bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of a Blind Spastic Child: A Case Study
Authors: Cohen Jerome
Published: July 2017

A case history is presented of a blind and spastic child who endured severe emotional deprivation and neglect as a baby. She was placed in a foster home prior to projected institutionalization. The growth potential was realized upon examination by a team of physicians, psychologists, and social workers; and a rehabilitative program was planned. She has made excellent progress to date. This case illustrates the emergence of developmental positive strivings on the part of a multiply handicapped child, nurtured by interested professional people and loving foster parents.
Presidents Page
Authors: Ashcroft Samuel G.
Published: July 2017

Previous Presidents Pages have been devoted to the program emphases suggested for the 1970-71 membership year. This month's page is devoted to some of the crucial issues that are being brought to the attention of readers through the Forum section of the journal. This page also reviews the organization's process for orderly change. Readers are urged to ponder the issues and to use the mechanisms for change that are available.
A Clinical Teacher Model for Interrelated Areas of Special Education
Authors: Schwartz Louis
Published: July 2017

A teacher preparation model for interrelated areas in special education is described. The model provides (a) behaviorally defined specifications of competencies desired, (b) criterion measures for assessing entry and proficiency, and (c) instructional options available for achieving these objectives. A program is outlined for teacher education from the junior undergraduate level through the master's degree, with possible doctoral level extension. Evaluation of the model is twofold and concerns the project's effectiveness in teacher preparation and eventually, in pupil gains. The model synthesizes the common competencies necessary for teachers in interrelated areas of special education.
Concerns of Some Semiprofessionals Working in Professionally Directed Programs
Authors: Fitch Michael J. , Cadol Roger V. , Martinez Gloria , Montgomery Betty , Lottie Lanetta , Smith Barbara
Published: July 2017

This article acquaints those interested in programs utilizing semiprofessionals with some of the problems as viewed by semiprofessionals. These problems cluster around three main areas: conflicts resulting from changes in self concepts, suspicion toward middle class supervisors, and problems with new careers. The source of these data was sensitivity training for semiprofessionals being prepared for a new program designed to screen children for deviations in development, hearing, vision, and articulation.
Teacher Attitudes Associated with the Integration of Handicapped Children
Authors: Shotel Jay R. , Iano Richard P. , Mcgettigan James F.
Published: July 2017

A questionnaire was administered to elementary school regular class teachers to determine the effect of an integrative resource room program on the teachers' attitudes toward handicapped children. The questionnaire was designed to elicit teachers' attitudes toward handicapped children with respect to their integration into the regular program, their potential for academic and social adjustment, the teachers' competencies for teaching the children, and the need for special methods and materials in teaching handicapped children. The experimental group consisted of teachers in schools participating in an integrative resource room program, and the control group consisted of teachers in schools with self contained special classes. The results indicated the resource room program had slight to moderate effects on teachers' attitudes and raised questions concerning the feasibility of integrating educable mentally retarded children into regular classes in schools utilizing the conventional grade organizational pattern.
Structuring Academic Tasks for Emotionally Disturbed Boys
Authors: Gallagher Patricia A.
Published: July 2017

The procedures of scheduling and reinforcement were structured into two teaching methods designed to guide disturbed boys in the acquisition of vocabulary word learning and attentional work time. Results indicated a strong affirmation of the positive influence of the highly structured rather than a modified structured approach on the boys' performances.
Predicting and Evaluating Student Teacher Behavior
Authors: Dobson John
Published: July 2017

This pilot study investigated the efficacy of a procedural research model for making and evaluating individual predictions concerning student teaching behavior in classrooms for emotionally disturbed children. The results of this investigation indicate that individual predictions concerning certain psychological variables could be made with significant predictive accuracy. This study was intended to be one link in a chain of studies designed to provide a larger informational base concerning teaching behavior and effectiveness.
Cultural Conflict Curriculum and the Exceptional Child
Authors: Jaramillo Mari-Luci
Published: July 2017

The American educational system must be changed to reflect the growing recognition of the value of the many cultural groups in our society. The special education classroom teacher and the culturally different child both have important contributions to make in molding this new educational system. There is a special need for teachers to realize that there will be cultural conflicts between themselves and some of their students, to try to understand different cultures, and to use these differences to enrich the education of all their students.
Teacher Attitudes and the Labeling Process
Authors: Smith I. Leon , Greenberg Sandra
Published: July 2017

