Douglas Cullinan

Direct Instruction: Effects on Oral and Written Language Comprehension

Twenty-three learning disabled children were randomly assigned to three different classrooms, one of which served as a control condition. The two experimental classrooms consisted of homogeneous groups of students who were provided behaviorally based instruction, including direct instruction in language skills such as vocabulary, statement repetition, literal and inferential comprehension, and basic facts (e.g., names of months). At posttesting on the Slosson Intelligence and Gilmore Oral Reading tests the mean score of the experimental classes were found to be approximately three-fourths of a standard deviation higher that the means for the control group, a directionally significant difference in both cases. The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered learning disabled.

Characteristics of Children with Emotional and Behavioral Disorders in Community-based Programs Designed to Prevent Placement in Residential Facilities

The present study examines a wide range of demographic, family, community, educational, and other risk and problem characteristics of Illinois children and adolescents admitted to programs designed to prevent the need for residential placements. These programs were designed to deliver education and treatment in a number of ways while emphasizing family-centered, multiagency, and community-based principles of care. The children and adolescents in these programs manifested a wide range of serious emotional and behavioral problems and had extensive histories of treatment of various kinds. Many had experienced numerous unfortunate life stressors that probably will complicate treatment. Some results of the present study are similar to those of other surveys of children with emotional and behavioral disorders, whereas other results may be unique. Implications of key results are noted.

School Behavior Problems of Learning Disabled and Normal Girls and Boys.

Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.

Adjustment Problems of Mildly Handicapped and Nonhandicapped Students

This study examined the adjustment problems of 360 students identified as educable mentally retarded, behaviorally disordered, or learning disabled, or not identified as handicapped. In each of these four groups there were students of both sexes and of three age levels (elementary, middle-school, senior high). Teachers completed a Behavior Problem Checklist (Quay & Peterson, 1975) on each of the subjects, enabling the investigators to compute and examine the four dimensions (subscales) of adjustment problem associated with this rating scale. Results showed that, as expected, behaviorally disordered students generally displayed more adjustment problems than the other groups, although for certain age and sex subgroups, behaviorally disordered and learning disabled students did not differ. All handicapped groups had more problems than the nonhandicapped group on at least one dimension of adjustment problem. Findings are discussed in terms of implications for personnel preparation, additional research, and appropriate education for the handicapped.

Social Behavior Problems of Learning Disabled and Normal Girls

The present study compares teacher ratings of LD and normal girls, grouped at three age levels, on school emotional and behavior problems as measured by the Behavior Problem Checklist. Personality Problem (e.g., anxiety, withdrawal) was the only factor dimension that differentiated LD from non—LD girls, and these differences were not apparent at every age level. The number of problems increased with age for normal girls, but older and younger LD girls showed higher levels of problem behaviors than LD girls in the middle-age group. Research and other implications of these findings are discussed.

An Inexpensive Device for Programming Ratio Reinforcement

A deck of playing cards mounted on a refillable calendar base can be used to program a broad range of fixed and variable ratio schedules of reinforcement for a large number of behaviors in nearly any environment. Although the device has certain limitations, it is often a useful alternative to more expensive, complicated equipment.