bluuebunny/crossref_metadata_2025 huggingface dataset:
Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction
Authors: Al Otaiba Stephanie , Folsom Jessica S. , Schatschneider Christopher , Wanzek Jeanne , Greulich Luana , Meadows Jane , Li Zhi , Connor Carol M.
Published: July 2017

Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first-grade reading performance based on kindergarten growth and end-of-year reading performance (n = 203). Teachers followed an explicit core reading program. Overall, classroom instruction was rated as effective. Results indicate that controlling for students' end-of-kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first-grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.
Culturally Different Students in Special Education: Looking Backward to Move Forward
Authors: Ford Donna Y.
Published: July 2017

As the “land of opportunity” and arguably the greatest country in the world, the United States continues to change—culturally, racially, and linguistically. Reports abound regarding the changing demographics of the country and its schools. Over a 2-decade span (1989–2009), the percentage of “minority” students in public schools (referring to Hispanic American, African American, Asian American, and Native American students) increased from 32% to 45%. This trend is expected to continue, with these 4 groups soon becoming the numerical majority nationally, as is the case already in many school districts. With these changes come growing pains. Special education often receives attention, including debates and litigation, regarding disproportionality or overrepresentation, particularly among African American students (especially males). This albatross has plagued the field for decades. This article presents an overview of demographics in schools and special education, discusses overrepresentation, and provides suggestions for much-needed changes now and in the future. It is guided by the primary question: What does the future hold for Black, Hispanic, and English language learners in special education?
Evaluating Sensitivity to Behavioral Change Using Direct Behavior Rating Single-Item Scales
Authors: Chafouleas Sandra M. , Sanetti Lisa M. H. , Kilgus Stephen P. , Maggin Daniel M.
Published: July 2017

In this study, the researchers evaluated the sensitivity of Direct Behavior Rating Single-Item Scales (DBR-SIS) for assessing behavior change in response to an intervention. Included in the analyses were data from 20 completed behavioral consultation cases involving a diverse sample of elementary participants and contexts using a common intervention in an A-B design. Secondary purposes of the study were to investigate the utility of 5 metrics proposed for understanding behavioral response, as well as the correspondence among these metrics and teachers' ratings of intervention acceptability. Overall, results suggest that DBR-SIS demonstrated sensitivity to behavior change regardless of the metric used. Further, we found limited association between student change and teachers' ratings of acceptability.
The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities
Authors: Doren Bonnie , Gau Jeff M. , Lindstrom Lauren E.
Published: July 2017

A secondary analysis was conducted of the National Longitudinal Transition Study-2 to examine (a) main effects of parents' school and postschool outcome expectations on the actual outcomes achieved, (b) demographic moderators, and (c) adolescent autonomy as a mediator of parent expectations and outcomes. Parent expectations were found to significantly predict study outcomes. Moderator analysis indicated that disability type moderated the relationship between parent expectations and outcomes. Meditational analyses indicated that autonomy did not mediate the relationship between parent expectations and study outcomes. However, parent expectations significantly predicted levels of autonomy, and autonomy predicted a number of postschool outcomes. Together, these findings suggest a need for interventions that support and foster positive parent expectations and parental supports to promote autonomy development. Additional research is needed on the mechanisms by which parent expectations and autonomy affect the outcomes of adolescents with disabilities.
Cost Effectiveness of Alternative Route Special Education Teacher Preparation
Authors: Sindelar Paul T. , Dewey James F. , Rosenberg Michael S. , Corbett Nancy L. , Denslow David , Lotfinia Babik
Published: July 2017

In this study, the authors estimated costs of alternative route preparation to provide states a basis for allocating training funds to maximize production. Thirty-one special education alternative route program directors were interviewed and completed cost tables. Two hundred and twenty-four program graduates were also surveyed. The authors describe program characteristics, including costs; program content; and participant demographics, including employment history and future plans. Four program types are identified that vary by length, employment status, and cost, although all programs cost less than traditional preparation. Regardless of program type, participants were older than traditional college age, were likely to make more money teaching than in previous jobs, and expressed intent to remain in the field. The authors argue that paraprofessional step-up programs in particular hold great promise for special education.
The Status of Mental Retardation Today with Emphasis on Services
Authors: Hill Arthur S.
Published: July 2017

We print this article in memory of Arthur S. Hill, who dedicated his life to a career of furthering educational opportunities for exceptional children.

