bluuebunny/crossref_metadata_2025 huggingface dataset:
Primary Ewing’s Sarcoma of the Sinonasal Tract: A Case Report
Authors: Suzuki Tomoharu , Yasumatsu Ryuji , Nakashima Torahiko , Arita Shuji , Yamamoto Hidetaka , Nakagawa Takashi
Published: January 2017

A 23-year-old male presented with a 3-month history of left purulent rhinorrhea, progressive nasal obstruction, and intermittent epistaxis. A fiberoptic examination revealed a large vascular polypoid mass completely filling the left nasal cavity. CT and MRI scans showed a large hypervascular mass involving the left nasal airway, maxillary antrum, and the anterior ethmoid cells. There was no bony erosion or contiguous spread, and the remaining sinuses, orbit, and cranial fossa were uninvolved. The patient underwent complete removal of the mass via an external lateral rhinotomy approach. The soft mass was large and vascular. A microscopic analysis revealed an undifferentiated tumor consisting of a solid sheet of small, round blue cells. Mitotic figures were also present. Immunohistochemically, the tumor cells were strongly positive for CD99. Molecular studies using a PCR confirmed the chromosomal translocation of FLI1 (exon 6). These findings were considered diagnostic for Ewing’s sarcoma. Postoperatively, the patient was treated with combined chemotherapy and radiotherapy. Adjuvant chemotherapy consisting of vincristine, doxorubicin, and cyclophosphamide alternating with ifosfamide and etoposide (total: 7 cycles) was commenced. He also received radiation therapy for local control (total dose: 50.4 Gy). The patient is currently alive without any evidence of recurrence or metastasis.
A Squamous Cell Carcinoma and a Malignant Fibrous Histiocytoma Developing in a Patient with a Mature Cystic Teratoma
Authors: Tahaoglu Ali Emre , Ege Serhat , Bakir Mehmet Sait , Saruhan Gülbin , Aksin Serif , Gul Talip
Published: January 2017

We present a very rare case of malignant transformation of a benign mature cystic teratoma. The pathology report revealed malignant transformation of both the epithelial and sarcomatous elements of a benign dermoid cyst. To the best of our knowledge, this appears to be the third case of a malignant fibrous histiocytoma and a squamous cell carcinoma developing from a mature cystic teratoma. Malignant transformation of a dermoid cyst is usually diagnosed postmenopausally, but our patient was premenopausal. The etiology and prognosis of malignant transformation of this benign condition remain unknown.
Prospective, randomised trial of the time dependent antiplatelet effects of 500 mg and 250 mg acetylsalicylic acid i. v. and 300 mg p. o. in ACS (ACUTE)
Authors: Hohlfeld Thomas , Dahl Jürgen vom , Erbel Raimund , Münzel Thomas , Zahn Ralf , Roitenberg Alexander , Breitenstein Stefanie , Ferenc Pap Ákos , Trenk Dietmar , Zeymer Uwe
Published: January 2017

Little is known about the onset of action after intravenous or oral administration of acetylsalicylic acid (ASA) in patients with acute coronary syndromes (ACS). The aim of the study was to compare intravenous 250 or 500 mg acetylsalicylic acid (ASA) with oral 300 mg in ASA naïve patients with ACS concerning the onset of antiplatelet effects measured by time dependent thromboxane inhibition. A total of 270 patients with ACS < 24 hours were randomised into one of three treatment arms comprising administration of a single dose of ASA as soon as possible after admission. The primary endpoint was platelet inhibition assessed by measurement of arachidonic acid (AA)-induced platelet thromboxane release (TXB2) 5 minutes (min) after study drug administration. Both 250 mg and 500 mg ASA i. v. inhibited TXB2 formation nearly completely (geometric means: from 581.7 and 573.9 ng/ml at baseline to 3.9 and 3.1 ng/ml at 5 min, respectively) compared to 300 mg oral ASA (geometric means: from 652.0 to 223.7 ng/ml) (p-value, ANCOVA: < 0.0001). Similar results were obtained for inhibition of AA-induced platelet aggregation (Multiplate ASPItest; from means 86.41 and 85.72 U to 23.04 and 20.57 U at 5 min, respectively) compared to 300 mg oral ASA from mean 87.18 to 75.56 U (p-value, ANCOVA: <0.0001). The rate of bleedings was low and comparable between the groups. In summary, the administration of a single dose of 250 or 500 mg ASA IV compared to 300 mg orally is associated with a faster and more complete inhibition of thromboxane generation and platelet aggregation. Bleeding complications were comparable between the groups.

