bluuebunny/crossref_metadata_2025 huggingface dataset:
Intervention Planning using Adaptive Behavior Instruments
Authors: Cone John D.
Published: December 2008

Adaptive behavior is defined as those interactions of an individual with the environment that are functionally effective in that environment. Using this definition it is shown that adaptive behavior instruments that are environmentally relevant can be used effectively in intervention planning. Five characteristics desirable in such instruments are listed. Selected instruments are reviewed, including the Adaptive Behavior Scale, Vineland Adaptive Behavior Scales, Scales of Independent Behavior, and The Pyramid Scales. A systems approach to assessing adaptive behavior is described, and it is argued that the multiple functions of adaptive behavior assessment require a set of carefully interrelated assessment procedures. No single instrument is sufficient. An example of such a system is presented and it is shown how using it can lead to the production of long-range, annual, monthly, and short-term goals, as well as to the identification of immediate instructional objectives.
Analysis of Mathematics Competence of Learning Disabled Adolescents
Authors: Algozzine Bob , O'Shea Dorothy J. , Crews W. Bee , Stoddard Kim
Published: December 2008

Minimum competency testing is currently a reality in American education; the practice presents a number of problems for regular class and handicapped students. In this research, the mathematics performance of learning disabled (LD) students and their nondisabled peers on the Florida State Student Assessment Test-II (SSAT-II) was evaluated, and employers' opinions about the importance of mathematical skills assessed on the SSAT-II were analyzed. It was reasoned that information such as this would provide valuable benchmarks for use in planning, organizing, and implementing educational programs for high school students. Skill performance and mastery scores were tabulated and compared for adolescents classified as learning disabled and their regular class peers; the relative importance of various skills to employers was also tabulated and compared. Strengths and weaknesses in basic math competencies were identified and relations among these skill performances and employer opinions were identified. In general, LD students performed better on skills requiring literal use of numbers and worse on skills requiring application of mathematical knowledge. Employers' ratings of the extent to which various skills were required in the world of work supported the importance of competence in these basic skills.
Factors Affecting the Impact of Pain and Painful Experiences on the Exceptional Child
Authors: Barowsky Ellis I.
Published: December 2008

Pain is often regarded as a symptom associated with an underlying damage to the body, resulting from disease, accidental trauma, or medical procedures such as surgery. Under these circumstances its etiology is organic. In the absence of organic origin, the presence of pain may be regarded as psychogenic: It is nonetheless real and uncomfortable. When the continued pain experience is temporally displaced from the initial insult, a transition from an acute to a chronic pain condition has occurred. For the exceptional child, the potential incidence for pain is increased as a result of additional physical conditions requiring medical intervention. Additional psychological factors such as cognitive delay and emotional disturbance may then interact with developmental factors, exaggerating pain perception and interfering with coping abilities. This attentuation of coping skills ultimately has impact upon quality of life as well as more direct deficits in educational and psychological functioning. This paper discusses these interacting factors as well as intervention approaches to reducing this debilitating condition.
Bibliotherapy: A Review and Analysis of the Literature
Authors: Lenkowsky Ronald S.
Published: December 2008

Bibliotherapy, the use of reading to produce affective change and to promote personality growth and development, is examined through a comprehensive analysis of the literature. A conceptual framework with which to review the available data is suggested. This framework looks at bibliotherapy in four ways: as self-actualization therapy, a strategy for attitudinal change, a method for self-concept improvement, and an instructional/didactic tool. The literature analysis reveals little systematic demonstration of the efficacy of bibliotherapy and cautions against special education utilization without controlled study. Until such research becomes available, the special educator should proceed slowly in use of this intervention. However, understanding of the principles, philosophy, and practices of bibliotherapy is seen as valuable for those personnel working with children who may profit from the exposure to reading materials directed to their specific problems.
Learning Disabled Students' Composing Under Three Methods of Text Production
Authors: MacArthur Charles A. , Graham Steve
Published: December 2008

The purpose of this study was to investigate how different methods of text production affect the writing processes and products of LD students. Eleven fifth and sixth grade LD students, selected for their experience with word processing, composed and revised stories using handwriting, dictation, and word processing. Dictated stories were significantly longer, were of higher quality, and had fewer grammatical errors than handwritten or word processed stories. The handwritten and word processed stories did not differ on any of the product measures, including length, quality, story structure, mechanical or grammatical errors, vocabulary, or mean T-unit length. However, differences between handwriting and word processing were found on the process measures of composing rate and revisions. Implications for writing in struction with LD students are discussed.
Time Allocated to Instruction of Mentally Retarded, Learning Disabled, Emotionally Disturbed, and Nonhandicapped Elementary Students
Authors: Ysseldyke James E. , Thurlow Martha L. , Christenson Sandra L. , Weiss Jill
Published: December 2008

