bluuebunny/crossref_metadata_2025 huggingface dataset:
The “Sounds” of Silence
Authors: Hittleman Daniel R.
Published: December 2008

Insights gained about the meaning of an eleven-year-old LD child's various silent periods — and the educational implications for teaching other LD children
A Positive Approach to Classroom Behavior Problems
Authors: Hilton Alan
Published: December 2008

A structured reinforcement system that will simplify the management of problem behaviors
Determining the Readability of Textbooks
Authors: Giordano Gerard
Published: December 2008

A four-factor solution to estimating the readability of content area texts
Meeting Language Needs of All Types of Learners
Authors: McCabe Deborah
Published: December 2008

If a student's learning preference is clearly visual, auditory, or kinesthetic, his preferred linguistic mode will correspond and should be used in the communication process.
Using Context and Relationships to Teach Math
Authors: Fisher Elissa L. , White June Miller , Fisher James H.
Published: December 2008

LD adolescents often have difficulty solving math problems because of confusing language. The use of context and relationships will help to eliminate such confusion.
Accelerated Learning in the Resource Room
Authors: Applegate Roy L. , Hamm Stephen J.
Published: December 2008

Accelerated learning techniques seem to address many student needs and provide a positive influence on all areas of student progress.
College Choice for LD Students
Authors: Cowen Sara
Published: December 2008

Guidelines for matching the needs of students with learning disabilities to appropriate college programs
Modalities and Hidden Handicaps
Authors: Keeffe Susan D.
Published: December 2008

Observant teachers can easily spot their students' learning styles and adjust their instruction accordingly.
The Visual Anatomy of the Juvenile Delinquent
Authors: Kaseno Stanley L.
Published: December 2008

Visual skills training can have a dramatic effect on the behavior of the juvenile delinquent.
Effect of Common Visual Dysfunctions on Reading
Authors: McPartland Brian P.
Published: December 2008

Many common visual problems will directly affect the child's reading performance and his teacher's ability to affect change.
Camping
Authors: Chisholm John J.
Published: December 2008

Observations on a camp program for LD students designed and implemented by their teachers
Aquatic Remediation of Communication Disorders
Authors: Smith Virginia M.
Published: December 2008

A two-week aquatic program to improve fine motor performance, rhythmic sense, position in space, and behavior
Promoting Language Development Through Music
Authors: McCarthy William G.
Published: December 2008

Certain special qualities of music can aid in promoting language development and reading skills.
Applied Digital Method
Authors: Creekmore W. N. , Peters Lynette H. , Maxwell Robert C. , Hunt-Lewis Diane , Smith Abby L. , White-Roberts Marge
Published: December 2008

Description of an alternative method to teaching time-telling skills by the traditional approach
Relating To Angry Parents
Authors: Margolis Howard , Branningan Gary G.
Published: December 2008

Some simple techniques that educators can use when confronted by angry parents to redirect them along a more productive path
Anchoring: A "Cure" for Epy
Authors: Thalgott Mary R.
Published: December 2008

Description of a technique that can be used to reduce anxiety reaction or a mental block to any task such as math or reading
The Geometric Organizer: A Study Technique
Authors: Derr Alice M. , Peters Chris L.
Published: December 2008

LD students can read, organize, and study information in content subject textbooks using a multisensory technique-a Geometric Organizer.
Group Counseling— It Works!
Authors: Ornizo Michael M. , Ornizo Sharon A.
Published: December 2008

An "Eliminating Self-Defeating Behaviors" counseling group appear to be a promising intervention strategy for LD children.
Self-Selected Spelling
Authors: James Michael
Published: December 2008

If students are allowed to select their own list of spelling words, it may improve their spelling skills.
Can Illiteracy Be Prevented?
Authors: Lipson Alice M.
Published: December 2008

Adult illiteracy stems from failure to progress at early stages of reading development, often because of lack of language experience and stimulation.
Gaining Insight Through “Journaling”
Authors: Heinze Carol
Published: December 2008

Keeping a journal can help students gain a clearer sense of self and increase teacher insight into student behavior.
The Quiet Child
Authors: Conner Thomas
Published: December 2008

Students' use of their verbal ability affects the form and quality of their educational experience and even influences the judgments teachers make about them.
Preventing Management Problems
Authors: Slade David , Callaghan Tim
Published: December 2008

Classroom behavior problems can be lessened or eliminated by the use of effective cuing.
Basic Strategies for Mainstream Integration
Authors: Lawrence Patrick A.
Published: December 2008