Supplementary Material including a list of institutions where work was performed is available online at www.thrombosis-online.com.
Improved anticoagulant effect of fucosylated chondroitin sulfate orally administered as gastroresistant tablets
Authors: Sucupira Isabela D. , Oliveira Stephan Nicollas M.C.G. , Santos Gustavo R.C. , Mourão Paulo A.S. , Fonseca Roberto
Published: January 2017

Fucosylated chondroitin sulfate (FucCS) is a potent anticoagulant polysaccharide extracted from sea cucumber. Its anticoagulant activity is attributed to the presence of unique branches of sulfated fucose. Although this glycosaminoglycan exerts an antithrombotic effect following oral administration, high doses are necessary to achieve the maximum effect. The diminished activity of FucCS following oral administration is likely due to its degradation in the gastrointestinal tract and its limited ability to cross the intestinal cell membranes. The latter aspect is particularly difficult to overcome. However, gastroresistant tablet formulation may help limit the degradation of FucCS in the gastrointestinal tract. In the present work, we found that the oral administration of FucCS as gastroresistant tablets produces a more potent and prolonged anticoagulant effect compared with its administration as an aqueous solution, with no significant changes in the bleeding tendency or arterial blood pressure. Experiments using animal models of arterial thrombosis initiated by endothelial injury demonstrated that FucCS delivered as gastro-protective tablets produced a potent antithrombotic effect, whereas its aqueous solution was ineffective. However, there was no significant difference between the effects of FucCS delivered as gastroresistant tablets or as aqueous solution in a venous thrombosis model, likely due to the high dose of thromboplastin used. New oral anticoagulants tested in these experimental models for comparison showed significantly increased bleeding tendencies. Our study provides a framework for developing effective oral anticoagulants based on sulfated polysaccharides from marine organisms. The present results suggest that FucCS is a promising oral anticoagulant.

Supplementary Material to this article is available online at www.thrombosis-online.com.
Identification of Works Exhibited in the Exposition de la gravure japonaise, 1890
Authors: Soda Megumi
Published: January 2017

In the introduction to this special issue, I briefly mentioned the methods used to identify the works exhibited in the 1890 exhibition (see “Introduction: 4. Identifying the Exhibited Works and General Tendencies in the Exhibits,” pp. 19–22). Here, I will discuss the methods and accuracy of identification by presenting more specific examples. In the following article, the Abridged List of the identified works is presented; the Complete List is available on . The aims of the two lists and the differences between them are also explained below.
Cissampelos keniensis (Menispermaceae), a new species from Mt. Kenya, East Africa
Authors: ZHOU YA-DONG , MBUNI YUVENALIS , HU GUANG-WAN , ZHONG ZHI-XIANG , YAN XUE , MWACHALA GEOFFREY , WANG QING-FENG
Published: January 2017

Cissampelos keniensis, a new species of Menispermaceae described and illustrated here, was collected from the rainforest on the eastern slope of Mt. Kenya. It is distinguished from all other tropical East African species in the genus by its cordate leaves, 4-locular synandrium, glabrous drupes and suborbicular-bilaterally compressed endocarp. A key to distinguish among the eight species of Cissampelos known from tropical East Africa is proposed.
Elatostema tiechangense (Urticaceae), a new cave-dwelling species from Yunnan, China
Authors: FU LONG-FEI , MONRO ALEX K. , HUANG SHI-LIAN , WEN FANG , WEI YI-GANG
Published: January 2017

Elatostema tiechangense L.F. Fu, Y.G. Wei & A.K. Monro, a new cave-dwelling species from Yunnan, China is described and illustrated. E. tiechangense is most similar to E. quinquecostatum and E. nanchuanense from which it differs by the stem not being sulcate, the pubescent staminate bracts, the smaller and pubescent staminate receptacle, and the suborbicular, smaller pistillate receptacle. A Global Species Conservation Assessment finds that E. tiechangense is endangered (EN) with extinction.
Morphological characterization of Leptodactylus elenae tadpoles (Anura: Leptodactylidae: L. fuscus group), from central Paraguay
Authors: CANDIOTI M. FLORENCIA VERA , BRUSQUETTI FRANCISCO , NETTO FLAVIA
Published: January 2017

