Christine M. Bahr

Effects of Goal Structures and Performance Contingencies on the Math Performance of Adolescents with Learning Disabilities

This study assessed the effects of assigned versus self-selected goals and contingent versus noncontingent gameplay conditions, delivered during computer-assisted math computation drill-and-practice sessions. Participants were 20 high school pupils with learning disabilities who had active Individualized Education Plan (IEP) goals that targeted the improvement of computational skills. Students were assigned randomly to goal conditions and, within goal conditions, to contingency groups. Math computation performance was measured pre-, mid-, and posttreatment. Analyses of variance indicated that students who selected their goals performed better than pupils with assigned goals. No differences existed between the contingency groups. Implications for practice are discussed.

The Effects of Text-Based and Graphics-Based Software Tools on Planning and Organizing of Stories

This article describes a research study comparing the effects of two computer-based writing tools on the story-writing skills of fourth-through eighth-grade students with language-related learning disabilities. The first tool, the prompted writing feature of FrEdWriter (Rogers, 1985), allowed students to answer story grammar questions, then type stories using those responses as the plan; the second tool, Once Upon a Time (Urban, Rushing, & Star, 1990), allowed students to create graphic scenes, then type stories about those scenes. Nine students attended a series of afterschool writing labs twice weekly for 11 weeks, using each tool for half of the writing sessions. Group results did not clearly favor either tool; however, individual differences suggested that use of planning features should be linked to student needs. Students who had less internal organizational ability benefited from the computer-presented story grammar prompts and wrote less mature stories when using the graphics-based tool. Students with relatively strong organizational skills wrote more mature stories with the graphics-based tool.

An Analysis of the Impact of Microcomputers on the Secondary Special Education Classroom Ecology

The purpose of this research was to examine the effects of microcomputers on the ecology of secondary special education classrooms. Observational data were collected in twenty-six secondary school special education classes located in an urban midwestern school system. The data indicated that despite the ready availability of computers, only approximately 60 percent of the teachers chose to use them for instruction and they were in use only 25.3 percent of the time. The infrequent use was attributed to the lack of appropriate software, logistical problems in scheduling the microcomputer, and lack of training and support for teachers. The use of microcomputers was found to be related to increased student active engagement and decreased off-task behaviors. Unfortunately, teachers who used computers spent less time engaged in direct instructional activities and did not integrate the computer-based instruction with the teacher-based instruction.

Microcomputer Implementation In Secondary Special Education Programs: A Study Of Special Educators; Mildly Handicapped Adolescents; And Administrators' Perspectives:

The purpose of this study was to examine the implementation and utilization of microcomputers in secondary special education programs. Twenty-two high school special education teachers, 24 mildly handicapped adolescents, and 8 administrators from six high schools in an urban school district were interviewed. Results indicated that, despite the districts considerable investment in hardware, software, and technical assistance, almost half of the teachers were not using microcomputers. Teachers who had at least one computer in their classroom were significantly more likely to use computers and to have positive attitudes toward computers. However, the predominant uses of microcomputers were limited to mathematics, drill-and-practice, and games. Special educators, administrators, and students did not view microcomputers as having a significant impact on instructional practices and programs. Lack of access to microcomputers and dissatisfaction with existing software were cited as major barriers to more extensive and varied microcomputer use.

An Analysis of the Secondary Special Education Classroom Ecology with Implications for Teacher Training

This study was designed to describe the instructional ecology of secondary school resource room programs for mildly handicapped students. The data and implications for teacher preparation programs are discussed. The data indicate that teachers were required to teach a broad spectrum of curriculum areas, which suggests that preparation programs should provide training in a series of instructional content areas. Student engagement rates were high, though the instructional ecology observed in this study was less than optimal. Teachers provided much of the instruction, but depended substantially upon individual seatwork activities, with minimal teacher monitoring or feedback given to students. The instructional approaches seem to be more attuned to instructional approaches commonly associated with regular high school classrooms. Instructional practices associated with high achievement in other studies were not typically employed by special education teachers in this study. Other research suggests, however, that though teachers can learn to employ these practices, training programs must specifically prepare teachers to use them.

Increasing Achievement Motivation of Elementary School Students with Mild Disabilities

Presents specific strategies for enhancing achievement motivation that can serve as guides for instructional practices evaluation and the design of new activities

Effects of Cooperative, Competitive, and Individualistic Goals on Student Achievement Using Computer-Based Drill-and-Practice

This study investigated the effects of four different goal structures on mathematics achievement among students assigned to work with partners on a computer-assisted instruction (CAI) arithmetic task. Forty-six mildly handicapped junior high school students were paired and assigned to cooperative, competitive, individualistic, and no goal control conditions. Dyads worked ten minutes per day, three days per week, over a four-week period on a mathematics game designed to increase single-digit computation fluency. Students practiced with their partners, recorded and graphed daily computer scores, and received points for backup reinforcers according to the goal condition under which they worked. Two-way analyses of variance for repeated measures on paper-and-pencil and computer-based achievement scores indicated that students improved their rates of correct responding over time, regardless of goal condition. A discussion of findings and implications for future research are included.

An Analysis of Variables that Affect Special Education Placement Decisions

The purpose of this study was to determine the degree to which intellectual, achievement, and behavioral data would predict the placement of students with learning disabilities into a special program. The data were obtained from evaluations conducted on 95 students who were referred for evaluation of learning problems. Stepwise discriminant analysis revealed that only 33% of the variance was accounted for by the battery of assessment instruments in deciding whether to place a student in a learning disabilities classroom. With regard to placement of students with learning disabilities in full-or part-time learning disabilities classrooms, the test data accounted for only 27% of the variance. Thus a large portion of the variance was not accounted for by the assessment data. Implications for future research were discussed.