bluuebunny/crossref_metadata_2025 huggingface dataset:
Burden of diseases: A micro level analysis for selected districts of Karnataka
Authors: Annigeri V. B. , Nayanatara S. N.
Published: June 2017

This paper presents a methodology for estimating the burden of diseases in monetary terms instead of a demographic indicator. The purpose was to ascertain the financial burden arising out of various categories of morbidity in the community. The disease-wise burden would act as a pointer for the policy maker to assign priority while allocating resources to different programmes within the health sector budget.

The empirical study was carried out by CMDR, Dharwad under the sponsorship of IDRC, Canada, in four selected districts, viz. Belgaum, Bijapur, Dharwad and Dakshina Kannada of Karnataka with a sample size of 2039 households and 1156 patients.

High share of unavoidable components of direct costs, viz. expenditure on medicines and doctors’ fees, makes morbidity all the more burdensome particularly for the poor people. Such results highlight the need for a specific policy about drug prices, charges for doctors’ services, discriminating pricing, etc. The study highlights that the nature of interventions about different permutations and combinations of preventive, promotive and curative care, or about the institutions of health care delivery (liberal, private, public, mix, on payment or free, etc), have to be consistent with the resource costs, incidence pattern of morbidity, socio-economic background of the morbid population and such other factors. Exercises of ranking of diseases according to total resource costs would aid adoption of an “eclectic cost-effectiveness approach”. Though the precision of the estimates from any empirical study may not be beyond dispute, the issues raised and new directions in thinking suggested, from the empirical study, deserve a serious consideration. The modest attempts made in this study to estimate resource costs should also be considered in that spirit, as issues of policy relevance in the health sector are raised from the present exercise.
Challenges of governance in Bangladesh: Some reflections
Authors: Quddusi Kazi S.M. Khasrul Alam
Published: June 2017

Truly, one of the basics of good governance is accountability. We always long for democracy. But, we have so far been able to establish a democratic system which is completely devoid of accountability. That is why, our democracy is faltering at every step. And, some longstanding socio-political challenges stand very much in the way of desired development of the country. In fact, lack of planning and commitment on the part of successive governments gave birth to the problems. Moreover, greed for money and power on the part of influential sections of our society unabatedly contributed to proliferation of economic, administrative and social problems resulting in immense sufferings of the common man.
Private sector in higher education: A few stylized facts
Authors: Tilak Jandhyala B. G.
Published: June 2017

The paper analyses a few important dimensions of the growth of private higher education, as a set of stylized facts. Though it largely focuses on India, but comparing and contrasting with evidence from other developing and developed countries it highlights the dangers involved in the unbridled growth of private education in the developing countries.
Missing brides in rural Haryana: A study of adverse sex ratio, poverty and addiction
Authors: Ahlawat Neerja
Published: June 2017

The paper on, “missing brides in rural Haryana: A study of adverse sex ratio, poverty and addiction ” highlights that the phenomena of across-region marriages is not new. Such marriages have always taken place especially in Punjab, Haryana and other adjoining states. For example, Jatsfrom Haryana would marry Jatsfrom neighbouring UP and Rajasthan or a person from Punjab will look for a bride from the border of Haryana like Kaithal, Narwana. But what is significant is the fact that now a Jat or Chauhanfrom Haryana is marrying a women of intermediate or low caste from Assam, Bengal, or Bihar. Not only this the frequency of such marriages has also increased and these marriages not only speak of spatial distance but also socio-cultural heterogeneity. This study examines the socio-cultural and economic dimensions of such marriages and raises some pertinent questions regarding the acceptance of such marriages in rural Haryana. How a society which otherwise places so much value on caste, gotra and village exogamy is willing to accept marriages in which women are brought from across the cultural, regional and language context, where caste and sometimes even religion is different. How do such women adjust to a culturally different environment which is rigid and patriarchal than their own? The survey was conducted in three villages of Rohtak and Jind districts of Haryana. The study suggests that these unusual marriages are a consequence of combination of factors like low sex-ratio, poverty, and unemployment.
The Utility of O-T-P Model in Taiwan Coast Guard
Authors: Chen Hai-Ming , Hung Shu-Tzu
Published: June 2017

Although widely discussed for several years, training needs analysis (TNA) has seldom been applied to examine public services in Taiwan. The Taiwan Coast Guard (TCG) was established on January 28, 2000 to provide a combined military and police force with a unique human resource portfolio. After years of ad hoc training decisions, the TCG attempted to adopt a more systematic approach to TNA, the organization-task-person (O-T-P) model. In November, 2006, 2567 TCG service personnel were surveyed regarding their perceived training needs required to achieve the following four dimensions of major organizational core competencies: frequency, importance, familiarity and urgency.

