bluuebunny/crossref_metadata_2025 huggingface dataset:
Liver cirrhosis
Authors: Williams E J , Iredale J P
Published: December 2008

Liver fibrosis and its related complications continue to represent a significant worldwide healthcare burden. Over the past decade there has been considerable improvement in our understanding of the cellular mechanisms and pathophysiology underlying hepatic fibrosis. This greater insight into the relevant basic sciences may lead to the development of novel treatment strategies designed to block the fibrogenic cascade or even enhance matrix degradation. In addition, there have been significant advances in the management of the complications of cirrhosis, with specific treatments now available for some conditions. Perhaps most notably, liver transplantation is now a highly successful treatment for end-stage liver disease and should be considered in all patients with chronic liver disease.
Further hearing loss during osteoporosis treatment with etidronate
Authors: Yaşil S , Çömlekçi A , Güneri A
Published: December 2008

Ototoxicity is a rare and disabling complication in bisphosphonate therapy. Here we describe two patients who encountered further hearing loss during oral etidronate treatment for osteoporosis.
Primary pulmonary hypertension associated with human immunodeficiency virus infection
Authors: Golpe R , Fernandez-Infante B , Fernandez-Rozas S
Published: December 2008

Several cardiorespiratory diseases can complicate human immunodeficiency virus infection. Primary pulmonary hypertension is a rare clinical disorder which carries a bad prognosis. More than 90 cases of HIV-associated primary pulmonary hypertension have been reported to date. Although its pathogenesis remains unknown, some evidence suggests a possible role for the virus itself in its development. Genetic susceptibility may also be implicated. The clinical and histopathologic features of this entity do not differ from those of classic primary pulmonary hypertension. The diagnosis requires a high degree of clinical suspicion and a careful evaluation to rule out causes of secondary pulmonary hypertension. In addition to supportive measures, anticoagulation and vasodilators have been used to treat this disorder, although sufficient data regarding long-term results with these therapies are lacking.
The use of HMG Co-A reductase inhibitors following acute myocardial infarction in hospital practice
Authors: Khong T K , Missouris C G , Murda'h M , MacGregor G A
Published: December 2008

Treatment with a HMG-CoA reductase inhibitor (statin) following a myocardial infarction has been shown to reduce the incidence of subsequent coronary revascularisation, myocardial infarction and cardiovascular death. The majority (89%) of patients admitted to the coronary care unit of our hospital received a fasting cholesterol check as part of a routine coronary care unit protocol. However, our survey shows that only 26% of patients surviving an acute myocardial infarction were on treatment with a statin at follow-up. Furthermore, those receiving statins were given smaller doses than those used in clinical trials. One way to ensure patients receive adequate treatment with statins, may be to include it as part of a coronary care unit protocol.
Fulminant infection by uncommon organisms in animal bite wounds
Authors: Dutta J K
Published: December 2008

In 1995 and 1996, 215 patients exposed to different species of animals were treated at the Amarnath Polyclinic, Balasore, in India. Among them were two children infected by uncommon organisms, i.e., Capnocytophaga canimorsus and Pasteurella multocida; the patients recovered with appropriate antibiotic therapy.
Death due to air embolism during sexual intercourse in the puerperium
Authors: Batman P A , Thomlinson J , Moore V C , Sykes R
Published: December 2008

We describe the cases of two young women who died due to air embolism during sexual intercourse early in the puerperium.
Management of inguinal herniae in patients on continuous ambulatory peritoneal dialysis: an audit of current UK practice
Authors: Morris-Stiff G J , Bowrey D J , Jurewicz W A , Lord R H H
Published: December 2008

Patients receiving continuous ambulatory peritoneal dialysis are at increased risk for the development of inguinal herniae, with a reported prevalence of 14%. Elective hernia repair is indicated for these patients as strangulation is associated with a high mortality in this population. There are currently no national guidelines relating to the optimal peri-operative management of these patients, in particular the appropriate pre- and post-operative dialysis regimen. The aim of the current study was to evaluate current practice in the UK by means of a postal questionnaire sent to all centres undertaking renal transplantation. Replies were received from 34/37 centres. The principal study finding was the wide variation in surgical practice between different centres with regard to pre- and post-operative dialysis regimes. Only 44% of centres had an established protocol. Based upon the study findings we have devised a protocol that we hope to see implemented into UK practice. Following its introduction, a re-assessment will be performed and the audit cycle completed.
Management of the unexpected result: compensated hypothyroidism
Authors: Benediktsson R , Toft A D
Published: December 2008