Observers followed 30 learning disabled (LD), 32 emotionally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students each for one entire school day. They recorded in 10-second intervals the amount of time allocated to instruction in specific content areas, amounts of time spent in different school settings, and time allocated to instruction as a function of setting. While there were differences among groups in amount of time spent in regular versus special education, there were few differences among categories in the amount of time allocated to instruction in specific content areas. Issues related to current special education practice are addressed.
Developmental Intervention for Infants with Handicaps: Purposes and Programs
Authors: Odom Samuel L. , Yoder Paul , Hill Glinda
Published: December 2008

Developmental intervention for infants with handicaps and their parents has taken many forms, each with its own unique purpose. In this paper, three broad types of infant intervention are identified as prevention, infant focused, and family level, and the purposes for each are examined. For each intervention type, exemplary programs are described. Finally, issues related to efficacy and the theoretical base for infant intervention are examined.
A Longitudinal Study of Families of Preterm Infants: Changes in Stress and Support over the First Two Years
Authors: Beckman Paula J. , Pokorni Judith L.
Published: December 2008

Families of 44 preterm infants were followed to determine if there were changes over time in the amount of stress and support they reported. Primary caregivers were interviewed in their homes at 3, 6, 12, and 24 months of age. Results indicated that there were significant changes in the amount of stress reported by parents. However, these changes were tied to specific types of child problems identified by the parent. There were no significant changes in the amount of social support parents received over time. Informal social support was significantly negatively correlated with stress at 3, 12, and 24 months. A number of factors contributed significantly to the prediction of stress; however, the particular constellation of variables changed at each age. Results are interpreted in terms of their implications for intervention.
Improving Learning Disabled Students' Skills at revising Essays Produced on a Word Processor
Authors: Graham Steve , MacArthur Charles
Published: December 2008

The present study was conducted to determine whether self-instructional strategy training would be effective in improving learning disabled students' revising behavior and the essays they compose on a word processor. Training effects were investigated using a multiple baseline across subjects design, with multiple probes in baseline. Results indicated that strategy instruction had a positive effect on students' revising behavior as well as on the length and quality of their written products. Effects were maintained over time and generalization to a paper-and-pencil writing task was also demonstrated. Following training, students reported that they were more confident in their ability to write and revise essays. Additionally, evidence on strategy usage and modification was collected.
Differential Patterns of Approach to a Complex Problem-Solving Task Among Learning Disabled Adolescents
Authors: Stone C. Addison , Forman Ellice A.
Published: December 2008

To identify differential patterns of problem-solving approach in learning disabled (LD) adolescents, data were gathered from 58 LD ninth graders in a modified Piagetian isolation-of-variables task setting (the bending rods task). Seven variables tapping the problem-solving dimensions of data gathering, reasoning, and response to examiner guidance were coded from the subjects' videotaped sessions. These variables were analyzed using a cluster analysis to identify the different patterns of task approach in the sample. The stability of the cluster solution was verified using data from a second administration of the task. Interpretation of the subgroups was facilitated by comparisons of performance to that of same-age ( n = 31) and younger ( n = 14) normally achieving (NA) subjects. Validation of the cluster differences involved an analysis of performance on a set of measures not included in the original analysis. Four clusters were identified, representing qualitatively different approaches to the task. One of the clusters ( n = 22) appeared to represent normal performance. Subjects in the remaining three clusters evidenced performance markedly different from that of their NA peers on one or more variables. These clusters were interpreted to represent a general conceptual disorder ( n = 4), a specific developmental delay in acquiring the isolation-of-variables strategy ( n = 17), and a poor awareness of the implicit demands in the experimental situation ( n = 15).
Appropriate and Inappropriate Use of Estimated True Scores for Normative Comparisons
Authors: Sabers Darrell L. , Feldt Leonard S. , Reschly Daniel J.
Published: December 2008

