bluuebunny/crossref_metadata_2025 huggingface dataset:
ZnO Nanostructures and Their Sensing Applications: A Review
Authors: Chaudhary Savita , Umar Ahmad
Published: February 2018

Current advancements in the nanotechnology have witnessed large number of accomplishments pertaining to zinc oxide (ZnO) nanomaterials. ZnO nanostructures have been used in diverse areas varying from optoelectronic activities to catalysis, sensing, biomedical areas and water treatment applications. The biocompatible nature of ZnO has opened the area of its utilization in the treatment of deadly diseases. The easy synthesis and electrochemical working capability of ZnO has currently been used in the area of chemical and electrochemical sensing of harmful analytes. The current review discusses the scope of sensing application of ZnO nanomaterials. The applications of ZnO nanomaterials have been discussed by taking their role in chemical, electrochemical, biosensing and gas sensing applications in details.
Research and Application of Laser Light Device for Plant Growth
Authors: Chen Xiaodong , Chu Qingquan , Lan Yanting , Liu Yifei
Published: February 2018

This paper designs a new laser lighting device for plant growth using main spectroscopy technology by semiconductor laser to synthetize photosynthesis of plants in comparison with natural light (the control group). "Fengxiang" strawberry is used as an experimental material to study
the effect of laser light on the growth and fruit quality of strawberry. The results show that the laser light has significantly increased the growth of strawberry plants, and the average fruit weight and plant weight index are higher than the control group. Moreover, soluble solids content,
soluble sugar content, solid acid ratio and soluble protein content in strawberry fruit are significantly higher than those of the control group after the laser light treatment. Laser light promotes the realization of strawberry fruit ripening and marketing in advance. In short, the laser
light plant growth device improves yield and fruit quality of strawberry greatly, achieves efficiency in production, and has a good prospect in the application and popularization.
Visible-Light Photocatalytic Degradation of Organic Pollutants Using Molybdenum Disulfide (MoS2) Microtubes
Authors: Ritika  , Kaur Manjot , Umar Ahmad , Mehta Surinder Kumar , Singh Surinder , Kansal Sushil Kumar
Published: February 2018

Herein, we report a facile hydrothermal synthesis, characterization and visible light driven photocatalytic degradation of molybdenum disulfide (MoS2) microtubes decorated with curly nanosheets. The synthesized microtubes were characterized by several techniques such as X-ray
diffraction (XRD), Fourier transform infrared spectroscopy (FT-IR), thermogravimetric analysis (TGA), UV-vis diffuse reflectance spectroscopy (UV-vis DRS), transmission electron microscopy (TEM) and field emission scanning electron microscopy (FESEM). The detailed characterizations confirmed
that the synthesized microtubes possess well-crystallinity with rhombohedral crystal structure and band gap energy of 1.35 eV. Visible-light photocatalytic degradation of synthesized microtubes was investigated for three persistent organic pollutants, i.e., methylene blue (MB), indigo carmine
(IC) and ofloxacin (OFL) antibiotic drug. The detailed photocatalytic studies confirmed that the synthesized microtubes exhibited excellent photocatalytic performance towards the degradation of MB (92.4% in 45 min), IC (73.6% in 80 min) and OFL (59.3% in 90 min) under visible light irradiation.
Further, the kinetic studies revealed that the photocatalytic decomposition of MB, IC and OFL were well fitted with the pseudo-first order kinetic model. The presented work demonstrate that simply prepared MoS2 nanomaterials can be used as excellent visible light driven photocatalysts
for the photocatalytic degradation of organic pollutants.
Evaluating Humidity and Sea Salt Disturbances on CO2 Flux Measurements
Authors: Nilsson Erik , Bergström Hans , Rutgersson Anna , Podgrajsek Eva , Wallin Marcus B. , Bergström Gunnar , Dellwik Ebba , Landwehr Sebastian , Ward Brian
Published: February 2018