This study tested three assumptions which appear to underlie the decision making process that permits the systematic labeling of the so called six hour retarded child. Subjects were 36 randomly selected teacher clusters (8 teachers per cluster) in the field-test network of the Curriculum Research and Development Center in Mental Retardation (Yeshiva University). Each cluster was randomly assigned one of nine hypothetical but realistic profiles of students. Teachers were then asked to evaluate the adaptiveness of the child and the appropriateness of a mental retardation label. The results support the notion that teachers' labeling decisions tend to be biased against the lower socioeconomic levels and thus contribute to the inappropriate labeling of these children.
Accountability: A Dilemma in Infant Intervention
Authors: Simeonsson Rune J. , Wiegerink Ronald
Published: July 2017

Enthusiasm for early intervention with handicapped youngsters has resulted in a variety of programs for varying handicaps which are difficult to evaluate, compare, or replicate by a common standard. Attention to accountability in early intervention has increased by demands of funding realities, parent investment, and professional responsibility. Two parameters of accountability, effectiveness and efficiency, are explored, and specific methods proposed to implement these parameters in intervention. The need for commitment and collaboration on a national level is stressed.
Sex Role Stereotyping in Special Education: A Look at Secondary Work Study Programs
Authors: Cegelka Patricia Thomas
Published: July 2017

An examination of special education practices relative to secondary work study programs for the mentally retarded reveals sex biases in favor of the male enrollees. These biases are apparent in program admission, program offerings, and program evaluation. Both ethical and legal considerations dictate that those practices which serve to doubly handicap individuals labeled both retarded and female be eradicated. Suggestions are made for assessing and restructuring secondary work study programs in order to provide equal quality of participation for all.
Integrated Settings at the Early Childhood Level: The Role of Nonretarded Peers
Authors: Snyder Lee , Apolloni Tony , Cooke Thomas P.
Published: July 2017

Recent trends toward early intervention and mainstreaming have resulted in a growing number of preschool programs that integrate retarded and nonretarded children. These programs are generally based on the assumption that nonhandicapped peers function as behavioral models and/or reinforcing agents for handicapped youngsters within the context of positive social interaction. However, a review of relevant empirical literature indicates that such benefits do not necessarily result from integrated programing. This article discusses the implications of recent studies that have investigated procedures for structuring peer imitation and peer reinforcement at the preschool age level. Specific suggestions are offered for maximizing the potential benefits of integrated early childhood programs. Additionally, recommendations are made concerning research needs in this area.
Modifying Attitudes toward Physically Disabled Persons
Authors: Donaldson Joy , Martinson Melton C.
Published: July 2017

An attempt was made to modify attitudes toward disabled persons via a panel presentation by individuals with visible physical disabilities. Differential effects of live, video, and audio presentations were assessed, as were sex treatment variables. Results suggested that both the live and video presentations had significant effects on attitudes as measured by the ATDP. No significant differences were found between the responses of male and female subjects. Implications for practical use and for further research are discussed.
The Special Educator's Role on the Health Service Team
Authors: Trahms Cristine M. , Affleck James Q. , Lowenbraun Sheila , Scranton Thomas R.
Published: July 2017

A review of literature is presented which explores some of the legal and moral ramifications of the special educator as a member of the health service team. The special educator, whether in a resource room or self contained setting for mildly or severely handicapped children, is increasingly being asked to assist with drug administration and medical treatment. Information regarding the need for and current use of such assistance is presented. Legal responsibilities and limitations of the special education teacher are considered. It was concluded that teachers are in need of both inservice and preservice training to upgrade their skills in this area. Recommendations for inservice and preservice program development are included. Additionally, options that are presently available and that may be implemented immediately by the teacher are presented.
Intellectual Characteristics of School Labeled Learning Disabled Children
Authors: Smith Monte D. , Coleman J. Michael , Dokecki Paul R. , Davis Earl E.
Published: July 2017

Over 200 school labeled learning disabled children enrolled in 23 classrooms for the learning disabled were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that 37% of the children tested did not meet the single most generally agreed upon requisite for learning disabled classification, which is that of a normal level of intellectual functioning. However, regardless of the relative level of intellectual functioning, mean Performance IQ's were significantly greater than mean Verbal IQ's. Moreover, there was marked (and statistically reliable) heterogeneity among mean subtest scaled scores, although children with normal and subnormal intelligence exhibited similar patterns of WISC-R subtest scores.
Fostering Creativity in the Gifted Child
Authors: Passow A. Harry
Published: July 2017

