bluuebunny/crossref_metadata_2025_split huggingface dataset:
Language Intervention With the Severely Handicapped: A Decade of Research
Authors: Bryen Diane Nelson , Joyce Dennis G. 
Published: December 2008

Forty-three language intervention studies published during the 1970s were critically analyzed in order to answer two major questions: (1) To what extent have these studies applied the theoretical models and empirical findings derived from current psycholinguistic research; and (2) To what extent have these intervention studies been successful in increasing the communicative competence of their severely impaired, primarily nonverbal subjects. A broad range of factors was analyzed, including (1) subjects and their characteristics; (2) prerequisite skills of the subjects prior to intervention; (3) the nature of the communication system taught; (4) the context, frequency, and duration of the intervention; (5) the nature of the structural and functional goals; (6) methods of intervention; and (7) gains in communication and other related areas. Findings indicated that except for the nature of the communication system taught and an awareness of the importance of evaluating gains, other than communication, these studies have not paralleled current psycholinguistic thinking. Only 34.8% of the studies were successful in increasing the communicative competence of their severely handicapped subjects. Finally, guidelines for future research and intervention were proposed, based on the characteristics of those 15 studies that were successful.
Suspension and Expulsion of Handicapped Pupils
Authors: Leone Peter E. 
Published: December 2008

In recent years parents and advocates for handicapped children have asked the courts to define educational rights granted by Public Law 94-142. One issue, suspension and expulsion of handicapped pupils, has been particularly difficult for parents and school administrators to address. Current regulations implementing Public Law 94-142 do not discuss discipline; consequently, when serious disciplinary infractions of the school code involve handicapped children, parents and school administrators are unsure of their rights and responsibilities respectively. The courts are being asked to rule in cases that balance educational rights of handicapped children with schools' need to maintain order and preserve educational rights of other children. This paper reviews litigation and discusses issues related to suspension and expulsion of handicapped pupils. Recommendations for reviewing school disciplinary codes are made; finally, an active role for special educators in this process is suggested.
Research and Education of the Mentally Retarded Preschool Children in the Soviet Union
Authors: Holowinsky Ivan Z. 
Published: December 2008

Preschool education of exceptional children in the Soviet Union differs in some important respects from education in the United States. The beginning of formal first grade instruction starts at 7 years of age. There is a categorical approach to the education of handicapped children. The preschool education is an integral part of ideological indoctrination. This article provides a sample of research with the mentally retarded preschoolers and is based on recently published studies Defectologia.
The Effects of Supplemental On-Task Contingencies On the Acquisition of Simple and Difficult Academic Tasks
Authors: Rosenberg Michael S. , Sindelar Paul T. , Stedt Joseph 
Published: December 2008

The purpose of the present study was to investigate the effects of different reinforcement contingencies on the acquisition of both a simple and difficult academic task. Distractible students were randomly assigned to one of four experimental conditions, reflecting the two independent variable manipulations: simple task with contingencies for attention and correct academic performance (SAP), simple task with contingencies, for correct academic performance alone (SP), difficult task with contingencies for attention and correct academic performance (DAP), or difficult task with contingencies for correct academic performance alone (DP). The results indicated that for difficult tasks students assigned to contingencies for correct academic performance alone (DP) were off-task more and scored significantly lower on two measures of academic performance than those students who were assigned to the DAP condition. No such differential effect was noted for students assigned to the simple task conditions; all students, regardless of contingency condition (SAP or SP), maintained high rates of time and task and academic performance. The results were discussed in terms of both theoretical and practical implications. It was suggested that teachers could not only task analyze specific instructional skills but also plan and implement specific contingency management strategies based upon the characteristics of the component skill to be presented.
Social Comparison Choices of Mainstreamed Academically Handicapped Children
Authors: Meisel C. Julius , Shaeffer Bernice 
Published: December 2008

