study we employed a two-dimensional framework consisting of knowledge forms and intellectual operations to analyze curriculum materials, teacher-mediated instruction, and student use of information on essay and traditional criterion-referenced measures. Findings suggested that student perceptions and learning may be governed by a complex interaction between curriculum materials and teacher-mediated instruction rather than by only curriculum or teaching. Teacher use of information in complex intellectual operations during interactive instruction may be associated with student performance, but low-achieving students may need more exposure to information to take full advantage of teacher modeling.
The Effects of Curriculum on the Sensitivity of Curriculum-Based Measurement in Reading
Authors: Hintze John M. , Shapiro Edward S. , Lutz J. Gary
Published: December 2008

This study examined the effects of curriculum on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 24 third-grade students who were instructed primarily in a literature-based Scott, Foresman basal series, and 24 third-grade students who were instructed primarily in a more traditional basal series. CBM passage probes from each basal reading series were administered to all students twice weekly over a 9-week period. Each student's rate of progress in each reading series was indexed using an ordinary least squares regression to determine the slope of the data series. Results suggested that passage probes selected from the literature-based basal series were less sensitive to indexing growth over time than those from the traditional basal series.
New Directions in the Assessment of Students with Special Needs: The Shift Toward a Constructivist Perspective
Authors: Meltzer Lynn , Reid D. Kim
Published: December 2008

This article examines the influence of constructivism on models of assessment that are relevant for special education as well as general education. Discussion focuses on the diversity of assessment approaches that have been influenced by constructivist epistemology and the varying degrees to which different assessment systems incorporate constructivist principles. Selected assessment procedures are discussed, ranging from standardized systems to structured, informal assessment systems and unstructured assessment procedures that are reminiscent of Piaget's clinical method. Discussion focuses on new assessment procedures that incorporate selected features of a constructivist philosophy (1) They are holistic, dynamic, and multidimensional in scope. (2) They account for the complex interactions among development and the curriculum. (3) They address metacognitive processes and strategic learning. (4) They are continuous with instruction. Assessment approaches that incorporate some or all of these characteristics have highlighted the problems associated with traditional methods of assessment, but the new approaches have raised new problems: practicality, cost-effectiveness, accountability, reliability, and validity. If we are to judge the merits of these new directions in assessment, we must be patient and willing to accept ambiguities.
THE IDENTIFICATION OF INDIVIDUALS WITH DISABILITIES IN NATIONAL DATABASES: CREATING A FAILURE TO COMMUNICATE
Authors: McGrew Kevin S. , Algozzine Bob , Ysseldyke James E. , Thurlow Martha L. , Spiegel Amy N.
Published: December 2008

The purpose of this study was to analyze similarities and differences in how students with disabilities are identified in national databases. National data collection programs in the U.S. Departments of Education, Commerce, Labor, Justice, and Health and Human Services, as well as databases from the National Science Foundation, the American Council of Education, and the College Board, were examined. Nineteen national data collection programs were selected as being potentially useful in the extraction of policy-relevant information on the educational status and performance of students with disabilities. Among these 19 programs there was significant variability in the disability categories used. These programs were targeted for two reasons: (a) their potential usefulness in providing indicators of domains in key models of educational outcomes for children and youth with disabilities, and (b) their prominence in current efforts to monitor progress toward the attainment of national education goals. Discussed are issues related to improving disability identification in large-scale data collection programs and the effects of these issues on reporting policy-relevant information.
Insights on “The Context of Full Inclusion” from a Non-Special Educator
Authors: Murphy Joseph
Published: December 2008

From the perspective of a non-special educator, I concentrate on three bedrock difficulties with the concept of inclusion as it plays out in the case studies: its noneducational nature, its displacement of the uniqueness of special education, and, its promulgation of bankrupt conceptions of accountability. I conclude that if the best of inclusion as an organizational strategy can be coupled with powerful conceptions of learning and teaching, as well as the traditional strengths of special education, then real improvement remains a possibility.
Evaluation of Academic Capabilities in Science by Students with and without Learning Disabilities and their Teachers
Authors: Carlisle Joanne F. , Chang Victor
Published: December 2008

