Showing papers in "Exceptional Children in 1973"

Early Detection of Learning Problems: Questions, Cautions, and Guidelines

Abstract: Assumptions underlying programs of early identification of young children viewed as educationally “at risk” are reviewed in terms of the research literature relevant to questions of validity of identifying or screening techniques, implications of recognition for remediation, and possible compounding negative effects of early identification. Guidelines for development and implementation of programs of early detection are proposed. Recommendations include emphasis upon techniques which are short term and educationally oriented and which are based on functional aspects of children's behavior in classroom settings.

The Measurement of Attentional Deficits

Abstract: A new methodological procedure has been developed based on the vigilance task for investigating attentional deficits The subject is directed to respond to visual signals which occur randomly within a temporal sequence of visual events noted as a pattern of flashing lights The procedures successfully differentiate between children with learning disabilities and normal control subjects The procedure allows attentional deficits in children to be studied in such a way as to bring variables not previously controlled under experimental scrutiny The procedure has potentialities as a diagnostic tool

Talent Potential in Minority Group Students

Abstract: Pointing out the nature and scope of talent loss among low socioeconomic and minority group members, the author identifies and explores some of the issues in the retrieval of talent potential Strategies are suggested for identifying and maximizing the development of this unidentified and understimulated segment of our school population Identification procedures are based on a broadened conception of talent, and the author discusses some new, more appropriate instruments as well as more extensive uses of existing instruments such as tests of creativity Suggestions for developing talent potential are discussed in terms of teacher characteristics and curricular relevancy

Competency Based Special Education Teacher Training

Abstract: This review takes a critical look at a major component of competency based teacher education: the derivation and validation of teacher competencies. The available literature indicates that teacher competencies tend to be derived from “expert” opinion rather than the direct observation of teacher behavior, that they often are not behaviorally stated or evaluated as to whether or not they have a positive impact on child performance, and that few teacher educators or researchers are attempting to validate competencies empirically before including them in teacher education programs. Research strategies to remediate these deficits are suggested.

Teacher Retention of Stereotypes of Exceptionality

Abstract: Before an experimentally induced stereotype of a child can be passed by a teacher to a child in the form of an expectancy, the teacher must attend to, comprehend, and retain the expectancy (see Barber, Forgione, Chaves, Claverly, McPeake, & Bowen, 1969). In actual classroom settings, the teacher's expectancy for the child and the child's performance and characteristics are interactive; the child's behavior can create teacher expectancy or modify existing teacher expectancies. This study sought to determine what happens to stereotypes of exceptionality in the face of normal behavior. When teachers in training are faced with an intellectually normal child who is improperly labeled, do they retain the stereotype by rating the behavior of children labeled gifted more positively than when the same child is labeled normal and by rating the behavior of a child labeled retarded more negatively than when the same child is labeled normal?

The special child in the regular classroom.

Abstract: Three educable mentally retarded children who had previously been placed in special self contained classrooms were integrated with 22 nonhandicapped children in a third grade classroom during the first year of the North Sacramento Model Program. A similar number were integrated into a fourth grade classroom during the second year of the project. A precision teaching procedure was used with both experimental groups. Control groups of educable mentally retarded and educationally handicapped children in regular classrooms were maintained. Results indicate that the handicapped and nonhandicapped children in the integrated setting improved as much or more than did their controls in academic skills, social behavior, and attitude change.

Self Concept and the Retarded: Research and Issues

Abstract: Education and psychology have not adequately scrutinized the belief that retarded individuals are inevitably the victims of negative self concepts. This article reviews the research in this area, focusing specifically on the use of self report nstruments with retarded children. Of significance to the current debate in education is the inability of such research to generate support for the segregated placement of children. In a general sense, however, the validity and standardization of most self concept scales are open to question and the findings which emanate from their use is, at best, inconclusive.