During the 1960's, a good deal of research was conducted on the psychological nature and measurement of creativity and on curriculum and instruction in the nurturing of creativity. Currently, however, there appears to be a loss of interest in fostering creativity. Every component of education and schooling affects the development of creativity. If gifted children are to become gifted adults, their creativity must be nurtured by all those who influence their development. Research and experience of the past two decades have provided educators with the necessary base for making the nurturing of creativity an integral and meaningful developmental activity rather than an educational fad soon to be forgotten and ignored.
European Approaches and Innovations in Serving the Handicapped
Authors: Juul Kristen D.
Published: July 2017

During the last 30 years, there has been much progress in the treatment of the handicapped in a number of countries in Western Europe. Some of the advances that deserve international attention because of their high quality or uniqueness have occurred in the following areas: vocational training, sheltered workshops, the new educateur profession, the role of voluntary organizations, the normalization principle, the anthroposophic schools and villages, the lekoteks or preschool centers, special purpose institutions like the Beitostolen Health Sports Center and the Pestalozzi International Children's Village, instructional and architectural innovations, noncompetitive sports and outdoor activities, and the beautification of the schools through art. All countries have much to learn from each other.
Charting Scores in Precision Teaching for Skill Acquisition
Authors: Brandstetter Glenda , Merz Carol
Published: July 2017

This study examines the practice of charting scores in precision teaching for skill acquisition. Two separate studies were conducted, one comparing the effect of recording daily scores on a linear graph with that of keeping daily raw score data, the other comparing use of semilog charts with use of raw scores. In each study the group was divided in half and received each of two treatments (charting on linear or semilog graphs and keeping raw scores) for a 2 week period. Average raw score gains for each test condition were then compared. Results of the first study showed gains made while charting daily scores on a linear graph to be significantly greater than gains made while recording raw scores. Results of the second study indicated no significant difference between gains made while charting daily scores on semilog graphs and gains made while recording raw scores.
Assessing Classroom Environments and Prioritizing Goals for the Severely Retarded
Authors: Lathey Jonathan W.
Published: July 2017

In this methodological study, a strategy for analyzing Balthazar Scales of Adaptive Behavior-II data and using the results in the assessment of classroom environments and in subsequent goal prioritization is described. The Balthazar Scales-II were administered to the female students in eight classrooms for severely retarded adolescents at a state developmental center. A principal components analysis was applied to this baseline data in order to assess the classroom environments and to then prioritize goals derived from the results. In the analysis, three modal classroom types were identified. A method for goal setting based on the correspondence between the modal classroom types and the hierarchy of educational goals in Krathwohl's Taxonomy of Educational Objectives was described.
On a Distinction, between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations
Authors: Sontag Ed , Certo Nick , Button James E.
Published: July 2017

The authors respond to Burton and Hirshoren's position regarding the three areas of the education of the severely and profoundly retarded: (a) anticipated levels of learning, (b) personnel training, and (c) locus of educational services. Alternative positions in each of these three areas in relation to the severely and profoundly handicapped are presented that emphasize expanding learning parameters, the necessity for a rigorous personnel preparation program, and integrated public school and community settings as the standard for the least restrictive environment.
Wilderness Camping as a Therapy for Emotionally Disturbed Children: A Critical Review
Authors: Byers E. Sandra
Published: July 2017

The wilderness camp has been described as a particularly good setting for treatment of the emotionally disturbed child. This article summarizes the current literature on therapeutic camping, including the nature of existing programs, rationales for the superiority of camping as a therapeutic program, and evaluation of existing programs. The results of program evaluation research reported in the literature provide only minimal support for any particular effectiveness ascribed to therapeutic camping in terms of either short term or long term therapeutic outcome. This is seen to be largely due to inadequate investigation of the process and/or the outcome of therapeutic camping.
Program Evaluation and the Education for All Handicapped Children Act
Authors: Dunst Carl J.
Published: July 2017

Public Law 94-142 states that the impact of programs authorized under the Act be adequately evaluated. This article describes the evaluation requirements as delineated in the Act and specifies the type of evaluation that is necessary to meet the stated requirements. An experimental evaluation approach is recommended for assessing the efficacy of programs and projects operated under the Act. Examples of the use of quasi experimental designs for evaluative purposes are presented.
Options and Alternatives: Policy Decisions Yet to Be Made
Authors: Higgins Scottie , Ross John W. , Hockenberry Cathe
Published: July 2017