Eleven academically handicapped and 18 nonhandicapped members of a fourth-grade class participated in a six-week study designed to investigate the social comparison behavior of mainstreamed students. An auditing procedure was used that allowed students to audit their own performance and that of all classmates on daily arithmetic assignments. Auditing was done on a computer terminal which was installed in the classroom; the computer kept a daily record of auditing choices. Under the assumption that classmate auditing was an act of social comparison, computer records were analyzed to determine whether handicapped children made comparisons as often as nonhandicapped peers and whether or not they chose to compare with classmates similar to themselves. Results indicated that the handicapped students on the average audited classmates more often than nonhandicapped peers; however, this difference was not statistically significant. Close examination of auditing choices indicated that handicapped students did not prefer to compare with other handicapped classmates nor with classmates who performed similarly. Handicapped students who ranked lowest on the comparison measure clearly preferred to compare with high-ranked classmates. The results are compared with results of a previous investigation, and their implications for mainstreaming and the study of social comparison among children are discussed. Major assumptions and limitations of the study methods are also critically examined.
Educational and Occupational Outcomes of Hispanic Learning-Disabled High School Students
Authors: Cardoza Desdemona , Rueda Robert 
Published: December 2008

The purpose of this study was to examine the educational characteristics of six subgroups in the high school and beyond data set. These included senior learning-disabled Hispanic students, senior learning-disabled Anglo students, and a randomly selected Anglo senior nonhandicapped subsample. In addition, three parallel sophomore groups were included. The major analyses of the data reflected an attempt to compare the groups in terms of their course taking behavior, educational aspirations and educational/occupational outcomes. The results indicated that there were significant differences between the handicapped and nonhandicapped groups. However, in general, there were no differences between the Anglo and Hispanic handicapped groups.
Critical Success Factors of Special Education Administrators
Authors: Burrello Leonard C. , Zadnik David J. 
Published: December 2008

The purpose of this study was to empirically identify and describe critical success factors (CSFs) of local special education administrators and to determine the extent to which these factors differed across organizational and demographic variables. The study additionally determined the differences in critical success factors of a nominated group of effective administrators with a random sample of local special education administrators. A nominating process led to the selection of 14 administrators from 250, considered from various structures, sizes, and settings. Interviews (personal and telephone) gave rise to a set of factors and measures considered critical to the success of the administrators and their programs. These factors were then used to construct a survey instrument which was sent to the remaining effective nominees and a random sample of local special education administrators. The findings supported the premise that the effective administrators were more concerned about how they and their programs were a part of the larger cultural context of the schools than the random respondents.
Effects of intradialytic exercise training on health-related quality of life indices in haemodialysis patients
Authors: Ouzouni Stavroula , Kouidi Evangelia , Sioulis Athanasios , Grekas Dimitrios , Deligiannis Asterios 
Published: December 2008

Objective: To assess the effects of intradialytic exercise training on health-related quality of life indices in haemodialysis patients. Subjects/patients: Thirty-five patients on haemodialysis, with a mean (SD) age of 48.8 (13.9) years, volunteered to participate in the study. They were randomized either to rehabilitation group (group A: 19 patients), following a 10-month intradialytic exercise training programme or to control group (group B: 14 patients). After the randomization, two of the patients, one of each group, withdrew from the study for reasons unrelated to exercise training. Method: All patients at the beginning and the end of the study underwent clinical examination, laboratory tests and a treadmill exercise testing with spiroergometric study for the evaluation of their aerobic capacity (Vo2peak). A formal psychosocial assessment, which included affective (Beck Depression Inventory), health-related quality of life (Quality of Life Index, Living Questionnaire of Minnesota, Life Satisfaction Index and Short Form-36 questionnaire) and personality (Eysenck Personality Questionnaire) parameters, was evaluated at beginning and end of the study. The dose of erythropoietin was changed as needed, according to the level of the haemoglobin, aiming to keep it at 11 (2) g/dL during the study. Results: Baseline values were similar between the two groups. After training in group A, Vo2peak was increased by 21.1% (P<0.05) and exercise time by 23.6% (P<0.05). Moreover, group A showed a decrease in self-reported depression (Beck Depression Index) of 39.4% (P<0.001). In addition, trained patients demonstrated a significant improvement in Quality of Life Index (from 6.5 (1.8) to 9.0 (1.3), P<0.001) and Life Satisfaction Index (from 44.8 (8.6) to 53.0 (5.6), P<0.001), and an increase in the Physical Component Scale of the SF-36 (from 40.5 (5.6) to 44.5 (5.5), P<0.05), while the Mental Component Scale remained unchanged. Multiple regression analysis indicated that the improvement in quality of life depended on the participation in exercise programmes, the effects of training and the reduction in the level of depression. No changes were observed in Eysenck Personality Questionnaire by the end of the study, while all the above parameters remained almost unchanged in the controls. Conclusion: The results demonstrated that intradialytic exercise training improves both physical functioning and psychological status in haemodialysis patients, leading to an improvement of patients' quality of life.
Therapeutic aquatic exercise in the treatment of low back pain: a systematic review
Authors: Waller Benjamin , Lambeck Johan , Daly Daniel 
Published: December 2008