Effect of Background Music on Learning

Abstract: ing of a common household object while on the bottom was a drawing of an animal. There were six pairs of household object-animal pictures. The household objects were consistently paired with one of the animals. (For example, the picture of the chair was always above the picture of the horse.) The materials for the irrelevant task consisted of six 3 x 3 inch white cards each displaying a picture of one of the household objects discussed above and an 8 x 22 inch white card with each of the six animal pictures displayed on the bottom half. The no music and no distractor group was administered the tasks without auditory stimulation. The distraction only group was administered the task with a tape of typical hall noises playing in the background. The music only group was administered the tasks with a tape recording of Bach's \"Air for the G String\" playing in the background. The music and distractor group was administered the tasks with a tape recording of Bach's \"Air for the G String\" and a tape recording of typical hall noises playing in the background. A three way analysis of variance was employed to analyze the data. A three way analysis was done first on the relevant learning scores and second on the irrelevant learning scores. The three way analysis consisted of two treatments, calming background music and no music; two types of auditory stimulation, distractor and no distractor; and two age levels, primary and intermediate. The results indicated that there was a significant difference between the music and nonmusic groups on task relevant learning scores (p = .026). This difference was in favor of the music group. There was, however, no significant difference between the music and nonmusic groups on the task irrelevant learning scores (p = .936). No significant difference was found between the distractor and nondistractor groups on either the task relevant (p = .125) or task irrelevant (p = .171) learning scores. No significant difference was found between the primary and intermediate groups on either the task relevant (p = .843) or task irrelevant (p = .126) learning scores. Likewise, no interaction was found between any of the independent variables at the .05 level of significance.

The Role of Punishment In the Classroom

Abstract: In the present article, the authors challenge the notion that punishment has either no lasting effect on behavior or detrimental effects. In so doing, the limitations of extinction and counterconditioning are discussed along with situations in which punishment is the better alternative for eliminating particular behaviors. In the last half of the paper, variables are explored which are suggested to alter the effectiveness of punishment, including timing, consistency, intensity, adaptation to punishment, alternative means of obtaining a goal, relationship between punishing agent and recipient, and cognitive variables.

Relationship Between Modality Preference and Performance

Abstract: The Illinois Test of Psycholinguistic Abilities was administered to 166 second graders who were classified as auditory or visual learners on the basis of discrepancies in individual test profiles. Four controlled instructional procedures were presented in classroom settings. Two procedures were primarily auditory, and two primarily visual. The 5 percent of the subjects showing greatest preference for visual tests performed equally well on visual and auditory learning tasks. Auditory learners performed equally well on auditory and visual tasks.

Use of Deficits to Identify the Learning Disabled.

Abstract: This article discusses the use of significant deficits as a defining characteristic of learning disability. Reliable measures of achievement and intelligence are used to compute the reliability of mental and achievement age differences, and the difference scores are demonstrated to be considerably less reliable than either the intelligence or achievement scores. Implications for educational planning are discussed.

Model for Preparing Regular Classroom Teachers for “Mainstreaming”

Abstract: The necessity of preparing regular classroom teachers to deal effectively with handicapped students increases in importance as trends toward \"rnainstreaming\" handicapped students develop. This study evaluates a continuing education, regular teacher preparation model which uses a laboratory/experiential approach. Significant differences were illuminated between experimental and control groups with regard to the amount of special education information learned and perceptions of the potentiality for integrating handicapped students into regular classroom environments. Most preservice education programs within universities do not require special education preparation for regular classroom personnel. Therefore, the importance of developing effective continuing or inservice education models for regular classroom teachers appears crucial if mainstreaming is to occur successfully. The major question addressed in this study was:Are there affective and cognitive changes in teachers who participate in a continuing education program of special education for regular classroom teachers?

Socioeconomic bias in the diagnosis of mental retardation.

Abstract: and adults. A number of the children liked being in a special class for reasons related to the academic activities of the school day. This was most evident at the junior high level, with 68.85 percent indicating that this is what they enjoy most about being in a special class. The most frequently mentioned reason some of them disliked being in a special class was the fighting and antisocial behavior of their retarded peers. In conclusion, it appears that children in special classes for the mildly retarded are, indeed, capable of clearly communicating their feelings regarding their educational placement. The findings of this study do not support the assumption that most retarded children resent their special class placement with accompanying feelings of rejection and stigmatization. However, children of elementary school age are more apt than those of high school age to be satisfied with their placement. Also, most mildly retarded children are fairly realistic in terms of their academic deficiencies. They show a degree of maturity one would not ordinarily expect in that many of them view their special class placement as representing an opportunity for them to learn, catch up, or improve themselves. The overall impression which emerges from the present study is not unlike the findings of Towne and Joiner (1966) in that the special class is a generally stimulating and comfortable placement for children who have had difficulty in adjusting to other placements within the educational system.