Significant changes in federal policy have occurred over the past decade to assure the rights of handicapped individuals to a free, appropriate public education. Some of the policy changes have been procedural in nature; others have required professional reexamination and reinterpretation. It becomes important to set priorities for policy issues in terms of impact and to develop the necessary options and alternatives required for successful implementation at the local, intermediate, and state level. This article reviews the development of policy, identifies emerging policy issues, and describes a national research project's response to determine appropriate policy options and alternatives so that decision makers can continue to meet the policy needs of the 1980's.
The Separation-Individuation Process and Developmental Disabilities
Authors: Mordock John B.
Published: July 2017

Stages of early childhood development are outlined. The premise suggests that much of the behavioral disturbance and immaturity displayed by handicapped children is a function of their inability to move successfully through these stages as a result of their handicap rather than as a result of parental mismanagement. In addition, early intervention programs that ignore these early stages may actually interfere with rather than enhance development. Implications for habilitation programs are also made, although many program modifications can only follow from a thorough understanding of the meaning of infant behavior in terms of attachment and of the separation and individuation process.
An Attributional Perspective on Labeling
Authors: Palmer Douglas J.
Published: July 2017

Drawing extensively from the attributional investigations of Bernard Weiner and his colleagues in the area of achievement motivation, this review addresses attribution theory and its implications for labeling. Specifically, findings concerning attributional taxonomies, antecedents, and consequents are presented and related to labeling effects. In addition, a relationship between informal labeling and attributional processes is proposed. It is concluded that attributions, not the presence or absence of formal labels, may be the critical variable of concern.
Learning Style and its Relation to Exceptionality at Both Ends of the Spectrum
Authors: Dunn Rita
Published: July 2017

This paper provides an overview of research into learning styles by The Center for the Study of Learning and Teaching Styles. It explains the concept and the instruments we use to identify students' individual characteristics; it also summarizes the investigations that verify the (a) increased academic achievement, (b) improved attitudes toward school, and (c) reduced numbers of discipline problems that result when youngsters are taught through materials or strategies that complement their styles. Research that reveals the styles of gifted and underachieving students is presented, and resources available to those interested in examining the phenomena more closely are described.
Left/Right Brains, Teammates in Learning
Authors: Webb Gertrude M.
Published: July 2017

Left/right brain research and its implications for teachers are highlighted. The medical and psychological research in asymmetry and the related attitudinal changes towards brain functioning over the last 150 years are reviewed. Strategies teachers may apply to classroom practice are abstracted from that research. Respect for the functioning of each hemisphere and the need for the “teaming” of both are emphasized.
Families of Handicapped Children: Sources of Stress and its Amelioration
Authors: Gallagher James J. , Beckman Paula , Cross Arthur H.
Published: July 2017

This literature review focuses on the stresses families experience and the support factors needed to help them cope with their handicapped children. Stress often appears to increase with the age of the handicapped child, and it is also based on the daily care-giving demands of the child. Other general factors affecting stress are low family income, divorce, separation, and so forth. The father often plays a limited role in these families even when present. Both formal and informal social support networks are important to these families, often more so than professional support, which has been uneven. Families need to be treated as having individual needs that require individual solutions, even as their handicapped children. Investigators and practitioners are encouraged to continue their focus on the family as a legitimate unit of study and treatment.
Self-Instructional Training: Cognitive Behavior Modification for Remediating Arithmetic Deficits
Authors: Leon James A. , Pepe Henry J.
Published: July 2017

Research on self-instructional training (cognitive behavior modification) is reviewed in an attempt to establish a rationale and logic for the use of cognitive-behavioral interventions to remediate the academic deficits of exceptional learners. In addition, an experiment is described that compared self-instructional training plus systematic instruction to systematic instruction. Subjects were 24 educable mentally handicapped (EMH) and 13 learning disabled (LD) students, 9–12 years of age. The students were randomly assigned to either a self-instructional or a contrast group. The results indicated (a) a significant difference in the posttest, in favor of the self-instructional group, on the operations area of the KeyMath Diagnostic Test, (b) an apparent difference in favor of the self-instructional group on the generalization measure, (c) a significant measures effect on each dependent variable, regardless of group, and (d) a significant difference in favor of the LD students. Discussion includes the relevance of a systematic approach to training, a multiple-component explanation of the effect of the self-instructional approach, implications for application, and suggestions for further research.
Measuring Special Education Teacher Effectiveness
Authors: Englert Carol Sue
Published: July 2017