Practical strategies, based on teacher experiences and a review of the related literature, for integrating LD students into the regular classroom
“What do I do Next?”
Authors: Zambrano Laura C.
Published: December 2008

The vocational counselor working with LD adults can make an important contribution to their future in the job market. Here's how!
Whole Language and the Practitioner
Authors: Reutzel D. Ray , Hollingsworth Paul M.
Published: December 2008

A detailed comparison of the typical public school classroom and a whole language classroom
Building Communication Skills
Authors: Goodman Gay , Hart Leslie
Published: December 2008

The “Jargon Journal”—an effective, alternative method of communication for students with learning and emotional problems and its beneficial side effects
Getting them to Write
Authors: Houck Cherry K.
Published: December 2008

Looking for ways to enhance your written expression program? Twelve ideas that will surely help!
Alternative Assessment Techniques
Authors: Lowenthal Barbara
Published: December 2008

The ability to use alternative assessment techniques makes it possible for the special educator to assume the dual role of teacher/examiner.
Handwriting
Authors: Bing Sally B.
Published: December 2008

Interventions for improving handwriting skills and strategies for circumventing writing problems
Involving Parents
Authors: Van Devender Evelyn M.
Published: December 2008

Since parent involvement in a child's schoolwork usually means higher achieving students, teachers should encourage parental participation.
Library Services for LD College Students
Authors: Michael Robert J.
Published: December 2008

It is critical for prospective LD college students to examine the library and its services when evaluating a college.
Mother Goose Revisited
Authors: Lohmann Elizabeth Powell
Published: December 2008

A delightful technique for creating enthusiasm for a written assignment
Siblings are People, too!
Authors: Milstead Sharon
Published: December 2008

Teachers can help a student deal with life with a handicapped sibling.
Strategies for Mainstreamed Students
Authors: Moskowitz Fern C.
Published: December 2008

Tips for the classroom teacher on working with students who may have attention, organization, memory, language, auditory, or visual deficits
Cooling Off Before Burning Out
Authors: Martinez Joseph G.R.
Published: December 2008

How teachers in the classroom can recognize their own stress level and develop a repertoire of coping strategies.
Gifted and Learning Disabled Students
Authors: Landrum Timothy J.
Published: December 2008

Teachers must remain open to the possibility that gifted and learning disabled students—regardless of identification—may be served in a variety of settings.
Managing Life in the Classroom
Authors: Olson Judy
Published: December 2008

Suggestions about basic classroom routines may help teachers devote more time to teaching.
Vocabulary Acquisition Activities
Authors: Squires Elizabeth L. , Reetz Linda J.
Published: December 2008

Presents instructions for the use of vocabulary flash cards and 10 practice activities.
Alternative Methods of Communicating with Parents
Authors: Minner Sam , Prater Greg , Beane Allan
Published: December 2008

Nontraditional forms of parent-teacher interaction can maximize school success.
The Phenomenon of Dyslexia in One Public School System
Authors: Salas Beverly Ann
Published: December 2008

A profile of the typical dyslexic student is presented to help school personnel with screening and identification.
Use Dialogue Journals With Secondary Learning Disabled Students
Authors: Johnson Sharon E. , Hoover John H.
Published: December 2008

Using dialogue journals with LD students may encourage writing skills and open communication.
Motivating Secondary Students
Authors: Reynolds Catharine J. , Salend Spencer J. , Beahan Cynthia L.
Published: December 2008

Reinforcers for use in a contingency management system are outlined and discussed.
Facilitating Developmental Changes in Spelling
Authors: Norris Janet A.
Published: December 2008

Suggestions for incorporating spelling into whole language learning with normally achieving and poor spellers.
Mildly Handicapped and At-Risk Students
Authors: Aksamit Donna
Published: December 2008

Differences between children with mild handicapping conditions and those who are considered at risk are explored.
Issues of Money Management for the Learning Disabled Adolescent in Transition to Adulthood
Authors: Posthill Suzanne M. , Roffman Arlyn J.
Published: December 2008

Many students with learning disabilities who exhibit difficulties in developing good money management skills can benefit from a variety of specific interventions.
Characteristics of Language Disorders in Learning Disabled Students
Authors: Candler Ann C. , Hildreth Bertina L.
Published: December 2008

The impact of language disorders in children with learning disabilities is highlighted.
University Survival Strategies and the Learning Disabled College Student
Authors: McWhirter Benedict T. , McWhirter J. Jeffries
Published: December 2008

