bluuebunny/crossref_metadata_2025 huggingface dataset:
Alternative Placements
Authors: Olson Judy , Midgett Jeanice
Published: December 2008

This study examined the similarities and differences in characteristics of learning disabled males staffed into resource programs and those staffed into self-contained programs. The performance of the 35 self-contained and 50 resource students was compared on the Weschler Intelligence Scale for Children, the Picture Story Language Test, the Peabody Individual Achievement Test, the Wide Range Achievement Test, and selected subtests of the Detroit Test of Learning Aptitude. The subjects were also compared on the factors of retention, chronological age, and a subjective index of behavior. Results of a discriminant function indicated a difference only in the intelligence factor between the two groups. Findings related to the use of the preceding variables for discrimination of L.D. placement are discussed and implications for personnel training are reviewed.
Academic and Cognitive Interventions for LD Adolescents
Authors: Deshler Donald D. , Schumaker Jean B. , Lenz B. Keith
Published: December 2008

In a field that has long been dominated by studies of elementary school--aged children, it is gratifying to see that we now have enough information about interventions with learning-disabled adolescents to fill two Topical Reviews. This month's article is the first of two parts on recent innovations and research on educational programs for LD children in middle- and high--schools. Although the authors note that the study of educational programming for LD adolescents is only in its infancy, it is encouraging to see the wealth of empirical information that is now available in this area. The information provided in this and next month's Topical Review provides a solid starting point, indeed, for the development of effective educational programs that meet a broad variety of goals for adolescents with learning disabilities.-J.K.T.
A Report on Reports
Authors: Chandler Harry N.
Published: December 2008

“A report card on public education is a report card on the nation. Schools can rise no higher than the communities that support them.” Ernest L. Boyer, High School: A Report on Secondary Education in America.
Visual Imagery and Self-Questioning
Authors: Clark Frances L. , Deshler Donald D. , Schumaker Jean B. , Alley Gordon R. , Warner Michael M.
Published: December 2008

Two learning strategies, visual imagery and self-questioning, designed to increase reading comprehension, were taught to six learning disabled students using a multiple baseline across strategies design. The visual imagery strategy requires the student to read a passage and to create visual images representative of the content of the passage. The self-questioning strategy teaches the student to form questions about the content of a passage as he or she reads to maintain interest and to enhance recall. Specific instructional procedures were followed that included: (a) testing the student's current level of functioning, (b) describing the strategy, (c) modeling the strategy, (d) verbal rehearsal of strategy steps, (e) practice in reading ability level material, and (f) practice in grade level material.
Unexamined Axioms in American Schooling
Authors: Sarason Seymour B.
Published: December 2008

Since 1980, I've been responsible for an irregular personal column in the Journal-Dialectic-devoted to the examination of certain beliefs in our field, hopefully promoting worthwhile ones and exposing the others. For this issue, I've invited Professor Seymour Sarason of Yale University to discuss his new book, Schooling in America: Scapegoat and Salvation. In my view, this is not only the most interesting but possibly the most important of that sea of books and reports published in recent months on the crisis in education. This work continues Professor Sarason's argument that our unshakable world views inhibit us from acting with rationality and thoughtfulness about a problem which touches each of our lives-the education of our young. Today, “everyone” is dissatisfied with the schools, but schooling itself seems to be returning to society's widespread interest. In a way, Professor Sarason's brilliant exumination illuminates the proposition that schooling was never the scapegoat, blet schools are. Embedded in this work are the ideas for true reform, ideas which come from the wisdom of a scholar who has learned how to take the obvious seriously when it's true and to reject the fashionable when it's a lie. During the coming months, I will invite other distinguished colleagues to share this opportunity to present their ideas to our readers.
Learning Disability
Authors: Friedrich Douglas , Fuller Gerald B. , Davis Donald
Published: December 2008

Based on approximately 1,600 referrals of learning disabled, educable mentally impaired, emotionally impaired, other disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used. The most discriminating formula, which included WISC, WRAT and grade level variables, resulted in moderate coefficients. An external validity study supported the original research conclusions. Because of the modest discriminating ability of even the best empirically derived formula, additional defining referents/measures of the learning disability were described.
A Helpline for Learning Problems
Authors: Adelman Howard S. , Taylor Linda
Published: December 2008

With the increasing interest and concern related to learning disabilities, there is expanded need for ready access to information and help. It is suggested that telephone helplines are a promising tool in this connection. A demonstration program and data on its initial impact are presented.
Achievement Correlates of the Woodcock-Johnson Reading and Mathematics Subtests, KeyMath, and Woodcock Reading in an Elementary Aged Learning Disabled Population
Authors: Breen Michael J. , Lehman Joanne , Carlson Mary
Published: December 2008

