Large scale international assessments depend on invariance of measurement across countries. An important consideration when observing cross-national differential item functioning (DIF) is whether the DIF actually reflects a source of bias, or might instead be a methodological artifact reflecting item response theory (IRT) model misspecification.…

Multidimensional item response theory (MIRT) models have generated increasing interest in the psychometrics literature. Efficient approaches for estimating MIRT models with dichotomous responses have been developed, but constructing an equally efficient and robust algorithm for polytomous models has received limited attention. To address this gap,…

This paper presents a mixture item response tree (IRTree) model for extreme response style. Unlike traditional applications of single IRTree models, a mixture approach provides a way of representing the mixture of respondents following different underlying response processes (between individuals), as well as the uncertainty present at the…

This article proposes a developmental model to socialize teachers at all levels (preservice, novice, and experienced) and in all positions (general education, special education, elementary school, middle school, and high school) in the methodology of action research. A process for advancing professional understanding is theorized to include the…

A developmental model of mental activity is proposed, describing central processing skills that are metaphorical in nature. This metaphorical thinking, in which semantic fields and knowledge domains are juxtaposed to enable individuals to perceive similarities between prior knowledge and unfamiliar situations, enables individuals to develop toward…

This document is intended to help school psychologists promote more effective generalization of school intervention programs for education students. Concepts (including transfer of training and response generalization) are reviewed. An approach is described which analyzes problem behavior according to its major controlling variables (skills or…

The author presents a model comprised of target behavior, stimulus, e.g., contingency, and instructional process, which may affect generalization with severely handicapped students. The literature relating to each component is summarized, and empirically validated suggestions for implementation are offered. (MC)

The purpose of this paper is to explore techniques for helping students to develop concepts and generalizations. The author presents three models (Taba, DeCecco, and Fenton) for concept development, and concludes with a discussion of the taxonomy approach, the single concept technique, and the paragraph technique. (KC)

The article presents a model of learning based on the four learning stages of (1) acquisition, (2) proficiency, (3) maintenance, and (4) generalization. The importance of directing instruction at the appropriate learning stage is stressed and examples are given. (DB)

This paper presents the Hypothesis Testing Theory/Model and the Information Processing Model developed by M. Parrill-Bernstein in relation to the field of behavior disorders. The models provide a framework for (1) studying both problem solving skills and social behavior and (2) developing intervention programs for behavior disordered adolescents.…

The first of two articles, featuring innovations and research on programs for learning disabled students in middle and high schools, reports expected goals and actual outcomes on intervention programs, identifies seven components for inclusion in a comprehensive intervention model, and focuses on the motivation, acquisition (of information), and…

A conceptual framework of social competence is presented to formulate actions that will enhance the social competence of learners with mental disabilities. This chapter discusses the individual's culturally determined inputs; the processes of social affects, social skills, and social thinking; and the desired social outcomes. The history of social…

The booklet describes studies undertaken by the Washington Research Organization (UWRO) to examine generalization processes with severely handicapped students. Section one provides background information on the UWRO, including UWRO's advisory committee, communication with other institutes for research in education of the severely handicapped, and…

The manual presents 12 papers summarizing research on the effectiveness of the Kansas Individualized Curriculum Sequencing (KICS) model for severely handicapped students. The first three papers examine the effects of distributed practice schedules on the learning, generalization and initiation of students. The use of distributed practice, an…

This book evolved from a conference convened to address critical issues in the education of children and youth with autism (Reston, Virginia, February 1980). Fourteen papers deal with critical issues in the education of autistic children and youth from perspectives of administrators, teachers, parents, researchers, and program developers. B.…