bluuebunny/crossref_metadata_2025 huggingface dataset:
The Equal Additions Method of Subtraction Taught with a Modeling Technique
Authors: Sugai George , Smith Pam
Published: December 2008

Via a dmonstration-plus-modl technique, the equal additions method of subtraction was used to teach subtraction requiring regmuping. A multiple baseline design acmss elementary aged studnts labeled learning disabled was med to evaluate the equal adfitions method. Within subjects, a multiple probe design across problem types was utilized to determine generalization to new problem types and maintenance of trained problem types. Results suggest that instruction in the equal adfitions method of subtraction was effective in pducing an increase in student's computation of subtraction with regmuping. In adfition, all studnts showed some generalization to untrained pblem gpes.
A Multidimensional View of Teacher Perceptions of Special Education Episodes
Authors: Morrison Gale M. , Lieber Jone , Morrison Richard L.
Published: December 2008

In ordr to idntify critical attitudes and perceptions of teachers toward collaboration on the behalf of handicapped children, this investigation examined teacher perceptions of special education activities thugb the use 4 a multidimensional scaling method. firty teachers (1 6 regular classmom teachers, 13 resource specialists, and 11 special day class teachers) rated 12 special education activities on 18 bipolar scales. The results revealed two major dimensions explained by the comspondng rating scales and subjects that most contributed to their formation. Dimension 1 represented a distinction in perceptions of job ownership, injluenced by ratings on responsibility and participation, and was salient for all thee pups of teachers. Dimension 2 represented adultversus child-oriented encounters, was injluenced by ratings rejecting level of tension and extent of being infonned, and was pertinent for special ahy class and resource mom class teachers. Implications f0rjkure efforts for teacher collaboration are discussed.
Perceived Role Conflict, Role Ambiguity, and Burnout Among Special Education Teachers
Authors: Crane Stephen J. , Iwanicki Edward F.
Published: December 2008

This study examined the relationship of mle conflict and role ambiguity to teacher burnout among Connecticut urban special education teachers (N = 443) afier contmlling for select personal and professional backgrouvd variables. The relationship of these background variabkj to teacher burnout was also examined Role conjict and ambiguity explained a signifcant amount of variance in feelings of emotional exhaustion and depersonalization. Whde perceived burnout among teachers was molrate, the level varied significantly with respect to age, experience, sex, and whether one taught in a resource mom or a self-contained classmom.
Special Education Programming in Juvenile Corrections
Authors: Rutherford Robert B. , Nelson C. Michael , Wolford Bruce I.
Published: December 2008

Results are reported from a sample of 15 state directors of juvenile corrections who were surveyed regarding the extent of special education programming in juvenile correctional facilities. Information was collected describing the number of handicapped students served, the number and types of teachers and psychologists serving these students, the types of correctional education programs offered, and the types of special education services available in juvenile correctional facilities. Implications of these descriptive data are discussed.
Designing a Program for the Learning Disabled Adolescent
Authors: Zigmond Naomi , Sansone Janet
Published: December 2008

The past decade has seen a significant increase in the numbers of students at the secondary school level who are labeled learning disabled (LD) and placed in special education programs. These LD students are a heterogeneous group in need of a diverse set of curricular offerings. This article reviews program options that have been implemented by school districts and provides a useful model for conceptualizing services to LD adolescents. Factors that influence program selections are also reviewed.
Employment Options for Adults with Developmental Disabilities
Authors: Kiernan William E. , Stark Jack A.
Published: December 2008

There are many paths which one may take when entering the world of work. The conceptual model put forth here, Pathways to Employment, is one which looks at the common avenues available to achieving greater economic self-sufficiency through employment for adults with developmental disabilities. The model acknowledges individual differences among those who enter the employment decision-making process while stressing the concept of the availability of simultaneous choices or paths for the individual. Employment is thus presented as a dynamic rather than a static process. The model has broad application and looks to employment or supported employment as a means to an end and not an end in and of itself. The challenge is to access the real work environment and to provide enough support that the individual will realize an increased level of economic self-sufficiency.
The Art and Science of Research on Teaching
Authors: Lloyd John Wills
Published: December 2008

The argument advanced by Richard Iano has the values of encouraging special educators to consider interactions among variables and to maintain a broad perspective on research. However, it is based on inaccurate premises and weak forms of argument. For these reasons, the argument fails to serve as a compelling call for abandoning experimental research methodology. At best, it should serve as a reminder of the importance of the benefits of pluralism in research methodology.
Generalization and Adaptation of Learning Strategies to Natural Environments
Authors: Ellis Edwin S. , Lenz B. Keith , Sabornie Edward J.
Published: December 2008