The combination of elevated serum thyrotropin and normal serum thyroxine is called compensated or subclinical hypothyroidism. This most commonly represents clinically silent autoimmune thyroiditis. Whether this condition warrants treatment or simply observation is still debated. The risk of developing overt hypothyroidism is high in females with elevated thyrotropin above 10 mU/l and/or positive thyroid microsomal antibodies. Males are also at high risk of progression towards overt hypothyroidism, regardless of antibody status or degree of thyrotropin elevation. We advise routine treatment of only those at high risk of developing overt hypothyroidism.
On Preimage Entropy of a Sequential Mapping
Authors: Cheng Wen-Chiao
Published: December 2008

Biś [2] introduced the notion of entropy-like invariants as an extension of the concept of pointwise preimage entropy. This paper follows Biś concept and extends the behaviour of preimage entropy to the case of a fixed sequence of maps. Therefore, some results are obtained, and we also show that for any continuous maps S and T from a compact metric space onto itself, the maps S ◦ T and T ◦ S have the same pointwise preimage entropy.
CULTURAL HERITAGE IN EIA — REFLECTIONS ON PRACTICE IN NORTH WEST EUROPE
Authors: JONES CARYS E. , SLINN PAUL
Published: December 2008

North-West Europe has a rich cultural heritage which is increasingly prone to impacts from development activities. This paper reports the findings of the "Planarch" study funded by the European Regional Development Fund Interreg IIIB programme. Overall, whilst there are examples of good practice, cultural heritage has a relatively low profile in EIA in the countries studied. Nevertheless, cultural heritage is important and makes wider contributions to society beyond its intrinsic value. Therefore, the profile of cultural heritage needs to be raised both within the planning process and EIA, and also in the minds of decision-makers, other specialists and the wider public. Ten guiding principles provide a first step in promoting the assessment of cultural heritage in EIA, and also to build the consideration of cultural heritage into more strategic planning decisions through SEA.
Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses
Authors: Long Mark C. , Iatarola Patrice , Conger Dylan
Published: December 2008

Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article estimates how much of these gaps are determined by the courses that students take while in high school. Using data on students in Florida public postsecondary institutions, we find that differences among college-going students in the highest math course taken explain 28–35 percent of black, Hispanic, and poverty gaps in readiness and over three-quarters of the Asian advantage. Courses fail to explain gender gaps in readiness. Low-income, black, and Asian students also receive lower returns to math courses, suggesting differential educational quality. This analysis is valuable to policy makers and educators seeking to reduce disparities in college readiness.
Japan–Bangladesh Relations
Authors: Chowdhury Mahfuzul H.
Published: December 2008

This article studies the nature of relationship between Japan and Bangladesh focusing mainly on the Japanese Overseas Development Assistance (ODA) policy for developing countries such as Bangladesh. It also covers trade and other related issues that shape the bilateral relations of these two countries in a historical perspective. This is an interesting study as Bangladesh has consistently been a major recipient of Japanese aid and assistance for a long time in various areas of crucial importance for Bangladesh's development ranging from education, health, rural development, power plant development, private sector development, urban waste management, infrastructure development like building big bridges over mighty rivers, water supply in major cities, good governance and democratization projects. Japan is a great economic power and also regarded as an ‘aid great power’ but not a military superpower, thus, what determines its economic assistance policy and relations with a country like Bangladesh in South Asia is the central theme of this paper. Cultural relations between Japan and Bangladesh even go beyond the recent diplomatic history. Both the countries are culturally homogenous, natural disaster prone and scarce natural resource nations and Japan is the only country outside of the western world to be able to develop at par with the western countries while practicing democracy simultaneously. From all these points of view Japan can be considered as an ideal development model for Bangladesh.
Effects of Two Telegraphic Deletion Schemes On the Reading Behavior of Braille Readers 1
Authors: Martin Clessen J. , Bassin Carolyn B.
Published: December 2008

This study is part of a programmatic research effort which is attempting to develop a telegraphic writing style that will increase the ease of braille reading. Three types of literature were reduced by either 20% or 40% of their words using either a subjective or a computerized frequency method. The passages were read by 36 braille readers from grades 8 to 12. Reading performance was assessed by a multiple choice comprehension test, reading rate, and reading time. No significant decrements in comprehension were obtained either as a function of the type of deletion scheme or level of deletion. Reading rates tended to be slower for the 40% passages than for the 20% ones. Increased information density and unfamiliarity with telegraphic prose may have contributed to the slower reading rates.
Teachers' Views of the Treatability of Children's School Adjustment Problems'
Authors: DeStefano Michael A. , Gesten Ellis L. , Cowen Emory L.
Published: December 2008

One-hundred thirty-four primary grade teachers rated each of nine hypothetical referrals, depicting three predominant types of school adjustment problems (acting-out, shy-anxious, learning), on four dimensions: (a) appropriateness of referring the child to the school's mental health services, (b) ease or difficulty for a mental health person to work with such a child, (c) how much a mental health person would enjoy working with the child, and (d) a treatment-prognosis estimate. Shy-anxious children generally received the most positive ratings.

