Showing papers in "Journal of Special Education in 1987"
TL;DR: This paper investigated how different methods of text production affect the writing processes and products of LD students, and found that handwritten and word processed stories did not differ on any of the product measures, including length, quality, story structure, mechanical or grammatical errors, vocabulary, or mean T-unit length.
Abstract: The purpose of this study was to investigate how different methods of text production affect the writing processes and products of LD students. Eleven fifth and sixth grade LD students, selected for their experience with word processing, composed and revised stories using handwriting, dictation, and word processing. Dictated stories were significantly longer, were of higher quality, and had fewer grammatical errors than handwritten or word processed stories. The handwritten and word processed stories did not differ on any of the product measures, including length, quality, story structure, mechanical or grammatical errors, vocabulary, or mean T-unit length. However, differences between handwriting and word processing were found on the process measures of composing rate and revisions. Implications for writing in struction with LD students are discussed.
347 citations
TL;DR: In this paper, a conceptualization of social competence relevant for school settings is presented, and relationships between adaptive behavior and social skills are documented and a classification system for social competence deficits is provided.
Abstract: Social skills and adaptive behavior represent two subdomains of the superordinate construct of social competence. Adaptive behavior is viewed as the effectiveness and degree to which an individual meets social/cultural standards of personal independence and social responsibility. Social skills represent behaviors which, in specific situations, predict important social outcomes for children and youth. This article presents a conceptualization of social competence relevant for school settings. Relationships between adaptive behavior and social skills are documented and a classification system for social competence deficits is provided. Assessment procedures for classification and intervention purposes will be described with special reference to commonly used adaptive behavior measures.
199 citations
TL;DR: Bibliotherapy, the use of reading to produce affective change and to promote personality growth and development, is examined through a comprehensive analysis of the literature as discussed by the authors, and a conceptual framework with which to review the available data is suggested.
Abstract: Bibliotherapy, the use of reading to produce affective change and to promote personality growth and development, is examined through a comprehensive analysis of the literature. A conceptual framework with which to review the available data is suggested. This framework looks at bibliotherapy in four ways: as self-actualization therapy, a strategy for attitudinal change, a method for self-concept improvement, and an instructional/didactic tool. The literature analysis reveals little systematic demonstration of the efficacy of bibliotherapy and cautions against special education utilization without controlled study. Until such research becomes available, the special educator should proceed slowly in use of this intervention. However, understanding of the principles, philosophy, and practices of bibliotherapy is seen as valuable for those personnel working with children who may profit from the exposure to reading materials directed to their specific problems.
107 citations
TL;DR: This paper examined the behavior of two groups of students in fifth grade, a group of students identified as at risk for development of antisocial behavior and a normal control group, who were identified primarily on the basis of familial variables.
Abstract: This study examines the behavior of two groups of students in fifth grade—a group of students identified as at risk for development of antisocial behavior and a normal control group. Students in the at risk group were identified primarily on the basis of familial variables. Subjects were selected for two separate cohorts that were studied 1 year apart to facilitate the investigation of generality of findings. Subjects' academic engaged time and social interactive behavior in recess settings were observed and teachers completed ratings of different aspects of the students' social skills. Records were inspected for evidence of principal contacts regarding discipline, attendance, and special education services received. Clear differences were indicated in school behavior between the two groups that were replicated across cohorts.
106 citations
TL;DR: In this paper, the authors examined the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of 28 mildly handicapped (MH) and 63 nondisabled students enrolled in three 9th and 10th grade math classes.
Abstract: The present study examined the effects of a Classwide Student Tutoring Teams (CSTT) program on the academic performance of 28 mildly handicapped (MH) and 63 nondisabled students enrolled in three 9th and 10th grade math classes. Effects were analyzed using multiple baseline designs across settings with a withdrawal of treatment in one classroom. Analyses of group and individual results indicated that the implementation of CSTT resulted in average increases of 20 percentage points on weekly math exams. The percentage of students earning A grades rose abouve 40% while CSTT was in effect, and failing grades were virtually eliminated. No mildly handicapped students received a failing grade on their report cards during CSTT instruction, whereas eight MH students maintained averages about 90%. Anecdotal student and teacher comments indicated that Classwide Student Tutoring Teams was an acceptable classroom intervention. Educational implications for secondary mainstreamed students and teachers are discussed.