Global oceans are an important sink of atmospheric carbon dioxide (CO2). Therefore, understanding the air–sea flux of CO2 is a vital part in describing the global carbon balance. Eddy covariance (EC) measurements are often used to study CO2 fluxes from both land and ocean. Values of CO2 are usually measured with infrared absorption sensors, which at the same time measure water vapor. Studies have shown that the presence of water vapor fluctuations in the sampling air potentially results in erroneous CO2 flux measurements resulting from the cross sensitivity of the sensor. Here measured CO2 fluxes from both enclosed-path Li-Cor 7200 sensors and open-path Li-Cor 7500 instruments from an inland measurement site are compared with a marine site. Also, new quality control criteria based on a relative signal strength indicator (RSSI) are introduced. The sampling gas in one of the Li-Cor 7200 instruments was dried by means of a multitube diffusion dryer so that the water vapor fluxes were close to zero. With this setup the effect that cross sensitivity of the CO2 signal to water vapor can have on the CO2 fluxes was investigated. The dryer had no significant effect on the CO2 fluxes. The study tested the hypothesis that the cross-sensitivity effect is caused by hygroscopic particles such as sea salt by spraying a saline solution on the windows of the Li-Cor 7200 instruments during the inland field test. The results confirm earlier findings that sea salt contamination can affect CO2 fluxes significantly and that drying the sampling air for the gas analyzer is an effective method for reducing this signal contamination.
Teachers of the Culturally Disadvantaged
Authors: Cheyney Arnold B.
Published: February 2018

The personal qualities emphasized as desirable in teachers of the disadvantaged begin with respect for the pupil and include patience, understanding, sensitivity, good judgment, and a sense of humor. Teachers of the disadvantaged usually have middle class backgrounds, values, and attitudes which are in conflict with those learned by the children living in the slum areas. There is a need to develop training programs for teachers of the disadvantaged at university and public school inservice levels.
A Study of the Effectiveness of Milieu Therapy and Language Training for the Mentally Retarded
Authors: Bradley Betty Hunt , Maurer Ruth , Hundziak Marcel
Published: February 2018

This study attempts to evaluate the effectiveness of milieu therapy and specific language training based on the analysis of profiles obtained with the Illinois Test of Psycholinguistic Abilities (ITPA) for a period of seven months. Thirty institutionalized mentally retarded children ranging in CA from 1-3 to 18-3 were paired on total raw scores from the ITPA and divided into two general types of language difficulties on the basis of the neurophysiological theory of Gellner. The teaching was based on the highest performance area or strengths of the child. The program was evaluated by pretest and posttest scores on the ITPA, as well as eight other psychological and educational tests. The results indicated significantly higher scores for the experimental group on total raw scores of the ITPA, as well as on six subtests.
Behavior Therapy with High Level, Institutionalized, Retarded Adolescents
Authors: Doubros Steve G.
Published: February 2018

The thesis of this paper is that instrumental, nonverbal behavior can be modified by a deliberate, repetitive, and systematic conditioning of verbal behavior according to experimentally established principles of learning. Verbal aggression or obnoxiousness, when extinguished during therapy, will lead to the extinction of overt, motor aggression, since what a person does is reinforcing what he says. Two therapy cases are presented in support of this thesis.
A Tentative Screening Procedure for Selecting Bright and Slow Children in Kindergarten
Authors: Kirk Winifred D.
Published: February 2018

In an effort to develop a more efficacious screening device for selecting bright and slow kindergarten children, four hypotheses were tested: (a) that teachers are subject to a CA bias, selecting older children as bright and younger children as slow; (b) that teachers can make a more accurate judgment of young children's ability by evaluating a child's ability in a number of specific areas to procure a composite score; (c) that a still more accurate estimate can be made by making a mechanical adjustment for CA and applying it to the composite score; and (d) that such an adjusted score can be successfully utilized as a screening device in selecting bright and slow children. The first three hypotheses were supported by the data, but the data were equivocal in relation to the last hypothesis.
Reading Disability: A Neurological Deficit?
Authors: Penn Julia M.
Published: February 2018

In this article, medical studies of the cause(s) of reading disability are reviewed and discussed. Other theories of etiology are compared, and conclusions are drawn regarding the probable neurological causation of reading disability in the majority of cases. Educational implications of these conclusions are discussed.
Research on the Special Education Teacher and Special Education Teaching
Authors: Jones Reginald L.
Published: February 2018

Research on the special education teacher and special education teaching was reviewed, and several unpublished studies reported. The need for systematic research programs in this area was highlighted. Such programs would (a) explore individually classes of variables that might have some usefulness in explaining attraction to special education teaching, (b) combine the most promising of these variables into a model which would maximize the explanatory power of the individual variables, and (c) test the predictive efficiency of the model using certain experimental techniques.
Auditory Discrimination among Economically Disadvantaged and Nondisadvantaged Preschool Children
Authors: Clark Ann D. , Richards Charlotte J.
Published: February 2018

Assessment of auditory discrimination ability in economically disadvantaged and nondisadvantaged preschool children using the Wepman Test of Auditory Discrimination was made. The results indicated a significant deficiency in auditory discrimination in the economically disadvantaged group, suggesting the need for further research, as well as a modified curriculum in the education of this group.
Prematurity and Deafness: The Magnitude and Nature of the Problem among Deaf Children
Authors: Vernon McCay
Published: February 2018

