bluuebunny/crossref_metadata_2025 huggingface dataset:
Orton-Gillingham and Orton-Gillingham—Based Reading Instruction
Authors: Ritchey Kristen D. , Goeke Jennifer L.
Published: June 2008

Orton-Gillingham (OG) and Orton-Gillingham—based reading instructional programs are commonly implemented reading programs in the United States. Twelve studies that employed quasi-experimental or experimental designs are reviewed. These studies included elementary students, adolescents, and college students. Of the 12 studies, 5 reported that the OG instruction was more effective than were comparison or control interventions for all measured outcomes, 4 reported that the OG instruction was more effective for at least 1 (but not all) outcomes in comparison to other intervention(s), 2 reported that the alternate instruction was more effective than the OG instruction, and 1 reported no significant differences once covariates were included. The largest effects were reported for word attack and non-word reading outcomes, with mean effect size of .82, and comprehension outcomes, with a mean effect size of .76. Following a summary of each study, limitations of the current review and implications for future research and practice are described. Given the small number of studies, the lack of methodological rigor of the existing studies, and the inconclusive findings of the effectiveness of OG programs, additional research is needed before the scientific basis can be established.
Percentage of All Non-Overlapping Data (PAND)
Authors: Parker Richard I. , Hagan-Burke Shanna , Vannest Kimberly
Published: June 2008

Although single-case researchers are not accustomed to analyzing data statistically, standards for research and accountability from government and other funding agents are creating pressure for more objective, reliable data. In addition, “evidence-based interventions” movements in special education, clinical psychology, and school psychology imply reliable data summaries. Within special education, two heavily debated single-case research (SCR) statistical indices are “percentage of non-overlapping data” (PND) and the regression effect size, R2. This article proposes a new index—PAND, the “percentage of all non-overlapping data”—to remedy deficiencies of both PND and R2. PAND is closely related to the established effect size, Pearson's Phi , the “fourfold point correlation coefficient.” The PAND/ Phi procedure is demonstrated and applied to 75 published multiple baseline designs to answer questions about typical effect sizes, relationships with PND and R2, statistical power, and time efficiency. Confidence intervals and p values for Phi also are demonstrated. The findings are that PAND/ Phi and PND correlate equally well to R2. However, only PAND/ Phi could show adequate power for most of the multiple baseline designs sampled. The findings suggest that PAND/ Phi may meet the requirement for a useful effect size for multiple baseline and other longer designs in SCR.
Socioemotional and Behavioral Adjustment Among School-Age Children With Learning Disabilities
Authors: Al-Yagon Michal
Published: June 2008

The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and affect) in moderating the effects of learning disabilities (LD) on children's socioemotional and behavioral adjustment (self-rated sense of coherence, loneliness, and hope; and mother-rated child behavior checklist measures), as well as on their secure attachment among school-age children with LD. The sample consisted of 110 mother—child dyads: 59 mothers and their children with LD (29 boys, 30 girls) and 51 mothers and their typically developing children (21 boys, 30 girls) from the same schools. Preliminary analyses indicated significant group differences on all children's measures and in several of the maternal personal resources. Mothers' low use of avoidant coping strategies and less avoidance in close relationships with significant others were found to moderate the effect of children's disabilities on children's level of loneliness, feelings of hope, and secure attachment. Results are discussed in terms of understanding these maternal personal resources' influences on socioemotional well-being among school-age children with LD.
Effects of an Oral Testing Accommodation on the Mathematics Performance of Secondary Students With and Without Learning Disabilities
Authors: Elbaum Batya
Published: June 2008

This study compared the performance of students with and without learning disabilities (LD) on a mathematics test using a standard administration procedure and a read-aloud accommodation. Analyses were conducted on the test scores of 625 middle and high school students ( n = 388 with LD) on two equivalent 30-item multiple-choice tests. Whereas mean scores for students both with and without LD were higher in the accommodated condition, students without disabilities benefited significantly more from the accommodation ( ES = 0.44) than students with LD ( ES = 0.20). In addition, effect sizes from the present study were combined meta-analytically with those of previous studies. Results of the meta-analysis revealed that for elementary students, oral accommodations on a mathematics test yielded greater gains for students with LD than for students without disabilities; for secondary students, the converse was true. Findings of the study are discussed in relation to the question of the validity of an oral accommodation on mathematics tests for students both with and without disabilities.
Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities
Authors: Cook Bryan G. , Cameron David L. , Tankersley Melody
Published: June 2008

