Maureen A. Smith

Teacher Effectiveness in Special Education Programs

The instructional behavior of teachers of mildly retarded (EMR) and learning-disabled (LD) elementary-aged students was used to predict reading achievement gain. Teachers were observed for five 80-minute sessions using the Classroom Activity Recording Form (CARF). The 16 behaviors of the CARF are organized into three major headings; Teacher-Directed Instruction (TDI), Independent Work (IND), and Non-Instructional Activities (NIA). Achievement gain was measured using the vocabulary and comprehension subtests of the California Achievement Test. For both EMR and LD teachers, time spent in TDI was predictive of achievement gain; the single best predictor among the TDI behaviors was time spent in Teacher Questioning (TQ). These results are consistent with previous studies of elementary teachers in which effectiveness derived from an active, questioning approach to instruction. The results are less compatible with findings in special education programs, in which achievement was most closely associated with time reading silently.

Empirical analysis of a card game designed to promote consumer-related social competence among hearing-impaired youth

A number of authors have noted the high incidence of social skill deficiencies associated with hearing-impaired learners. Although the literature frequently includes information regarding the proportions of the problem, there is a notable absence of empirical demonstrations that facilitate the development of prosocial responses. The present study investigated the efficacy of a social skill training program designed to enhance four consumer-related interpersonal skills. Program components included a card game, modeling, feedback, contingent reinforcement, and behavior rehearsal. A multiple-baseline-across-subjects research design was used to demonstrate the effect of these procedures on trained and untrained responses for four hearing-impaired adolescents. In addition, data from covert natural environment assessment suggested that newly acquired skills generalized outside the training setting.

Guidelines for Ethical Use of Manual Restraint in Public School Settings for Behaviorally Disordered Students.

Practitioners have at their disposal many empirically validated strategies for managing aggressive behavior. In addition, the legal and ethical implications of these techniques have received considerable professional attention. An exception to this is the use of manual restraint. Data suggest the use of this procedure is common in public school settings; however, a comprehensive discussion of its legal and ethical implications has yet to emerge. The purpose of this paper is to review the advantages and disadvantages associated with manual restraint and to present procedural and ethical guidelines governing its use in the public schools.

Influence of assertiveness training on the stuttering rates exhibited by three young adults

Abstract The purpose of the present study was to evaluate the impact of an assertiveness training program on the stuttering rates of three young adults. Components of the training program included instruction, modeling, behavior rehearsal, feedback, social reinforcement, and homework. Results of a multiple baseline analysis indicated that implementation of the training program corresponded to a decrease in the stuttering rates exhibited by two of the three subjects. These results are discussed with reference to future research to determine client variables that suggest the use of assertiveness training.

Effectiveness of Computer-Assisted Special Education Administration Simulations

Recent literature indicates that computer-assisted instruction simulations may enhance motivation, support the transfer of knowledge and skills, and increase instructional efficiency. The present study was conducted to evaluate these assumptions using special education administration simulations with high- and low-achieving college students. Significant differences were not obtained in a contrast between the standard objective question module and the simulation module. This finding held true for items taken directly from the modules and generalization items. In addition, use of a student opinion survey indicated that participants favored the standard objective question module. Finally, students required substantially more time to complete the simulation module. As in previous investigations, high-achieving students learned more than low-achieving students, regardless of the nature of the module. The results are discussed with reference to alternative CAI simulation designs that may support the original assumptions.

Identifying Current and Relevant Curricular Sequences for Multiply Involved Hearing-Impaired Learners

The professional literature has devoted substantial attention to the coexistence of hearing impairments and other handicapping conditions. There has also been a notable rise in services for learners who have these conditions. Unfortunately, the literature offers few resources to help teachers meet the unique educational needs of this population. This article provides a rationale and procedural guidelines for developing current and relevant curriculum objectives for multiply involved hearing-impaired students. Emphasis is placed on procedures for establishing instructional priorities, assessing the learner against these priorities, selecting and using prosthetics to overcome learning and behavioral deficits, providing educational activities, and completing a summative evaluation of the learners progress.