The relationship of premature birth to deafness is investigated, with particular emphasis on the role of prematurity as a factor in multiple handicaps among deaf children. One thousand sixty-eight cases are involved in the research. Those born prematurely are carefully studied in terms of: (a) multiple handicaps, (b) educational achievement, (c) psychological adjustment, (d) intelligence, (e) audiometric responses, and (f) psychodiagnostic evidence of brain damage. Results of these behavioral and physical variables are quantified and compared to normative data and to data on other groups of deaf children having different etiologies of hearing loss. Significant differences are found among the premature deaf youths. The neurophysiological origins of these are discussed, and implications for the future are given.
The “Uncommitted” Blind Child: Results of Intensive Training of Children Formerly Committed to Institutions for the Retarded
Authors: Elonen Anna S. , Polzien Margaret , Zwarensteyn Sarah B.
Published: February 2018

Six blind children who had spent varying periods of time in institutions for the mentally defective were “uncommitted” and placed in a residential school for the blind where they were given intensive care and special attention. Advances in IQ and progress in behavior and educational achievement are described. Brief histories of the children are included.
An Integrated Teacher Education Program for Special Education—a New Approach
Authors: Schwartz Louis
Published: February 2018

Preparation of the clinician educator, capable of providing diagnosis and remediation of the variety of learning difficulties presented by exceptional children, is proposed in an integrated teacher education curriculum for special education. The gap between accumulated knowledge regarding exceptionality and existing teacher education curricula is discussed, along with problems posed by shortages of personnel and increasing concern over the qualitative aspects of special education. Courses in the integrated sequence are described, and limitations noted.
New Directions in Special Education
Authors: Gallagher James J.
Published: February 2018

An attempt is made to examine future prospects in special education, with suggestions of questions to be posed, assumptions to be challenged, and areas to be investigated and developed.
The Disturbing Child: A Problem of Ecological Management
Authors: Rhodes William C.
Published: February 2018

The suggestion is made that some of our critical child problems relate to reciprocal or complementary conditions residing not only in the child, but in the transactions between the child and the reciprocating environment. New educative arrangements, structures, and organizations are proposed which might reflect such an ecological view of child problems.
Training Special Education Teachers in Physical Therapy Techniques by Means of Programed Demonstrations
Authors: Swack Myron J.
Published: February 2018

A method was evaluated for coordinating the efforts of the classroom teacher and the physical therapist in two phases of physical therapy: (a) inspection of therapeutic equipment, and (b) methods of facilitating locomotion. Programed demonstrations were provided for 20 student teachers in two groups; one group received programed instruction in methods of locomotion used by physically handicapped children; the other group received programed instruction in the inspection and adjustment of therapeutic equipment. Judges observed and recorded locomotion behavior of the children and inspecting behavior of the student teachers to determine whether training had transferred to the orthopedic classroom. Predictions about the effect of the program on inspection and adjustment of therapeutic equipment were sustained. The methods of locomotion program did not produce the predicted classroom behavior differences.
A Comparison of Information Processing Abilities of Middle and Lower Class Negro Kindergarten Boys
Authors: Ryckman David B.
Published: February 2018

Fifty middle class and 50 lower class Negro kindergarten boys were administered a battery of eight instruments designed to assess specific information processing abilities. An analysis of 19 variables produced five reasonably meaningful components, with a general language ability component the most significant. When class groups were compared, this component discriminated most significantly between the groups. Implications for educational definition, diagnosis, and program planning are discussed.
A Followup Study of Orthopedically Handicapped High School Graduates
Authors: Brieland Donald
Published: February 2018

Adults who had attended the same residential school for orthopedically handicapped children were interviewed. School records were examined. Focus was on employment, social participation, and self feelings. Their judgments related to past educational programs were solicited. Results are compared with findings of other investigators, and some methodological problems are discussed.
Attention Span: An Operant Conditioning Analysis
Authors: Martin Garry L. , Powers Richard B.
Published: February 2018

The short attention span of brain damaged and retarded children is often discussed as though it were an absolute and unmanipulable entity. Alternatively, an operant conditioning analysis considers attention span as manipulable and improvable. This approach emphasizes the importance of specifying the behavioral referents of attention span and offers, to those concerned with the education of the mentally retarded, a wide variety of effective behavioral control techniques.
Behavior Modification of an Adjustment Class: A Token Reinforcement Program
Authors: O'leary K. Daniel , Becker Wesley C.
Published: February 2018