The purpose of this study was to determine whether students with and without learning disabilities (LD) who attended general education science classes differed in their evaluations of their learning capabilities, whether changes in selfevaluation occurred over a 3year period, and whether over this period the teachers' ratings of the students with LD differed from those of the students without LD. Two cohorts of students (including students with and without LD) were followed for 3 years (Grades 4 to 6 and 6 to 8); in each year they and their teachers were asked to evaluate their capabilities and efforts in science. The results showed that the students with LD in the younger cohort rated themselves as less capable in science than did the students without LD in all 3 years, but the students with and without LD in the older cohort differed only in the first year. For both cohorts, the teachers consistently rated the students with LD as having significantly less adequate learning capabilities, and they placed the students with LD at lower levels of achievement than their peers without LD. Comparisons of student and teacher ratings suggest that teachers often have higher expectations for students than students have for themselves and that the students with LD fall particularly short of these standards. Implications for helping students with LD adjust to learning in general education science classes and for further research studies are discussed.
Spelling Checkers and Students with Learning Disabilities: Performance Comparisons and Impact on Spelling
Authors: MacArthur Charles A. , Graham Steve , Haynes Jacqueline B. , DeLaPaz Susan
Published: December 2008

We conducted two studies to investigate the benefits and limitations of spelling checkers with students with learning disabilities (LD). Study 1 compared the performance of 10 common spelling checkers in suggesting correct spellings for 555 unique misspellings from the writing of 55 students with LD in Grades 5 through 8. Study 2 investigated the success of 27 students with LD from Grades 6 through 8 in correcting their spelling errors with and without a spelling checker. Results indicated that spelling checkers are helpful but also have significant limitations. Unaided, students in Study 2 corrected 9% of their errors, with the spelling checker, they corrected 37% of their errors. Spelling checkers failed to identify 26% and 37% of errors in Studies 1 and 2, respectively, because the errors were other words correctly spelled. On average, spelling checkers suggested the correct spelling for approximately 55% of the identified errors, although the spelling checkers in Study 1 varied widely in performance. When the correct suggestion was provided, students usually (82% of the time) were able to select the correct word. Implications for instruction and design of spelling checkers are discussed.
A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities
Authors: Marston Douglas
Published: December 2008

The debate on how to best deliver educational services to students with disabilities continues without substantial research on model efficacy. This study compared the inclusion only, pull-out only, and combined services models for a sample of elementary students with mild disabilities. Results indicate that teacher satisfaction and student progress in reading were significantly greater for the combined services model. These data support renewed commitment to the continuum of services. Reasons for the success of the combined services model are discussed.
Comparison of Students Nominated for Prereferral Interventions by Ethnicity and Gender
Authors: MacMillan Donald L. , Gresham Frank M. , Lopez Maria F. , Bocian Kathleen M.
Published: December 2008

In the present investigation, 150 children in Grades 2 through 4 who had been recommended for prereferral interventions were compared on a number of cognitive/achievement and behavioral scales in order to test whether those children referred differed as a function of ethnicity and/or gender. Of interest was the hypothesis that the behaviors that prompt referral may differ by domain or by degree for children of different ethnicity or gender. Severe achievement deficiencies characterized children of all three ethnic groups. Differences that did emerge indicated that on average, referred White children evidenced significantly higher Verbal IQs and reading achievement scores. On measures of problem behaviors, our data suggest that referred Black children were more likely to have a higher incidence of behavior problems than were Hispanic children. Gender differences for this referred sample were most apparent in the problem behaviors more typically exhibited by males; however, differences did not emerge on cognitive and achievement measures. Nevertheless, teachers rated females higher on overall academic competence. Findings were interpreted as failing to support the notions that the systematic referral of children for academic and/or behavior problems was somehow discriminatory against male or ethnic minority children.
Chinese Gifted Teenage University Program
Authors: Liu Jing-qiu , Barnhart Ruth
Published: December 2008