Effective support services for the learning disabled university student are outlined.
A Student's Perspective on Good Teaching
Authors: Gallegos Michael , Gallegos Anne Y. , Gallegos Michael L.
Published: December 2008

A student with LD shares his views on what “good teaching” means.
ADHD
Authors: Reeve Ronald E.
Published: December 2008

An overview of current knowledge about ADHD—and how to deal with it in the classroom.
Training Positive Attitudes
Authors: Barbara J. , Fulk Mushinski , Mastropieri Margo A.
Published: December 2008

Strategy interventions and attribution interventions are combined to create a “best of both worlds” model.
Curriculum Evaluation and Modification
Authors: Reisberg Leon
Published: December 2008

Literature on effective teaching provides a basis for curriculum evaluation and modification for children with mild handicaps.
The Adventure of Learning Educational Software Series
Authors: Bowen Natasha
Published: December 2008

We hope that the information presented in New Products introduces our readers to something that can be readily utilized in the special or remedial classroom. The articles in this section are written by the author or publisher of the recently published teaching material or test. Readers are invited to offer suggestions for this regular column in Intervention.---GW
School-Based Alcohol and Other Drug Prevention Programs
Authors: Elmquist Donna L.
Published: December 2008

Evaluation and implementation recommendations for school-based alcohol and other drug prevention programs
Summarizing
Authors: Thistlethwaite Linda L.
Published: December 2008

A six-phase plan for teaching summarization
The Easy Listener FM System
Authors: Ho Yvonne
Published: December 2008

We hope that the information presented in New Products introduces our readers to materials that can be readily utilized in the special or remedial classroom. The articles in this section are written by the authors or publishers of recently published teaching materials or tests. Readers are invited to offer suggestions for this regular column in Intervention.—GW
Using Reinforcement in the Classroom
Authors: Downing Joyce Anderson , Moran Mary Ross , Myles Brenda Smith , Ormsbee Christine K.
Published: December 2008

Behavioral interventions are a powerful classroom tool for working with special populations
Classroom Companies
Authors: Carroll Martha E. , Burnworth Carole , Chambers Jocelyn , Cousino Dawn , Mahaney Paulette , Trent Doreen
Published: December 2008

Student companies can turn classrooms into learning laboratories and allow students to develop concepts and rehearse the skills necessary for managing a business and money
Choices for Integration
Authors: H. Wong Kathleen L. , Kauffman James M. , Lloyd John Wills
Published: December 2008

The general classroom teacher will be an important factor in the success of the mainstreamed student with emotional or behavioral disorders
The Bender Classroom Structure Questionnaire
Authors: Bender William N.
Published: December 2008

We hope that the information presented in New Products introduces our readers to something that can be readily utilized in the special or remedial classroom. The articles in this section are written by the authors or publishers of recently published teaching materials or tests. Readers are invited to offer suggestions for this regular column in Intervention. Suggestions or manuscripts should be sent to Dr. Ann Ryan, New Products Column Editor, 964 Lincoln Ave., St. Paul, MN 55105—GW
Increasing Time-on-Task in the Classroom
Authors: Prater Mary Anne
Published: December 2008

Suggestions for improving the amount of time learners spend in on-task behaviors
Developing Responsive IEPs Through Holistic Assessment
Authors: Keefe Charlotte Hendrick
Published: December 2008

The IEP can be an invaluable part of a child's education-if it is responsive to the child's true needs
Helping Parents Develop a Home-Based Study Skills Program
Authors: Hoover John J.
Published: December 2008

Details ways in which educators and parents can teach and reinforce study skills in the home
IEPs for Cooperative Teaching: Developing Legal and Useful Documents
Authors: Bauwens Jeanne , Korinek Lori
Published: December 2008

Suggests that the development of IEPs should reflect cooperative teaching efforts
Using Puppets with Students with Emotional and Behavioral Disorders
Authors: Caputo Rosario Anthony
Published: December 2008

Illustrates ways in which special educators can introduce puppets into their classrooms as effective educational and therapeutic instruments
Mnemonics: Enhancing the Math Performance of Students with Learning Difficulties
Authors: Miller Susan Peterson , Mercer Cecil D.
Published: December 2008

Provides examples of acronym mnemonics that have been used successfully to improve the math performance of students with learning disabilities
Assessing Students for Attention Deficit Disorder
Authors: Montague Marjorie , McKinney James D. , Hocutt Anne
Published: December 2008