Thirty-two elementary aged learning-disabled students were administered the math and reading subtests from the Woodcock-Johnson Psycho-Educational Battery, KeyMath, and Woodcock Reading Mastery Tests. Grade equivalent scores and standard scores were compared and yielded significant correlations that range from .79 to .93. Mean grade equivalent scores did however significantly differ for the two reading measures but not when standard scores were used. The two math indices yielded nonsignificant grade equivalent scores. Similarities and differences between the instruments are discussed in relation to enhancing the identification of learning disabilities.
An Evaluation of Procedures for Computing an Ability—Achievement Discrepancy Score
Authors: Berk Ronald A.
Published: December 2008

The most common strategy for identifying children with learning disabilities has been to search for a discrepancy between ability and achievement. The need to determine a severe discrepancy has prompted the development of more than a dozen procedures for assessing the magnitude or statistical significance of ability—achievement discrepancy scores. Nine such procedures dealing only with magnitude were evaluated and found to possess one or more serious statistical deficiencies. The approach with the greatest potential involves first assessing the statistical significance (reliability) of a discrepancy score and then estimating the discriminative efficiency (validity) of that score. The utility of this approach, however, has not yet been tested by local and state educational agencies.
Strategy Training and Reading Comprehension
Authors: Brailsford Anne , Snart Fern , Das J. P.
Published: December 2008

A remedial strategy training program, conceptualized within the theoretical framework of the simultaneous-successive model of information processing, was investigated with the intent of improving performance on tests of cognitive synthesis and tasks of reading comprehension. A group of 24 learning-disabled children was divided into an experimental and a matched control group. Both groups received fifteen hours of remediation, the experimental group in cognitive strategy training and the control group in remedial reading, in addition to regular classroom reading instruction. Results indicated significantly greater experimental than control group improvement (pre/post) on four tests of cognitive synthesis and on reading comprehension levels.
Feuerstein's Instrumental Enrichment
Authors: Messerer Jeffrey , Hunt Edmund , Meyers, Gertrude , Lerner, Janet
Published: December 2008

Reuven Feuerstein's theory of cognitive modifiability is finding continued interest and support among professionals in the fields of psychology and education. This paper describes those aspects of Feuerstein's theory which hold profound implications for the learning disabled. Additionally, the paper describes a pilot study of one component (Organization of Dots) of the Feuerstein remedial technique called Instrumental Enrichment. The program was administered to four post-secondary students in attendance at a business training institute in Chicago. The subjects of the study, although not formally classified as learning disabled, displayed learning characteristics of learning disabled youth. The Raven's Standard Progressive Matrices as well as a Feuerstein pre-post measure were utilized. Results indicated that the treatment had made a profound impact on the subjects.
Developmental Placement
Authors: May Deborah C. , Welch Edward
Published: December 2008

This study examined if the use of developmental placement, based on the results of the Gesell School Readiness Screening Test, affects children's use of remedial services, referrals to and classification by the Committee on the Handicapped (COH), enrollment in a program for gifted children, retention after grade 2, or placement in sixth grade reading groups. Two hundred and twenty-three children, coded as buy-a-year (BAY), overplaced (OP), or traditional (TR) based on their Gesell placement status, were studied. There were no significant differences between the TR, BAY, or OP children on their referrals to or classification as handicapped by the COH or on their receipt of speech and language services, remedial reading, remedial math, or counseling. Significantly more (p >.05) BAY children were referred to the adaptive motor and resource room program than were either the TR or OP children. Information on the children's placement in a program for the gifted and sixth grade reading groups is also presented.
Diagnosis of Word-Finding Disorders in Children with Learning Disabilities
Authors: German Diane
Published: December 2008

This investigation compared the naming abilities of learning disabled children diagnosed as having word-finding problems with learning disabled and normal children assessed as having good expressive language skills. Naming ability was measured on low-and high-frequency nouns in convergent, intrasensory and intersensory naming contexts. Comparisons of word-finding skills between groups, frequency of occurrence, and conditions were made with respect to response time, errors, substitution types, and secondary characteristics. Learning disabled children with word—finding problems manifested significantly more errors, secondary characteristics, longer response times, as well as unique substitution types, while learning disabled children without word-finding problems performed similarly to their normal peers. A diagnostic model for word-finding disorders was recommended.
Education's Annus Mirabilis
Authors: Chandler Harry N.
Published: December 2008