In this paper we characterize the morphology of Leptodactylus elenae tadpoles (L. fuscus group) from central Paraguay, considering external morphology, oral disc, buccopharyngeal cavity, skeleton and musculature (N = 17; Gosner Stage 36–37; Central, Paraguay). Specimens were fixed with 10% formaline and were prepared according to a classic staining protocol. These larvae show external traits similar to those of other taxa within the group, such as an ovoid and depressed body, left spiracle, ventromedial vent tube, and marginal papillae interrupted in a wide rostral gap. Distinctive features are the rounded snout, the distally wide and rounded tail, the labial tooth formula 2(2)/3(1), lateral constrictions absent, and the large internal marginal papillae, intercalated every two or four small external marginal papillae. Inside the buccopharyngeal cavity, traits shared with related species are the prenarial ridge, the transversal nares, two pairs of infralabial papillae, the medial ones joined at their bases, four lingual papillae, and dorsal and ventral vela with secretory epithelium. Skeletal configuration is constant within the genus, with common character states such as the quadripartite suprarostral cartilage, quadratoorbital commissure and larval crista parotica present, larval otic process absent, ceratobranchials fused to the hypobranchial plates, anterior branchial process, and basihyal absent. Leptodactylus elenae and other L. fuscus group species resemble taxa from the L. pentadactylus group, due to the configuration of the branchial process, the articular process of the palatoquadrate, the suspensorium, and the trabecular horns; this can be observed in the chondrocranium and hyobranchial skeleton morphospaces for 22 species of the genus. Finally, muscular features are also maintained at intra-genus level, with common traits such as m. mandibulolabialis superior absent, mm. diaphragmatopraecordialis, interhyoideus posterior and hyoangularis medialis present, m. subarcualis rectus I with 3 slips, and m. subarcualis rectus II–IV inserted on ceratobranchial III. Further analyses on intraspecific variation and descriptions of related larvae are needed to improve the knowledge about this diverse genus.
A new rock dwelling frog of the genus Eleutherodactylus (Amphibia: Leptodactylidae) from Eastern Cuba, with comments on other species with similar habits
Authors: DÍAZ LUIS M. , CÁDIZ ANTONIO , NAVARRO NILS
Published: January 2017

A new species of the genus Eleutherodactylus (subgenus Euhyas) is described from the limestone region at the north slope of the Sierra Maestra, Eastern Cuba. It is a large, rock dwelling species with enlarged digital discs and mottled dorsum. It closely resembles E. bresslerae, differing from it by a combination of external characters, chromosome patterns, and vocalization. Comparisons are also made with E. ricordii, E. acmonis, and some other Cuban members of the genus that share similar habits.
Meandering Subtropical Jet and Precipitation over Summertime East Asia and the Northwestern Pacific
Authors: Horinouchi Takeshi , Hayashi Ayumu
Published: January 2017

It has been revealed that in summertime, precipitation is enhanced to the south of the upper-level tropopausal potential vorticity contours, which are accompanied by instantaneous jets, over the eastern coastal region of China to the northwestern Pacific. It is frequently exhibited as precipitation bands ranging in size from over a thousand to several thousands of kilometers long. In this study, an analysis was conducted to quantify the relationship depending on the phase of upper-level disturbances. With composite analysis, it is shown that the enhancement along the contours occurs at all phases; it occurs not only to the east but also to the west of the upper-level troughs, although it is weaker. The midtropospheric distributions of upwelling and the Q-vector convergence are collocated with the precipitation enhancement, suggesting the importance of dynamical induction by geostrophic flow at all phases. The effects of upper-level disturbances and low-level jets (LLJs) with a southerly component are investigated by using an idealized nondimensional quasigeostrophic model supporting latent heating. While upper-level waves induce upwelling and downwelling to the east and west, respectively, of the upper-level troughs, LLJs tend to offset the downwelling, enabling precipitation to the west too. Both in the observational composite and the idealized model with LLJ, confluence and diffluence contribute to the Q-vector convergence to induce upwelling along the subtropical jet irrespective of upper-level disturbance phases. This induction is explained as a general feature of a veered jet where geopotential isolines rotate clockwise with height without requiring wind variation along the jet.
The Global Ocean Water Cycle in Atmospheric Reanalysis, Satellite, and Ocean Salinity
Authors: Yu Lisan , Jin Xiangze , Josey Simon A. , Lee Tong , Kumar Arun , Wen Caihong , Xue Yan
Published: January 2017

This study provides an assessment of the uncertainty in ocean surface (OS) freshwater budgets and variability using evaporation E and precipitation P from 10 atmospheric reanalyses, two combined satellite-based E − P products, and two observation-based salinity products. Three issues are examined: the uncertainty level in the OS freshwater budget in atmospheric reanalyses, the uncertainty structure and association with the global ocean wet/dry zones, and the potential of salinity in ascribing the uncertainty in E − P. The products agree on the global mean pattern but differ considerably in magnitude. The OS freshwater budgets are 129 ± 10 (8%) cm yr−1 for E, 118 ± 11 (9%) cm yr−1 for P, and 11 ± 4 (36%) cm yr−1 for E − P, where the mean and error represent the ensemble mean and one standard deviation of the ensemble spread. The E − P uncertainty exceeds the uncertainty in E and P by a factor of 4 or more. The large uncertainty is attributed to P in the tropical wet zone. Most reanalyses tend to produce a wider tropical rainband when compared to satellite products, with the exception of two recent reanalyses that implement an observation-based correction for the model-generated P over land. The disparity in the width and the extent of seasonal migrations of the tropical wet zone causes a large spread in P, implying that the tropical moist physics and the realism of tropical rainfall remain a key challenge. Satellite salinity appears feasible to evaluate the fidelity of E − P variability in three tropical areas, where the uncertainty diagnosis has a global indication.
Lower Extremity Fibromuscular Dysplasia: Clinical Manifestations, Diagnostic Testing, and Approach to Management
Authors: Brinza Ellen , Grabinski Victoria , Durga Sridevi , O’Connor Sarah , Yesenko Sandra L. , Kim Esther S. H. , Gornik Heather L.
Published: January 2017

