Reports on an experiment which used computer games to increase the efficiency of information processing and concentration skills among learning disabled (LD) children. Results showed that computer games presented within the framework of self-verbalization procedures and peer-interaction facilitated the information processing of LD children.…

The influence of disability labels, writing behavior of the person labeled, evaluator's expertise, and the interaction between these variables on the scores assigned to children's writing was examined. Disability labels did not affect the score, but the quality of writing and the examiner's expertise had a significant influence. (JAZ)

Describes a study which compared the performance of learning handicapped and nonhandicapped boys in grades four, five, and six working in like pairs, mixed pairs, and individually at the computer on a mathematics problem-solving task. It was found that the boys worked as effectively in pairs as they did individually. (LRW)

Many severely disabled individuals who rely on augmentative and alternative communication systems experience difficulties using newly acquired communication skills in settings different from those introduced in the instructional context and with different conversational partners. Methods of promoting functional communication skills are addressed,…

Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

Court decisions in Pennsylvania and other states have determined the need for extended school year services for some exceptional children. Educational considerations in determining eligibility criteria for such services are discussed, and recommendations are provided to assist states and local school districts in establishing appropriate policies…

Addresses the need to provide qualified special education personnel in rural school districts. Describes a flexible teacher training program that includes intensive short-term summer courses, correspondence course options, and relevant practicum experiences in rural areas. Presents demographic data from the first two years of field testing the…

Reciprocal interactions between teachers and two groups of preschoolers (four autistic, four mildly developmentally delayed) were observed and recorded. Teachers or aides ignored most negative initiations. Although most neutral interactions (e.g., question-answer) were reciprocal, students (especially the autistic group) did not respond…

A comprehensive three-level program evaluation plan assesses overall impact of early intervention programs through assessment of children's progress toward developmental milestones; quarterly child progress through administration of a program-relevant, criterion-referenced tool; and weekly child progress toward specific instructional objectives by…

Mentally retarded high school graduates, most of whom live with their parents, tend to make adequate adult adjustments with employment. High school vocational programs for disabled students are underutilized. Gender is statistically related to the employment status of the disabled, who usually work in unskilled service and labor jobs that they…

School psychologists, administrators, teachers, and specialists in special education settings ranked the restrictiveness of 13 procedures (such as planned ignoring, response prevention, time-out) designed to decrease inappropriate behaviors. Although general agreement was indicated by the 118 respondents, variability was noteworthy, especially in…

Job performance of disabled students can be monitored through: (1) student job reports (which emphasize self-analysis of on-the-job performance) and (2) job support groups (which focus on problem solving for employment situations). Both activities help students perceive the connection between work experience and school and help teachers intervene…

Recounts the experiences of a student with cerebral palsy in a college-level, first-semester chemistry laboratory course. Explains how a laboratory assistant worked with the handicapped student in assembling apparatus and manipulating some of the smaller equipment. Discusses the outstanding work performed by the student. (TW)

Interviewed 41 teachers, 12 handicapped students, and 12 parents of handicapped students to identify specific areas of need in handicapped students' coping with the high school environment. Found that study and organizational skills, communication, and social skills were of concern to respondents. Delineates specific skills areas and recommends…

Parents of 31 developmentally delayed children (ages 1-27 months) received training to assess their children's developmental status. No initial differences existed between parent and professional scores in the motor, social, or language domains. Differences in the self-help domain disappeared after 4 months and in the cognitive domain after 12…