Early and intensive behavioral intervention (EIBI) is an approach to treating the behavioral deficits and excesses observed in children with autism spectrum disorders. The magnitude of improvement in the overall functioning of children receiving EIBI has stimulated additional research and widespread clinical dissemination through the publication…

Teachers need to address global climate change with students in their classrooms as evidence for consequences from these environmental changes mounts. One way to approach global climate change is through examination of authentic data. Mathematics and science may be integrated by interpreting graphs from the professional literature. This study…

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become…

Spelling error analysis performed on 27 dyslexic fourth to eighth graders and 27 normal second graders revealed no significant differences in phonetic accuracy, level of maturity, or incidence of serial order confusion. Findings did not support prevailing approaches characterizing dyslexic students as phonetically inaccurate spellers. (CL)

The Mathematics subtest of the Peabody Individual Achievement Test is analyzed and its content represented in a format similar to that used in diagnostic math tests. An error analysis matrix is provided and its use is illustrated with application to the mathematics performance of a sixth grade child. The subtest is recommended as a diagnostic test…

Analysis of errors on naming and recognition tasks performed by 34 children (4-12 years old) with language disabilities revealed a specific problem with naming rather than a more general vocabulary deficit and indicated four major types of errors, the most frequent of which were semantic substitutions. (CL)

Investigates the differences in spelling error features among learning disabled and normal students across four grade levels of spelling achievement. Finds support for the theory of developmental word knowledge and for the position that learning disabled and normally achieving children acquire aspects of orthography in similar progressions. (RS)

Intended to provide a knowledge base for intervention and remediation, this report summarizes what is currently known about patterns of children's reading and spelling substitution errors, with an emphasis on specific examples of the kinds of mistakes actually made by students. Following an introduction, preface, and preparatory quotes, the report…

Teacher planning procedures employing percentage-based measurement summaries and subsequent implementation of the results of planning with and without error analysis resulted in moderate increases in correct mathematics computation of learning disabled 10-13 year olds. No significant differences were found for presence or absence of error…

First, second, and fourth graders listened to stories containing an inconsistent goal and outcome. Children provided a causal inference for the inconsistency, and attributed the inference to themselves or the story. Children's attributions were related to whether the story contained causal information linking the inconsistent events. (BC)

In a replication of an earlier study, the spellings produced by 47 learning disabled (LD) students (ages 7 to 11 years) were classified in terms of a hierarchy of spelling strategies presumed to result in conventional spelling. The developmental trends for the spelling strategies used by the LD Ss were compared to the trends previously observed…

Language impaired subjects (N=10) at each age level from 6 through 10 were evaluated for ability to correct grammatical violations of word order. Normal 6-, 7-, and 8-year-olds performed better than language impaired age-matched peers, and language-impaired 9- and 10-year-olds performed better than younger impaired subjects. (Author/DB)

An investigation of spelling proficiency at the grade four level (N=174) revealed (1) pronounced gender differences favoring females, (2) program differences for two grade four spelling programs, (3) standardized test differences, (4) psychometric inconsistencies between grade equivalent and standard scores, and (5) a distinct error pattern for…

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)