Teacher judgments were compared to prior, similar judgments made by mental health personnel. The latter gave significantly higher appropriateness ratings, indicated that the children would be significantly less difficult and more enjoyable to work with, and judged prognosis to be more favorable. An important deviation from this pattern of findings is considered.
Examining the Benefits and Prevalence of Modality Considerations in Special Education
Authors: Arter Judith A. , Jenkins Joseph R.
Published: December 2008

Questions related to the validity, efficacy, and prevalence of the psychoeducational practice of modifying instruction in accord with children's relative modality strengths are examined in a research review and in a survey of practicing special education teachers. Despite attempts to assess relative modality strength using 32 separate tests, subtests, or combinations thereof in conjunction with a variety of instructional interventions, no one has successfully demonstrated that beginning reading instruction can be improved by modality and instructional matching. In spite of the absence of evidence that supports modality instructional matching, textbooks urge teachers to adopt this approach, and the majority of special education teachers believe in and employ this model. Implications of these findings are discuseed both for teacher training programs and for instructional practice.
State Definitions of Behavior Disorders
Authors: Epstein Michael H. , Cullinan Douglas , Sabatino David A.
Published: December 2008

The purpose of this article was to survey state departments of education regarding their definitions of behavior disorders. Forty-nine state definitions were analyzed based on their alignment to 11 criteria components. The data indicated a wide discrepancy between the states as to what constitutes a behavior disorder. The results are discussed in terms of the shortcomings of many of the definitions and in terms of the changes which have occurred in state definitions over the years. Specific recommendations regarding the need to operationalize the definitions are presented.
Evaluating Program Placement in an Institution for the Mentally Retarded: a Multivariate Approach
Authors: Singer Jack H.
Published: December 2008

Examined is a multivariate method for evaluating the appropriateness of program placement in an institution for the mentally retarded. Six criterion groups were formed from among those residents attending educational programs in a developmental program sequence; then the groups were subjected to discriminant analysis. Dependent measures consisted of metrics derived from the AAMD Adaptive Behavior Scale and the Stanford Binet Intelligence Scale and included chronological age. The central question of the study was whether the six groups could be separated from one another and, if so, to determine those resident attributes accounting for such differentiation. The major findings were that the measures employed did significantly differentiate among the groups, and that adaptive behavior attributes relevant to programming goals accounted for most group differences. The implications of these findings for the evaluation of the placement aspect of programming are discussed.
Self-Help Skills Training: A Review of Operant Studies
Authors: Westling David L. , Murden Louis
Published: December 2008

This article reviews 36 studies conducted since 1967 which evaluated operant conditioning techniques to develop and improve self-help skills of mentally retarded persons. The studies fell within three categories: self-feeding and other mealtime behaviors, personal care skills (dressing, hygiene, etc.), and the simultaneous development of various self-help skills. Studies are analyzed in terms of the subjects, the target behaviors, training techniques and their effects, experimental designs, and reliability of measurement. The paper concludes with a critique of the studies, some suggestions for future research, and tentative teaching implications based on the results of the studies.
Perspectives On Normalization
Authors: Thurman S. Kenneth , Fiorelli Joseph S.
Published: December 2008

With the proliferation of programs based on the principle of normalization, it seems appropriate to stand back and put that principle into perspective. The paper discusses normalization from the following viewpoints: (a) empirical approaches, (b) social integration, (c) specialization and congregation, (d) cultural norms, and (e) prevention. The suggestion is made that while normalization should continue to guide program development, we should not lose track of possible future pitfalls.
Perspective and Principles for the Evaluation of Special-Service Programs
Authors: Maher Charles A. , Barbrack Christopher R.
Published: December 2008

A conceptual perspective and set of principles are offered for the evaluation of special-service programs in public school settings. Special-service program evaluation is seen as a process of obtaining and reporting information on a program's adequacy, process, efficiency, and impact. The evaluation perspective and five evaluation principles set forth serve to guide the evaluation process, enabling the evaluator to (a) accurately identify the information (evaluation) needs of the decision maker(s), (b) design and conduct an evaluation study focused on these needs, and (c) assess the contribution of the evaluation to programmatic decision making.
Academic Self-Concept Change in Special Education Students: Some Suggestions for Interpreting Self-Concept Scores'
Authors: Boersma Frederic J. , Chapman James W. , Battle James
Published: December 2008

