Investigates the effects of case-based instruction, compared to traditional instruction, on students' ability to activate, assemble, and incorporate different knowledge sources in memory. Finds that activating and expanding knowledge through the use of thematically organized and cross-disciplinary self-selected cases facilitated students' ability…

Two students with moderate to severe mental retardation learned delayed matching to sample in which some of the trials involved complex sample stimuli, each consisting of a picture and a printed word. Matching to either the preceding picture or printed word sample was reinforced. Evidence for the formation of equivalence classes was observed.…

Three preschoolers with mental retardation were taught object labels using an elicited-production method, under two conditions: following the child's lead and recruiting the child's attention toward the target object. Results indicated that object-label teaching was more efficient under the following-the-child's-lead condition. (Author/JDD)

A major difference between teaching translation skills and teaching English is the sense of teacher-student partnership in translation classes. Techniques for teaching translation are suggested. (LB)

Reviews computer programs that can be used in comprehensive curriculum to train counselors to understand and use the Diagnostic and Statistical Manual of Mental Disorders, Third Edition, Revised (DSM-III-R). Identifies four categories of skills necessary for beginning counselors to master to make DSM-III-R diagnoses and then presents information…

Discusses integrating the Diagnostic and Statistical Manual of Mental Disorders, Third Edition, Revised (DSM-III-R) training into the school, marriage and family, and mental health counseling tracks of a master's level program that was designed according to Council for Accreditation of Counseling and Related Education Programs standards. (Author)

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

This study presents three cases of adults with profound developmental disabilities in which assessment data showed that self-injurious behavior occurred in at least two test conditions and describes a method used to analyze the effects of treatments based on hypotheses of multiple control. (Author/DB)

This study effectively eliminated face-slapping behavior in a 10-year-old boy with severe developmental disability and autistic characteristics. The subject wore wrist weights for up to 30 minutes each day. Face slapping did not occur during a follow-up check conducted five months after study completion. (Author/DB)

A study investigated the utility of importance-performance analysis, a marketing tool for assessing marketing position and performance, in learning how college applicants perceive their chosen college in comparison with others. Findings reflect the complexity of student decisions and suggest the "average" college performs above average…

Describes the use of character journals (a written diary kept by the reader who assumes the role of the main character) with a group of eighth-grade students. Shows how students think more about what they are reading and come away with a better sense of their own identity. (SR)

Teachers of students with deafness (31 teachers following an oral approach and 93 following the Total Communication approach) were surveyed to examine work-related stress. The two groups did not differ in overall stress levels but did differ on two stress factors: institutional provision of technical and personnel assistance, and agreement with…

This article provides an introduction to Tourette's Syndrome, an inherited neurological disorder characterized by motor and vocal tics. Considered are prevalence of the syndrome, common characteristics, instructional strategies, and the critical role of the teacher. (Author/DB)

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

This article compares four theories relating vocabulary knowledge to reading comprehension and applies these theories to vocabulary development instructional approaches for various types of students with problems in reading comprehension. The four theories are the instrumentalist hypothesis, the aptitude hypothesis, the access hypothesis, and the…