Some commentators have argued that test users should employ estimated true scores in place of the usual observed scores for many of the interpretations of standardized test results. We agree with this position for some of the score interpretations described here. However, for normative interpretations of individual scores and class averages, the use of estimated true scores or average estimated true scores is not recommended. No change in status would result from the use of estimated true values, since regressed scores preserve the rank ordering of groups and individuals when appropriate norms are used. Since test norms are always stated in terms of observed scores, such norms would be inappropriate and misleading if used to interpret estimated true values of local pupils or groups.
Using Study Guides with Three Classifications of Secondary Students
Authors: Horton Steven V. , Lovitt Thomas C.
Published: December 2008

This research examined the effectiveness of using study guides with learning disabled, remedial, and regular education students enrolled in social studies and science classes at the secondary level. In two separate studies, the efficacy of two varieties of study guides was compared to a self-study condition, as methods to increase textbook comprehension. To increase the generalizability of research findings to actual classroom practices, no changes were made in the teachers, settings, textbooks, grouping arrangements, or the sequences of instruction that were normally used. Results indicated that study guides, whether teacher directed or student directed, produced significantly higher performace than self-study for the three classifications of students. Several practical issues involving the use of study guides with heterogeneous groups of secondary students are discussed.
Ecobehavioral Assessment And Analysis In Special Education Settings For Students With Autism
Authors: Rotholz David A. , Kamps Debra M. , Greenwood Charles R.
Published: December 2008

Ecobehavioral analysis has received recent attention as a sophisticated and appropriate methodology for studying educational settings. While the literature contains several examples of its application in regular education settings, the use of ecobehavioral analysis in special education settings is considerably more novel and has received relatively less attention. This paper describes an ecobehavioral coding system (CISSAR-SPED) designed for use in special education settings serving students with autism and developmental disabilities. Pilot data samples are presented that illustrate the potential utility of the CISSAR-SPED code in special education research. The data represent both molar and molecular descriptions of special education settings and temporally related student behavior. The discussion considers the implications of these data in terms of assessing the impact of ecological variables on student response and how ecobehavioral data may be used to improve instructional practices within special education settings.
Construct Validity of the K-ABC with Gifted Children
Authors: Swanson H. Lee , Brandenburg-Ayres Susan , Wallace Scott
Published: December 2008

The present study focused on the factor structure of the Kaufman Assessment Battery for Children (K-ABC; Kaufman & Kaufman, 1983) for a group of gifted students. The results tentatively suggested that the factor solution for gifted students is dissimilar to that for the standardization sample. The present factor structure was described in terms of verbal memory, nonverbal memory, and nonverbal reasoning. A hierarchical analysis, utilizing the Schmid-Leiman orthogonalized procedure, indicated that the majority (56.07%) of the three-factor solution variance could be attributed to a second-order factor, labeled g. The results suggest that an alternative model to simultaneous and sequential processing should be considered when analyzing gifted children's performance.
A Follow-Up Study Of Special Education Graduates
Authors: Haring Kathryn A. , Lovett David L.
Published: December 2008

This study investigated the vocational and community adjustment of 129 special education high school graduates. A questionnaire was administered via the telephone to verbal subjects, their parents, and adult service providers. All subjects had received a minimum of 3 years of self-contained (5 to 6 hours daily) special education on regular school campuses and some had received community-based instruction. The sample comprised graduates between the years 1983 and 1985; 64% were male. The employment picture was not optimistic for these individuals. When work-related placements such as day activity centers and sheltered vocational placements were counted as employment, 48% of women and 75% of men were employed. Only 33% of the sample were employed competitively; a majority of these subjects were severely learning disabled. Subjects who were mentally retarded were employed largely in subsidized work; 4 were employed competitively. Most subjects (70%) were living with their families, 15% were in group homes, 12% were living independently, and 3% lived in institutions. For the most part, respondents were mobile in the community.
The Effects Of Constant Time Delay, Practice In Writing Or Spelling, And Reinforcement On Sight Word Recognition In A Small Group
Authors: Winterling Vincent
Published: December 2008

The role of a treatment package consisting of constant time delay, practice in writing or spelling target words, and token reinforcement in teaching sight word recognition to a small group of three students in a learning and behavior disorders resource room was evaluated in this investigation. In the context of a multiple probe analysis, it was demonstrated that all students acquired the target sight words only after training. Additionally, two students showed modest increases in writing or spelling the target words on which they received practice, and all three students learned some words through observation of their peers. The limitations of the present investigation are discussed, and directions for future research are provided.
Differentiating Low Achieving Students and Students with Learning Disabilities
Authors: Merrell Kenneth W.
Published: December 2008