The purpose of this investigation was twofold: (a) to explore the use of a new rating scale that measures teachers' attitudes toward their students and (b) to investigate the attitudes of inclusive teachers toward their students with disabilities using the rating scale. Fifty inclusive elementary teachers in 12 north-east Ohio schools rated all of their students with disabilities ( N = 156) and 4 students without disabilities in each of their classrooms in the attitudinal categories of attachment, concern, indifference, and rejection. Results indicated that (a) the rating procedure exhibited modest test—retest reliability and moderate concurrent validity with a previously validated nomination procedure; (b) in comparison to students without disabilities, included students with disabilities received significantly higher ratings of teacher concern, indifference, and rejection, and significantly lower attachment ratings; and (c) average teacher indifference ratings toward their included students related positively and significantly to presence of paraprofessionals, and average teacher rejection ratings of included students were inversely and significantly related to school district socioeconomic status. Implications for practice and policy are discussed.
Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education
Authors: Doolittle Jennifer H. , Horner Robert H. , Bradley Renee , Sugai George , Vincent Claudia G.
Published: June 2008

We examined the extent to which state departments of education are including (a) goals for student social behavior in their mission statements; (b) criteria for individual student, classroom, and schoolwide behavior support in certification standards for general education teachers, special education teachers, and principals; and (c) state initiatives focused on improving student social behavior. Web-based information from state departments of education from all 50 states and from the District of Columbia were reviewed in the fall of 2004. Results indicated that only 16 states (31%) include a focus on student social behavior in their mission statements. Individual student behavior support practices were identified in the curriculum for general educators in 30 (59%) states and for special educators in 39 (76%) states. Classroom behavior support practices were required for general education teachers in 39 (76%) states and for special educators in 40 (78%) states. Schoolwide behavior support practices were most likely to be required for principal certification, and they were formally identified in 20 (39%) of the states surveyed. Character education was the most common state initiative cited for improving social behavior in schools.
Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities
Authors: Browder Diane M. , Wakeman Shawnee Y. , Flowers Claudia , Rickelman Robert J. , Pugalee Dave , Karvonen Meagan
Published: June 2008

Current federal policy requires that students with disabilities participate in large-scale assessments and be included in schools' scores for adequate yearly progress. Students with significant cognitive disabilities may participate in an alternate assessment with alternate achievement standards, but these standards must be linked to grade-level content and promote access to the general curriculum. Because most research with this population has focused on nonacademic life skills, few guidelines exist for teaching and assessing skills that are linked to grade-level content. One challenge to developing research and practice in grade-linked academic content for students with significant cognitive disabilities is the absence of a clear conceptual framework. This article—developed by a team of special education, curriculum content, and measurement experts—proposes a conceptual definition and criteria for linking instruction and assessment to grade-level academic content.
Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems
Authors: Alber-Morgan Sheila R. , Matheson Ramp Ellen , Anderson Lara L. , Martin Christa M.
Published: June 2008

This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction strategy was added to the repeated readings package during the third phase of the study. Results indicated a functional relationship of repeated readings with error correction and performance feedback on increased reading rate for 3 of the 4 students, and decreased errors for all 4 students. Additionally, improvement for both literal and inferential reading was demonstrated by all 4 students. The effects of the prediction component were inconclusive.
Shrinking Achievement Differences With Anchored Math Problems
Authors: Bottge Brian A. , Rueda Enrique , Serlin Ronald C. , Hung Ya-Hui , Jung Min Kwon
Published: June 2008

Multiple measures administered in repeated waves within a nonequivalent dependent variables quasi-experimental design were used to test the effects of a reform-oriented instructional method called Enhanced Anchored Instruction (EAI) on the math achievement of 128 middle school students, including students with learning disabilities (LD). EAI problems are presented in multimedia and hands-on formats, a potential benefit for students with low skills in both reading and math. Overall, students of all ability levels benefited from EAI with effect sizes (η2) ranging from .53 to .59. Results revealed that although students with LD scored lower on pretests, their learning trajectories matched those of students without LD. A maintenance test administered several weeks after instruction showed that students with LD retained what they had learned. Implications for instruction and suggestions for future research are provided.
Charter School Statutes and Special Education
Authors: Morando Rhim Lauren , Ahearn Eileen M. , Lange Cheryl M.
Published: June 2008

