bluuebunny/crossref_metadata_2025 huggingface dataset:
Qualitative Assessment of Cognitive Skills
Authors: Holowinsky Ivan Z.
Published: December 2008

The author reviews issues and studies related to the nature of quantitative versus qualitative assessment of cognitive skills. It is noted that quantitative assessment has been based on the nomothetic theory of test construction. Currently, we are witnessing the emergence of a variety of modified approaches toward assessing cognitive skills; some focus more on process than product, while others emphasize detailed behavioral observations. For such approaches, the generic term "qualitative assessment" is suggested to sharpen the distinction between the new approaches and the traditional assessment techniques based on norm-referenced tests. The paper briefly reviews relevant studies published both in the United States and in the Soviet Union.
The Relationship Between Demographic Characteristics of Local Education Agencies and Compliance With Pl 93-380 and Pl 94-142
Authors: Weber Donald B. , Rockoff Edward S.
Published: December 2008

Sixty Ohio local educational agencies (LEAs) were administered a survey examining their level of compliance with federal laws PL 93-380 and PL 94-142. An open-ended questionnaire was administered directly to LEA superintendents or their designees. A 7-point rating scale was developed to assess the compliance position assumed by each LEA. The scale ranged from 1 (nonadaptation) to 7 (maximal adaptation). Fourteen demographic variables depicting each LEA were then assessed to determine their relationship with the adaptation stance. Two demographic variables were found to be significantly related to the overall compliance posture assumed by LEAs. The average educational level of special educators employed by an LEA and the total number of school-age children enrolled in the LEA were positively related to the LEA's adaptation posture. These findings are discussed with reference to policy decisions determined at the state level.
A Canonical Correlation Analysis of the WISC and ITPA for a Group of Learning-Disabled Children
Authors: McLeskey James , Kandaswamy Subramaniam , Colarusso Ronald
Published: December 2008

A frequent criticism of the Illinois Test of Psycholinguistic Abilities (ITPA) has been that it may measure general cognitive abilities — similar to the Wechsler Intelligence Scale for Children (WISC) or Stanford-Binet Intelligence Scale — rather than the specific abilities it was designed to measure. This study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24% of the WISC subtest variance is redundant, given the ITPA; while 22% of the ITPA subtest variance is redundant, given the WISC. The ITPA and WISC seem to measure essentially different constructs. The only subtests significantly related are the Digit Span and Auditory Sequential Memory subtests. Thus, an educational evaluator should not consider discarding one or the other test because of assumed similarity of results; both tests should be retained.
Ecological Theory and Methods for Research in Special Education
Authors: Scott Myrtle
Published: December 2008

The need for naturalistic research in special education is well-documented. The author discusses the substantive and methodological contributions which several disciplines can make to naturalistic research, and raises definitional issues. Historical roots and the current status of naturalistic research are discussed. Ecological theory, specifically behavior-setting theory, is described, as well as its implications for research. An ecological method called the chronolog is outlined, and selected studies using ecological methods are described in terms of their implications for special education research.
Mapping the Social Structure of a Class: a Practical Instrument for Assessing Some Effects of Mainstreaming
Authors: Markus Elliot J.
Published: December 2008

As legislation designed to protect the rights of handicapped and minority groups through mainstreaming comes into force, questions arise as to what actually happens to mainstreamed children in the classroom. Two types of achievement are posited: social and educational; but the dearth of instrumentation to measure social achievement and the relative simplicity of measuring educational achievement has led to an unbalanced emphasis on the latter. Sociometric choices mapped through Smallest Space Analysis generate maps that depart radically from traditional target sociograms and provide new bases for assessing social achievement. Examples are presented on the use of the technique in assessing these mainstreaming effects in the classroom in Israel and in California.
Predicting First-Grade Achievement Through Formal Testing of 5-Year-Old High-Risk Children
Authors: Colarusso Ronald , Gill Sara , Plankenhorn Andrew , Brooks Randall
Published: December 2008

The predictive ability of 10 developmental variables measured at age 5 to predict academic achievement at the end of first grade was studied with 40 inner-city Headstart children. While some moderate significant relationships were found between formal tests administered in kindergarten and an achievement test administered at the end of first grade, the value of these formal tests to predict later academic achievement was limited.
Evaluation of Genetic Explanations of Reading and Learning Problems
Authors: Coles Gerald S.
Published: December 2008