Since our Administration placed education at the top of the national agenda, we've been seeing a grassroots revolution that promises to strengthen every school in the country. From Maine to California, parents, teachers, school officials, and state and local officeholders have begun vigorous work to improve the fundamentals—not fancy budgets structures, not frills in the curriculum, but teaching and learning. In the words of Secretary Bell, “There is currently in progress the greatest, most far—reaching, and, I believe, the most promising reform and renewal of education we have seen since the turn of the century.
The Learning Disabled Adolescent and Young Adult
Authors: Johnston Christopher L.
Published: December 2008

In this article the author discusses the educational and psychological characteristics of adolescents and young adults with learning disabilities, the specific assessment practices which have been implemented to evaluate this target population, the current educational programs which are available to service this age category, and a representative sample of the empirical research which has been conducted on the adolescent and young adult with learning problems. As a result of this review, the writer discovered that one of the major problems in understanding this target population is in the vague manner by which adolescents and adults with learning problems are classified. In addition, there is a critical need to design new diagnostic measures for LD adolescents and adults which more accurately differentiate between primary neurological indicators and secondary emotional symptomatology. At the college level, no consistent pattern of academic programming has emerged, making it imperative for professionals to develop models of intervention for college-bound LD adults that will facilitate educational growth. Empirical research will need to be conducted to compare the relative effectiveness of educational programs at the secondary and post-secondary levels.
A Cost Analysis Approach to Optimizing Test Selection
Authors: Wendler Cathy L.W. , Roid Gale H.
Published: December 2008

The problem of choosing the best combination of educational and psychological tests for use in identifying students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests, easily determined from local data samples and base-rate information, is presented as a key component of the cost-effectiveness (CE) model. A review of the literature on cost-effectiveness analysis suggests the use of expert judgment in addition to a strictly quantitative CE ratio. The use of the efficiency index, the judgmental approach, and the CE ratio is demonstrated with a numerical example.
Holocaust II?
Authors: Wolfensberger Wolf
Published: December 2008

It is at least arguable that, in principle, the rationale for Hitler's genocide program resembles contemporary commentary in support of denying treatment to the Baby Doe's of the world or the very elderly. Then and today the rationale is based on the proposition that a life devoid of value is not justified. I am honored to turn over this month's column to my colleague at Syracuse University, Wolf Wolfensberger. His estimates that two hundred thousand people have their lives taken each year may offend some readers, should disturb every reader, but hopefully will encourage you to look further into the problem.--Burton Blatt, EdD, Associate Editor
Books In Brief
Authors: Newberger Darryl Alan , Wakefield James A. , Nisson Paul Burdoc
Published: December 2008

Neuropsychology of Language, Reading, and Spelling by Ursula Kirk (Ed.), 283 pages, $29.00. Academic Press, Inc., 111 Fifth Ave., New York, NY 10003, 1983.

Learning-Disabled/Gifted Children: Identification and Programming by Lynn H. Fox, Linda Brody, and Dianne Tobin (Eds.). $28.95. University Park Press, 300 N. Charles St., Baltimore, MD 21201, 1983.
The Survival Story of a Non-reader: An Interview
Authors: Heshusius Lous
Published: December 2008

In this article a learning disabled person tells about his most difficult, yet successful educational and social career as a non-reader. Both positive and negative aspects of our educational system are imbedded in this phenomenological account of what it means to be a non-reader in our culture.

The introduction argues the need for views by exceptional persons to appear alongside the professional literature to complement and broaden our knowledge. For philosophical, epistemological, theoretical, and methodological reasons this has rarely been the case in standard social science research.
Investigating Awareness of and Teaching Passage Organization in Learning Disabled Children
Authors: Wong Bernice Y.L. , Wilson Megan
Published: December 2008

This study explored sensitivity to passage organization and its importance in governing the ease of learning a passage in normally achieving and learning disabled children. The results indicated that normally achieving children were more aware of passage organization than learning disabled children. However, both groups focused on dimensions such as sentence length, decoding and vocabulary difficulty and informational load, rather than passage organization as determinants of task difficulty. Moreover, unlike normally achieving children, learning disabled children had substantial difficulties in reorganizing a disorganized passage. Through subsequent training, they learned to sort disorganized sentences into coherent clusters around respective subtopics, and appeared to understand what constitutes an organized paragraph within a passage.
Verbal Mediation in High-Active and Cognitively Impulsive Second Graders
Authors: Weithorn Corinne J. , Kagen Edward
Published: December 2008

Two problems associated with cognitive training programs using verbal mediation strategies are (a) noncomparability of samples and (b) the absence of base-line data documenting mediational deficiencies in target populations. The specific effects of high activity level (as assessed by a teacher's rating scale) and cognitive impulsivity (as assessed by the Matching Familiar Figures Test) on the production of relevant, task-directed verbalizations was examined in a group of 90 second graders. Impulsivity-reflectivity was found to be related to the production of both spontaneous and induced on-task verbalizations, but high activity level ratings were not.
Social Skills Assessment and Training for the Learning Disabled: Who's on First and What's on Second? Part II
Authors: Schumaker Jean B. , Hazel J. Stephen
Published: December 2008