Charter schools are a growing and evolving component of the public education sector. These schools may be exempt from state or local regulations, but they are part of the public system and subject to federal laws and many regulations. Research has documented policy tensions and basic challenges associated with developing special education programs in charter schools. A key source of these issues is ambiguity in individual state charter laws regarding roles and responsibilities related to special education. This article presents findings from a review of 41 charter statutes. The review reveals variability and lack of specificity among states in the legislative structures they maintain for charter schools and how responsibility for special education is assigned. These findings highlight the importance of federal, state, and district policy leaders developing a nuanced understanding of statutes shaping the parameters of responsibility for special education in the charter sector.
Progress Monitoring Measures in Mathematics
Authors: Foegen Anne , Jiban Cynthia , Deno Stanley
Published: June 2008

This review of literature on progress monitoring was designed to examine the full array of curriculum-based measures (CBMs) in mathematics for students from preschool to secondary schools. We organized the article around two primary concerns: the approach used to develop the measures (curriculum sampling or robust indicators) and the type of research necessary to establish the viability of the tasks. Our review addressed the technical adequacy of the measures as indicators of performance and progress, as well as teachers' use of the measures to improve achievement. The largest number of studies has been conducted at the elementary level, with less work in early mathematics or at the secondary level. In general, the measures have acceptable levels of reliability; the criterion validity of mathematics CBMs appears to be lower than that for reading CBMs. One important finding that emerged was the relatively low degree of consensus on the best approach to use in developing mathematics CBMs. We discuss probable reasons for this, along with implications for practice and research.
Technical Features of Curriculum-Based Measurement in Writing
Authors: McMaster Kristen , Espin Christine
Published: June 2008

This article reviews research examining technical features of curriculum-based measurement (CBM) in written expression. Twenty-eight technical reports and published articles are included in this review. Studies examining the development and technical adequacy of measures of written expression are summarized, beginning with research conducted at the Institute for Research on Learning Disabilities at the University of Minnesota and followed by extensions of this work. Differences in technical features of writing tasks, sample durations, and scoring procedures employed within and across elementary and secondary levels are highlighted. Gaps in research addressing the technical adequacy of CBM in written expression are identified, and implications for future research and practice are discussed.
Literature Synthesis on Curriculum-Based Measurement in Reading
Authors: Miura Wayman Miya , Wallace Teri , Wiley Hilda Ives , Tichá Renáta , Espin Christine A.
Published: June 2008

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise the possibility of the development of a seamless and flexible system of progress monitoring that can be used to monitor students' progress across students, settings, and purposes.
A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks
Authors: Sood Sheetal , Jitendra Asha K.
Published: June 2008

This study compared number sense instruction in three first-grade traditional mathematics textbooks and one reform-based textbook ( Everyday Mathematics [EM]). Textbooks were evaluated with regard to their adherence to principles of effective instruction (e.g., big ideas, conspicuous instruction). The results indicated that traditional textbooks included more opportunities for number relationship tasks than did EM; in contrast, EM emphasized more real-world connections than did traditional textbooks. However, EM did better than traditional textbooks in (a) promoting relational understanding and (b) integrating spatial relationship tasks with other more complex skills. Whereas instruction was more direct and explicit and feedback was more common in traditional textbooks than it was in EM, there were differences among traditional textbooks with respect to these two criteria. Although EM excelled in scaffolding instruction by devoting more lessons to concrete and semiconcrete activities, traditional textbooks provided more opportunities for engaging in all three representations. However, EM emphasized (a) a variety of models to develop number sense concepts, (b) a concrete, or semiconcrete, to symbolic representational sequence, and (c) hands-on activities using real-world objects to enhance learner engagement. Finally, even though traditional textbooks excelled over EM in providing more opportunities to practice number sense skills, this finding may be an artifact of the worksheet format employed in traditional textbooks. At the same time, adequate distribution of review in subsequent lessons was evident in EM and in only one of the traditional textbooks. Implications for practice in accessing the general education curriculum for students with learning problems are discussed.
Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?
Authors: Boe Erling E. , Shin Sujie , Cook Lynne H.
Published: June 2008

