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Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students
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Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
Mainstream Assistance Teams: A Scientific Basis for the Art of Consultation.
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Fuchs, Douglas; And Others – Exceptional Children, 1990
Comparison of short and long duration consultant-driven prereferral interventions with 60 general elementary educators, 60 pupils with special needs, and 22 consultants found that both variants were equally effective in improving teacher perceptions of their students and in decreasing referrals for testing and possible special education placement.…
Descriptors: Consultants, Elementary Education, Intervention, Mainstreaming
Sometimes Patent Medicine Works: A Reply to Braaten, Kauffman, Braaten, Polsgrove, and Nelson.
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Algozzine, Bob; And Others – Exceptional Children, 1990
In this comment to a paper by S. Braaten (EC 210 835), in which the Regular Education Initiative (REI) was described as a "patent medicine" for students with behavioral disorders, it is argued that such students are not misidentified or inappropriately placed and that the REI has been misinterpreted and may work. (JDD)
Descriptors: Behavior Disorders, Educational Diagnosis, Elementary Secondary Education, Handicap Identification
The Regular Education Initiative and Patent Medicine: A Rejoinder to Algozzine, Maheady, Sacca, O'Shea, and O'Shea.
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Kauffman, James M.; And Others – Exceptional Children, 1990
This rejoinder to EC 230 272 defends the original paper (EC 210 835) and argues that the critique reflects a misunderstanding of the nature of the Regular Education Initiative, the inclusion of students with behavioral disorders in reform proposals, the seriousness of the problems of these students, and the nature of patent medicine. (JDD)
Descriptors: Behavior Disorders, Educational Diagnosis, Elementary Secondary Education, Handicap Identification
Peer Interactions in Mainstreamed and Specialized Classrooms: A Comparative Analysis.
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Guralnick, Michael J.; Groom, Joseph M. – Exceptional Children, 1988
The peer interactions and cognitive levels of play of mildly developmentally delayed preschool children were compared as they participated in mainstreamed and specialized settings. They engaged in substantially higher rates of peer-related social behaviors and constructive play when mainstreamed. Factors affecting early childhood mainstreaming…
Descriptors: Cognitive Development, Developmental Disabilities, Mainstreaming, Mild Disabilities
Effects of Differing Levels of Inclusion on Preschoolers with Disabilities.
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Mills, Paulette E.; Cole, Kevin N.; Jenkins, Joseph R.; Dale, Philip S. – Exceptional Children, 1998
This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal…
Descriptors: Cognitive Development, Comparative Analysis, Disabilities, Inclusive Schools