A multilevel, multimodal approach to assessing and identifying students with ADD
Wechsler Individual Achievement Test (WIAT)
Authors: Treloar Judith M.
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.—AGR
University–Community Collaboration
Authors: Conderman Gregory J. , Patryla Victoria M.
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
The Personal Spelling Dictionary
Authors: Scheuermann Brenda , Jacobs William R. , McCall Carolyn , Knies William C.
Published: December 2008

How students with written language problems can benefit by using a personal spelling dictionary
Moving Toward Self-Acceptance
Authors: Yuan Frances
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
Portfolio-based Assessment Practices
Authors: Swicegood Philip
Published: December 2008

The uses of portfolio assessment for students with behavioral disorders or learning disabilities
Assistive Technology for Students with Mild Disabilities
Authors: Behrmann Michael M.
Published: December 2008

Details ways that assistive technology can be used in the classroom for students with mild disabilities
The Content Mastery Program
Authors: Jenkins Amelia A. , Sileo Thomas W.
Published: December 2008

Describes a service delivery program that helps students with mild and moderate disabilities move into inclusive education programs
Peer Coaching Within an Early Childhood Interdisciplinary Setting
Authors: Miller Susan Peterson
Published: December 2008

Describes procedures for establishing peer coaching partnerships across disciplines
Developing a Collaborative Partnership Through a Professional Development School
Authors: Wesson Caren L. , Voltz Deborah , Ridley Terri
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
Promoting Self-Determination Through Effective Curriculum Development
Authors: Hoffman Alan , Field Sharon
Published: December 2008

Describes curriculum efforts as a result of two major federal initiatives
A Career Education Approach
Authors: Wehmeyer Michael L.
Published: December 2008

Summarizes the framework for identifying skills relevant to self-determination and offers details of a career education curriculum for achieving this outcome
The Irvine Paraprofessional Program
Authors: Kotkin Ronald A.
Published: December 2008

Presents a model program designed to address the education of students with ADHD in the general education classroom
THEORY INTO PRACTICE
Authors: Blazer Bonita
Published: December 2008

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the coltumn co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA & MEC
Developing Partnerships in Inclusive Education
Authors: Phillips Linda , Sapona Regina H. , Lubic Barbara L.
Published: December 2008

Describes how teachers at a Kentucky elementary school address the issue of inclusive education
Creative Phonics
Authors: Morgan Kenneth B.
Published: December 2008

Describes a decoding and comprehension skills program using language activities that are personally relevant
Theory into Practice
Authors: Kirschbaum Gail , Flanders Sarah
Published: December 2008

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orelans, New Orelans, LA 70148.—PLA & MEC
New Products
Authors: Brigance Albert H.
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.
Teaching How to Use a Check Register: Procedures for Instruction Selection and Design
Authors: Jitendra Asha , Nolet Victor
Published: December 2008

Describes how to teach use of a check register as a skill and offers guidelines for lesson design
Section 504 Accommodation Plans
Authors: Conderman Gregory , Katsiyannis Antonis
Published: December 2008

Discusses types of accommodations and offers an individualized plan for students qualifying under Section 504
School Reentry and Educational Planning for the Individual with Traumatic Brain Injury
Authors: Doelling Jane E. , Bryde Suzanne
Published: December 2008

Discusses guidelines to assist medical, rehabilitative, and educational personnel in helping students with traumatic brain injury make the transition into a school setting
Programs to Teach Cooperation and Teamwork
Authors: Vernon D. Sue , Schumaker Jean B. , Deshler Donald D.
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.--AGR
Parent and Professional Partnerships in Special Education: Multicultural Considerations
Authors: Sileo Thomas W. , Sileo Ann P. , Prater Mary Anne
Published: December 2008

Highlights the importance of parent-professional relationships to students' academic and social development and the impact of ethnic, linguistic, and cultural diversity on the establishment of these partnerships
Integrated School Services for Children At Risk: Rationale, Models, Barriers, and Recommendations for Implementation
Authors: Lowenthal Barbara
Published: December 2008

Provides an overview of integrated services at school, describing the criteria for successful models and possible barriers, and offering different ideas on how to implement such services
Inclusive Classroom Management: Using Preintervention Strategies
Authors: Murdick Nikki L. , Petch-Hogan Beverly
Published: December 2008

Discusses alternative intervention strategies for educational problems in the inclusive classroom prior to evaluating a student for special education placement
The Human Development Center: An Interdisciplinary Learning Experience
Authors: Conderman Gregory , Crawford Donald , Frankenberger William
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.-GW
In-Class Intervention for Students Identified as Behaviorally Disordered
Authors: Keefe Charlotte Hendrick , Hoge Debra Reichert
Published: December 2008