Analysis results revealed highly significant differences in training needs between military and police in the TCG. The methodology adopted by TCG for TNA has proven effective. Further, the four indicators applied in this revealed an interesting paradigm which may encourage the use of similar approaches in other organizations.
Does UK Health and Safety Legislation Rely upon a Poorly-Resourced Enforcement Agency, a Limited Scheme for Employee Involvement, and a Misplaced Emphasis on Self-Regulation?
Authors: Epstein David G.
Published: June 2017

This paper will examine specific provisions contained in the Health and Safety at Work Act (the Act) 1974, the primary domestic legislation governing health and safety in the workplace, as well as, the Management of Health and Safety at Work Regulations (MHSW) 1999. Are these statutes/regulations effective, and how have the courts interpreted/applied them?
Post-Tenure Review and Just-Cause Termination in U.S. Public Institutions of Higher Learning: A Legalistic Examination
Authors: Robinson Robert K. , Franklin Geralyn McClure , Novicevic Milorad M.
Published: June 2017

This article examines the post-tenure review (PTR) policies in American institutions of higher education as a means of identifying and documenting faculty performance deficiencies from a legalistic perspective. In addressing this issue, a brief review of PTR policies and their history, as well as some of the misconceptions of the protection provided by tenured status, is provided. The main focus of the article is placed upon the just-cause termination of tenured faculty members, paying particular attention to the due process protections afforded such faculty. In conclusion, we examine the organizational costs of failing to dispel the myths that tenured faculty are 'termination-proof and invulnerable to any disciplinary sanctions.
Promoting the Employability and Employment of People with Disabilities in the South African Public Service
Authors: Sing Danny
Published: June 2017

Immediately after the election of South Africa's 1994 post-apartheid government, the employability and employment of people with disabilities in the Public Service emerged on the top of the transformation agenda. Currently, the Public Service comprises more than one million people making it the country's largest employer. The South African Government has approved that by 2010, people with disabilities must comprise 2% of total Public Service employment. South Africa has been hailed as a model for the rest of Africa, especially in regard to legislative and institutional measures, as well as for assessment reports and strategic interventions. It is advocated that the 2010 target could be achieved by intensified endeavors and determination by state and non-state actors through analytical rigor applied to understanding and dealing with concerns and challenges. Mobilization of civil society to support strategic interventions and ongoing informed discourse on conceptual challenges, especially in regard to a country-specific definition of disability, will enhance all endeavours.
Word length in syllables: evidence from early word production in Finnish
Authors: Kunnari Sari
Published: June 2017

This study examines the phonological form of ten Finnish-speaking children's productive vocabulary in the period of transition into speech, with primary focus on the number of syllables in a word. The results showed that Finnish children produced relatively few monosyllables and a large number of disyllables in their early words. This seemed to reflect the predominance of disyllabic target words over monosyllabic ones in Finnish. Furthermore, it appeared that the reduction of disyllabic words was very uncommon, whereas polysyllabic words were considerably more often deformed. Finally, the polysyllabic words were quite often truncated in such a way that they fitted a trochaic pattern, which may partly be due to the fact that primary word stress in Finnish falls on the first syllable. Additionally, the segmental content of the target word and the use of a favourite template may have an effect on the selection of syllables. Thus, the present results suggest that the target language affects the syllabicity of children's early word productions and that differences in the linguistic features of the input may influence the strategies that children use when producing their first words.
Development of copula and auxiliary BE in children with Specific Language Impairment and younger unaffected controls
Authors: Joseph Kate L. , Serratrice Ludovica , Conti-Ramsden Gina
Published: June 2017

Children with Specific Language Impairment (SLI) have well-known difficulties with the obligatory use of verbal tense-marking morphology which they use optionally for a longer period of time than typically developing children. Copula BE and auxiliary BE are two tense markers that have been shown to be problematic for children with SLI, but their status as independent allomorphs is somewhat controversial in the literature. In the present study we argue for copula BE and auxiliary BE as two separate tense markers showing different developmental curves both for children with SLI and for younger unaffected controls. It is suggested that copular versus auxiliary status, morphological form, and the frequency of the lexical construction containing BE all affect children's provision of copular and auxiliary forms. Implications for identifying variables constraining optionality are discussed.
How Task and Person Conflict Shape the Role of Positive Interdependence in Management Teams
Authors: Janssen Onne , Van De Vliert Even , Veenstra Christian
Published: June 2017

