bluuebunny/crossref_metadata_2025_split huggingface dataset:
Programs, materials and techniques
Authors: Brown Virginia 
Published: February 2009

Local school district programs in learning disabilities are often characterized by the use of tests and other materials that enjoy current national popularity. Such immediacy of implementation most likely will aid rapid growth in the number of students served. However, it is unlikely that appropriate care will be given to improvements in service quality where local effort is primarily dependent upon the availability of commercial systems. The “positive discontent” that leads to service improvement is usually developed by specific individuals where there is a local expectation of continuous professional growth and development. It is difficult to pin down the “quality orientation” of a local school district that seeks to develop professionally defensible programs. But the excitement of a stimulating local climate is an important factor that can prevent learning disabilities from becoming an “institutionalized job,” and will instead generate constantly improving services to children. Recognizing that service quality is ultimately tied to local implementation, the column this month focuses on a few of the many people and activities of one stimulating local climate, the Madison (Wisconsin) Public Schools. The first section describes briefly some of the elements that have been deliberately set up to promote systematic long-range planning for improving service quality. The second section is an article by Sara Pollak and Lee Gruenewald which describes the basis for a current Madison Title III project designed as an intensive pre- or inservice teacher-training program in the analysis of language interaction in academic subject areas.
Programs, materials and techniques
Authors: Etten Carlene Van , Watson Bill 
Published: February 2009

In the last few years, instructional games designed to teach a wide variety of skills and concepts have appeared in the educational marketplace. What is true of all other areas of educational materials is true of games; some are excellent and some are a waste of time. First, we discuss programming considerations in the use of games, and we recommend Pearson and Marfuggi's guidelines for selecting and developing learning games. One unwarranted assumption teachers often make is that all children know all the “game-playing skills.” It's not true! Consequently, we discuss the Pacemaker Games Program, which is designed primarily to teach just such skills. Finally, we evaluate six math games, considering Pearson and Marfuggi's major points and some things we think are important to evaluate before you spend money for a game. There are many classroom situations where the use of an instructional game may increase motivation and, therefore, further the learning process. However, caution must be exercised whenever an instructional game is selected to be used in educational programming. Briefly, there are two major factors to be considered when utilizing games in instructional programming. The first is determining when the game should be used. As a teacher, be sure whether your intent is to teach skill acquisition or to provide practice opportunities for previous teaching. Some games are designed to serve as a vehicle for the initial learning experience. But most instructional games are more effective and appropriate when used to provide practice as opposed to being used to teach the initial acquisition of new behaviors. Second major considerations are the general game format used and procedure for playing the game. Some games are so physically attractive, and the game process so interesting, that actual content may be only of secondary interest to the students. If the game is to be of instructional value, the actual mechanics of play must always remain secondary to the instructional process. Fortunately, many instructional games now exist which strike a comfortable balance between content and game process.
Rebuttal
Authors: Abrams Jules C. 
Published: February 2009

Dr. Abrams, president of the Disabled Reader Committee of IRA, again endorses the position of the Joint Committee on Learning Disabilities that “those with the competencies to remediate a particular problem should be permitted to do so, regardless of the label that the teacher may possess.” His Disabled Reader Committee may, indeed, be “in the vanguard” in promoting such interdisciplinary cooperation. The thrust of the Disabled Reader Committee of the IRA was one that I commended in my original editorial, but it is obvious that this does not represent the thinking of the majority of professionals in the field of reading. Nowhere in my editorial did I promote, encourage, or advocate any “territorial rights” for learning disabilities professionals. I only stated that I felt learning disabilities approaches have something to offer — and that the reading discipline cannot call the whole thing hogwash, and then ask to wash the same hog! I do not disagree that state and federal funding patterns may be skewed and illogical, in some instances. But I do not believe that this will be remedied by imposing IRA's criteria for certification on all reading-language-learning programs, or by the instant christening of reading people as learning disabilities specialists. The call for legislative action to resolve inequitable funding or service delivery systems was grossly overshadowed by these presumptuous proposals. Dr. Abrams asks us to look at the facts. He is correct that many children in LD programs have reading difficulties. I do not propose to argue the nature of learning disabilities in detail, but there is clear support for those who think LD takes in quite a bit more than reading, e.g., children with learning disabilities are defined by the National Advisory Committee on Handicapped Children as those who exhibit “disorders of listening, thinking, talking, reading, writing, spelling, or arithmetic” (USOE, 1968, p. 34). Dr. Abrams agrees that the competencies for working with LD are not generally found among reading people. I agree with him that LD people should have better instruction in the teaching of reading. I am not arguing in regard to the general excellence or mediocrity of either the field of LD or reading. I was simply astonished at the too thinly veiled professional egocentrism in the IRA Resolution on Learning Disabilities. As Dr. Abrams says, “We do have to work together,” but is the IRA resolution really an example of the type of cooperation for which he calls? — P.L.
Improving Motor Abilities
Authors: Etten Carlene Van , Watson Bill 
Published: February 2009