This article is the second of a twopart series designed to review the critical features of facilitating generalization and adaptation of learning strategies. In Part 1, a model of generalization was presented along with research supportive of the model and identification of research needs. Essentially, the model views instruction for generalization not as something that comes at the end of an instructional sequence, but rather as consisting of four levels of generalization that transverse instruction—antecedent, concurrent, subsequent, and independent. The purpose of this article is to consolidate a number of studies that describe a unified set of specific instructional techniques that can be used while addressing generalization and to present them as part of an overall instructional approach for learning strategies. Within each level, specific procedures mediated by the special (or remedial) education teacher, regular content teacher, peer, and/or student are illustrated. Each category is followed by a synthesis of related teaching practices. The procedures identified here should not be considered definitive because demonstration of efficacy awaits additional validation; however, they do serve as a basis for planning instruction consistent with what has been learned about generalization to date.
Meta-analysis for Single-Subject Research
Authors: Salzberg Charles L. , Strain Phillip S. , Baer Donald M.
Published: December 2008

Scruggs, Mastropieri, and Casto (this issue) advocate the use of the percentage of nonoverlapping data points (PND) to summarize and synthesize single-subject research. We take issue with the PND method, which reduces functional analyses to a one-number summary, for the following reasons: (a) the most relevant and credible evidence from single-subject designs lies in the patterns of change across time; (b) summaries based on PND may miss vital idiosyncracies in behavior within and across studies; (c) as practiced previously, syntheses of literature based on PND may misrepresent procedural facts and outcomes; and (d) as practiced previously, syntheses based on PND attempt, inappropriately, to draw conclusions about the relative merits of broad categories of intervention.
Evaluating Interagency Coordination Efforts Using a Multidimensional, Interactional, Developmental Paradigm
Authors: Flynn Cynthia C. , Harbin Gloria L.
Published: December 2008

Evaluation of interagency coordination is difficult due to the complexity of these efforts. This article provides a paradigm which describes interagency coordination as a multidimensional, interactional, and developmental effort. Five dimensions–climate, resources, policies, people, and process–are identified and defined. The developmental nature of these dimensions is explained through the use of developmental stages and developmental continua. The interactional nature is illustrated through examples. This paradigm can be used in special education as a training tool for those involved in coordination efforts, as a guide for the development and evaluation of interagency coordination efforts, and as a conceptual framework for research.
Interactive Evaluations: Processes for Improving Special Education Leadership Training
Authors: Paolucci-Whitcomb Phyllis , Bright William E. , Carlson Robert V. , Meyers Herman W.
Published: December 2008

This article describes the interactive evaluation procedures used for improving special education leadership training in the Interactive Leadership Program (ILP) at the University of Vermont (UVM). The term “interactive evaluation” was used in the ILP to convey a spirit of mutual respect in the exchange of evaluative information. The faculty continually modeled the use of evaluation feedback to inform their decisions about program improvements. The participants, settings, preprogram planning, recruitment and selection, as well as the training and evaluation procedures are described because of the uniqueness of this program. Examples of both narrative and numerical evaluation data are illustrated in the results section. Finally, the implications of the interactive evaluations for special education leadership training and for facilitating overall improvements in similar teaching/learning situations are discussed.
Strategies for Improving Rural Special Education Program Evaluation
Authors: Helge Doris
Published: December 2008

Although rural special education services have increased dramatically since the implementation of Public Law 94-142, program evaluation has been limited at the local level, and funding for national studies has been inadequate. This article discusses the need for systematic program evaluation in individual schools and at the district, state, and national levels. Inherent characteristics of rural areas that inhibit data gathering and evaluation are described, particularly those that prevent comparison of methods and results from one rural area to another. The results of inadequate program evaluation are also discussed, including the cyclical effects on the quality of rural special education services. The article concludes with the recommendation that traditional evaluation models be adapted for rural environments, and suggests ways to accomplish this goal.
Studying Mildly Handicapped Children's Adjustment to Mainstreaming
Authors: Coleman J. Michael , Pullis Michael E. , Minnett Ann M.
Published: December 2008