This article reviews the initiation, improvement, and expansion of a teenage university program developed by Chinese educators. Over the past 17 years, hundreds of young people have graduated from the program, and most of them became the backbone of research and development activity in the country. This article presents a brief historical review of the program, methods employed in identification and selection of the gifted, curriculum developed for this group of students, administration of the program, and individual development of the students.
Meta-Analysis, Replication, Social Skills, and Learning Disabilities
Authors: Swanson H. Lee
Published: December 2008

This article examines Ochoa and Olivarez's (1995) replication study of Swanson and Malone's (1992) meta-analysis of sociometric research for children with learning disabilities. The two research syntheses agree in direction and outcomes, but vary substantially in identifying the moderator variables that underlie effect sizes. Some of the differences between the two syntheses were related to the effects of gender, ethnicity, and type of measurement on effect size. Differences between the two syntheses were attributed to (a) inadequate reporting of coding reliability, (b) failure to include similar articles for analysis, and (c) poor operationalization of the term learning disabilities as the basis for article selection. Because differences existed in coding schemes and effect sizes between the two syntheses, guidelines for enhancing replication for future syntheses are suggested. These guidelines reflect several criteria on which to judge a meta-analysis of the literature.
Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of Special and General Education Teachers from a National Perspective
Authors: Boe Erling E. , Bobbitt Sharon A. , Cook Lynne H.
Published: December 2008

In view of the paucity of national data on teacher retention, transfer, and attrition in special education, and the importance of these phenomena to teacher demand and shortage, we sought to provide such data from a national probability sample of 4,798 public school teachers from the 1988–1989 Teacher Followup Survey (Faupel, Bobbitt, & Friedrichs, 1992). The analysis focused on two main teaching fields (special and general education) and various aspects of teacher turnover. Results showed higher annual turnover for special education teachers (SFTs) than for general education teachers (GETs), in terms of both attrition from public school teaching (SETs = 8%; GETs = 6%) and transfer among public schools (SETs = 13%; GETs = 7%). However, the SET-GET difference in attrition percentages was modest in absolute terms, and lower than those reported from several states. SETs and GETs who left teaching did not differ significantly in postteaching activities or plans to return to teaching. The relationships between teacher turnover and teacher demand, shortage, recruitment, retention, and preparation are discussed.
Why Didst Thou Go? Predictors of Retention, Transfer, and Attrition of Special and General Education Teachers from a National Perspective
Authors: Boe Erling E. , Bobbitt Sharon A. , Cook Lynne H. , Whitener Summer D. , Weber Anita L.
Published: December 2008

In view of the paucity of national data on the associations between predictor variables and teacher retention, school transfer, and attrition in special education, we sought to provide such data from a national probability sample of 4,798 public school teachers from the 1989 Teacher Followup Survey (Faupel, Bobbitt, & Friedrichs, 1992). The analysis focused on teacher retention and turnover (i.e., school transfer and attrition) of special education teachers (SETs) in comparison with general education teachers (GETs). Results showed that teacher turnover decreased as the following variables increased: teacher age (until retirement age), the number of dependent children, the level of certification, the number of years since the last degree was earned, teaching experience and salary level. The importance of these and other relationships for designing strategies to maximize teacher retention is discussed.
Behavioral Support for Students with Severe Disabilities
Authors: Horner Robert H. , Carr Edward G.
Published: December 2008

Behavioral support for students with severe disabilities has undergone dramatic advances in the past 15 years. The goals of effective behavioral support, as well as the procedures for reaching those goals, have broadened. Two central advances have been procedures for conducting functional assessment and the design of comprehensive interventions. The research foundation for these advances, implications for clinicians, and future research directions are presented.
EFFECTS OF INCREASING ORAL READING
Authors: Markell Marc A. , Deno Stanley L.
Published: December 2008