Teacher effectiveness in regular education classrooms has been widely examined and discussed. However, there is little research on teacher effectiveness in special education settings. This study focused on specific teacher behaviors associated with the academic achievement of mildly handicapped students. Two groups of teacher trainees found to be differentially effective in accomplishing student performance outcomes were contrasted on specific direct instruction variables. The results suggested that teacher trainees who maintained a high presentation rate with many correct pupil responses per minute were more successful in effecting pupil achievement than teachers with a slower presentation and correct rate. Implications for research and instructional practice are discussed.
Let Us Pause and Reflect—But Not Too Long
Authors: Will Madeleine C.
Published: July 2017

This article examines the achievements of special education, looks beyond the traditional services to the disabled and recommends collaboration among human service delivery systems. Barriers to progress in special education are discussed and solutions proposed.
Curriculum-Based Measurement: The Emerging Alternative
Authors: Deno Stanley L.
Published: July 2017

Despite general agreement that we should routinely assess the student performance outcomes of instruction, general agreement regarding how this should be done does not exist. Commercially distributed achievement tests are not always congruent with curriculum objectives and teachers tend not to value the information obtained from them. Informal observation of performance is the approach used and preferred by teachers. Unfortunately, the reliability and validity of teachers' informal observation of student academic performance is unknown. An emerging alternative to commercial standardized tests and to informal observations is curriculum-based measurement (CBM) that combines the advantages of both. Through standardizing observation of performance in the curriculum, CBM generates reliable data that is valid with respect to widely used indicators of achievement such as achievement test scores, age, program placement, and teachers' judgments of competence. These data are now being used to make screening, referral, IEP planning, pupil progress, and program outcome decisions. This article provides background on and illustrations of the use of CBM in special education.
Montevideo Individualized Prescriptive Instructional Management System
Authors: Peterson Joanne , Heistad David , Peterson David , Reynolds Maynard
Published: July 2017

This article describes a computer-based measurement system for monitoring student progress through an individualized math and reading curriculum. Time to complete units of instruction is used as a metric for assessing individual goals and for normative comparisons. An investigation was conducted to determine whether special education and Chapter 1 students could be identified in reference to the number of units of instruction completed by the end of a school year. Results indicate that a cutoff at the 20th percentile of the distribution for each grade correctly identified 100% of the special education students. The implications of adopting a curriculum-based screening system are discussed.
An Application of Curriculum-Based Assessment: The Use of Direct and Repeated Measurement
Authors: Germann Gary , Tindal Gerald
Published: July 2017

A model of special education is presented in this article based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs. The major premise in applying this system is the development of a continuous data base across all educational decisions, including initial problem selection, program planning, program implementation and evaluation, and program certification. To highlight the issues, two separate studies are included, presenting student outcome data at both the individual and system level, for academic and social behaviors.
Introducing Curriculum-Based Assessment through Consultation
Authors: Rosenfield Sylvia , Rubinson Florence
Published: July 2017

The consultant who is interested in helping teachers adopt curriculum-based assessment (CBA) techniques should consider the process of innovation in schools for guidance. Since some of the basic assumptions of CBA run counter to school culture, it is important for the consultant to consider various aspects of school culture and its regularities. Finally, the consultant should examine four stages in developing a model program: creating a need, supporting change, implementing a guided practice sequence, and allowing for adaptation.
Different Cooperative Learning Procedures and Cross-Handicap Relationships
Authors: Johnson David W. , Johnson Roger T. , Warring Douglas , Maruyama Geoffrey
Published: July 2017

The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the study for 55 minutes a day for 10 instructional days. An Activity Report Scale was given to students to determine who they interacted with in structured class activities, unstructured class activities, school activities outside of class, and activities in the home. The results indicated that pure cooperation promoted more frequent cross-handicap interaction than did a mixture of cooperation and competition. The interaction patterns formed within cooperative learning situations generalized into unstructured class and school activities.
A Comparison over Time of Relative Discrepancy Scores of Low Achievers
Authors: O'Shea Lawrence J. , Valcante Greg
Published: July 2017