Since the end of the last century there have been studies of reading and learning problems which have concluded that a considerable proportion of these difficulties are inherited. This conclusion has been reaffirmed in recent investigations and explications of reading and learning "disabilities." Evidence for a heritability explanation has come from two sources: family and twin studies. An examination of these studies, however, demonstrates that although they appear to use the "scientific method" and are replete with quantified analysis, in fact they offer little substantial evidence for their conclusions. Moreover, they violate principles of logic and hypothesis testing to such an extent that they must be considered to be not merely inadequately scientific, but, indeed, pseudoscientific. Unfortunately, lack of evidence and egregious conclusions have not prevented the dissemination of heritability explanations among professionals and the public.
Assessing the Quality of Decision Making in Special Education
Authors: Harber Jean R.
Published: December 2008

While there has been a growing interest in obtaining and using diagnostic information in the evaluation of youngsters with handicapping conditions, relatively little attention has been paid to the interpretation of this information in making decisions. This paper reviews measures of decision making frequently applied within special education, and presents the rationale and procedure for applying receiver-operating-characteristic analysis to the field of special education. Implications for screening and diagnosis are discussed.
Neural Bases of Intelligence and Training
Authors: Rosenzweig Mark R.
Published: December 2008

Current research on neural mechanisms of learning and memory is revealing neurochemical and neuroanatomical changes that may store memories. These changes occur at the synaptic junctions, which are the functional contacts between neurons. Various drugs can either improve or impair the formation of memory. In experimental animals, full development of the brain and of behavioral capacity require experience that is enriched beyond the level of the standard colony environment. Enriched experience also serves as therapy for brain damage. Advances in science and medicine, coupled with a lowered birthrate, should reduce the incidence of mental retardation markedly by the end of the century, but special educators do not seem to be aware of this impending change.
Can Intelligence Be Altered Through Cognitive Training?
Authors: Sabatino David A. , Fine Miller Pamela , Schmidt Carl
Published: December 2008

The authors caution that in neglecting to focus on cognitive training, special educaton may be denying the very ideology on which it is built. Evidence is presented that (a) cognitive development is alterable via environmental and instructional influences; (b) cognition in handicapped populations is difficult to ascertain and is therefore being neglected; and (c) current special education treatment interventions and methodologies have in the past occluded research developments in cognitive training. It is also argued that investigations of cognitive approaches to instruction are so characterized by design flaws that no substantive conclusions can be drawn regarding the usefulness of cognitive theory. Finally, social learning theory is suggested as a means of providing special educators with valuable insights regarding the training of cognitive processes.
The Modifiability of Intelligent Behavior
Authors: Bricker William A. , Macke Patrick R. , Levin Jean A. , Campbell Philippa H.
Published: December 2008

Piaget's theory of intellectual development provides educators of handicapped individuals with an instructional framework that views development as an ordinal sequence in which later forms of complex behavior are derived from earlier and less complex response forms. Piagetian-based curricular attempts in special education may have to begin with a system for representing the individual's current level of behavioral organization and designing environmental interactions that expand the constructions of the individual into reorganized, more complex forms. While Piagetian theory can define the content of instruction for handicapped people, it is the application of the principles of applied behavior analysis that guides the teacher in the systematic arrangement of instructional events necessary to produce behavioral change.
Cognitive-Behavioral Approaches To the Training of Intelligence in the Retarded
Authors: Sternberg Robert J.
Published: December 2008

The author reviews cognitive-behavioral approaches to the training of intelligence in the retarded. A proposed structure of intelligent behavior is presented that serves as the basis for classifying the intended foci of the various training programs. Then selected training programs are reviewed in terms of this classification. The training programs tend to concentrate on executive or metacomponential functions; on components of acquisition, retention, and transfer; or on components of performance in tasks requiring intelligent behavior. Consideration is also given to the roles structural and motivational variables should play in programs of training. Finally, conclusions are drawn regarding the present and potential success of programs for training intellectual skills in the retarded.
The Training of Intelligence as a Component of Early Interventions: Past, Present, and Future1
Authors: Gotts Edward E.
Published: December 2008

The training of intelligence is considered as a component of early interventions. First, major operational indicators of intelligence are examined. Then several representative early interventions of the past 15 years (Head Start, the Milwaukee Project, Lazar's developmental continuity consortium, and the Harvard Preschool Project) are briefly described in terms of their impact on intelligent behavior. The Home-Oriented Preschool Education (HOPE) experiment is examined, and a currently in-progress long-term follow-up study of it is described. New findings are also reported to highlight the particularly favorable impact of HOPE on the functioning of rural preschool children of low ability level. Preliminary results of HOPE's follow-up study are presented for (a) retention in grade and (b) intrapsychic adjustment and interpersonal coping ability. These results are confirming the enduring effects of HOPE up into grades 5 to 9 for children who participated in the study when they were 3-, 4- and 5-year-olds. Forthcoming findings are indicated for parents and younger siblings of the HOPE sample. Finally, some future trends are projected for early interventions, based upon current trends and the state of the art.
Cognitive Modifiability in Adolescence: Cognitive Structure and the Effects of Intervention
Authors: Feuerstein Reuven , Miller Ronald , Hoffman Mildred B. , Rand Ya'acov , Mintzker Yael , Jensen Mogens Reimer
Published: December 2008

