bluuebunny/crossref_metadata_2025 huggingface dataset:
The Appropriateness and Utility of a Child-Focused View of Jeopardy
Authors: Chandler Lynette K. , Lubeck Roger C.
Published: December 2008

The characterization of young children with handicaps and developmental delays as a group in jeopardy for abuse and neglect often is based on methodologically flawed incidence reports and poor methods of calculation. A concept of jeopardy that is based on child characteristics may result in a child-focused view of maltreatment that ignores family and environmental factors that also contribute to abuse and must be considered in an assessment of risk. This paper questions the appropriateness and utility of characterizing infants and young children who are handicapped or developmentally delayed as a group in jeopardy for abuse and neglect. It proposes the adoption of a family-focused view of jeopardy, which considers child, family, and environmental variables to determine risk and provide services to abusive and neglectful families with young children who are handicapped or developmentally delayed.
A Comparison of the Effects of Academic and Cognitive Curricula for Young Handicapped Children One and Two Years Postprogram
Authors: Cole Kevin N. , Mills Paulette E. , Dale Philip S.
Published: December 2008

Follow-up testing of graduates from two highly contrasting models of early intervention, Direct Instruction and Mediated Learning, was conducted at 1 year and 2 years postintervention. Children from both programs generally maintained or increased cognitive and academic skills following intervention. Trends suggesting differential effects for subscales of the Peabody Individual Achievement Test and the Stanford-Binet (fourth edition) were noted in the first-year follow-up. The differential effects decreased by the second year postintervention, although the overall benefits of early intervention appeared to continue.
Discharge Planning: Hospital to Home Transitions for Infants
Authors: Bruder Mary Beth , Walker Linda
Published: December 2008

The transition of families between hospital-based and community-based care is problematic from a number of perspectives, but it can be enhanced by a systematic communication process. Both families and practitioners benefit from the coordination of information through a formalized discharge summary. For families, especially, the importance of a planned process and succinct summary for discharge cannot be overemphasized. This transition will be the first of many they will make with their child between programs and service providers.
Transition to Parenthood for Parents of Technology-Assisted Infants
Authors: Odom Samuel L. , Chandler Lynette
Published: December 2008

Increasingly sophisticated medical technology has reduced the mortality rate of premature infants. A small proportion of these infants will experience chronic illnesses related to prematurity, with some requiring the continued use of medical technology (e.g., ventilators or other oxygen support) and provision of health care after they are discharged from the hospital. Parents of technology-assisted infants experience major stresses during and shortly after the child's birth and are required to make substantial role and emotional adjustments. However, parents of full-term healthy infants also experience stress during this "transition to parenthood" period. In this article, we examine the transition to parenthood that occurs for parents of full-term healthy infants, and the similarities and differences in the experiences of parents of technology-assisted infants. From this examination, we draw implications for early intervention practice for technology-assisted infants and their families.
Assessing Family Strengths and Family Functioning Style
Authors: Trivette Carol M. , Dunst Carl J. , Deal Angela G. , Hamer A. Wilson , Propst Sharon
Published: December 2008

The qualities of strong families are described, and assessment tools for measuring family strengths are reviewed. Empirical evidence demonstrating the reliability and validity of the Family Functioning Style Scale is presented. The article concludes with a discussion of the use of family strengths assessment data for intervention purposes.
Maternal Versus Professional Estimates of Developmental Status for Young Children with Handicaps
Authors: Sexton David , Thompson Bruce , Perez Janelle , Rheams Theresa
Published: December 2008

One of the most hotly debated issues in the assessment of infants and young children with handicaps has been the role of parents in the assessment process. Traditionally, professionals have excluded from consideration parental judgments of child developmental status on the assumption that such data are inflated. The present study compared maternal judgments about the developmental status of their children enrolled in early intervention programs with independently obtained developmental testing data for the 53 children. The results indicated that (a) maternal and professional estimates were highly correlated; (b) mothers systematically provided higher estimates across developmental domains; and (c) child IQ was the most noteworthy predictor of agreement in developmental estimates derived from mothers. Results of this study suggest the need for close family-professional collaboration during the entire intervention process, because the two data sources order children similarly, but parental data result in overestimates of development relative to actual performance data.
Early Intervention for Severe Behavior Problems
Authors: Hunt Frances M. , Johnson Cynthia R. , Owen Gail , Ormerod Amy J. , Babbitt Roberta L.
Published: December 2008