The current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act (NCLB) emphasizes both full certification and content knowledge. Our research was based on data from the Schools and Staffing Survey for beginning teachers in both special and general education (separately). Results showed that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who (a) were fully certified, (b) secured in-field teaching assignments, and (c) reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills. Thus, contrary to the USDOE perspective emphasizing preparation in content knowledge, extensive preparation in pedagogy and practice teaching contributed to the attainment of the two key NCLB indicators of a highly qualified teacher: full certification and in-field teaching.
Orton-Gillingham Methodology for Students With Reading Disabilities
Authors: Rose Tessie E. , Zirkel Perry
Published: June 2008

Although numerous studies have investigated autism methodology case law, few studies have investigated case law regarding reading methodology, particularly the Orton-Gillingham approach, for students with reading disabilities. We provide the results of a systematic case analysis of all published Orton-Gillingham decisions from the original passage of the Individuals with Disabilities Education Act (IDEA) through 2005. Results indicate that in the past 30 years, hearing/review officers and courts reviewed 64 Orton-Gillingham cases, with 77% occurring within the last 10 years. Unlike autism methodology cases, districts have won an overwhelming majority (75%). Although inconclusive, the addition of the terms “peer-reviewed research” and “scientifically based research” in the 2004 reauthorization of IDEA may benefit parents in Orton-Gillingham methodology disputes, thus leading to increased litigation. This article concludes with recommendations for reversing the upward trend in the number of Orton-Gillingham reading methodology disputes.
Using the Risk Ratio to Assess Racial/Ethnic Disproportionality in Special Education at the School-District Level
Authors: Bollmer Julie , Bethel James , Garrison-Mogren Roberta , Brauen Marsha
Published: June 2008

The issue of the disproportionate identification and placement of racial/ethnic minorities in special education has been investigated extensively. One of the most useful tools in this research is the risk ratio, which compares one racial/ethnic group's risk of receiving special education and related services to that of all other students. The risk ratio can be used to calculate disproportionality at both the state and school-district levels. However, analysts often encounter difficulties in applying the risk ratio to district-level data due to variable demographic distributions and small numbers of students in either the racial/ ethnic group or the comparison group. We propose two modifications to the risk ratio for dealing with these problems.
Ethnic Representation in Special Education
Authors: Oswald Donald P. , Coutinho Martha J. , Best Al M. , Singh Nirbhay N.
Published: June 2008

The purpose of this study was to provide current information on the representation of African American students as mildly mentally retarded (MMR) and seriously emotionally disturbed (SED) and to describe the influence of economic, demographic, and educational variables on the identification of minority students for special education. The sample consisted of the districts selected for the Fall 1992 Elementary and Secondary School Civil Rights Compliance Report survey. Odds ratios were constructed for MMR and SED to describe the nature and extent of disproportionate representation. Regression models were tested to investigate the influence of a set of school-related demographic and fiscal variables on disproportionate representation. Results indicated that African American students were about 2.4 times more likely to be identified as MMR and about 1.5 times more likely to be identified as SED than their non-African American peers. Economic and demographic variables were significant predictors of disproportionate representation but influenced identification of students as MMR and SED in different ways. Implications for research are discussed.
The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems
Authors: Yan Ping Xin  , Jitendra Asha K.
Published: June 2008

This article provides a synthesis of word-problem-solving intervention research with samples of students with learning problems (i.e., mild disabilities and at risk for mathematics failure). The effectiveness of word-problem-solving instruction in 25 outcome studies was examined across student characteristics (e.g., grade, IQ); instructional features (e.g., intervention approach, treatment length); methodological features; skill maintenance; and generalization components. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean weighted effect size ( d) and PND for word-problem-solving instruction were positive across the group-design studies (ES = +.89) and single-subject studies (PND = 89%). In addition, positive effects for skill maintenance and generalization were found for group design (ES = +.78 and +.84, respectively) and single-subject studies (PND = 100%). Computer-assisted instruction was found to be most effective for group-design studies. Effects for representation techniques and strategy training were found to be significantly higher than the "other" approach for both group-design and single-subject studies. Long-term (> 1 month) intervention effects were significantly higher than short- or intermediate-term interventions for group-design studies, whereas both long-term and intermediate treatments were seen to be more effective than short-term treatments for single-subject studies. Other significant effects found for group-design studies only in terms of student characteristics, instructional features, and methodological features are reported. Finally, implications of the current analysis for future research in the area of word-problem solving are discussed.
Health-Care Services for Children with Disabilities
Authors: Thomas Stephen B. , Hawke Constance
Published: June 2008

