bluuebunny/crossref_metadata_2025 huggingface dataset:
A 5-Year Follow-Up of Reading-Comprehension Achievement of Hearing-Impaired Students in Special Education Programs
Authors: Wolk Steve , Allen Thomas E.
Published: December 2008

Reading comprehension was assessed in 1974 and again in 1979 for 1,664 hearing-impaired students enrolled in special education programs across the United States. The Special Edition for Hearing Impaired Students of the 1973 Stanford Achievement Test, an adaptation of the regular edition of the Stanford but with identical items and subtest structure, was used to assess students' achievement both years. The major research question concerned the relative importance for achievement growth of the most salient handicapping characteristics of the population (specifically, the degree of hearing loss and the presence of any additional, educationally significant handicaps) compared with basic student demographic characteristics, such as race, age, and sex. A repeated-measures statistical analysis' of the data indicated that the growth in reading achievement of the typical hearing-impaired student over a 5-year period was approximately one-third that of the average hearing student. In addition, degree of hearing loss, age, and racial background had significant effects on reading-comprehension growth.
Research On Motivation in Educational Settings: Implications for Hearing-Impaired Students
Authors: Stinson Michael
Published: December 2008

The paper reviews research on normally hearing students that has implications for understanding the motivation of hearing-impaired students. The author reviews research on hearing-impaired students in order to make suggestions concerning their motivational determinants. An important proposition is that classroom motivational orientation of students depends upon which orientation is rewarded and encouraged. This paper focuses on 3 orientations: autonomy, competition, and cooperation. While orientation has its benefits and drawbacks, each deserves a place in the educational program.
Practical Applications of the K-ABC in the Identification of Handicapped Preschoolers
Authors: Telzrow Cathy F.
Published: December 2008

The K-ABC is a recently developed measure of children's mental processing ability and achievement. Founded on theoretical principles of mental processing derived from research in neuropsychology and cognitive psychology, the K-ABC purports to identify individual patterns of information processing of relevance for educational planning. This article discusses the practical applications of the K-ABC for use with preschool-aged children and offers suggestions for supplementing the K-ABC for comprehensive evaluations of preschoolers.
The K-ABC in Historical and Contemporary Perspective
Authors: Anastasi Anne
Published: December 2008

The K-ABC is examined within the setting of contemporary ability testing, with particular attention to the evolution of current psychometric concepts and methods, as well as the historical sources of popular misconceptions. The discussion focuses on five key questions relevant to test construction and to the interpretation of test results : what intelligence tests measure, the effects of training on the development of intelligence, cultural differences in the meaning of intelligence, how to construct valid tests, and the differentiation between aptitude and achievement testing. When examined in this light, the K-ABC reveals sophisticated application of current test construction methodology. Like any psychological test designed for intensive individual assessment, however, it requires an examiner thoroughly knowledgeable about both clinical assessment procedures and research findings in the psychology of individual differences.
The Black-White Difference On the K-ABC: Implications for Future Tests
Authors: Jensen Arthur R.
Published: December 2008

Claims that the Kaufman Assessment Battery for Children (K-ABC) is less culturally biased than other standard tests of intelligence and therefore shows a much smaller average difference between black and white children are critically examined in terms of the psychometric properties of the K-ABC. It is concluded that the apparently reduced difference between black and white samples, as compared with the one standard deviation difference typically found on other IQ tests, is not the result of greater validity or of less biased measurement of children's intelligence by the K-ABC. The diminished black-white difference on the K-ABC seems to be largely the result of psychometric and statistical artifacts: lower g loadings of the mental processing scales and greater heterogeneity of the standardization sample, which causes mean group differences to be smaller when they are expressed in standard score units. The general factor measured by the K-ABC is essentially the same g as that of the Stanford-Binet and Wechsler scales. But the K-ABC yields a more diluted and less valid measure of g than do the other tests. The K-ABC factors of successive and simultaneous mental processing, independent of the g factor, constitute only a small fraction of the total variance in K-ABC scores, and the predictive validity of these small factors per se is probably nil. The present criticisms of the K-ABC suggest new means for improving the design of future tests for measuring general intelligence.
Another Look At Evaluating Aptitude-Achievement Discrepancies in the Diagnosis of Learning Disabilities
Authors: Willson Victor L. , Reynolds Cecil R.
Published: December 2008