A base rate of deviant behavior was obtained for the eight most disruptive children in a third grade adjustment class. In a token reinforcement program, the children received teacher's ratings which were exchangeable for reinforcers such as candy and trinkets. With the introduction of the token reinforcement program, an abrupt reduction in deviant behavior occurred. Delay of reinforcement was gradually increased to four days without increase in deviant behavior. The program was equally successful for all children observed, and anecdotal evidence suggests that the children's appropriate behavior generalized to other school situations.
An Evaluation of a Programed Textbook with Educable Mentally Retarded Children
Authors: Rainey Dan S. , Kelly Francis J.
Published: February 2018

A commercial programed arithmetic textbook and two teacher made programs, one using the rote approach, the other using the understanding approach, were evaluated with EMR students as subjects. The teacher made programs were designed to follow suggestions from the attention theory of Zeaman and House (1963). The rote approach was highly significant for learning division facts. Implications for the classroom and suggestions for revision of the commercial program are given.
Demonstrating Physical Fitness Improvement in the EMR
Authors: Solomon Amiel , Pangle Roy
Published: February 2018

It was the purpose of this study to assess changes in physical development in educable mentally retarded boys as a result of a structured physical education program. Included in the study were 42 boys (24 experimental and 18 control). From the posttest and followup data analyses the following conclusions seem supported: (a) levels of physical fitness can be so significantly improved as to allow a favorable comparison with the nonretarded peer group, and (b) significant gains demonstrated at the end of the experiment proper remained significant over a 6 week post experiment followup period.
A Factor Analysis Comparison of the ITPA and PLS with Mentally Retarded Children
Authors: Horner R. Don
Published: February 2018

The ITPA and PLS were administered to a stratified sample of 50 mentally retarded children in counterbalanced order. The intercorrelation matrix was subjected to a principle components factor analysis with a varimax rotation through 19 iteration cycles. Each of the 15 subtests of the 2 instruments had high loadings on 1 of 5 different factors. These were immediate recall of auditory symbols, general linguistic ability, imitation of a motor act, ability to make a gestural response to a verbal stimulus, and comprehension and/or expression.
Home Management in a Comprehensive Preschool Program for Hearing Impaired Children
Authors: Calvert Donald R. , Baltzer Susanna
Published: February 2018

A home management program is described within the framework of a comprehensive preschool program for hearing impaired children. Advantages and problems of utilizing home visits as a part of this program are discussed. The advantages are believed to far outweigh the problems encountered, and the use of home visits in a home management program for young children with language disorders is encouraged.
Opinions of Gifted Students regarding Secondary School Programs
Authors: Rice Joseph P. , Banks George
Published: February 2018

In San Diego, 119 gifted secondary students were interviewed to obtain their recommendations for academic program change. Generally, these students preferred: (a) more freedom in course selection and more emphasis upon a general education philosophy; (b) French, German, humanities, creative writing, general mathematics, chemistry, physics, psychology, and economics courses; (c) more intellectual criticism and discussion of controversial issues; (d) more recognition for their work; and (e) some type of selective academic segregation. It is suggested that other school districts conduct similar interviews to aid them in program planning.
The Needs and Problems of Socially Disadvantaged Children as Perceived by Students and Teachers
Authors: Howard Douglas P.
Published: February 2018

It was hypothesized in this study that there would be significant differences between perceptions of socially disadvantaged and other student and teacher groups on each subtest of the SRA Junior Inventory. Although the hypothesis was rejected, it was found that teachers have a better understanding of the needs and problems of disadvantaged youth than might be expected. Teachers, however, differed markedly with students by suggesting that the home rather than the school was the source of student frustration. Other discrepancies are noted, and implications are discussed.
The Educators Role in Team Planning of Therapeutic Educational Placements for Children with Adjustment and Learning Problems
Authors: Wood Frank H.
Published: February 2018

The suggestion is made that the best therapeutic educational placements of children with adjustment and learning problems are the outcome of cooperative planning by a multidisciplinary team. Ways in which educators can contribute to the effectiveness of such team planning and the important points to be covered in an educational placement plan are discussed.
Teacher Preparation for Educating the Disturbed: Graduate, Undergraduate, or Functional?
Authors: Johnson John L.
Published: February 2018

One can submit that the issue of undergraduate versus graduate education for teachers of emotionally disturbed children reflects a form of rigidity in our own behavior in the field and a lack of recognition of what truly are the underlying problems of effective preparation and need for qualified people in a critical area. To arbitrarily state that it is inadvisable to have undergraduate programs is to deny both the evidence which can be gathered and the experience of several universities. The evidence seems to show that undergraduates can and do have a role in teaching emotionally disturbed children. We might also want to look at the idea that longer training does not necessarily mean better training, and that, rather, the intensity and therefore the quality of preparation enable one to approximate the behavioral outcomes which may be desired as a result of any particular program.