This article provides a brief critique of our current research base with regard to the influence of mainstreaming on the social-emotional competence of mildly handicapped (MH) children followed by discussion of a research project on this topic that we believe overcomes the limitations of previous studies. It emphasizes the need for longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. It underscores the need of special education to produce systemic research that attempts to weave a more complex pattern from the personal, peer, family, and school factors that serve to mold children's personal-social competence.
Learning Vocabulary
Authors: McKeown Margaret G. , Beck Isabel L.
Published: December 2008

Although no best method of vocabulary instruction has been identified, certain features have been recognized as characterizing vocabulary instruction that improves comprehension. These features include multiple exposures to words in various contexts and engaging students in active thinking about word meanings. In this article, effects of a vocabulary instructional program containing these features are discussed and compared with instruction that offers only definitional information. The design of a vocabulary program for intermediate grades is then discussed. The emphasis here is that activities developed depend on the goal of instruction, the nature of the words taught, and the characteristics of the learners.
Accommodating Student Diversity in Reading and Writing Instruction
Authors: Slavin Robert E. , Stevens Robert J. , Madden Nancy A.
Published: December 2008

Cooperative Integrated Reading and Composition (CIRC) combines mixed-ability cooperative learning teams and same-ability reading groups to teach reading, writing, and language arts in heterogeneous intermediate classes containing mainstreamed special education and remedial reading students. Students engage in a wide range of cooperative activities in four- to five-member teams. In reading, students read aloud with their partners, identify components of the story grammar; practice vocabulary, decoding, and spelling; and write a composition in response to stories. They receive direct instruction in reading comprehension skills and practice them in their teams. In writing/langauge arts, a structured writing process is used in which students work with teammates to plan, draft, revise, edit, and publish compositions. Two studies of the full CIRC model and one of the reading comprehension component found that the program increased the reading, language arts, and writing achievemnt of all students, including mainstreamed special education and remedial reading students.
Behavior Patterns of Learning Disabled and Non-Learning-Disabled Adolescents in High School Academic Classes
Authors: Zigmond Naomi , Kerr Mary Margaret , Schaeffer Alice
Published: December 2008

The present study sought to describe the classroom behavior patterns of learning disabled adolescents in mainstream academic classes. The school survival skills of the 36 LD students in regular high school classes were measured through direct observation. These observational data were compared with data on emotionally disturbed students and a control sample of nonhandicapped students in the same mainstream classes. The LD students tended to come to class ill-equipped and attend to the lesson about 60% of the time. They followed teachers' procedural directions, but avoided giving information and seldom volunteered comments or questions. This characterization has been confirmed by other research studies. However, the current data suggest that this passive behavior may be quite normal for high school students in regular track academic classes. Moreover, in on-task behaviors, compliance to procedural requests, responses to informational requests, asking questions, and making unsolicited, content-appropriate comments, the LD group's performance was not significantly different from that of the control sample. Differences among LD and ED students were found; the LD group was significantly less active than the ED group in class.
Metaphor Comprehension and Performance on Metaphor-Related Language Tasks
Authors: Seidenberg Pearl L. , Bernstein Deena K.
Published: December 2008

The performance of third- and fifth-grade good and poor readers was compared in order to determine if (a) they differed in their ability to comprehend literal and metaphoric language, (b) they differed in their ability to perform metaphor-related language tasks, and (c) their ability to comprehend metaphoric language was related to their performance on the metaphor-related language tasks. Results of separate 2 x 2 (group by grade) ANOVAs indicated that while there was no difference in performance between the two groups on the literal comprehension task, there were significant differences in their performance on both the metaphor comprehension task and on the metaphor-related language tasks. The findings also indicated differences in the pattern of correlations among the good and poor reading groups' metaphor scores and their scores on the metaphor-related language tasks. The results are discussed from a metacognitive perspective with implications for reading instruction.
Establishing Phoneme Blending in Trainable Mentally Retarded Children
Authors: Hoogeveen Frans R. , Smeets Paul M.
Published: December 2008

The present study evaluated a program for establishing sound blending and word skills in trainable mentally retarded students. Seven subjects participated. Sound blending was taught in six steps, using words as the beginning units. The training involved procedures to (a) gradually increase pauses between verbally presented stimuli (words, syllables, phonemes) and (b) initially use and then withdraw pictures for prompting blending responses. Word reading was taught in two steps, involving two- and three-letter words. A multiple-probe technique was used for each subject. The data indicated that (a) the procedures were effective for all steps and (b) the training of some steps resulted in increases in correct responding and/or appropriate response (blending and reading) approximations in other untrained steps.
Systematic Screening of Pupils in the Elementary Age Range At Risk for Behavior Disorders
Authors: Walker Hill M. , Severson Herb , Stiller Bruce , Williams Gregory , Haring Norris , Shinn Mark , Todis Bonnie
Published: December 2008

