Implementation of a token economy system with a time-out backup consequence in a highly structured self-contained elementary classroom for children with emotional and behavior disorders demonstrated a strong functional relationship between the intervention system and improvement in the students' behavior. (Author/DB)

Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…

This study examined whether teacher-implemented classroom measurement procedures of short duration are as reliable as methods used in research studies to determine behavior state (e.g., awake active, awake inactive, asleep, drowsed) of six students with profound mental disabilities. Results indicated that more frequent but briefer measurements…

Thirty gifted education teachers were compared with 46 regular education teachers using the Teacher Perceiver Interview. Gifted teachers differed from regular teachers on six characteristics (Focus, Gestalt, Innovation, Mission, Rapport Drive, and Investment) but did not differ on two commonly cited characteristics of gifted teachers:…

Nondisabled students (n=65) and disabled students (n=120) from mainstreamed grades 6 through 12 were surveyed and compared to non-mainstreamed controls. Responses were analyzed in the categories of stereotypes, peer-ratings, and self-ratings. Nondisabled students favorably described the disabled in general, but descriptions of actual disabled…

Three issues are addressed in this research review. First, do gifted and average children differ in their self-concepts? Second, what, if any, are the effects on self-concept of labeling a child as gifted or exceptional? Third, does placing the child in a separate enriched or accelerated classroom have any impact on self-concept? The paper begins…

This study examined social and personal concomitants of exceptional academic capability, specifically self-concept, peer acceptance, and attitude toward school, in the context of integrated or self-contained classrooms. The sample consisted of 354 gifted Ontario students from Grades 5, 8, and 10 (150 in self-contained classrooms and 204 in…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…

This project examined the extent to which varying instructional grouping arrangements are used for different categories of mildly handicapped students in various instructional settings and the extent to which any differences translated to differences in student responses. Observational data were recorded all day in 10-second intervals for 122…

Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…