Suggestions for language intervention strategies, goals, and assessment that can be integrated with academic and behavioral objectives and goals are given
Teaching Writing to College Students with Learning Disabilities
Authors: Pardes Joan Rudel , Rich Rebecca Z.
Published: December 2008

Delineates a course to teach college students with learning disabilities how to become self-regulated learners in writing through strategies in prewriting, drafting, revising, and editing, along with evaluation and comprehension
Collaboration
Authors: Stanovich Paula J.
Published: December 2008

Describes the nature of collaboration in an inclusive classroom and the types of collaborative relationships that will assist the general education teacher in teaching students with a variety of disabilities
The Self-Advocacy Strategy for Education and Transition Planning
Authors: Reusen Anthony K. Van
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.—AGR
Family-Centered Assistive Technology Assessment
Authors: Parette Howard P. , Brotherson Mary Jane , Hourcade Jack J. , Bradley Robert H.
Published: December 2008

Outlines a family-centered, culturally sensitive approach to working with young children with disabilities and their families
Weapons Violence in Schools
Authors: Bender William N. , McLaughlin Phillip J.
Published: December 2008

Provides basic guidelines to help teachers and administrators in dealing with violent situations involving weapons
Bridges To Reading
Authors: Roberts Joseph
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.—AGR
Increasing Opportunities for Partnership with Culturally and Linguistically Diverse Families
Authors: Thorp Eva K.
Published: December 2008

It is “Back to School Night” at a large elementary school serving an ethnically, linguistically, and economically diverse suburban community. There is a large turnout, and parents seem to have enjoyed themselves. There is a loud hum as they exchange information among themselves and talk excitedly to teachers. After all of the parents have left, the teachers linger to discuss the success of the evening. In the course of the conversation, a special education teacher of a mixed-age K-3 classroom seems to become less excited. Finally she confides her disappointment to a fellow teacher, “Not one of the parents of my second-language kids came tonight. I just don't understand how to get them to come in. I hope it's not like last year—I never even met some of my parents.”
It's in the Bag
Authors: Maroney Sharon A.
Published: December 2008

In advising teachers to increase active learning and reduce passive learning, the fundamental question arises, “But what do you do if you don't do worksheets?” This set of activities begins to answer that question. The activities presented are those that can be prepared easily and inexpensively by classroom teachers; can be adapted across grade orskill levels and subject areas, and used from independent to large-group work arrangements; provide unique ways for students to practice previously learned skills; grab student attention; and are lots of fun! This article presents 12 activities that promote active learning of various language arts skills. Each activity begins with a plain brown paper lunch bag.
Using Protective Factors to Enhance Resilience and School Success for At-Risk Students
Authors: Christiansen Jeanne , Christiansen James L. , Howard Marilyn
Published: December 2008

Children are at risk for school failure as a result of such factors as low academic achievement, poor school attendance, low self-esteem, and abuse and neglect. Child welfare and substance abuse professionals have incorporated the concepts of resilience and protective factors into their work with children and their families. Knowledge of the characteristics of resilience and the protective factors schools can use to increase the success of at-risk students enable school personnel to meet the needs of these students more effectively. In this article we discuss examples of protective factors in the school and classroom.
Overcoming Barriers to Collaboration Among Partners-in-Teaching
Authors: Bondy Elizabeth , Brownell Mary T.
Published: December 2008

Although the need for collaboration among those who have knowledge and expertise about student learning is clear, a number of factors can make collaboration difficult. These factors include teachers' beliefs about themselves and others, professional isolation, and weak collaboration skills. This article offers suggestions for what teachers can do to overcome these barriers to collaboration.
The Learning Support Center
Authors: Kaufman Timothy U. , Adema Joanne L.
Published: December 2008

The Learning Support Center is an inclusive learning program currently implemented in a number of schools. It is flexible in nature and serves students across grade and ability levels, stressing both the cognitive and affective factors related to successful school performance. It targets the at-risk and marginal students within the school. Characteristics include nontraditional staffing using sources from outside the school, establishing schoolwide ownership via staff involvement, using educational instruments such as the Personalized Learning Plan, and changing the perceptions of staff and students related to learning. The program is based on a systems design for implementing change in the school.
Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities
Authors: Swanson Philip N. , De La Paz Susan
Published: December 2008

