The study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. (Author)

Twenty-nine 10-year-old educable mentally retarded Ss in a resource room program were matched on age, intelligence and reading level (preprimer) with 41 special class controls to determine the efficacy of the resource room as an alternative to special classes. (MC)

Two experiments were conducted with a total of 30 learning disabled third grade children to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for LD children. (Author/DB)

Five groups of approximately 50 children, grades 2 through 6, from each of five schools (four in low socioeconomic mostly black areas), originally referred for 1 or 2 years' support in a behaviorally oriented resource room, were followed up after regular class placement for 2 or 3 years. (MC)

Compared were the effects of small group instruction and cross-age tutorial instruction on 29 learning disabled, educable retarded, or emotionally disturbed elementary school children in a resource room setting. (Author/MC)