This abstract is based on a paper presented by Mr. Hill at the 75th anniversary commemorative symposium of the Bancroft Schoot, Haddonfield, N. J., last May. At the time of his death, Arthur Hill was the director of St. John's Development Services for Children, Washington, D. C. He also served as a former chief of HEW's Section on Exceptional Children and Youth; educational director of UCP; and held offices in many professional organizations, including the presidency of our own Council for Exceptional Children
Administrative Problems in Special Education
Authors: Wisland Milton V. , Vaughan Tony D.
Published: July 2017

An attempt was made to identify and isolate specific problems peculiar to administrators and supervisors of special education when grouped under the following criteria: type of program, size of program, and years of experience in current position. The results of this study did not support the hypothesis that these three criteria may influence the mean ratings given to the problems identified in this study. Because of the selective process used in identifying the 60 problems used in this study, they should be considered representative of the types of problems directors and supervisors of special education encounter in the field. They appear to be of value as guides in developing future programs for educating leadership personnel.
Teleteaching—A New Approach to Teaching Elementary and Secondary Homebound Pupils
Authors: Carr Dorothy B.
Published: July 2017

Teleteaching is a system by which groups of homebound children are given full time instruction via the telephone. The present report is an attempt to appraise an experimental program of teleteaching in Los Angeles. The 26 children in the teleteaching study made satisfactory educational progress according to followup evaluation of semester grades, and interviews with pupils, their parents, teleteachers, and regular school teachers. Recommendations to further improve teleteaching are also included.
The Professional Education of Speech Clinicians in the Public Schools
Authors: Irwin Ruth Beckey
Published: July 2017

The professional education of speech clinicians who work in the public schools is influenced by the requirements for certification by state departments of education and by the American Speech and Hearing Association. The professional competencies needed by speech clinicians in the public schools are essentially no different from those needed by clinicians who work in other settings. All clinicians need basic information about normal communicative processes, and professional information and skills in speech disorders. In addition, the clinician working in the schools will need some orientation to public school procedures.
Psychological Needs and Preferences for Teaching Exceptional Children
Authors: Jones Reginald L. , Gottfried Nathan W.
Published: July 2017

The relationship between psychological needs (as reflected by the Edwards Personal Preference Schedule and the Teacher Preference Schedule) and preferences for teaching certain exceptional children was studied in a sample of 534 regular and special education students and 192 practicing regular and special class teachers. A number of personality variables related to preferences for teaching certain exceptionalities were identified. The small numbers preferring to teach any one exceptionality and the failure in most instances to confirm the results across subject populations suggested the need for replication of the present study using larger and more representative samples of subjects.
Journal Relationships in Special Education
Authors: Narin Francis , Garside Daniel
Published: July 2017

The bibliographic citations in a selection of special education, general education, and psychology journals were analyzed to determine the journals of importance to special education research and the relationship of the special education literature to the general education and psychology literature. It was found that the journal literature of psychology is cited heavily both by journals in special and general education and also that special education journals minimally cite general education journals. The structure of the research literature resembles the letter Y, with the two upper branches of special and general education rather independent of each other but both dependent on a common base of psychology.
Psycholinguistic Abilities of Black and White Children from Four SES Levels
Authors: Stephenson Bobby L. , Gay William O.
Published: July 2017

The Illinois Test of Psycholinguistic Abilities, revised edition, was administered to 160 black and white children of average mental ability from the lower lower, upper lower, lower middle, and upper middle socioeconomic status (SES) levels as determined by the McGuire-White Index of Socioeconomic Status. The results indicate that the level of performance and pattern of psycholinguistic abilities of black children is relatively free of a systematic influence from SES but the performance of white children is related to socioeconomic status. The lower SES levels and black children showed more variability than the middle SES and white children. The reported lower SES visual-motor orientation and middle SES auditory-vocal orientation were not supported in this study.
An Experiential Science Curriculum for the Visually Impaired
Authors: Linn Marcia C.
Published: July 2017

Adaptation and evaluation of a materials centered experiential curriculum for elementary age visually impaired children is described. The adaptations of both the physical and the life science units can be used in classes with one or two visually impaired students and in classes of all visually impaired students. Evaluation measures were designed to assess the major objectives of each unit. Classroom trials of two of the adapted units revealed that visually impaired students made significant gains in understanding both content and process objectives of the units.
A Language Development Program for Severely Handicapped Children
Authors: Guralnick Michael J.
Published: July 2017