89 citations
TL;DR: In this article, the authors reviewed adaptive behavior research in the following areas: the relationship between adaptive behavior and intelligence and school achievement, the relationship among different measures of adaptive behavior, predictive aspects, declassification, group differences in adaptive behaviour, relationship between parents' and teachers' ratings, factorial dimensions, the effects of training and intervention, and stability and interrater reliability.
Abstract: In recent years, a great deal of research concerning adaptive behavior scales has been conducted. This article reviews adaptive behavior research in the following areas: the relationship between adaptive behavior and intelligence and school achievement, the relationship between different measures of adaptive behavior, predictive aspects, declassification, group differences in adaptive behavior, the relationship between parents' and teachers' ratings, factorial dimensions, the effects of training and intervention, and stability and interrater reliability.
71 citations
TL;DR: In this paper, the authors discuss three issues in the assessment of adaptive behavior: the clarity of the construct of adaptive behaviour, the norm samples for adaptive behavior scales, and the predictive validity of adaptive behaviors scales.
Abstract: This article discusses three issues in the assessment of adaptive behavior: the clarity of the construct of adaptive behavior, the norm samples for adaptive behavior scales, and the predictive validity of adaptive behavior scales. It is concluded that while the concept of adaptive behavior is still too vague it is at least as well defined as other constructs, such as intelligence. Vast improvements are noted in the standardization properties of major adaptive behavior scales. Finally, it is argued that adaptive behavior assessment lacks clear evidence of predictive validity. A research agenda aimed at improving adaptive behavior assessment is presented.
56 citations
TL;DR: Criteria for incorporating technology into the integrated team planning process is discussed, and consideration is given to ethical and philosophical issues that must guide the application of new technological advances.
Abstract: Technological advances relevant to the needs of persons with severe handicaps are emerging at a rapid rate. These devices and adaptations have significant potential for enhancing opportunities for integration, independence, and personal choice for this group of individuals. This article discusses several critical issues related to the use of technology: (a) obstacles to the use of adaptations and technological devices, (b) strategies for the selection, design, and use of adaptations and technological devices, and (c) an approach for incorporating technology into the integrated team planning process. Consideration is given to ethical and philosophical issues that must guide the application of new technological advances.
53 citations
TL;DR: In this paper, the mathematics performance of learning disabled (LD) students and their non-abled peers on the Florida State Student Assessment Test-II (SSAT-II) was evaluated, and employers' opinions about the importance of mathematical skills assessed on the SSAT II were analyzed.
Abstract: Minimum competency testing is currently a reality in American education; the practice presents a number of problems for regular class and handicapped students. In this research, the mathematics performance of learning disabled (LD) students and their nondisabled peers on the Florida State Student Assessment Test-II (SSAT-II) was evaluated, and employers' opinions about the importance of mathematical skills assessed on the SSAT-II were analyzed. It was reasoned that information such as this would provide valuable benchmarks for use in planning, organizing, and implementing educational programs for high school students. Skill performance and mastery scores were tabulated and compared for adolescents classified as learning disabled and their regular class peers; the relative importance of various skills to employers was also tabulated and compared. Strengths and weaknesses in basic math competencies were identified and relations among these skill performances and employer opinions were identified. In general...
47 citations
TL;DR: In this article, the authors followed 30 learning disabled, 32 emotionally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students each for one entire school day.
Abstract: Observers followed 30 learning disabled (LD), 32 emotionally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students each for one entire school day. They recorded in 10-second intervals the amount of time allocated to instruction in specific content areas, amounts of time spent in different school settings, and time allocated to instruction as a function of setting. While there were differences among groups in amount of time spent in regular versus special education, there were few differences among categories in the amount of time allocated to instruction in specific content areas. Issues related to current special education practice are addressed.