In this study, individual performance in reading aloud was manipulated experimentally, and the associated effects of these manipulations on comprehension measures were examined for individual cases. Results revealed that large but not small increases in reading aloud from text are indicative of improved performance on traditional comprehension tasks. Additional analyses revealed that criterion levels of oral reading performance are related to accuracy in answering comprehension questions.
MEDIATED PEER COACHING FOR TRAINING PRESERVICE TEACHERS
Authors: Hasbrouck Jan E.
Published: December 2008

A form of peer coaching was used with preservice special educators using The Scale for Coaching Instructional Effectiveness (SCIE; Hasbrouck, 1994). Eleven pairs of preservice teachers (PTs) engaged in a preliminary demonstration study of a “mediated” form of peer coaching, facilitated by seven experienced consulting teacher/mediators. The PTs designed and implemented lessons for children enrolled in a 4-week skills-remediation program. The 22 PTs participated in three peer coaching sessions across the 4 weeks of the program. Analysis of data from 132 observations and three case studies indicated that the PTs improved their (a) interrater reliability across the three observations and (b) teaching skills (i.e., planning and organization, instruction, and classroom management) as measured by the SCIE. In questionnaires completed after training, participants also reported that using the SCIE for peer coaching enhanced their teaching skills, self-confidence, and sense of professionalism.
READING COMPREHENSION OF EXPOSITORY SCIENCE MATERIAL AND STUDENTS WITH LEARNING DISABILITIES: A COMPARISON OF STRATEGIES
Authors: Bakken Jeffrey P. , Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

This study compared the effects of comprehension-fostering strategies on science and social studies texts with 54 eighth-grade students with learning disabilities who were randomly assigned to one of three conditions: (a) text-structure-based strategy, (b) paragraph restatement strategy, or (c) traditional instruction. In the text-structure-based condition, students were taught to identify three types of passages (main idea, list, and order) and to apply passage-type specific reading strategies. In the paragraph restatement condition, students were taught to apply a paragraph restatement strategy to all three types of passages. In the traditional instruction condition, students were taught to read passages, answer comprehension questions, and review responses. After instruction, students read and studied unfamiliar science and social studies passages and were given immediate, delayed, and transfer tests. Results indicated that text-structure-based reading strategies had a singnificant effect on (a) recall of central and incidental information over traditional instruction on immediate, delayed, and transfer tests; and (b) recall of central, but not incidental, information over the paragraph restatement strategy on all measures. Moreover, the paragraph restatement condition statistically outperformed the traditional instruction condition on all measures. Regardless of instructional condition, all students reported that the strategies were beneficial and that others should learn these strategies. Findings indicate that eighth-grade students with learning disabilities can learn, apply, and transfer complex text-structure-based strategies.
WISC-III AND WJ-R TESTS OF ACHIEVEMENT: CONCURRENT VALIDITY AND LEARNING DISABILITY IDENTIFICATION
Authors: Schultz Margaret K.
Published: December 2008

This study examined effects of the change from WISC-R to WISC-III on 62 students with learning disabilities undergoing triennial reevaluation. Changes in the correlations with WJ-R Tests of Achievement scores from WISC-R to WISC-III were not statistically significant. Score eligibility (a 15-point discrepancy between ability and achievement) decreased from 86% with WISC-R to 48% at reevaluation with WISC-III. Changes from WISC-R to WISC-III scores for students retaining score eligibility were not significantly different from those for students losing score eligibility; however, WJ-R score changes for the two eligibility groups were significantly different. Implications for score interpretation and for learning disabilities identification are discussed.
Student Academic Responding Time as a Function of Classroom Ecology and Time of Day
Authors: Muyskens Paul , Ysseldyke James E.
Published: December 2008