Many professionals in the field of learning disabilities talk about the need for motor training as a part of the total remedial process. We hear and read such terms as sensorimotor training or perceptual-motor training and other combinations. At present, our field remains divided in opinion as to whether motor training under any name contributes directly to improved academic functioning. It is not our intent to debate the issue. We do believe, however, that there are learning disabled children who exhibit severe motor dysfunction along with their academic disabilities. Whether there is a direct link between instruction in motor ability and improved academic functioning hardly seems the crucial question. The 10- or 12-year-old child who has such a motor impairment that he is unable to participate in group activities has a real problem, no matter what academic abilities or disabilities he may possess. This month we review a variety of resources that might be used in developing programs to improve motor abilities. The materials range from a comprehensive teaching and management program to several other materials with a more limited scope. At present, motor training materials are often considered frills to be bought if there is a little money left over at the end of the year. The editors hope such materials become a more common purchase in the future. — C.V.E., B.W.
Listeners' Identification of Musical Expression through Figurative Language and Musical Terminology
Authors: Sheldon Deborah A. 
Published: February 2009

This study focused on listeners' ( N=66 undergraduate and graduate music education majors) ability to identify nuances of musical expression using figurative language and specific music terminology. Data reviewed for accuracy in classifying general expressive categories showed that listeners were successful at identifying broad intended realms of expression with both figurative statements and terminology. When outcomes were reviewed for accuracy in terms of specific intended expression rather than general expressive category, accuracy levels dropped. Mimicking the results of general expressive identification, response type (figurative statements or terminology) did not seem to be a factor in response accuracy. Within general expressive categories, listeners selected a wider variety of responses among figurative statements than terminology, suggesting greater ambiguity of meaning among the former than the latter. Although not a primary focus, outcomes as a function of sound manipulation by the performer were given cursory review. This variable may play a role in a listener's ability to grasp a musical expression. February 27, 2004 October 20, 2004.
A Longitudinal Study of Selected Characteristics of Children's Melodic Improvisations
Authors: Brophy Timothy S. 
Published: February 2009

This study is an examination of the melodic improvisations of a group of children ( N=62) for 3 years, from ages 7 through 9. Participants improvised as part of a class rondo for Orff instruments, in ABACADA form, in which the B, C, and D sections were 8-measure alto-xylophone improvisations in C pentatonic. Each participant improvised three melodies per year. A total of 558 improvisations were collected. Participants took the IMMA and a researcher-designed measure of mallet skill each year. Improvisations were examined for the presence of repeated and developed melodic motives, repeated and developed rhythmic motives, pulse adherence, phrases, and antecedent/consequent phrases. Data were analyzed using a repeated-measures MANCOVA. Significant age effects emerged for repeated melodic and rhythmic motives, sense of pulse, and antecedent/consequent phrases. Post-hoc Tukey Pairwise Comparisons revealed significant differences between ages 7 and 8 in the presence of each of these characteristics. Significant differences also occurred between ages 7 and 9 for the presence of antecedent/consequent phrases, presence of repeated rhythmic motives, and pulse adherence. No significant differences emerged between ages 8 and 9 for any of the characteristics. December 8, 2004 May 9, 2005.
Self-Evaluation Accuracy among High School and Middle School Instrumentalists
Authors: Hewitt Michael P. 
Published: February 2009

