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)

Using police reports and court testimonies, examined women's resistance strategies to rape. Results indicated that 85 percent of the women who resisted with physical force were responding to the offender's initiated violence. Women reacting with physical aggression to violent attack were more likely to avoid rape than were nonresisting women. (RJM)

Three adults with moderate developmental disabilities living in the community learned to independently self-schedule their leisure activity by choosing picture cards and placing them in a sequenced activity book. Self-scheduling was maintained at follow up, and resulted in increases in the weekly frequency and diversity of self-directed leisure…

A modification of the observer-based psychoacoustic procedure was used to estimate the detectability of auditory signals by infants. Data from infants up to 3.5 months of age revealed improvement in performance as a function of increasing signal intensity and age. (BC)

Studied age differences in children's understanding of (1) changes in emotional reactions to situations; and (2) the possibility that emotion might be controlled by situational or cognitive strategies. Children aged 4 to 15 years were more likely to suggest situational strategies than cognitive strategies for controlling emotion. (Author/GH)

Three supplementary tactual displays were investigated for improving speech reception through the Tadoma method of speechreading: articulatory-based display of tongue contact with the hard palate, multichannel display of the short-term speech spectrum, and tactual reception of Cued Speech. For vowel and consonant stimulus pairs, discriminability…

This article describes a model that deals with classroom behavior problems by incorporating contextual or setting events with traditional learning theory models. The paper discusses examples of setting events that affect children's aggression, ways to assess the effects of setting events on student behavior, and ways in which teachers can…

The stochastic interactive activation and competition (SIAC) model of perception is presented and tested using several data sets from previous research. The asymptotic predictions of the SIAC model are compared with those of the fuzzy logical model of perception (FLMP). Evidence favoring the FLMP is reviewed. (SLD)

A study of children's acquisition of synonymy as a sense-property during the second childhood period (as defined by Piaget) suggests that, contrary to psychologists' claims, nominal realism is a linguistic phenomenon that should be studied as such. (75 references) (Author/CB)

This article reviews current knowledge in three areas: (1) characteristics of mild/moderate hearing loss; (2) the information-bearing aspects of speech; and (3) the relationship between the electroacoustic characteristics of hearing aids and the speech signal. Implications for selecting hearing aids are drawn. (Author/DB)

Discusses the selection of multimedia technology for training applications. Highlights include differences between media; information flow and pace; the concept of interaction; a comparison of media attributes; visual attributes, including text, graphics, pictures, moving images, and sound capability; and planning for the use of multimedia. (10…

Twelve autistic children (ages 4-6) were given a choice between their mothers' speech and the noise of superimposed voices. In contrast to comparison groups of mentally retarded and normally developing children, the autistic children actively preferred the superimposed voices or showed a lack of preference for either audio segment. (Author/JDD)

In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)

Shows how Waldorf methodology, an approach advocating learning as a cooperative venture and nurturing the creative and the artistic, helped a fourth grade teacher inspire a normally uncooperative class to learn fractions. A story involving a young farmer struggling to feed his horses properly was used and accompanied by the children's own…

This paper reviews research on disturbances of children with developmental delays and handicaps in responding to complex stimuli, suggesting that such disturbances may deleteriously influence behavioral/neurophysiological development. Intervention programs for teaching children with autism a generalized set to use in responding to complex…