Showing papers in "Journal of Special Education in 1992"
TL;DR: This article identified variables that influence teachers' commitment and job satisfaction among both general and special educators, and determined the extent to which these commitment and satisfaction variables influenced teachers' intent to stay in teaching.
Abstract: The primary purpose of this study was to identify variables that influence teachers' commitment and job satisfaction among both general and special educators. A secondary purpose was to determine the extent to which these commitment and satisfaction variables influence teachers' intent to stay in teaching. A questionnaire using primarily extant measures was sent to a random sample of 558 special educators and 589 general educators in Virginia. Completed questionnaires were received from 83% of both samples. Crossvalidated regression results suggest that workrelated variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Generally, the findings were similar for general and special educators. Implications for educational agencies are addressed.
437 citations
TL;DR: In this paper, a strategy for comprehending the problem and devising an appropriate solution was presented for solving simple word problems with learning disabilities, and students learned to apply the strategy first to addition word problems, then to subtraction word problems.
Abstract: Four students with learning disabilities, whose primary difficulty in solving simple word problems involved performing the wrong operation, were taught a strategy for comprehending the problem and devising an appropriate solution. Students learned to apply the strategy first to addition word problems, then to subtraction word problems. Upon completion of instruction, students' overall performance on mixed sets of addition and subtraction word problems improved, and they were much less likely to perform the wrong operation. Although the effects of instruction generalized to a different setting, maintenance of strategy effects was mixed, perhaps due to administration of the maintenance probes during summer vacation.
193 citations
TL;DR: In this paper, the authors demonstrate the application of mediated learning experience to language assessment and demonstrate that a task matching young children's socialization better differentiates between nondisabled and language disordered children than a static standardized measure.
Abstract: Dynamic methods are discussed as interactive and process-oriented procedures for nonbiased assessment of communicative competence and language learning potential. Specifically, this study demonstrates the application of mediated learning experience to language assessment. Significant results of the study supported the hypothesis that a task matching young children's socialization better differentiates between nondisabled and language disordered children than a static standardized measure. Dynamic methods were most effective in differentiating nondisabled children from those with possible language disorders.
151 citations
TL;DR: In this paper, the relative efficacy of normative and ipsative measures for the study of intra-and interindividual differences in child ability was analyzed for the WISC-R national standardization sample.
Abstract: In this study, we analyze the relative efficacy of normative and ipsative measures for the study of intra- and interindividual differences in child ability. With the use of representative data sets, including the WISC-R national standardization sample, purely ipsatized (or deviational ipsative) subtest scores were contrasted with conventional norm-based scores in terms of the evidential and consequential bases for validity. Internal and external evidence for validity was assessed for relative convergence of ability attributes, short- and long-term stability, and predictive efficiency. Comparative utility of each type of measure was explored for theoretical relevance, applicability in measurement work, and assessment of individualized intervention outcomes. Ipsative ability measures were found to be uniformly inferior to their normative counterparts, with ipsative measures conveying no uniquely useful information and otherwise impeding the versatility of assessment.
119 citations
TL;DR: Interactive assessment as mentioned in this paper is an approach to psychological or psycho-educational assessment in which the examiner is inserted into an active relationship with a subject and does more than give instructions, pose questions, and record responses.
Abstract: Dissatisfaction with established criteria for placing public school students in segregated special education classes has frequently turned into criticism of intelligence tests. That criticism has led, in turn, to a search for alternative methods of assessing learning aptitude and monitoring school progress. One set of such alternative methods is \"interactive assessment.\" The papers in this special group are devoted to examining interactive assessment from several perspectives, including psychometrics, clinical applications, and research applications. There is not general agreement on terminology in this field. I suggest the term interactive assessment as a generic one that can emcompass several different methods and several conceptual schemes. The more familiar term, dynamic assessment, has come increasingly to be associated with one approach, the mediated learning concepts and methods of Reuven Feuerstein and his associates. One could certainly argue that the Feuerstein group does not have any exclusive right to the term, and it is certain that it has been used independently by adherents to other approaches. At the same time, there might be some virtue in beginning to distinguish concepts and methods by using different terms to describe them. \"Interactive\" identifies the major common characteristic of the wide variety of methods, which is a much more active relationship between examiners and subjects than is found in normative, standardized assessment. That interaction might in one case be limited to giving successively more explicit clues to the right answer, and in another case it might consist of more intensive questioning and/or elaborated feedback. In the case of dynamic assessment using a mediated learning approach, the examiner-subject interaction is characterized by the teaching of some supposed cognitive prerequisites of learning and problem solving, followed by assessment of the application of those prerequisites in the solution of further problems, as well as by marked differences in the examiner's attitude (e.g., a switch from affective neutrality to subject advocacy). It might be useful to characterize as interactive any approach to psychological or psychoeducational assessment in which the examiner is inserted into an active relationship with a subject and does more than give instructions, pose questions, and record responses. \"Dynamic\" should probably be reserved for those approaches in which the interaction is richer, in which there is actual teaching (not of answers but of cognitive tools) within the interaction, and in which there is conscious, purposeful, and deliberate effort to produce change in the subject.