While a large body of literature exists regarding the characteristics of students with learning disabilities (LD), there is still confusion and controversy regarding conceptual issues, even as to which variables are most important in defining LD. This study attempted to isolate which cognitive ability and academic achievement variables from the Woodcock-Johnson Psycho-Educational Battery (W-J) (Woodcock & Johnson, 1977) maximally separate students with LD (152) and low achieving (LA) (93) elementary and middle-school-age students. Significant differences were found between the LD and LA students on all but one W.J subtest, and certain academic achievement variables emerged as most critical in separating the two groups. Ability-achievement discrepancy scores (a) differed significantly between the two groups, but not to the extent that some of the academic achievement variables did, and (b) were applied inconsistently in the multidisciplinary team process. Implications for special education practitioners and administrators are discussed.
Too Little, Too Late? the Supervision of Maine Resource Room Teachers
Authors: Breton William A. , Donaldson Gordon A.
Published: December 2008

This study surveyed Maine resource room teachers about the supervision they receive and its perceived relationship to beneficial outcomes. Most resource room teachers receive very little or no supervision, and the supervision they do receive often does not address their teaching practices. These teachers, however, regard their supervisory contacts as beneficial. Findings strengthen the belief that more supervisory interventions of certain kinds might enhance resource room teachers' sense of efficacy, their work satisfaction, and their longevity as teachers.
Basic Motor Skills Instruction for Children with Neuromotor Delays
Authors: Horn Eva M.
Published: December 2008

The purpose of this paper was to examine and integrate the findings of empirical research on the effectiveness of basic motor skills instruction for children with neuromotor delays. Twenty-eight studies were identified. The methodology and effectiveness of the specific training approaches implemented in each study were analyzed. Training approaches were classified into one of four frameworks: neuromotor interventions, sensory integration techniques, behavioral programming, and naturalistic programming. Analysis of study findings indicate that progress in developing and conducting rigorous empirical investigations to address questions of effectiveness of motor intervention techniques is occurring, albeit slowly. The area with the strongest research base is behavioral programming. All approaches, however, lack comprehensive assessment of generalization and maintenance, especially in terms of response generalization, generalization to the natural environment, and maintenance. In fact, the issue of generalization appears to be central to this body of literature, in terms of both directions for future research and implications for current practice.
Perceived Importance of Social Skills
Authors: Baumgart Diane , Filler John , Askvig Brent A.
Published: December 2008

The importance of social skills instruction within the curriculum has long been recognized and discussed in the literature. The implementation of this area of instruction has been sporadic over the years, and reasons for this have been hypothesized by both researchers and teacher trainers. This study investigated the importance ratings and rankings of social skills by 263 parents, teachers, and other professionals from around the country. Personal interviews with teachers were conducted and Individualized Education Program documents were inspected in an effort to relate perceptions of importance to actual implementation of social skills instruction. Barriers to implementation also were recorded and analyzed. The results and recommended directions for future research are discussed.
Social Integration and Severe Disabilities
Authors: Cole David A. , Meyer Luanna H.
Published: December 2008

The goal of social integration is shared across disciplines and espoused as a universal value in today's society; however, considerable controversy exists regarding the process most likely to result in the attainment of this goal for persons with severe disabilities. Proponents of traditional rehabilitation-remedial models propose delivery of intensive services in segregated environments specially designed to meet individual needs. Conversely, proponents of full-inclusion models maintain that services be provided in the mainstream of school and society. In the current study, the effects of integrated versus segregated schooling upon the educational and social competence of children with severe developmental disabilities were examined across a 2-year time period, using both classroom observation and standardized child-assessment measures. Children in integrated learning environments spent less time with therapists, equal time with special education teachers, more time with teaching assistants, more time with children with and without handicaps, and less time alone than did children in segregated learning environments. No differences were found on a traditional measure of developmental skills; however, on a measure of social competence, integrated children progressed, whereas segregated children regressed. Implications of these results are discussed in the context of public attitudes toward disability and educational reform in the mainstream of America's schools.
Illusions of Meaning in the Ipsative Assessment of Children's Ability
Authors: McDermott Paul A. , Fantuzzo John W. , Glutting Joseph J. , Watkins Marley W. , Baggaley Andrew R.
Published: December 2008