This paper describes a multiple gating screening procedure for the identification of elementary-aged pupils who are at risk for serious behavior disorders. This procedure, entitled Systematic Screening for Behavior Disorders (SSBD), consists of three interrelated assessment stages with teacher judgment as the primary information source in screening Stages 1 and 2 and direct behavioral observations as the primary source in Stage 3. The SSBD is designed to improve the quality of referrals to multidisciplinary teams and to provide each pupil in regular classroom settings with an equal chance to be identified for both externalizing and internalizing behavior problems. The paper reviews some of the myriad problems associated with the definition, classification, assessment, and referral of pupils with behavior disorders. A rationale for the SSBD is presented; its operation is described and initial research conducted in its development and trial testing is presented and discussed. A year-long, formal test of the SSBD within an elementary school is also described. Results of this study indicated that the SSBD correctly classified 89.47% of pupils who had been identified as externalizers, internalizers, or normals by their respective teachers in screening Stage 1. The psychometric characteristics of the instruments in SSBD Stages 1, 2, and 3 are judged acceptable by the authors for their intended assessment purposes. Practical implications and uses of the SSBD are discussed, as is future planned research.
Handicapped Students and Competency Testing
Authors: Vitello Stanley J.
Published: December 2008

Individualized educational programming for handicapped students and the requirement to pass a competency test appear paradoxical. Competing tests require that handicapped students attain a specified level of academic achievement that may not be commensurate with their educational progress. In the present article, three policy options on the competency testing of handicapped students are analyzed: (1) Handicapped students should be required to pass a competency test prerequisite to receiving a diploma; (2) handicapped students should be exempt from taking the competency test, and granted a regular high school diploma based upon successful completion of their Individualized Education Plan requirements; and (3) differential competency standards should be developed for handicapped students. The strengths and limitations of these policy options are discussed.
Putting Consultation into Context
Authors: Friend Marilyn
Published: December 2008

Growth in interest about consultation as a special education service delivery model has been so rapid that little attention has been paid to the broader context into which it fits. This article briefly outlines the development of consultation as a professional practice, reviews how other educational issues are shaping current views about consultation, and examines the influence that the trend toward consultative services is having across the professional disciplines represented in schools. The knowledge gleaned from historical and contemporary perspectives is then employed as a basis on which to reflect on the future of consultation.
Useful Theories in School-Based Consultation
Authors: Conoley Jane Close , Conoley Collie W.
Published: December 2008

In the press of actually providing consultation services, a theoretical orientation may seem superfluous. In fact, however, a solid theoretical grounding can be of great practical use. Several orientations have been developed and can be combined to fit a consultant's personal beliefs and practice situations. Mental health, behavioral, and process models of consultation are those most often described. A unifying perspective is obtained by using ecological theory as a conceptual umbrella to plan entry, assessment, intervention, and evaluation activities.
Barriers to Effective Special Education Consultation
Authors: Johnson Lawrence J. , Pugach Marleen C. , Hammitte Diana J.
Published: December 2008

Special education consultation is widely supported by teacher educators as a necessary component of the role of the special educator, particularly those educators being trained to work with mildly handicapped students. Data indicate, however, that in practice special educators spend very little of their time consulting. This article examines (a) the emergence of the consulting movement, (b) barriers that impede consultation from being integrated into the role of the special educator, and (c) ways to address those barriers.
The Impact of the Felton Decision: Chapter I Services in One Archdiocese
Authors: Broikou Kathleen A. , Allington Richard L. , Jachym Nora K.
Published: December 2008

Compensatory education programs have been driven by numerous policies implemented to ensure compliance with regulations that have often overlooked program designs that would enhance more effective instructional practices. The Aguilar v. Felton (1985) ruling, in which the Supreme Court ruled that Chapter I remedial instruction could not be provided on nonpublic premises, created the potential for disruption of instructional services and an upheaval of a 20-year collaborative effort between public and nonpublic school officials. In this paper we discuss our investigation of the instructional services received in one archdiocese, 1 year following the decision, using several methods of inquiry. Our findings suggest that there was an impact on all those involved with Chapter I services, and curricular issues must be foremost in the negotiation process. A positive view of the data suggests a half-full glass, rather than a half-empty one, although this view does not negate the problems experienced, nor the limitations that the Felton decision imposed.
Dynamic Assessment of Preschool Children with Special Needs
Authors: Missiuna Cheryl , Samuels Marilyn T.
Published: December 2008