Changes in academic self-concept, as measured by the Student's Perception of Ability Scale, were studied in elementary special education students receiving full-time remedial placement. Pre-post data were collected over a 12-month period on 50 severely learning disabled, 18 educable mentally handicapped, and 83 reg-' ular class children. The results revealed that full-time placement was accompanied by statistically significant increases in academic self-concept, especially in the areas of reading/ spelling and confidence. The discussion deals with possible causes for these changes, e.g., achievement gains and peer reference-group comparisons. Implications of the findings in terms of assessing changes in academic self-concept as a function of remedial placement are discussed.
A Systems-Actuarial Method for the Differential Diagnosis of Handicapped Children
Authors: McDermott Paul A.
Published: December 2008

A developing body of research suggests that little, if any, notable consistency is to be found among child diagnosticians in their performance of diagnostic decision-making activities or among the diagnostic decisions that result. This poses a potentially serious dilemma to the extent that, in order for diagnostic decisions to be valid and useful, they must first be consistent. As a measure toward approaching some greater degree of diagnostic reliability and consistency, a system called multidimensional actuarial classification is presented for use in the differential diagnosis of mental retardation, inadequate adaptive behavior, social maladjustment, academic under- and overachievement, learning disabilities, and other disorders in school-children. Each decision in the systems-actuarial method is based on the statistical probability of relationships among a number of dimensions of child characteristics that are derived through standardized procedures for collecting information from the child, the psychologist, parents, and teachers.
An Evaluation of the Regression Discrepancy Method for Identifying Children With Learning Disabilities
Authors: Shepard Lorrie
Published: December 2008

A learning disability (LD) exists if a child's academic achievement lags significantly behind intellectual ability and there is no other known cause for the discrepancy. The Regression Discrepancy Method using multiple regression for identifying LD children directly parallels the theoretical definition. It involves giving both an ability and an achievement test, which are normed together. An anticipated achievement score is computed for each child based on ability, grade level, and sex. Then, for each ability score, the 10% whose actual achievement is most discrepant from their anticipated achievement are identified as likely LD. In comparing this method with other identification techniques, the author discusses its advantages and limitations, pointing out that while it is conceptually and methodologically superior to other approaches, it is nonetheless seriously deficient as a sole criterion for LD identification. In an area so fraught with definitional and instrumentation problems, provision should be made to collect data independently and to trust only those diagnoses that are consistent and independently verifiable.
Teacher Factors and Special Class Placement
Authors: Smart Rosemary , Wilton Keri , Keeling Brian
Published: December 2008

Attitudes and personal characteristics of regular class teachers were examined in 32 regular class teachers. Of these, 16 had had a 7- or 8-year-old child transferred from their class to a special class (SC teachers), while the remainder, who had children of comparable age and ability in their classes, did not refer such children to special class placement (NR teachers). The NR teachers were more in favor of mainstream provisions for low-ability children; they reported a higher proportion of low achievers in their classes; and a higher proportion of them were married. The results are discussed in terms of the probable influence of teacher attitudes and characteristics on special class placement decisions and on mainstreaming program effectiveness.
Observer Bias: A Methodological Consideration in Special Education Research
Authors: Salvia John A. , Meisel C. Julius
Published: December 2008

The authors review the impact of research hypotheses and subject characteristics on the validity of observations. The research published over a 2-year span in 4 special education journals is then reviewed to ascertain the extent to which observer bias is a problem in special education research. It was found that about half of the research articles ran substantial risk of biased observation; in about three-fourths of these articles, no precautions were taken by the researchers to safeguard the validity of their observations.
The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-Analysis
Authors: Carlberg Conrad , Kavale Kenneth
Published: December 2008

Fifty primary research studies of special versus regular class placement were selected for use in a meta-analysis. Each study provided a measure of Effect Size (ES), defined as the posttreatment difference between special and regular placement means expressed in standard deviation units. ES was used as a dependent variable in order to assess the effects of independent variables such as placement; type of outcome measure; internal validity; and other educational, personological, and methodological variables. Special classes were found to be significantly inferior to regular class placement for students with below average IQs, and significantly superior to regular classes for behaviorally disordered, emotionally disturbed, and learning-disabled children. Other independent variables bore little or no relationship to ES.
School Psychology and Special Education Students' Placement Decisions: IQ Still Tips the Scale
Authors: Smith Corinne R. , Knoff Howard M.
Published: December 2008

