Defines and describes educational ethnography. Discusses the potential of ethnographic methodologies in music education research. Examines data collection, methods and issues concerning the theoretical framework, reliability, validity, and generalizability of ethnographic research. (AEM)

The meta analysis examined the ecological validity of 241 research studies concerned with changes in targeted behaviors in the moderately or profoundly retarded or autistic. Analysis of setting (least restrictive or not), maintenance, generalization, and social validity of procedures and outcomes indicated only a slight trend toward increased…

The study with five mildly handicapped students (ages 10-12) found that changing setting (regular or resource classroom) alone had no significant impact on student performance. The combined effect of changes in test materials and test administrator, however, indicated that curriculum differences did affect extent to which skills were transferred…

Five preschool children at risk for mental retardation were taught to choose an odd stimulus which varied in one important dimension (e.g., form, color, or size) from other stimuli in a set. Oddity responding was shown to transfer across stimulus types, and learning was maintained for a minimum of six weeks. (Author/JW)

Two studies involving an electively mute and a mildly retarded Native American student featured practice with a specific category of questions while programing peer presence to promote verbalization of verbal compliance to the same category of question in group reading. (CL)

Retrospective study of case records of speech-delayed children (N=73) given 14 different management programs over seven years suggested that age and error type may be predictors of potential spontaneous generalization and that the inclusion of self-monitoring procedures may increase the probability of early spontaneous generalizations of target…

The authors review several existing models of vocational assessment for the special needs learner. They argue the need to include generalizable skills assessment information in the vocational assessment process and provide suggestions for incorporating this information in the vocational assessment process for the special needs learner. (CH)

The study describes a computer-assisted instruction program that implemented a constant time delay procedure to teach the spelling of 15 state names to a sixth grader with a history of spelling disabilities. Maintenance and generalization of training effects also occurred. (Author/DB)

An African gray parrot, taught to employ the vocalization "want" before an object label so as to discriminate functional labeling from requesting, subsequently generalized "want" to novel situations. The findings of the study indicate that the training procedure might be applicable to intervention programs for humans with…

This paper suggests an approach for organizing the social studies curriculum to meet the need to identify specific goals while allowing for flexible content. Includes an example of how the approach works in the area of citizenship education. (JDH)

The article discusses generalization in use of learning strategies with the mildly disabled and presents a generalization model. Major research findings indicate the importance of explicit instruction in generalization, teacher expectation of strategy generalization, and feedback. Seven areas of research needs (such as motivation and metacognition…

Compared two interventions to enhance career development. Persons with disabilities participated in situation-specific intervention based on skills deficit model or intervention combining skills deficit and inhibition models and emphasizing generalization of skills across settings. Both interventions were superior to no-intervention control;…

Evaluates some possible reasons for the occurrence and eventual correction of children's naming errors in an experiment in which two-, four-, and six-year-olds learned two artificial object names in succession. (HOD)

The study examined whether two groups of profoundly hearing-impaired children (N=12) could learn and generalize phonetic-level speech skills into spoken language. One group was trained using content words, the other function words. Both groups made equal gains in speech, but the function group also gained in two language measures. (DB)

Two studies required 11 learning disabled (LD) elementary students to spell unknown words using standard written dictation and imitation-modeling. When the LD students were permitted sufficient, though individually variable, exposure to minimal correction procedures, they spontaneously generalized what had been learned from one spelling list to…