44 citations
TL;DR: This article examined the overlap between reading subtests of four individual achievement tests and five basal reading curricula and found that little overlap exists between what is taught and what is tested, and the degree of overlap varied considerably across tests and curricula.
Abstract: The overlap between reading subtests of four individual achievement tests and five basal reading curricula was examined. Raw scores, grade equivalents, percentiles, and standard scores were reported that would be obtained if all words appearing in each grade level of the curriculum were mastered. Results showed that little overlap exists between what is taught and what is tested. Additionally, the degree of overlap varied considerably across tests and curricula. Implications for interpretation of individual standardized achievement test results were discussed.
TL;DR: In this paper, the relationship between specific characteristics of individuals with mental retardation, as rated by their teachers, and their abuse by residential caregivers was investigated, and a significant relationship (p <.05) between abuse status and teacher ratings of level of functioning and frequency of maladaptive behaviors was found.
Abstract: The relationship between specific characteristics of individuals with mental retardation, as rated by their teachers, and their abuse by residential caregivers was investigated. Teacher ratings of 91 abuse victims from five state training centers in Virginia for individuals with mental retardation were compared to 91 randomly selected control subjects from the same facilities. Discriminant analysis results indicated a significant relationship (p < .001) between abuse status and a linear combination of subject characteristics. In addition, the Pearson chisquare test of independence was used to test the relationship between individual characteristics and behaviors of subjects and abuse status. Results indicated a significant relationship (p < .05) between abuse status and teacher ratings of level of functioning and frequency of maladaptive behaviors. Implications for caregivers and educators are discussed.
TL;DR: In this paper, the role of community environmental factors in the adaptive behavior of mentally retarded persons is examined and the implications of using adaptive behavior measures is presented through an illustrative case study.
Abstract: Adaptive behavior and mental retardation are addressed in terms of their historical relationship, current definitions and concepts, and issues related to structure and content. The role of community environmental factors in the adaptive behavior of mentally retarded persons is examined and the implications of using adaptive behavior measures is presented through an illustrative case study. It is argued that there are still critical needs for the development of sound theories and models of adaptive behavior to guide future research and practice, especially in the design of interventions to enhance the adjustment and opportunities for people with disabilities.
TL;DR: In this paper, a comparative study of the responses of four Australian and U.S. teacher groups to the ecological assessment system called AIMS (Assessments for Integration into Mainstream Settings) is presented.
Abstract: This paper presents a comparative study of the responses of four Australian and U.S. teacher groups to the ecological assessment system called AIMS (Assessments for Integration into Mainstream Settings). AIMS was developed for the purposes of (a) identifying optimal placement settings for the social integration of handicapped students, (b) identifying the minimal behavioral demands and social skills required in target, less restrictive settings, and (c) providing for the postintegration assessment of pupils' social and academic adjustment status. The purpose of the present study was to assess similarities and differences between Australian and U.S. teacher groups to two of the AIMS assessment instruments (The SBS Inventory and Correlates Checklist) and to compare responses among the four Australian teacher groups, regular and special education preservice and inservice teacher samples. Results revealed (a) similarities and striking differences between U.S. and Australian teacher groups, (b) considerable ov...
TL;DR: Adaptive behavior is a dynamic construct, influenced by cultural norms and age-related expectations as mentioned in this paper, and the zeitgeist of the times also has affected how it has been conceptualized and applied to practice.
Abstract: Adaptive behavior is a dynamic construct, influenced by cultural norms and age-related expectations. The zeitgeist of the times also has affected how it has been conceptualized and applied to practice. This paper presents a brief and selective history of the care and treatment of persons with mental retardation, emphasizing the roles that adaptive behavior has played in assessing and treating this group of handicapped persons. The purpose of the historical perspective is to contribute to a clearer understanding of adaptive behavior and a greater appreciation for its potential importance in training as well as assessment of mentally retarded individuals. In the final sections of the paper, we discuss current and possible future applications of adaptive behavior.
