In an examination of a school-based program to develop creative thinking skills of gifted children in the beginning intermediate grades, few differences were found in curricular achievement between gifted children in segregated homogeneous classes and in hetergeneous classes. (Author/CL)

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)

A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)