The presence of behavior problems can be one of the greatest obstacles to the normalization and education of individuals with handicaps. The Early Intervention Program, Department of Behavioral Psychology at the Kennedy Institute and the Johns Hopkins University School of Medicine, is a demonstration, research, and training program focused on the primary and secondary prevention of serious childhood behavior problems. Four assessment and intervention protocols are briefly described. Judgment-based assessment procedures are described in detail and discussed.
Providing Developmentally Appropriate Intervention to Infants and Young Children with Handicaps
Authors: Norris Janet A.
Published: December 2008

The intervention strategies commonly used to teach young children with handicaps are often too developmentally advanced in cognitive displacement, social decentration, and communicative purpose or conventionality for optimal learning. Five specific principles of learning for the develop-mentally young child are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning.
The Family Environments of Children with Disabilities: Diverse But Not So Different
Authors: Mahoney Gerald , O'sullivan Patricia , Robinson Cordelia
Published: December 2008

This investigation studied the family environments and social support of a national sample of families of young children with handicaps currently enrolled in early intervention programs. The study was designed to describe the status of these families with regard to these issues; to determine whether the functioning of these families was related to the nature of the child's disability; and to determine how family functioning related to mothers' needs for early intervention services. The general pattern of Family Environment Scale (FES) (Moos, 1974) scores was comparable to that reported for an FES normative sample. Although the level of children's disability when controlling for socioeconomic status (SES) had virtually no association with FES scores, families identified as “distressed” were more likely to be of lower SES and have children with more severe disabilities. Parents of children with disabilities had high levels of needs for a variety of services from their children's early intervention program. These needs were not related to either their FES scores or to the severity of their children's disability, but were related to their satisfaction and need for support.
The Relationship of Program Quality to Children's Play in Integrated Early Intervention Settings
Authors: File Nancy , Kontos Susan
Published: December 2008

The purpose of this study was to examine associations between three types of program quality indicators (structural, global, dynamic/process) and children's play behavior. Children with and without disabilities were observed during free-play periods in integrated early childhood programs. Teachers' interactions with both groups of children were largely similar, and the children's play differed only in level of social play. Teachers were more involved in supporting children's play in classrooms with better teacher-child ratios and when a greater proportion of them had specialized training in early childhood education. Teachers' interactions with children were not related to children's cognitive play level but were related to their social play level.
Practices for Young Children With and Without Disabilities
Authors: McLean Mary E. , Odom Samuel L.
Published: December 2008

Only recently has there been a set of practices that represents consensus of professionals and consumers in the field of early childhood special education and early intervention relative to useful practices. In this article, practices identified through the work of the Division for Early Childhood (DEC) Task Force on Recommended Practices are compared with practices identified through the work of the National Association for the Education of Young Children (NAEYC). This comparison of accepted practice identified by DEC and NAEYC points out both similarities and differing emphases that exist in the areas of inclusion, family involvement, assessment, program planning, curriculum and intervention strategies, service delivery models, and transition.
Developmentally Appropriate Practice in the Assessment and Intervention of Children's Peer Relations
Authors: Guralnick Michael J.
Published: December 2008

Recent advances in our understanding of children's peer relations have led to new models of assessment and intervention firmly rooted in developmental principles and practices. In this article, assessment and intervention efforts based on one contemporary approach to children's peer-related social competence are discussed in terms of their compatibility with developmentally appropriate practices for children without disabilities who are experiencing problems establishing productive relationships with their peers. In addition, children with Down syndrome serve as the reference group to illustrate how this model can be applied to children with disabilities. The extent to which this contemporary assessment and intervention approach can be carried out within the framework of developmentally appropriate practices while simultaneously addressing the special considerations presented by children with disabilities is examined.
Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities
Authors: Dinnebeil Laurie A. , Rule Sarah
Published: December 2008

It is mandated by P.L. 99-457 that parents be active participants on their children's interdisciplinary teams (Nash, 1990). An important part of these teams' work is to assess children's developmental needs and plan programs accordingly. Because information from parents can contribute to this assessment, it is reasonable to examine the quality of that information. Historically, the quality of parents' information has been inferred from the degree of congruence between their judgments and those of professionals. Some previous research suggests that parents' estimates of their children's abilities are higher than those of professionals (Sheehan, 1988). The purpose of this study was to conduct a literature review of congruence between parental estimates and professionals' assessments and identify factors that might affect the degree of congruence. The results suggest that (a) there are strong, positive correlations between parental and professional judgments, and (b) methodology relates to the degree of congruence between parental and professional judgments. Several cautions regarding interpretations of the accuracy and validity of parents' judgments based upon congruence estimates are examined.
Interpretation of Statistical Significance Testing
Authors: McClure John , Suen Hoi K.
Published: December 2008