Keeping Exceptional Children in Regular Classes.

Abstract: The goal of integrating exceptional children into regular classes is currently receiving favorable attention. Financial necessity and disappointing results from special or segregated classes have been instrumental in initiating this trend. An additional justification is that broadly heterogeneous classes are a means for children to develop respect for all persons and for the dignity of human life. Ability segregated classes are believed to have detrimental effects on both the feelings of exceptional children about themselves and of others toward them (Billings, 1963; Meyerowitz, 1962; Rapier, Adelson, Carey, & Croke, 1972). It is hoped that the alternative of heterogeneous classes, in which models of respect and consideration toward a variety of individuals may be observed and reinforced frequently, may develop mutual and self respect more effectively. A final, but by no means minor, purpose in having ability integrated classes is the growing awareness of the need for curricula relevant to and reflective of human variability rather than of artificial norms and averages. General education is expected to allow for the meaningful inclusion and appreciation of ethnic, racial, sexual, physical, and ability variations without judgments about which course or method of study is more desirable. Individual differences are not to be viewed as deviations from the norm but as the basis on which the content and methods of a school curricula are to be built.

Graduation: What Happens to the Retarded Child When He Grows Up?:

Abstract: Interviews were held with parents or guardians of 120 graduates of classes for the moderately (trainable) retarded in a large southern California metropolitan school district in the years 1968, 1969, and 1970 Information was gathered to assess the quality of community life experienced by these moderately retarded adults after graduation from school Recommendation is made for (a) new criteria for evaluation of community adjustment of the moderately retarded which emphasizes comprehensive postschool programing to meet the recreational and social needs of the retarded as well as to provide occupational and vocational training and (b) community based residential facilities to provide such programing as an alternative to the parent care model and the permanent parent-child relationship it reinforces

Attitudes of children toward their special class placement.

Abstract: be worked on during the 3 month preparation for placement and what placement might be ?ppropriate. Although the psychological examtner also obtained Stanford-Binet Scale, Vineland Social Maturity Scale, and other test data, the examiner reported that the referral rating form provided immediate information which Was used to focus on individual child training programs. The parents' data also provided a qUick method of identifying which behaviors should be discussed with parents and which behaviors can or should be the focus of parent training procedures. Although the data collected thus far suggest the referral rating form has great promise, the true' value of such a tool can only be ?etennined by its broad utility in the field. The Ultent of this article is to make the form public and to encourage its use in a variety of settings for the purposes appropriate to the particular Setting. Further, it is anticipated that although as a general form it may not be appropriate for some setting, if such a tool is needed, it is hoped that the form will be modified accordingly. Although the form has only been Used with retarded populations, it may be of Use in various early child development screening programs. ----------------R.olf A. Peterson is Associate Professor and Clinic Director, Department of Psychology, University of Illinois at Chicago Circle, Box 4348, Chicago, Illinois 60680; Sally Gorski is Director, Socto-Educatton-Behavtor Program, Illinois State Pediatric Institute, Chicago; and R.hode L. Kreisman is a graduate student, Department of Psychology, University of fllinois at Chicago Circle, Chicago.

Visual perception of motor impaired children: implications for assessment.