In this second of a two-part article on assessment and training of social skills in LD children, the authors review research that has focused on techniques to change social behavior. These techniques range from relatively simple manipulations of antecedent and consequent conditions to complex instructional "packages" involving didactic, modeling, rehearsal, and feedback procedures. It is clear from the review that important progress has already been made in understanding the conditions which can lead to improved social behavior in LD children. One of the important features of this Topical Review is that the authors pay careful attention to issues involved in the generalization of social skills training as well as ethical issues that must be considered when attempting such training with individual children.--J.K.T.
The Psychometric Assessment of Children with Learning Disabilities
Authors: Lawson J. S. , Inglis James
Published: December 2008

A learning disability index (LD1) for the assessment of intellectual deficits on the WISC-R is described. The Factor II score coefficients derived from an unrotated principal components analysis of the WISC-R normative data, in combination with the individual's scaled scores, are used for this purpose. The population parameters of this index then allow for the assessment of the abnormality of the LDI in the individual case, as well as for the evaluation of the statistical significance of any change in the LDI from test to re-test.
Anxiety and Self-Concept of Learning Disabled Children
Authors: Margalit Malka , Zak Itai
Published: December 2008

This study compares anxiety and self-concept among learning disabled children and their nondisabled peers. On—hundred learning disabled (LD) and 118 nondisabled children participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. Therapeutic implications of the results are discussed.
Family History as an Indictor of Risk for Reading Disability
Authors: Volger George P. , DeFries J. C. , Decker Sadie N.
Published: December 2008

Self-reported reading ability of the parents of 174 reading-disabled children and of 182 controls was used to estimate the posterior probability that a child will become reading disabled given that a parent is affected. Using Bayesian inverse probability analysis, it was found that the risk for reading disability is increased substantially (by a factor of from about 4 to over 13) if either parent has had difficulty in learning to read. The absolute risk appears to be sufficiently high to warrant clinical application of family history information as one component of a multifactorial risk assessment battery.
Social Acceptability Characteristics of Learning Disabled Students
Authors: Miller Maurice
Published: December 2008

Previous studies, in exploring correlates of lack of social acceptance of LD students by other children, have identified characteristics associated with qualities of verbal interactions and social cues. The present study found LD students to be less accepted than non-handicapped children, but attitudes toward LD were more positive than toward other handicaps. Attitudes of 4th-grade students were less positive than those of younger and older students. Children in this study were significantly more willing to have the LD child as a friend or in a social group than to have the LD child be in an authority position. Finally, subjects were more receptive to the LD student when she initiated an interaction.
Planning and Organizing Skills of Poor School Achievers
Authors: Kops Carole , Belmont Ira
Published: December 2008

The study attempted to determine whether some poor school achievers are deficient in planning and organizing skills. The tasks used were designed to yield equivalent and high success rates by 20 failing and 20 adequate or better (control) second—grade children so that the children's method of approach to the tasks could be examined independently of available skills and effects of failure on performance. The results suggested that: 1) many children who are seriously failing in the early years are inefficient or poor task planners and organizers, often remaining fixed on a given approach; 2) this characteristic may be related to lagging or deficient language skills but not to spatial organizing skills; 3) school failure may result from specific cognitive deficiencies and/or failure to effectively organize available cognitive skills. The discussion considered planning and organizing in relation to set, spatial organization, language, memory and attention.
Selective Attention Deficits in High Test Anxious Children
Authors: Ford Carol E. , Pelham William E. , Ross Alan O.
Published: December 2008

Dusek, Mergler and Kermis (1976) reported results from a visual incidental learning task supporting the hypothesis that performance deficits in high test anxious children result from attention to task—irrevelant information. The present study investigated selective attention in high test anxious children and the possibility that Dusek et al.'s findings resulted from an association between test anxiety and poor reading ability, with reading ability rather than test anxiety being the variable associated with selective attention difficulties. Three measures of selective attention were employed—visual and auditory incidental learning tasks and a speeded classification task. The results failed to support Dusek et al.'s findings; no evidence was found for selective attention deficits in high test—anxious children. In addition, there was a marginal tendency for older poor readers to be more likely than normal readers to be high test—anxious; this finding is consistent with the suggestion that Dusek et. al's results from one measure of selective attention may have been a function of a confound of these two variables.
Effect of Piracetam on Dyslexic's Reading Ability
Authors: Wilsher C. , Atkins G. , Manfield P.
Published: December 2008