A theory of cognitive modifiability deals with the phenomenon of low cognitive performance, explains its etiology, and forms the basis for a remedial intervention — Instrumental Enrichment (IE) — that induces changes of a structural nature. In contrast to learning by direct exposure to the environment, Mediated Learning Experience (MLE) occurs when a mediator interposes him/herself between the learner and the environment and interprets the world to the learner. The direct, or proximal, etiology of low performance is lack of MLE. IE is intended as a phase-specific substitute for MLE, and its major goal is to enhance cognitive modifiability by sensitizing the learner to formal and informal sources of learning and experience. The IE intervention program is briefly outlined, and empirical support for its efficacy is presented.
Educational Implications of Efforts To Train Intelligence
Authors: Borkowski John G. , Konarski Edward A.
Published: December 2008

This paper suggests the potential of intelligence theory in guiding the development of educational programs for the mentally retarded. The Campione-Brown model is used to infer skills, states, and processes of trainable mentally retarded and profoundly mentally retarded children that are modifiable and to target objectives for educational interventions. The integration of components in the architectural and executive systems, such as perceptual efficiency, strategies, and knowledge states, represents functional intelligence. Trainable components of intelligence can serve as objectives in educational planning, while the identification of structural limitations leads to programming the environment to meet diminished efficiency or to developing support systems, such as self-instructional routines. In short, a reciprocal relationship is suggested for emerging theories of intelligence and changing educational practices.
A 5-Year Analysis of Four Selected Special Education Periodicals
Authors: Sabatino David A.
Published: December 2008

The special education periodical literature was examined, drawing from 4 major journals over a 5-year period. The procedure required a team of 4 reviewers to classify each article in the 4 periodicals from 1972 to 1977 according to the variables of process, content, category, audience, and exceptionality. The clearest distinction among journals can be made in the area of exceptionality. Generally, the American Journal of Mental Deficiency is devoted to a broad disciplinary spectrum promoting communication among scientists-researchers in mental retardation. The Journal of Special Education is written to the academic special educator, providing a forum for professional and philosophical issues. Exceptional Children tends to address a diverse audience and describes a potpourri of current issues and limited research. It focuses on descriptions of service-delivery systems and social/political factors that influence special education. The Journal of Learning Disabilities reports on a wide range of content and process variables pertaining to the learning-disabled population. Its audience consists of informed parents and educational, psychological, and medical practitioners. It occasionally publishes a manuscript of international origin.
Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior
Authors: Gresham Frank M. , Gresham Gwenyth N.
Published: December 2008

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children. Interpendent and dependent group-contingency systems were more effective than independent contingencies in controlling disruptive behavior. Sequential ordering of contingency phases did not allow one to completely rule out carry-over effects; however, it was unlikely that the independent contingency phases were rendered ineffective due to their positioning in the treatment sequences. The roles of group cooperation, peer reinforcement, and informational feedback in the success of group-oriented contingency systems are discussed.
Educational Intervention for Children With Epilepsy: A Challenge for Collaborative Service Delivery
Authors: Dreisbach Melanie , Ballard Maurine , Russo Dennis C. , Schain Richard J.
Published: December 2008

A new approach to educational intervention that establishes open communication and collaboration between medical and school personnel is required if the special needs of children with epilepsy are to be met. Seizures and anticonvulsant medications have an impact upon classroom performance, but the effect of learning and behavior problems associated with epilepsy is often more severe. Comprehensive managment of epilepsy demands treatment of both medical and educational problems. Lack of information regarding epilepsy, its management, and associated disorders, however, prevents teachers from providing appropriate educational interventions. An epilepsy training program for school personnel is proposed as necessary for a multidisciplinary approach to treatment of children with epilepsy.
Hyperkinesis : Myth, Mystery, and Matter
Authors: Schworm Ronald W.
Published: December 2008