85 citations
TL;DR: This paper examined self-perceptions of specific domains of competence, judgments of the importance of these domains, and perceptions of global self-worth among children with learning disabilities (LD), low achievement (LA), and normal achievement (NA) in a full-time integrated classroom setting.
Abstract: Self-perceptions of specific domains of competence, judgments of the importance of these domains, and perceptions of global self-worth were examined among children with learning disabilities (LD), low achievement (LA), and normal achievement (NA) in a full-time integrated classroom setting. Results showed that children with LD and LA held lower self-perceptions of scholastic competence than children with NA, and children with LD had lower self-perceptions of behavioral conduct than children with LA and NA. Both children with LD and children with LA had significantly larger discrepancies between perceived competence and importance in the scholastic domain than did children with NA. We found little evidence that children with LD employ a discounting mechanism to protect their self-worth. Overall, results offer little support for the use of importance ratings or discrepancy scores in understanding the relation between children's self-perceptions of competence and global self-worth.
74 citations
TL;DR: This paper reviewed twenty-five years of research on the Maze and summarized evidence on three types of validity criteria: standardized tests, teacher judgment, and reading group placement, concluding that the most common version of the Maze (Guthrie, 1973) needs to be revised to obtain minimum construct validity.
Abstract: Twenty years of research on the Maze is reviewed to help ascertain the potential usefulness of this classroom-based reading measure for students with learning disabilities. Alternative methods of construction, administration, and scoring are examined. We examined evidence for three types of reliability: test-retest, alternate forms, and internal consistency. In addition, we scrutinized the use of Maze scores for instructional-level text placement. Finally, we summarized evidence on three types of validity criteria: standardized tests, teacher judgment, and reading group placement. The extant research on various Maze formats is supportive; however, the most common version of the Maze (Guthrie, 1973) needs to be revised to obtain minimum construct validity. Additional research is urgently needed on the Maze's alternate forms reliability and its usefulness in making instructional decisions.
70 citations
TL;DR: In this paper, the effects of four forms of progress monitoring were evaluated on the oral reading rate of 48 elementary-age students with learning disabilities: teacher, peer, self-, and no-monitoring.
Abstract: Effects of four forms of progress monitoring were evaluated on the oral reading rate of 48 elementary-age students with learning disabilities: teacher-, peer-, self-, and no-monitoring. Student progress toward long-term goals was measured twice weekly for 9 weeks, and participants were provided verbal and visual performance feedback. Analysis of group comparison data indicated no significant differences among conditions. Idiographic comparisons showed consistent gains across time for the teacher-monitor group and the largest gains from pretest to posttest for the self-monitor group. Furthermore, it was found that students in the self- and peer-monitoring conditions could collect reliable data on the number of correct words per minute. Teacher acceptability of the various procedures identified no significant differences for time or treatment. Student acceptability resulted in a significant effect for conditions. Discussion includes the potential benefit of peer- and self-monitoring in reducing the amount o...
66 citations
TL;DR: A review of the literature related to the identification of causes and characteristics of Attention Deficit Disorder (ADD) in school-age learners is presented in this paper, where a total of 69 characteristics and 38 causes were cited, evidencing no clear-cut pattern for identifying the condition and little agreement for what causes ADD.
Abstract: The purpose of this article is to review the professional literature related to the identification of causes and characteristics of attention deficit disorder (ADD) in school-age learners. Forty-eight articles and books written by leading authors in the field were synthesized to determine the extent of agreement regarding the characteristics and causes of this frequently used label. A total of 69 characteristics and 38 causes were cited, evidencing no clear-cut pattern for identifying the condition and little agreement for what causes ADD. Implications for current practices of diagnosis and treatment as well as future research directions are discussed.
57 citations
TL;DR: In this article, the authors argue that the reasons for the popularity of Feuerstein's Learning Potential Assessment Device (LPAD) and the related Instrumental Enrichment (IE) program are based more on philosophical considerations than on technical adequacy.