A literature-based model defining how task and person conflict modify the relationship between positive goal interdependence and decision-making effectiveness in management teams is presented. The model assumes that positive interdependence fosters effective decision making behaviors only if person conflict interferes with task conflict, but not in cases of one-sided task conflict, one-sided person conflict, or no conflict. Survey results obtained from 102 members of management teams illustrate this complex interactive effect of positive interdependence and type of conflict. The proposed refinement of the classic interdependence paradigm may advance recent theory and research on the role of type of conflict in team decision making.
Multidimensional Constructs M Structural Equation Analysis: An Illustration Using the Job Perception and Job Satisfaction Constructs
Authors: Law Kenneth S. , Wong Chi-Sum
Published: June 2017

This article contrasts the composite view of the relationship between multidimensional constructs and their facets/dimensions with the factor view. The composite view assumes that facets are components of the composite constructs, while the factor view assumes that facets are manifestations of latent constructs. An empirical study is used to illustrate the fact that these two views will lead to different conclusions about the relationship of constructs in covariance structure analyses. It is suggested that researchers must examine the theoretical basis of their topic in order to determine whether the factor or composite view is more suitable for the multidimensional construct of interest.
Staffing Work Teams: Development and Validation of a Selection Test for Teamwork Settings
Authors: Stevens Michael J. , Campion Michael A.
Published: June 2017

The purpose of this research was to develop a selection test for staffing work teams. The knowledge, skills, and abilities (KSAs) for effective teamwork (Stevens & Campion, 1994) were used to develop a paper-and-pencil test of teamwork situations. KSAs reflected conflict resolution, collaborative problem solving, communication, goal setting and performance management, and planning and task coordination. Standard test construction techniques were used, and the test contained 35 multiple-choice items on hypothetical teamwork situations. Two validation studies were conducted involving production employees in a pulp mill (n = 70) and box plant (n = 72). Results showed criterion-related validity with supervisory and peer ratings of teamwork and overall job performance. However, a key unexpected finding was the large correlation with employment aptitude tests, suggesting that the Teamwork Test has a significant general mental ability component. The study also has secondary implications for the literatures on both contextual performance and situational tests. It was concluded that a consideration of individual level KSAs can have both conceptual and practical value in the staffing of work teams.
Musings on Technology and Learning Disabilities on the Occasion of the New Millennium
Authors: Lewis Rena B.
Published: June 2017

Almost 30 years ago, I bought an IBM Selectric typewriter for about $500. I still use it occasionally and it works perfectly. Almost 20 years ago, I bought my first home microcomputer, an Apple II Plus, for about $5,000. The system included a monochrome Zenith monitor with an amber display, an Apple disk drive, and an Epson dot matrix printer, all state-of-the-art equipment. It also included a shift key modification so that both upper and lowercase letters would appear on the screen. The BASIC programming language was resident in ROM. I had to purchase software to run on the microcomputer, and my first purchase was the Apple Writer II word processor. This computer system is gone from my life; it's too old even to be stored with the “antiques” in the rafters of my garage.
Using an Instructional Package Including Video Technology to Teach Self-Help Skills to Elementary Students with Mental Disabilities
Authors: Norman Jacqueline M. , Collins Belva C. , Schuster John W.
Published: June 2017

This study investigated the effectiveness of a treatment package that included video technology (e.g., video modeling and video prompting) to teach three self-help skills (e.g., cleaning sunglasses, putting on a wrist watch, and zipping a jacket) to 3 elementary school students with mental disabilities in a small group setting. Using a constant time delay (CTD) procedure, observers measured the percentage of steps of the task analyses performed correctly before and after a video model prompt. A multiple probe design across behaviors, replicated across participants, demonstrated experimental control. The results indicate that an instructional package that includes video technology can be an effective method for teaching self-help skills to students with mental disabilities.
2002 in Review: A Synthesis of the Special Education Technology Literature
Authors: Edyburn Dave L.
Published: June 2017

