Describes how various teacher behaviors can affect pupil behaviors and encourages wider constructive use of the often misused and misunderstood resource of behavior modification. (Author/SDH)

Illustrates the use of a student-managed response-cost system using free tokens to modify the on-task behavior of 2 mainstreamed students--an emotionally disturbed fourth grader and a learning-disabled sixth grader. Subjects' on-task behavior as well as their academic performance improved after the program. (SKC)

Research data is presented to support special education approaches to personal and social development. Seventy-eight fourth- to sixth-grade handicapped students and 82 first-grade nonhandicapped students participated in the project. Promising research results suggest many questions to be addressed in future study. (JS)

Results from this investigation of teacher beliefs about various facets of the broad-ranging perceptual deficit hypothesis and its relationship to reading and learning problems indicate that there is a large discrepancy between publication of research efforts and widespread awareness or acceptance of these results by practitioners. (Author/MP)

A questionnaire was developed to assess the reasons for teachers' attitudes on several aspects of special education and mainstreaming. Subjects were 267 regular classroom teachers from a large intermediate unit in Pennsylvania. (MP)

Argues that multimodal education which emphasizes the commonalities among children is needed to help handicapped children experience a feeling of belonging in the regular classroom. Discusses a number of educational programs and a sample lesson which have multimodal properties. (SS)

Examined special education effectiveness for students with mild disabilities in six California grade schools. Found that no single feature, structure, or organization of school environment consistently indicated a school's relative standing or its relative effectiveness based on student performance. Findings posed implications for educational…

A two-year study determined the effects of a comprehensive cooperative-learning approach to reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. Students in second through sixth grades, some mainstreamed academically handicapped, worked in heterogeneous learning teams on reading and writing…

Based on interviews with nine learning-disabled students, nine of their nondisabled peers, and their three teachers, this article describes their perceptions of life in two fifth-grade classrooms with a permanent teaching team. Data are organized according to respondents' perspectives on three themes: (1) classroom social climate; (2)…

In a study of 121 elementary school teachers, those with strong beliefs about the importance of student work habits reported that they planned their lessons with greater responsiveness to student performance than teachers with less strong beliefs. Their learning-disabled and average-achieving students also achieved better than those with teachers…

Investigated the efficacy of two related reciprocal teaching interventions--with cooperative grouping or with cross-age tutoring--on the reading comprehension of learning disabled English-as-a-Second-Language (ESL) students. Found no significant difference between the two groups: both made comprehension gains and continued to improved when…

Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

Examined student perceptions regarding the acceptability of teachers' adapting academic work and differentiating rules and rewards to meet the diverse needs of students with learning or behavior problems. Found that most students favored academic and behavioral adaptations when needed; however, most students in several grades opposed some students…

Examined the relationship between teachers' ratings of classroom behavior and fourth graders' achievement. Inattentive-withdrawn and disruptive students were identified. Found that inattentive-withdrawn behavior was associated with depressed academic performance at least as much as disruptive behavior. Results suggest that teachers attend more to…

Evaluated a five-month effort to prepare students with disabilities to move from a resource room into a regular classroom for math instruction. Preparation included use of curriculum-based measurement and transenvironmental programing. Results indicated that the experimental procedures contributed to students' positive attitudes and confidence.…