This article describes a program based on behavioral principles to develop verbal behavior in severely handicapped young children and designed to be conducted by college students. The results indicate that college students are able to apply their technical skills, obtained mainly from an increasing number of behaviorally oriented courses offered at the undergraduate level, and make important contributions to the language development of severely handicapped children. These findings have implications with respect to the shortage of technical personnel in institutions and treatment centers.
The Culturally Different Gifted Child—The Dawning of His Day?
Authors: Sato Irving S.
Published: July 2017

This article offers a definition of the term culturally different gifted child. It reexamines the identification procedure and calls for more research with an emphasis on environmental and sociological variables. The need for qualitatively differentiated program provisions is discussed. The article also points out what is being done to fulfill the special and different needs of the culturally different gifted child and offers information on the educational programs being instituted throughout the US. Some available resources which have generated new materials are provided.
“I Wouldn't Have Seen it If I Hadn't Believed it”
Authors: Foster Glen G. , Ysseldyke James E. , Reese James H.
Published: July 2017

38 students enrolled in an introductory special education class in education of the emotionally disturbed were randomly assigned to two treatment conditions, a normal (control) condition and low expectancy condition. These teacher trainees participated in a two phase study. During phase 1 the teachers were asked to rate a hypothetical normal child (control group) or a hypothetical emotionally disturbed child (low expectancy group) on two dependent measures developed for this research. During phase 2, both groups independently viewed a videotape of the same normal child. The control group was told the child was normal; the low expectancy group was told the child was emotionally disturbed. Both groups completed the same dependent measures following observation of the child. Differences between the groups in both phases indicate that teacher trainees hold negative stereotypical expectations of children labeled emotionally disturbed. Observations of normal behavior alter these expectations to some extent, but the negative halo of the label still results in more negative perceptions of behavior than when the child is labeled normal.
Mother-Child Interactions: A Foundation for Language Development
Authors: Seitz Sue , Marcus Sally
Published: July 2017

Interactions between the normally developing child and his parents are characterized by mutual responsiveness: each initiates and reciprocates communications. When children's language development is delayed or impaired, this communication process may also become impaired, with parents unable to respond appropriately to confusing or reduced messages from the child. A methodology is presented for developing effective communications between such children and parents. The approach is illustrated by the case history of a multiply handicapped, hearing impaired toddler and her parents.
Sex Education within Biology Classes for Hospitalized Disturbed Adolescents
Authors: Kalma Susan H.
Published: July 2017

Sexuality is a major concern of adolescents and may be particularly anxiety provoking in the emotionally disturbed. Techniques of presenting material on human reproduction and methods for reducing anxiety were studied in biology classes at Cedarhurst High School. Comparison of student responses before and after the unit revealed mastery of the material. Student reactions, documented in daily process notes, included anxiety, anger, personalization, empathy, openness, and rejection. The emphasis on factual material and an open discussion of any question provides a milieu in which anxiety is minimized so that learning can occur and feelings can be expressed.
The Effectiveness of Psycholinguistic Training: A Reaffirmation of Position
Authors: Hammill Donald D. , Larsen Stephen C.
Published: July 2017

The effectiveness of psycholinguistic training is a topic that has generated much interest and research. In 1974 Hammill and Larsen published an article that reviewed 38 studies that had attempted to foster psycholinguistic skills in children while using the Illinois Test of Psycholinguistic Abilities as the criterion for improvement. The conclusion of this review was that psycholinguistic training is essentially nonvalidated. In an article published in the February 1978 issue of Exceptional Children, Lund, Foster, and McCall-Perez reanalyzed many of the studies reported by Hammill and Larsen and indicated that some had been inaccurately reported, inappropriately categorized, and/or misinterpreted. The purpose of the present article is to demonstrate that, in fact, the studies discussed in Hammill and Larson's 1974 paper were accurately reported and that the current status of psycholinguistic training is that it remains nonvalidated. Readers are encouraged to formulate their own perceptions regarding this controversial area.
Reliability of Proposed Short Form of Illinois Test of Psycholinguistic Abilities
Authors: Maggiore Ronald P.
Published: July 2017

