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,…

The study examined the effects of classwide peer tutoring (involving team assignment, a game format, contingent point rewards, and immediate error correction) on the academic performance of mildly handicapped and nondisabled students (n=91) in ninth- and tenth-grade math classes. Group and individual results indicated significant improvement in…

A multi-level intervention model is proposed to help families respond appropriately to the stress of a handicapped child. The case of a mildly impaired child who was abused by his parents is discussed to illustrate the model's integration of information input, belief and attitude change, skill acquisition, and behavior change. (Author/CB)

The study examined the efficacy of systematic team placement and individualized educational plans (IEPs) on enhancing the social integration of 200 educable mentally retarded and learning/behaviorally disturbed children into regular elementary classrooms. (Author)

Examines shortcomings of the traditional high school special education curriculum and highlights a curriculum designed to assist students with mild disabilities in their transition to adulthood. The curriculum emphasizes problem solving and self-advocacy and includes components on daily living, personal/social, occupational exploration, and…

This article describes a comprehensive transition program for students with mild disabilities. The program revolves around a classroom-based employability skills curriculum taught over a semester's duration. Four program components are addressed: employability skills training, family involvement, adult agency referral, and on-the-job support. (CR)

A minimally trained paraprofessional made 6 visits to the homes of mildly mentally retarded and behaviorally disordered rural primary students to teach their parents basic instructional methods in mathematics. After 12 weeks of parent tutoring, the mathematical performance of experimental subjects improved significantly compared to that of matched…

Twenty-five first-graders referred for special education and 10 control children were administered standardized and experimental tasks. Scores were used to form subgroups based on presence/absence of risk factors (such as poor work-related skills and poor comprehension of discourse), and degree of risk for referral was determined for each…

Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…

Asserts that research on parents of children with special needs often reveals their lack of power and difficulty in establishing partnerships with professionals. Reports on a study of parents of 114 special needs students. Finds that parents of mild/moderate learning difficulties do not have powerful advocacy groups to promote their cause. (CFR)

Five countable indices of writing quality were examined for their suitability in making special education screening-eligibility decisions, based on writing samples from 2,160 students. Even the best index was only moderately efficient. "Percentage of words spelled correctly" was best overall, and "percentage of correct word sequences" was best for…

Sixteen articles dealing with prereferral intervention were examined to determine its effect on special education service delivery practices, student performance, teacher abilities and attitudes, and disability classification rate, as well as to identify types of interventions used. Findings indicated that prereferral intervention can increase…

Forty-six mildly handicapped junior high school students were paired and assigned to cooperative, competitive, individualistic, and no goal control conditions in a computer-assisted computational setting. Findings indicated students improved rates of correct responding regardless of goal condition. (Author/DB)

In 2 studies, 36 junior high students and 66 intermediate-level students with mild disabilities worked together to complete computerized instructional activities on capitalization and punctuation. The intervention produced significant increases in behaviors that were positively related with learning but did not produce significant increases in…

A middle school program designed to meet functional curriculum goals of students with mild and moderate disabilities in general education classrooms is described, with emphasis on specific preparation for teachers; extensive and thorough collaborative planning; and strong, ongoing implementation support. (DB)