Efforts to determine the cause of, diagnose, and prescribe treatment for behaviors associated with what is called hyperkinesis have been fraught with inconsistencies and confusion. Although the validity of the term has been questioned and the research plagued by problems of definition and design, the term continues to have appeal among educators, psychologists, and pediatricians. Because discussions and opinions are diverse, most reviews of research have focused on specific aspects of the term. This review attempts to identify collectively for the reader the myth, mystery, and substance of the salient issues. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. Although the findings are unclear, there appears to be enough evidence to justify using the term. In view of the recent shift to the term attention-deficit disorder, outlined by the Diagnostic and Statistics Manual (DSM-III), and the repeated call of professionals to define subpopulations of children, there is a continued need to examine research outcomes in terms of its explainability, substance, trends, and new developments. This paper summarizes research findings and discussion regarding cause, diagnosis, and treatment. The information has implications for teachers as well as for other clinicians.
Mothers' Evaluations of Their Learning-Disabled Children
Authors: Bryan Tanis , Pearl Ruth , Zimmerman Deborah , Matthews Frances
Published: December 2008

Mothers of learning-disabled and nondisabled children were interviewed to determine their perceptions of their child's strengths and weaknesses, causal attributions for these strengths and weaknesses, predictions for future performance, and evaluations of their child relative to other children. In comparison with mothers of nondisabled children, mothers of learning-disabled children described their children more negatively on each of the areas. The results are discussed in terms of their implications for the success of intervention programs.
The Effects of Cross-Aged Tutoring On the Comprehension Skills of Remedial Reading Students
Authors: Sindelar Paul T.
Published: December 2008

To compare the effects of 3 tutorial reading programs, 53 elementary-aged disabled readers were assigned to 1 of 3 experimental (tutorial) treatments — hypothesis/test (H/T) instruction, oral-reading (OR) practice, or word-recognition (WR) training — or to a small group H/T control. Students received 20, 15-minute lessons and were tested on WR, OR, and cloze comprehension measures, and on a standardized comprehension test. Differences were significant on the cloze measure only: The H/T tutorial group scored significantly higher than the WR group. The tutorial and H/T control groups did not differ. Thus, the cross-aged tutors administered the H/T program as successfully as did the teachers working with small groups. The use of tutoring and H/T instruction in programs for disabled readers is advocated.
Giftedness Among Handicapped Children: Identification and Programming Development
Authors: Pledgie Thomas K.
Published: December 2008

The gifted child may appear in programs designed for handicapped children because giftedness is found in all student groups. Three relevant tasks are discussed: (a) developing staff sensitivity to the existence of gifted students who are also handicapped; (b) formulating an identification process that will not allow the weaknesses of children to mask their giftedness; and (c) developing a transdisciplinary team approach composed of regular class teachers, special program teachers, and gifted program teachers all working together with parents in creating an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item (TOI) list, which contains 7 generally accepted indicators of giftedness that appear to not be influenced by a diverse culture, disadvantaged background, or handicapping condition.
Physical Fitness and the Mentally Retarded: A Critical Review of the Literature
Authors: Moon M. Sherril , Renzaglia Adelle
Published: December 2008

Teaching the mentally retarded skills that build and maintain physical fitness is important for a number of reasons. Until recently, however, this area has been overlooked by most educators and community recreation specialists. Little empirical evidence exists indicating the activities and instructional techniques best suited for this population. There are also few data showing the general level of fitness of mentally retarded persons, improvement in the level of fitness, or the long-term effects of participation in fitness programs. A literature review revealed several factors that should affect future research and programming in fitness through training programs for the mentally retarded. Two of the most significant factors are weaknesses in past studies and the current emphasis on integration of the retarded into regular, community-based programs.
Linguistic Functions and Language Intervention: Part I. Concepts, Evidence, and Instructional Sequence
Authors: Schaeffer Benson
Published: December 2008

The author discusses a linguistic-functions approach to language intervention. Linguistic functions refer to the general social uses of language, such as requesting objects and activities, initiating social interactions, expressing personal feelings, describing aspects of the world, requesting information, and pretending. Normal infants acquire linguistic functions naturally; nonverbal mentally handicapped children acquire linguistics functions when they are taught sign language. From a linguistic-functions viewpoint, the spontaneous use of linguistic functions is the most appropriate goal of language instruction for nonverbal mentally handicapped children. The concept of a linguistic function is presented, and the evidence for the use of linguistic functions by normal infants and nonverbal children who are taught sign language is reviewed. The sequencing of linguistic functions for instruction is then discussed in detail. It is suggested that the teachable parts of the functions be sequenced in approximately the same order that they appear in the speech of normal infants, from the Expression of Desires, to Reference and Person Concepts, to Inquiry Skills, to Abstraction.
Current Mental-Retardation Research in the Soviet Union
Authors: Holowinsky Ivan Z.
Published: December 2008