The accurate differentiation of learning disabled (LD) students from other low achieving students and the provision of effective remedial services continue to be important issues in the field of learning disabilities. Despite numerous criticisms, the calculation of a discrepancy between ability and achievement is used widely in the identification of students with learning disabilities. In the present investigation, the stability of discrepancies for LD and non-LD, low achieving students was examined. A differential change in relative descrepancy scores was found between the two groups of students from grades two to five. LD and non-LD groups did not differ significantly in second grade but did differ significantly in fifth grade in terms of relative discrepancy. Results and the implications for service delivery models are discussed.
Effects of Differential Scheduling of Timeout to Reduce Maladaptive Responding
Authors: Barton Lyle E. , Brulle Andrew R. , Repp Alan C.
Published: July 2017

One popular mode of treatment for the reduction of maladaptive responding has been the use of timeout procedures. Historically, these procedures have generally been administered on a continuous schedule. In this study, the effects of using a differential schedule of timeout and allowing one maladaptive response per interval before timeout procedures were implemented were studied. The subjects were three school-aged children who had been identified as mentally retarded. The study used a multiple-baseline design, and demonstrated that a differential schedule of timeout was effective in reducing the target maladaptive behaviors. In addition, by permitting one behavior to occur within an interval which occasioned only a warning, the students were allowed to develop self-control within a structured setting. Suggestions for teacher implementation are provided.
Implementing Federal Transition Initiatives for Youths with Severe Handicaps: The Utah Community-Based Transition Project
Authors: Hardman Michael , McDonnell John
Published: July 2017

This article describes the Utah Community-Based Transition Project, a model guiding transition planning for youth with severe disabilities. This planning process is aimed at facilitating the coordination and expansion of community services for each graduate. Model components are discussed, and barriers facing states as they attempt to implement effective transition planning models are addressed.
The School and Community Partnership: Planning Transition for Students with Severe Handicaps
Authors: Peters Joyce M. , Templeman Torry Piazza , Brostrom Glenn
Published: July 2017

This article describes a process to provide solutions to the prevalent problem of interagency collaboration in planning for transition outcomes. The project is implementing and evaluating the process in seven Oregon sites that differed in respect to numbers of students served, rural versus urban, and availability of a range of adult service options. Results to date support the inclusion of procedures such as an outside stimulus to initiate the collaborative effort; locally generated plans; transitions teams empowered with policy-level decision making; and follow-up technical assistance at the administrative and direct service level.
Parent Participation by Ethnicity: A Comparison of Hispanic, Black, and Anglo Families
Authors: Lynch Eleanor W. , Stein Robert C.
Published: July 2017

This article describes the results of a study of Hispanic parents' satisfaction with and participation in their child's special education program and compares their responses to those of Black and Anglo families from earlier investigations. Sixty-three parents of children receiving special education services were interviewed in Spanish in their homes by trained interviewers who were also parents of handicapped students. Results of the study indicated that Hispanic parents were generally very satisfied with their child's special education program but often unaware of the services that were being provided. They were aware of the assessment and Individualized Education Plan (IEP) processes but tended not to be active participants in either, though nearly half had visited their child's classroom to observe instruction. Work schedules, “nothing,” lack of bilingual communication, and general communication problems were identified as the major barriers which caused them to be less active. To examine whether differences existed on five key variables, between Hispanic, Black, and Anglo families, data from two earlier studies were pooled, collapsed, and analyzed using chi squares. Significant differences were found on all key variables across ethnic groups.
Community-Referenced Instruction in Technological Work Settings
Authors: Gaylord-Ross Robert , Forte Joyce , Storey Keith , Gaylord-Ross Cory , Jameson Devi
Published: July 2017

Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effective secondary vocational training program are discussed.
Comparison of Parent and Teacher Assessments of Developmentally Delayed Children's Behavior
Authors: Handen Benjamin L. , Feldman Robert S. , Honigman Ann
Published: July 2017

The extent of parent and teacher agreement on the assessment of developmentally delayed children's behavior was examined. Parents and teachers of 98 developmentally delayed children were asked to rate their child's abilities in areas of self-help skills, speech and language, and play skills, as well as indicate the presence or absence of 18 behavior problems. While significant levels of parent/teacher agreement were noted for 77% of the items assessed, the mean level of agreement was only 68.1%. This suggests that there was sufficient disagreement to cast suspicion upon the clinical utility of ratings by parents or teachers alone. Possible explanations for these findings are presented and implications regarding skill and behavioral assessment are discussed.
Reducing the Number of Students Identified as Learning Disabled: A Question of Practice, Philosophy, or Policy?
Authors: Gelzheiser Lynn M.
Published: July 2017