TL;DR: For instance, this article found that mothers of learning disabled (LD) and normally achieving (NA) pupils administered an academic task to their children in their homes and assessed their expectations, observed interactions, and attributions for their youngsters' performance.
Abstract: Mothers of learning disabled (LD) and normally achieving (NA) pupils administered an academic task to their children in their homes. Mothers' expectations, observed interactions, and attributions for their youngsters' performance were assessed. Mothers of LD pupils held lower expectations for their sons' performance and provided more negative nonverbal responses. Differences were noted in the relationship of LD and NA pupils' performance to their mothers' expectations and interactions. Mothers of LD pupils also were more likely than mothers of NA pupils to attribute their sons' failure to lack of ability. Results are discussed in the context of an interactionist perspective on parenting.
TL;DR: In this paper, data from subtyping research were compiled from an adaptive behavior perspective, resulting in the identification of five subtypes of individuals currently receiving service in learning disability programs.
Abstract: Although there is ample literature concerning social skills of school-age learning disabled individuals, research clarifying the adaptive behavior characteristics of learning disabled children, youth, and adults is in its infancy. The learning disabled population frequently has been treated as a homogeneous group by researchers and practitioners. Awareness of the differences among subtypes of the population must be recognized before appropriate adaptive behavior assessment and instruction can be provided. For this paper, data from subtyping research were compiled from an adaptive behavior perspective, resulting in the identification of five subtypes of individuals currently receiving service in learning disability programs. Adaptive characteristics of each subtype are described and implications for assessment, programming, and intervention are provided.
TL;DR: In this paper, the overall and specific adaptive behavior patterns of several types of emotional disorders, some diagnosed before, others after, the advent of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) criteria (American Psychiatric Association, 1980).
Abstract: In this report, we discuss recent research and clinical issues relevant to the adaptive functioning of psychologically disturbed children. We focus upon the overall and specific adaptive behavior patterns of several types of emotional disorders, some diagnosed before, others after, the advent of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) criteria (American Psychiatric Association, 1980). Disorders include Atypical Mild and Reactive conditions (pre-dating DSM-III) as well as the following DSM-III diagnostic categories: Anxiety Disorder, Atypical Pervasive Developmental Disorder, and Infantile Autism. In general, results indicate that (1) the severity of adaptive behavior deficits tends to increase with the severity of the psychological disturbance; (2) the usual pattern for disturbed children relative to appropriate controls is highest deficits in both socialization and maladaptive areas of assessment; and (3) patterns of deficit in other major areas (i.e., Communication, Daily Liv...
TL;DR: Results showed the performance of the visually handicapped groups to approximate closely that of nondisabled examinees, while physically handicapped students performed substantially lower on two of the three General Test scales.
Abstract: This study examined the score level, extent of test completion, and test reliability for three handicapped groups taking the Graduate Record Examinations (GRE) General Test. The groups studied were physically handicapped students taking the test under standard conditions, visually impaired students taking a special administration, and visually impaired students taking the standard examination. Results showed the performance of the visually handicapped groups to approximate closely that of nondisabled examinees, while physically handicapped students performed substantially lower on two of the three General Test scales. Data on test completion showed indications of minimal disadvantage to the two disabled groups taking timed administrations and slight advantage to the group taking the extended-time test. Analysis of test reliability revealed no important differences across groups. Further research—especially predictive validity studies—should better inform judgments about the meaning of General Test scores ...
TL;DR: This article provides a selective review of programs designed to increase adaptive behavior in severely handicapped individuals and addresses those areas that are of most critical concern and those programs that have enjoyed the greatest success.