This paper reviews studies on oligophrenia (mental retardation) in the Soviet Union published between 1970 and 1980 in Defectologia (Defectology) and Voprosy Psikhologii (Problems of Psychology). The major findings reveal that there are more males than females among the oligophrenic and seriously emotionally disturbed, that there is a higher percentage of oligophrenic mothers than fathers of children who are oligophrenic, and that there is an associative clustering defect among oligophrenics. The findings are of interest, since children in the Soviet Union live in an environment which is culturally, linguistically, and socially different from that in the United States.
The Impact of Captions On Hearing-Impaired Children's Affective Reactions To Television
Authors: Murphy-Berman Virginia , Whobrey Linda
Published: December 2008

An assessment was made of the impact of captions on hearing-impaired students' affective reactions to a version of a popular children's television program, Shazam. Forty-two hearing-impaired children ranging in age from 8 to 12 years old were randomly divided into 2 groups; 1 group viewed the program without captions and the other viewed it with captions at a very simple language level. During and following the presentation the children rated their perception of the characters' emotions and personality traits. They also indicated their liking of various program scenes, and gave their predictions concerning how characters would behave in new but similar situations. Results indicated that captions seemed to enhance hearing-impaired children's abilities to perceive the emotional complexity of presented information. The implications are discussed in the following review.
Convergent and Discriminant Validation of Two Methods of Assessing Three Academic Traits
Authors: Silverstein A.B. , Brownlee Linda , Legutki Greg , MacMillan Donald L.
Published: December 2008

A refined and extended analysis of variance (ANOVA) approach was used to investigate the pattern of relationships among arithmetic ability, reading ability, and general ability as assessed by teacher ratings and standardized tests. The subjects were 54 educable mentally retarded children who were rated and tested annually for 3 years. The tests proved to have much higher convergent and discriminant validity than the ratings, and to be much less affected by method bias. These differences are seen as reflecting the natural superiority of standardized tests over teacher ratings for most purposes.
An Analysis of the Incidence of Special Class Placement: the Masses Are Burgeoning
Authors: Algozzine Bob , Ysseldyke James E. , Christenson Sandra
Published: December 2008

Special education is growing at an accelerating rate. Over 4 million students are receiving special services; the federal cost for assistance to states in selected aspects of that education is approaching a billion dollars. For this article, the incidence figures in a sample of school districts were calculated. During the 1977-78, 1978-79, and 1979-80 school years, 4 to 5% of the students were referred and evaluated; 3% were placed in special education programs. Wide variation was evident in the data supplied by individual school districts (some reporting placement incidence as high as 21% of their school population). The results are viewed as evidence of a need for proactive thinking in special education with regard to a reasonable rate of growth relative to the likelihood of reduced financial support.
Impulsivity: From Theoretical Constructs To Applied Interventions
Authors: Thompson Ronald W , Teare John F. , Elliott Stephen N.
Published: December 2008

Studies about the characteristics, assessment, and treatment of impulsive children are reviewed and summarized from the viewpoint of their application to school settings. Research has indicated that impulsive children often display such characteristics as global search-and-scan strategies, poor selective attention, low anxiety over errors, aggressive social behavior, immaturity of moral reasoning, externalized behavior problems, and deficient reading skills. Impulsivity has typically been assessed with visual discrimination tests and behavioral ratings by teachers. Treatment of impulsivity has included cognitive training such as modeling and self-instructional training, and behavioral methods such as positive reinforcement and response cost. Specific recommendations about the assessment and treatment of impulsivity in school are emphasized.
Effects of Cooperative Learning On the Social Acceptance of Mainstreamed Academically Handicapped Students
Authors: Madden Nancy A. , Slavin Robert E.
Published: December 2008

Studies examining relationships between children with learning problems and their peers have consistently indicated that learning-disabled and educable-mentally-retarded students have fewer friends and are more frequently rejected by their classmates than are other students. In previous research, cooperative classroom structures have been shown to promote positive relationships among peers. In this study, 6 classes enrolling academically handicapped and normal-progress children were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance in that rejection of academically handicapped students was decreased, but friendships were not increased. Academic achievement gains and increases in self-esteem were found for the combined sample of students in the cooperative learning treatment.
The Dial: Preschool Screening for Learning Problems
Authors: Docherty Edward M.
Published: December 2008