Congressional vagueness in the definition of learning disability has resulted in numerous statistical definitions based on achievement-ability test differences. Previous statistical research has helped to clarify the issues and to eliminate some inadequate models. This paper examines three models still considered useful to this point. The models are the prediction model, true score regression model, and prescore partialling model. Results of the analysis conducted here 'provide support for the regression model as the simplest to use and most efficient statistically.
Teaching Students With Autism in Natural Environments: What Educators Need From Researchers
Authors: Donnellan Anne M. , Mesaros Richard A. , Anderson Jacki L.
Published: December 2008

A representative sample of the literature in the field of autism was reviewed to ascertain the potential impact of the available information on the development of educational programs to teach students with autism to function in a wide variety of heterogeneous community environments. Limitations in the research literature were identified with regard to the artificial nature of settings, tasks, materials, teaching formats, and curriculum content. Suggestions are made as to ways in which research efforts can be directed towards enabling educators to better assist these students to function more independently and ultimately to live, work, and recreate in a variety of noninstitutional environments.
Assessment of Cognitive Skills in the USSR: Historical Trends and Current Developments
Authors: Holowinsky Ivan Z.
Published: December 2008

Soviet psychology and its view of cognition and assessment have been influenced by political and ideological currents. Assessment practices in the Soviet Union reveal three trends. The so-called pedology movement was replaced in the 1930s by an anti-testing policy, followed more recently by a reassessment of psychodiagnostic practices. Late 1970s and the beginning of 1980s reveal strong interests in psychodiagnosis, as indicated by symposia organized in 1975 and 1980.
The Limitations of Federal Special Education Policy: The Role of Classroom Teachers in Determining Who Is Handicapped
Authors: Pugach Marleen C.
Published: December 2008

A major principle of federal special education policy is assuring fairness in the identification and placement process. In a study of local implementation, such protections failed to occur consistently since the pivotal decision in the process continued to be the teacher's personal decision to initiate a referral. The limitations of federal special education policy are discussed in relation to both the difficulty of protecting students from inaccurate identification and those system-wide problems in current special education delivery patterns that may contribute to such difficulties.
Published Tests—Which Ones Do Special Education Teachers Perceive as Useful?
Authors: Connelly James B.
Published: December 2008

Three hundred eighty-two special education teachers from 92 school districts in 42 states completed questionnaires in which they listed the published tests they perceive as useful in making diagnostic and placement decisions. The perceived usefulness of many tests varied as a function of the exceptionality served and the geographical region in which the respondents worked. Those tests most frequently listed were not necessarily the most psychometrically sound, but they tended to be attractive and easy to administer.
Introductory Texts in Special Education: an Analysis of Citations
Authors: Hospodka Vera , Sedlak Robert A. , Sabatino David A.
Published: December 2008

The importance of introductory texts in special education is certainly attested to by the number of these volumes. Ten introductory special education texts published since 1980 were reviewed to determine the recency of the information contained in each through an analysis of the citations. Analysis was accomplished by determining the frequency of reference for a 10-year period in each handicapping category across all the texts. Several conclusions were drawn in regard to: edited works with multiple authors versus unedited single and multi-authored texts; the number of reference citations used; and the emphasis placed on specific areas of disability in terms of topical coverage. The number of references in a given time period may suggest the attention given historical antecedents, references to classic identifiers, and the amount of current material reported in each book. An overall rating was not made on the quality of the texts or chapters, nor was the citation date (nor should it be) used as a means of judging the value of one over another. However, findings do suggest that certain books do seemingly draw more heavily from selected bibliography than others, obviously so. The precise content and quality of writing are yet other variables requiring further research—or in the case of a textbook adoption, a reasonable judgment call.
Relationships Among Health Knowledge, Health Locus of Control, and Health Status in Secondary Special Education Students
Authors: Noland Melody Powers , Riggs Richard S. , Hall John W.
Published: December 2008

Relationships among health knowledge, health locus of control, and health status domains were investigated using 181 learning disabled (LD) and educable mentally retarded (EMR) high school students as subjects. A health knowledge test, the Children's Health Locus of Control (CHLC) scale, and six health status measures were administered. In general, students who had higher knowledge scores tended to be more internal (believed they had control over their health). Lower scores on the health knowledge test tended to be associated with beliefs that their health was controlled by chance or powerful others. Internal and Powerful Others scales of the CHLC were the best predictors of health knowledge for EMR students. For LD students, only the Internal scale made a significant contribution to the prediction. Health status was significantly related to the health knowledge of the EMR students, but the proportion of variance explained was relatively low. Other results were nonsignificant. The implications for health education programming were discussed.
Psychiatric Diagnosis: a Study of Its Relationship To School Needs
Authors: Sinclair Esther , Forness Steven R. , Alexson Joyce
Published: December 2008