In this study, we analyze the relative efficacy of normative and ipsative measures for the study of intra- and interindividual differences in child ability. With the use of representative data sets, including the WISC-R national standardization sample, purely ipsatized (or deviational ipsative) subtest scores were contrasted with conventional norm-based scores in terms of the evidential and consequential bases for validity. Internal and external evidence for validity was assessed for relative convergence of ability attributes, short- and long-term stability, and predictive efficiency. Comparative utility of each type of measure was explored for theoretical relevance, applicability in measurement work, and assessment of individualized intervention outcomes. Ipsative ability measures were found to be uniformly inferior to their normative counterparts, with ipsative measures conveying no uniquely useful information and otherwise impeding the versatility of assessment.
Add
Authors: Goodman Gay , Poillion Mary Jo
Published: December 2008

The purpose of this article is to review the professional literature related to the identification of causes and characteristics of attention deficit disorder (ADD) in school-age learners. Forty-eight articles and books written by leading authors in the field were synthesized to determine the extent of agreement regarding the characteristics and causes of this frequently used label. A total of 69 characteristics and 38 causes were cited, evidencing no clear-cut pattern for identifying the condition and little agreement for what causes ADD. Implications for current practices of diagnosis and treatment as well as future research directions are discussed.
Initiating Reform in Total Communication Programs
Authors: Stewart David A.
Published: December 2008

Although total communication is a major communication approach used in the education of deaf students, the field has not undertaken to critically examine the role or the impact of using signs. Furthermore, teachers have received little preparation in the use of various types of signing and, for the most part, are able to dictate how they sign in their classrooms. As a result, there is much inconsistency in the signing behavior of teachers. In this paper, it is suggested that new policies that stress the explicit roles of sign communication and language are needed for total communication programs. Initially, a brief overview of selected research is given.
Feuerstein's Dynamic Assessment Approach
Authors: Frisby Craig L. , Braden Jeffery P.
Published: December 2008

Since their introduction in America, the theory and techniques of Feuerstein's Learning Potential Assessment Device (LPAD) and the related Instrumental Enrichment (IE) program have enjoyed substantial popularity among some educators. In our view, the reasons for this popularity are based more on philosophical considerations than on technical adequacy. In arguing this position, we critique Feuerstein's theory on semantic, logical, and empirical grounds. It is concluded that evidence casting Feuerstein's approach to dynamic assessment as a serious competitor to “traditional” assessment is not compelling.
Improving Integration Outcomes for Children with and Without Severe Disabilities Through Cooperatively Structured Recreation Activities
Authors: Rynders John E. , Schleien Stuart J. , Meyer Luanna H. , Vandercook Terri L. , Mustonen Theresa , Colond Josefina S. , Olson Kathleen
Published: December 2008

The use of cooperative learning strategies within integrated recreational activities has proven to be a powerful combination in facilitating the inclusion of children with and without disabilities. This article offers a synthesis of research in this area, addressing five interrelated questions with experimental findings that should assist program leaders to plan, direct, and sustain successful inclusionary recreation programs.
Teacher Retention and Attrition-in Special and General Education
Authors: Billingsley Bonnie S.
Published: December 2008

The primary purpose of this paper is to review research findings related to teacher retention and attrition in special education. Major findings from general education retention studies are also reviewed to provide a context for understanding special educators' career decisions. Research findings are organized around a conceptual model of teachers' career decisions that includes three major factors: (a) external (e.g., societal, economic, and institutional), (b) employment (e.g., professional qualifications, work conditions and rewards, commitment, and employability), and (c) personal (e.g., demographics, family, and cognitive/ affective). Conceptual and methodological considerations related to attrition/retention research are also considered.
Strategy Fading and Progress Feedback
Authors: Schunk Dale H. , Rice Jo Mary
Published: December 2008

This experiment investigated the effects of strategy verbalization with fading and strategy value feedback on children's achievement outcomes. Children with reading-skill deficiencies received instruction on locating main ideas. Children were taught and verbalized a strategy; some faded the verbalizations to inner speech. Half of the children in the fading and no-fading conditions periodically received feedback that linked strategy use with improved performance. The no-fading/nofeedback condition scored significantly lower than the other three conditions on posttest self-efficacy, comprehension skill, and self-reported strategy use. Fading plus feedback led to higher reported strategy use compared with the fading-only and feedback-only conditions and to higher comprehension skill compared with the feedback-only condition. These results support the idea that students receiving remedial reading services benefit from procedures that require extensive cognitive activity and that inform them about strategy usefulness. Research suggestions and implications of the results for educational practice are discussed.
Education for Adolescents with Disabilities
Authors: Edgar Eugene , Polloway Edward A.
Published: December 2008

