Discussed are procedures for the charting of behavior changes to provide feedback for child and teacher which are reported to have been used at one school for autistic and neurologically impaired children. (DB)

Presented are examples of auditory training procedures using toys, environmental sounds and speech with visually impaired, multiply handicapped children. (CL)

Reviewed are research studies demonstrating classroom teacher inadequacy in question asking. (CL)

Given are examples of pictorial riddles on environmental safety which have increased verbal information processing skills in educable mentally handicapped children ages 7- to 16 years. (CL)

Described are a special education director's humorous experiences as a substitute for classroom teachers. (CL)

A structured small group instructional setting helps to teach mainstreamed handicapped preschoolers the skills necessary to interact with the classroom materials without direct supervision. Examples are cited of individualized play activities with puzzles, paint, and play dough. (CL)

Five strategy rules are offered to help teachers capitalize on their verbal strategies to promote attention and maximize learning in their handicapped students. Rules include increasing pace of recitation or tutorial lessons, asking many drill questions, and maximizing student responses. (CL)

Strategies to promote generalization among special education students moving to regular classrooms include changing reinforcement, cues, materials, response set, dimensions of the stimulus, settings, and teachers. Each strategy is addressed and a form to plan and monitor generalization offered. (CL)

A four-step sequential prompt instruction strategy for mildly handicapped students is outlined and suggestions are made for managing prompts during instruction and monitoring their use. (CL)

Adaptations of materials, instructions, assignments, consequences, and environment are suggested for 10 of the more common areas of difficulty in elementary mathematics. Potential causes are also identified for such difficulties as not finishing independent assignments, not following through when given oral directions, and exhibiting…

Individualizing through directed group instruction can reduce preparation time while increasing behavior control, social interaction, motivation, and self esteem for handicapped and gifted students. Examples are provided in listening comprehension; geography; capitalization, punctuation, and parts of speech; and place value. (CL)

The article reviews error analysis procedures for two subtests of the Peabody Individual Achievement Test (reading recognition and reading comprehension). Suggestions are offered for composing and interpreting a pattern of errors on items from each subtest. (CL)