There is some controversy about the interpretation, or even the necessity, of tests of statistical significance. One source of confusion hindering the resolution of the controversy is the multiplicity of philosophies and paradigms behind various tests of statistical significance. This article discusses and compares three paradigms (Fisher, Neyman-Pearson, and Bayes) that have been the foundation for approaches to the analysis of statistical hypotheses. The basic assumptions, decision logic, and the nature of the statistical hypotheses tested are outlined for each paradigm, and comparisons among the three paradigms are made. Practical implications are discussed and recommendations are made to guide selection of a paradigm and associated analysis based on the particular research goals.
The Long-Term Effects of Intrauterine Drug Exposure
Authors: Shriver Mark D. , Piersel Wayne
Published: December 2008

This article reviews current research on the long-term outcomes of children exposed to drugs in utero. Areas reviewed include alcohol, cocaine, heroin, marijuana, and multiple drug use. Literature on the outcomes of children diagnosed with fetal alcohol syndrome (FAS) was found to be the most extensive. There was a paucity of research on the long-term outcomes of children exposed to cocaine, marijuana, heroin, and multiple drugs. Methodological issues related to the analysis and interpretation of longitudinal studies are discussed. Differential intervention efforts based primarily on knowledge of a child's intrauterine exposure to drugs was unsupported by available evidence. It is recommended that early childhood special educators continue to utilize an ecological model to assess and intervene with the children exposed to drugs in utero who need special education services and with their families.
Physical and Occupational Therapists in Naturalistic Early Childhood Settings
Authors: Washington Kathleen , Schwartz Ilene S. , Swinth Yvonne
Published: December 2008

Traditionally trained in a medical model of disability, physical and occupational therapists are now challenged to provide intervention services in naturalistic early childhood settings. These changes in therapeutic milieu have led to new service delivery models for therapists working with young children and their families. This article describes several new approaches and reviews the limited body of literature examining their efficacy. It offers assessment and intervention strategies that support a normalized approach to intervention. We identify limitations in current training for physical and occupational therapists and make suggestions for augmenting preservice and inservice training to support the recommended practices.
Providing a Safe Environment for Children Infected with the Human Immunodeficiency Virus
Authors: Beverly Cheryl L.
Published: December 2008

The number of school-age persons who are infected with the human immunodeficiency virus (HIV) continues to increase. HIV is infectious to others and increases the susceptibility of the person with HIV to infection from other viral and bacterial diseases. This article addresses health care of children with HIV and infection control precautions and presents recommendations for personnel preparation and policy development necessary to create a safe educational environment for all children and personnel, including those with HIV.
Book Review
Authors: Winton Pamela J.
Published: December 2008

Administrator's Policy Handbook for Preschool Mainstreaming. Barbara J. Smith & Deborah F. Rose, Cambridge, MA: Brookline, 1993, 103 pp., $39.95.
Language Learning in Context
Authors: O'Brien Marion , Bi Xiufen
Published: December 2008

Interventions to promote language development in young children are increasingly being delivered within natural environments. In classroom-based programs, free play is often the setting for intervention. Recent research suggests that play context, defined by types of toys available, affects the language and interactive style of both adults and children. In this study, both teacher speech toward toddlers and toddler speech were recorded and analyzed in three classroom play contexts: doll/house play, block/truck play, and large motor play. Significantly different language-use patterns by teachers were found in each area, and these were associated with differences in the rate and nature of child language. Teachers may be best able to implement practices to facilitate child language in play contexts that are compatible with the desired learning goals.
Template Matching as a Strategy for Assessment of and Intervention for Preschool Students with Disabilities
Authors: Le Ager Christina , Shapiro Edward S.
Published: December 2008

A template-matching strategy was used to develop an intervention for facilitating the transition between preschool and kindergarten for preschoolers with disabilities. Three classes of preschool students who would be entering kindergarten the following year participated: an Intervention group, an Assessment Only group, and a Control group. The study was conducted in two phases: In Phase 1, templates were developed to evaluate the differences between instructional environments in the sending preschool classes and the receiving kindergarten classes. The design of these templates was based on direct observations of the preschool and kindergarten classes using the Eco-Behavioral System for Complex Assessments of Preschool Environments (ESCAPE) and the Assessment Code/Checklist for Evaluating Survival Skills (ACCESS). Ecobehavioral variables were then graphed for each class. In Phase 2, an intervention focusing on some of the major differences found between the environments was designed in collaboration with the preschool staff and implemented for 8 weeks. This intervention was effective in more closely aligning the preschool environments, and teacher and child behaviors, with those reflected in the kindergarten data. At follow-up, preschool students involved in the intervention who were now in kindergarten exhibited fewer competing behaviors and were the recipients of fewer individual prompts during independent work tasks.
Managing Conflict on Local Interagency Coordinating Councils
Authors: Wischnowski Michael W. , McCollum Jeanette A.
Published: December 2008