Increased use of psychiatric diagnostic workups has occurred in determination of children's eligibility for special education or related services. Past research with small samples suggests little relationship to school functioning. The present study examined DSM III Axis I and Axis II diagnoses in 350 school children referred for psychiatric evaluation. Diagnostic categories were examined in terms of their relationship to age, sex, ethnicity, IQ, achievement, and special education placement. Findings suggested wide disparity, but certain DSM III diagnostic groups appeared to have identifiable education characteristics.
Efficacy of Early Intervention
Authors: White Karl R.
Published: December 2008

Based on an analysis of over 300 previous studies of early intervention efficacy, this article explains how the steps in the scientific method can be used to organize and draw conclusions from existing research. Although it is concluded that early intervention has positive benefits for most children, it is pointed out that there is little, if any, empirical support for the types of intervention that are most effective. Suggestions for future research are given.
Reflections on Language Programs for the Hearing Impaired
Authors: Clarke B.R. , Stewart D.A.
Published: December 2008

Eight approaches to language programs for hearing-impaired children are examined and consideration given to both the strengths and the shortcomings of each. Following this, an approach to language learning is suggested which makes greater use of conversation, facilitative activities, and specific systematic experiences. This trilogy should be based on naturally occurring behaviors in authentic real-world environments.
Sign Language and the Severely Handicapped
Authors: Bryen Diane Nelson , Joyce Dennis G.
Published: December 2008

The use of sign language with severely handicapped students is analyzed in light of commonly held rationales. Such rationales are that sign language is less cognitively demanding and thus easier to learn than spoken language, and that sign language can bypass the oral-motor demands of speech. Cognitive, motor, and socio-communicative factors affecting the learning of sign language are discussed, and clinical implications are raised. Finally, environmental considerations that affect the likely success of sign language intervention with this population are addressed.
Effects of Rate, Nonrelevant Information, and Repetition On the Listening Comprehension of Hyperactive Children
Authors: Shroyer Charlotte , Zentall Sydney S.
Published: December 2008

The present study involved a theoretically based investigation to determine whether the problems that hyperactive children experience in listening could be attributed to (a) delays that encourage impulsive responding or (b) factors related to the nature of the stimulus input. Hyperactive and normal elementary school children were administered four story conditions that differed in presentation rate and information (information, repeated information, and information plus nonrelevant detail) in a repeated measures design counterbalanced for task and condition order. Significant differences in activity and performance attributable to story conditions were found for only the hyperactive children. Hyperactive children were more active than normal controls in the repeated information (minimally stimulating) condition and made fewer correct responses in the nonrelevant stimulation condition. These findings suggested that rate of information presentation is not as important as type of stimulus input, and the problems previously observed in slow presentation rates may be attributable to inadequate levels of stimulus input.
Legal Decisions and Appropriate Education of Seriously Emotionally Disturbed (SED) Students
Authors: Cullinan Douglas , Epstein Michael H.
Published: December 2008

Various legal decisions are exerting considerable influence on concepts about and the practice of special education for seriously emotionally disturbed (SED) students. Decisions affecting eligibility for services have implications regarding the number of students and the type of student receiving SED services. School discipline, especially exclusion from school, continues to be a major focus of legal decisions. There are also considerable ramifications of decisions regarding psychotherapy as a related service for handicapped students. Special educators of SED students need to understand and examine the issues raised and addressed by such legal decisions; many are fundamental to educating SED students.
Visual Displays To Increase Comprehension of High School Learning-Disabled Students
Authors: Darch Craig , Eaves Ronald C.
Published: December 2008

The purpose of this study was to examine the relative effectiveness of visual spatial displays to enhance comprehension of important information during instruction with adolescent learning-disabled students. Subjects were randomly assigned to one of two treatment groups. One group was taught by presenting key concepts with a visual spatial display of this information. The other group was taught the same information except that content was presented by texts. Both treatment groups studied in a group task structure. Six experimenter-made tests were developed for this study. Five tests directly measured student mastery of the content taught, whereas the other test was a transfer measure. Results favored the group taught with a visual spatial display on the short-term recall tests, but no differences were found on the transfer or maintenance tests. The discussion focuses on how teachers can improve comprehension instruction for the less skilled student.
Demographic Differences Among Children in Judging and Experiencing Specific Stressful Life Events
Authors: Pryor-Brown Lannie , Cowen Emory L. , Hightower A. Dirk , Lotyczewski Bohdan S.
Published: December 2008

