Fifty primary research studies of special versus regular class placement were selected for use in a meta-analysis. Special classes were found to be significantly inferior to regular class placement for students with below average IQs and significantly superior to regular classes for behaviorally disordered, emotionally disturbed, and learning…

The paper describes a technique for mapping the social structure of a class to assess some effects of mainstreaming. Sociometric choices mapped through smallest space analysis generate maps that depart radically from traditional target sociograms and provide new bases for assessing social achievement. (PHR)

The article considers the use of multiple baseline and multiple probe designs in special education research. Multiple baseline evaluation designs across behaviors, instructional strategies, situations, and individuals are discussed. Multiple probe design advantages, such as cost effectiveness and short duration, are examined. (PHR)

To determine the extent to which the long-term goals and short-term instructional objectives of the individualized education programs (IEPs) can be documented as being predicated upon the psychoeducational assessment, the IEPs and corresponding psychoeducational assessments of 243 students identified as educable mentally retarded, emotionally…

Recommendations for surveillance programs include: (1) screening systems should include multiple sources of data for decision making; (2) conceptually, screening should include procedures that assess the ongoing transaction between the child and the caregivers in his/her environment; and (3) surveillance should be conducted serially over time.…

The predictive ability of 10 developmental variables measured at age five to predict academic achievement at the end of first grade was studied with 40 Head Start children. (Author)

Since the end of the last century there have been studies of reading and learning problems which have concluded that a considerable proportion of these difficulties are inherited. An examination of these studies, however, demonstrates that although they appear to use the "scientific method" and are replete with quantified analysis, in fact they…

A significant multivariate difference was found between the oral language performance of 44 children labeled reading disabled in the second, fourth, and sixth grades and 59 normally reading children in the same grade. (Author/PHR)

The article discusses a product/process competency approach (PPCA) for training resident advisors (RAs) to handicapped individuals in which goals are translated into competencies from which instructional objectives are derived. It is explained that the PPCA incorporates the input of significant others (e.g., administrators, agency providers,…

The article reviews the evolution and growth of the Primary Mental Health Project (PMHP), an innovative school based program for early detection and prevention of school maladjustment problems. (Author)

Issues and studies related to the nature of quantitative v qualitative assessment of cognitive skills in normal and handicapped children are reviewed. (Author)

Characteristics, across categories, of 198 students previously identified as educable mentally retarded, learning disabled, and emotionally disturbed were analyzed in order to validate their relevance in distinguishing among the three groups of children. (Author)

The study compared the effectiveness of pictorial and verbal information in printed instructional materials for deaf college age Ss. (Author)

Thirty mildly retarded children (mean age 9 years) participated in a study in which 24 of the children were trained to a prespecified criterion on one of three logical operations tasks involving length: identity conservation, equivalence conservation, or transitivity. (Author)

If chronological age appropriate and functional curricular content is to be developed, the basic components of an individualized education program (IEP) mandated by P.L. 94-142 (the Education for All Handicapped Children Act) must be supplemented, and instructionally defined for each severely handicapped adolescent or young adult student. (Author)