Syracuse University's Psychoeducational Teaching Laboratory attempted to evaluate how well it was transmitting the principles of multidimensional and nonbiased assessment practices to its students. School psychology and special education graduate students were asked to make program placement decisions for a child when given data about IQ, adaptive behavior higher than IQ, and academic achievement. Results indicated that the school psychology and special education programs were equally successful in training students to seek least restrictive school placements. Their decisions reflected a greater degree of integration with nonhandicapped students than might be expected from either the child's IQ or adaptive-behavior data alone. However, no matter what the order of presentation of IQ and adaptive-behavior data, IQ had a powerful paralyzing effect on further flexibility in problem solving. For these students, the mainstreaming ideology had taken hold, but the IQ information had not been demystified. If these findings are supported in replications, definite implications arise regarding the manner of presenting IQ information when making placement decisions. It has been known for a long time that IQ is not highly related to our educational system's goal of post-school adult adjustment. Therefore the recent development of adaptive-behavior measures, although imperfect in conceptualization and construction, is viewed positively. Their impact upon school placement and programming decisions, relative to other measures, will depend on future reliability and validity research.
Head Start and Follow Through: Influences On Intellectual Development
Authors: Hodges Walter , Cooper Mark
Published: December 2008

Three national evaluation efforts — Head Start, Follow Through Planned Variation, and Head Start Planned Variation — are reviewed to examine their effectiveness concerning the trainability of intelligence. The development of the 3 projects are placed in historical context, and the results of pre-Head Start intervention studies are summarized. The authors provide specific accounts of the conception of Head Start and the evolution of the concept of planned variation that grew out of Follow Through and continued into Head Start Planned Variation. The evidence on the effectiveness of these projects is highly controversial, but it is concluded that the literature suggests short-term effectiveness. There is also evidence regarding the long-term effects of early intervention, and in this regard two major follow-up studies are reported.
Computer-Based Exploratory Learning Systems for Communication-Handicapped Children
Authors: Geoffrion Leo D. , Goldenberg E. Paul
Published: December 2008

Traditional computer-assisted instruction (CAI) has limited itself to programmed learning techniques. While valuable for certain skills, CAI has not been effective for increasing the reading and language skills of children with communication handicaps such as deafness, cerebral palsy, or autism. A rationale for exploratory learning is presented emphasizing the need for modeling normal communication development. Case studies of severely handicapped children using computer-based exploratory learning systems show that they eagerly involve themselves in the activities and demonstrate skills thought to be beyond their ability by more traditional approaches.
Tactile Scanning and Memory for a Spatial Display By Blind Students
Authors: Berlá Edward P.
Published: December 2008

A primary purpose of maps is to convey information about space and spatial relationships. This study was an attempt to determine whether specific training in scanning a tactile display would enable blind students to more effectively organize the spatial relationships presented than would students not so trained. Thirty-six braille students in grades 4 to 12 were asked to inspect a tactile display consisting of 9 removable symbols. After inspection, the 9 symbols were removed and the students were asked to replace the parts in their correct location. There were 2 groups: a control group that received no training and an experimental group that was trained to systematically search the display using a vertical search technique. The results showed that the students in the lower grade levels benefited most from the training and were superior to the control group in the same grades. However, training interfered with the performance of the students in the upper grade levels (10 to 12), with the control group performing better than the experimental group. Apparently, training is most effective before strong habits have been established.
Evaluating Utility in Diagnostic Decision Making
Authors: Harber Jean R.
Published: December 2008

The utility of the procedures special educators apply in making decisions about the identification of handicapped individuals has not been thoroughly studied. The necessity of evaluating the utility aspect of decision making is particularly important in times of both budgetary belt-tightening and legislation calling for the expansion of services to the handicapped. This paper examines the utility of diagnostic decision making from the perspective of receiver operating curve analysis. A procedure for determining the expected utility of a decision strategy is illustrated. It is suggested that the evaluation of the utility of diagnostic decision making will enhance the productivity of special educators.
Koppitz Emotional Indicators in the Human-Figure Drawings of Children With Learning Problems
Authors: Eno Lawrence , Elliott Constance , Woehlke Paula
Published: December 2008

Human-figure drawings of 316 public school pupils, half of whom were referred for counseling services, were analyzed using the Koppitz system of indicators of emotionality. Subjects in the study were considered to be either learning disabled, educationally handicapped, behavior disordered, or ineligible for special education services on the basis of their most recent psychological evaluation. The results demonstrated that the counseling-referred children's drawings contained a higher number of many of the Koppitz emotional indicators than did the drawings of nonreferred children. However, school psychologists were not able to distinguish the drawings of counseling-referred pupils from those of the nonreferred using clinical inspection. The results of a discriminant function analysis suggested that the learning-disabled students could be distinguished from the other groups on the basis of the type of emotional indicator present in their protocols. A factor analysis of the data produced one easily interpretable factor comprised of emotional indicators for missing body parts within the drawings.
Learner Characteristics and Learner Performance: Implications for Instructional Placement Decisions
Authors: Holland Richard P.
Published: December 2008