Forty—six dyslexic boys, aged 8-13 years, were administered Piracetam or placebo in a double blind, parallel experiment, lasting 8 weeks. Although, overall, there were no significant group effects,the within—subject design revealed improvements in reading speed and accuracy in individuals treated with Piracetam. Also,stratifying the groups by group means revealed that dyslexics with higher reading ages improved significantly compared to the placebo group.
Program Evaluation in Special Education
Authors: Scheffelin Margaret Merrick , Ragsdale David , Martinez Jose
Published: December 2008

All 97 Special Education Local Plan Area (SELPA) directors throughout California are now conducting local evaluation studies to answer local questions to improve their own programs, and respond to questions of statewide concern.
Use of Adaptive Behavior and Discrepancy Criteria to Determine Learning Disabilities Severity Subtypes
Authors: Strawser Sherri , Weller Carol
Published: December 2008

This paper investigated the hypothesis that when scores from intelligence, achievement, language, and process assessment measures are used in conjunction with adaptive behavior severity groupings, a more accurate description of learning disabilities subtypes and severity can be obtained than that provided by ability/performance discrepancy alone. Three severity subtypes were identified. The results suggested that severity is more appropriately determined by adaptive behavior assessment than by discrepancy between ability and academic or processing performance.
Main and Interaction Effects of Metallic Pollutants on Cognitive Functioning
Authors: Moon Charles , Marlowe Mike , Stellem John , Errera John
Published: December 2008

The present study investigated possible relationships of metal levels and metal combinations with children's cognitive functioning. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 69 randomly selected elementary age children. They were also administered the Wide Range Achievement Test reading and spelling tests and the Bender Visual-Motor Gestalt Test. Parents of subjects were interviewed to control for confounding variables that may affect cognitive development. Regression data indicated that increases in arsenic and the interaction of arsenic with lead were significantly related to decreased reading and spelling achievement, and increases in aluminum and the interaction of aluminum with lead were significantly related to decreased visual-motor performance. A continuing reexamination of metal poisoning concentrations is needed, because metal levels and metal combinations previously thought harmless may be associated with cognitive deficits.
Vision Training Revisited
Authors: Keogh Barbara K. , Pelland Michele
Published: December 2008

The idea that there is a causal relationship between visual, or visual-perceptual processes and learning disabilities is one of the oldest and most controversial in our field. Even in the short history of the Topical Review series, we have had several papers that have taken strong stands on either side of this question. This month's Topical Review addresses questions about the efficacy of visual training directly. It is important not only because it presents a balanced and critical review of research that is not widely available, but also because it points out the diversity of programs and procedures that are often referred to as “visual training.”—JKT
Vision Development in the Classroom
Authors: Busby Robert A.
Published: December 2008

An Enhancement Program was offered to 59 elementary special education students for the 1981-1982 school year.

The program was under direct supervision of two Developmental Optometrists who served as consultants to the teachers and administration of the Speech and Language Development Center in Buena Park, California.

The primary objective was to establish a Vision Enhancement Program that would be designed to detect vision problems that directly affected learning and program training, thereby alleviating future problems in educational and social development.
Self-Concepts, Locus of Control and Performance Expectations of Learning Disabled Children
Authors: Rogers H. , Saklofske D. H.
Published: December 2008

General and academic self-concepts, general and academic locus of control beliefs and academic performance expectations were examined among 45 learning disabled (LD) and 45 normally achieving (NA) children aged 7 years, 6 months to 12 years, 9 months. The LD children were significantly different from the NA children on the set of affective variables and on each of the individual variables. The LD children had lower self-concepts, more external locus of control orientations and lower performance expectations. LD children newly enrolled in resource room programs (NLD) were significantly different from LD children with more than six months of experience in such programs (ELD) on the set of affective variables. However, the only individual variable to significantly differentiate these groups was academic performance expectation. The NLD children had higher expectations for future success than the ELD children. Among the affective variables, only general and academic locus of control and academic self-concept contributed significantly to the prediction of the extent to which the ELD children were academically successful (teacher-rated) in their special programs. The study provided some insights into the affective characteristics of LD children.
The Effect of Multisensory Instruction Upon the On-Task Behaviors and Word Reading Accuracy of Learning Disabled Children
Authors: Thorpe Harold W. , Borden Kim Sommer
Published: December 2008