Abstract: Extant programs and research related to adaptive behavior or independent living skills encompass nearly every dimension of the severely handicapped individual's life. This article provides a selective review of programs designed to increase adaptive behavior in severely handicapped individuals. It is not our intent here to identify every successful or failed attempt to improve the adaptive behavior of the severely handicapped. Rather, we will selectively address those areas that are of most critical concern and those programs that have enjoyed the greatest success in the improvement of the adaptive behavior of the severely handicapped.
TL;DR: Adaptive behavior is defined as those interactions of an individual with the environment that are functionally effective in that environment as mentioned in this paper, and it is shown that adaptive behavior instruments that are environmentally relevant can be used effectively in intervention planning.
Abstract: Adaptive behavior is defined as those interactions of an individual with the environment that are functionally effective in that environment. Using this definition it is shown that adaptive behavior instruments that are environmentally relevant can be used effectively in intervention planning. Five characteristics desirable in such instruments are listed. Selected instruments are reviewed, including the Adaptive Behavior Scale, Vineland Adaptive Behavior Scales, Scales of Independent Behavior, and The Pyramid Scales. A systems approach to assessing adaptive behavior is described, and it is argued that the multiple functions of adaptive behavior assessment require a set of carefully interrelated assessment procedures. No single instrument is sufficient. An example of such a system is presented and it is shown how using it can lead to the production of long-range, annual, monthly, and short-term goals, as well as to the identification of immediate instructional objectives.
TL;DR: In this article, a practitioner's guide to adaptive behavior scale selection for the low incidence populations of deaf, blind, and deafblind/multihandicapped sensory impaired students and/or clients is presented.
Abstract: This article presents a practitioner's guide to adaptive behavior scale selection for the low incidence populations of deaf, blind, and deafblind/multihandicapped sensory impaired students and/or clients. Revisions for the Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984) are discussed with respect to use with the sensory impaired population. Revisions for other scales are also identified. Notable for its suitability for sensory impaired populations is the National Independent Living Skills project (Iceman, Woosley, Windham, & Sanders, 1985a, 1985b), normed on a national sample.
TL;DR: In this paper, an alternative approach was developed and field tested in Pine County, where teachers used Mainstream Consultation Agreements (MCA) which emphasized a team approach to address students' problems.
Abstract: The delivery of special education to secondary school students has posed problems for educators. These services typically are provided in set-aside programs, that is, in environments outside regular education classrooms, with students most frequently receiving either basic skills instruction or tutoring in secondary school content areas. Few benefits have been associated with either approach, however. Recently, an alternative approach was developed and field tested in Pine County. Teachers used Mainstream Consultation Agreements (MCA), which emphasized a team approach to address students' problems. The model incorporates data based program modification in which students determined eligible for special education services are provided with MCAs through their content area teachers. This study describes the MCA system and provides outcome data regarding its effectiveness, using students as their own control. Data reported after one year of implementation indicate that students taking academic courses in conte...
TL;DR: In the absence of organic origin, the presence of pain may be regarded as psychogenic: it is nonetheless real and uncomfortable as mentioned in this paper, and when the continued pain experience is temporally displaced from the initial insult, a transition from an acute to a chronic pain condition has occurred.
Abstract: Pain is often regarded as a symptom associated with an underlying damage to the body, resulting from disease, accidental trauma, or medical procedures such as surgery. Under these circumstances its etiology is organic. In the absence of organic origin, the presence of pain may be regarded as psychogenic: It is nonetheless real and uncomfortable. When the continued pain experience is temporally displaced from the initial insult, a transition from an acute to a chronic pain condition has occurred. For the exceptional child, the potential incidence for pain is increased as a result of additional physical conditions requiring medical intervention. Additional psychological factors such as cognitive delay and emotional disturbance may then interact with developmental factors, exaggerating pain perception and interfering with coping abilities. This attentuation of coping skills ultimately has impact upon quality of life as well as more direct deficits in educational and psychological functioning. This paper disc...
TL;DR: Ecological case study methods were used in an exploratory investigation of four early childhood special education screening programs and suggested that few screening and referral practices influenced screening outcomes in a consistent manner.