Fibromuscular dysplasia (FMD), a disease well described in the renal and cerebrovascular circulations, also manifests in the lower extremity (LE) arteries. This study reports on the clinical presentation, imaging findings, and treatment of patients with LE FMD seen at a single center. Over a 7-year span, 100 of 449 patients with FMD had imaging of the LE arteries, of which 62 were found to have LE FMD (13.8% of the entire FMD cohort including patients with and without LE imaging). The majority of patients were women (96.8%), with an average age of 52 ± 11.3 years at the time of diagnosis. All patients had FMD present in another vascular bed, most commonly in the renal (80.6%) and extracranial carotid arteries (79.0%). Most patients had multifocal FMD (95.2%) and bilateral LE disease (69.4%), with the external (87.1%), common (19.4%), and internal (11.3%) iliac arteries most commonly affected. Presenting symptoms of LE involvement included claudication (22.6%), atypical leg symptoms (14.5%), and dissection (6.5%), but most patients were asymptomatic (71.0%). Nearly all patients were managed conservatively (98.4%) and only 1 patient required intervention.
The Short-Run Effects of Economic Adversity on Property Crime: An Australian Case Study
Authors: Weatherburn Don , Lind Bronwyn , Ku Simon
Published: January 2017

Criminological theory has historically assumed that economic adversity increases crime rates because it increases the motivation to offend. This assumption appears supported in cross-sectional studies of the relationship between economic adversity and crime but time series studies have generally produced much less consistent results. Attempts to resolve this anomaly without abandoning the motivational hypothesis have met with mixed success. The purpose of this paper is to test the motivational assumption using monthly data drawn from a period during which a severe recession occurred. The results of the study do not support the motivational assumption. Alternative explanations of the aggregate-level relationship between economic adversity and property crime are canvassed.
Tantra as a religious category in the Mahābhāgavata Purāna
Authors: Dold Patricia Aileen
Published: January 2017

The Mahā bhā gavata Purāna is a late medieval Śākta text with significant links to Kāmarūpa, the pilgrimage site near Gauhati, Assam. This text's inclusive religious vision emphasizes bhakti and explicitly acknowledges Tantra as a legitimate religious category. Implicitly, the Mahā bhāgavata integrates Tantra and bhakti through narratives that depict Tantric practices and principles while demonstrating their compatibility and even their unity with bhakti. This paper examines the treatment of Tantra in the Mahā bh ā gavata and argues that the text gives voice to a variety of concerns about Tantra at Kāmarūpa in the late medieval period. Further, this text, which has so far received little attention in modern scholarship, challenges definitions of Tantra as primarily or essentially transgressive.
Dialogue et tolérance entre « visions du monde » : diversité y est devenu diverité
Authors: Roussel Jean-François , Chartrand Martin
Published: January 2017

La présente lecture de Rahner est faite dans le contexte actuel d'une société québécoise qui débat à propos de la diversité religieuse. Son objectif est de comprendre dans une perspective théologique les rapports entre des visions du monde religieuses et une vision du monde laïque. Plusieurs cherchent un modèle de gouvernance laique adapté à l'histoire et à la présente situation du Québec. Nous n'adopterons pas ici la position subjective de l'appareil gouvernemental en recherche d'un dispositif laïc adéquat, mais plutôt celle du croyant (Rahner) qui cherche comment articuler sa double situation: il confesse un référent ayant valeur universelle, mais cette confession est relative dans une société à la fois religieusement pluraliste et laïque. Nous faisons l'hypothèse qu'au sein d'un horizon intégralement laïque on peut et devrait écouter un point de vue confessionnel sur le dialogue entre « visions du monde ». Il éviterait ainsi de se méprendre sur ce qui est en jeu dans le religieux dont il traite, tout en étant invite à approfondir la vision du monde propre au projet laïque lui-même.
Understanding Social Adaptation in Children with Mental Retardation: A Social-Cognitive Perspective
Authors: Leffert James S. , Siperstein Gary N. , Millikan Emily
Published: January 2017