Learning style is defined, and the various elements of learning style are discussed in reviewing selected research regarding learner characteristics and learner performance. Procedures for identifying learning styles are described, and possible cultural influences on learning styles are noted. Practical guidelines for instructional placement are suggested, and areas calling for further research are outlined.
The Reliability of Criterion-Referenced Tests and Special Education: Assumed Versus Demonstrated
Authors: Goodstein H.A.
Published: December 2008

Special education has criticized many norm-referenced tests for their lack of demonstrated reliability with exceptional populations. Current advocacy of using criterion-referenced tests with handicapped persons has failed to consider the lack of empirical data on their reliability. A review of alternative methodologies and a conceptual framework for the study of reliability of criterion-referenced tests are presented. The possibility of aptitude-x-assessment interactions is considered and implications are discussed.
The Prediction of Good and Poor Reading Before Kindergarten Entry: A 4-Year Follow-Up
Authors: Badian Nathlie A.
Published: December 2008

All preschool children of the same age-group in a small town (N = 180) were tested 6 months before kindergarten entry (M age = 4 years — 9 months) with the Holbrook Screening Battery (HSB). The HSB correctly identified 92% of children who scored as both good and poor readers 4 years later on the Stanford Achievement Test (Total Reading score.) A shorter battery (5 HSB subtests) was found to predict reading as well as did the total HSB battery of 15 subtests. In factor analysis, the 5 variables most effective in predicting reading loaded on a verbal or a visual-verbal factor (WPPSI Information, Sentences, Letters, Counting and Draw-a-person; R = .74). Conclusions were that the prediction of later good and poor reading is no less accurate at age 4 than it is at 5 or 6 years, and that language and word-finding tasks are effective predictors. The benefits of predictive testing before kindergarten entry, and its role in reducing reading disability, are discussed.
Play and Self-Stimulatory Behaviors of Autistic and Other Severely Dysfunctional Children With Different Classes of Toys
Authors: Watters Robert G. , Wood Dodie E.
Published: December 2008

Seven autistic and other severely dysfunctional boys were placed individually in a barren environment. There they were given a toy to interact with and their behavior was observed. During 15 sessions, in randomized order each child was given soft toys, hard toys, and wheeled toys. For every child there was more self-stimulatory behavior, more movement around the room, less contact with the toy, less orienting towards the toy, and less manipulation of the toy when a soft toy was given. There were no systematic differences in behavior between sessions with hard toys and sessions with wheeled toys.
A Lens-Model Approach To the Evaluation of Consumer Experience With Special Education Service Delivery
Authors: Davis Judith A. , Plas Jeanne M.
Published: December 2008

An adaptation of Egon Brunswik's lens-model methodology was used for evaluation of consumer judgments concerning overall effectiveness of a special education in-service training program for rural-area handicapped preschool children and their families. Relevant variables associated with the estimates of the quality of service were identified. Service-delivery personnel utilized these variables in estimating consumer judgments concerning program effectiveness. The ways in which the 2 groups utilized the cues were compared. Multiple regression analysis revealed that for both groups a substantial portion of the variance associated with the criterion could be accounted for by a set of 3 predictor variables related to the professional ecologies and personality characteristics of the consumers as well as to the project's influence on specific skill acquisition. Discussion centers on the strength of a lens-model approach for evaluation tasks relating to subject judgments.
Monitoring Developmental Progress of Young Exceptional Children: the Curricular Efficiency Index (Cei)
Authors: Bagnato Stephen J. , Neisworth John T.
Published: December 2008

Early intervention programs need to monitor not only child progress but also program effectiveness. Efforts in this evaluation area have repeatedly employed traditional norm-based developmental or cognitive measures in summative assessments. However, recent interest has encouraged the use of criterion-based measures as more sensitive monitors of a program's goals. Yet the absence of norm-based comparisons with these instruments limits their full application in early developmental programs. In view of this limitation, the Curricular Efficiency Index (CEI) is offered as a practical method for evaluating monthly the developmental gains of young handicapped children by comparing their progress with that of a comparable group of nonhandicapped peers in attaining developmental objectives of any commercially available developmental curriculum. Progress data on two groups of preschool children support the utility of the CEI concept as a method of monitoring progress and effectiveness within and between programs as well as across teachers, handicap groups, and curricular areas.
Notes On Behavior Modification
Authors: Lovitt Thomas C.
Published: December 2008