Conflict resolution is an important communication skill for members of local interagency coordinating councils attempting to coordinate services to young children with special needs and their families. Harbin and McNulty (1990) proposed a conceptual model of local interagency councils and described six dimensions of the collaborative process among agencies providing early intervention services. Each dimension (climate, people, resources, agency, process, policies) has the potential of becoming a barrier to collaboration. This article reviews the literature on conflict resolution skills within the context of these six potential barriers, identifying strategies that may reduce these threats to collaboration.
Clinical Assessments of Parent-Child Interaction
Authors: Mahoney Gerald , Spiker Donna , Boyce Glenna
Published: December 2008

This article discusses issues that are relevant to the clinical assessment of parent-child interaction in the context of early intervention and clinical infant services. Issues discussed include (a) factors contributing to the call for parent-child assessments; (b) the reliability and validity of parent-child assessment instruments; and (c) the interpretability of data obtained from parent-child assessments. We argue that the focus on parent-child interaction is appropriate for clinical infant services. However, contemporary assessment procedures may not be developed sufficiently to be included as part of the developmental assessment process. The professional community must consider whether and how parent-child assessments can enhance the quality of clinical infant services.
The Relationship Between Play and Communication Skills in Young Children with Down Syndrome
Authors: Fewell Rebecca R. , Ogura Tamiko , Notari-Syverson Angela , Wheeden C. Abigail
Published: December 2008

The relationship between play scores and communication skills measured in two ways was investigated in 19 young children with Down syndrome. When play competence, as observed in a play arena, was compared to mothers' perceptions of receptive and expressive communication skills, moderate and significant correlations were found. When play skills were compared to six language production measures, play was moderately and significantly correlated with only one measure, mean length of utterance in morphemes. Implications for these findings and for team assessments are discussed.
Inclusion, One Step at a Time
Authors: Fink Dale Borman , Fowler Susan A.
Published: December 2008

A public school district relocated one of its early childhood special education classrooms to a private childcare facility in order to enable social interaction with typically developing children. The authors used an ecological framework and a qualitative method to study how planning, communication, and decision making across program boundaries took place. The first year of this partnership was characterized by a one-step-at-a-time approach to inclusion, with a minimum of formalized discussions and planning. This was due in part to the programs' disparate organizational and logistical practices. The greatest challenges to successful collaboration arose when the boundaries between programs became blurred and people's roles within the new ecological formation were not clearly defined.
Parent and Teacher Assessments of the Developmental Status of Children with Severe, Mild/Moderate, or No Developmental Disabilities
Authors: Hundert Joel , Morrison Laura , Mahoney William , Mundy faith , Vernon Mary Lou
Published: December 2008

This study evaluated the correspondence between parent and teacher assessments of children as a function of a child's degree of developmental disability and examined whether this correspondence changed over the course of a preschool year. Children ages 2.5 to 6 years old identified as having severe ( n = 96), mild/moderate ( n = 66), or no disabilities ( n = 63), were rated by parents and teachers on the Vineland Adaptive Behavior Scale at the beginning and end of the preschool year. Preassessment results indicated a significant correlation between parent and teacher ratings and differences in the absolute levels of informants' assessment for children with severe disabilities but not for children with mild/moderate or no disabilities. Implications for assessment of children with disabilities and planning for the children are discussed.
The Ecology of Inclusion
Authors: Kontos Susan , Moore Denise , Giorgetti Karen
Published: December 2008

The article describes a study that examined the experiences of 40 children with mild to moderate disabilities with respect to the nature of their activities, amount and type of adult involvement, and the social context of their activities within inclusive early childhood programs. A comparison sample of children without disabilities was observed on the same set of variables. The overall quality of the classroom was also assessed. Children with disabilities spent the majority of their free-play time in manipulative activities or in nonplay, typically in a group of peers with a teacher. Children without disabilities were most often in dramatic play and alone with a teacher or a peer. Children with disabilities were involved with teachers two thirds of the time; the majority of children's interactions with teachers in the classroom were responsive.
Assessment of Risk in Newborns
Authors: Umansky Warren , Seaton Jane B.
Published: December 2008

