Learning-disabled sixth through eighth grade students (n=25) received vocabulary instruction involving matching negation prefixes to root words. The students used an instructional computer game or a computer program that operated identically but without game features. Both programs produced equal gains in task skill, but the game produced higher…

The assigned and received social status of mildly learning-disabled, mildly behaviorally disordered, and nonhandicapped high school students (n=66) was examined. The samples' social status differed significantly from a larger nonhandicapped population. Cross-categorical comparisons of assigned social status showed no significant differences,…

Project MAP (Model Accounting Plan) is a demographic accounting model for monitoring the transitions of special education students through the school system and after graduation. MAP predicts the students' paths, considering the student's age, handicap, and instructional setting. Discussed are a pilot test and the model's potential benefits and…

From a priori and post hoc data collection perspectives, this paper describes the interrelations among (1) power, alpha, effect size, and sample size for hypothesis testing; and (2) precision, confidence, and sample size for interval estimation. Implications for special education researchers working with convenient samples of fixed size are…

Thirty-two hearing-impaired adolescents were assessed on comprehension of three anaphoric forms within conjoined sentences: repeated noun, personal pronouns, and null form. The null form anaphora in a semantically acceptable environment, in which some hearing-impaired students apply a deviant object-subject deletion rule, was significantly more…

Twenty-one emotionally disturbed elementary grade children completed a television viewing skills curriculum. Results of the intervention found that the subjects made significantly more accurate reality-fantasy discriminations concerning television program content than a control group; however, the curriculum was not effective in increasing…

School psychologists, administrators, teachers, and specialists in special education settings ranked the restrictiveness of 13 procedures (such as planned ignoring, response prevention, time-out) designed to decrease inappropriate behaviors. Although general agreement was indicated by the 118 respondents, variability was noteworthy, especially in…

The Psychotic Behavior Rating Scale uses a factor analysis approach to aid in differential diagnosis of autism, schizophrenia, mental retardation, aphasia, and other severe handicaps. The scale is compared with five existing qualitatively developed instruments, noting similarities and dissimilarities among the various scales. (Author/JDD)

The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)

Subjects, 139 first- through sixth-grade teachers, read a vignette of a hypothetical emotionally disturbed student and responded to an attitudinal survey. Teachers responded most negatively toward aggressive and least negatively toward withdrawn students. Teachers expressed more concern for mainstreamed students, less concern for others, and the…

Children's knowledge increased with age but was unrelated to sex or previous experience with disabled persons. In contrast, children's social-distance ratings were unrelated to age but did vary with previous experience and sex. Children with more experience and girls expressed greater willingness to interact with disabled peers. (Author/CL)

The incidence figures of handicapped children in a sample of school districts were calculated. During the 1977-78, 1978-79, and 1979-80 school years, four to five percent of the students were referred or evaluated; three percent were placed in special education programs, with wide variation in the data supplied by individual school districts.…

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

Studies about the characteristics, assessment, and treatment of impulsive children are reviewed and summarized from the viewpoint of their application to school settings. Specific recommendations touch on the need for both performance measures and behavioral ratings and cite the effectiveness of such behavioral approaches as response cost.…

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)