The reliability of the proposed short form of the Revised Illinois Test of Psycholinguistic Abilities (Newcomer & Hammill, 1974) was computed on data derived from 6 year old ITPA standardization test booklets. Measures of internal consistency and between forms reliability were obtained for both full length and short form scorings of single ITPA test administrations. Tests of significance yielded significantly lower measures on 10 of 12 subtests for the short form test when compared to the internal consistency of the full length test. The correlation between the two forms was significantly reduced in all cases when the part-whole correspondence was accounted for. The results were discussed in terms of their impact on the future use of the proposed short form as a psychometric instrument of questionable reliability. Suggestions were proposed for those concerned with reducing administration time.
Early Identification of Developmental Strengths and Weaknesses in Preschool Children
Authors: Ullman Douglas G. , Kausch Donald F.
Published: July 2017

The ability of the Minnesota Child Development Inventory (MCDI) to identify developmental strengths and weaknesses was investigated with 60 nursery school children and 62 Head Start children. As expected, the MCDI identified more problems in the high risk Head Start group and, for five of the eight developmental areas, significantly predicted subsequent Head Start teacher evaluations of each child. Also, modifying the MCDI cutoff score reduced substantially the false negatives. Thus, the MCDI was found to show some promise as a useful developmental screening instrument for lower socioeconomic, preschool age children. Implications for remedial planning are addressed.
The Mentally Retarded Offender and Criminal Justice Personnel
Authors: Schilit Jeffrey
Published: July 2017

Mentally retarded individuals have in the past and will continue in the future to came into contact with the criminal justice system. What happens when this meeting takes place? This study investigated the knowledge and awareness of police officers, lawyers, and judges in the areas of mental retardation and the mentally retarded offender. The results indicate that confusion occurs at all levels, and the dispensing of justice might not always be just or equitable.
The Role of Council of Administrators of Special Education
Authors: Lamb Jack , Burrello Leonard C.
Published: July 2017

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.
Response to Maggiore's Criticisms of the Short Form ITPA
Authors: Hammill Donald D. , Newcomer Phyllis L.
Published: July 2017

This article is a response to on article by Maggiore entitled “Reliability of proposed short form of Illinois Test of Psycholinguistic Abilities” published in Exceptional Children (1978, 45, 198–206). Hammill and Newcomer present evidence to rebut Maggiore's essentially negative conclusions regarding the reliability of the short form test. They show that the short form test is reliable and statistically equivalent to the full Illinois Test of Psycholinguistic Abilities.
Individualized Education Programs: A Cost Study
Authors: Price Marianne , Goodman Libby
Published: July 2017

This investigation examined the amount of time and the costs associated with the development of individualized education programs for a cross section of exceptional students. Seventy-five teachers provided data on the time required to prepare IEP documents for a sample of 807 exceptional children. Analysis of the data indicated a considerable time investment in the IEP process. The data showed that IEP development preempted instructional activities and that teachers contributed a significant amount of their own personal time in order to accomplish the IEP requirement.
Guidelines for Inservice Planning
Authors: Browder Diane
Published: July 2017

Although inservice has been a component of teacher education for over a century, certain changes in the last decade, such as the advent of Public Law 94–142 (The Education for All Handicapped Children Act of 1975) and revisions in certification requirements, have increased the need for inservice. An effective inservice program: (a) identifies objectives, (b) selects qualified staff, (c) uses effective content delivery, (d) uses the appropriate level of intensity, and (e) evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned inservice program.
Special Education Teacher Training: A Comparative Profile
Authors: Wheatley F. Wayne , Shuster Susan K. , Schilit Jeffrey
Published: July 2017

This article examines special education teacher preparation in three types of institutions of higher education—a small college, a medium-sized university, and a large doctoral-degree-granting university. A comparative profile of such programs is developed. The factors used in structuring the analyses included definition, areas of programmation emphasis, diversity of faculty, curricular flexibility, faculty-student ratio, relationship with regular education teacher education, resources, and attention to students. This comparison should provide framework for comparing training programs, both for prospective students and for program faculty.
Learning Disabilities and Reading: Instructional Recommendations from Current Research
Authors: Lewis Rena B.
Published: July 2017