The Development Indicators for the Assessment of Learning (DIAL), a preschool screening instrument, was administered to 436 children aged 3 years-1 month to 5 years-11 months. The results, in terms of the number of children identified as having potential problems, and the organization of the DIAL subscales, supported the use of the DIAL. Several practical limitations to the use of the DIAL are discussed, including the amount of time and personnel required. An experimental social-emotional checklist was found to have little empirical support, and its omission from the screening process is recommended.
Test Bias: in God We Trust; All Others Must Have Data
Authors: Reynolds Cecil R.
Published: December 2008

Racial and cultural test bias continues to be a major concern among all professionals involved in the placement and treatment of handicapped children. Though embroiled in social, political, and emotional snarls, the issue must be addressed, professionally, from a primarily empirical standpoint. This paper reviews the research program of the author and several of his colleagues in their attempts to evaluate empirically the merits of the cultural-test-bias hypothesis. There is little evidence to substantiate claims of bias for well-constructed, properly standardized tests. Correspondingly, minority and other disadvantaged children with low academic and aptitude test scores need remedial and special educational help just as much as do their white middle-class counterparts.
Implications of Ethnic Disproportion in Programs for the Educable Mentally Retarded
Authors: Brady Patricia M. , Manni John L. , Winikur David W.
Published: December 2008

The authors review recent findings with respect to minority representation in educable-mentally-retarded programs. Two procedures outlined in federal regulations to ensure nonbiased assessment of such children are reviewed. Multidisciplinary teams, a long-standing resource in some states, do not appear to have been effective in curtailing large representation of minority students. Further, a review of monitoring efforts indicates serious lapses on the part of evaluation team members in collecting and reporting adaptive-behavior data. Implications are discussed and alternatives proposed.
Academic Performance of Behaviorally Disordered and Learning-Disabled Pupils
Authors: Epstein Michael H. , Cullinan Douglas
Published: December 2008

The purpose of the study was to contrast the academic performance of behaviorally disordered (BD) and learning-disabled (LD) pupils. Sixteen LD and 16 BD pupils were given three standardized achievement tests. In 10 of 12 comparisons significant dif ferences were found; in all cases BD pupils were functioning at a higher grade level than were LD pupils. Implications in relation to cross-categorical education are discussed.
The Effect of Syntax On Low-Achieving Students' Abilities To Solve Mathematical Word Problems
Authors: Wheeler Larry J. , McNutt Gaye
Published: December 2008

This study attempted to determine the influence of syntax on the difficulty of written mathematical problems with low-achieving eighth-grade students. Three tests, composed of increasingly more difficult sentence structures, were administered. These tests were developed at a fourth-grade level or below in reading vocabulary and mathematical computations. The subjects were functioning at a minimum fourth-grade achievement level for both reading and mathematical computations. The results revealed a significant difference between the test that contained the most complex syntax and the other 2 tests. Therefore, educators need to be aware of the syntactic structures contained in achievement tests and textbooks, and instruct students in developing a strategy that breaks difficult sentences into shorter sentences that are easier to read.
A Model for Analyzing Instructional Components To Facilitate Generalization for Severely Handicapped Students
Authors: Donnellan Anne M. , Mirenda Patricia L.
Published: December 2008

A model is presented for analyzing the components of instructional programs that are likely to affect generalization with severely handicapped students. The literature is summarized in terms of such issues as natural vs. artificial environments, materials, cues, and contingencies. The authors also review empirical evidence about the relative efficacy of serial vs. concurrent presentation, prompts vs. corrections, and various instructional arrangements. Suggestions are offered for implementation, and research needs are described for several components. Future research on the interactive effects of the components with each other and with the learners' characteristics are discussed.
Readability, Interest, and Coverage of 24 Introductory Special Education Textbooks
Authors: Maddux Cleborne D. , Irons Tom , Candler Ann , Irons Donna
Published: December 2008

Twenty-four survey textbooks in special education published from 1974 through 1982 were analyzed with the Flesch formulae to determine levels of readability and human interest. These figures were compared with those found in a similar study dealing with books published from 1970 to 1975. Subject coverage and organization were also analyzed. The researchers conclude that while survey texts are dull and difficult, they are complete in subject coverage. Topics such as severe/profound handicaps, multiple handicaps, early childhood handicaps, and culturally different handicapped children, however, received scant coverage in most books. Some evidence was found that difficulty levels may be somewhat lower today than in 1976. Some books lack adequate author and subject indices and glossaries.
A National Status Report On the Use of Electronic Technology in Special Education Management
Authors: Burrello Leonard C. , Tracy Michael L. , Glassman Elsa J.
Published: December 2008