The effects of multisensory instruction upon the word reading accuracy and on-task behaviors of seven-, eight-, and nine-year-old learning disabled students were investigated during a series of four experiments. Visual and auditory instruction with and without teacher praise was compared with a visual, auditory, kinesthetic and tactile instruction with and without teacher praise. Results of the single subject reversal design experiments indicated that all four types of instruction increased word reading accuracy when compared with pretest scores. Nevertheless, there were significant differences in effectiveness among the four treatments. Visual-auditory instruction alone was far less effective than visual-auditory with praise and the multisensory procedure with or without praise. Alternatively, visual-auditory with praise was the most effective of all the procedures.
A Multi-Option Program for Learning Basic Addition Facts
Authors: Jones G. A. , Thornton C. A. , Toohey M. A.
Published: December 2008

The following case studies describe the idiosyncratic responses of two learning disabled students involved in an experimental number fact program for children with special learning needs. Central to this progam was the development of strategies matched to individual learning needs in a non-traditional approach to the organization of addition facts. The major goal was to facilitate mastery of these facts. Analysis of results and videotape recordings indicated that the two students benefited from these strategies and showed major improvement in fact mastery.
Memory Processes in Reading Disabled Children
Authors: Torgesen Joseph K.
Published: December 2008

For the past several years, the study of memory processes in children with reading disabilities has been a very popular area of inquiry. The goal of most recent research has been to understand why reading disabled children have problems on memory tasks, rather than simply to document the fact that they perform poorly in comparison with children who achieve normally. This month's Topical Review provides a general framework for understanding memory problems in reading disabled children by considering some of the factors that can influence memory performance. This general framework provides a useful background for understanding two important issues in current research: the relationship of memory to general intelligence, and causal relations between memory disabilities and reading failure.—JKT
A Mainstreaming Program That Really Works
Authors: Smith Gayle , Smith Don
Published: December 2008

Special education has been at the cutting edge of pedagogy since Itard. The authors of this article have taken the most effective techniques of special education and have condensed them into the course which is lacking in most of our schools of education: how to teach. Here is a distillation of the theory behind Madaline Hunter's ITIP, behind contingency management, behind direct instruction and other successful teaching methods into lessons which are intelligible to the regular class teacher—H.N.C
Microcomputer Technology with the Learning Disabled
Authors: Kolich Eileen M.
Published: December 2008

The microcomputer can be an effective instructional tool only if educators revise their views. They need to learn that the computer has a great potential for enhancing learning. But they must also understand that much of the existing software on the market today is limited in its scope and versatility for meeting individual needs and accommodating different learning styles. This current problem—computer potential vs. limited software—provides support for the critics of such technology who view the computer as a short-lived, expensive fad. In the field of special education, computers can assist with individualized instruction and can help manage the vast amount of record keeping an individualized program requires. But instructional applications, in many cases, are limited by the software. For computer instruction to be truly effective in all academic settings, educators must become advocates of this innovative instructional tool by supporting computer literacy programs and becoming consultants for researchers and software developers to assure the development of quality software.
Administrative Support for Mainstreaming Learning Disabled Students
Authors: McGrady Harold J.
Published: December 2008

In our June/July Feature, “The Kids-in-Between: Some Solutions,'' section editor Harry Chandler introduced three articles concerned with education of the marginally handicapped children. One article on mainstreaming, by Gayle and Don Smith, described a curriculum model designed to serve those in the “gray'' area. Termed the Parallel Alternate Curriculum, this program is in the administative control (and protection) of Dr. Harold McGrady, the Mesa Arizona district's Director of Special Education. His article, providing an administrator's perspective on such programs, was inadvertently deleted from the three-piece set. Those who missed reading the June/July issue may wish to consult pages 368-372 in conjunction with reading Dr. McGrady's comments which follow.—GMS

Critics of public school education claim that research based innovations fail, that schools should not change but remain the way they were forty years or more ago. New ideas in teaching do fail, not because the ideas are necessarily bad but because educators and, especially, administrators, expect quick results. Dr. McGrady has been able to avoid the major dangers to educational innovation: lack of proper teacher training and support, lack of sustained administrative support, lack of money, and lack of time. The PAC program is effective, but it would not have survived without the administrative involvement described here—H.N.C.
Subclinical Lead Level and Developmental Deficit: Re-Analyses of Data
Authors: Ernhart Claire B. , Landa Beth , Wolf Abraham W.
Published: December 2008

Perino and Ernhart (1974) reported that moderate levels of lead exposure in 80 preschool urban black children were related to cognitive impairment. Ernhart, Landa, and Schell (1981) re-examined 63 of these children five years later and found no significant association of preschool lead level and outcome measures—including cognitive measures, reading tests, and teacher behavior ratings. School-age lead level was marginally related to a few measures. After review of methodological issues, it was concluded that if these results were due to lead, the effect was minimal. Since the issue is important to the task of the Environmental Protection Agency (EPA), EPA appointed an Expert Committee to examine these reports and those of another person whose work has been questioned. Some data re-analyses were requested.