We examined two social-cognitive processes, social perception (the encoding and interpretation of social cues) and the generation of social strategies, in 117 children with and without mental retardation (MR) in Grades 1 through 5. Children responded to videotaped vignettes of social conflicts. Children with MR had difficulty recognizing benign intention social cues that accompanied a negative event. When benign intention social cues were present in social conflicts involving peer entry, children with MR resembled younger children without MR in misinterpreting the other child's intentions as “being mean.” Children with MR had difficulty varying their social strategies to fit the social conflict and often suggested the strategy of using an appeal to authority. Results suggest that children with MR have difficulty focusing simultaneously on multiple social cues which are incongruent and in selecting appropriate social strategies. Recommendations focus on instructional strategies for improving social perception and strategy generation skills in children with MR.
Will the Courts Go Bi-Bi? IDEA 1997, the Courts, and Deaf Education
Authors: Pittman Paula , Huefner Dixie Snow
Published: January 2017

An innovative instructional philosophy in the field of deaf education—bilingual-bicultural (bi-bi) education—is likely to raise new questions for courts to consider in interpreting the Individuals with Disabilities Education Act. This article reviews past litigation concerning the education of children who are deaf or hard of hearing and explores the new language of IDEA ′97 as it affects communication issues for these children. Arguing that IDEA ′97 and the 1999 implementing regulations make it more difficult for schools to ignore the primary language and preferred mode of communication of children who are deaf the authors speculate that courts may be less likely to view language and communication modes as educational methods and, therefore, less likely to defer to the decisions of school authorities than in past court cases.
Alternate Assessments in Reading and Math: Development and Validation for Students with Significant Disabilities
Authors: Tindal Gerald , McDonald Marilee , Tedesco Marick , Glasgow Aaron , Almond Pat , Crawford Lindy , Hollenbeck Keith
Published: January 2017

Given the mandates of IDEA to include students with disabilities in large-scale assessments, most states have either adopted alternate standards or developed alternate assessments. In either case, it is difficult to understand the students' performance relative to the primary assessment program. And in both cases, the technical adequacy is generally assumed rather than specifically documented. In this study, we developed a series of standardized tasks that can be considered as part of the same construct as operationalized in the primary large-scale assessment program. We then analyzed student performance to ascertain reliability and initial validity. In reading and math, teachers were trained to administer the tasks and judge performance, providing a system with instructional and evaluative uses. The results support the technical adequacy of the alternate assessment.
Implementation of Self-Determination Activities and Student Participation in IEPs
Authors: Mason Christine , Field Sharon , Sawilowsky Shlomo
Published: January 2017

The Council for Exceptional Children conducted an online Web survey to obtain information on the instructional practices and attitudes of educators as they relate to self-determination and student involvement in the individualized education program (IEP) process. We obtained 523 usable responses from teachers, administrators, and related services professionals. Although respondents highly valued both student involvement in IEPs and self-determination skills, only 8% were satisfied with the approach they were using to teach self-determination. Only 34% were satisfied with the level of student involvement in IEP meetings. Implications include the need for longitudinal research and technical assistance, targeting administrators, general educators, and special educators beginning in the elementary grades, to improve the capacity of schools to deliver self-determination instruction.
Estimating Reading Growth Using Intermittent CBM Progress Monitoring
Authors: Jenkins Joseph R. , Graff J. Jason , Miglioretti Diana L.
Published: January 2017

This study addressed three basic questions involving the amount of measurement needed to obtain valid estimates of reading growth. Participants were 41 students with learning disabilities from Grades 3 to 8, monitored across 10 weeks using curriculum-based measurement (CBM) of words read correctly (WRC). We compared growth slopes based on measurements taken weekly, every 2 weeks, every 3 weeks, every 4 weeks, and every 9 weeks to an estimate of “true slope.” Results showed that frequency of progress monitoring could be significantly reduced without detracting from the validity of growth estimates. However, validity was negatively affected by minimizing the number of WRC scores collected at each measurement occasion and by employing only one rather than four scores to estimate baseline.
Response to Early Reading Intervention Examining Higher and Lower Responders
Authors: Vaughn Sharon , Wanzek Jeanne , Murray Christy S. , Scammacca Nancy , Linan-Thompson Sylvia , Woodruff Althea L.
Published: January 2017

This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not receive further intervention, whereas those who did not meet benchmark (lower responders) received an additional 26 weeks of a more intensive intervention. Using a regression-discontinuity design, lower and higher responders were compared on several measures of reading. Significant findings for reading comprehension and word reading were demonstrated in favor of the lower responder group. No significant results were shown for reading fluency. Teachers' perspectives of the lower responders' academic competence were significantly lower than those of higher responders.
Readiness and Adjustments to School for Children with Intrauterine Growth Restriction (IUGR): An Extreme Test Case Paradigm
Authors: Geva Ronny , Yosipof Rina , Eshel Rina , Leitner Yael , Valevski Aviva Fattal , Harel Shaul
Published: January 2017