Objective: To examine the effectiveness of therapeutic aquatic exercise in the treatment of low back pain. Design: A systematic review. Methods: A search was performed of PEDro, CINAHL (ovid), PUBMED, Cochrane Controlled Trials Register and SPORTDiscus databases to identify relevant studies published between 1990 and 2007. Population: Adults suffering from low back pain. Intervention: All types of therapeutic aquatic exercise. Comparison: All clinical trials using a control group. Outcomes: Oswestry Disability Index, McGill Pain Questionnaire, subjective assessment scale for pain (e.g. visual analogue scale) and number of work days lost as a direct result of low back pain. Methodological quality was assessed using the PEDro scale and the SIGN 50 assessment forms. Results: Thirty-seven trials were found and seven were accepted into the review. Therapeutic aquatic exercise appeared to have a beneficial effect, however, no better than other interventions. Methodological quality was considered low in all included studies. The heterogeneity among studies, in numbers of subjects, symptoms durations, interventions and reporting of outcomes, precluded any extensive meta-analysis of the results. Conclusion: There was sufficient evidence to suggest that therapeutic aquatic exercise is potentially beneficial to patients suffering from chronic low back pain and pregnancy-related low back pain. There is further need for high-quality trials to substantiate the use of therapeutic aquatic exercise in a clinical setting.
Emergent Literacy in Early Childhood Special Education
Authors: Katims David S. 
Published: December 2008

The purpose of Project I.E.P. (Intervention for Early Progress) was to discover whether young children with handicaps who were exposed to structured, print-rich environments with opportunities to engage in a variety of preliteracy and literacy experiences would develop behaviors indicative of early “reading'' and “writing.'' Thus, Project I.E.P. sought to replicate emergent literacy studies previously conducted with youngsters with and without handicaps. The results of a year-long study confirm the findings of an exploratory investigation in emergent literacy conducted with very young children with handicaps. Emergent literacy behaviors were developed in a group of children ( n = 14; mean CA = 5.4) identified as having special needs who were exposed to numerous structured literacy activities every day. A statistically significant difference in concepts of print from pre- to posttest between experimental and control groups was found. The children's independent book interactions were found to progress in complexity and sustained attention, and they demonstrated a marked preference for certain types of books in the classroom library over the period of study. Finally, the “writing'' behaviors of participants also increased in complexity, variety, and structure over the period of the study. Theoretical and practical implications for how we view literacy development in general, as well as how and when special education literacy programs are implemented, are considered.
Study Skills
Authors: Cronin Mary E. , Currie Paula S. , Brown Virginia L. 
Published: December 2008

STUDY SKILLS are becoming more and more prominent as components of an instructional block that is believed to be essential to school success for many students in remedial and special education programs. Although the topic has been around for some years in general education, it is only recently that it has been mentioned within the literature of instructional methods and materials for educationally handicapped students. The resources available to the practitioner are currently not usable in any practical or programmatic sense because they are largely scattered and unfocused. Study Skills: A Resource Guide, prepared by Cronin and Currie, is a pioneering effort at locating and organizing instructional resources into a useful format. In the course of their literature and materials search, the authors found that the information available to instructional personnel is more voluminous than they had anticipated. Thus, their report is selective. They have included information that is currently available to most practitioners and they have not included information that is obscure or esoteric. The authors have separated those general study skills that are content-free in the sense of being useful in nearly any curriculum area from those associated specifically with a certain content such as social studies or spelling. The Guide does not include either the wealth of published child-use materials or the published research reports concerning the relative effectiveness of specific skills. The authors point out, and I would like to re-emphasize, that they did not attempt at this time to suggest standards for quality or to determine how much overlap there is in the references available. The Guide is intended solely as an initial effort designed to alert the busy practitioner to the sources of information currently available in the area of study skills.
Learning Disability and the History of Science: Paradigm or Paradox?
Authors: Kavale Kenneth A. , Forness Steven R. 
Published: December 2008

