This article describes how classroom discussion and field trips can be used to teach students with disabilities to engage in comparative shopping and informed choice making when they dine in fast food restaurants. (JDD)

Describes a teaching technique that develops concepts of weather and seasons through the use of a weather calendar and graph. Suggests daily and monthly activities for the first-, second-, and third-grade curriculum. Concludes that this technique helps students develop a foundation of essential geography skills and processes. (KO)

Describes an instructional model for presenting students with opportunities to analyze, synthesize, and evaluate ideas through cooperative problem solving. Provides suggestions for implementation using examples from the author's classroom experiences. (MM)

Two children, aged six and nine, with moderate mental retardation were taught syntactic rules for combining known and unknown words into two-word utterances. The use of receptive teaching with imitation of the target phrase facilitated both generalized receptive learning and transfer to production in both subjects. (Author/JDD)

The efficacy of task-related and interpersonal problem-solving training for enhancing junior high-school performance was examined with 48 difficult-to-teach, low-income, minority sixth-grade students. Half were randomly assigned to an intervention, the other half being used for control. Training was found to significantly improve grades and reduce…

Gifted underachievers at Leaside High School (Toronto, Ontario) are integrated into a program with more successful peers that is based on systematic skill development, supportive evaluation, and personal counseling. The program's integrated approach involves teaching math, English, science, and history core content along with enrichment activities…

This article briefly reviews problem-solving deficits in learning-disabled adolescents; describes decision stories; and explores how they can be used to make students more active, problem-solving learners. Three decision stories are presented to demonstrate their potential for helping students approach and/or solve academic and social problems.…

Two hearing-impaired students, aged 11 and 12, with differing American Sign Language and English-language skills, participated in a program which instructed them in summarization skills based on a knowledge of story structure. Subjects' knowledge of story structure rose dramatically, and the performance level was maintained in one subject.…

Discusses the effects of mastery learning and criterion-referenced grading schemes on student memory and motivation to succeed. Indicates that such programs are effective in college level developmental education programs. Provides suggestions for establishing criterion-referenced grading schemes, including several variants of mastery grading…

This article discusses the theoretical rationale for visually cued instruction and provides examples of pictographic and written language cues used to enhance the organizational skills, general skill development, academic learning, communication, socialization, and self-control of children with autism and pervasive developmental disorders. (DB)

Physical education teachers must include verbal prompts in their verbal feedback. The article distinguishes between prompts and feedback, making a linkage between them. It outlines a prompt/feedback package, identifies a rationale for its use in physical education, and presents components of a fifth grade basketball lesson with prompts and…

This paper describes the Early Childhood Social Skills Program developed at the University of Pittsburgh's Early Childhood Research Institute. The paper discusses specific social skill strategies as well as steps for implementing the peer-mediated social skill program in an integrated preschool setting. (JDD)

Discusses current theme in education, finding methodology for inservice courses through which skills and attitudes of teachers can be appropriately developed. Attempts to help teachers develop awareness of process by which learning takes place on an INSET course, to make process explicit to themselves and, in doing so, make this awareness…

Minilessons on two writing skills (use of adverbial phrases and possessives) were taught during whole group instruction in mainstream settings which included four sixth grade students with learning disabilities. Increases in the taught skills for three of the four students suggested the effectiveness of the minilesson approach. (DB)

This study demonstrated that 4 students (ages 6-12) with mental retardation or behavior disorders learned to treat abrasions, as indicated by pretest-posttest generalization probes conducted using nontrained injuries on the participants and another person. Skill acquisition data were roughly equivalent across two training programs (social modeling…