Both scholars and practitioners struggle with the concomitant problems of too much information, inadequate tools for managing information overload, and too little time for professional development. As a result, professionals routinely lament how difficult it is to stay current within their discipline. The purpose of this study was to examine recent additions to the extant knowledge base in special education technology using a methodology known as the comprehensive one-year research synthesis. Two questions guided the inquiry: How widely scattered is the literature on special education technology? and What have we learned lately? The table of contents from each issue of 31 journals in special education technology (n = 5), special education (n = 17), and educational technology (n = 9) published in 2002 were studied. The procedures yielded a corpus of 833 articles of which 221 articles (27%) were judged relevant for this review as contributing to the emerging knowledge base on special education technology research and practice. Analysis of the literature scatter revealed relevant literature could be found in 28 journals but that a core set of 8 journals contributed 58% of the relevant articles. Content analysis of the relevant articles revealed a number of dominant themes in the literature during 2002: alternative and augmentative communication (AAC), assistive technology, instructional design, instructional strategies, multimedia, preservice teacher education, staff development, and technology integration. The major attributes of the comprehensive one-year research synthesis approach are that it simultaneously addresses the problem of information overload and provides a new tool for accessing the knowledge base. Limitations of the one-year research synthesis methodology are discussed along with the implications of this work for future research, development, and practice.
Perceptions of Students with Disabilities regarding the Value of Technology-Based Support Activities on Postsecondary Education and Employment
Authors: Kim-Rupnow Weol Soon , Burgstahler Sheryl
Published: June 2017

Transitioning from high school to employment or postsecondary education is a critical juncture in any person's life. For students with disabilities, the complexities associated with such pivotal decisions are compounded, increasing the need for transition preparation and ongoing support to develop self-determination, social, academic, and career skills. Although many programs have offered services to students during transition periods, there is little empirical research on the long-term impact of specific support activities, including those that employ computers and the Internet. This article reports the results of a retrospective survey of participants in a technology-based exemplary transition program for college-bound youth. It reports how participants perceive the impact of key components, including technology-enriched summer study and year-round computer and Internet activities, on their self-determination, social, college, and career skills. Recommendations for applications to transition programs as well as future research are provided.
The Compensatory Effectiveness of the Quicktionary Reading Pen II on the Reading Comprehension of Students with Learning Disabilities
Authors: Higgins Eleanor L. , Raskind Marshall H.
Published: June 2017

The study investigated the compensatory effectiveness of the Quicktionary Reading Pen II (the Reading Pen), a portable device with miniaturized optical character recognition and speech synthesis capabilities. Thirty participants with reading disabilities aged 10–18 were trained on the operation of the technology and given two weeks to practice decoding single words and using various dictionary functions during independent silent reading in the classroom and other settings. Participants were then given a reading comprehension test under the following conditions: (a) reading passages silently using the Reading Pen, and (b) reading passages silently without assistance. Paired sample comparisons revealed significant differences under the two conditions in favor of using the pen (p<.0001+). Results are discussed in light of previous research on related technologies.
Online Staff Development for Teachers: Multi-State Planning for Implementation
Authors: Meyen Edward L. , Yang Chien-Hui
Published: June 2017

The Online Delivery Model Project was funded by the Office of Special Education Programs in follow-up to the Online Academy (Award # HO29K73002). The purpose of the project was to engage teams of educators from nine states in the development of models for implementing online staff development at the state, regional, and national levels. Five online staff development modules were beta tested by members of the state teams as a strategy for ensuring that all participants in the planning process possessed a common understanding of online staff development. The project was organized around 2 two-day planning retreats supplemented by a series of planning tasks. In addition, two studies were conducted as a way to inform the planning process: (a) a study of barriers to online staff development and (b) a study of the conditions or parameters of online staff development. Based on project activities, project participants recommended for implementation a multi-organizational model headed by a single lead agency. In addition to a discussion of the related literature, procedures and general findings, the article presents attributes common to lead agencies and organizational considerations.
Recommended Practices and Parent Perspectives regarding AT Use in Early Intervention
Authors: Wilcox M. Jeanne , Dugan Lauren M. , Campbell Philippa H. , Guimond Amy
Published: June 2017

It frequently is suggested that parents underutilize assistive technology (AT) for their young children with disabilities despite wide spread recommended practices for providing optimal AT interventions (i.e., devices and services). However, neither parent perspectives of AT underutilization or families' experiences with AT have been reported in the literature. The purpose of this article is to provide information about families' experiences with AT for their infants and toddlers who are receiving early intervention services. Computer assisted telephone interviews were conducted with a sample of 924 parents or other family members of children receiving Part C early intervention services. Participants were asked about various aspects of their experiences with AT, including devices, success rates, and resources. Results indicate that for the most part, families identifying, using, and paying for various devices do so without professional assistance. Further, most devices they have tried, or are trying, are perceived as having limited success. When these results are considered with regard to previous research addressing provider perspectives in relation to families, substantive differences are apparent. To maximize early intervention outcomes using AT in early intervention, families may benefit from increased collaboration with their early intervention providers.
The Universal Design for Play Tool: Establishing Validity and Reliability
Authors: Ruffino Amy Goetz , Mistrett Susan G. , Tomita Machiko , Hajare Poonam
Published: June 2017

