Joan S. Safran

Intervention Assistance Programs and Prereferral Teams Directions for the Twenty-First Century

There has been an unprecedented growth of school prereferral programs and intervention assistance teams since the late 1970s. In this article we discuss their history, rationale, and philosophical perspectives, report on their legal and public policy basis, and evaluate the research base. Several university-initiated model programs and professional development activities have reduced the number of referrals for special education and increased the use of consultation services. However, only research in Mainstream Assistance Teams has directly demonstrated student improvement in learning and behavior. Implications for future research and strategies for serving students who are difficult to teach are discussed.

Intervention ABCs for Children with Asperger Syndrome.

The number of children identified with Asperger syndrome (AS) is rapidly rising throughout the world. The purpose of this article is to promote understanding of the characteristics and behaviors associated with AS and to introduce a range of school-based interventions. First, a description of the indicators of AS is provided, followed by an overview of screening and diagnostic procedures. Next, the Application ABCs section covers knowledge-based interventions addressing deficits in Academics, Behavior, and Communication. Implications for speech language pathologists and related professionals working with youngsters with this autistic spectrum disorder are addressed.

Elementary Teachers' Tolerance of Problem Behaviors

gally mandated. As a direct consequence, elementary school teachers have increasing responsibility for direct instruction and supervision of learning-disabled (LD) and behavior-disordered (BD) students (Reynolds 1978), but frequently must assume this role without sufficient special educational support services (Peterson, Zabel, Smith, & White 1983). Concurrent with these duties come new demands in behav-

Behavioral Contagion and Manageability Learning Disability and Regular Education Teachers' Perspectives

Forty-four regular and 39 LD teachers completed the Behavior Manageability and Behavioral Contagion Scales to determine (1) whether teacher group differences in manageability and contagion were present, and (2) which specific behaviors were viewed as most contagious and least manageable. Statistical analyses indicated no significant group differences on either dependent measure. However, socially withdrawn behavior was rated concurrently as most difficult to manage and as least contagious. The more acting-out behaviors (negative aggressive, poor peer cooperation) were, as expected, viewed as most disruptive to other students (contagious). Implications for working with LD students who exhibit problem behaviors in both regular and special class settings are discussed.

Predictors of teachers perceived self‐competence in classroom management

The purpose of this exploratory study was to identify predictors of teacher manageability beliefs (the degree to which teachers believe they can personally manage a behavior). One hundred and eighty-two teachers completed the 39-item, nine-subtest Teacher Manageability Scale (TMS), which asked participants to rate each behavior (on a 5-point scale) by responding to the question “How easily can you manage the behavior when any student…?” Results of a multivariate regression analysis evaluating the relationship between the nine subtests (dependent variables) and eleven teacher-reported independent variables indicated that between 13% and 18% of the variance was predicted for the six TMS subtests achieving significance. The variables related to the greatest number of dependent measures were student academic achievement and socioeconomic status. Surprisingly, principals disciplinary support and class size (enrollment) failed to predict even a single subtest. Implications for professional educators working with students identified for special educational services and future research are discussed.

THE CONSULTANT'S CORNER: School-Based Consultation for Asperger Syndrome

Effectively supporting students with Asperger Syndrome (AS), an autistic spectrum disorder characterized by significant social deficits, presents unique challenges for school-based consultation. Because an identifying variable of AS is average to above-average intelligence, and the majority of students, although socially deficient, are not abusive or aggressive, most remain in inclusion classrooms. Their greatest need is to learn and practice appropriate social interactions with teachers and peers. This article proposes that consultants take on responsibilities as “social translators” to provide general educators with an information base and understanding of this little-known condition, and to help interpret the child’s behavior in the context of this disability.

What Disturbs Students? An Examination of Age and Gender Differences

The purpose of our study was to identify behaviors students consider most disturbing and to determine if gender and age differences exist. Five hundred eight third to sixth graders completed the 29-item, seven-factor Childrens Disturbingness Scale, a self-report instrument developed to evaluate childrens ratings of disturbingness. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Externalizing behaviors such as aggressive/defiant were rated as most disturbing. Findings are interpreted per their relation to gender differences and developmental changes, and implications for inclusion are discussed.

A Research-Focused Honors Program for High-Ability Teacher-Education Students

Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically confront the prospect of low salaries, attracting high-ability applicants is important. Despite the benefits of encouraging talented individuals to become teachers, few traditional teacher education programs use honors programs. This study reports on an honors program in a college of education that incorporates distinct course work and field experiences, focused especially on inquiry and research. Qualitative interviewing revealed three themes: How the program’s focus on inquiry and research fits with participants’ expectations and interests, complex and conflicting responses to the program’s focus on leadership development, and significant logistical challenges. These themes corroborated findings from related literature on honors programs in secondary schools and undergraduate programs.

Making the Difference: Reflections on High School Experiences

Joan Safran is a visiting assistant professor and Eric Wahl, Erik Thompson, Lynn B. Conley, Debbie Holter, and Kent Lemon are undergraduate students at Ohio University, Athens. The conflicting criticisms and demands leveled at public education-and specifically the high school-leave many educators in a quandary. One factor, however, is undeniable: the impact of participation in the high school system stays with us long after we leave school. By reviewing long-term impressions of those four years, educators

Improving Writing with Sentence Combining Exercises.

This easy-to-use technique, virtually no-cost, is a creative way to improve not only writing skills, but, indirectly, reading, spelling, and grammar skills as well.