The impact of technology on special education was initially in the area of computer-assisted instruction. More recently management uses of technology have been rapidly introduced to reduce paperwork, meet federal and state reporting requirements, and track students from referral to placement into special education programs. This study outlines the status of computer use by special education directors in the Council of Administrators of Special Education, which commissioned the survey. The results are organized around seven questions from development to current and future applications. The results are discussed in terms of two competing frameworks that guide technology use in business and education. The authors provide a development process that capitalizes on the knowledge of special education managers and their reported needs.
Conceptual Issues in Research Synthesis
Authors: Pillemer David B.
Published: December 2008

In its short history meta-analysis has been the object of both high praise and pointed criticism. This paper explores the conceptual bases of the controversy. Meta-analytic and traditional research reviews are compared on 4 dimensions: scientific rigor, detecting small effects, problems of oversimplification, and potential policy impact. It is argued that choice of procedures should be determined by the specific purpose of a review rather than by canon. The author cites the benefits of viewing meta-analysis as a flexible arsenal of quantitative tools rather than a unitary method. Several future goals for the developing science of research synthesis are discussed.
Potential Advantages of the Meta-Analysis Technique for Research in Special Education
Authors: Kavale Kenneth A.
Published: December 2008

The author discusses the advantages of meta-analysis for research in special education. The need for research synthesis is explored as well as the benefits of meta-analysis, particularly those related to understanding and explanation. The problems with traditional review methods are discussed, with special relevance to their failure to resolve problems. Finally, the findings from several meta-analyses are summarized and contrasted with traditional reviews. It is concluded that meta-analysis offers advantages for explicating problems and issues in this field.
Screening Revisited: A Survey of U.S. Requirements
Authors: Gracey Cheryl A. , Azzara Carey V , Reinherz Helen
Published: December 2008

Screening young children for physical, emotional, behavioral, and learning problems has received a great deal of attention since passage of P.L. 94-142. However, screening requirements and practices have not been examined on a state-by-state basis. To fill this gap, state education agencies were surveyed about early school screening requirements. Forty-nine states and the District of Columbia responded, giving information about timing, sources of data, and content areas of screening programs. Responses indicate great variation at the state and local district levels, and confusion of screening with evaluation. The results are discussed in relation to research findings from an ongoing longitudinal study. Implications for program design, planning, and research are presented.
Curriculum-Based Measurement: An Alternative To Traditional Screening, Referral, and Identification
Authors: Marston Douglas , Mirkin Phyllis , Deno Stanley
Published: December 2008

Curriculum-based measurement of academic performance is an alternative to traditional referral and assessment models in psychoeducational evaluation. This study contrasted a screening and referral procedure that used weekly measurement of performance in reading, spelling, and written expression with a traditional teacher-referral procedure. Students referred by the 2 methods were compared with respect to referral rate, cognitive functioning, achievement level, social behavior, sex differences, and identification as learning disabled. The number of students referred through curriculum-based measurement was similar to the number referred by teachers. In addition, the results indicated that academic achievement was almost the sole criterion used in teacher referral, although teacher-referred students were more likely to be rated as behavior problems. Finally, students referred through weekly achievement measurement were as likely to have an aptitude-achievement discrepancy as were students referred by teachers.
Development and Structure of the Kaufman Assessment Battery for Children
Authors: Kamphaus Randy W , Reynolds Cecil R.
Published: December 2008

An overview of the key features of the K-ABC and a brief history of events leading up to its development are presented. The discussion covers administration and scoring, standardization, reliability, validity, and educational translation. Some of the early post-publication research is presented, and conclusions about the possible impact of the K-ABC are drawn.
The Kaufman Assessment Battery for Children: an Information-Processing Analysis and Critique
Authors: Sternberg Robert J.
Published: December 2008

The Kaufman Assessment Battery for Children is reviewed from an information-processing point of view. The article points out five major positive features of the test: its (a) attempt to provide a theoretical basis for intelligence testing, (b) assessment of the ability to deal with novelty, (c) attempt to integrate psychometric and information-processing paradigms, (d) attempt to achieve culture-fairness and norm representation, and (e) attempts to ensure examinees' comprehension of tasks. The article also points out major negative features of the test: its (a) misrepresentation of support for the theory underlying the test, (b) noncorrespondence between definition and measurement of intelligence, (c) inadequate aptitude-achievement distinction, (d) overemphasis on rote learning, and (e) questionable empirical support in studies directly testing the construct validity of the test. On balance, the assessment is unfavorable, and it is not recommended that the test be used in place of its major competitors, the WISC-R and the Stanford-Binet.
The K-ABC and Ability Training
Authors: Salvia John , Hritcko Terese
Published: December 2008