This third article of a series suggests that many behavior modifiers would prefer the label of applied behavior analysis for their field. This group has grown considerably in the past decade and now includes several subsets, two of which are precision teaching and direct instruction. This column discusses some contributions of the former group (founded by O. R. Lindsley at the University of Kansas). To illustrate the work of this group, 4 articles from the Journal of Precision Teaching are summarized. The topics addressed in the articles are developing performance criteria in the basic skills, creative writing, improving one's self-image, and the increasing number of references to precision teaching in special education texts.
The Potential Effects of Meta-Analysis On Special Education Practice
Authors: Sindelar Paul T. , Wilson Richard J.
Published: December 2008

A recent development is the use of meta-analysis to integrate research in the special education literature. The usefulness of research integration, in general, is limited by the field's weak empirical orientation and by the skewed distribution of published findings. Nonetheless, the authors regard meta-analysis as an improvement over traditional methods of research integration. Advantages are increased objectivity, freedom from arbitrary levels of statistical significance, and potential to relate an array of independent variables to effect size. Disadvantages include questionable reliability of ratings, nonequivalence of effect sizes, and limited range of effect sizes. The authors believe that most of the problems can be rectified and advocate the cautious application of meta-analysis. However, they question the impact it can have on a largely nonempirically oriented field.
Functional Lateralization of the Brain
Authors: Dean Raymond S.
Published: December 2008

Research concerning the lateralization of human brain functions is examined in light of the recent publication of the Kaufman Assessment Battery for Children (K-ABC). Following a review of research methodologies and functions ascribed to the hemispheres of the brain, differences are portrayed as complementary and coexisting modes of cognitive processing. Referred to by various terms, these dual modes of thought are seen to correspond to the simultaneous-sequential distinction offered as the theoretical underpinnings of the mental processing scales of the K-ABC.
Quality of in-School Special Services and the School/University Program Relationship for Extremely Gifted Students
Authors: Pollins Lynn Daggett
Published: December 2008

This study investigated the in-school special services provided to extremely gifted students participating in a university program and the degree to which a cooperative relationship existed between the schools and the university program. Results indicate that the students were, for the most part, receiving special services in their schools prior to their involvement in the university program, and that a rather high-quality interface existed between the schools and the university program. Students seemed to be better served by their schools as a result of their participation in the university program.
Role Conflict and the Special Education Supervisor: a Qualitative Analysis
Authors: Hebert Elizabeth A. , Miller Steven I.
Published: December 2008

This paper examines the role conflict experienced by the special education supervisor.* Following an historical analysis of that role, the constant comparative method is used to analyze data gathered through direct interview and participant observation. Results indicate that the special education supervisor is forced to compromise the administrative and technical assistance aspects of his/her job description. A typology of special education supervisors is presented. This model suggests that the role conflict experienced by the special education supervisor is a function of the supervisor's view of the legitimate activities of that role. A further finding of this study suggests a relationship between the degree of role conflict experienced by the special education supervisor and the perception of the supervisory effectiveness held by administrators and teachers.
State Certification-Endorsement Requirements for Special Education Administrators
Authors: Prillaman Douglas , Richardson Robert
Published: December 2008

This study reviewed the certification-endorsement requirements for special education administrators in all 50 states and the District of Columbia. Since the passage of PL 94-142 in 1975, only one similar study had been carried out, and results from that study were inconclusive. Results of this study indicated that 38 of the 51 respondents had increased their certification-endorsement requirements since 1975, though a causal relationship could not be established. The authors called for a substantial upgrading in the preparation of special education leadership personnel in an effort to meet the increasing demands placed on those administrators.
What Information Do Parents of Handicapped Children Need? a Question of Perspective
Authors: McLoughlin James A. , Edge Denzil , Petrosko Joseph , Strenecky Bernard , Bryant Brian
Published: December 2008

State departments of education (SEAs) and other agencies attempt to meet the informational needs of parents of handicapped persons and others interested in special education. Since the passage of PL 94-142, SEAs have been improving the quality and content of the print material they disseminate concerning disabled persons. This study indicates the level of importance various professional (including SEA directors of special education) and parental groups attribute to a set of criteria for print material development and dissemination. Also the differences of perception between professionals and parents are analyzed regarding the criteria and an actual piece of print material. Implications for SEA information development practice and parental involvement in such activity are discussed.
Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children
Authors: Schunk Dale H.
Published: December 2008