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.
Effects of Variables on Parental Perceptions of Staffings
Authors: Witt Joseph C. , Miller C. Dean , McIntyre Robert M. , Smith Dave
Published: July 2017

This study explored the relationship between parental satisfaction with special education IEP staffings and six variables. Together the six variables accounted for 78% of the variance in satisfaction. Simply allowing enough time for a staffing accounted for the most variance. In addition, the following three variables also had a statistically significant impact on satisfaction: (a) input from a number of people to formulate a good educational program, (b) attribution of blame to sources other than the parents, and (c) amount of parent participation. Preparing parents for what to expect, and the number of people present at a staffing had relatively minor, though statistically significant, contributions to the total explained variation in satisfaction. Strategies are discussed for improving parental satisfaction with staffings.
Comparison of a Full-Time Mainstreaming Program and a Resource Room Approach
Authors: Wang Margaret C. , Birch Jack W.
Published: July 2017

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach for similar students is reported. Results of the study suggest that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeds the resource room approach in attaining desirable classroom processes, student attitudes, and student achievement in basic skills.
Assessment and Intervention Issues with the Nonspeaking Child
Authors: Russel Mark
Published: July 2017

Many children who are unable to communicate orally now have new opportunities available to them due to technological advances in the development of augmentative communication systems. Communication aids that enhance social/communicative interaction are being designed for even the most severely physically disabled children. In spite of these developments, many problems still exist in the qualitative aspects of communication that affect both speaker and listener roles. This article addresses some of the primary problems in augmentative communication systems and aids from an interdisciplinary assessment/intervention model.
Implementing Curriculum-Based Assessment: Considerations for Pupil Appraisal Professionals
Authors: Coulter W. Alan
Published: July 2017

New concepts in the field of pupil appraisal, such as curriculum-based assessment (CBA), emerge and become integrated into everyday practices, although no model or specific theory exists to systematically guide their integration. This article describes the efforts of the New Orleans public schools to incorporate CBA into their assessment practices in accordance with Louisiana rules and regulations. A training model that varied somewhat from the traditional in-service routine was instituted that dealt with the knowledge base, skills, and attitudes of pupil appraisal professionals. Training included shadowing, a process whereby the trainee practices a new skill in a work setting and receives immediate feedback. More research is needed to develop and/or evaluate any in-service model, including the CBA one.
Effects of Systematic Formative Evaluation: A Meta-Analysis
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: July 2017

This meta-analysis investigated the effects of formative evaluation procedures on student achievement. The data source was 21 controlled studies, which generated 96 relevant effect sizes, with an average weighted effect size of .70. The magnitude of the effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior modification. Implications for special education practice are discussed.
Training and Certification of Special Education Administrators: A 5-Year Follow-up Study
Authors: Stile Stephen W. , Abernathy Sandra M. , Pettibone Timothy J.
Published: July 2017

This article reports the results of a 5-year follow-up study of training and certification of special education administrators. Responses to a postcard questionnaire were received from certification offices in the 50 states and Washington, DC. The data indicate that the greatest change since 1979 was in the number of state offices requiring special education coursework or demonstration of competency in special education as part of the general administration credential.
Teacher Perceptions of School-Based Interventions
Authors: Martens Brian K. , Peterson Reece L. , Witt Joseph C. , Cirone Sharon
Published: July 2017

This article reports the results of a study investigating teachers' perceptions of intervention alternatives used to control classroom behavior problems. Regular and special educators from a two-state area completed a 65-item questionnaire assessing teachers' perceptions of the relative effectiveness, ease of use, and frequency of use of a variety of intervention strategies for the treatment of classroom behavior problems. Results indicated that teachers' responses factored into clearly defined categories. Further, teachers differentially rated these categories in terms of their relative effectiveness, ease of use, and frequency of use. Strategies rated as most effective, easiest to use, and most frequently used by both regular and special educators included interventions that either redirected students toward appropriate behavior or that involved manipulation of rewards. Results are discussed in terms of their implications for school-based consultants who interact with teachers concerning the control, of classroom behavior.
Impediments to Implementing National Policy Change for Mildly Handicapped Students
Authors: Hagerty George J. , Abramson Marty
Published: July 2017