There is little evidence to demonstrate the inadvisability of carrying on certain preparation programs. Currently, the prevailing opinion is expert, and this is conceptually limiting to the field. What is required is a new teacher preparation—a breaking away from the traditions of the university and a movement into functional, innovative preparation. The demand is highest in special education. One particular preparation mode, the intensive training institute, has been suggested. We cannot afford to wait—the time for revitalization is upon us.
Facilitation of Memory in the Retardate
Authors: Vergason Glenn A.
Published: February 2018

Research in learning and retention was examined in an effort to extract possible implications and practices which teachers might employ with retarded children to improve their attention and/or ability to retain information. Special emphasis was given to methods of holding attention, mediation of information, and the value of overlearning. The presence of a short term memory deficit is noted and methods are suggested for dealing with this.
An Evaluation of Two Preschool Programs for Disadvantaged Children: A Traditional and a Highly Structured Experimental Preschool
Authors: Karnes Merle B. , Hodgins Audrey , Teska James A.
Published: February 2018

This paper presents the first year results of a study designed to evaluate through a battery of standardized tests the effectiveness of two preschool programs upon the long range school performance of comparable groups of children. One intervention program provided a traditional nursery school experience (N = 30) which worked in conventional ways to improve the personal, social, and motor development of the children; the experimental intervention provided a highly structured program (N = 30) which focused on specific learning tasks chosen from school related curricula, especially tasks designed to enhance language development and cognitive skills. The experimental program proved to be significantly more effective in promoting intellectual functioning, language abilities, perceptual development, and school readiness.
The Social Position of Retardates with Brain Damage Associated Characteristics
Authors: Jacobs John F. , Pierce Marnell L.
Published: February 2018

Studies dealing with the sociometry of handicapped children have not shown the presence of any single handicapping condition to be an absolute criterion for predicting rejection. Since brain damage is associated with many handicapping conditions, the relationship of brain damage associated characteristics and social acceptance in EMR classes was investigated. Those characteristics commonly associated with brain damage were found to be closely and cumulatively associated with rejection among the subjects studied. The most frequently found characteristics among the most often rejected subjects were short attention span, hyperkinesis, emotional lability, and impulsivity.
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Authors: Dunn Lloyd M.
Published: February 2018

In lieu of an abstract to this article, I would like to preface it by saying this is my swan song for now—as I leave special education and this country for probably the next two years. I have been honored to be a past president of The Council for Exceptional Children. I have loyally supported and promoted special classes for the educable mentally retarded for most of the last 20 years, but with growing disaffection. In my view, much of our past and present practices are morally and educationally wrong. We have been living at the mercy of general educators who have referred their problem children to us. And we have been generally ill prepared and ineffective in educating these children. Let us stop being pressured into continuing and expanding a special education program that we know now to be undesirable for many of the children we are dedicated to serve.
An Exploratory Study of the Interrelations among Driving Ability, Driving Exposure, and Socioeconomic Status of Low, Average, and High Intelligence Males
Authors: Gutshall Robert W. , Harper Charles , Burke Donald
Published: February 2018

Official driving records of educable mentally retarded individuals were compared with records of individuals with normal or above intelligence to study the relationship of intelligence and socioeconomic status to driving ability and driving habits. Generally, intelligence and socioeconomic status did appear to be influencing factors in the total number of violation points accumulated over a five year period. However, inspection and analysis of driving records indicated that subjects from high socioeconomic groups received more speeding violations than the low groups, and that low intelligence subjects had more points for violations, other than speeding, than the average and above average intelligence groups. The low intelligence group differed significantly from an average group on the factors of combined accidents and violations. However, the low intelligence group did not differ significantly from the high intelligence groups on these same factors.
Creativity in Young Science Students
Authors: Pearce Clifford
Published: February 2018

In a study of the personality of youth with potential in scientific research, groups of high school males participating in college science programs were compared on factored personality inventories with normative groups of high school boys, college males, and eminent research scientists. Subjects were found to differ from other high school males in a majority of personality factors. Boys who were most like adult research scientists were more introverted and self sufficient, and were less anxious and guilt prone. They were rated by supervisors of research projects on which they were working as showing more research promise, when compared with unselected high school males.
Statewide Implementation of Classroom Practices for Superior Students
Authors: Fredrickson Ronald H. , Rothney John W. M.
Published: February 2018