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.
The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning
Authors: Madsen Katia , Cassidy Jane W. 
Published: February 2009

The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subjects watched two videotapes, one of an elementary music lesson with the camera focused on the teacher and one with the camera focused on the students. Subjects were asked to rate the effectiveness of teaching and student learning of both videotapes and provide a written rationale for assigning the ratings. Ratings were analyzed statistically and indicated a significant difference among groups ( p < .001), with experienced teachers rating teachers and students lower than undergraduate subjects. Comments were categorized as relating to teacher behavior, student behavior, or other. Analyses indicated that all groups made more comments about the teacher regardless of whether they watched the teacher tape or watched the student tape. Experienced teachers were more critical in their evaluations and made more judgment statements than the undergraduate subjects did. Total ratings of the teacher were significantly higher than those of the students. No differences were found due to focus of attention of observation. April 1, 2005 May 25, 2005
Initial Movement and Continuity in Vibrato among High School and University String Players
Authors: Geringer John M. , Allen Michael L. , MacLeod Rebecca B. 
Published: February 2009

The purpose of the present study was to investigate aspects of vibrato performance among high school and university string players. The main questions were to determine whether students consistently initiate vibrato in an upward or downward direction and whether players vibrate continuously when performing slurs. Forty high school and university violin and cello students played exercises that included tones performed with and without vibrato. We measured direction and magnitude of change when initiating vibrato, pitch levels of vibrated and nonvibrated tones, and duration of nonvibrato when performing slurs. Results showed that these high school and university players did not reveal consistent initial vibrato movements in either direction or magnitude. Performers vibrated both above and below conceived pitch, rather than only upward or only downward. All performers stopped vibrating during the transition between slurred notes. Mean duration of nonvibrato portions of university students (0.42 second) was slightly less than that of high school students (0.50 second). Implications of these results for string pedagogy are discussed. March 28, 2005 June 7, 2005
How Valid are Children's Language Tests?
Authors: Sommers Ronald K. , Erdige Susan , Peterson M Kthleen 
Published: February 2009

Seven independent studies of young children's performances were reviewed. Rather consistently, children's scores on a wide range of popular language tests and measures revealed large numbers of moderately high to high interrelationships which were unexpected, since the authors frequently claimed that their tests measured specific rather than general language skills. Data from two new investigations of different batteries of language tests given to 122 young handicapped children in the first investigation and 44 in the second were subjected to multivariate analyses, including regression analysis and factor analysis. Results from the first study showed that a few general rather than many specific linguistic abilities characterized the performances of the children; results from the second showed that only one general linguistic factor accounted for the subjects' performances. The construct and content validity of many of the tests studied appears untenable. Implications for use of the tests (accounting for most of the variance in each of the two batteries studied) are presented, along with recommendations concerning the development of more valid language tests.
The Moving Patellar Apprehension Test for Lateral Patellar Instability
Authors: Ahmad Christopher S. , McCarthy Moira , Gomez Jaime A. , Shubin Stein Beth E. 
Published: February 2009

Background Physical examination maneuvers for patellar instability are often inaccurate. Hypothesis The “moving patellar apprehension test” is a sensitive and specific physical examination technique for the diagnosis of patellar instability. Study Design Cohort study (diagnosis); Level of evidence, 3. Methods The moving patellar apprehension test was performed in an office setting preoperatively and compared with the ability to dislocate the patella when examined under anesthesia in 51 patients. The examination begins with the knee held in full extension and the patella is manually translated laterally with the thumb. The knee is then flexed to 90° and then brought back to full extension while the lateral force on the patella is maintained. For the second half of the test, the knee is started in full extension, brought to 90° of flexion, and then back to full extension while the index finger is used to translate the patella medially. For a positive test in part 1, the patient orally expresses apprehension and may activate his or her quadriceps in response to apprehension. In part 2, the patient experiences no apprehension and allows free flexion and extension of the knee. Results When compared with the ability to dislocate the patella under anesthesia, the moving patellar apprehension test was found to have a sensitivity of 100%, a specificity of 88.4%, a positive predictive value of 89.2%, a negative predictive value of 100%, and an accuracy of 94.1%. Conclusion The moving patellar apprehension test is an accurate physical examination technique that, when performed and interpreted correctly, is highly sensitive and specific for patellar instability.
Anterior Cruciate Ligament Reconstruction Associated with Extra-articular Tenodesis
Authors: Marcacci Maurilio , Zaffagnini Stefano , Giordano Giovanni , Iacono Francesco , Lo Presti Mirco 
Published: February 2009

