Teacher ratings on the Aberrant Behavior Checklist were collected on 666 students with mental retardation attending special classes. Classroom placement and age had significant effects on subscale scores, whereas sex failed to affect ratings. The study concludes that the original scoring method, developed for individuals in residential facilities,…

A SOCIOMETRIC TEST WAS USED TO COMPARE THE SOCIAL ACCEPTANCE OF MENTAL RETARDATES IN THE GRADE SCHOOL SPECIAL CLASSES AND THE REGULAR CLASSES. MODIFIED SYRACUSE SCALES OF SOCIAL RELATIONS (SSSR) WERE ADMINISTERED IN TEST-RETEST DESIGN TO 400 CHILDREN. AN EXAMINATION WAS MADE OF THE FOUR SPECIAL NEEDS SCALES. CONCLUSIONS DRAWN FROM THE DATA…

Following its initial year, an engineered classroom for educationally handicapped (EH) children was replicated and extended. Evaluation indicated that the program could effectively increase emphasis on reading and include both primary and secondary students. Reintegration in the regular classes for EH children could be done on both a gradual and…

This manual describes a self-monitoring program for use in special education classes and residential treatment programs. The procedure can be adapted to fit almost any program already using daily point sheets or can be used to develop a new program. The procedure requires both student and teacher observation of behaviors and rewards students for…

Background and followup data were obtained for 183 subjects who had been enrolled in the School Adjustment Program (ASP), a public school program for emotionally disturbed children. Average age of the subjects at the time of followup was 16-7; mean age at entrance was 10-10; mean IQ, 96.9; average length of stay in the program, 16.7 academic…

This practicum employed a systematic series of activities to assist special education middle school students (n=16) in making successful transitions from special classes into regular classes. Students were identified as either gifted-handicapped or communication disordered. Weekly class meetings were held in which general social skills issues were…

The Classroom Centers for Multiple Handicapped Children were designed to provide profoundly retarded children with instructional programs meeting individual needs. In addition to the educational and training components of the program, speech and physical therapy services were also included. Seven classroom centers served approximately 56 children…