The Universal Design for Play (UDP) Tool is an instrument designed to evaluate the presence of universal design (UD) features in toys. This study evaluated its psychometric properties, including content validity, construct validity, and test-retest reliability. The UDP tool was designed to assist in selecting toys most appropriate for children with a range of abilities and interests, including those with disabilities. Development of the UDP tool began as a panel of early childhood, disability, and design experts reviewed the seven principles of UD and employed these principles to guide the development of a list of related toy features. Four focus groups, comprised of toy designers, toy buyers (persons who by toys for multiple users, such as daycare providers, therapists, teachers, etc.), and parents of children with and without disabilities were conducted. Information regarding tool content, presentation, and potential use was gathered. A draft of the UDP tool included a grouping of the most salient features found in toys successfully used by children with a range of interests and abilities. A national field test involving 123 parent and professional participants was conducted. Of the group, 85 participated in reliability testing. The results indicated strong content validity, construct validity, and test-retest reliability. These results support the use of the UDP tool to identify toys for children with a range of interests and abilities. In addition, the use of the UDP tool can assist toy designers as they attempt to include the needs of children with a broader range of abilities when creating toys.
Establishing and Maintaining an Early Childhood Emergent Literacy Technology Curriculum
Authors: Hutinger Patricia L. , Bell Carol , Daytner Gary , Johanson Joyce
Published: June 2017

The three-year Early Childhood Emergent Literacy Technology Curriculum (ELiTeC) study (E2) was designed to replicate, on a broad scale, the results of earlier research in which a curriculum model was developed, implemented, and studied in preschool classrooms for children with disabilities or those at risk. ELiTeC was based on the assumptions that technologies provide access to literacy activities that benefit children with disabilities and an integrated curriculum approach offers a meaningful context for learning. The original study (E1) encompassed 255 children and 8 teachers over a three-year period. During E2, ELiTeC was replicated in 17 classrooms, with 18 teachers who served 438 children. Both quantitative and qualitative data were collected. One major goal of E2 was to investigate the implementation and maintenance of the ELiTeC model in multiple settings. Findings of the E2 study demonstrated the importance of allowing adequate time for an innovation to be integrated into practice. The longer teachers used the curriculum model the more positive were the results related to both model fidelity and children's gains in important aspects of literacy.
Memory Strategy Training in Spanish People with Moderate Intellectual Disabilities in a Technological Setting
Authors: Sánchez Luz F. Pérez , Llera Jesús A. Beltrán
Published: June 2017

The purpose of this study was to determine whether it is possible to improve the memory of persons by means of acquisition and application of a rehearsal strategy within a technological setting. The results revealed significant differences between the experimental group, which learned to use the rehearsal strategy, and the control group, which was not taught this strategy. The discussion addressed ways teachers can help students with moderate intellectual disabilities to improve their memory by using technology, and how improved memory performance may improve students' academic performance and self-concept.
Defining Quality Indicators for Special Education Technology Research
Authors: Gersten Russell , Edyburn Dave
Published: June 2017

Historically, the use of technology in special education has been advanced on the basis of marketplace innovations and federal policy initiatives rather than on a compelling research base. This article presents a set of quality indicators that will guide efforts to enhance that base. Thirty quality indicators, organized into eight areas (conceptualization of the research study, full disclosure, sample selection, description of participants, implementation of the intervention, outcome measures, data analysis, and publication and dissemination), are briefly described and three variations of each (unacceptable, essential, and desirable) are highlighted. Particular attention is paid to the distinct methodological design issues associated with technology research and development. Recommendations are made for the use of these quality indicators to enhance the evidence base for the field.
Research about Assistive Technology: 2000–2006. What Have We Learned?
Authors: Okolo Cynthia M. , Bouck Emily C.
Published: June 2017

The purpose of this article is to offer a review of research on the use of assistive technology for students with disabilities and some reflections on the nature of knowledge that is being produced by researchers who are examining these issues. We analyzed studies published in peer-reviewed journals between 2000 and 2006 that investigated the use of assistive technology with students served under IDEA guidelines. We located 122 studies that met our criteria. We summarize the types and age of students with whom these studies were conducted, the outcomes, the types of designs used, and the journals in which the studies were published. We conclude with a discussion of implications for research and practice.
Training and Job Responsibilities of Special Education Administrators in Connecticut
Authors: Webster Raymond E , Otten Diane , Roth Joan G.
Published: June 2017