Background This study was undertaken to prospectively analyze, at a mean 11-year follow-up, the clinical and radiographic outcomes in patients undergoing the authors’ intra-articular anterior cruciate ligament reconstructive procedure with extraarticular augmentation, and to compare these data with those at 5-year follow-up. Purpose The clinical and radiographic outcomes in patients undergoing anterior cruciate ligament reconstruction were analyzed at a mean 11-year follow-up. Study Design Case series; Level of evidence, 4. Methods The authors studied 54 of 60 consecutive high-level sports patients who underwent their anterior cruciate ligament reconstruction technique between 1993 and 1995. The surgical technique uses the hamstring tendons with intact tibial insertions for intra-articular double-stranded reconstruction plus an extra-articular plasty (augmentation) performed with the remnant part of the tendons. Clinical and radiographic evaluations were performed. Results After 11 years, the International Knee Documentation Committee score demonstrated good or excellent results (A and B) in 90.7% of patients. Ligament arthrometry using the KT-2000 arthrometer demonstrated that only 2 patients had >5 mm manual maximum side-to-side difference in laxity. The mean Tegner activity score was 4.5, while the mean Lysholm score was 97.3 and the mean subjective score was 90.0%. Radiographic evaluation demonstrated progressive joint narrowing only for the 20 patients having concomitant medial meniscal surgery. Conclusion The original technique demonstrates highly satisfactory results. Factors negatively affecting the outcomes are meniscectomy and laxity. In this series, anterior cruciate ligament reconstruction with lateral plasty shows maintenance of knee stability at long-term follow-up. Knee osteoarthritis after anterior cruciate ligament reconstruction with extra-articular tenodesis does not appear to be greater than after anterior cruciate ligament reconstructions without extra-articular augmentation as reported in historical controls.
Motivating the Slow Reader
Authors: Piper Terrence , Powe Rosemary Hahn 
Published: February 2009

To many teachers, the application of operant techniques to the classroom suggests bribery or giving candy. Better understanding, however, and creative application of that understanding, can suggest many constructive and culturally acceptable techniques to better serve the needs of children, especially those children who experience difficulty in learning. In the study reported, the children were introduced to a contingency program that was effective in helping them to learn to read. The program involved the introduction of structure that resulted in better responses. Behaviors that were desirable were made clear, and success in small units was visually recorded as it occurred. The children were able to see their success accumulate toward both short-term (smiling faces) and long-term (mural completion) goals. They were able to see themselves grow—daily, and over a course of weeks. The program required that learning be rewarded in the best possible way: by seeing one's self grow. Children who might be said to be immature or distractible were helped to attend by being given structure and feedback of the kind they needed most. At the same time, a classroom bulletin board became increasingly attractive and interesting—and perhaps more important to the children than it had ever been before.
Development of The Competence Enjoyment Scale
Authors: Baird Samera Major , Turner Keith D. 
Published: February 2009

Public Law 99-457 requires early interventionists to help families assess their strengths and needs for promoting their child's optimal development. The Competence Enjoyment Scale (CES) was developed to measure parental feelings of competence and enjoyment as they interact with their infant. The scale includes antonym pairs which are semantically linked to the constructs competence and enjoyment. A six-member international panel of experts in child development assisted in the development of the scale. Subjects were the biological mothers of 60 infants who were 3-5 months old (adjusted age). Preliminary results support the reliability and validity of the scale. The CES requires minimal time and effort for response and scoring. The scale allows parents and early interventionists to consider parental feelings of competence and enjoyment when setting priorities for early intervention. The CES was developed to fill a void in attitude assessment methodology and can be used to quantify parental feelings of competence and enjoyment for educational, clinical, and empirical purposes.