This study compared two methods of intervention in a test-teach-test (dynamic) assessment with 43 special needs preschool children who were demonstrating a variety of language, behavioral, and learning difficulties. The Children's Analogical Thinking Modifiability Test (Tzuriel & Klein, 1987), a dynamic assessment instrument, was administered to two groups of nonrandomly assigned children in four phases: baseline, pretest, teaching, and posttest. During the teaching phase, 21 children received instruction that was contingent upon their particular difficulties and that emphasized the acquisition of generalizable strategies. The remaining 16 children received prescripted, noncontingent instruction when they required assistance. Group composition and pretest performance were found to be nearly identical. Results indicated that the group receiving contingent, individualized instruction (referred to as mediation) performed significantly better on the posttest, while the performance of the group receiving prescripted instruction remained unchanged. Two components of the mediation procedure, specific feedback about performance as compared with general feedback and justification of the process required for solution, were proposed as critical variables for improving the performance of special needs children during dynamic assessment.
Attitudes of the Public Toward Educational Mainstreaming
Authors: Berryman Joan D.
Published: December 2008

This investigation measured current public attitudes toward educational mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was administered to 377 adults at a small city shopping mall. Results showed positive attitudes on factors dealing with general concept of mainstreaming and the mainstreaming of handicapped students with normal potential for learning. Less favorable attitudes were expressed toward mainstreaming students likely to have difficulty functioning in a general classroom setting. Attitudinal differences among subjects emerged for race, age, and child in school, but not for gender. These findings were compared to results from surveys of preservice and inservice teachers and from a public sample of the previous decade.
Task-Related and Interpersonal Problem-Solving Training for Increasing School Success in High-Risk Young Adolescents
Authors: Larson Katherine A.
Published: December 2008

The efficacy of task-related and interpersonal problem-solving training for enhancing junior high school performance in difficult-to-teach, low income minority pupils was examined. Forty-eight students from sixth-grade classrooms were targeted as high risk for secondary school failure. These students were randomly assigned to an intervention (n = 24) or a no intervention comparison (n = 24) group. Training was found to significantly improve report card grades and to reduce misbehavior that normally resulted in classroom removal. Attendance in school favored the intervention group but differences were not statistically significant. Implications for special education referral and for instructional needs of high-risk students are discussed.
An Historical Perspective: The Delivery of Special Education to Mildly Disabled and At-Risk Students
Authors: Reynolds Maynard C.
Published: December 2008

The history of special education delivery systems can be summarized in two words: progressive inclusion. It is proposed that the future of special education also will be describable in the same terms. The so-called continuum of administrative arrangements for special education will likely be changed to eliminate remote specialized places such as the residential and day school. It is now possible to serve disabled students in neighborhood schools, and that should become the standard for all students and all schools.
The Effect of Age at School Entry on Reading Achievement Scores Among South Carolina Students
Authors: Jones Molly M. , Mandeville Garrett K.
Published: December 2008

To determine the degree of association of age at school entry with reading failure, the Basic Skills Assessment Program (BSAP) reading test scores for all South Carolina students in Grades 1, 2, 3, and 6 were analyzed. The study found that the proportions of students failing to meet the standards on BSAP reading tests were higher for younger, male, black, and lunch-assisted students than for older, female, non-black, and full-paying students. Adjusted odds ratios from logistic regression indicated that risk of failure for younger students was greater than for older students in all grades when controlled for race, sex, and lunch-payment status (α = .05). However, the odds ratios as well as estimates of attributable risk showed that the effect of age at school entry, though significant through Grade 6, was minor compared to the risk associated with race, sex, or lunch-payment status.
General Education Under the Regular Education Initiative
Authors: Slavin Robert E.
Published: December 2008

This article discusses changes in classroom instruction that would be needed to make the Regular Education Initiative a reality. The article proposes a focus on prevention programs, such as preschool, extended-day kindergarten, and first-grade tutoring; classroom programs that accommodate the needs of diverse classes, such as continuous programs and cooperative learning models; and supplementary models such as peer tutoring and computer-assisted instruction. The article also describes Success for All, a comprehensive approach to school organization and instruction designed to bring all students to grade level in basic skills by the third grade without use of special or compensatory pull-outs.
The Language of the REI-Why It's Hard To Put Into Words
Authors: Kameenui Edward J.
Published: December 2008