This study examines the formal academic training, professional work experiences, and job performance responsibilities of special education administrators in Connecticut to determine if there is a unique background in these areas which distinguishes the group from regular education administrators. Although 22 of the 39 job performance responsibilities listed by the total group of administrators were functions and activities unique to special education, only 8 of the 43 administrators had any formal academic training in special education. The implications of these findings for the delivery of services to handicapped and atypical learners, for the quality of the relationship between special education administrators and their staff and for the profession of special education are discussed.
Total Communication: A Useful Alternative
Authors: Pensis Nancy T.
Published: June 2017

Total communication is defined as it is utilized in the State of Arizona with developmentally disabled and mentally retarded clients. A brief history of the development of this technique population is given. The potential usefulness of total communication with developmentally disabled/mentally retarded persons is explored in terms of receptive and expressive language development and as an alternative to supplement other communication modalities. Future challenges in the use of total communication are reflected upon in the areas of computer systems, scientific study of the complexity of sign production, and language concept development. The need for individualized adaptations to meet client needs is emphasized.
Research on Teaching Prearithmetic Skills: An Evaluative Review from a Behavioral Perspective
Authors: Leonhart William B.
Published: June 2017

This paper reviewed published literature which may be of use to both researchers and consumers of research interested in teaching prearithmetic skills to retarded and nonretarded children. The literature was then critically evaluated along the dimensions of behavioral, technological, analytic, generality, effective, applied, and conceptually systematic as suggested by Baer, Wolf, and Risley (1968). It was concluded that published training procedures were weak with respect to provision of a comprehensive list of well defined behaviors, experimental analyses, and assessment of generalization. A behavior analysis approach for developing methods for teaching prearithmetic skills was advocated and some future research strategies suggested.
A Multidimensional Oral Hygiene Curriculum for the Severely and Profoundly Handicapped
Authors: Feldman David , Elliott Thomas A.
Published: June 2017

A multidimensional oral hygiene curriculum composed of toothbrushing, flossing, and gum stimulation and massage components is presented to educator/trainers of the moderately, severely, and profoundly handicapped. The field tested data-based criterion referenced curriculum includes procedures for IEPs, data collection and recording, formative and summative evaluation, a transdisciplinary component, as well as a comprehensive discussion of content and methodology.
Program Writing for Efficiency and Quality
Authors: Piper Terrence , Henning Dana
Published: June 2017

It is the intent of this paper to provide teachers and others responsible for writing programs in special education with a framework for the development of programs of greater quality and utility. This framework is a behavior objective approach which allows the flexibility appropriate to the goals having to do with most learners, children or adults.
The Responsive Teacher Program in Vermont
Authors: Pierce Mary M. , Perelman Phyllis F. , Cody Elizabeth R.
Published: June 2017

This paper describes a teacher education program designed to prepare regular educators with the skills for mainstream education.
U.S.E.D. 1981 Marketing Program for Producers and Distributors
Authors: Fuchs Victor E
Published: June 2017

Funded under a contract with the U.S. Department of Education, Office of Special Education, the Market Linkage Project for Special Education, a division of LINC Resources, Inc., is a marketing agent and advisor to producers, enabling various projects under the aegis of the Office of Special Education to present their products to commercial publishers.
Creative Materials for Daily-Living Skills
Authors: Brosmith Susan
Published: June 2017

This article presents a description of the daily-living skills curriculum used by the Illinois School for the Deaf in teaching multiply handicapped students. Activities, methods, and materials are discussed from the teacher's perspective.
The Audio-Tutorial System--Successes and Failures
Authors: Postlethwait S.N.
Published: June 2017

One of the earliest and most noteworthy applications of media to improve instruction, Postlethwait's system has been imitated across the country in all sorts of settings and with greatly varying degrees of success. This article, therefore, considers the problems of replication.
Getting from Point A to Point Z: We Had the Need and the Expertise and They Had the Media Skills
Authors: Pensis Nancy T.
Published: June 2017

This paper focuses on the development of a total communication dictionary for persons with several communication handicaps and includes a description of the process used for design, development, and distribution of the material.
Danslan: A New Step in the Realm of Dance
Authors: Tracy Sandra D.
Published: June 2017

“Danslan” is a word coined by this author to signify a creative art form that combines dance, signing, mime, and personal expression. This dance form is being taught to deaf and multiply handicapped students with positive results.
Functionality and Generalization in Training the Severely and Profoundly Handicapped
Authors: Whitney Richard , Striefel Sebastian
Published: June 2017

Instructional development, particularly for the severely and profoundly handicapped, should stress the delineation of clearly stated functional goals and objectives and the use of systematic instructional strategies to facilitate the acquisition and generalization of target skills. A quality check of written goals and objectives should be conducted to assure their technical adequacy. Additionally, factors such as age, necessity of the target skills, and the appropriateness of teaching procedures need to be considered to assure that skills taught are functional Generalization strategies, such as training of sufficient exemplars, using a matrix paradigm, need to be developed and used to assure learned behavior transfers to people and settings in which training did not occur. These strategies should incorporate transfer procedures that can be carried out rapidly.
The Try Procedure: A Precision Diagnostic Teaching Strategy
Authors: Koorland Mark A.
Published: June 2017

The try procedure, a diagnostic teaching strategy used with precision teaching, provides teachers a way to determine which teaching methods produce the greatest gains for individual students.