Abstract: Since their introduction in America, the theory and techniques of Feuerstein's Learning Potential Assessment Device (LPAD) and the related Instrumental Enrichment (IE) program have enjoyed substantial popularity among some educators. In our view, the reasons for this popularity are based more on philosophical considerations than on technical adequacy. In arguing this position, we critique Feuerstein's theory on semantic, logical, and empirical grounds. It is concluded that evidence casting Feuerstein's approach to dynamic assessment as a serious competitor to “traditional” assessment is not compelling.
51 citations
TL;DR: In this paper, the authors evaluated 10 eighth grade texts with respect to factors such as global coherence, local coherence and questioning techniques, and vocabulary development in terms of instructional implications.
Abstract: Textbooks are the most predominant instructional medium used in America today. Recent research indicates that the issue of textbook readability is complex, extending beyond traditional text evaluation based on readability formulas. In this study, 10 eighth-grade texts were evaluated with respect to factors such as global coherence, local coherence, questioning techniques, and vocabulary development. Results are discussed in terms of instructional implications.
TL;DR: Frisby and Braden as discussed by the authors have criticized dynamic assessment (DA), especially Feuerstein's theory and methods, and they have neglected the philosophical assumptions behind both their approach and Feuestein's approach, and have misinterpreted the structural nature of DA tasks by considering them to represent social intelligence.
Abstract: Frisby and Braden (this issue) have criticized dynamic assessment (DA), especially Feuerstein's theory and methods. The basic arguments of this reply are that (a) Frisby and Braden have tried to impose a different theoretical paradigm on Feuerstein's approach; (b) in spite of their claim, they in fact did not provide a historical context for the development of the DA approach; (c) they have neglected the philosophical assumptions behind both their approach and Feuerstein's approach; (d) they misinterpreted the structural nature of DA tasks by considering them to represent “social intelligence”; (e) they ignored recent research that supports the reliability and validity of the DA approach; and (f) they interpreted cognitive processes as personality-motivational factors and implied that static tests actually are measuring those processes. Throughout this reply, examples from recent research are given to support the DA approach, and each of the critical points raised is analyzed and discussed.
TL;DR: In this article, the authors assess the cognitive modifiability of preschool deaf and hearing children using dynamic and static-conventional instruments, and compare the factorial pattern of the cognitive measures in both groups.
Abstract: This study was designed to (a) assess the cognitive modifiability of preschool deaf and hearing children using dynamic and static-conventional instruments, and (b) compare the factorial pattern of the cognitive measures in both groups. The sample was composed of 26 deaf and 26 pair-matched hearing preschool children from 4·1 to 6·3 years of age. All of the children were given, individually, Raven's Coloured Progressive Matrices (RCPM), Children's Analogical Thinking Modifiability (CATM), the Picture Analogy Test (PAT), and the Analogies subtest from the Snijders-Oomen Nonverbal Intelligence Test (SON), and were initially matched on a motor integration scale. No significant differences were found between the two groups on RCPM, Analogies (SON), or PAT. On the CATM, a dynamic assessment instrument, the deaf children scored lower than the hearing children at pretest but improved their scores more than the hearing children when taught; both groups scored similarly after teaching. Results are interpreted accor...
TL;DR: This paper developed a normative taxonomy to show the most common subtest patterns on the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a, 1983b), which provides necessary contrasts for testing hypotheses about score configurations believed to be unusual or clinically relevant.
Abstract: This paper presents three studies. The first developed a normative taxonomy to show the most common subtest patterns on the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a, 1983b). The benefit of such a core profile taxonomy is that it provides necessary contrasts for testing hypotheses about score configurations believed to be unusual or clinically relevant. The taxonomy was based on the school-age segment of the K-ABC's standardization sample (i.e., 1,300 children between 6 years, 0 months and 12 years, 6 months). Q methodology (cluster analysis) resulted in eight core profile types, which were subjected to preliminary validation tests against multiple criteria. The second study used the core types to examine whether children with learning disabilities (n = 224), emotional disturbance (n = 43), educable mental retardation (n = 85), and trainable mental retardation (n = 38) showed unusual subtest patterns more often than the general population. By contrast, the third study began...
TL;DR: In this article, the concepts of decision reliability and validity are used to frame a general analysis of three alternative assessment strategies: multiple gating, template matching, and time-series methods, and relatively little knowledge may be gained through the analysis of individual scales and assessment tech.