40 matched secondary school faculties were compared on implementation of recommended classroom practices for high performing students. A total of 20 experimental faculties had taken part in a statewide inservice program on guidance and education of gifted students. The remaining 20 control schools had not. Practices counted were cross validated. Experimental teachers used more within classroom activities for enrichment; control teachers used more out of classroom activities. The study indicated that beginning teachers need special aid. When inservice training focused on specific classroom practices, the results were the most successful.
A Statewide Approach to Inservice Training for Teachers of the Mentally Retarded
Authors: Meyen Edward L.
Published: February 2018

The SECDC inservice training program for teachers of the mentally retarded uses experienced special class teachers as inservice educators. These “consulting teachers” are trained to conduct monthly inservice sessions. Curriculum publications are prepared specifically for the field sessions by a staff at The University of Iowa, and an intermediate school district publishes the materials. Coordination is provided by the Iowa Department of Public Instruction. The purpose of the training program is to establish an ongoing inservice program which utilizes the teachership talents of teachers and which focuses on concerns relevant to their needs.
Production Rate as a Variable in the Job Success or Failure of Educable Mentally Retarded Adolescents
Authors: Chaffin Jerry D.
Published: February 2018

This study investigated the importance of production rate of mentally retarded clients as an influencing factor in their employment success. In Experiment I, the production rates of 10 pairs of clients (10 successful and 10 unsuccessful) were compared. Experiment 11 involved increasing the production rate of previously unsuccessful clients and decreasing the production rate of successful clients. The results of this study suggest that production rate was important to successful employment and was sensitive to modification procedures.
Language Development and Cultural Disadvantagement
Authors: McConnell Freeman , Horton Kathryn B. , Smith Bertha R.
Published: February 2018

In a 3 year study directed at the prevention of learning problems in school, the failure to achieve, and the subsequent school dropout, a daily program of language and sensory-perceptual instruction was provided to children enrolled in 2 community day care centers. The program was designed to counteract the inhibiting effects of cultural deprivation on language and perceptual learning during the important formative preschool years, and thus it placed emphasis on beginning education with the nursery age child. Preliminary results from the first 2 years demonstrated significant gains in intellectual, linguistic, and perceptual functioning in comparison to control groups which did not undergo the same instruction but which were receiving many elements of the traditional kindergarten type program.
The Participation of Retarded Children in Junior High Academic and Nonacademic Regular Classes
Authors: Rucker Chauncy N. , Howe Clifford E. , Snider Bill
Published: February 2018

A sociometric instrument was administered in 30 regular junior high classes to measure various aspects of the acceptance of 23 educable mentally retarded special class students participating in these classes with 1,010 nonretarded students. The retarded were found to be (a) significantly less accepted than the nonretarded, (b) equally low in the social structure of both the academic and nonacademic classes in which they participated, and (c) seemingly unaware of their low social position in regular classes. Their level of acceptance in the special class was positively related to their degree of acceptance in regular classes. A discussion of implications for educational placement and areas in need of further study concludes the article.
Behavior Patterns of Learning Disabled, Emotionally Disturbed, and Average Children
Authors: Mccarthy Jeanne Mcrae , Paraskevopoulos John
Published: February 2018

The assumption that children with learning disabilities can be differentiated from emotionally disturbed children in terms of observable social behaviors was systematically explored by means of the Behavior Problem Checklist. Areas of communality and uniqueness of emotionally disturbed and learning disabled children are pinpointed and compared with average children. The main behavior problem present in both groups, although at different levels, was conduct problem behavior. Ratings of the child's problem behavior may be one additional criterion to be considered in diagnosis and placement of these children.
Arithmetical Problem Solving: A Demonstration with the Mentally Handicapped
Authors: Cawley John F. , Goodman John O.
Published: February 2018

In line with the thesis that the ultimate goal of an arithmetic program with the mentally handicapped is to facilitate problem solving, the investigators field tested an 18 week demonstration program. The groups taught by trained teachers showed significant gains in the 2 problem solving areas. Gains among retarded and average controls were not as consistent.
The Factors of the Illinois Test of Psycholinguistic Abilities: A Comparison of 18 Factor Analyses
Authors: Ryckman David B. , Wiegerink Ronald
Published: February 2018

This study factor analyzed the correlation matrices of a number of studies involving the ITPA. All of the correlation matrices were analyzed on the same program using the same criteria to examine trends between studies. More factors tended to appear as chronological age increased. Although there was little consistency of factor structure between age groups, analysis of three groups at the same age level produced a reasonable amount of consistency. Analysis of the channel, level, and process dimensions of the ITPA revealed that channel differentiation was best achieved for all age levels. For age groups above CA 6–0, it appears that the ITPA was moderately successful in assessing some of the dimensions for which it was intended.
Oversocialization in the Young Culturally Deprived Child
Authors: Norton Frances J.
Published: February 2018