This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic achievements; parental anxiety and family-functioning; and teacher ratings of cognitive, emotional, and social adjustment. Children with IUGR had lower cognitive and achievement scores and frequent impulsivity. However, they experienced no socioemotional difficulties. Children in this group, particularly boys, who had mild cognitive difficulties, rule breaking tendencies, and social adjustment issues experienced academic adjustment difficulties during the first school year. Findings underscore a susceptibility of children born with extreme IUGR to develop learning difficulties, and highlight their initial socioemotional resilience.
Growth in Reading Achievement of Students with Disabilities, Ages 7 to 17
Authors: Wei Xin , Blackorby Jose , Schiller Ellen
Published: January 2017

Using data from the Special Education Elementary Longitudinal Study (SRI International, 2002), this study estimated reading growth trajectories in a nationally representative sample of 3,421 students with disabilities ages 7 to 17 representing 11 federal disability categories. Reading achievement in all disability categories increased with age, but the rate of growth decreased with age. Average reading achievement differed by disability category. Students with speech or visual impairments performed highest; students with multiple disabilities or intellectual disabilities performed lowest. Although growth over time was comparable across disability categories, students with speech or hearing impairments or autism improved more slowly than students with learning disabilities. Gender, racial and ethnic, and socioeconomic differences were observed. Implications for accountability policies are discussed.
Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities
Authors: Carter Erik W. , Moss Colleen K. , Hoffman Alicia , Chung Yun-Ching , Sisco Lynn
Published: January 2017

Current research and policy emphasize providing students with severe disabilities with the supports needed to participate socially and academically within inclusive classrooms. The authors examined the efficacy and acceptability of peer support arrangements as an avenue for promoting the participation of 3 students with severe disabilities in high school general education classrooms. In addition, they examined the specific supports students received from their peers and individually assigned paraprofessionals throughout the semester. Increases in peer interaction were evident for all students and peer partners were able to provide an array of academic- and social-related supports to their classmates with severe disabilities without concurrent decreases in academic engagement. The article offers recommendations for further refining and strengthening peer support interventions through future research and practice.
Evidence-Based Practices and Implementation Science in Special Education
Authors: Cook Bryan G. , Odom Samuel L.
Published: January 2017

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.
Statewide Implementation of Evidence-Based Programs
Authors: Fixsen Dean , Blase Karen , Metz Allison , Van Dyke Melissa
Published: January 2017

Evidence-based programs will be useful to the extent they produce benefits to individuals on a socially significant scale. It appears the combination of effective programs and effective implementation methods is required to assure consistent uses of programs and reliable benefits to children and families. To date, focus has been placed primarily on generating evidence and determining degrees of rigor required to qualify practices and programs as “evidence-based.” To be useful to society, the focus needs to shift to defining “programs” and to developing state-level infrastructures for statewide implementation of evidence-based programs and other innovations in human services. In this article, the authors explicate a framework for accomplishing these goals and discuss examples of the framework in use.
The Range that Research on Educating Exceptional Children Should Encompass
Authors: Johnson G. Orville
Published: January 2017

THE following is an excerpt from a speech given by JOHN J. LEE, Wayne University, at the regional meeting of the INTERNATIONAL COUNCIL FOR EXCEPTIONAL CHILDREN at Nashville, Tennessee, October 11, 1955. It deals with a problem in which we are all interested and one that has a great deal of importance in planning educational programs for exceptional children. Many people have felt for some time that a great deal more research is required and this excerpt deals with this problem:
Here and There
Authors: Johnson G. Orville
Published: January 2017

Several announcements have been made recently by the U. S. Department of Health, Eduction, and Welfare regarding research that has been approved dealing with the problems of exceptional children. While a large amount of the research has to do with mentally retarded children, due to earmarked funds, research is also being carried out in some of the other fields of exceptional children. The following is a brief description of some of the research in progress. It is anticipated that a more complete and comprehensive listing of projects will be included in this section from time to time.
The President's Page
Authors: Jones Mamie Jo
Published: January 2017

On the President's Page in the March issue you were informed about CEC's current activities with regard to federal legislation. Subsequent to that time CEC was invited to testify before the House Committee on Education and Labor. In order that CEC members may be informed about our legislative efforts, the testimony presented before the committee follows:
Perceptual-Motor Aspects of Learning Disabilities
Authors: Kephart Newell C.
Published: January 2017

This paper stresses the importance of perceptual-motor orientation in the child as a foundation for the symbolic and conceptual activities of the classroom. Consistent and efficient motor patterns permit the child to explore his environment and systematize his relationship to it. Perceptual data are similarly systematized by comparing them with this motoric system. Through such perceptual-motor matching, the perceptual world of the child and his behavioral world come to coincide. It is with this organized system of perceptual input and behavioral output that the child attacks and manipulates symbolic and conceptual material in a veridical fashion.
Toward a Broader Concept of the Role of the Special Class for Emotionally Disturbed Children
Authors: Knoblock Peter , Garcea Ralph A.
Published: January 2017