The “try” procedure uses three precise measures, median frequencies of correct and incorrect responses, accuracy multipliers, and celeration, to evaluate a student's performance during various teaching methods. These measures are taken from the results of daily time samples or probes of student performance.

The five “try” procedure steps—initial assessment, dividing items to be taught, teaching by two or more methods, probing, and looking at the data—are reviewed. Finally, an example of an actual comparison of two sight word teaching methods is provided.
Computer Aided Development of Phonetic Skills in Non-Vocal Pre-Reading Children
Authors: Bruno Joan , Goodman Joan
Published: June 2017

Current technology provides new alternatives for developing communication skills in the non-vocal physically handicapped child. The purpose of this pilot project was to determine if pre-reading children could learn to formulate CV (consonant-vowel) and CVC (consonant-vowel-consonant) word combinations through a speech synthesizer.

Four children with mental ages between 3 - 0 and 3 – 6, progressed through a sound training program teaching word generation with and without an auditory model. Treatment procedures progressing from production of single phonemes to multisound levels are outlined. Results are described both in terms of progress during treatment sessions and performance on the Expressive One-Word Picture Vocabulary Test.
Measurement Strategies in Chaining Research: Which Tells the Real Story?
Authors: Spooner Fred , Lea Carolyn R. , Spooner Doreen
Published: June 2017

A review of the chaining literature communicates mixed evaluations of procedural effectiveness. One of the dimensions along which this literature varies is the application of measurement strategies. In this analysis, the same data set was subjected to three different popular measurement strategies used in applied behavior analysis and special education (percent, frequency, and statistical procedures). Each of these strategies generated a different interpretation of the comparative effectiveness of backward chaining and total task training procedures. The comparative interpretations of this body of literature are discussed in light of the origins of behavioral measurement strategies in the operant laboratory.
How Natural are Naturalistic Observations?
Authors: Bernal Martha E. , Schultz Leola A. , Brzostek Jeffry S.
Published: June 2017

Using a modification of Barker's (1965) operator-transducer system for conceptualizing data collection models, we raised question about whether the context in which behavioral assessors typically conduct naturalistic observations is truly natural. It was suggested that under most circumstances this context is not free of the influence and interference of the investigator. Consequently, subject reactivity is possible and there is potential for distortion or unrepresentativeness of the behavior under study. Three types of subject reactivity were described: (1) reactivity to the presence of the observer, which has been extensively investigated and demonstrated, (2) reactivity produced by changes in the conditions of observation brought about by the investigator when subject behaviors have undesirable effects on the observer or investigator, (3) and reactivity to the conditions of observation. The second and third types have not received empirical attention. Data from a parent training outcome study were used to demonstrate the three types of subject reactivity noted by observers while collecting naturalistic observation data in family homes. Finally, some suggestions were made for future research, including the systematic collection of reactivity data during the course of observations, and the examination of covariations between subject reactivity behaviors and dependent variables.
Survey of Microcomputer Access and Use by Mildly Handicapped Students in Southern California
Authors: Cosden Merith A. , Gerber Michael M. , Goldman Susan R. , Semmel Dorothy S. , Semmel Melvyn I.
Published: June 2017

A study was conducted to determine the accessibility of microcomputer instruction to learning handicapped (LH) students relative to their nonhandicapped peers. This was attempted through a survey of schools with special education students in which computers were available for general instructional purposes. The extent to which higher levels of school microcomputer resources increased microcomputer opportunities for LH students was also studied. Three hundred elementary schools were selected for the survey through a stratified random sampling of schools in 52 districts in Southern California. Only two-thirds of the sites with the potential for microcomputer use by resource room students allowed them access, while half of the schools with computers and special day class students provided them with instruction. Nevertheless, a significant correlation was found between computer availability at a school (the ADA/micro ratio) and the likelihood that LH students would have access to computers.
Peer-Tutoring as a Reinforcer for Appropriate Tutee Behavior
Authors: Johnson Lawrence J. , Idol-Maestas Lorna
Published: June 2017