Data were collected on 776 newborns using a high risk register. The group consisted of 16 newborns with birthweight under 1500 grams, 121 with a family history of handicap, 82 who were the product of an adverse pregnancy history, 39 with congenital anomalies, and 61 with a gestational age of less then 37 weeks. Analysis of high risk characteristics revealed 261 primary risk incidents in the sample and 292 secondary risk factors. These accounted for 10.57 and 14.4 percent of the subjects, respectively. Possible drawbacks in the use of high-risk registers are discussed in light of procedures for follow-up of infants and other critical factors.
A Review of the Non-Motoric Visual Gestalt Test and a Comparison with the Bender Visual-Motor Gestalt Test
Authors: Elovitz Gerald P.
Published: December 2008

Measures of visual perception, such as the Bender Visual-Motor Gestalt Test (BVMGT) usually require motoric responding; i.e., drawing of figures. To what extent motoric responses affect the Bender's ability to measure visual discrimination is examined. An alternative test, the Non-Motoric Visual Gestalt Test (NVGT), is compared with the BVMGT and shown to be superior in measuring visual-perceptual abilities that can discriminate poor and average second grade readers. The NVGT is described, and a table of age equivalents (based on NVGT normative data) offered for easier scoring of individual protocols. A clinical case is described where the NVGT demonstrated value as a diagnostic instrument
Long-Term Stability of the Gray Oral Reading Tests with Learning-Disabled Children
Authors: Ryckman David B. , Van Nostrand Maxine
Published: December 2008

Stability coefficients on the Gray Oral Reading Tests were calculated for 68 children classified as learning disabled. For periods of between three and nineteen months, stability coefficients ranged from .80 to .93 for the total group between .73 and .92 for those above the median age, and between .84 and .97 for those below the median age. While stability coefficients are satisfactory caution is suggested in interpreting scores because of the limited availability of validity information.
A Comparison of Untrained Observer and Trained Evaluator Perceptions of Level of Functioning in a Group of Low Functioning, Multihandicapped Children
Authors: Diebold Martin H. , Spencer William A. , Karloff Carolyn , Curtis W. Scott
Published: December 2008

The purpose of this study was to determine whether ratings of selected areas of development in a group of 24 low functionning, multihandicapped children accomplished by untrained observers were significantly related to similar ratings accomplished by trained evaluators. Results indicated that untrained observers perceived the group of children as functioning at a somewhat higher level than did trained evaluators. However, untrained observer estimates of level of functioning demonstrated consistently high and significant correlations with estimates provided by trained evaluators who used direct assessment methods
Wechsler Intelligence Scale for Children — Revised (WISC-R) Patterns of Strengths and Weaknesses as Predictors of the Intelligence-Achievement Relationship
Authors: Hale Robert L. , Raymond Mark R.
Published: December 2008

A unique procedure was used to investigate the number and utility of WISC-R strength and weakness patterns. The analysis indicated that 10 distinct patterns could account for the welter of variance within the WISC-R subtests. These patterns, derived from a sample of children referred for psychological evaluations, bore little resemblance to those proposed in the literature. Furthermore, when predicting reading and arithmetic achievement, knowledge of a youngster's pattern of strengths and weaknesses did not provide additional progrnostic power over that available using WISC-R full scale IQ alone.
Development and Analysis of a Measure of Children's Goal-setting: The Level of Aspiration Indicator
Authors: Bagnato Stephen J. , French Joseph L.
Published: December 2008

The process of setting realistic goals to guide behavior is inextricably bound with children's perceptions of their self-worth. Unrealistic goals and poor self-perceptions influence strikingly the ability of children to learn and adjust in school. Thus, it is vital that educational diagnosticians, counselors, school psychologists, and teachers be able to assess children's goal-setting tendencies and self-perceptions as they affect school adjustment. Responding to this need and the dearth of practical scales to screen aspiration levels in young children, this study was designed to establish the reliability in young children, this study was designed to establish the reliability and validity of a goal-setting measure for children. Third, fourth, and fifth grade students (N= 84) were administered the Level of Aspiration indicator and the Piers-Harris Children's Self-Concept Scale concurrently. The subsequent results established the technical adequacy of the Level of Aspiration indicator as a screening instrument and further defined the self-concept/level of aspiration relationship as supporting evidence of construct validity. Applied implications for school psychologists, elementary counselors, and educational diagnosticians are discussed.
Evaluating Individualized Education Programs
Authors: Bennett Randy Elliot
Published: December 2008

This paper focuses on the evaluation of individualized education programs or IEPs. The paper discusses IEP evaluation in terms of (a) general considerations for evaluation and (b) evaluation of the overall IEP effort. General considerations discussed include purposes for evaluation, a framework for evaluating the IEP, and participants in the evaluation process . The section on evaluating the IEP effort presents suggestions for the types of standards and methods that might be used in evaluation of each specific component of the total effort.
Informant Versus Direct Screening: A Preliminary Comparative Study
Authors: Fewell Rebecca R. , Langley M. Beth , Roll Angela
Published: December 2008

