Assessment of adaptive behavior traditionally has been associated with the identification of individuals with mental retardation. Information on adaptive behavior increasingly is being used for comprehensive assessment, treatment planning, intervention, and program evaluation for individuals with various disorders. Data from the normative samples…

Described is a study providing paradigms for the development and evaluation of residential programs in storing relevant information, and in data processing. (Author)

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

The demonstration project report describes a successful adult basic education program in music as a device for expanding the learning potential of the emotionally disturbed and mentally deficient residents of the Woodbury (Iowa) County Home. Background information on the project and a description of its progress, including the need for…

Described are the activities of a federally-funded mental health and mental retardation center located in the Appalachian region of Kentucky. The typical treatment approach is explained; and the stereotyping of clients, lack of responsiveness to groups of clients, and neglect of mental health education in general are pointed out. The findings are…

Presented are evaluation reports on four special education programs in the District of Columbia Public Schools: a daily program for the development of linguistic and conceptual ability in 12 aphasic children, emphasizing language reception and expression; a complete instructional program for some 18 multiply handicapped, hearing impaired rubella…

The final report describes a Colorado project to evaluate the effectiveness of special education programming based on student outcomes and program quality indicators in 14 secondary schools. Major findings included: special education students, especially students with emotional/behavioral disabilities, had higher absence and out-of-school…

Five experimental programs in the District of Columbia, which were implemented in 1968-69 and have served 116 handicapped children, are evaluated. The programs provided individualized instruction for aphasic, rubella, severely mentally retarded, seriously emotionally handicapped, and multiply handicapped children. A summary and a consultant's…

A cross-age tutoring program designed to improve school performance of tutors (adolescents classified as emotionally disturbed) and tutees (children classified as educable mentally retarded) was replicated in an urban public school district. Results showed that both tutors and tutees improved on academic and social measures of school performance.…

This paper describes a model for the evaluation of a children's residential treatment center which houses the emotionally disturbed and mentally handicapped. This model is derived from the transactional perspective discussed by Kelly and Newbrough. It suggests that serious consideration be given to those variables, particularly family life style…

A 2 year project to research, design, implement, and evaluate a model of service to families or "acting families" with a mentally retarded child who presents abusive and/or disruptive behaviors at home is discussed. In the project a husband/wife therapist team spent 80 to 100 hours per family over a 3 month period to assess the problems and…

IN 1961 THE RHODE ISLAND GENERAL ASSEMBLY ESTABLISHED A COMMISSION TO STUDY NEEDS AND PROVISIONS FOR THE EDUCATION OF HANDICAPPED CHILDREN. IN ADDITION TO MEETING WITH REPRESENTATIVES OF MANY AGENCIES THROUGHOUT THE STATE, THE COMMISSION EMPLOYED A PROJECT DIRECTOR AND A STAFF OF SPECIAL EDUCATION CONSULTANTS WHO GATHERED DATA ABOUT ALL EXISTING…

Evaluated was a program designed to provide individualized supplementary instruction in reading and mathematics for two populations of handicapped children--mentally retarded and neurologically impaired-emotionally handicapped in 34 schools in New York City. Among findings were that statistically significant gains were made on both reading and…

This study applied a model for the evaluation of a children's residential treatment center. The conclusions are based on data collected for 22 children at four key points: a community baseline relating to families and prior agency contacts, a residential baseline dealing with the child's reported behavior during the first six weeks at the center,…

This report examines the impact of the Saturday School (a school and home learning program for 4-year-olds in a large suburban school district) on the following four groups: (1) students with learning disabilities, (2) students identified as either "mentally retarded" or of "low intellectual functioning", (3) students with…