The previously reported positive findings of the preschool study were not substantiated in re-analysis. The school-age lead data required technical adjustment. Additional variables were generated including change scores, combinations, and interactions. Out of 66 analyses, two tests of the lead effect were significant. The first depended on a deviant case; the second was an uninterpretable interaction. It was concluded that if these results are due to a lead effect, the effect is minimal. The most important result was unchanged; there was no evidence of an effect of moderate blood lead levels in the preschool period and any school-age outcome measure.
Depressive Illness and Learning Difficulties
Authors: Livingston Richard
Published: December 2008

Major depressive disorder (MDD) in children is a subject of much recent interest in psychiatry. In addition to the direct effects of MDD on learning and cognition in general, some investigators have suggested that there may be relationships of MDD to learning disabilities in general or to dysfunction to the right hemisphere of the brain in particular. In this report I briefly review the basis for these ideas, suggest some testable hypotheses, and discuss the potential implications of the hypotheses for educators and mental health professionals.
A Biochemical Approach to the Problem of Dyslexia
Authors: Baker Sidney McDonald
Published: December 2008

This paper discusses the importance, in cases of dyslexia as in the case of other difficulties, of treating the child with the problem rather than the problem as such. It presents the case of a boy, labelled dyslexic, who responded positively to a biochemical approach which checked both what necessary substances he could be lacking and what substances, if any, he might be getting too much of.

Iron and zinc as well as Vitamin B-6 deficiencies were found, as well as an imbalance of fatty acids. When these imbalances were remedied, not only the quality of his hair and skin improved but also his reading. Further improvement followed reduction in intake of milk and dairy products. A biochemical approach to the solution of behavior problems is proposed.
Duration-Syntax Association in Normal and Poor Readers
Authors: Holzman Thomas G. , Payne M. Carr
Published: December 2008

Fifty-five poor readers and fifty-eight normal readers from grade six were presented a modified version of Hamill's (1976) tone pattern-phrase matching procedure. Each student selected from two type-written alternatives the phrase which appeared to match an auditory tone pattern. Consistent with Hamill's adults, subjects tended to choose phrases which matched long tone durations to content words and short durations to function words. Although both reading groups displayed this tendency, it was more prominent in the normal readers. These results cannot be explained on the basis of knowledge of word importance, because on a second task poor readers were better able to identify important words in phrases than were normal readers.
Intellectual and Affective Characteristics Of Attention Deficit Disordered Children
Authors: Bohline David S
Published: December 2008

A referral population of sixty-nine males and thirty-nine females was divided into Attention Deficit Disorder (ADD) and non-ADD subgroups according to teacher ratings of the relative presence of the DSM-III criteria. These subgroups were then compared on two intelligence tests, the Woodcock-Johnson Tests of Cognitive Ability and the WISC-R, and a measure of Depression also adapted from DSM-III. Though not intellectually distinct, the ADD group was significantly more depressed (p<.01) relative to teacher ratings using the modified DSM-III criteria. The issue of whether the diagnostic criteria for ADD are actually symptomatic of other clinical disorders is discussed.
Hair Mineral Analysis and Disruptive Behavior in Clinically Normal Young Men
Authors: Struempler Richard E. , Larson Gerald E. , Rimland Bernard
Published: December 2008

Hair mineral samples were collected from 980 young men entering Navy recruit training. Forty of the samples were selected for hair mineral analysis on the basis of three criteria: mental test scores, demerits during training, and premature discharge from the Navy. Atomic absorption spectroscopy was used to determine, for these 40 cases, the hair levels of copper, iron, magnesium, zinc, lead, cadmium, aluminum, and calcium. Statistical analysis revealed several significant relationships between the behavioral criteria and the mineral measures. A significant relationship was found between hair cadmium levels and both demerits (p < .01) and reading ability (p < .05). The three subjects with the highest cadmium levels all displayed serious behavior difficulties in recruit training. Recruits with high hair magnesium levels tended to earn excessive demerits (p < .01) and be poor readers (p < .05). These findings confirm, in a non-clinical sample, hair mineral/behavior relationships previously reported for clinically diagnosed cases.
New Dilemmas in Transitional Justice: Lessons from the Mixed Courts in Sierra Leone and Cambodia
Authors: Stensrud Ellen Emilie
Published: December 2008