The relationship between scores on an informant screening measure (the Preschool Attainment Record-PAR) and two directly administered screening measures (the Denver Developmental Screening Test—DDST, and the Developmental Activities Screening Inventory-DASI) was examined to determine whether tests with similar content and purposes and administered according to standard procedures would produce similar results. A correlation coefficient of .91 occurred when the PAR and DDST were compareds while comparisons of PAR and DASI, and DDST and DASI resulted in correlation coefficients of .97 and .95, respectively. However, there were significant differences between the informant scale (PAR) and the two directly administered scales (DDST and DASI), while no differences were found between the DDST and the DASI. The mean score on the informant scale exceeded the directly administered scales mean scores by 10 (DASI) and 11 (DDST) months. The results of this study caution professionals in comparatively using data from several sources in order to determine the skills of young children for decision-making purposes.
Technical Adequacy of Assessment Instruments: Can We Agree?
Authors: Mardell-Czudnowski Carol D. , Lessen Elliott I.
Published: December 2008

The issue of the technical adequacy (norms, reliability, and validity) of assessment instruments is critical to the decision-making process in special education. Tests evaluated Ysseldyke (1979) with regard to technical adequ ated using the same criteria. There was disagreement on 11 of the 30 tests used in both evaluations, demonstrating that current test standards are vague enough that experts disagree. The criteria and considerations involved in judging the technical adequacy of the tests are discussed, providing a revised evaluation of some tests. Information is provided to enable the consumer to make a more careful and judicious selection of assessment instruments.
The Use of Behavioral Assessment
Authors: Hartshorne Timothy S. , Johnston Dean W.
Published: December 2008

The popularity of the term behavioral has reached the assessment process, and requires an analysis of its appropriate place. The specification of behavior is considered important for understanding the nature of a referral, to match treatment objectives, and to evaluate the success of intervention. Such specification may take place through interview, observation, or client self-report. Behavioral assessment has a place alongside traditional assessment in helping to reflect the complexity of individual characteristics. It may also provide an important link in understanding the reciprocal deterministic nature of causation proposed by Bandura.
Error Analysis: Procedures and Guidelines
Authors: Carpenter Dale
Published: December 2008

Error analysis is proposed as a means to supplement diagnostic techniques. A purpose and definition of error analysis are provided. Also, procedures to use error analysis are explained along with basic guidelines to prevent abuse of error analytic techniques. Finally, the author cautions that error analysis may not always yield answers to diagnostic questions.
The Measurement of Stress Among Regular Classroom and Special Education Teachers
Authors: Moracco John C. , Danford Deborah , D'Arienzo Raymond V.
Published: December 2008

The purpose of this study was to compare the levels of occupational stress between regular and special education teachers. Also, symptoms of stress for both groups of teachers were compared, as were the strategies used by each group to reduce the effects of stress in teaching.

Results indicated that special education teachers perceive less stress from teaching than regular classroom teachers. There were very small differences beween the two groups in symptoms of stress and strategies used to reduce the effects of stress. Both groups seem about equally disposed to use appropriate strategies for reducing stress. There was no difference between the two groups when they were assessed about becoming teachers again if they had their lives to live over again.

One explanation for the differences on perceptions of stress is that special education teachers have training procedures prepare them for stress in teaching. Also, classes in special cation are generally smaller and more resources are availa special education teachers. Still another explanation is that cial education teachers have a similar set of characteristic insulate them from some effects of stress.
Methodological Concerns in Evaluating Early Intervention
Authors: Sheehan Robert , Gallagher R.J.
Published: December 2008

Methodological concerns related to the evaluation of early childhood special education programs are discussed using a recently published intervention study as a point of reference. The conservative nature of early intervention research and the role of statistical and measurement assumptions in that research are identified, as are significant changes in evaluation research currently underway in the field. These changes indicate dissatisfaction with research designs and analyses traditionally used in evaluation research and increased emphasis on evaluation studies directed toward an understanding of the interpretation of intervention outcomes.
The Microcomputer: An Investigation of Its Effectiveness for Diagnosing Spelling Errors
Authors: Owens Sheryl D. , Fox Barbara J. , Hasselbring Ted S.
Published: December 2008