This article describes the current public policy environment and the impact of that environment on efforts to refine the system for serving mildly handicapped students. The authors discuss the accelerated growth in the numbers of mildly handicapped children, which has prompted educational decision makers to seek more effective methods of assessment, identification, and instruction. Specific areas requiring attention and response are detailed, including revisions in the service delivery system, the preparation of personnel, the administration of program and funding structures, and the management and use of existing national and state data bases.
Adaptability Instruction: The Goal of Transitional Programming
Authors: Mithaug Dennis E. , Martin James E. , Agran Martin
Published: July 2017

This article describes an instructional model designed to teach students generic employment adaptability skills. Failure to acclimate to a dynamic work environment has been suggested as a primary reason for job termination. The need to adapt to changes in work environments and maintain acceptable levels of work performance is critical for employment success. The model describes how to teach students to adapt to these changes and includes four major components: (a) decision making, (b) independent performance, (c) self-evaluation, and (d) adjustment. Implications for transitional programming are addressed.
From School to Adult Living: A Forum on Issues and Trends
Authors: Brown Lou , Halpern Andrew S. , Hasazi Susan Brody , Wehman Paul
Published: July 2017

This article presents a forum for the personal views of four significant contributors to the conceptualization and implementation of transition programming as it exists in this country today. These individuals were selected from among a number of active contributors to the transition movement as representative spokespersons for the field. The questions posed by the guest editors were developed from ideas and concerns that surfaced in the many manuscripts submitted for consideration in this special issue. Some of the issues raised in the questions reflect concerns expressed openly by professionals in the field, while others were inferred from more subtle or cautious statements. Each contributor received a set of questions to address. Each question was given to at least two contributors. They were encouraged to respond not only to their own set, but to any question of interest contained in other contributors' sets as well. As a result, a few questions were addressed by all four contributors. Their responses appear to reflect some consensus regarding the importance of the issues and trends suggested in the questions. Even so, the substance of their responses reflects a range of positions that would provoke keen consideration by readers.
Secondary Programs in Special Education: Are Many of Them Justifiable?
Authors: Edgar Eugene
Published: July 2017

This article discusses the apparent link between secondary special education programs for mildly handicapped students and the eventual post-high-school adjustment of these students. The current national emphasis on transition to the community, and especially to work, has resulted in the close scrutiny of the outcomes of special education. Large numbers of mildly handicapped students are dropping out of school programs and both graduates and dropouts earn very low salaries. The author suggests a radical change in secondary programs for mildly handicapped students, away from academics and toward functional, vocational programs.
A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum
Authors: Halpern Andrew S. , Benz Michael R.
Published: July 2017

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.
Holland Personality Types among Learning Disabled and Nonlearning Disabled High School Students
Authors: Cummings Rhoda W. , Maddux Cleborne D.
Published: July 2017

Many learning disabled adults are not as successful vocationally as nonhandicapped adults. One reason for their lack of success may be that they are working in occupations incongruent with their personalities and interests. While nonhandicapped individuals are considered to have a variety of occupational interests, learning disabled persons are often occupationally stereotyped and trained for and placed into a more limited variety of occupational environments. The study described in this article investigated whether 96 learning disabled high school students had vocational interests and personalities that differed from those of 96 nonlearning disabled high school students. Holland's Self-Directed Search (SDS) was used to measure personality and occupational interests. Subjects were matched on sex, ethnicity, and socioeconomic status (SES). A chi-square test of homogeneity was computed. The groups were not found to be heterogeneous with respect to occupational interests and personalities. Implications for practice and future research are discussed.
Substance over Style: Assessing the Efficacy of Modality Testing and Teaching
Authors: Kavale Kenneth A. , Forness Steven R.
Published: July 2017

The techniques of meta-analysis were used to arrive at a quantitative synthesis of findings from 39 studies searching for aptitude-treatment interactions. The primary findings indicated that neither modality assessment nor modality instruction were efficacious. When subjects were assessed to ascertain modality preferences, considerable overlap was found between groups exhibiting a modality preference and those not exhibiting such a preference. Modality preference groups were not as clearly differentiated as assumed. With respect to instruction, no benefits accrued to subjects taught by methods matched to their modality preferences. When compared to control subjects receiving no special instruction, the subjects in the modality preference groups receiving differential instruction exhibited only modest gains. In sum, no empirical support was rendered for the modality model. It was concluded that, although intuitively appealing, the modality model should be dismissed and efforts be directed at enhancing general instructional methodology.
Minority MMR Overrepresentation and Special Education Reform
Authors: Reschly Daniel J.
Published: July 2017