Nine questions that link performance on the K-ABC to classroom teaching and pupil learning were posed. The empirical support relating to each question was examined by reviewing the research conducted with the K-ABC as well as similar batteries (for example, the Das battery). The review indicated that, at this time, limited data exist for a moderate relationship between K-ABC scores and school achievement. An inadequate data base exists to match instruction to K-ABC abilities, to link instruction to the remediation of deficient abilities, and to link remediation of deficient abilities to increased performance on transfer tasks. No data were found that linked K-ABC scores to: new learning, the need to provide special services for processing deficits, selection of appropriate strategies, and generality of processing strategies over time and tasks. In the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes, educators should treat programs to remediate K-ABC-identified weakness and to capitalize on K-ABC-identified strengths in matching teaching method to processing ability as experimental.
A Multivariate Perspective for Aptitude-Achievement Discrepancy in Learning Disability Assessment
Authors: Boodoo Gwyneth M.
Published: December 2008

A multivariate model is proposed for assessing a severe discrepancy between intellectual ability and actual achievement in learning disabled (LD) children. The model follows work conducted by Cronbach, Gleser, Nanda, and Rajaratnam (1972). First, a universe score is obtained for aptitude and achievement using multiple regression. The difference between these universe scores is examined for a severe discrepancy. Formulas for computing universe difference score variance, the standard error of the difference score, and its generalizability coefficient are given.
Hyperactive and Learning Disabled Children: Who Gets Help?
Authors: Sandoval Jonathan , Lambert Nadine M.
Published: December 2008

Although not all hyperactive children are learning disabled, many are. This investigation sought to establish if those hyperactive children with learning disabilities are more likely to receive educational assistance than control children, and to learn what additional pupil characteristics are associated with receiving special educational services. The results indicated that hyperactive children are more likely to be served by special education than control children. Those hyperactive children served tended to have lower reading scores, have parents who acknowledged their problems, be poorly adapted to classroom learning demands, and have poorer intrapersonal adjustment. They also were characterized by aggressive behavior and lower verbal IQs. Nonhyperactive children served had the same characteristics save aggressive behavior. But they did have significantly higher rated hyperactive behavior during testing. Hyperactive behavior, either attributed to the child or observed, is important in determining who gets help for learning disabilities.
Language Intervention With the Severely Handicapped: A Decade of Research
Authors: Bryen Diane Nelson , Joyce Dennis G.
Published: December 2008

Forty-three language intervention studies published during the 1970s were critically analyzed in order to answer two major questions: (1) To what extent have these studies applied the theoretical models and empirical findings derived from current psycholinguistic research; and (2) To what extent have these intervention studies been successful in increasing the communicative competence of their severely impaired, primarily nonverbal subjects. A broad range of factors was analyzed, including (1) subjects and their characteristics; (2) prerequisite skills of the subjects prior to intervention; (3) the nature of the communication system taught; (4) the context, frequency, and duration of the intervention; (5) the nature of the structural and functional goals; (6) methods of intervention; and (7) gains in communication and other related areas.

Findings indicated that except for the nature of the communication system taught and an awareness of the importance of evaluating gains, other than communication, these studies have not paralleled current psycholinguistic thinking. Only 34.8% of the studies were successful in increasing the communicative competence of their severely handicapped subjects. Finally, guidelines for future research and intervention were proposed, based on the characteristics of those 15 studies that were successful.
Direct Instruction With Special Education Students: A Review of Evaluation Research
Authors: Gersten Russell
Published: December 2008

Studies evaluating the effectiveness of direct instruction curricula and teaching procedures are reviewed and, in some instances, critiqued. The six studies indicate that direct instruction tends to produce higher academic gains for handicapped children than traditional approaches. They also suggest that some of the more subtle principles of direct instruction—such as insistence on complete (rather than partial) mastery of each step in the learning process—are important. The author contends that future research should more carefully measure program implementation and begin to look more precisely at specific instructional variables. Suggestions for appropriate research designs are presented.
Special Education in the Most Restrictive Environment: Correctional/Special Education
Authors: Rutherford Robert B. , Nelson C. Michael , Wolford Bruce I.
Published: December 2008

National attention recently has focused on the problems of delivering special education services to incarcerated youthful handicapped offenders. In this article, data from a national survey of state departments of correctional and special education relative to the need for, and provision of, these services are presented. Issues relative to the compliance of correctional education programs with the PL 94-142 mandate are discussed and recommendations for improving educational experiences for handicapped youths under the supervision of the criminal justice system are offered.