This experiment tested the hypothesis that participation in goal setting enhances self-efficacy and skills. Subjects were sixth-grade children who previously had been classified as learning disabled in mathematics. Children received subtraction training that included instruction and practice opportunities over several sessions. Some children set proximal performance goals each session, others had comparable proximal goals assigned, and children in a third condition received the training but no goals. Although proximal goals promoted motivation more than no goals, participation in goal setting led to the highest self-efficacy and subtraction skill. Implications for teaching are discussed.
Early Intervention for Socially Withdrawn Children
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

Eighteen studies were reviewed in which single-subject methodology was employed to evaluate treatment of social withdrawal in preschool children. Studies were systematically analyzed for a number of variables, including description of target subjects, type of intervention, length and intensity of intervention, primary intervenor, and several outcome variables, including percent of nonoverlapping data points from baseline to intervention phases and an overall outcome rating based on a 3-point scale. Studies were analyzed for covariation between outcomes and study characteristics. Results indicated that (a) interventions in which target subject interactive behaviors were directly reinforced and measured were the most successful interventions, (b) target subjects' unreinforced responses to trained peer confederates exceeded that of target subjects' unreinforced social initiations to confederate peers, (c) reinforced confederate peer social interactions exceeded unreinforced interactions, and (d) unreinforced modeling had little effect on subsequent social behavior. Furthermore, setting and skill generalization generally did not occur, maintenance was rarely assessed, and information about the characteristics of subjects included in such analyses was extremely limited. Implications for further research are given.
Handicapped Students as Tutors
Authors: Cook Stephen B. , Scruggs Thomas E. , Mastropieri Margo A. , Casto Glendon C.
Published: December 2008

A meta-analysis was conducted on available research documenting effectiveness of handicapped students as tutors of other students. Nineteen articles yielding 74 effect sizes were located. Results indicated that (a) tutoring programs were generally effective; (b) tutees generally gained more than tutors; and (c) tutor and tutee gains on self-concept and sociometric ratings were small, while gains on attitude measures were larger. Implications for instruction and further research are given.
Perceptions and Attitudes About School Grading Practices Among Intellectually Gifted, Learning-Disabled, and Normal Elementary School Pupils
Authors: Engelberg Ruth A. , Evans Ellis D.
Published: December 2008

Fourth-, fifth-, and sixth-grade students, representing three classifications—intellectually gifted, learning disabled, and normal-achieving—were compared for their conceptualizations, attributions, and attitudes about school grading practices. Significant differences were found among the three groups, particularly in ability to define grading systems and tendencies to perceive the causes for getting good grades as internal and controllable. Linear trends were found on these variables, with mean scores showing an increase from the learning-disabled, to the normal-achieving, to the gifted group. Results are discussed in terms of psychological theory and issues for educational practice.
Minimal Competency Testing: an Analysis of Three Remediation Methods
Authors: Richman Charles L. , Brown Kathryn P.
Published: December 2008

High school students who had failed the North Carolina Minimal Competency Test (MCT) were administered a battery of psychological tests prior to and following a 10-week remedial training program. Those students who were given reattribution and success-only training and a control group of students with a teacher's aide were more likely to pass the MCT than the regular feedback and control with no aide groups. Furthermore, in the former three groups of students, self-esteem scores were higher and anxiety and depression scores lower than the scores in the latter two groups of students. The use of specific remediation programs for at-risk students are discussed.
Are Race Differences in Mental Test Scores an Artifact of Psychometric Methods? a Test of Harrington's Experimental Model
Authors: Hickman Julia A. , Reynolds Cecil R.
Published: December 2008

This study examines Harrington's hypothesis that blacks obtain lower mean scores on mental tests as a result of their small representation in the test development population. Two new intelligence test forms—a black form and a white form—were constructed using maximally unequal numbers of blacks and whites. Results indicated that blacks did not perform significantly better on the test form developed solely on their own item statistics. Bias in predictive validity was also investigated and noted to occur on the intercepts of some of the regression lines. These findings indicate that using equal or unequal numbers of blacks and whites in test development samples results in the same findings of little or no differential construct and predictive validity of intelligence tests across racial groups as reported in studies with tests developed using population proportionate sampling procedures. Differences in special education placement rates of black children, though related to black-white differences in mean IQs, are not due to the phenomenon described by Harrington.
Learning To Learn Through Observation
Authors: Browder Diane M. , Schoen Sharon F. , Lentz Francis E.
Published: December 2008

Observational learning is theoretically conceptualized as a skill that can be developed along a learning hierarchy from acquisition and fluency to generalization of initiative behavior. This review characterizes these levels of observational learning and details differential teaching strategies that have been endeavored at each level. The hierarchy can assist the teacher in determining the status of a student's observational learning skills, in recognizing essential instructional components in planning, and in organizing instruction to systematically enhance the student's ability to acquire more complex observational skills.