In this study tutuees increased their percentage of completed assignments and time spent on task in order to receive tutoring. Four students, two each from two third-grade classes, participated as subjects. The two pairs of students from each class received a contingent tutoring phase, in which being tutored was dependent on their on-task behavior, and a non-contingent phase, in which being tutored was independent of their classroom behavior. The effects of these phases on classroom on-task behaviors were examined via a type of crossover design with an extended baseline for the second pair of students. Results indicated an order effect, demonstrating that contingent tutoring always produced improvement on on-task behavior, while noncontingent tutoring was effective only when it followed a contingent phase.
Microcomputers in Special Education: Implications for Instructional Design
Authors: Hofmeister Alan M. , Thorkildsen Ron
Published: June 2017

The development of computer-assisted and computer-managed instruction involves a number of instructional design issues. The implications of these instructional design issues for special eduction populations are discussed. Reference is made to algorithmic and heuristic procedures, individual rate of learning, feedback, and instructional task hierarchies.
A Framework for Studying the Use of Computers in Special Education
Authors: Bennett Randy Elliot
Published: June 2017

This paper presents a framework for studying the use of computers in special education. The framework consists of two dimensions, one describing the service delivery areas that compose special education and the other, general questions that might be posed about any educational innovation. Such a framework might be used by researchers as a guide to identifying the advantages and limitations of new technology for educating disabled students. Examples of the framework's application are presented.
The Advantages of Using Microcomputer-Based Assessment with Moderately and Severely Handicapped Individuals
Authors: Becker Heather , Schur Sally
Published: June 2017

Progress in providing coordinated and appropriate services for moderately and severely handicapped individuals is greatly facilitated by the use of functional assessment tools. These tools, which document living, working, and leisure skill levels, can facilitate communication between educational and rehabilitation service providers. The use of computer technology can improve the assessment process by providing instruments which are more accurate, less time-consuming, and more flexible than conventional print assessment instruments. In addition, computerized assessment tools, with their networking capabilities, can facilitate the development of data bases for specific groups of disabled individuals, and this, in turn, can enhance systematic programming on a statewide or regional basis. This paper details the advantages of computerized assessments and examines one such instrument, the Functional Skills Screening Inventory.
The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: June 2017

This meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. The data source was 15 controlled studies with 16 effect sizes. The average weighted unbiased effect sizes for 6-cycle and equal interval paper, respectively, were .53 and .46. Hedges's analogue to analysis of variance indicated this difference was not statistically reliable. Implications for special education practice are discussed.
Computer-Based Compensatory Augmentative Communications Technology for Physically Disabled, Visually Impaired, and Speech Impaired Students
Authors: Shell Duane F. , Horn Christy A. , Severs Mary K.
Published: June 2017

Compensatory Augmentative Communications Technology is the use of computers and related technology to augment written or verbal communication. In this paper we describe augmentative writing systems for physically disabled and visually impaired students and augmentative communication systems for nonverbal speech impaired students. The components used in creating augmentative systems are detailed with specific examples of the systems used in the Educational Center for Disabled Students at the University of Nebraska-Lincoln. Issues in assessment, system selection, and training and system limitations are discussed.
A Prospective Inquiry into Technology Needs and Practices of School-Age Children with Disabilities
Authors: Parette Howard P. , VanBiervliet Alan
Published: June 2017

A statewide assessment of the technology needs of 560 school-age children with disabilities was conducted prior to development of a grant application in response to PL 100407. Important trends that were deemed valuable for state planning were revealed. Responses obtained from participants indicated needs for technology in all identified areas of life functioning, with computers being reported as the area of greatest need. Most respondents reported spending less than $1,000 for their technology; many said that a credit plan would be useful to assist them in purchasing technology. Transportation services were not being provided to a majority of the respondents, and most children had to travel more than 50 miles to receive their technology. Half the respondents indicated the need for more information relating to technology. Implications for other states involved in technology planning are addressed.
Effects of an Introductory Computer Course on Special Educators' Attitudes and Evaluations of Instructional Software
Authors: Okolo Cynthia M.
Published: June 2017

This study examined the effect of an introductory computer course on special education students' attitudes toward computers in education and their self-perceived confidence and competence to use computers. The impact of course information and exposure to principles of effective instruction upon students' evaluations of computer-assisted instructional software also was assessed. General attitudes toward computers, which were highly positive at the start of the study, were not significantly affected by the course, nor did course experiences have a systematic effect on participants' ratings of instructional software programs. However, the course appeared to significantly enhance participants' self-perceived competence in using computers. Implications of these findings for preparing special educators to effectively use computer-based instruction are discussed.