In this article, we summarize several metacognitive strategies designed to improve reading comprehension in students with learning and reading disabilities and describe an instructional model showing how to teach comprehension strategies to students. Each recommended strategy has been formally evaluated and found to be effective for improving students' reading comprehension. Practical suggestions are also provided to help teachers implement these strategies in their classrooms.
Implementing a Cognitive Behavior Management Program
Authors: Swaggart Brenda L.
Published: December 2008

Cognitive behavior modification (CBM) is a broad term that describes a number of specific techniques that teach self-control through increased awareness of cognitive processes and knowledge of how behavior affects academic and behavioral outcomes. In contrast to other forms of behavior management, CBM interventions emphasize student rather than teacher evaluation of performance, making this set of strategies highly desirable for busy educators. This article briefly describes three CBM procedures: (a) observational learning, (b) self-instruction, and (c) self-monitoring. It also provides specific guidelines for implementing self-instruction and self-monitoring training in the classroom.
Inservice Training Day
Authors: Kozleski Elizabeth B. , Goor Mark
Published: December 2008

It seemed everyone was “buzzing” about phonemic awareness. Teachers had read articles in journals; speech pathologists and reading teachers were talking about auditory processing and its connection to reading. Many parents had called teachers to say they were sure their child's problem was “something about phonics.” Other parents had called the principal demanding to know what the school system was doing about implementing a program for phonemic awareness. “We have to keep up!” they had declared.

In response, central administrators scheduled a series of all-day inservice training programs for the opening of the new school year. An expert would present “What Every Teacher Needs to Know about Phonemic Awareness,” which all elementary teachers were required to attend the first day back to work.

As they drank coffee and ate sticky sweet rolls, teachers alternated their conversations between hearty greetings and complaining about wasting a day when they could be setting up their rooms. A group of outspoken teachers sat together as the program began. Within an hour, the grumbling grew louder. “This sounds like phonics from when I started teaching. What ever happened to phonics?” asked a veteran first-grade teacher. “I'll tell you what happened. `Whole language' happened. Remember that inservice day? It's taken me 5 years to develop a `whole language' program. I hope I won't have to start all over,” muttered a third-grade teacher. “Ever since ‘whole language’ took the schools by storm, my LD kids have been lost,” replied a frustrated special educator.

After verbalizing their frustrations to each other, the teachers sat quietly and heard the speaker present the “latest research.” The most vocal teacher finally announced, “That's all I can stand.” She stood up and interrupted the speaker, saying, “I'm not sure if I care what the research says, but I do know I feel frustrated. It seems we go from trend to trend. It takes years to implement the `latest innovations'; all the while I'm wondering if it's really better than what I did before.”

The speaker was surprised by the interruption, but realized that this self-appointed spokesperson was voicing the concerns of educators who felt no control over their instructional methods. The speaker seized the opportunity and responded empathetically, “It seems you feel that you have no say about the way you teach, that others are constantly dictating to you what method or program to use, and that it keeps changing.” The teacher nodded and really began to listen.

The presenter asked, “Have you found some methods to be effective? Have you noticed that some approaches are better suited for certain students than others?”

The teacher replied, “Yes, but I always feel that my principal doesn't care, she's just checking to see if I implement the latest workshop idea!”
Promoting Self-Advocacy Among College Students with Learning Disabilities
Authors: Skinner Michael E.
Published: December 2008

Due to a variety of factors, central among them federal law and the realization by parents and professionals that learning disabilities (LD) typically persist into adolescence and adulthood, services to students with LD in high school and postsecondary settings have increased dramatically over the past 10 years. Traditional programs for older students with LD frequently focus on college preparatory classes and study skills. Few programs place a major emphasis on teaching social skills such as self-advocacy that are necessary for academic success. The purpose of this article is to (a) provide an operational definition of self-advocacy as it pertains to adolescent and adult learners with LD in postsecondary settings, (b) describe model high school and college programs that teach self-advocacy skills, and (c) discuss important follow-up and support activities essential to the effective use of these skills.
What Is Going on at Your School?
Authors: Cummings Craig , Goor Mark
Published: December 2008

“What is going on at your school?” Ron Brown, a school board member, seemed to be accusing rather than asking. Alice Swenson, Midland High School principal, hated those leading questions but knew what Ron was referring to: another big fight in her building. There were daily skirmishes and some pretty rough ones weekly, but this last one was particularly complicated to handle because it involved some of the new students with emotional/behavioral disabilities.

