Bonnie G. Joyce

Publication Guidelines for Special Education Journals.

Bonnie G. Joyce is the director of Pediatrics and Research with the New Medico Community Re-entry Services of Arkan sas in Benton. James H. Joyce is the Program Director with the New Medico Community Re-entry Services of Arkansas in Benton . Before submitting a manuscript to an editor, the writer generally identifies journals having audiences and stylistic requirements appropriate for the manuscript. Having this information in advance can save the writer time and money because failure to adhere to the editor’s specifications can result in revision or rejection of the manuscript. Although some directories (e.g., Cabell, 1984; International Reading Associations, 1987 ; Parker, 1985) and articles (Henson, 1988; Wyatt, Hawkins, & Davis, 1986) containing publication information are available, these sources focus

Curriculum-Based Assessment: An Alternative Approach for Screening Young Gifted Children in Rural Areas.

The present study evaluated the criterion validity of a curriculum-based assessment (CBA) used in the identification of gifted children. Scores on the CBA were compared to scores on standardized test measures (Metropolitan Readiness Test and the Metropolitan Achievement Test) to determine which procedure better identified gifted students. Predictive validity of the two procedures were comparable; however, the practical advantages of the CBA are important considerations for students, teachers, and administrators in rural school districts where funds and trained personnel may be limited.

August Dvorak (1894-1975): Early expressions of applied behavior analysis and precision teaching

August Dvorak is best known for his development of the Dvorak keyboard. However, Dvorak also adapted and applied many behavioral and scientific management techniques to the field of education. Taken collectively, these techniques are representative of many of the procedures currently used in applied behavior analysis, in general, and especially in precision teaching. The failure to consider Dvorak’s instructional methods may explain some of the discrepant findings in studies which compare the efficiency of the Dvorak to the standard keyboard. This article presents a brief background on the development of the standard (QWERTY) and Dvorak keyboards, describes parallels between Dvorak’s teaching procedures and those used in precision teaching, reviews some of the comparative research on the Dvorak keyboard, and suggests some implications for further research in applying the principles of behavior analysis.

Standardized Tests and Timed Curriculum-Based Assessments: A Comparison of Two Methods for Screening High-Risk Students:

The present study compared two procedures used in identifying students as “at risk” for learning problems. One procedure was a standardized norm referenced assessment represented by the Metropolitan Readiness Test and the Metropolitan Achievement Test. The other test procedure was a variation of the Curriculum-Based Assessment (CBA), which used frequency to measure samples of academic behavior. Tests were administered to 144 kindergarten and 142 first-grade children. Although the two procedures were comparable in identifying high-risk students, they differed substantially in time, effort, and cost. These differences might be important for school districts with limited personnel and funds.

Preservice Competencies for Teachers of Students with Behavior Disorders in a Rural Setting

The purposes of this investigation were to identify and validate competencies for rural teachers of students with behavior disorders. Initial competencies were selected from previous research studies, university special education programs having a rural focus, and verbal feedback from rural teachers of behavior disorders enrolled in graduate courses at a university. A questionnaire composed of the competencies was distributed to 176 teachers who served students with behavior disorders in West Virginia and 6 faculty members who taught courses in behavior disorders. Content validity was determined by comparing judgments regarding the importance of the competencies to the requirements of teaching.

Parent Involvement: A Model for Program Development.

Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their childs educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their childs educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.

Preparing Teachers in Behavior Disorders through an Innovative Teacher Training Program.

This article describes a unique teacher training program available to individuals who are teaching students with behavior disorders in rural areas of West Virginia. The program incorporates those competencies in behavior disorders and in rural education that have been field tested and identified as important for BD teachers in the state. Use of portable computers for collecting, recording, and analyzing student data, provide the participants with hands-on experience in computer applications and in methods for evaluating the effectiveness of behavioral and instructional programs in the classroom. Q-sort methodology, specially designed seminars, and videotaped vignettes of participants’ teaching performances make this program an individualized experience for all participants.