The synthesis of 35 single-subject nonaversive treatments of classroom behavior problems indicated that reinforcement and feedback are highly effective as a remedy across a variety of behaviors, settings, and administrative arrangements. (Author/DB)

A meta-analysis of 19 studies using handicapped students as tutors of other students indicated that: (1) tutoring programs were generally effective; (2) tutees generally gained more than tutors; and (3) tutor and tutee gains on self-concept and sociometric ratings were small, while gains on attitude measures were larger. (Author/DB)

The meta-analysis of 22 studies on the effectiveness of computer assisted instruction (CAI) with exceptional children indicated that most studies reported CAI to be largely effective but that the result of calculating effect sizes indicated a moderate effect for CAI. (Author/DB)

A meta-analysis was performed on 11 empirical studies of the effects of mainstreaming. Results indicated that mainstreamed disabled students consistently outperformed nonmainstreamed students with comparable special education classifications. The most success was found in programs with design features (such as continuous assessment) suggested by…

Eight language approaches in education of the hearing impaired are reviewed: language stories and drills, Fitzgerald Key, the natural approach, patterning, programed instruction, behavior modification, linguistic programs, and developmentally based programs. An approach is proposed that focuses on functional conversational skills, facilitative…

Based on frequency of citations in the Social Science Citation Index, 33 prominent articles on learning disabilities (1976 to 1985) were compared with randomly selected articles in 16 categories, including funding source, research design, and statistical method. Discussion focuses on characteristics and quality of articles influencing the learning…

The use of sign language with severely handicapped students is analyzed in light of commonly held rationales. Cognitive, motor, and sociocommunicative factors affecting the learning of sign language are discussed, as well as environmental considerations (including attitudes toward sign language and competence of teachers and other caregivers in…

Based on response categories of the Classroom Activity Recording Form, instructional behaviors of 30 teachers of mildly retarded and learning disabled elementary students (N=122) were used to predict reading achievement gain on the California Achievement Test. Time spent in teacher questioning was the single best predictor of achievement gain.…

Observations of teaching behaviors of 40 teachers in categorical special education classrooms (educable mentally retarded, learning disabled, emotionally handicapped) revealed no differences in the extent to which teachers of different types of students demonstrated six of seven teaching behaviors defined as effective. Questions concerning the…

Teachers of learning disabled, behavior disordered, educable mentally retarded, and nonhandicapped students ages 6-18 (N=1913) rated their students on the Abbreviated Teacher Rating Scale, a measure used to assess hyperactivity. Prevalence, distribution, and patterns of hyperactivity were analyzed, as well as age and sex differences.…

Hyperactive and normal elementary students (N=27) were administered story conditions that differed in presentation rate and information relevance and repetition to determine whether listening problems of hyperactive children could be attributed to delays that encourage impulsive responding. Findings suggested that rate of information presentation…

One hundred and seventy-nine first to fourth graders who had experienced one or more of six health problems were judged by classroom teachers to have more serious school adjustment problems and fewer school competencies than a demographically matched peer group of 710 youngsters who had not experienced such problems. (Author)

The article summarizes research on relationships between low (below metal poisoning) metal exposure and childhood behavior disorders. Symptoms, assessment techniques (hair analysis), and environmental and dietary factors that may increase the risk of metal pollutant exposure are described. School programs emphasizing education and the role of…

The impact and implications of key legal decisions as they affect special education for seriously emotionally disturbed students are discussed. Legal decisions in three key areas are addressed: eligibility for services, discipline (exclusion from school), and related services, particularly psychological treatment. (Author/JW)

Contributions (such as stress on deficient phonemic awareness and reading efficiency in learning to read) and limitations (such as failure to include affective variables in intervention efforts) of metacognition theory and research to the study of learning disabilities and mild mental retardation are reviewed. (Author/DB)