The seminal works by Dunn (1968) and Deno (1970) have had a significant effect on the field of special education. Although the emphasis of these two papers was by no means limited to issues concerning placement, nevertheless, much of their influence has been in regard to the issue of where students with disabilities should be educated. The literature in the field for the quarter century since publication of these two articles has been replete with papers advocating for various placement options. This emphasis on placement has often resulted in somewhat diminished attention to important questions concerning the content of educational programs. In particular, curricular concerns warrant paramount attention for adolescents who have disabilities. This concern is reinforced by the literature on adult outcomes, which paints a rather pessimistic picture of adult adjustment for students exiting from special education programs. Therefore, we contend that issues of educational service delivery should be secondary to an emphasis on outcomes and the nature of the curriculum. In particular, the curriculum for all students in the secondary schools should provide multiple pathways that emphasize the development of skills and opportunities to become productive citizens with a reasonable opportunity to enjoy a positive quality of life. The paper also discusses current and emerging curricular models for students with mild disabilities, which are related to our concern for successful adult adjustment.
Students' Adaptation to Task Environments in Resource Room and Regular Class Settings
Authors: Howard-Rose Dawn , Rose Christopher
Published: December 2008

This qualitative study compared the instructional environments of a resource room and two regular classrooms for 4 students identified by their school district as severely learning disabled. Target students were observed and interviewed in each of the two classrooms where they were assigned. Teacher interview data were used to supplement narrative data from classroom observations relating to task demands and expectations, predictability, and student self-regulation. Results indicated that regular classrooms may need to provide students with LD with more explicit conceptual explanations of cognitive requirements of tasks and provide all students with more personal responsibility for learning, if students' motivation and abilities are to be maximized in integrated classrooms.
Effects of Peer Coaching on the Acquisition of Direct Instruction Skills by Low-Performing Preservice Teachers
Authors: Morgan Robert L. , Menlove Ronda , Salzberg Charles L. , Hudson Pamela
Published: December 2008

We examined the effects of peer coaching, a method of supervising preservice teacher trainees who were learning to deliver direct instruction procedures to small groups of elementary-age students with mild disabilities. Coaches helped five low-performing trainees acquire effective teaching behaviors by (a) evaluating videotapes of their teaching performance, (b) meeting individually with trainees to review videotapes, (c) helping trainees evaluate their own performance, (d) providing feedback on effective and ineffective behaviors, (e) setting objectives for improved performance, and (f) periodically grading performance. The effects of peer coaching were examined in a multiple baseline design across trainees. Results indicated that peer coaching increased the effective teaching behaviors of five trainees.
Special Education in China
Authors: Yang Hanlin , Wang HongBo
Published: December 2008

Because China has more individuals with disabilities than any other country in the world, the development of special education in China occupies an important position. This article gives a general picture of special education in China from its origin to its latest developments, through quoting relevant historical and official documents, authoritative statistics, monographs, and articles. In ancient times China had rich ideological resources in the field; however, the earliest special schools were created in the late 19th century by Western missionaries. The developing pace of special education has increased since the late 1970s; the legislation concerned is being perfected. The efforts of the Chinese themselves, as well as influences and supports from abroad, are key factors that have promoted the development. Special education in China shares similar features with that of the Western countries, while having some of its own characteristics. China is facing many problems to be solved in developing its special education field.
Evidence of Employment Inequality among Females with Disabilities
Authors: Fulton Sally A. , Sabornie Edward J.
Published: December 2008

Women consistently earn less than men. This holds true for individuals with and without disabilities. Women with disabilities, however, have more negative employment experiences than do men with disabilities. The purpose of this article is to explore the less than desirable conditions that women with disabilities face in employment. Studies dealing primarily with the employment outcomes of females and males with disabilities are reviewed, followed by recommendations for the field of special education. We suggest that women with disabilities are dually disadvantaged in employment when gender interacts with disability.
The House that Traces Built: A Conceptual Model of Service Delivery Systems and Implications for Change
Authors: Schalock Mark D. , Fredericks Bud , Dalke Bruce A. , Alberto Paul A.
Published: December 2008