Abstract: Children with motor handicaps are frequently depicted as having serious disabilities in visual perception (Bender, 1938; Berko, 1954; Kephart, 1960; Gallahue, 1968). Two arguments supporting this observation are: (a) as cerebral dysfunction is often the suspected cause of both motor impairment and visual misperception, the likelihood of a visual perceptual deficit is enhanced in any sample of children with motor disability; and (b) as many theorists postulate a direct relationship between motor development and perception, significant defects in one skill should produce some impairment of function in the other. It is equally possible, however, that the observed high incidence of perceptual disorder in motor handicapped children may be a function of the tests used to measure visual perception. Colarusso's (1972) review of common tests of visual perception suggests that most of these tests require considerable motor ability. The most prevalent devices, e.g., the Bender Visual Motor Gestalt Test for Children (Bender, 1938), the Memory-For-Designs Test (Graham & Kendall, 1960), the Marianne Frostig Developmental Test of Visual Perception (Frostig, Maslow, Lefever, & Whittlesey, 1964), among others, actually measure visual-motor integration since they all include tracing or copying tasks. If perception is measured with such devices, the results may reflect a child's motor deficiencies rather than his perceptual inadequacies. The rationale for measuring visual perception by using a test of visual-motor integration is reflected in a statement by Bender (1938), \"The motor behavior of the small child ... adapts itself to resemble the stimulus perceived in the optic field [p, 9] .\" This implies that the child's perception of a stimulus is reflected in his ability to copy it. Kephart (1960), Ball (1962), and Berko (1954), among others, supported this relationship.

A scale for early detection of children with learning problems.

Abstract: The Rhode Island Pupil Identification Scale, which is a pupil behavior observation scale for use by classroom teachers, is discussed. The scale is a multipurpose instrument designed to improve communication among the educator and his colleagues in the other child centered professions. The standardization sample comprised 851 pupils in kindergarten through second grade drawn from 7 schools in 3 school districts in Rhode Island. Retest reliabilities and several validity studies are reported, and the findings of the studies attest to the concurrent and predictive validities of the scale.

Factors in Special Class Placement

Abstract: In an effort to identify factors associated with placement in classes for the educable retarded, comparisons were made between a group of 17 low IQ (< 80) regular class subjects and three groups of special class subjects: (a) 18 low IQ (< 80) subjects, (b) 9 average IQ (≧80) subjects, and (c) the total group of 32 special class subjects. No differences were found between regular and special class subjects on preschool readiness and language development or on achievement prior to differential placement. Significant socioeconomic status differences favored the regular class subjects. Both low socioeconomic status and poor school behavior were associated with special class placement of average IQ children. At 9 years of age, significant differences favoring regular class subjects were found on measures of academic achievement. These differences were attributed to the effects of differential school placement.

Receptive Abilities of Deaf Children Across Five Modes of Communication

Abstract: 74 children in 7 preschool programs for the deaf were assessed in a measure of receptive communication. Subjects ranged from 48 to 72 months with a mean chronological age of 61.96 months. Hearing losses ranged from 71 to 100 decibels with a mean loss of 95.49 decibels. Subjects were tested across five modes of communication: (a) sound alone, (b) sound plus speechreading, (c) sound and speechreading plus fingerspelling, (d) sound and speechreading plus signs, and (e) the printed word. Four levels of difficulty were assessed for each mode: (a) number concepts, (b) adjective-noun phrases, (c) noun-conjunction-noun phrases, and (d) noun-verb-prepositional phrase constructions. Results suggest that the most efficient means of receptive communication was simultaneous use of sound and speechreading plus signs. Children using this system receive information at least as efficiently as other deaf children when manual components are removed. Implications of the findings are discussed.

Special education: assumptions, techniques, and evaluative criteria.

Abstract: Current conceptions about the nature of educational exceptionality are examined. These very different conceptions have formed the basis for three types of remedial approaches to the same manifest educational handicaps. In some instances these recommended approaches are either theoretically or practically incompatible. Criteria for the evaluation of the effects of remediation are seen to vary in terms of the generality or specificity of the outcome and the temporal interval between the remedial effort and the desired effect.

Social Perception in Deaf and Hearing Adolescents

Abstract: Slides containing facial caricatures and six social interaction cartoon films were presented to deaf and hearing adolescents (12 to 19 years old). Results indicated few age related differences in perceptual reports. A number of deaf-hearing differences suggested that these groups often differ in their extraction of social information from the eye region of the face, as well as from gross motor activity. Findings were discussed in relation to a number of recent findings in the literature.