Conflicting interpretations of federal statutes and regulations have emanated from federal and state courts regarding the provision of health-care services as required under the Individuals with Disabilities Education Act and section 504 of the Rehabilitation Act. As a result, educators and parents have been left in a quandary over the level and extent of health services that children with disabilities are entitled to receive. To help clarify related issues, this article provides an overview of relevant federal statutory, regulatory, and common law; examines the two primary standards applied by federal courts; and establishes a procedure that may be used to determine whether a specific form of requested health care qualifies as a health service to be provided by the local school district or a medical service to be provided by the parents or governmental agency.
Effects of Social and Isolate Toys on Social Play in an Inclusive Setting
Authors: Ivory Jennifer J. , McCollum Jeanette A.
Published: June 2008

The purpose of this study was to evaluate whether the availability of particular types of toys would influence the level of interactive play achieved by young children with disabilities in an inclusive preschool classroom. Data were collected on eight children with disabilities who were students in two public school classrooms. Two types of toys, social and isolate, were systematically varied over the course of 4 weeks. Observations indicated that cooperative play was significantly more likely when social toys were available. Although isolate play was infrequent in both conditions, cooperative play rarely occurred with isolate toys, whereas social toys supported a more equal balance between parallel and cooperative play.
Commentary: Today's Special Education and Its Messages for Tomorrow
Authors: Kauffman James M.
Published: June 2008

Ten characterizations of contemporary special education and five major implications for the future of the field are offered. Special education today is characterized as (a) ignorant of history, (b) apologetic for existing, (c) preoccupied with image, (d) lost in space, (e) unrealistic in expectations, (f) unprepared to focus on teaching and learning, (g) unaware of sociopolitical drift, (h) mesmerized by postmodernist/deconstructionist inanities, (i) an easy target for scam artists, and (j) immobilized by anticipation of systemic transformation. The implications are (a) changes in the boundaries of special education, (b) shifts in service delivery patterns and staffing patterns for special educators and in special education's relationship to general education, (c) changes in state standards and patterns of funding for special education and in personnel preparation, (d) additional changes in state and federal legislation and regulation, and (e) possible loss of special education's focus on the scientific understanding of instruction. A final note of optimism is offered, as special education is a relatively young profession with a history that includes reliable research and considerable capacity for self-correction. We could turn our attention unambiguously and forcefully to empirical research—generating reliable common knowledge of effective instruction of students with disabilities.
Advanced Story Map Instruction
Authors: Gardill M. Cathleen , Jitendra Asha K.
Published: June 2008

This multiple baseline study investigated the effectiveness of direct instruction of an advanced story map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance by all six students from baseline to the independent phase condition of the intervention. In addition, generalization to a novel passage and maintenance of strategy effects were observed for all students on the story grammar tests and for four students on basal comprehension tests. On story retell measures, results demonstrated an increase in the number of story elements recalled by five students, whereas the number of words, correct word sequence (CWS), thought units (t-units), and sentences included in story retells increased for only two students following the intervention. The consumer satisfaction measure revealed positive results for all students. Limitations of the results and implications for teaching reading comprehension are discussed.
Number Sense
Authors: Gersten Russell , Chard David
Published: June 2008

We describe the concept of number sense, an analog as important to mathematics learning as phonemic awareness has been to the reading research field. Understanding the concept of number sense and relevant research from cognitive science can help the research community pull together fragmented pieces of earlier knowledge to yield a much richer, more subtle, and more effective means of improving instructional practice. This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.
When Does Consultation Lead to Intervention Implementation?
Authors: Noell George H. , Witt Joseph C.
Published: June 2008

For consultation to result in the delivery of services to students, it must lead to implementation of an intervention. For this reason, intervention implementation is the crucial challenge for the practice of consultation and, as a result, is the critical research need. The argument is advanced that too little is known about the extent to which teachers actually implement interventions following consultation, as opposed to what they say about implementation, because implementation has infrequently been directly measured. The consultation database also provides few analyses of the conditions under which consultees do and do not implement interventions. This article considers fundamental issues of definition, measurement, and design as they relate to the study of the relationship between consultation and intervention implementation.
Despite Best Intentions
Authors: Mamlin Nancy
Published: June 2008