In an effort to meet the increasing demand for educational services for emotionally disturbed children in public schools, the authors describe their use of one form of mental health consultation. This approach was focused on regular classroom teachers and school administrators who were in contact with disturbed children. All of the consultants were affiliated with a public school special class program.
The Federal Program in the Preparation of Professional Personnel in the Education of Handicapped Children and Youth
Authors: Scholl Geraldine T. , Milazzo Tony C.
Published: January 2017

The program for the preparation of professional personnel in the education of handicapped children and youth under Public Law 85–926, as amended, is described. The activities conducted by the professional staff of the Office of Education in the administration of this grant program are summarized. These activities include site visits to colleges, universities, and state educational agencies, consulting with professional persons in special education, planning and holding conferences, and preparing publications. Data regarding grants in the various areas of the handicapped awarded to colleges, universities, and state educational agencies during the past two award years are presented. A brief discussion of future trends in the program is included.
A Rationale for Crafts for the Educable Mentally Retarded
Authors: Fitzgibbon Walter C.
Published: January 2017

A rationale for the contribution of crafts to the self-realization of the educable mentally handicapped child may be provided in philosophy, motor and sensory training, and creativity. Crafts contribute toward the child's expanding concepts of reality, truth, and value. Motor and sensory experiences associated with crafts have prime importance in helping the child to think. Creativity as a process and a product has application for the retarded. The important creative product is the development of a unique individual. The project has prime importance as it contributed to the self-realization of the child and secondary importance as a teaching device.
An Articulation Study of 15,255 Seattle First Grade Children with and without Kindergarten
Authors: Pendergast Kathleen , Soder Anton , Barker Janet , Dickey Stanley , Gow Jane , Selmar John
Published: January 2017

This study attempted to determine articulation differences between two large groups of first grade children—those who did and did not have kindergarten experience. When these two groups entered first grade, their articulation errors were essentially the same. However, kindergarten experience appeared to be a factor in the reduction of sound errors of the children who were not enrolled in speech therapy. Normative data regarding the articulation of first grade children were obtained and compared with that of previous studies.
The Relationship Between Personal Attributes and Effectiveness in Teachers of the Emotionally Disturbed
Authors: Scheuer Arnold L.
Published: January 2017

Assuming that effective teachers of the disturbed and maladjusted possess the same characteristics as effective therapists, a research project investigated the relationship between personality attributes and effectiveness in teachers in this area. The Teacher-Pupil Relationship Inventory (TPRI) was used to measure the personality variables of empathic understanding, congruence, level of regard, and unconditionality of regard. A significant gain in academic achievement level was found in those pupils who saw their teachers as possessing a high degree of these attributes.
Effects of Delay of Reinforcement on Retarded Children's Learning
Authors: Piper Terrence J.
Published: January 2017

No study has investigated delays of reinforcement of more than 30 seconds in the classroom. Yet many classroom delays exceed 30 seconds. A study designed for a four-way analysis of variance investigated (a) delays of reinforcement of 0, 5, and 15 minutes; (b) returning test stimuli before reinforcement versus not returning test stimuli; (c) primary versus intermediate grade range; and (d) trials. Subjects were educable retarded students in public schools. All main effects were found to be significant as well as the interaction between range (c) and procedure (b), and delay (a) and procedure (b).
The Special Education Contract for Mildly Handicapped Children
Authors: Gallagher James J.
Published: January 2017

This article considers the advantages and problems of labeling and suggests that the controversy over to label or not label is not the real issue since some children will be hurt by either decision. The author proposes and discusses a 2 year special education contract which would mitigate the damaging effects of labels in children with mild handicaps.
Some Questions from a School Administrator
Authors: Melcher John W.
Published: January 2017

The need for a system of special education which covers all aspects of interprofessional and interagency relationships is discussed. Related problems are: that many general classroom teachers may not be ready to include the handicapped in their classes, that principals generally have little academic background on the needs of the handicapped, and that teacher education programs need to have broader certification requirements in the special education field.
Labels and Stigma in Special Education
Authors: Jones Reginald L.
Published: January 2017

Two notions about the delivery of services to disadvantaged deprived, and mildly retarded children are advanced: (a) that insufficient attention has been given to the fact that certain special education labels imply deficiencies and shortcomings in children and (b) that no systematic inquiry has been made of children's perceptions of the labels and services offered them. Analyses of data from several studies involving more than 10,000 public school students, graduates, and dropouts; college students; prospective and inservice teachers; and counselors revealed (a) that children reject the labels culturally disadvantaged and culturally deprived as descriptive of themselves, (b) that acceptance of such labels is associated with lowered school attitudes, (c) that teachers hold lowered expectations for performance of the deprived and disadvantaged child, (d) that the educable mentally retarded report (and teachers confirm) stigma associated with special class placement, and (e) that few strategies for the management of stigma in classes for the educable mentally retarded have been developed by teachers.
Ethnic Differences in Psycholinguistic Abilities
Authors: Kirk Samuel A.
Published: January 2017