The study evaluated differences in the judged upsettingness and frequency of occurrence of 22 stressful life events among 503 fourth- to sixth-grade, urban and suburban school children. Children first judged the upsettingness of each event for age peers. Next, they indicated which events they had experienced personally and rated their personal level of upset with each event experienced. Except for the items, "school suspension" and "being sent to the principal," on which boys exceeded girls, there were no sex differences in events experienced. Girls, however, judged stressful events to be markedly more upsetting than boys, both cognitively and experientially. Urban children experienced more stressful events than suburban children and judged them, experientially, to be more upsetting.
A School-Level Investigation of Predictions of Attitudes About Mainstreaming
Authors: Diebold Martin
Published: December 2008

A group of special education resource teachers (n = 25) were paired with regular educators (n = 25) who worked in the same school building. Regular educators were asked to respond to an opinionnaire designed to obtain their perceptions of six factors associated with the mainstreaming process. Special educators were asked to attempt to predict the responses of regular education colleagues to this opinionnaire. Results indicated that special educator predictions were not significantly different from regular educator responses on five of the six factors. Significant differences were obtained, however, on one factor : willingness to teach the handicapped. Implications for special education resource room and consultation programs and for further research are discussed.
Adaptive Behavior and Mental Retardation
Authors: Bruininks Robert H. , Thurlow Martha , Gilman Cheri J.
Published: December 2008

Adaptive behavior and mental retardation are addressed in terms of their historical relationship, current definitions and concepts, and issues related to structure and content. The role of community environmental factors in the adaptive behavior of mentally retarded persons is examined and the implications of using adaptive behavior measures is presented through an illustrative case study. It is argued that there are still critical needs for the development of sound theories and models of adaptive behavior to guide future research and practice, especially in the design of interventions to enhance the adjustment and opportunities for people with disabilities.
Social Behavior Standards and Expectations of Australian And U.S. Teacher Groups
Authors: Walker Hill M. , Lamon William E.
Published: December 2008

This paper presents a comparative study of the responses of four Australian and U.S. teacher groups to the ecological assessment system called AIMS (Assessments for Integration into Mainstream Settings). AIMS was developed for the purposes of (a) identifying optimal placement settings for the social integration of handicapped students, (b) identifying the minimal behavioral demands and social skills required in target, less restrictive settings, and (c) providing for the postintegration assessment of pupils' social and academic adjustment status. The purpose of the present study was to assess similarities and differences between Australian and U.S. teacher groups to two of the AIMS assessment instruments (The SBS Inventory and Correlates Checklist) and to compare responses among the four Australian teacher groups, regular and special education preservice and inservice teacher samples. Results revealed (a) similarities and striking differences between U.S. and Australian teacher groups, (b) considerable overlap and consistency of responding in the level and content of behavioral expectations/ standards among the four Australian teacher groups, (c) a high degree of consistency in responding to the instruments between regular and special education teachers representing a variety of teaching levels, and (d) an overall tendency for special educators to have lower demand levels in their behavioral standards/expectations and greater tolerance levels in relation to conditions and characteristics associated with child handicapping conditions. Three possible explanations for the results obtained are discussed, as are future research implications.
Classwide Student Tutoring Teams
Authors: Maheady Larry , Sacca M. Katherine , Harper Gregory F.
Published: December 2008

The present study examined the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of 28 mildly handicapped (MH) and 63 nondisabled students enrolled in three 9th and 10th grade math classes. Effects were analyzed using multiple baseline designs across settings with a withdrawal of treatment in one classroom. Analyses of group and individual results indicated that the implementation of CSTT resulted in average increases of 20 percentage points on weekly math exams. The percentage of students earning A grades rose abouve 40% while CSTT was in effect, and failing grades were virtually eliminated. No mildly handicapped students received a failing grade on their report cards during CSTT instruction, whereas eight MH students maintained averages about 90%. Anecdotal student and teacher comments indicated that Classwide Student Tutoring Teams was an acceptable classroom intervention. Educational implications for secondary mainstreamed students and teachers are discussed.
THE EFFECT OF INSTRUCTIONAL COMPUTER GAMES ON CONTINUING STUDENT MOTIVATION
Authors: Malouf David B.
Published: December 2008