Abstract: The need to develop alternative models of psycho-educational assessment, more attuned to the logical and empirical requirements of intervention design, has been a central theme of school psychology and special education reform. In response to these challenges, alternative assessment and service delivery models have been proposed in which classification and assessment strategies are linked more directly to principles of intervention design. Yet, the degree to which alternative assessment models may share a number of problems with traditional diagnostic assessment practices has not been analyzed sufficiently. In this paper, the concepts of decision reliability and validity, extensions of reliability and validity theory that encompass decision outcomes, are used to frame a general analysis of three alternative assessment strategies: multiple gating, template matching, and time-series methods. We argue that relatively little knowledge may be gained through the analysis of individual scales and assessment tech...
TL;DR: In this article, the authors present a review of the use of interactive approaches to psychological assessment in the domains of psychopathology, neuropsychology, learning disabilities, and intelligence testing in normally developing, deaf, and immigrant children.
Abstract: Dynamic/interactive approaches to psychological assessment make it possible to get information that would not be available from the use of other assessment methods. This utility rests on the concept of induced change as a research tactic, that is, inferring the nature of phenomena by deliberately and calculatedly changing them and then assessing the effects of those changes on criterion variables. Studies are reviewed showing how interactive assessment yielded new knowledge in the domains of psychopathology; neuropsychology; learning disabilities; intelligence testing in normally developing, deaf, and immigrant children; and evaluation of educational programs. Some ways in which interactive assessment procedures need improvement are discussed, principally with respect to their measurement characteristics.
TL;DR: In a survey of 120 school psychologist trainers as discussed by the authors, the extent to which information about dynamic assessment is incorporated into graduate cognitive assessment courses was found to be a major barrier to the adoption of this model.
Abstract: This survey of 120 school psychologist trainers documents the extent to which information about dynamic assessment is incorporated into graduate cognitive assessment courses. Responses to the survey suggest the following: (a) There is widespread familiarity with dynamic assessment as a model of cognitive assessment; (b) few trainers are actually using the procedures themselves, although those most familiar with it are more likely to use it; (c) the majority of the responders gained their familiarity through reading and, many, through a workshop; (d) most of the trainers who are familiar with the model do mention it in their courses, and the model they are most likely to discuss is Feuerstein's; (e) most of the trainers who do not teach the model attribute this omission to their insufficient knowledge base and lack of time, in view of other priorities. Some express reservations about technical adequacy; (f) trainers who are familiar with the model see its primary asset as the change in focus from learning ...
TL;DR: In this paper, a modification of the multiple-probe design was used to teach students with mental retardation appropriate strategies for responding to inappropriate invitations from strangers, and the results indicated that the gains made by 6 of the 7 students in refusing a lure were maintained, despite variability in scores across the component behaviors of the self-protective skills.
Abstract: A modification of the multiple-probe design was used to teach students with mental retardation appropriate strategies for responding to inappropriate invitations from strangers. Seven students were tested in three different naturalistic settings using adult confederates prior and subsequent to receiving instruction in self-protective skills. Students' responses were videotaped by a concealed camera and subsequently rated using a behavior checklist. Six of the 7 students displayed improvement in self-protective skills, which generalized to a nontraining situation and across individual abductors. A 14-day follow-up probe indicated that the gains made by 6 of the 7 students in refusing a lure were maintained, despite variability in scores across the component behaviors of the self-protective skills taught. Design limitations, in part arising from the nature of the subject matter, limit the generalizability of the findings of this preliminary study; however, results are encouraging with respect to the effects...
TL;DR: This article examined the criterion-related validity of traditional ORF and two miscue-based assessment types: (a) modified ORF, based on only meaning change miscues (ORF-M), severe meaning change miscecliques, and uncorrected miscues, and (b) modified oral reading accuracy (ORA), based on the same miscue types, to produce ORA-M,ORA-S, and ORF-U.
Abstract: Oral reading fluency (ORF), or number of words read correctly per minute, is well researched as a reliable and valid reading index for use in remedial and special education. However, widespread use has been limited, apparently by its lack of face validity as a measure of reading comprehension. The purpose of this study was to examine the criterion-related validity of traditional ORF and two miscue-based assessment types: (a) modified ORF, based on only meaning change miscues (ORF-M), severe meaning change miscues (ORF-S), and uncorrected miscues (ORF-U); and (b) modified oral reading accuracy (ORA), based on the same miscue types, to produce ORA-M, ORA-S, and ORA-U. Four external criteria were used to judge criterion-related validity: (a) teacher judgments of student reading ability, (b) the Analytical Reading Inventory (ARI) (Woods & Moe, 1985), (c) a maze procedure (multiple choice cloze), and (d) reading group placement (special education/Chapter 1 pull-out groups vs. lowest regular classroom reading g...
TL;DR: In this article, the Wechsler Intelligence Scale for Children-Revised (WEKS) was examined in the standardization sample using methodological advances in exploratory and confirmatory factor analysis.