The goals of this study were to discover what inclusion looked like and what meaning inclusion had for participants when it was implemented as part of a district and university restructuring initiative. Participant observation and interviews at the school, district, and university were employed. Results did not indicate any movement of special education students to general education. However, participants at the school called their efforts "inclusion." Two themes best explained this failure to understand and implement inclusion: culture of segregation and leadership. Findings are discussed in terms of applicability to other inclusion and school reform efforts.
Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Classroom Composition
Authors: Cook Bryan G. , Semmel Melvyn I.
Published: June 2008

This preliminary study examined the effects of severity of disability and classroom composition on the peer acceptance of included students with disabilities. Two hundred eighty-five students, 44 of whom had disabilities, from 14 elementary classrooms in southern California constituted the sample. Twenty-nine students were rated by teachers as having no immediately noticeable, or mild, disabilities; 15 received ratings indicating immediately obvious, or severe, disabilities. Peer acceptance was measured by nominations from classmates regarding with whom they would most like to play and work, as well as with whom they actually played on a regular basis. Students were separated into heterogeneous and nonheterogeneous classroom composition groups based on proportion of classmates who were included students with disabilities, minority students, and students whose reading performance was at least 1 year below grade level. Predicted severity of disability-by-classroom composition interaction effects on peer acceptance were indicated by the results of multivariate analysis of variance (MANCOVA) and analysis of variance (ANCOVA) equations after controlling for effects of grade level. Results are discussed regarding implications for practice and theory.
Teacher-Assessed Behavioral Configurations, Peer-Assessments, and Self-Concepts of Elementary Students with Mild Disabilities
Authors: Farmer Thomas W. , Rodkin Philip C. , Pearl Ruth , Van Acker Richard
Published: June 2008

Configural analyses were conducted with teacher assessments of students' interpersonal competence to identify distinct behavioral configurations in a sample of 948 students in 59 elementary classrooms. Seven configurations were identified for boys and seven for girls. The distribution of 107 students with mild disabilities was examined across configurations. Fifty-four percent of boys and 64% of girls with mild disabilities were in configurations that may indicate adjustment problems or poor outcomes in adolescence and adulthood. Differences in peer assessments and self-perceptions of students with mild disabilities were examined in relation to teacher-assessed behavioral configurations. Results are discussed in terms of implications for social interventions for students with mild disabilities.
Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students
Authors: Bottge Brian A.
Published: June 2008

The purpose of the study was to investigate the effect of contextualized math instruction on the problem-solving performance of 17 middle school students in one remedial class and 49 middle school average-achieving students in two prealgebra classes. The study employed experimental and quasi-experimental designs to compare the impact of word problem instruction and contextualized problem instruction on computation skills and problem-solving performance. Results showed that students in the contextualized problem remedial and prealgebra groups outperformed students in the word problem groups on a contextualized and a transfer problem. In an extended transfer activity, students in the remedial class applied what they had learned in order to plan and build two skateboard ramps. Results support the use of contextualized problems to enhance the problem-solving skills of students in general and remedial classes.
The Impact of Alternate Assessments
Authors: Kleinert Harold L. , Kennedy Sarah , Kearns Jacqueline Farmer
Published: June 2008

The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 require that all states, by July 2000, will have developed and implemented alternate assessment methods for those students with disabilities who cannot be included within regular state and local district educational assessment and accountability measures. A statewide survey of teachers involved in the nation's first alternate assessment and accountability system for students with moderate and severe disabilities was conducted to determine the extent to which these teachers perceived benefits of including their students in state and school accountability measures, as well as their perceptions of the instructional impact of the alternate system upon student outcomes. The results of this survey indicated that teachers did realize such benefits, and perceived positive changes in both instructional programming (e.g., students' learning to follow their own individualized schedules, students' learning to assess their own performance) and enhanced student outcomes (an increased percentage of students having functional augmentative communication systems). However, teachers also expressed frustration with the amount of time required to complete student assessment portfolios, and concern over scoring reliability and the extent to which the alternate assessment was more of a teacher assessment than a student assessment.
Contact with Students with Hearing Impairments and the Evaluation of Speech Intelligibility and Personal Qualities
Authors: Most Tova , Weisel Amatzia , Tur-Kaspa Hana
Published: June 2008