This article summarizes the results of several research studies on the psycholinguistic abilities, as measured by the Illinois Test of Psycholinguistic Abilities, of three ethnic groups, Blacks, Indians, and Mexican Americans. Black children appear to have superior ability (as compared to their other abilities and to other ethnic groups) in short term auditory sequential memory, while Indian and Mexican American children appear to have superior ability in short term visual sequential memory. The author hypothesizes that ethnic group differences may be accounted for by different child rearing practices among the ethnic groups.
Incremental Art Curriculum Model for the Mentally Retarded
Authors: Lovano-Kerr Jessie , Savage Steven
Published: January 2017

This article reviews the relative position of art in special education curriculums, summarizes existent research literature related to art and the mentally retarded, and presents the beginnings of a structured, sequential, behaviorally based art program for educable retarded children. The curriculum model proposed includes a method of assessing the individual's increment of learning in the areas of visual analysis, perceptual discrimination, self awareness, and self concept. Brief descriptions of three introductory lesson plans and an abbreviated synopsis of activities from the unit on self awareness and self concept are included as illustrative material.
The Portage Project: A Model for Early Childhood Education
Authors: Shearer Marsha S. , Shearer David E.
Published: January 2017

This article describes an intervention program serving 75 preschool multiply handicapped children living in a rural area. Ages of the children ranged from birth to 6 years. All instruction took place in the child's home. Individualized curriculum was prescribed and demonstrated by a home teacher who visited each parent and child 1 day per week for 1% hours. During the week, the parents taught the prescribed curriculum and recorded the child's resultant behavior on a daily basis. The results of the project indicate that handicapped children can progress above their expected developmental rate and that parents can initiate, observe, and accurately record this change.
Effects of Enrichment Preschooling: An Australian Followup Study
Authors: De Lacey P. R. , Nurcombe B. , Taylor L. J. , Moffitt P.
Published: January 2017

After attending a rural compensatory preschool for 5 half days a week over 1 year, Australian black and white children showed substantial gains on tests of vocabulary, auditory association, grammatic closure, and operational thinking. Tests repeated 8 months later when the children were at primary school showed marked erosion on auditory association and grammatic closure but little erosion on vocabulary or operational thinking. Scores of the black children tended to erode more than scores of the white children. The erosion was attributed to failure to correct life style deficits.
Teacher Ratings and Self Concept Reports of Retarded Pupils
Authors: Richmond Bert O. , Dalton J. Leon
Published: January 2017

This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.
Social Status of Hearing Impaired Children in Regular Classrooms
Authors: Kennedy Patricia , Bruininks Robert H.
Published: January 2017

This study examined the peer status and the self perceived peer status of 15 first and second grade hearing impaired children enrolled in regular classrooms. Subjects included four children with mild to moderate hearing losses and 11 children with severe to profound hearing losses who were full time hearing aid users. Three sociometric tests were used to assess the peer acceptance as well as the self perceived peer status for both normally hearing and hearing impaired students. Results indicated that the hearing impaired children received a higher degree of social acceptance from normally hearing peers than reported in previous studies. They were also as perceptive of their own social status as normally hearing children.
A Journey into the World of the Blind Child
Authors: Kephart John G. , Kephart Christine P. , Schwarz George C.
Published: January 2017

A comparative study of blind and sighted children in the 5 to 7 year age range was made, based on the responses to the Kephart Scale. It was found that blind children have misinformation, fragmented concepts, and a limited use of differentiation of information. Deprived of the visual process, they are deprived of a wide range of information gathering that is available to sighted children. This deprivation does not seem to be sufficiently compensated for by giving them auditory and tactile information. A Gestalt type of information coding, using a more nearly life-like situation, appears necessary in the coding process. The results indicate that there are areas of research available which should be influential in offering broader curricula.
Integration Programs for the Mildly Retarded
Authors: Guerin Gilbert R. , Szatlocky Kathleen
Published: January 2017

The study examined programs that integrated mentally retarded students in 8 California school districts. Interviews were conducted with 17 administrators and 31 teachers. Regular classroom observations were made of 27 retarded pupils and 54 randomly selected nonretarded pupils. Four program models were identified and an index of integration was developed and applied to each program. The attitudes of administrators toward integrating programs was, with only one exception, positive; and the majority of teachers also held positive attitudes. The behavior of retarded students was essentially similar to that of regular students.
Identifying Achievement Potential in Minority Group Students
Authors: Grant Thomas E. , Renzulli Joseph S.
Published: January 2017

An inventory was developed to identify potentially successful college students who are from minority cultures and therefore might be missed by traditional screening procedures. An initial pool of 145 items was developed and field tested. The final instrument, entitled Relevant Aspects of Potential, consists of 30 items and is intended to supplement other methods for evaluating student performance.