The content of the articles in this topical issue reflects the best thinking of our invited authors. They have indicated an open willingness for others to begin dialogue by responding to their articles via commentary. They have also indicated a willingness to provide reactions to the commentaries. RASE readers are especially encouraged to respond with their own reactions to these articles; such reactions could be published in RASE Commentary. Of course, none of the opinions within any of the published articles and commentaries necessarily reflect the opinions of the RASE editorial staff. We are excited to provide this issue and look forward to individual responses from readers, including those who serve on the Editorial Board. To begin this dialogue, our Guest Editors, Russell Gersten and John Woodward, have invited several prominent educators to react to this topical issue. Their responses follow.-LI
Parental Satisfaction with Integrated Class Placements of Special Education and General Education Students
Authors: Lowenbraun Sheila , Madge Sally , Affleck James
Published: December 2008

Parents' satisfaction with their children's academic and social progress is an important consideration for schools planning to increase the number of classrooms offering fully integrated programs for special education students. The survey reported here compared satisfaction ratings from parents of special education students and parents of general education students whose children were placed in integrated elementary classrooms. Both groups of parents rated their initial response and their satisfaction 6 months after placement. Parents whose children had been in resource rooms in previous years rated their satisfaction with the fully integrated classroom compared to the more restrictive earlier placement.
A Follow-Up of Former Special Education Students: A Model for Program Evaluation
Authors: Fourqurean John M. , LaCourt Timothy
Published: December 2008

The present study is a follow-up program evaluation of a school district's special education program. Telephone interviews were conducted to gather data on 215 young adults with handicaps in the state of Texas. Opinions and concerns of parents and former students were examined in terms of high school experiences and the transition to adult life. The respondents' comments were analyzed using a domain analysis (Spradley, 1980). Analyses of responses to focused and open-ended questions suggested that the areas of most concern to these young adults and their parents were (a) affective issues such as poor self-esteem and a lack of self acceptance and (b) issues of vocational success and personal independence. This study examines the social validity of the educational product, or the extent to which important persons in the students' lives both perceive and value the changes that occurred as a result of educational intervention. The effects of the study's findings on the school district are discussed.
State Practices in Due Process Hearings
Authors: Katsiyannis Antonis , Klare Kathe
Published: December 2008

The purpose of this study was to investigate state practices in meeting the requirements of the Education for All Handicapped Children Act of 1975 (P.L. 94–142) on administrative due process hearings. Issues addressed in the literature were used to examine current state practices. A summary of findings and recommendations for better practice is provided.
Making Adaptations for Mainstreamed Students
Authors: Schumm Jeanne Shay , Vaughn Sharon
Published: December 2008

This study sought to determine teachers' perceptions of the desirability and feasibility of adaptations for mainstreamed students in their general education classes. Of particular interest was how teachers of different grade levels would respond to adaptations. Elementary (n = 25), middle school (n = 23), and high school (n = 45) teachers rated both the desirability and feasibility of 30 items on the Adaptation Evaluation Instrument (AEI) on a Likert-type scale. The 30 items represented adaptations derived from two sources, (1) a review of literature and (2) transcripts from a series of focused group interviews. Results indicated statistically significant differences between the mean desirability and feasibility ratings of each inventory item, with all adaptations perceived as more desirable than feasible. Surprisingly few differences between grade groupings surfaced. Findings are discussed in light of teacher preferences for various adaptations.
Longitudinal Prediction of the School Achievement, Adjustment, and Delinquency of Antisocial Versus At-Risk Boys
Authors: Walker Hill M. , Stieber Steve , Ramsey Elizabeth , O'Neill Robert E.
Published: December 2008

This study investigated the efficacy of selected home and school setting variables as predictors of school achievement, adjustment, and delinquency in an ongoing longitudinal study of antisocial and at-risk boys (Patterson, 1983; Walker, Shinn, O'Neill, & Ramsey, 1987). Three construct scores (one derived primarily from school data sources and two from home setting data sources) along with two discrete observation codes recorded on families served as predictors in this study. Criterion variables to be predicted included math, reading, total achievement, receiving special education services, and delinquency. The predictor variables were all recorded when the subjects were in the fourth grade; the criterion variables were recorded when they were in the seventh grade. The resulting multiple Rs ranged from .50 for delinquency to .81 for math achievement. No more than two predictor variables were used in each of the regression analyses. Results are discussed in terms of the importance of assessing both the school and home environments of students at risk for behavioral adjustment problems that involve antisocial behavior patterns.
Comprehension of High-Frequency Multimeaning Words by Students with Hearing Impairment
Authors: Paul Peter V. , Gustafson Glenn
Published: December 2008