When children fail to meet standards for achievement and behavior set by a classroom teacher, they may be identified as learning disabled. Recently, because of rising identification rates and evidence of overidentification, it has been suggested that those who fail to meet expectations be accommodated by modifying classroom instruction. The pertinence of such a suggestion may not be recognized, because of the medical model of disability held by most educators. Accommodation to difference is consistent with a minority model of disability. Efforts to reduce the number of students identified as learning disabled would be more successful if they were advocated within a minority view of disability.
Norm-Referenced Tests: Are They Valid for Use with Handicapped Students?
Authors: Fuchs Douglas , Fuchs Lynn S. , Benowitz Suanne , Barringer Kenneth
Published: July 2017

Although norm-referenced tests have been a mainstay in special education placement and program evaluation activity, there never has been a systematic effort to determine whether handicapped children have been included in the development of the tests' norms, items, and indices of reliability and validity. The present investigation explored this question by analyzing up-to-date user manuals and technical supplements of 27 aptitude and achievement tests. Results indicated most test developers and publishers provide scant data on the appropriateness of their tests for use with handicapped children. Implications for test users, developers, and publishers are discussed.
Putting the Individual into Aptitude-Treatment Interaction
Authors: Reynolds Cecil R.
Published: July 2017

The report of the National Academy of Sciences' Panel on Placement of Students in Programs for the Mentally Retarded is reviewed with a special emphasis on assessment and programming for special education students. A particular naivete regarding the relationship between past and proposed “new” practices is noted and the model proposed by the panel critiqued in light of its failure in past years. An alternative model that builds on students' strengths and that melds apparently disparate psychological models of academic behavior is introduced.
Who Leaves and Who Stays in Special Education: A 2-Year Follow-up Study
Authors: Walker Deborah K. , Singer Judith D. , Palfrey Judith S. , Orza Michele , Wenger Marta , Butler John A.
Published: July 2017

A 2-year follow-up study assessed the stability of special education students' mobility, status, and classification labels. A total of 1,184 students were selected in fall 1982 from the elementary special education programs of three cities. Two years later, 92% remained in their school district. Of these, 71% stayed in special education with the same classification, 12% remained with a different classification, and 17% were no longer receiving special education services. The child's original primary classification was the strongest predictor of reclassification and termination. Family background contributed most to mobility. Implications for practice and research are discussed.
Impact of Diana, Larry P., and P.L. 94–142 on Minority Students
Authors: MacMillan Donald L. , Hendrick Irving G. , Watkins Alice V.
Published: July 2017

This article examines the impact of modifications in the identification of EMR students and in programming for them, following Diana, Larry P., and P.L. 94–142. These policy changes were designed to afford greater educational equity; but evidence has shown that minority children are not well served as a result. Further, the subsequent movement toward educational excellence in the schools appears to have imposed on marginally achieving students standards that almost ensure school failure. Continued vigilance is proposed on behalf of minority EMR and marginally achieving students.
Comparison of Academic and Cognitive Programs for Young Handicapped Children
Authors: Dale Philip S. , Cole Kevin N.
Published: July 2017

Two highly contrasting models of early education for mildly handicapped children, Direct Instruction and Mediated Learning, were compared in a randomized design. A systematic classroom observation system validated differences between the two programs. Both programs evidenced gains for pupils, but with a differential effect for specific measures: Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test; whereas Mediated Learning led to greater gains on the McCarthy Verbal and Memory Scales and Mean Length of Utterance. No significant aptitude-by-treatment interactions were obtained.
Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers
Authors: Keogh Barbara K. , Burstein Nancy D.
Published: July 2017

Two groups of preschool children (9 handicapped, 9 nonhandicapped) were observed, with the focus on frequency of interactions with teachers and peers. Teachers rated temperaments of each child, using a derivation of the Thomas and Chess Teacher Temperament Scale, producing scores on task orientation, personal-social flexibility, and reactivity. Teachers rated handicapped children (compared with nonhandicapped) as low in task orientation and flexibility, and as underreactive or overreactive. For both groups of children, positive temperament patterns were related to frequency of interactions with peers—and for nonhandicapped children, to frequency of child-teacher interactions. Teachers interacted more with those handicapped children with negative than with positive temperament profiles.
Assessing the Writing Product: Qualitative and Quantitative Measures
Authors: Isaacson Stephen
Published: July 2017