Decisions about scheduling classroom activities and routines are often based upon beliefs about when students are most able to learn. There is little research available to base these beliefs on. We investigated student academic responding time as a function of time of day for 122 students with and without disabilities in 10 schools in urban and suburban districts. We recorded student behavior in 19 domains and 12 instructional activities. Students were observed all day, and data were collected in 10-second intervals. Student academic responding time was higher when an academic activity was occurring, an active task was being used, and an individual rather than group structure was in place no matter what the time of day. This instructional arrangement occurred more often in the morning. We conclude that response time is a function of classroom ecology rather than time of day.
The First Century of Disability Portrayal in Film
Authors: Safran Stephen P.
Published: December 2008

Despite high visibility and its potential influence on public attitudes, disability portrayal in film has been only an occasional topic of scholarly inquiry. This paper provides the first interdisciplinary review of the literature by integrating resources from film history, the social sciences, rehabilitation, mass communication, psychology, psychiatry, and education. Several topical areas are evaluated, including history, quantitative investigations, the quality of cinematic representations of disability, and the politics of film. Psychiatric disorders were found to be the most frequently depicted, with many stereotypic depictions of a wide range of disabilities identified. Directions for future research, with recommendations for quantitative investigations and a call for additional interdisciplinary research, are discussed.
Family Resources and Parent Participation in Schooling Activities for their Children with Developmental Delays
Authors: Coots Jennifer J.
Published: December 2008

This study examined the relation between multiple family and child factors and the amount and type of parent participation in schooling activities for 35 families of children aged seven and eight with developmental delays. Informational resources and school characteristics related most strongly to variations in amount and type of participation at school and home. Parental beliefs and attitudes about school related only to variations in amount and type participation at school. Family SES and child status related to variations in amount and type of participation at home but not at school. Implications for practitioners are discussed.
The Underrepresentation of Minority Students in Gifted Education
Authors: Ford Donna Y.
Published: December 2008

Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.
The Disproportionate Representation of African Americans in Special Education
Authors: Patton James M.
Published: December 2008

The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
Intervention Versus Affirmation
Authors: Serna Loretta A. , Forness Steven R. , Nielsen M. Elizabeth
Published: December 2008

In 1968, Exceptional Children published Lloyd Dunn's historic article concerning the disproportionate number of minority students receiving special education services in the area of mental retardation. Thirty years later this discussion continues, with few of the author's recommendations having been implemented. In our response to the articles, in this special section, we question why these recommendations have not been implemented. We propose that experimentally validated interventions that have been found to be effective across cultures can begin to address the issue of disproportionate representation. These interventions include (a) early detection, primary interventions, and prereferral procedures and (b) academic as well as social competence, resiliency, and self-determination strategy teaching. We suggest a pragmatic approach to addressing the disproportionate number of minority students receiving special education services. We then focus on the need for well-trained quantitative researchers from diverse cultural backgrounds who can develop, implement, and experimentally evaluate interventions that can produce systemic change addressing this issue.
The Disproportionate Representation of Minority Students in Special Education
Authors: Valles Eugene C.
Published: December 2008

This article identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The development of multicultural education as a body of knowledge and the continuing work in bilingual education on issues related to effective teaching strategies for working with language-minority and second-language learners suggest a variety of approaches for all students. Contributions from these fields can be of benefit in developing effective practices and programs for diverse special needs learners. Examination of this work and its application in special education settings is suggested.
A Statewide Study of FAPE and School Discipline Policies
Authors: Butera Gretchen , Klein Holly , McMullen Lynn , Wilson Brenda
Published: December 2008

Telephone interviews were conducted with 141 randomly selected special education coordinators, principals, and special and general education teachers to explore their knowledge, experience, and opinions about common practice related to the mandate for a free and appropriate public education (FAPE), Individualized Education Programs (IEPs), and school discipline procedures. Qualitative research methods were used to identify themes common across interviews. Both the IEP documents and process were viewed as too cumbersome and procedural to be used as a “workable” plan for intervention, especially for behavioral or social/emotional concerns. Educators reported that they did not always review IEPs to make discipline decisions. Findings are discussed with regard to FAPE.