A growing emphasis on effecting systems change in the education of individuals with severe disabilities poses many challenges. Although the depth and breadth of knowledge on effective change strategies is considerable, comparatively little has been written that functionally weds this knowledge base to an adequate conception of systems. This article develops a framework for a common definition of system and system change, which currently is lacking in the literature. The framework draws heavily from current understandings within chaos theory, quantum physics, and self-ordering systems about how naturally occurring systems operate. The framework provides the flexibility to be applied to various systems, while at the same time approaching the understanding and change of these systems with consistency.
EFFECTIVENESS OF FACILITATED COMMUNICATION WITH CHILDREN AND YOUTH WITH AUTISM
Authors: Simpson Richard L. , Myles Brenda Smith
Published: December 2008

Facilitated communication is purported to be a unique and effective communication option for individuals with autism and other severe disabilities. However, empirical validity for this claim has not been established. In an attempt to understand the utility and validity of facilitated communication, the present study focused on evaluating the effectiveness of facilitated communication in a 15-week validation study. The study was conducted with preschoolers, elementary-age children, secondary-age youth with autism, and their teachers, who served as the students' facilitators. Several participants revealed the ability to complete simple set work and related responses to requests and questions to which the facilitators knew the answers. However, students were unable to correctly respond to questions the facilitator lacked answers to. Results of the study are presented, along with a discussion of the implications of using facilitated communication with students with autism.
How does Observational Learning affect the Behavior of Students with Emotional or Behavioral Disorders? A Review of Research
Authors: Hallenbeck Betty A. , Kauffman James M.
Published: December 2008

An hypothesis supporting placement of students with emotional or behavioral disorders in regular classes and schools is that they will imitate the appropriate behavior of nondisabled peer models. We discuss findings of research on observational learning, including research regarding model characteristics and the observers' responses, vicarious reinforcement as implicit punishment, direction and duration of vicarious effects, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. We conclude that placement in regular classes is not sufficient to ensure the imitation of appropriate peer models, that imitation of appropriate behavioral models is possible in special classes and schools, and that substantial changes in regular classes would be required to induce the desired imitation of non-disabled peers.
Acquisition of Functional Sight Words in Community-Based Recreation Settings
Authors: Schloss Patrick J. , Alper Sandra , Young Heather , Arnold-Reid Gae , Aylward Michele , Dudenhoeffer Stacie
Published: December 2008

The purpose of this study was to investigate the effectiveness of a direct instruction procedure involving modeling and guided practice on the acquisition of functional sight words. Participants were 3 youths with the dual diagnosis of mental retardation and behavior disorders. These youths were taught functional sight words that support participation in a variety of recreation activities in natural community settings. A parallel treatment design was used to evaluate the impact of a direct instruction and control method for promoting word acquisition Half of the sight words were taught using direct instruction with in vivo word find activities and then assessed in the recreation settings. Acquisition of the second half of the words was also assessed in recreation settings. The control instruction involved reading key words to the participants as needed in the recreational setting. Direct instruction with in vivo word find was demonstrated to be effective in promoting acquisition of functional sight words. Results were maintained after a 4-week follow-up period.
Improving the Generalization of Sound/Symbol Knowledge
Authors: O'Connor Rollanda E. , Jenkins Joseph R.
Published: December 2008

The purpose of this study was to test whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction. We formed five matched pairs of children with developmental delays based on their progress on kindergarten reading lessons in Reading Mastery I (Engelmann & Bruner, 1988) and randomly assigned one of each pair to an experimental treatment of 20 ten-minute spelling lessons and one to a reading control group that practiced reading the same words. Children in the spelling treatment significantly improved their spelling and word reading performance over the control group, but did not perform significantly better on a measure of phoneme segmentation. Our results suggest that the children who practiced forming letter representations of spoken words developed more complete generalizations of their current knowledge, which facilitated learning to read words.
Reasoning and Remembering
Authors: Sullivan G. Sharon , Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

This investigation assessed the effectiveness of coaching active reasoning of students with learning disabilities. Sixty-three fourth- and fifth-grade students with learning disabilities were assigned at random to one of three treatment conditions: coaching, provided explanation, or no explanation control. In the coaching condition, students were provided factual information followed by a sequence of questions designed to help them construct explanations for the information. In the provided explanation condition, students were concurrently provided both the factual information and the associated explanations. Students in the no explanation control condition received only the target information. Results indicated that students in the coaching condition outperformed students in the two comparison conditions on immediate and 1-week delayed tests of both factual information and explanations. Further, it was found that a variety of levels of coaching support was required to lead students to construct their own explanations. Implications for future research and instruction for students with learning disabilities are discussed.
INTERSPERSAL OF KNOWN ITEMS IN A TREATMENT PACKAGE TO TEACH SIGHT WORDS TO STUDENTS WITH BEHAVIOR DISORDERS
Authors: Browder Diane M. , Shear Stewart M.
Published: December 2008