Assessment of writing skills must focus on the writing product in order to satisfy four educational functions: identifying unsuccessful writers, planning instruction, monitoring student progress, and giving feedback. Within the last 25 years, various researchers have tested the validity of simple direct measures that correspond to five important aspects of the writing product: fluency, content, conventions, syntax, and vocabulary. Measures for each of these components, both qualitative and quantitative, are discussed.
Teaching Writing to Exceptional Children: Reaction and Recommendations
Authors: Newcomer Phyllis , Nodine Barbara , Barenbaum Edna
Published: July 2017

The research and instructional recommendations in this issue are aimed at further understanding of the process model. The implications for teaching writing are discussed in terms of roles for the teacher and the learner. Recommendations for domains of future research are presented.
Survey on Prereferral Practices: Responses from State Departments of Education
Authors: Carter Jane , Sugai George
Published: July 2017

A six-item survey was sent to state directors of special education (or their equivalent) in all 50 states and the District of Columbia. Items were developed to assess the type and level of prereferral intervention usage reported by state level special education administrators. Despite a lack of empirical support and a relatively inconclusive success rate, many state level administrators reported that they require or recommend the use of prereferral intervention strategies.
Community Involvement of Persons with Severe Retardation Living in Community Residences
Authors: Aveno Arlene
Published: July 2017

A national survey was conducted with 294 community residential facilities (CRFs) serving adults with severe retardation. Respondents were asked to rate 38 community-based activities twice: one rating representing the activity involvement of the residents living in the CRFs, and one rating representing the perceived activity involvement of “average,” well-integrated community members. Nonhandicapped community members were perceived to have significantly more involvement in 30 activities than adults living in CRFs. Group home and foster home residents were perceived to be more involved in employment or day activities outside the residence, use of health care services, walking or wheelchair strolling for pleasure, and use of parks or zoos than nonhandicapped community members.
Review of Comparative Studies in the Instruction of Students with Moderate and Severe Handicaps
Authors: Ault Melinda Jones , Wolery Mark , Doyle Patricia Munson , Gast David L.
Published: July 2017

Systematic intructional strategies that investigators have used with students who display moderate to severe handicaps were identified and defined. The investigations which directly compared two or more strategies were analyzed, and summary statements/recommendations about the relative effectiveness and efficiency of the strategies were made. Analyzing the effectiveness of the procedures involved determining which strategies successfully taught skills to subjects. The efficiency of the strategies was analyzed on measures which indicated the skills were taught in a productive and timely manner (i.e., trials to criterion, sessions to criterion, errors to criterion, direct instruction time). Recommendations for future research and practice include (a) conduct more studies comparing the effectiveness and efficiency of instructional strategies, (b) conduct investigations of the specific variables of single strategies to identify the most efficient use of each procedure, (c) expand the efficiency measures to assess whether students learn information not directly targeted for instruction, and (d) conduct research to determine which strategy is best to use with given types of students and skills.
Students' Preferences for Service Delivery: Pull-Out, In-Class, or Integrated Models
Authors: Jenkins Joseph R. , Heinen Amy
Published: July 2017

This study assessed students' preferences about where and by whom they receive instruction for learning difficulties. Subjects were 686 special, remedial, and regular education students in grades 2, 4, and 5, from classrooms that used a pull-out, in-class, or integrated model for specialized instruction. Results of student interviews indicated that children's preferences for in-class and pull-out services were affected by the service delivery model used in their classroom and their grade level. The majority of children preferred to receive additional help from their classroom teacher rather than from a specialist.
Teaching Complex Content to Learning Disabled Students: The Role of Technology
Authors: Carnine Douglas
Published: July 2017

A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.
Teachers' Perceptions of Problem Behavior in General and Special Education
Authors: Ritter David R.
Published: July 2017

The study investigated the behavioral ratings of regular classroom and special education teachers and sought to examine the degree to which these educators agreed or disagreed in their perceptions of the problem behavior and adaptive functioning of a group of 31 adolescents who had recently been identified as seriously emotionally disturbed. Results are discussed in relation to the literature on teacher tolerance of problem behavior and the effects of classroom setting upon teacher judgments.
Defining Mild Disabilities with Language-Minority Students
Authors: Rueda Robert
Published: July 2017

This article considers the special education placement of language-minority students with mild disabilities as addressed by current eligibility criteria, as well as relevant research in special education. Problems with assessment, diagnosis, and placement of these students are a manifestation of problems related to larger issues within the special education field. The most basic of these is a continuing reliance on the psychometric paradigm. Attempts to institute reform in the education of language-minority students are categorized into one of three models, or system approaches: maintenance, improvement, and restructure.