This study examined the effect of contact with mainstreamed high school students with hearing impairments on hearing students' evaluations of personal qualities of speakers with three different levels of speech intelligibility (SI) and on their attitudes toward deafness (ATD). Seventy high school students who studied with classmates with hearing impairments (group with contact) and 70 students who did not study with classmates with hearing impairments (group without contact) listened to recordings of three speakers with good, moderate, and poor SI and evaluated the speakers' personal qualities using a semantic differential scale that included emotional-behavioral and cognitive factors. In addition, the participants evaluated the speakers' SI and filled out a questionnaire regarding their ATD. In general, better SI was associated with the attribution of more positive personal qualities. However, students with contact expressed more positive evaluations (than the students without contact) of the speaker with the poor SI on both the emotional-behavioral and the cognitive factors of the personal qualities questionnaire. These evaluations were similar to evaluations of the speaker with moderate SI. Students without contact expressed more positive evaluations of the speaker with the moderate SI on the cognitive factor than did students with contact. Finally, a positive relation was found between ATD and evaluation of personal qualities of the speaker with the poor SI on the cognitive and emotional-behavioral factors.
The Promise of Meaningful Eligibility Determination
Authors: Barnett David W. , Bell Susan H. , Gilkey Christine M. , Lentz Francis E. , Graden Janet L. , Stone Candace M. , Smith Jacqueline J. , Macmann Gregg M.
Published: June 2008

Despite considerable controversy, standardized norm-referenced assessment procedures are widely used to determine eligibility for special education services. Under Public Law 105-17, children ages 3 through 9 may receive special services under the broad category of child with a disability—rather than traditional diagnostic labels—based on a delay in one or more developmental domains. Due to the limitations of traditional ability and developmental norm-referenced measures, the determination of developmental delays may be highly error prone and unrelated to intervention decisions. As an alternative, we describe minimal requirements for functional intervention-based assessment and suggest strategies for using these methods to analyze developmental delays and make special service eligibility decisions for preschool children (intervention-based multifactored evaluation or IBMFE). The IBMFE model provides a basis for deriving logical, natural, and meaningful discrepancies in behavior or performance through the contextual analysis of child-related, environmental, and instructional variables.
Special Education and Genetics
Authors: Hodapp Robert M. , Fidler Deborah J.
Published: June 2008

Given recent advances in genetics, child psychiatry, and mental retardation research, etiology-based interventions are becoming increasingly possible for children with different genetic mental retardation conditions. This article reviews recent advances in the "new genetics" and shows how such advances affect special education. Focusing on Williams, fragile X, Prader-Willi, and Down syndromes, we note how etiology-related cognitive-linguistic profiles and propensities to distinct personalities and behavior problems point the way to specific, targeted strategies of intervention. Although currently only beginning in special education work, such intervention practices promise to become increasingly elaborated and effective in the decades to come.
Ecobehavioral Assessment in Early Childhood Programs
Authors: Brown William H. , Odom Samuel L. , Shouming Li  , Zercher Craig
Published: June 2008

The purpose of this investigation was to describe the nature of preschool children's experiences in inclusive early childhood programs. The momentary time-sampling data reported in this article represented 3 hours of observational information per child for 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs in four states. In general, children with and without disabilities exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts. Two noteworthy between-group differences were that (a) children without disabilities, compared to those with disabilities, participated in more child-child social behaviors and (b) children with disabilities received more adult support and attention than peers without disabilities. These ecobehavioral data begin to "paint a portrait" of preschool inclusion. This "portrait" revealed that children with disabilities were physically included but suggested that if social integration of young children with and without disabilities is a primary goal of inclusion, then additional, focused intervention efforts may be required to establish socially inclusive programs for young children with and without disabilities.
Promoting Changes in Teachers' Conduct of Student Pair Activities
Authors: Kohler Frank W. , Ezell Helen K. , Paluselli Maria
Published: June 2008

