The present investigation replicates and extends an earlier study comparing 2 conditions, a dictionary approach versus a concept mapping model, on the learning of vocabulary words among 4 students with mild disabilities (i.e., emotional and/or behavioral disorders and other health impairments) attending a middle school. An A-B-A-B design was used…

The purpose of this study was to determine whether Black students with mild disabilities receiving their education in general education settings perform better academically than Black students with mild disabilities receiving their education in resource classroom settings. Sixty-four Black high school students with mild disabilities receiving…

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…

Cognitive and achievement levels were analyzed for 192 students (grades 1-12) served in generic special education resource rooms in a Texas community, using cognitive and achievement test data, service delivery information, and demographic data. Grade levels of the subjects were used as a constant in the data analysis. Among reported findings were…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

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…

Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…