The National Academy of Sciences (NAS) panel recommendations are examined critically in view of past and current classification and placement practices for exceptional students. The NAS panel emphasis on instructional validity is strongly endorsed. However, the NAS panel was perhaps naive in certain other recommendations, particularly those dealing with use of biomedical data and learning-process assessment. Special problems in mild mental retardation and inaccurate interpretation of overrepresentation phenomena are discussed, as well as the use of prereferral interventions, cross categorical programming, application of an outcomes criterion, and expansion of regular education options for mildly handicapped students, including prereferral services.
Integrated Classroom versus Resource Model: Academic Viability and Effectiveness
Authors: Affleck James Q. , Madge Sally , Adams Abby , Lowenbraun Sheila
Published: July 2017

This article compares student achievement data of the Integrated Classroom Model (ICM) to achievement data in resource room programs. Cost-effectiveness of the two programs is also compared. Comparison of pre- and postscores on the reading, math, and language subtests of the Woodcock-Johnson Psycho-Educational Battery indicated no significant differences in performance among elementary-school students with learning disabilities in integrated classrooms and resource classrooms. Comparisons of California Achievement Test scores indicated no significant differences among regular education students in the ICM and in regular classrooms. The ICM was shown to be more cost effective than resource room programs while achieving similar results.
The Attraction of Color for Active Attention-Problem Children
Authors: Zentall Sydney S. , Kruczek Theresa
Published: July 2017

The optimal stimulation theory proposes that attention disordered hyperactive children are less tolerant than their normal peers of rote, minimally stimulating tasks and thus should more readily attend to color added to such tasks. Due to this attentional selectivity, color added to relevant features should produce improved performance, especially for this group. To test this hypothesis, 17 children, rated high in attention and activity problems, were matched on the basis of age and performance to 17 controls. Matched pairs were randomly assigned to stimulation order (colored stimuli first and black stimuli second session or the reverse order) and to level of emphasis-placement (emphasis added to relevant letter parts or added to randomly selected letter stimuli) counterbalanced for stimulation order. Findings in support of the theory were that attention-problem children performed better with color emphasis placed on relevant detail than when it was assigned to randomly selected letters. Differential responding was significant for experimental but not control children.
Peer Interactions in Mainstreamed and Specialized Classrooms: A Comparative Analysis
Authors: Guralnick Michael J. , Groom Joseph M.
Published: July 2017

The peer interactions and cognitive levels of play of mildly developmentally delayed preschool children were compared as they participated in mainstreamed and in specialized settings. When in mainstreamed playgroups, delayed children engaged in a substantially higher rate of peer-related social behaviors and played more constructively. In relation to previous findings, these results suggested that the proportion of nonhandicapped children in mainstreamed settings and the availability of children similar in chronological age to the delayed children are important programmatic factors in early childhood mainstreaming efficacy research. The potential value of mainstreamed settings as a framework for more systematic and individual treatment programs for mildly developmentally delayed preschool children also was discussed.
Rationale and Procedures for Increasing the Productivity of Inexperienced Writers
Authors: Moran Mary Ross
Published: July 2017

Students deprived of composition instruction—because reading took higher priority—comprise a special population of writers. They profit from a program that builds discourse units, uses student-generated language, and incorporates self-evaluation. Such a program leads inexperienced writers systematically into increased productivity as they progress toward more global planning of compositions.
Effects of Examiner Familiarity on Black, Caucasian, and Hispanic Children: A Meta-Analysis
Authors: Fuchs Douglas , Fuchs Lynn S.
Published: July 2017

This article presents a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality (high vs. low) and race-ethnicity (Caucasian vs. Black and Hispanic). An analogue to analysis of variance conducted on weighted unbiased effect sizes indicated that examiner familiarity produced a significant effect, with Caucasian and minority examinees' test performance raised by .05 and .72 standard deviations, respectively. Examiner familiarity's differential effect on Caucasian and minority examinees did not interact with the methodological quality of the studies. Nevertheless, limitations of the extant data base require caution in drawing implications for assessment practice.
Mathematics Achievement of Hearing Impaired Adolescents in Different Placements
Authors: Kluwin Thomas N. , Moores Donald F.
Published: July 2017