Ron continued, “We have got some pretty upset parents. There are a dozen calling me night and day, wanting to know what we are doing about all the fights and gang activity at Midland. Now I have three parents who want to know why their sons were suspended, when those special education kids did not get in trouble at all.” Parents appealed to Ron because he was vocal about “safe schools.” Alice responded that she was just as concerned as Ron about the safety of all children in her building. She outlined for the third time this fall what the high school was doing to turn the tide of increasing violence. But the current situation was more difficult to explain.

This year, as part of the movement toward more inclusive education, students with emotional/behavioral disabilities, who had been educated previously in separate facilities, were now attending Midland High School. From the beginning, Alice had been challenged to respond to complaints from general education teachers about having “them” in classes and to deal with what seemed like additional trouble attributed to these new students.

After the recent fight, the special education teacher reminded the principal that these students all had Individualized Education Programs (IEPs) with goals designed to improve self-control and to react appropriately when angry, protecting their rights to an appropriate education and necessitating an individualized approach to discipline. Alice explained this to the school board member, just as she had explained it to teachers and students in her school, yet with each explanation she grew less convinced. She was doing her best to provide a safe environment for all students, but it seemed that treating these students differentially was making it even harder.
Nonverbal Learning Disabilities: An Overview
Authors: Matte Richard R. , Bolaski Jon A.
Published: December 2008

Developmental right-hemisphere brain syndrome or nonverbal learning disabilities (NLD) is receiving increased attention due to the growing awareness of the prevalence of its symptoms. Features of NLD are reviewed in terms of personal, social, and academic manifestations. Specifically, this article examines the neuropsychological and learning components associated with this syndrome and outlines effective academic and social interventions.
Playing and Learning Together: Patterns of Social Interaction in Handicapped and Nonhandicapped Children
Authors: Rogers-Warren Ann K. , Ruggles Ted R. , Peterson Nancy L. , Cooper Alita Y.
Published: December 2008

Two projects at the Kansas Early Childhood Institute have investigated characteristics of social interaction by handicapped, at-risk, and nonhandicapped children. The first project examined patterns of social interaction and play behavior among children in an integrated classroom. Four Down's syndrome and four nonhandicapped subjects were observed longitudinally. Results indicated that handicapped and nonhandicapped children preferred the same types of activities. Handicapped children most frequently selected handicapped playmates, and nonhandicapped children selected nonhandicapped playmates. Handicapped subjects spent more time engaged in solitary play than nonhandicapped subjects. The second project described the specific social skills and interaction parameters exhibited by normal, at-risk, and handicapped preschoolers in a mainstreamed classroom. Handicapped children typically showed delays in social interaction skills commensurate with their general developmental delay; however, there was considerable variability across all types of subjects. Results from three types of intervention procedures suggested that altering either the settings or consequences for social interaction will result in increased interactions.
INREAL Intervention for Language Handicapped and Bilingual Children
Authors: Weiss Rita S.
Published: December 2008

INREAL was an HCEEP-funded demonstration model project from 1974-77. The major goal of the project was to improve the language and related leaming skills of 3 to 5-year-old language handicapped and bilingual (Spanish) children by a naturalistic, nonstigmatizing method. A second goal was to redefine the traditional, instructive role of the speech-language pathologist who works with preschool and kindergarten children. Three procedures were used to evaluate the major objectives of the program: (a) experimental study to measure language development, (b) longitudinal experimental study to measure the effectiveness of early identifcation and intervention in prevention of later language-related leaming problems, and (c) cost effectiveness study of longitudinal data to demonstrate efficacy. These procedures were applied to the total subject pool and to the bilingual (Spanish) subject population. Third year (1976-77) results on matched experimental and control groups show that INREAL intervention effects highly significant language improvement in the experimental (INREAL) groups. The longitudinal data, gathered for three years (1977-80) after the INREAL intervention program had ended, show that use of the INREAL method at the preschool and kindergarten level results in the need for substantially fewer follow-up remedial services (remedial reading, speech-language pathology, and leaming disabilities) and fewer retention-in-grade placements.
Impact of Early Programming for the Handicapped: A Follow-Up Study into the Elementary School
Authors: Karnes Merle B. , Schwedel Allan M. , Lewis George F. , Ratts Darryl A. , Esry D. Ruth
Published: December 2008

