Eighteen preschoolers with language impairments who had participated in a highly effective five-month intervention that focused on expressive grammar received an additional five-month intervention. Although participants improved during Phase 2, improvements generally were not as strong as those noted for Phase l. The costly clinician-administered…

This article describes an elementary school's use of a curriculum-based measurement (CBM) system that allowed teachers to develop reading and mathematics interventions to assist students with and without disabilities. Presents a step-by-step approach to developing CBM and guidelines for implementing CBM in entire classrooms or for individual…

These two commentaries on the article "Head Start: Challenges and Training Needs" (Leah Buscemi and others) discuss the role of technical assistance providers in helping grantees work with community institutions, especially local education agencies; the need for formal written interagency agreements; the necessity for creating parent…

This article discusses ineffective practices and educational outcomes attributed to the whole language approach which may stem from other educational dynamics, such as failure to provide adequate training or mentoring to teachers, confusing language as a communication process with language arts skills, and failure to apply known principles of…

Interviews a professor of psychology and education who discusses the implicit messages about differences and power relationships that children receive from the adults around them. Teachers should assess their own biases and work to ensure that multicultural education is more than superficial window dressing. (SLD)

A survey of 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures showed the continued effect of the 1977 federal definition and criteria, while revealing variations in state definitions and criteria. The impact on prereferral…

A survey of states (n=51) found less than half require prereferral intervention. In comparison to research in 1989, 13 states that previously did not have statewide mandates now do so, 4 states moved their policy from required to recommended, and 5 states moved from required or recommended to no mandate. (Contains references.) (Author/CR)

An Oregon school district implemented an approach to reading that goes beyond instruction to prevention. Starting in kindergarten, the model features regular assessment, direct instruction, small-group instruction, and training for all teachers and assistants. At-risk kindergartners get extra reading instruction. Today, only 2 percent of kids…

This article makes the case for early intervention with young children with both developmental and behavioral problems. It cites intervention research that supports the effectiveness of parent management training and the use of applied behavior analysis, but recognizes the need for randomized controlled trials with adequate follow-up and…

The need for phoneme awareness and methods of fostering phoneme awareness are discussed, along with available assessment measures, research findings, and phonological awareness training programs. Educators are urged to use phoneme awareness techniques for assessment and remediation when appropriate. (CR)

A study was conducted of 217 clients with developmental disabilities and behavioral and psychiatric disorders, who had been referred for crisis intervention, to determine what factors predicted their rereferral. Factors included nonfamily residence and self-injurious behavior for those under age 30, and aggression for those over age 30. (CR)

Focuses upon the selection and fitting of hearing aids for young children in Japan. Explains fitting methods and their evaluation. Suggests that although most of the schools for the deaf are making serious efforts to establish binaural fitting and use of residual hearing, lack of professional training hinders those efforts. (AA)

Twenty-eight studies on instruction in natural environments with children with disabilities were examined from an effective teaching perspective. Results indicate that more powerful and uniform effects with instruction in natural environments may be produced by adapting some practices and principles of effective group instruction, including…

This article reflects on a review of 28 studies on instruction in natural environments with children with disabilities that indicated instruction in natural environments may benefit from adapting some practices and principles of effective group instruction. Discusses using milieu teaching for language development in preschool children. (CR)

With appropriate techniques, physicians interested in sports medicine can use their brief contacts with adolescents to address issues of violent behavior. Seizing the moment to gauge involvement and counsel appropriately can be done on any brief visit. The paper presents specific strategies for such teen violence prevention. (SM)