This study, involving 215 students and 63 teachers, addressed three concerns related to mainstreaming for hearing impaired students: the selection process, the difference between a mainstream placement with an interpreter and a self-contained placement, and the quality of the educational experience. Almost half of the variance in achievement between the two settings is described. Three conclusions can be drawn. First, student background factors are a primary determinant of achievement. Second, mainstreaming with an interpreter has no specific effect on achievement for hearing impaired students. Third, the quality of instruction is the prime determinant of achievement, regardless of placement.
Is AIDS a Biasing Factor in Teacher Judgment?
Authors: Walker David W. , Hulecki Mary B.
Published: July 2017

This study examined the effect that knowledge of a student having AIDS (Acquired Immune Deficiency Syndrome) would have on regular-education teacher judgment regarding special education placement. Regular-education, third-grade teachers in Indiana were sent one of two psychological reports. The reports were identical except that one report stated that the student had AIDS and the other stated that the student had rheumatic fever. AIDS was not found to be a biasing factor in teachers' judgments regarding special education services.
Hispanic Students at Risk: Do We Abdicate or Advocate?
Authors: Fradd Sandra H. , Correa Vivian I.
Published: July 2017

With the rapid growth of Hispanic student populations in the United Stages comes a corresponding increase in the number of students who have limited English proficiency as well as disabilities. Specific educational interventions, such as programs of English for speakers of other languages (ESOL) and bilingual instruction, are needed to enable these students to enter the mainstream. The chief obstacles to bilingual special education are the paucity of personnel training programs that include cross-cultural communication, and a lack of awareness of the need for these services. Transdisciplinary teaming is a cost-effective, appropriate approach to providing the services which both handicapped and at risk language minority students require.
Assessment and Instruction of At-Risk Hispanic Students
Authors: Duran Richard P.
Published: July 2017

This article summarizes some of the key limitations underlying existing standardized test use with Hispanic students; it also explores recent developments in testing, teaching, and learning research that suggest major improvements in the way testing and assessment can be developed as tools for promoting Hispanic and other students' learning. Assisted performance and dynamic assessment are discussed in the context of individual education plans and a test-train-test cycle.
Early Identification of Developmentally Disabled and At-Risk Preschool Children
Authors: Kochanek Thomas T. , Kabacoff Robert I. , Lipsitt Lewis P.
Published: July 2017

This study examined child-centered data (from birth to 7 years) and familial factors as possible predictors of disabilities in adolescence. The sample was taken from original participants in the National Collaborative Perinatal Project in Rhode Island who were also judged as handicapped after school entry. Results of the current study indicated that parental traits (i.e., maternal education) are more accurate predictors of adolescent status than the child's own behavior from birth to 3 years, whereas child-centered skills assessed at 4 and 7 years of age are better predictors than are familial factors. Overall, data suggest that early identification models which focus upon developmental delay or adverse medical events from birth to 3 years of age are inadequate in fully identifying children eventually judged to be handicapped. Screening initiatives must be developed that are multivariate (child and family focused) and account, for differential weights of risk factors over time.
Curriculum-Based Measurement and Developmental Reading Models: Opportunities for Cross-Validation
Authors: Potter Margaret L. , Wamre Heidi M.
Published: July 2017

Curriculum-based measurement (CBM) is a standardized form of curriculum-based assessment (CBA) that relies on rate samples to assess academic skills. These measures were empirically derived, but the use of such rate measures also is consistent with developmental reading models such as Chad's stages of reading development and LaBerge and Samuels' model of automaticity. In fact, oral reading rate measures may be a more theoretically sound assessment method than are many traditional reading assessment practices. The empirically validated usefulness of CBM measures in the field in turn provides valuable support for the developmental models of reading.
Creating Family-Centered Services in Early Intervention: Perceptions of Professionals in Four States
Authors: Bailey Donald B. , Buysse Virginia , Edmondson Rebecca , Smith Tina M.
Published: July 2017

This article describes professional perceptions of the current status of family involvement in early intervention programs in four states. Significant discrepancies between current and ideal practices were found in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. In identifying barriers to ideal programs, professionals most frequently mentioned family barriers (35.8%) and system barriers (35.1%). Professional barriers, or those related to a lack of skill, accounted for only 14.8% of the barriers mentioned.