This study investigated the effects of computer games on motivation to engage in an academic task subsequent to computer instruction. An instructional computer game was compared with a computer program that operated identically but without game features. The programs were designed to develop a vocabulary skill involving matching negation prefixes to root words. Continuing motivation on this academic task was measured in a noncomputer free-choice activity administered 1 day following the computer instruction. The experimental subjects were students identified by the school as learning disabled and placed in resource rooms or self-contained classrooms. The game and nongame programs produced equal gains in task skill. The game condition resulted in significantly higher levels of continuing motivation than the nongame condition.
BI-DIRECTIONAL AND CROSS-CATEGRICAL SOCIAL STATUS OF LEARNING DISABLED, BEHAVIORALLY DISORDERED, AND NONHANDICAPPED ADOLESCENTS
Authors: Sabornie Edward J. , Kauffman James M. , Ellis Edwin S. , Marshall Kathleen J. , Elksnin Linda K.
Published: December 2008

Assigned and received social status of mildly learning disabled, mildly behaviorally disordered, and nonhandicapped high school students was examined. Twenty-two subjects in each group were equated on several demographic variables, and a rating scale sociometric instrument was administered in regular physical education classes that enrolled at least 1 exceptional student. Results indicated that the mildly-handicapped and nonhandicapped samples differed from a larger nonhandicapped population in several aspects of bi-directional social status. In cross-categorical comparisons of assigned social status, the diree groups did not differ significantly. With regard to cross-categorical received status, however, the comparison groups varied widely. Findings are discussed with regard to similarities and differences among mildly handicapped individuals, and the need to consider all aspects of their social interrelations.
ADEQUATE SAMPLE SIZE
Authors: Brewer James K. , Sindelar Paul T.
Published: December 2008

This paper describes the interrelations among (a) power, alpha, effect size, and sample size for hypothesis testing and (b) precision, confidence, and sample size for interval estimation. Implications for special education researchers working with convenient samples of fixed size are considered, and the logic underlying subsequent decisions about power, alpha, and effect size and about precision and confidence is explored. Examples are drawn from special education literature.
Statewide Intervention Systems: An Overview of the New Federal Program for Infants and Toddlers with Handicaps
Authors: Campbell Philippa H. , Bellamy G. Thomas , Bishop Kathleen Kirk
Published: December 2008

Public Law 99–457 amended Public Law 94–142 to add Part H, a discretionary formula grant program for infants and toddlers with handicaps. The legislation allows implementation of statewide systems of early intervention services, characterized by 14 required components. This paper presents the results of analyses obtained through review of applications for the Part H program submitted by 50 states and the District of Columbia. Two primary measures were investigated to determine potential differences among states on the basis of type of lead agency and previous activities related to early intervention for infants and toddlers. The first was the number and type of required components selected for emphasis during initial year activities. The second was the allocation of funds for administration, interagency coordinating council, planning, and services. In general, states demonstrated relative consistency across a number of factors while significant differences and variability were noted on others. These results are discussed in terms of implications for the development of quality services for infants and toddlers and their families and of priority needs to ensure successful implementation of this program.
Assessing Needs of Families with Handicapped Infants
Authors: Bailey Donald B. , Simeonsson Rune J.
Published: December 2008

A 35-item parent survey was developed to assess the functional needs of parents with young handicapped children. A rationale for scale development and content is presented. Data from 34 two-parent families with handicapped infants suggest that the instrument is a useful source of intervention goals. Several items emerged as high priority needs for mothers and fathers. Addition of an open-ended response format provided a considerable amount of useful information. A readministration of the measure 6 months later with a subset of 20 families yielded high correlations. Implications of these findings for clinicians working with families of young handicapped children are discussed.
Early Language Intervention
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Forness Steven R. , Kavale Kenneth A.
Published: December 2008

Twenty single-subject investigations on early language interventions were reviewed. Treatments included direct reinforcement of verbalization and various training procedures including mand-model and time delay, and have generally been successful. Quantitative synthesis procedures utilizing a percentage of non-overlapping data outcome metric suggested that specific generalization training procedures were associated with stronger outcomes than were “train and hope” methods or assessments of spontaneous generalization. Implications for training and future research are discussed.
A Causal Analysis of the Relationships Among Ongoing Curriculum-Based Measurement and Evaluation, the Structure of Instruction, and Student Achievement
Authors: Wesson Caren , Deno Stanley , Mirkin Phyllis , Maruyama Geoffrey , Skiba Russell , King Robert , Sevcik Bonita
Published: December 2008

Causal modeling techniques were used to examine the relationships among three constructs: (a) a curriculum-based measurement and evaluation system, (b) structure of instruction, and (c) achievement. Measures of the three constructs were collected for 117 elementary-level resource room students. All three constructs were stable over time. Teachers' accuracy in setting up student performance measurement and silent reading were found to be related directly to achievement. Implications for teacher training are discussed.
The Effect of Teacher Self-Efficacy on Referral Chance
Authors: Meijer C. J. W. , Foster S. F.
Published: December 2008