This study was concerned with the comprehension of high-frequency multimeaning words on a picture vocabulary test by hearing and hearing-impaired students. As expected, hearing students performed significantly better than hearing-impaired students in selecting primary and secondary meanings of multi-meaning words. Both groups also chose primary meanings more often than secondary ones. In addition, both groups' ability to select two meanings of words did not improve with their ages. Finally, a strong correlation between test performance and reading achievement level was found. This indicates that the better readers also have better knowledge of vocabulary words. Due to the prevalence of multimeaning words in beginning reading materials, the findings warrant consideration in teaching several common meanings of words to students within a depth-of-vocabulary-knowledge framework.
Special Education in the Restructured School
Authors: Sailor Wayne
Published: December 2008

Two significant, overriding trends in reform have emerged in special education at all levels from policy to program implementation during the past decade. These are, first, the movement to integrate students with severe disabilities and those with low-incidence disabilities into general education schools and classrooms for their educational programs; second, the effort to retain students with mild and moderate disabilities in the general classroom as an alternative to pull-out programs. These trends are closely associated. Until recently, parallel trends in general education reform have tended to focus on improvement in curriculum and in instructional techniques. Most recently, however, these reform efforts have shifted in the direction of systematic reorganization of school governance structures, policy, and resource utilization at the school site. This shift presents an opportunity for amalgamation of these various related viewpoints through broad-based, school restructuring policy reform. This amalgamation is particularly reflected in those aspects of restructuring that are concerned with regulatory waivers, site-based management and budgetary control, shared decision making, and full infusion, with school site coordination, of federal, categorical program resources into the general education program. Sufficient parallels exist between the general and special education reform agendas to suggest that the time may be at hand for a shared educational agenda.
Broadening the Cultural-Organizational Perspective in Exclusion of Youth with Social Maladjustment
Authors: Forness Steven R.
Published: December 2008

Tbis article reviews the problem of exclusion from special education of children or youth with social maladjustmerit, but expands the conceptualization by placing it in the context of the historical need to limit services to cbildren or youth with emotional or behavioral disorders and the current underidentification of such pupils. Definitional issues that tend to confuse the debate, at both the microand macroperspective level, are also considered.
Ethics and Efficacy of Verbal Testing of Nonverbal Children
Authors: Leary Joyce Butler , Boscardin Mary Lynn
Published: December 2008

This article focuses on the ethics and efficacy of using formal assessment instruments with a nonverbal student having physical handicaps. Following a review of the literature and court case analysis, a case study is presented. A 9-year-old nonverbal (except for the use of gestures, pictorial cues, and a basic form of sign language to communicate) female student with physical limitations on the right side of her body was selected. The evaluations conducted by professionals at a children's hospital included eight areas, and the results were presented at a team meeting. Ethical and efficacy issues were generated because of the manner in which the scores for the assessment instruments were reported and used. Following observations made at home and in the classroom, it was concluded that the results of some of these instruments did not reflect the actual performance and ability levels of this student. The use of tests that require a nonverbal student with physical handicaps to answer verbally, or those that require the parents to make judgments based on the student's verbal abilities, clearly challenge the validity of the results.
Recovery of Attorney's Fees in Prehearing Settlements
Authors: Katsiyannis Antonis
Published: December 2008

Congress amended the Education of the Handicapped Act (EHA) with the Handicapped Children's Protection Act of 1986 (P.L. 99-372) to allow parents to recover attorney's fees in certain circumstances. The purpose of this article is to review the case law regarding the recovery of attorney's fees for counsel services prior to holding a hearing within the legal parameters of P.L. 99-372. Considerations for practice are provided.
Writing for Publication in Journals for Practitioners
Authors: Spooner Fred , Heller H. William
Published: December 2008