Follow-up data from school records, teacher ratings, and parent ratings were obtained for a sample of 86 handicapped children who had been enrolled during 1973-1979 in a preschool program organized by the Rural Champaign County Special Education Cooperative and the University of Illinois. Results indicate that, in general, these children made a successful transition into elementary school. Only 20% were in special education classrooms and only 15% had ever been retained. For children in regular classes. Stanine scores on standardized reading tests averaged 5.03. Teacher ratings paralleled the test data with ratings slightly higher in social versus academic areas. Special education children were rated somewhat lower by their teachers. For children in both regular and special education classes, parents reported that their child was performing adequately in school, and 93% felt that their child would not have done as well in kindergarten without participating in the preschool program. Positive impact of the parent program was also noted. These data indicate that a reversed mainstreamed preschool program which provides classroom instruction based on developmental assessment of functioning can provide young handicapped children with the social and academic skills needed to perform adequately within regular elementary school classes.
Strategies for Teaching Severely/Profoundly Handicapped Infants and Young Children
Authors: Rosen-Morris Doris , George Sitkei E.
Published: December 2008

This educational model establishes the effectiveness of employing natural, gentle, and nonadversive strategies as a means of shaping play skills. Severely/profoundly handicapped children fail to spontaneously acquire the skills for play. This approach provides structured routines designed to provide opportunities for reciprocal interactions with objects. The instructional strategies provide, in a natural way, opportunities for tracking, attending to task, and recalling routines. The procedures described in this article differ from those traditionally used with the severely retarded. Indices of effectiveness have been based on a 4-year study of 20 children. Findings have demonstrated the children participating in the demonstration program made remarkable gains on the criteria specified in the play routines as well as demonstrated developmental gains.
The Long-Range Effects of Early Childhood Education on a Trainable Mentally Retarded Population
Authors: Moore Melvin G. , Bud Fredericks H.D. , Baldwin Victor L.
Published: December 2008

This ex post facto research project examines 9-, 10-, and 11-year old children who were enrolled in programs for the trainable mentally retarded in Oregon and upon whom standardized skill acquisition data were available. In each age group were children who had no, 1, or 2 or more years of preschool experience. Results of students' performance indicated significant differences at ages 9, 10, and 11 in language, academics, self-help, and motor skill performance between those who had 2 or more years of preschool and those who had only 1 year or no preschool. Specific characteristics of preschools were identified that contributed to better skill acquisition scores among the children. No differences could be found in teachers' perceptions of those who had preschool than those who did not. Children's current teachers, however, were highly supportive of preschool experiences for handicapped children. Parents did have different perceptions of their children if they had had preschool experience than if they did not.
Evidence for Prevention of Developmental Retardation During Infancy
Authors: Ramey Craig T. , Bryant Donna M.
Published: December 2008

This article reviews children's intellectual response to four major programs concerned with the prevention of developmental retardation that have used experimentally adequate research designs. Results indicate that it is feasible to prevent retardation in high-risk samples using a variety of educational formats and that intellectual response to treatment is positively related to the intensity of the program.
The Long-Range Effects of the Regional Demonstration Program for Preschool Handicapped Children
Authors: Koen Susan , Musumeci Marilyn , Toole Amy
Published: December 2008

The long-range efficacy of the regional demonstration program (RDP) was assessed by examining a sample (N=66) of the 171 students who graduated from the program from January 1976 to May 1980. The major purpose of the study was to determine if handicapped preschoolers who participated in the program would be able to make a successful transition to school age placements and function adequately in those placements. The RDP project is a nationally and state validated program that provides early intervention services to children of all handicapping conditions from birth to age 5. It serves a consortium of 18 school districts and is a noncategorical program primarily designed for children who are mildly or moderately impaired.

The academic and social functioning of former RDP students were assessed through three data collection techniques. A review of students' cumulative records provided information on grade retention, special services received, and yearly grade reports; a 25-item teacher questionnaire assessed students' cognitive, academic, communication, and soclal skills as compared to other children; and a parent interview measured parent perceptions of their child's performance in school and the impact of the RDP program.

Results indicated that, in general, RDP graduates made a successful transition to elementary school. Particularly impressive were the following findings: (1) 53% of the total graduate sample are placed in regular education programs and none of these children have been held back a grade; (2) one-third of the graduates enrolled in regular programs required no additional services; most of those who did require services received speech and language intervention; (3) teachers rated RDP graduates in regular classrooms similar to or slightly better than their peers in specific skill areas and attitudes towards school; and (4) parents of graduates were very satisfied with their children's performance in school; 98% indicated that their child would not have done as well without participation in the regional demonstration program. These data substantiated that participation in the regional demonstration program provided preschool handicapped children with the skills necessary to perform successfully in the elementary grades.