Relationships were explored between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education. Participants were 230 Dutch primary teachers. Teacher self-efficacy proved to be a significant predictor of both problem ratings and referral chances in a MANCOVA design. Pupil problem type (learning, behavioral, or both) also had a significant effect on both dependent variables. Implications for further research are discussed.
On the Actuarial Classification of Children
Authors: Macmann Gregg M. , Barnett David W. , Lombard Thomas J. , Belton-Kocher Evelyn , Sharpe Michael N.
Published: December 2008

Two studies were conducted to evaluate the dependability of actuarial methods in the educational classification of children. The first study examined the extent to which the determination of a severe discrepancy between aptitude and achievement, used in the identification of children with learning disabilities, was consistent across (a) two different methods of calculating discrepancy scores and (b) three different measures of academic achievement. A sample of 373 students was administered the WISC-R and one or more achievement measures (i.e., WJPB, WRAT-R, and WRMT). The standard-score comparison and regression-prediction methods identified an equivalent proportion of severe underachievers for five of seven achievement scales, with kappa coefficients ranging from .57 to .86. Of far greater practical significance, the use of alternative achievement measures resulted in relatively little agreement on appropriate classification, with kappa coefficients for same-domain achievement measures ranging from .19 to .47 (for standard-score discrepancies) and from .23 to .47 (for regression-prediction discrepancies). In the second study, computer-simulated data were presented to illustrate underlying measurement principles. Potential implications for public policy and professional practice were discussed.
Economic and Political Factors Affecting Deinstitutionalization
Authors: Zirpoli Thomas J. , Wieck Coileen
Published: December 2008

The current focus on integrated services for persons with developmental disabilities may lead one to believe that the deinstitutionalization movement is almost fully realized. However, over 90,000 persons with developmental disabilities continue to reside in public institutions. If the benefits of deinstitutionalization and integration are so overwhelming, why do states continue to spend enormous sums of money maintaining public institutions? This article reviews some of the economic and political factors maintaining the large numbers of residents in public institutions from the perspective of one state. Also, alternatives are presented to lessen the economical and political impact of institutional closures so that we may continue, and some day fully realize, the deinstitutionalization movement.
Stability of Categorical Designations for Special Education Students
Authors: Wolman Clara , Thurlow Martha L. , Bruininks Robert H.
Published: December 2008

The categorical stability of 523 students with mild handicaps during their school years was investigated in a retrospective study of special education records in three high schools. The students had final classifications as learning disabled (LD), educable mentally retarded (EMR), emotionally disturbed (ED), and speech impaired (SP). Twenty-four percent had at least two different classifications during their school years. In analyzing stability of classification according to the initial category designation, the least stable category was SP, and the most stable was ED. Of the students who changed classification sometime during their special education history, most had changed to one different category, but some had changed to two different categories. Most of the changes took place during the secondary years. The ED and EMR categories tended to receive proportionately more members from other categories than did the LD and SP categories. The SP category tended to receive few members from other categories of handicapping conditions, while the LD category received an intermediate number relative to its large size. The strongest predictor of reclassification was initial classification in the SP category.
The Regular Education Initiative as Reagan-Bush Education Policy
Authors: Kauffman James M.
Published: December 2008

Proposals for radical reform or integration of special and general education, known as the Regular Education Initiative (REI), are consistent with the Reagan-Bush administration's agenda for education. Such proposals represesent a revolution in basic concepts related to the education of handicapped students that have provided the foundation of special education for over a century. As a political strategy, the REI is consistent with the Reagan-Bush tendency to focus on a small number of highly emotional issues that distract attention from deeper analysis-in this case, the issues of integration, nonlabeling, efficiency, and excellence. The REI is a flawed policy initiative that does not have the support of critical constituencies. Moreover, it rests on illogical premises, ignores the issue of specificity in proposed reforms, and reflects a cavalier attitude toward experimentation and research. Because the REI represents the policy preferences of a popular administration, it is not a dead issue. If meaningful reforms are to be achieved, however, several changes in direction are necessary: obtaining the support of critical constituencies, increasing attention to the effectiveness of educational strategies rather than the place in which they are implemented, and focusing efforts on incremental improvements in the current system.
Perceived Competence of Juvenile Delinquents and Nondelinquents
Authors: Cole Peter G. , Chan Lorna K.S. , Lytton Leonie
Published: December 2008