Observation of advanced social development in young culturally deprived children led to an examination of social maturity scores and intelligence scores in relation to each other and in relation to chronological ages of 99 Head Start children. Results indicate a high incidence of above average socialization among children of low to average mental ability. Causes are suggested and implications for the preschool education of deprived children are presented.
Cumulative Language Deficit among Indian Children
Authors: Mickelson Norma I. , Galloway Charles G.
Published: February 2018

A summer educational program for Indian children living on reserves is discussed. Data are presented which support Deutsch's hypothesis that language deficiencies tend to remain in the verbal repertoire of children disadvantaged with respect to social class. The data also indicate that correction is possible if structured language experiences are provided but that deficiencies do not appear to improve simply as a function of time and undifferentiated school activities.
Programing for Auditorially Disabled Children
Authors: Blair Francis X.
Published: February 2018

The term “auditory disability” is suggested in reference to a variety of problems in essentially nondeaf but aurally handicapped children. Concern is expressed for the lack of good methods for early identification of these disorders as well as serious gaps in educational programing at both the preschool and lower elementary levels. Proper programing is related to the availability of appropriately trained instructional personnel and the adjunctive use of diagnostic specialists. A framework for a new curriculum to train teachers of children with auditory learning disabilities is proposed.
A Psychological Study of 10 Exceptionally Creative Adolescent Girls
Authors: Schaefer Charles E.
Published: February 2018

Ten high school girls were identified as exceptionally creative on the basis of teacher nominations and test scores. Historical, personality, and projective data were collected by means of tests and interviews. Particular emphasis was placed on life history antecedents of creative achievement. The highly creative girls were found to possess a number of common characteristics, particularly in the areas of familial and educational history, leisure time activity, fantasy experience, and self concept.
Participation of Retarded Children in Regular Recreational Activities at a Community Center
Authors: Pumphrey Muriel W. , Goodman Mortimer B. , Kidd John W. , Peters Edward N.
Published: February 2018

Over a period of S years, 41 retarded children joined numerous kinds of ongoing leisure time activities at a community center. A followup study showed that 3/4 of them had done at least minimally well. Although leaders rated the social behavior of retarded members as significantly different from that of normal children in the same groups, differences were manageable and often diminished with continued exposure to normal children.
Psycholinguistic Abilities of Papago Indian School Children
Authors: Lombardi Thomas P.
Published: February 2018

This study investigated the psycholinguistic abilities of Papago Indian school children utilizing the 1968 edition of the Illinois Test of Psycholinguistic Abilities. Data obtained were analyzed by a comparison of mean scaled scores using t tests for paired comparisons for the following groups: (a) ITPA normative and Papago, (b) first and third grade, and (c) segregated and integrated populations. A 3 way analysis of variance was also employed to evaluate interaction of children, grade, and school. Results indicated poorer performance of the Indians, especially on the auditory vocal tests, better performance of the Indians attending integrated schools, and the ineffective aspects of cumulative education.
Creativity and Intelligence: Research Implications for Equal Emphasis in High School
Authors: Damm Vernon J.
Published: February 2018

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.
A Model for Relating an IMC to a Teacher Education Program
Authors: Juliar Helen
Published: February 2018

The Special Education Instructional Improvement Laboratory at the University of Minnesota attempts to redefine the traditional IMC functions and to become a model for teacher education institutions. Expanded opportunities in service, research, search, development, and dissemination are the laboratory's goals.
Moderate Failure as an Instructional Tool
Authors: McGee Jerry E.
Published: February 2018

There is some research to suggest a departure from the classic psychocurricular approach which uses only success in the special classes for the mentally retarded. Various patterns of success and failure were used on a population of 45 mentally retarded subjects aged 10 to 13. The results of this research indicate that there is no significant difference in performance between the students who had continuous failure and those who had continuous success experiences. However, when the subjects were exposed to a combination of success and moderate failure, their performance levels were significantly higher.
Information Processing Behaviors Related to Learning Disabilities and Educable Mental Retardation
Authors: Sabatino David A. , Hayden David L.
Published: February 2018

All the elementary school age children failing in a county school system were administered a battery of psychoeducational tests to determine their information processing behaviors. Of the 472 children who successfully completed audiometric and visual screening and had no school record or medical history of acute physical, chronic health, or social personal problems, one group (N=185) had average and above verbal intelligence. These children were considered to have learning disabilities on the basis of their perceptual deficits. The remaining 287 with below average intelligence (educable mental retardation) seemed to work to predicted grade equivalent in some academic achievement areas. The principal components obtained from an orthogonal rotation of the behavioral variables indicated that these two subject groups had many similar perceptual and language deficits, but decided behavioral differences.
Presidents Page
Authors: Ashcroft Samuel C.
Published: February 2018