This study investigated the feasibility of using a microcomputer to diagnose spelling ability by comparing a computerized version of a diagnostic spelling test with a paper-and-pencil version of the same instrument. A diagnostic spelling test developed for the study categorized the spelling responses of children in grades 3 and 4 into 22 error categories. Written and computerized test presentations were counterbalanced with no statistically significant effect shown for order of presentation. A significant correlation was shown for words spelled correctly on both versions. Although significant differences were shown for the number of spelling errors across both tests, children showed a high degree of consistency by spelling 88.6% of the words correctly or incorrectly on both forms of the test, with 81% spelled exactly the same way. For words which were spelled differently on the two versions, no significant differences were shown for any diagnostic error category across the two tests. Microcomputer-based assessment procedures have been used successfully by learning handicapped children in previous research. Thus the current system developed for diagnosing spelling errors appears to offer the special educator another opportunity to efficiently and accurately identify spelling deficiencies, thereby facilitating the selection and implementation of appropriate remedial spelling programs.
Comparison of WPPSI and VMI Scores of Intellectually Bright Children
Authors: Hawthorne Linda White , Speer Sandra Kelley , Buccellato Leonard
Published: December 2008

This study investigated the comparability of scores on two visual-motor measures for a sample of intellectually bright children ages 4 to 6. Standard scores on the Geometric Design sub-test of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) correlated significantly with standard sceres on the Development Test of Visual Motor Integration (VMi), but the VMI yielded significantly lower scores than Geometric Design.
The Predictive Validity of the McCarthy Screening Test and SEARCH
Authors: Cronin Mary E. , Arvin Isobel , Brown Linda
Published: December 2008

In this study of the predictive validity of the McCarthy Screening Test and the SEARCH, the two instruments were administered to all entering Kindergarten students in a midwestern school district. Students' scores on these tests were compared to their subsequent school progress and to their performance on the Metropolitan Achievement Tests Series at the end of first and second grades. Only three of the tests' combined 19 subtest and total scores achieved correlations with the Metropolitan that were statiscally significant and sufficiently large to warrant any positive conclusions about the tests' long-term predictive utility. In addition, there was no significant relationship between a student's SEARCH classification and that student's progress of placement in school. The data reported here do not support the predictive validity of SEARCH and are marginally supportive of the McCarthy Screening Test.
The Effects of Order on the Administration of WRAT Subtests
Authors: Lewis Rena B. , Swift Carol A.
Published: December 2008

The Wide Range Achievement Test (WRAT) was administered to two groups of learning disabled in a summer remedial program. The 39 boys and 15 girls ranged in age from 84 months to 183 months and upcoming fall grade placemenys ranged from 1.0 to 9.0. The students were matched on age and randomly assigned to groups. The subtest administration order varied for each group; the Reading and Spelling subtests served as the dependent variables while the Arithmetic subtest served as the dependent variables while the Arithmetic subtest remained constant. Although order of administration has been found to be a factor in test performance (Creekmore & Graham, 1981; Ward, 1973), the results of the Current study indicate that, for this sample of learning disabled students, varying the order of the language arts subtests did not significantly affect performance.
Stability of the WISC-R V-P Discrepancy at Learning Disabled Children's Triannual Reevaluation
Authors: Furlong Michael J. , Yanagida Evelyn H.
Published: December 2008

This study examinated the stability of WISC-R Verbal-Performance (V-P) differences at the triannual reevalutation of 71 learning disabled students from Hawaii. The results revealed a slight increase of three points in the V-P difference, with a correlation of .55 between the Time 1 and Time 2 V-P discrepancy scores. Discussion of the results focuses on the interpretation of the V-P index for learning disabled children. Since the sample was obtained in Hawaii, the findings are through to generalize best to LD children from multicultural learning environments characterized by exposure to nonstandard English.
Methodological Issues in Curriculum-Based Reading Assessment
Authors: Fuchs Lynn S. , Tindal Gerald , Deno Stanley L.
Published: December 2008

A series of three studies examined methodological issues in curriculum-based reading assessment. First, 30- and 60-second word reading measures and reading comprehension tests were administered to 45 elemeentary grade students to explore the influence of sample duration on the measures' concurrent validity. Second, a multiple baseline/reversal design was employed with two second-graders to access the effect of sample duration on the level, slope, and instability of performance. Finally, 20 elementary grade pupils were measured repeatedly from domains of three sizes to explore the effect of domain size on characteristics of measurement. Results indicated that (a) whereas sample duration did not affect concurrent validity, increasing duration reduced performance instability and increased performance slopes and (b) domain size was related inversely to performance slope but did not affect performance stability. Implications for accessing student progress in special education are discussed
Readability, Human Interest, and Coverage of Ten Textbooks on Special Education Assessment
Authors: Maddux Cleborne D. , Candler Ann C.
Published: December 2008