The present study compared juvenile delinquents, high achievers, low achievers, and students with behavior problems on an adapted version of Harter's Perceived Competence Scale for Children (Harter, 1982). Four different domains of perceived competence were tested, namely cognitive competence, social competence, physical competence, and general self-worth. The subjects were 30 male delinquents from a maximum security institution and 90 male nondelinquent students from Grades 8, 9, and 10 in a metropolitan high school. Data indicated that the juvenile delinquents attained significantly lower scores than the high achievers and low achievers on the cognitive, social, and general self-worth subscales, but not on the physical subscale. Juvenile delinquents differed significantly from students with behavior problems on the social and general self-worth subscales, but not on the cognitive and physical subscales. The results of the study are discussed in terms of Harter's effectance motivation model.
Educational Placement of Hearing Impaired Students as Related to Family Characteristics, Student Characteristics, and Preschool Intervention
Authors: Weisel Amatzia
Published: December 2008

The relation between background variables and educational placement of 188 elementary school hearing impaired students was studied by discriminant function analysis. Background information included three groups of variables: family characteristics, student characteristics, and educational intervention. The three educational settings in which the students were placed included special schools for hearing impaired students, special classes within regular schools, and regular classes with integration of hearing impaired students. Placement was related to the family socioeconomic status, hearing threshold, parental hearing status, and number of additional handicapping conditions. Results are discussed, with special consideration of the academic standards and methods of communication in each setting.
Does Retardation Mean Dumb? Children's Perceptions of the Nature, Cause, and Course of Mental Retardation
Authors: Goodman Joan F.
Published: December 2008

The question raised in this paper is the extent to which third graders' thinking about mental retardation resembles their understanding of related terms, particulary smart-dumb and crazy. Based on developmental considerations, the expectation was that mental retardation, as well as the other qualities, would be defined as a set of behaviors rather than a trait, with cause and course attributed to effort, not ability. If so, children's ideas would depart from the adult consensus, which views retardation as biologically caused and irreversible. In fact, the interpretation of retardation was discrepant from the perception of smart/dumb and crazy. Retardation was interpreted as a trait—defined abstractly, with a predetermined cause and a course that is largely irreversible through personal or environmental efforts. The negative perception of mental retardation held by these third graders and their elders, which includes both cause and outcome, departs from professional positions. The latter define retardation exclusively by functional level, giving separate consideration to etiology and prognosis. The likely impact of this conceptualization on child and adult attitudes and professional nomenclatures is discussed.
Special Education in Australia and the United States
Authors: Safran Stephen P.
Published: December 2008

This paper presents a cross-cultural contrast of Australian and American special education practices. Although there is substantial overlap in the issues confronting each country, significant differences exist in the areas of constitutional and legislative foundations as well as in professional roles. As a result, policies have evolved along separate paths within each national context. Several topics, specifically the recent Honig v. Doe (1988) decision, the learning disabilities/learning difficulties dichotomy, and the integration policies of the state of Victoria, are analyzed, as they provide examples of how legal and political considerations have differentially affected the special education policies of the two nations. Implications for U.S. and Australian special education practices are discussed.
Self-Ratings Of Professional Knowledge And Skills In Early Intervention
Authors: Bailey Donald B. , Buysse Virginia , Palsha Sharon A.
Published: December 2008

This article describes the development and use of a 32-item self-rating of professional knowledge and skills in the context of early intervention for infants and toddlers with handicaps. Participants in a series of workshops designed to teach family-focused skills completed the form prior to training. Although items on the scale differentiated knowledge and skills in 16 areas of competence, professionals did not make that distinction in rating themselves, with 73% of the knowledge items rated exactly the same as the skill items. A factor analysis revealed three clusters of items: family-focused ratings, child-focused ratings, and team-focused ratings. Cronbach's coefficient alpha indicated high internal consistency for each factor. Changes in participants' ratings over time are described, and implications of these findings for self-rating procedures in general and for evaluating inservice experiences in early intervention are discussed.
When Is A Picture Worth A Thousand $Rh Values? A Comparison Of Visual And Quantitative Methods To Analyze Single Subject Data
Authors: Ottenbacher Kenneth J.
Published: December 2008

The agreement between visual analysis and the results of the split-middle method of trend estimation was examined using a set of 24 stimulus graphs. Thirty raters indicated whether a significant change occurred across the phases of the stimulus graphs. The average visual analysis score for each graph was then compared to the results of the split-middle method of trend estimation. Using the trend line and tables based on the cumulative binomial probability distribution, a statistical statement of change across design phases was generated. The level of agreement between visual and statistical inferences was .46. The sensitivity, specificity, and predictive value of visual analysis in relation to the statistical conclusions ranged from .38 to .73. Findings indicate the need for continued investigation of the various properties of visual and statistical analysis as applied to single subject data.
Computer-Assisted Instruction With Small Groups Of Mildly Handicapped Students
Authors: Malouf David B. , Wizer David R. , Pilato Virginia H. , Grogan Mary M.
Published: December 2008