The purpose of this study was to examine the effectiveness of reciprocal peer coaching for promoting changes in teachers' conduct of student pair activities. A multiple baseline design was used to examine four conditions. Two kindergarten teachers implemented student-assisted learning activities alone during an initial baseline and then collaborated with another teacher during two coaching phases. Finally, each teacher participated in a final maintenance condition in which they conducted their activities in the absence of technical support or assistance. A range of teacher and student outcomes was collected. Results indicated that reciprocal peer coaching produced two important changes in teachers' methods of monitoring their student-assisted activities. First, both teachers increased their use of suggestions, prompts, questions, and related talk to facilitate students' social interaction with classmates. A second coaching phase enabled teachers to employ spontaneous adaptations in the academic materials, skills, or social interaction roles/process of individual student pairs. Both teachers continued to institute adaptations during maintenance, and one continued to provide prompts and suggestions for students' interactions. Finally, several students demonstrated corollary improvements in their social interaction skills. These results have important implications for enabling teachers to accommodate the needs of students with special needs in general education classrooms.
Strategies for Improving Home-School Communication About Homework for Students with Disabilities
Authors: Epstein Michael H. , Munk Dennis D. , Bursuck William D. , Polloway Edward A. , Jayanthi Madhavi
Published: June 2008

Increased emphasis on the inclusion of students with disabilities in general education classes has led to heightened research attention to educational practices affecting the outcomes of these students. Educational interventions, including homework, have been the focus of several studies, including those in which the opinions of educators and parents have been sampled through focus group interviews. The purpose of this study was to establish, through a national survey, the perceived effectiveness of several strategies for improving homework communication between parents, students, and teachers. Initially, principals were asked to randomly select two teachers from their schools for the survey. These nominated teachers then were mailed a survey on homework recommendations. A total of 639 general education teachers (50.5%) responded. The results indicated that these general education teachers perceived several common practices, as well as use of technology, to be highly effective for improving home-school communication about homework for students with disabilities. Among the most highly ranked recommendations were release and mutual planning time, assignment books and logs, parent attendance at meetings and daily monitoring of their child's homework, and use of telephone networks or answering machines to provide remote access to assignments. Several practice recommendations are discussed.
Evaluating Early Intervention
Authors: Barnett David W. , Pepiton Amy E. , Bell Susan H. , Gilkey Christine M. , Smith Jacqueline J. , Stone Candace M. , Nelson Karin I. , Maples Kelly A. , Helenbrook Kristen , Vogel Laurel H.
Published: June 2008

Providing accountability as a core professional role includes documenting the outcomes of consultations with parents and teachers. Furthermore, these consultations can serve as building blocks for evaluating overall intervention program effectiveness. We report the use of single-case accountability designs for examining individual child outcomes and evaluating the Ohio Early Childhood Intervention (ECI) project. Procedural guidelines (termed PASSKey) were used to help structure the process of ecobehavioral analysis, collaborative consultation, and naturalistic intervention design for children's learning, developmental, and behavioral problems. The methods serve as examples of functional assessment, accountability, and program evaluation efforts appropriate for early intervention consultations. Moreover, the results offer evidence for the effectiveness of the ECI model.
Decreasing Excessive Media Usage While Increasing Physical Activity
Authors: Larwin Karen H. , Larwin David A.
Published: June 2008

The Kaiser Family Foundation released a report entitled Kids and Media Use in the United States that concluded that children's use of media—including television, computers, Internet, video games, and phones—may be one of the primary contributor's to the poor fitness and obesity of many of today's adolescents. The present study examines the potential of increasing physical activity and decreasing media usage in a 14-year-old adolescent female by making time spent on the Internet and/or cell phone contingent on physical activity. Results of this investigation indicate that requiring the participant to earn her media-usage time did correspond with an increase in physical activity and a decrease in media-usage time relative to baseline measures. Five weeks after cessation of the intervention, the participant's new level of physical activity was still being maintained. One year after the study, the participant's level of physical activity continued to increase.
Poverty in Michigan Small Communities
Authors: Nizalov Denys , Schmid A. Allan
Published: June 2008

This article assesses the effect of labor demand and labor supply conditions on distribution of poverty across small communities in Michigan. The poverty model used for the analysis is based on the production behavior of the communities' residents, and is estimated using Census 2000 data. The difference in regional poverty rates is explained primarily by variation in the quality and quantity of communities' labor supply. Significant differences among rural, metropolitan, and metropolitan-adjacent communities are detected in determinants of poverty. In particular, a weak labor demand contributes to higher rates of rural poverty. Moreover, poverty rates are more persistent in rural areas and small towns. A higher average age of labor force is associated with a decrease in poverty rates. However, this effect becomes evident only after the ages of thirty-five to thirty-seven in rural areas, implying a slower accumulation of experience than in urban areas. Results imply that urban and rural poverty should be treated with area-specific policies that accommodate the difference in sources of poverty.