Ten textbooks on psychological and educational assessment in special education were analyzed with the Flesch formula for reading ease and interest. Reading levels were surprisingly low, with six of the texts in the "difficult, college level" category, three books in the "fairly difficult, grade 10 to 12" category, and the other book in the "standard, grade 8-9" category. The human interest sores of eight of the books were classified as "dull," other two fell in the "mildly interesting" category. Text-book coverage on a variety of topics was also analyzed and Charted. Great disparity was found in the topics treated by the various authors. Widest coverage across textbooks was found for achievement, while scantly coverage was found for topics of objective tests, precision teaching, and modality assessment. A surprising number of book lacked an author index, and only four books included a glossary.
Use of the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement with a College Population
Authors: Salvia John , Salvia Shawn Amig
Published: December 2008

Freshmen at The Pennsylvania State University were stratified on the basis of Scholastic Aptitude Test(SAT) scores and major(science versus nonscience) and a stratified random sample of 100 was selected and individually tested with the Woodcock-Johnson Psycho-Educational Battery, Part II, Tests of Achievement (WJ). Freshman performances were analyzed by subtests and cluster scores. For each of the four cluster scores, means, standard deviations, and internal consistencies were computed. The mean, standard deviation, and internal consistency, Kendall Tau (between-item order based on the WJ standardization sample and item order based on the sample's performance), and the number of subjects reaching ceiling were computed for each subtest. Results indicated minor inversions in item orders and pronounced ceiling effects on all subtests that resulted in lowered subtest and cluster reliability estimates.
A Statewide Investigation of Grading Practices and Opinions Concerning Mainstreamed Handicapped Pupils
Authors: Carpenter Dale , Grantham Larry B.
Published: December 2008

A statewide survey of grading practices and opinions regarding mainstreamed handicapped pupils in grades 5 through 12 was undertaken to provide a current data base and to measure agreement concerning practice and opinion among regular educators, special educators, and adminstrators. Almost one-third of the school systems in North Carolina were represented. Results indicated that respondents agreed about mos practices and that opinions about practices were somewhat consistent with opinions about grading. Respondents graded traditionally an d subjectively. Few had written policies concerning the grading of mainstreamed handicapped pupils though many reported unwritten policies at the classroom, school, and system level.
An Investigation of the Effect of Due Process Hearing Officer Occupation on Placement Decisions
Authors: Diebold Martin , Simpson Robert
Published: December 2008

Forty-three due process hearing officers representing three different occupational groups read behavioral vignettes describing 20 problem children and then selected one of eight possible educational placement alternatives. Possible alternatives ranged from regular class placement through residential school placement. Results indicated that placement decisions made by the three experimental groups were not significantly affected by the differences in occupational status. Implications of the findings and use of the data collection instrument for future research are discussed.
Transition-Related Assessment: The Foundation of Preparation for Postsecondary Success
Authors: Elrod G. Franklin
Published: December 2008

This introductory article establishes the need to assess transition-related variables from sociological, educational, and legislative perspectives. Current trends in transition-related assessment are described briefly, along with an overview of the contents of this special edition of this special edition of Diagnostique.
The Problem Behavior Questionnaire: A Teacher-Based Instrument To Develop Functional Hypotheses of Problem Behavior in General Education Classrooms
Authors: Lewis Timothy J. , Scott Terrance M. , Sugai George
Published: December 2008

A number of strategies have emerged recently to assess the function of problem behavior. Indirect, observational, and experimental methodologies are included in these strategies. Most of the technology developed to date, however, has focused on students with severe disabilities who are served in specialized settings. The purpose of this article is to describe a functional assessment instrument, the Problem Behavior Questionnaire (PBQ), designed for use with students who present behavior problems in general education settings. The development, administration, and outcomes of the PBQ are discussed. A case study is provided to illustrate the utility of the PBQ.
Technical Features of a Mathematics Concepts and Applications Curriculum-Based Measurement System
Authors: Fuchs Lynn S. , Fuchs Douglas , Hamlett Carol L. , Thompson Anna , Roberts P. Holley , Kubek Pamela , Stecker Pamela M.
Published: December 2008

The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving). Six general educators in Grades 2, 3, and 4 implemented the concepts and applications CBM system as well as a computation CBM system with all students in their classrooms for 20 school weeks. Across these classrooms, 140 students participated, including 12 students with learning disabilities (8.2% of the sample); these students with learning disabilities received math instruction in the general education setting every day. We examined students' weekly rates of growth and the reliability and validity of both the CBM graphed scores and the CBM diagnostic skills analysis. Results supported the adequacy of the concepts and applications CBM system. Implications for practice and for future research are discussed.