Abstract: The factor structure of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974) was examined in the standardization sample using methodological advances in exploratory and confirmatory factor analysis. Three competing models were evaluated: (a) a one-factor model, (b) an oblique (or correlated) two-factor model, and (c) an oblique three-factor model. Because of high correlations across factors, the discriminant validity of the two- and three-factor models was problematic. The substantial overlap across factors was most parsimoniously represented by a single general factor, consistent with the interpretations of O'Grady (1989). The competing factor models are discussed in relation to treatment utility and alternative assessment practices. Given the widespread use of the scale, the issues are of critical importance to public policy regarding the purposes and outcomes of special education assessments.
TL;DR: In this article, the problems inherent in current criteria employed by federal agencies for estimating special education graduation and dropout rates are described and the potential implications of these changes for the ways in which special education students may be counted.
Abstract: In this paper, we describe the problems inherent in current criteria employed by federal agencies for estimating special education graduation and dropout rates. In addition, we present changes in reporting categories proposed by the Council of Chief State School Officers and the National Center for Education Statistics (NCES) in reporting categories, and discuss the potential implications of these changes for the ways in which special education students may be counted. We examine Office of Special Education Programs (OSEP) reports on exiting behavior of special education students. Figures in OSEP's five exiting categories demonstrate NCES's inflated estimates of special education dropouts. Finally, OSEP's use of the “Other Basis for Exiting” category is examined in light of apparent beliefs that cases recorded in this category are undocumented dropouts.
TL;DR: In this paper, it is suggested that new policies that stress the explicit roles of sign communication and language are needed for total communication programs for deaf students, and a brief overview of selected research is given.
Abstract: Although total communication is a major communication approach used in the education of deaf students, the field has not undertaken to critically examine the role or the impact of using signs. Furthermore, teachers have received little preparation in the use of various types of signing and, for the most part, are able to dictate how they sign in their classrooms. As a result, there is much inconsistency in the signing behavior of teachers. In this paper, it is suggested that new policies that stress the explicit roles of sign communication and language are needed for total communication programs. Initially, a brief overview of selected research is given.
TL;DR: The Regression Discrepancy Model (RDM) was originally offered as a method to increase accuracy in assessing severe discrepancy by accounting for regression effects and measurement error as mentioned in this paper.However, demonstration that the RDM realizes its goal of accurate, nonbiased assessment of IQ-achievement discrepancies has not been provided.
Abstract: The Regression Discrepancy Model (RDM) was originally offered as a method to increase accuracy in assessing severe discrepancy by accounting for regression effects and measurement error. However, demonstration that the RDM realizes its goal of accurate, nonbiased assessment of IQ-achievement discrepancies has not been provided. The RDM's mathematical equations are examined, particularly the initial equation evaluating significant difference between IQ and achievement scores. Results from the initial equation are shown to be related to IQ levels and to bias the detection of severe discrepancy at lower IQ levels. Methods to minimize or remove this bias are proposed.
TL;DR: Results indicated that the majority of states had developed policies emphasizing the education of children with AIDS within the regular classroom setting, the use of preventive measures enhancing hygiene and sanitary practices, and the involvement of health officials as appropriate.
Abstract: The purpose of this study was to determine the nature of existing state school attendance policies for children with acquired immune-deficiency syndrome (AIDS). In addition, responses from a brief survey instrument were used to secure information regarding the development and use of these policies. Results indicated that the majority of states had developed policies emphasizing the education of children with AIDS within the regular classroom setting, the use of preventive measures enhancing hygiene and sanitary practices, and the involvement of health officials as appropriate.
TL;DR: The authors investigated Chinese teachers' perceptions of the classroom behavior of students nominated as learning disabled (NLD), educable mentally retarded (NEMR), average (NA), and gifted (NG) based on salient defining features commonly used in America to designate labeling categories.
Abstract: Research in nations that do not use elaborate labeling systems may be particularly appropriate for studying teacher perceptions of difficult-to-teach students. This study investigated Chinese teachers' perceptions of the classroom behavior of students nominated as learning disabled (NLD), educable mentally retarded (NEMR), average (NA), and gifted (NG) based on the salient defining features commonly used in America to designate labeling categories. Behavioral ratings were obtained for a random sample of 196 nominated students from 27 teachers in two cities. Results indicated that NLD and NEMR students were rated significantly less favorably than NA and NG students; NLD students were rated significantly higher on verbal intelligence, creativity, and curiosity, and as more extroverted than NEMR students. Discriminant analysis yielded 72.19% agreement between original nominations and the classification based on the ratings. The results are compared to published findings of studies conducted in the United States.