The field of learning disabilities faces a fundamental problem of providing a definition acceptable to a broad constituency. In attempting to explain why this situation exists, we offer arguments based upon concepts from the history and philosophy of science. I t is concluded that learning disability is a victim of its own history, and a breaking from the past is necessary for the definitional problem to move closer to resolution. Few of us take the pains to study the origin of our cherished convictions; indeed, we have a natural repugnance to so doing. We like to continue to believe what we have been accustomed to accept as true, and the resentment aroused when doubt is cast upon any of our assumptions leads us to seek every manner of excuse for clinging to them. -J. H. Robinson
Minimum Standards for the Description of Participants in Learning Disabilities Research
Authors: Rosenberg Michael S. , Bott Deborah , Majsterek David , Chiang Bert , Simmons Deborah , Gartland Deborah , Wesson Caren , Graham Steve , Smith-Myles Brenda , Miller Maury , Swanson H. Lee , Bender William , Rivera Diane , Wilson Rich , Rosenberg Michael S. 
Published: December 2008

In 1984, the research committee of the council for learning disabilities (CLD) noted that the available descriptions of individuals with LD in research reports were vague and inconsistent. Recognizing that such descriptions made it difficult to evaluate research findings, the committee recommended that specific guidelines for participant descriptions be followed in reports on research involving individuals with LD. Eight years after this call for greater uniformity, vague participant descriptors remain a matter of great concern. What follows is a report on this issue from the current cld research committee. Updated guidelines for the description of participants are provided for both small-sample and large-group research activities. Also, suggestions for promoting compliance with the minimum standards are forwarded. Rather than being viewed as a fixed, immutable product, the current attempt at identifying the minimum standards for the description of participants should be viewed merely as one step in an ongoing process. Clearly, as our multidisciplinary field continues to learn more about LD, additional information about participants may be deemed necessary. With this in mind, the cld research committee welcomes your comments on the present set of guidelines and invites your suggestions for future iterations of this document.
Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996
Authors: Mastropieri Margo A. , Scruggs Thomas E. 
Published: December 2008

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.
How Administrators Understand Learning Difficulties
Authors: Allington Richard L. , Mcgill-Franzen Anne , Schick Ruth 
Published: December 2008

Abstract School administrators in six school districts were interviewed. Each district had been identified previously as having increasing rates of retention in grade or transitional-grade placements and increasing incidence of the identification of students as having disabilities. School administrators offered a variety of explanations for students' learning difficulties and offered a number of suggested remedies. virtually all of the explanations and remedies placed the school outside the central sphere of influence. In other words, in these interviews administrators offered few ideas for altering the current general education programs as a potential strategy for addressing the problems of at-risk children.
Defectives at the World's Fair
Authors: TRENT JAMES W. 
Published: December 2008

ABSTRACT From displays of so-called defectives and primitives at the 1904 St. Louis World's Fair, early 20th-century authorities shaped a definition of abnormality that they showed to a curious public. Complementing these displays were discourses about disability that proposed schemes for education, custody, sterilization, and even extermination. Like the displays of defectives, the discourses about defectives paralleled discourses about primitive races that appeared at the turn of the century to rationalize American imperialism. Together, the displays and discourses of defectives and primitive races shaped an understanding of science and education. In so doing, they also provided American elites a way of distinguishing between improvable and unimprovable inferiors (see Note).
A Tale Often Told
Authors: Winzer Margret A. 
Published: December 2008

ABSTRACT From the earliest educational attempts, deafness has been of primary interest to philosophers and teachers. Almost invariably, persons with deafness were the first to be educated, followed by people who were blind and, later, those with mental retardation. This paper explores the reasons why deafness was propelled to prominence in England and France. It focuses on philosophical enquiry, the most compelling force that accounted for the consistent progression in early special education. A conjunction of deafness, language development, and intellect and reason led philosophers in 17th-century England and, most importantly, 18th-century Enlightenment France, to adopt deaf persons as natural recruits into their studies on the essence of human nature.
Some aspects of the design of incandescent GLS lamps
Authors: Coaton J.R. 
Published: December 2008

The design of general lighting services (GLS) incandescent lamps must take account of many aspects, including the effect of gasfilling content and pressure, filament design, and the influence of the electrical lead-in wires and filament supports. In most instances a compromise must be made to achieve the best overall result.In general, the predominant failure mechanism is the formation and subsequent burn-out of a 'hot-spot'. Up to about 3000 hours the rate controlling process in most GLS types is tungsten evaporation, however, some evidence exists to show that for longer life lamps, and in particular low power ratings, other mechanisms such as surface and bulk diffusion of tungsten become significant and must also be taken into account in the design stages.