When writing for teachers as the audience, authors need to make sure their manuscripts have interest, value, and relevance for practitioners. This article offers direction and assistance to those who aspire to publish practical articles in professional journals related to the education of persons with disabilities. General suggestions for writing, eight components of practical writing, and comments on mentoring are provided.
Successfully Completing the Dissertation
Authors: Smith Stephen W. , Brownell Mary T. , Simpson Richard L. , Deshler Donald D.
Published: December 2008

Conducting a dissertation study is considered by many faculty advisers and their students as a crucial step in the completion of a doctoral program. The challenging nature of completing the dissertation is illustrated by the numbers of persons who leave their doctoral program with “all but dissertation” status. Despite the demands of conducting dissertation research, there is much to be learned, both intellectually and emotionally, from engaging in the dissertation process. Researchers, early in their careers, often use their doctoral research and/or experiences as a springboard for conducting future research and establishing research agendas. Thus, this article sheds light on the critical variables of a successful dissertation by presenting two advisees' and advisers' reflections on the experience. From these reflections, common attributes that may contribute to a successful dissertation are identified and discussed.
Latent Variable Structural Equation Models: LISREL in Special Education Research
Authors: Keith Timothy Z.
Published: December 2008

A conceptual understanding of a broad range of research methods is important for those beginning or continuing a career in special education research. This article presents an overview of nonexperimental causal methods, with a particular focus on latent variable structural equation modeling through the LISREL computer program. An extended example is used to present LISREL as an extension of structural equations analysis (path analysis) and as a method of reducing the effects of error in research. Suggested steps are presented for conducting a LISREL analysis, and other uses of the method are presented. It is argued that nonexperimental research is important in special education, and that causal methods such as LISREL are especially appropriate for the analysis on nonexperimental data.
Text Versus Hands-On Science Curriculum
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

This paper describes recent educational reform efforts in science education and their potential impact on students with disabilities. An analysis of the curriculum in science education in four school districts from four different states is presented. Two districts employ a content approach using textbooks as the dominant instructional medium, while the other two districts employ a hands-on approach using manipulative activities and thematic units. Comparisons are made within and across the activities-oriented and textbook approaches. Implications for students with disabilities are discussed.
Investigations Into the Relationship Between Science and Language Abilities of Students with Mild Disabilities
Authors: Parmar Rene S. , Deluca Cheryl B. , Janczak Theresa M.
Published: December 2008

This paper presents three studies of learning in science using language-based measures. In study 1, students with disabilities read at approximately half the rate of students without disabilities on third-grade level story and science passages. Reading fluency in science lagged far behind story reading. Study 2 consisted of presenting students with disabilities with four increasingly difficult passages on matter followed by comprehension questions. There was no relationship between reading fluency and comprehension. Students did not differ in ability to answer factual and inferential questions. In study 3, a significant difference was found between students with and without disabilities in listening and reading formats of a vocabulary measure. For the former, listening scores were significantly higher than reading. Together, the studies indicate that students with disabilities will not learn effectively in science if instruction is primarily language based.
Identification and Translation of Effective Teacher-Developed Instructional Procedures for General Practice
Authors: Greenwood Charles R. , Arreaga-Mayer Carmen , Carta Judith J.
Published: December 2008

We describe a multistep method for (a) identifying effective teacher-developed instructional procedures based on assessments of achievement gain and classroom engagement and (b) translating them for wide-scale use by other teachers. The method employed a combination of both objective and naturalistic assessments leading to reliable procedural protocols for use in the training of other teachers and evaluation of their implementation of these same procedures. The implications of this particular product-process approach to the identification of effective teacher-developed practices and to instructional improvement are discussed.
Is Integration of Students with Disabilities Happening?
Authors: Sawyer Richard J. , McLaughlin Margaret J. , Winglee Marianne
Published: December 2008

This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.
The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching
Authors: LITTRELL PEGGY C. , BILLINGSLEY BONNIE S. , CROSS LAWRENCE H.
Published: December 2008

THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.
Adopting Textbooks and Other Instructional Materials
Authors: Fiore Thomas A. , COOK REBECCA A.
Published: December 2008

For textbooks and other instructional materials to enhance learning by all students, adoption policies must promote thoughtful consideration of the learning characteristics of students with disabilities and other diverse learners. To determine opportunities to foster such consideration during the review and selection of materials, we studied previous research on instructional materials and diverse learners, and, through document reviews and fieldwork, we directly investigated state and local adoption processes across the nation. From our reviews and fieldwork we developed guidelines for improving practice, including an organizational model based on best practices and an action plan to aid policymakers and practitioners.