The current study evaluated the effectiveness of using interspersal of known items in a treatment package to teach sight words to middle school students with moderate mental retardation and severe behavior disorders. An interspersal drill sequence was used to teach sight words related to reading the daily newspaper weather report. Results of the experiment indicated that students mastered the 10 sight words and showed some improvement in reading the daily weather report.
SERVING STUDENTS IN MIDDLE SCHOOL CONTENT CLASSES: A HEURISTIC STUDY OF CRITICAL VARIABLES LINKING INSTRUCTION AND ASSESSMENT
Authors: Tindal Gerald , Nolet Victor
Published: December 2008

The purpose of this study was to describe three components of general education middle school content classrooms relevant to the success of students with learning difficulties. We analyzed the curriculum, sampled verbal presentations during instruction, and assessed performance outcomes, including student perception and two types of learning outcomes. The findings are exploratory but point to the need for these three components to be aligned for successful inclusion to occur.
SPECIAL EDUCATION LAW IN ISRAEL
Authors: Gumpel Tom
Published: December 2008

This article presents an overview of the legal status of special education in Israel. An examination of the Israeli Special Education Law of 1988, along with relevant Israeli legal precedents, basic laws, and recent judicial rulings, reveals a basic view of the nature of special education in Israel. Through a systematic examination of the legislative and judicial mandates, I draw specific inferences regarding the nature of parent participation in the educational process, the least restrictive environment (LRE), and the concept of due process in the public special education system in Israel. I argue that special education mandates in Israel do not guarantee education in the LRE and hence have promulgated a parallel placement system in which the special education bureaucratic system is empowered to act without parental input. I provide several specific suggestions to alleviate this problem; I further argue that these aspects of special education law and practice reflect more general aspects of Israeli life, aspects of the Israeli social structure that are changing as the state approaches its 50th birthday.
Fostering Self-Determination is a Developmental Task
Authors: Sands Deanna J. , Doll Beth
Published: December 2008

The field of special education recognizes the need to foster self-determination among students with disabilities; here we argue that support for self-determination must begin long before students leave schools to assume adult responsibilities of work, independent living, and community participation. We begin by describing developmental investigations of metacognition, self-perception, social problem solving, and autonomous decision making. Because development occurs within the context of interpersonal relationships, we discuss critical attributes of the social environment that must be considered if efforts to support self-determination are to be successful. Our examination of the developmental underpinnings of self-determination leads us to conclude that attention must shift to (a) supporting basic research on the emergence of self-determined behaviors in young children; (b) promoting policies that draw attention to elementary and middle school contributions to self-sufficiency; and (c) ameliorating aspects of the curricular, instructional, and service delivery systems that foster dependence, while expanding students' opportunities to exercise choice and engage in self-enhancing independence.
Expanding the Social Skills Deficit Framework
Authors: Farmer Thomas W. , Pearl Ruth , Van Acker Richard M.
Published: December 2008

This article examines the social development of students with disabilities from a developmental synthesis perspective. The developmental synthesis perspective views social growth as the integration of biological, psychological, and sociological features. Issues in the social skills deficit framework are examined along with the theoretical foundations of the developmental synthesis perspective. From this discussion, it is concluded that social interventions for students with disabilities should include a focus on the characteristics of the classroom social network as well as the characteristics of the individual. The literature on the formation of classroom social networks and their role in individuals' behavior development is reviewed. Three critical points emerge from this review: (a) Formal and informal social processes are likely to constrain the social opportunities of students with disabilities in both special and regular education placements; (b) following from these constraints, students with disabilities are at risk for associating with peers who negatively influence their social growth; and (c) such associations are likely to impede or prevent positive outcomes for social skills training programs. Implications for the delivery of educational services, as well as social interventions, are considered and future research needs are briefly outlined.
Educating Students with Severe Disabilities
Authors: Browder Diane M.
Published: December 2008

More conversation is needed between practitioners and researchers given the rapidly evolving field of severe disabilities. This article contributes to this conversation by describing the practical implications of current research in determining what, where, and how to teach students with severe disabilities. From this translation of research to practice, several questions are raised for future research, including how to gather information needed for educational planning, how to incorporate preferences of students with limited communication skills, how to balance various curricular options and empower families to participate in these decisions, how to select needed supports, and how to expand current research methods to address these and other questions.