This article presents two studies on the use of computer-assisted instruction and cooperative learning with dyads of mildly handicapped students. These studies were intended (a) to test the effects of an experimental intervention involving training in cooperative learning and cooperative goal structures and (b) to identify peer interactions that were positively and negatively related with learning. In both studies, students worked together to complete computerized instructional activities on capitalization and punctuation. The experimental intervention produced significant increases in behaviors that were positively related with learning, but it did not produce significant increases in learning (as measured by a posttest) in either study. One possible explanation for this apparent paradox is that the experimental intervention also produced elevated levels of behaviors—keyboard sharing and dictation—that were negatively related with learning. The computer may represent a unique learning environment in which competition for the keyboard and salient game rewards may undermine the positive effects of cooperative learning.
Special Education Certification/Recertification For Regular Educators
Authors: Patton James M. , Braithwaite Ronald
Published: December 2008

This article reports on a recent national study of the nature and extent of special education certification and recertification requirements for regular education teachers. State directors of teacher education and certification were asked to respond to questions related to teacher certification and recertification requirements, the means by which these requirements are met, and factors that might have led to changes in these requirements. Results indicated that in the last 10 years there has been a dramatic change in state special education coursework requirements for the certification of regular education teachers. The subtleties and implications of these results, as they relate to both special and regular education, are explored.
Individual Differences and Individual Difference
Authors: Deno Stanley L.
Published: December 2008

The current aptitude-treatment interaction (ATI) approach to accommodating individual differences has not proved instructionally useful. In this paper, reasons for this failure are identified and considered, and the desirable characteristics of an alternative model are identified. Formative evaluation is offered as a promising alternative that addresses individual uniqueness rather than dimensionalized individual differences. The notion that the failure of ATI research to be practically useful in designing instruction justifies ignoring individual difference is rejected.
Behavior and Achievement of Mainstreamed Junior High Special Class Students
Authors: Truesdell Lee Ann
Published: December 2008

Junior high students from selfxontained special education classes mainstreamed in regular aca- demic classes were compared to regular class stu- dents. Mainstreaming occurred in low achieving classes where the mildly handicapped students functioned similarly to their nonhandicapped peers. Significant differences were found in the observed behaviors of discussion and not paying attention. No differences were found in teacher ratings of classroom behavior or report card grades. Achievement test differences were large but not significant. Lack of differences in the two groups may be due to placement of students in low achieving classes, use of modified criteria for grading mainstreamed students, andlor a lack of real differences between the two groups.
Provision of Related Services
Authors: Katsiyannis Antonis
Published: December 2008

This paper reports findings from a survey of state directors of special education that focused on current practices in providing related services to handicapped students, with an emphasis on eligibility criteria. Results indicated great variation among states in the provision of related services and in the incidence of eligibility criteria.
Using Constant Time Delay to Teach Word Definitions
Authors: Schuster John W. , Stevens Kay B. , Doak Pam K.
Published: December 2008

A 5-second constant time delay procedure was used to teach three students with mild learning handicaps 10 word definitions from their learning and behavior disordered (LBD) resource room reading series. All students learned the 10 targeted definitions in eight to nine sessions. Maintenance sessions conducted 6, 10, and 14 weeks after training revealed that all students maintained correct levels of responding. In addition, students generalized the newly acquired information across two skills not directly trained: reading the targeted word and providing the correct verbal label after hearing the targeted definition. Overall, the constant time delay procedure resulted in minimal teacher preparation time, brief instructional sessions, and a low percentage of errors.
A Framework for Ethical Deliberation in Special Education
Authors: Howe Kenneth R. , Miramontes Ofelia B.
Published: December 2008

Developing largely out of an awakened commitment to the ethical requirement that all individuals be provided with access to a decent public education, special education has had a strong ethical component from its inception. Because it challenges traditional organizational structures and the knowledge and skills of teachers, it has continued to engender many ethical dilemmas. Despite this fact, the ethics of special education has received scant attention, either as a field of ethical inquiry or as a topic in teacher education. This article characterizes the kinds of perspectives that go into establishing a general framework for ethical deliberation and then uses that framework to characterize the special role-related obligations that help define the ethics of special education. An extended example of the case method is used as the point of departure for the discussion, and cases illustrative of special ethical dilemmas in special education are presented.