Language Comprehension in the Moderately Retarded Child

Abstract: The Carrow Auditory Test of Language Comprehension was administered to retarded trainable pupils attending public school special education classes (a) to evaluate the appropriateness of the Carrow test for use with trainable retarded children and (b) to compare the development of linguistic comprehension of children with normal IQ's with that of trainable retarded children The results suggest that the Carrow test can provide useful information concerning the language comprehension development of trainable retarded children Results further demonstrate systematic language growth in children with IQ's as low as 20 and 30 These children acquired mastery of vocabulary items and aspects of morphology and syntax When matched on mental age, the retarded children's use of lexical items did not differ from nonretarded children's to a great extent; however, retarded children's use of grammatical categories was inferior to that of nonretarded children

Effect of Visual Perceptual Training on Reading Achievement

Abstract: This study was designed to determine the effect of visual perceptual training on perceptual, readiness, and word recognition skills of low readiness first grade children The experimental group worked on Frostig worksheets Under equally close attention of the teacher, control pupils listened to stories through a headset Gains in perception, readiness, and word recognition outcome variables analyzed for experimental and control groups within 16 classrooms and between 4 pretreatment perceptual levels showed no significant differences in favor of the experimental group

Accountability in Special Education: Some Problems.

Abstract: An appraisal of accountability from a special education perspective is presented. Attention is first given to types of accountability, and then, measurement problems are addressed, including measurement, objectives, and special education; norms; limitations of standardized tests for accountability and special education; and criterion referenced measures. Recommendations for proper use of standardized tests with exceptional children are also offered. Next, statistical problems in special education accountability are taken up. These include problems with multivariate and parametric methods, regression effects, and difference scores and the measurement of change. Other aspects focused on were special education accountability at the secondary level, accountability and current understanding of special education teacher characteristics and behavior, the potentially subversive effects which accountability may have on hard to assess objectives and theory development, and problems of attributing cause and effect i...

Expanding the Resource Concept: The Resource School:

Abstract: This article details the administrative procedures, personnel training, curriculum modifications, evaluation schema, and cost involved in the conversion of a school district special education program to a resource school model. Through the cooperation of university personnel and school district authorities, a model program was developed and used as a preservice practicum site. In addition to serving handicapped children, nonhandicapped children with remediable learning deficits were successfully served. Data pertaining to the child population, staff characteristics, and results of summa five evaluations of reading progress are presented.

Career Education Needs of Secondary Educable Students

Abstract: The major purpose of this study was to identify the needs of secondary level educable mentally retarded students and the competencies teachers must have to meet these needs. From the data received at a conference for state and national authorities, a field questionnaire was developed and sent to 30 randomly selected administrators and 251 secondary level teachers of the educable retarded in Wisconsin. The results showed that a greater emphasis is needed to prepare secondary teachers of the educable retarded with knowledge and skills in vocational rehabilitation and vocational education. The teachers indicated that increased involvement of other school and out-of-school personnel was needed to meet some of their students primary needs, and that a prevocational coordinator position was especially needed. The study reflected needed changes in both regular and special education teacher preparation.

Describing Resource Teacher Programs

Abstract: With the trend toward keeping handicapped learners in the educational mainstream, the development of resource teacher programs has ?een rapid. There appear to be at least three lInportant dimensions along which resource programs differ: (a) direct versus indirect servIce, (b) ability versus skill (diagnostic/ p~escriptive orientation), and (c) resident versus ItInerant delivery. Where an individual resource program is located along these dimensions deP~nds upon such intransigent factors as financ~al and human resources, personal and educatIonal philosophies, and incidence of handicapped children. While resource programs may vary along these dimensions, they share, or should share, the following set of common standard attributes: (a) identified criterion performance, (b) daily instruction and assessment, (c) in?ividual instruction, and (d) management of 1l1dividual programs. The attributes viewed as standard are those that signify quality in educational programs and practices.

Teacher Ratings and Self Concept Reports of Retarded Pupils

Abstract: This study examines the relationship between self ratings and teacher ratings of 100 children in classes for the educable mentally retarded. The results indicate that the self images of these pupils are positively related to the teachers' image of their academic ability. The teachers' ratings of each pupil's social and emotional behavior were not correlated significantly with the child's perception of his social or emotional relationship. In addition, the educable mentally retarded subjects in this study did not perceive their standing among peers to be positively correlated to academic success. Implications of these findings for the pupils ' educational program are suggested.