Edward J. Sabornie

Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled.

This study examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled. Subjects were students in middle schools, and the pupils with learning disabilities were enrolled in resource room special education programs. Results indicated that the two comparison groups differed significantly on every measure except self-concept. Variable intercorrelations were also different across groups. Moreover, certain linear combinations of scores on the dependent measures accurately classified students into each of the comparison groups. The results are discussed in terms of the need for comprehensive assessment and treatment of students who present social-affective problems in school.

Characteristics of Emotional Disturbance in Middle and High School Students

The authors investigated the five eligibility characteristics of the federal education disability emotional disturbance (ED): inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical symptoms or fears. Participants were 1,210 middle or high school level students with or without ED, of three different racial/ethnic statuses and both genders. Category main effects confirmed that adolescents with ED exceed those without ED on the five characteristics; interaction effects revealed nuances. For relationship problems, students with ED exceeded peers without ED at both school levels, but for unhappiness or depression and physical symptoms or fears, only middle school students with ED had higher scores than their peers.Among students with ED, European Americans exhibited greater physical symptoms or fears than did African Americans but not Hispanics. On relationship problems, there were category-by-gender patterns unique to each race-ethnic group. Results address race and ethnicity in ED identification decisions, indicate additional data needed on students with ED, and suggest research directions.

Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1 Critical Agents

Educators have long been concerned with generalization of cognitive interventions. Typically, educators view generalization as a stage of instruction that follows acquisition of a new skill. In an effort to shed light on the problem of generalization with regard to learning strategies, this paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy. A model for generalization is described that emphasizes elements of remedial teacher-, regular teacher-, peer-, and student-mediated techniques for facilitating generalization during all phases of instruction. Studies that illustrate components of the model are reviewed, and future research needs in this area are identified. This article is the first of a two-part series.

Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis

A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and academic achievement, and the differences involving pupils with E/BD versus those with LD and MID were largest in the behavior realm. Very little disparity was found when comparing (a) those with LD and students with E/BD on IQ measures, and (b) pupils with LD and those with MID in behavior. Implications for cross-categorical and noncategorical special education are discussed.

Generalization and Adaptation of Learning Strategies to Natural Environments Part 2: Research into Practice

This article is the second of a twopart series designed to review the critical features of facilitating generalization and adaptation of learning strategies. In Part 1, a model of generalization was presented along with research supportive of the model and identification of research needs. Essentially, the model views instruction for generalization not as something that comes at the end of an instructional sequence, but rather as consisting of four levels of generalization that transverse instruction—antecedent, concurrent, subsequent, and independent. The purpose of this article is to consolidate a number of studies that describe a unified set of specific instructional techniques that can be used while addressing generalization and to present them as part of an overall instructional approach for learning strategies. Within each level, specific procedures mediated by the special (or remedial) education teacher, regular content teacher, peer, and/or student are illustrated. Each category is followed by a synthesis of related teaching practices. The procedures identified here should not be considered definitive because demonstration of efficacy awaits additional validation; however, they do serve as a basis for planning instruction consistent with what has been learned about generalization to date.

Comparing Characteristics of High-Incidence Disability Groups A Descriptive Review

More than 2 decades ago, Hallahan and Kauffman and others suggested a cross-categorical approach to teaching students identified with high-incidence disabilities (i.e., emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities) because their behavioral and academic characteristics were seen to be more similar than different. Since that time, more than 150 articles and other works have discussed and compared the characteristics of students across these high-incidence disability categories. This descriptive review examined 34 studies comparing various characteristics of students with high-incidence disabilities. The results indicate that students with emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities do not differ markedly in social adjustment, but do display considerably different cognitive and behavioral profiles. Implications for instruction and placement are discussed.

Evidence of Employment Inequality among Females with Disabilities

Women consistently earn less than men. This holds true for individuals with and without disabilities. Women with disabilities, however, have more negative employment experiences than do men with disabilities. The purpose of this article is to explore the less than desirable conditions that women with disabilities face in employment. Studies dealing primarily with the employment outcomes of females and males with disabilities are reviewed, followed by recommendations for the field of special education. We suggest that women with disabilities are dually disadvantaged in employment when gender interacts with disability.

Social Acceptance of Learning Disabled Adolescents

The regular classroom sociometric status of learning disabled (LD) and nonhandicapped (NH) high-school students was examined. Forty-six LD students who attended regular classes for portions of the school day were matched with an equal number of NH students in 6 schools. A sociometric rating scale, the Ohio Social Acceptance Scale (OSAS), was administered in 32 physical education classes enrolling LD students. LD and NH students were found not to differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters. The findings are inconsistent with those of previous studies involving younger students by suggesting that regular classrooms can be socially rewarding for LD adolescents.

Social Mainstreaming of Handicapped Students Facing an Unpleasant Reality

Integration and segregation of handicapped students are discussed in conjunction with the shortcomings of Public Law 94—142. Problems in measurement of social acceptance are presented, and sociometric status of various handicapped populations in regular classrooms is reviewed. The literature indicates that exceptional children are typically unpopular among their regular class peers, highlighting the need to consider social acceptance in appropriate education of handicapped students.

Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents.

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.