The Program Emphases for 1970 which are presented here were suggested to the Executive Committee and the Board of Governors of CEC at the Chicago Convention. They bear repeating in order to stimulate thought and discussion throughout the membership of CEC.
Training Consulting Teachers to Assist Elementary Teachers in the Management and Education of Handicapped Children
Authors: McKenzie Hugh S. , Egner Ann N. , Knight Martha F. , Perelman Phyllis F. , Schneider Betsy M. , Garvin Jean S.
Published: February 2018

A graduate program designed to train consulting teachers is discussed. Students were instructed in behavior modification techniques and in means of assisting regular classroom teachers with the social and academic behaviors of handicapped children. Three case studies illustrating the types of projects conducted by students are presented.
Distractibility in the Mentally Retarded: Negative Evidence for an Orienting Inadequacy
Authors: Turnure James E.
Published: February 2018

Three studies are described in which the orienting behavior of normal and mentally retarded children is investigated under a variety of conditions. An initial study found that, in many cases, the normal children showed nontask orientations to a greater extent than did the retarded children. An examination of those circumstances wherein the retarded had been found to glance more indicated that such circumstances, often observed in the classroom, are inappropriate for adjudging retarded children to be distractible. Further research involving only retarded subjects showed that the inclusion of an adult in the learning situation greatly increased the retarded children's nontask orientations. However, it was also shown that if cues were provided by the adult they would be utilized by the subjects; the retarded children's glancing apparently represented information seeking and not merely vacuous orientations to a salient social stimulus. A new conception of children's attending behaviors was suggested to account for the findings.
Performance of Cerebral Palsied Children under Conditions of Reduced Auditory Input
Authors: Fassler Joan
Published: February 2018

This study investigated the task performance of cerebral palsied children under conditions of reduced auditory input and under normal auditory conditions. A nonhandicapped group was studied in a similar manner. Results indicated that under conditions of reduced auditory input, cerebral palsied children showed some positive change in performance on a recall of missing picture test, an attention test, and on parts of a learning test and digit span test. They showed no change in performance on visual-perceptual or perceptual-motor tasks. The nonhandicapped children showed no significant change in performance under conditions of reduced auditory input.
A Comparison of Blind and Sighted Children on a Tactual and Performance Test
Authors: Eaves Linda , Klonoff Harry
Published: February 2018

Forty blind and 40 sighted children were compared on a Tactual Performance Test (TPT). There were no differences between the blind and sighted groups. Those with no vision or light perception only were superior to the sighted on one TPT variable and superior to those with guiding vision on two TPT variables. IQ was positively correlated with TPT scores for the no vision group and with one TPT variable for those with guiding vision. The totally blind children had a higher mean IQ score than the sighted or those with guiding vision. The implications of these differences are discussed.
Cellular Plasticity–Targeted Therapy in Head and Neck Cancers
Authors: Shang W. , Zhang Q. , Huang Y. , Shanti R. , Alawi F. , Le A. , Jiang C.
Published: February 2018

Head and neck cancer is one of the most frequent human malignancies worldwide, with a high rate of recurrence and metastasis. Head and neck squamous cell carcinoma (HNSCC) is cellularly and molecularly heterogeneous, with subsets of undifferentiated cancer cells exhibiting stem cell-like properties, called cancer stem cells (CSCs). Epithelial-mesenchymal transition, gene mutation, and epigenetic modification are associated with the formation of cellular plasticity of tumor cells in HNSCC, contributing to the acquisition of invasive, recurrent, and metastatic properties and therapeutic resistance. Tumor microenvironment (TME) plays a supportive role in the initiation, progression, and metastasis of head and neck cancer. Stromal fibroblasts, vasculature, immune cells, cytokines, and hypoxia constitute the main components of TME in HNSCC, which contributes not only to the acquisition of CSC properties but also to the recurrence and therapeutic resistance of the malignancies. In this review, we discuss the potential mechanisms underlying the development of cellular plasticity, especially the emergence of CSCs, in HNSCC. We also highlight recent studies implicating the complex interplays among TME components, plastic CSCs, tumorigenesis, recurrence, and therapeutic resistance of HNSCC. Finally, we summarize the treatment modalities of HNSCC and reinforce the novel concept of therapeutic targeting CSCs in HNSCC.