This study examined repair strategies used by boys with language impairments, in response to clarification requests following conversational breakdowns. Five subjects, aged four-five, were compared with five age-matched controls and five controls matched for verbal competence. Results showed that all three groups overwhelmingly used revisions to…

An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21…

Presents a study that obtained teacher ratings and student nominations regarding bullying and other behavior of children (n=121), including children with learning difficulties (n=20). Finds that the correlation between teacher ratings and peer nominations was significant for students without learning difficulties. Includes references. (CMK)

Sustained and selective attention among 30 fourth- through sixth-graders with learning disabilities (LD) and 20 controls was compared. Results indicated that LD students are less able to narrow their attention and also have slower information-processing skills, despite similar ability between groups for sustaining attention and inhibiting…

Students in grades four, five, and six who represented three classifications of ability were compared for their conceptualizations, attributions, and attitudes about school grading practices. Intellectually gifted, learning disabled, and normally achieving students were assessed. Significant differences were found among the three groups,…

The purpose of this study was to implement differentiated and peer-mediated instruction to determine if these instructional interventions were successful in preparing students with disabilities for state standardized tests. In addition, this study identified how exceptional needs learners responded to techniques utilized during differentiated and…

Overreliance on test-based assessment of learning disabilities can produce diagnostic results of questionable validity and prove stigmatizing for the child. An instructional-based model focuses on evaluation of the child's response to teaching. Observation and analysis of the student's reaction yeilds results that are more readily translatable…

This study examined the extent to which categorical differences exist in the instructional environment for students with mild handicaps. Subjects were 30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped students in grades 2-4. Twenty-four special education teachers and 54 regular…

Instruction types and amounts were observed for 30 educably mentally retarded, 30 learning-disabled, 32 emotionally/behaviorally disabled, and 30 nonhandicapped students in grades 2-4. The groups were compared on time allocation, grouping arrangements, student responding, qualitative nature of classroom instruction, and the home learning…

Eighteen language/learning-disabled adolescents were compared with 18 nondisabled adolescents and 18 linguistically matched nondisabled preadolescents on requesting assistance from listeners who vary in power and familiarity. The language learning-disabled adolescents were sensitive to social and contextual features and modified their requests…

The purpose of this study was to characterize the nature of conversational engagement evidenced by 30 learning-disabled and 30 nondisabled children while they participated in a semi-structured dyadic interaction. Also investigated were the relationships among the levels of engagement employed by the elementary or junior high students and their…

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…