Abstract: Ecological case study methods were used in an exploratory investigation of four early childhood special education (ECSE) screening programs. Possible influences on screening outcomes were identified. The screening outcomes selected for comparing ECSE programs included (a) the percentage of eligible preschoolers screened (participation rate) and (b) the percentage of screened children referred for further developmental assessment (referral rate). Observations, interviews, file searches, and parent surveys were used to obtain multidimensional descriptions of outreach, screening, and referral practices. Results suggested that few screening and referral practices influenced screening outcomes in a consistent manner. Participation rates were related to school district size and the accessibility of screening to the public. Referral rates appeared to be influenced by screening purposes, second-level referral decisions, and subjective judgment. Relationships among community agencies appeared to influence both par...
TL;DR: The authors explored the extent to which and the conditions under which severely handicapped students demonstrated consistency of academic performance in two school settings, a special education resource room and a regular education classroom.
Abstract: This study explores the extent to which and the conditions under which five mildly handicappped students demonstrated consistency of academic performance in two school settings, a special education resource room and a regular education classroom. For each student, 9 to 15 specific arithmetic skills were tested using two types of accuracy measures: (a) criterion-referenced tests replicating the content and format of instructional materials used in the resource room and (b) curriculum probes simulating the task demands of the regular classroom curriculum. Comparison of student performance on criterion-referenced tests administered in the two settings is an indicator of the effect of setting changes alone on cross-classroom consistency of performance. Comparison of student performance on criterion-referenced tests and curriculum probes administered in the regular classroom is an indicator of the effect of different instructional materials on student performance in the same setting. Togegether, the tests indi...
TL;DR: In this article, the use of adaptive behavior scales with the physically handicapped offers a functional assessment tool that can be directly applied to individual treatment plans, with emphasis on application of the results through a multidisciplinary approach.
Abstract: Individuals who have physical impairments are a very heterogeneous group. Teachers and other direct care personnel of the physically handicapped have traditionally received medical diagnoses and medical information with very few educational and/or treatment implications. The use of adaptive behavior scales with the physically handicapped offers a functional assessment tool that can be directly applied to individual treatment plans. This article examines problems in the traditional assessment procedures used with the physically handicapped and discusses the use of adaptive behavior scales with emphasis on application of the results through a multidisciplinary approach. Selected adaptive behavior scales are described, and guidelines for test administration with the physically handicapped are suggested.
TL;DR: In this paper, a momentary time sample of task engagement and an event record of discrete student responses were employed in six classrooms representing the two reading programs, breaking the code and an eclectic program.
Abstract: In the past decade, a number of methodologies have been proposed for observation in the classroom. Generally, this research has focused on the use of one instrument and has rarely reported results from validation investigations. The current study, however, employed two direct observation instruments concurrently within two reading programs—Breaking the Code and an Eclectic Program—in middle school resource rooms. A momentary time sample of task engagement and an event record of discrete student responses were employed in six classrooms representing the two programs. A multimethod validation process was implemented, focusing on treatment and criterion-related validities. Many findings were program-specific, with differences lost or diluted when data were combined across programs. An argument is presented for structuring observation in a manner sensitive to classroom activity structures.
TL;DR: In this article, a fictional post-evaluation conference conducted in 1995 is used to present predictions regarding the future of adaptive behavior assessment and intervention, based on issues that are current in the literature; relevant articles and papers are cited.
Abstract: A fictional post-evaluation conference conducted in 1995 is used to present predictions regarding the future of adaptive behavior assessment and intervention. The conference includes an analysis of the student's profile of performance on a comprehensive adaptive behavior scale with norms based on the entire United States population and supplemental norms for a variety of demographic and diagnostic subgroups, the results of additional testing suggested from the performance profile and recommendations for services to meet the student's future needs. Predictions are based on issues that are current in the literature; relevant articles and papers are cited. The status of theoretical issues 10 years from now are also presented as extrapolations of current trends.