This article argues that the mixed tribunals of Sierra Leone and Cambodia provide important lessons about the problems and dilemmas in achieving the legitimacy that is necessary for transitional justice mechanisms to have a positive local impact. High hopes have been held for the mixed model, but experiences show that this model is no easy fix to the legitimacy problems faced by the international tribunals for the former Yugoslavia and Rwanda. By locating a tribunal in the post-conflict setting, new dilemmas of legitimacy may arise. This article suggests that transitional justice mechanisms should strike a balance between backward-looking and forward-looking justice, and between international and national participation in the tribunals, but this is not done by simply locating a tribunal in the affected country.
Better or Worse? The Effect of Economic Sanctions on Human Rights
Authors: Peksen Dursun
Published: December 2008

Does economic coercion increase or decrease government respect for human rights in countries targeted with economic sanctions? If economic sanctions weaken the target regime's coercive capacity, human rights violations by the government should be less likely. If, on the contrary, sanctions fail to attenuate the coercive capacity of the target elites and create more economic difficulties and political violence among ordinary citizens, the government will likely commit more human rights violations. Focusing on competing views of why sanctions might improve or deteriorate human rights conditions, this article offers an empirical examination of the effect sanctions have on the physical integrity rights of citizens in target countries. Utilizing time-series, cross-national data for the period 1981—2000, the findings suggest that economic sanctions worsen government respect for physical integrity rights, including freedom from disappearances, extra-judicial killings, torture, and political imprisonment. The results also show that extensive sanctions are more detrimental to human rights than partial/selective sanctions. Economic coercion remains a counterproductive policy tool, even when sanctions are specifically imposed with the goal of improving human rights. Finally, multilateral sanctions have a greater overall negative impact on human rights than unilateral sanctions.
What Causes Changes in Opinion About the Israeli—Palestinian Peace Process?
Authors: Fielding David , Penny Madeline
Published: December 2008

In this article, the authors present a statistical analysis of the factors that have driven monthly variations in the aggregate level of support among Israeli Jews for the Oslo Peace Accords since the onset of the intifada. Using data from monthly opinion polls, they find that there is a stable relationship between the fraction of respondents supporting the peace process and variables capturing the current level of conflict intensity. Different dimensions of the conflict have very different effects on Jewish-Israeli public opinion, with substantial heterogeneity in the response of attitudes to conflict events on either side of the Green Line. Although variations in the number of Jewish-Israeli casualties have a large impact on opinion, some Palestinian casualties also matter, suggesting that there is a `sympathy' effect. For a given level of conflict intensity, variations in perceived economic cost of the intifada also appear to have an impact on opinion. The results indicate that the Almond-Lippmann Consensus does not apply to modern Israel. The median respondent does not have entrenched and immovable views about the desirability of a negotiated settlement with the Palestinians, and median opinion does not fluctuate in a purely random way. On average, opinion will respond in predictable ways to changes in the political and economic environment.
Developments of High-performance Composites by Innovative ex situ Concept for Aerospace Application
Authors: Yi Xiao-Su , Xuefeng An
Published: December 2008

In the framework of the National Key Basic Research Program (973 Program) we focus our attention on research and development of (1) continuous enhancement of composites performance both for new generation and existing materials, (2) cost-effective manufacturing technologies, particularly resin transfer molding (RTM) in conjunction with textile technology, and (3) crashworthy composite structures in design, and manufacturing and simulation methodology for aircraft composites. Many successful example stories, such as ex situ concept, have demonstrated that the performance potential of composites could be enhanced and maximized by basically understanding the complicated multi-scale and multidimensional structural characteristics in relation to properties. Based on the concept, graphite composites system with generally high-impact damage resistance and balanced processing conditions has being developed consisting of base resins, modifiers, and binders/tackifiers.
Long-term Open-hole Compression Strength of CFRP Laminates based on Strain Invariant Failure Theory
Authors: Cai Hongneng , Miyano Yasushi , Nakada Masayuki
Published: December 2008

This paper deals with the prediction of long-term strength of CFRP structure components based on the combined method of the strain invariant failure theory (SIFT) developed by Gosse and Christensen and the accelerated testing methodology (ATM) developed by Miyano and Nakada. The time—temperaturedependent master curves of SIFT critical parameters are constructed by tension and compression tests for the longitudinal and transverse directions of unidirectional CFRP under various temperatures based on the time-temperature superposition principle which holds for the viscoelastic modulus of matrix resin. These master curves can be used for predicting the long-term strength of composite structures with multi-directional laminations at any time, temperature. The long-term open-hole compression strength of the quasi-isotropic CFRP laminates is predicted using the master curves of SIFT critical parameters based on SIFT/ATM combined method and structural stress and strain analysis by finite element method. The applicability of SIFT/ATM combined method to predict the long-term strength of CFRP structures is experimentally confirmed.