Patrick J. Schloss

Using the Pause Procedure to Enhance Lecture Recall

To determine the effect of a pausing procedure (three 2-minute pauses spaced at logical breaks during lecture presentations) on two dependent variables (free recall of facts and performance on objective tests), a separate 2 (class) x 2 (procedure) factorial analysis of variance was used. Seventy-two undergraduate students enrolled in either a course on educating the learning disabled or a course on educating the emotionally disturbed. Each semester, one class served as the control group and the second as the experimental group. Students in the experimental condition scored significantly higher on both dependent variables than did the control groups.

Using Self-Recording, Evaluation, and Graphing to Increase Completion of Homework Assignments.

This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.

A Critical Review of Social Skills Research with Behaviorally Disordered Students.

Deficits in social skills are a distinguishing characteristic of behaviorally disordered individuals. There is an established relationship between deficits in interpersonal skills and long term adjustment difficulties, such as juvenile delinquency, bad conduct discharges from the military, and psychiatric hospitalization. In addition, employers consider social competencies to be more important than specific occupational skills. Thus, the development of social competence is important for behaviorally disordered individuals. Over the last 5 years numerous studies have evaluated social skill enhancement strategies. The present review was conducted to evaluate this research. The results indicate that: (a) research has failed to build a comprehensive body of knowledge due to the absence of a conceptual base; (b) training priorities have not been matched to learner needs or characteristics; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision; (e) investigators often fail to evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not shown that community adjustment can be enhanced through training.

Acquisition of Functional Sight Words in Community-Based Recreation Settings

The purpose of this study was to investigate the effectiveness of a direct instruction procedure involving modeling and guided practice on the acquisition of functional sight words. Participants were 3 youths with the dual diagnosis of mental retardation and behavior disorders. These youths were taught functional sight words that support participation in a variety of recreation activities in natural community settings. A parallel treatment design was used to evaluate the impact of a direct instruction and control method for promoting word acquisition Half of the sight words were taught using direct instruction with in vivo word find activities and then assessed in the recreation settings. Acquisition of the second half of the words was also assessed in recreation settings. The control instruction involved reading key words to the participants as needed in the recreational setting. Direct instruction with in vivo word find was demonstrated to be effective in promoting acquisition of functional sight words. Results were maintained after a 4-week follow-up period.

Teaching Meal Planning to Youth with Mental Retardation in Natural Settings

Meal planning is a critical area of development for persons diagnosed with mental retardation and/or mental illness. although substantial interest in meal planning has been shown by professionals in the field, there remains a need to validate instructional programs that enable persons with disabilities to plan healthful meals. the present study was conducted to evaluate the influence of a meal planning training strategy on skills required for planning nutritious meals. the recommended dietary allowances of vitamins and minerals were used as criteria in measuring the healthful-ness of actual meals. a multiple probe design across individuals was used to evaluate the efficacy of the meal planning training. results indicated that the meal planning training procedures were effective in increasing healthy food choices and nutritional value of meals. all participants maintained 100% of the recommended dietary allowances, while keeping the total number of calories consumed per day at the level recommended for age and gender.

Self-Management Strategies for Adolescents Entering the Work Force.

.Discussions of discipline traditionally have emphasized the use of aversive consequences to diminish disruptive classroom behavior. However, critics of this approach have argued that the exclusive use of punishment may not be effective for some learners (Matson & Dilorenzo, 1984). Even though an aversive procedure may produce an immediate reduction in the disruptive social behavior, three limitations may apply: (1) the reduction in disruptive behavior may not be pervasive across all relevant settings; (2) the effect may not be persistent over an extended period of time; and (3) the learner may not acquire skills that replace the disruptive social behavior (Schloss, 1983).

Reducing disruptive behaviors by training students to request assistance

Disruptive behaviors of students with disabilities can have a communicative function. They may aid the learner in escaping from aversive situations, and they may also serve to produce positive events. Disruptive behaviors that have a communicative function may be eliminated by teaching an alternative prosocial response. This study compared the relative effectiveness of two teaching methods for reducing disruptive behaviors exhibited by two primary age students with moderate disabilities. The first method consisted solely of a hierarchy of prompts. The second method combined the prompting hierarchy with a cue to request assistance. A multiple baseline design across students with alternating treatments was used to evaluate performance. Results demonstrated a clear relationship between teaching participants to request assistance and a reduction in disruptive behaviors.

The Impact of Mini-Lessons on Writing Skills.

The effects of mini-lessons on writing skills during whole-group instruction were investigated. Four sixthgrade students with learning disabilities in two classrooms were taught two skills during the writing process by the teacher in the general classroom. The two skills taught were the use of adverbial phrases and the use ofpossessives. The replicated multiple baseline across behaviors with counterbalancing orders demonstrated increases in the skills for three of the four students. Limitations of this study are seen in the ascending baseline of two of the eight baselines. The ascending baselines may be due to the students hearing the instructions for the skill being taught to the other group. The results indicate that mini-lessons during the writing process in general classroom instruction can be employed to teach skills to students with learning disabilities. The results from the treatment and the maintenance phase support the use of mini-lessons to increase learning of skills for students with learning disabilities.

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

There is consistent evidence that a majority of mildly and moderately mentally retarded persons adjust to community environments upon leaving school. Mental age and academic achievement appear not to have a significant influence on adjustment. Other features, including interpersonal skills and social competence do have a strong bearing on community adjustment. In view of this, numerous studies over the past two decades have been conducted to evaluate social skill enhancement strategies. Unfortunately, there are serious limitations to this literature. Specifically, (a) the absence of a conceptual base has resulted in the failure of research to build a comprehensive body of knowledge; (b) training priorities have not been matched to learner characteristics or needs; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision ; (e) investigators seldom evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not demonstrated that community integration and adjustment can be enhanced through training.

Financial Implications of Half- and Full-Time Employment for Persons with Disabilities:

Increased financial well-being is often assumed to be a benefit of full-time employment for handicapped individuals. However, there is some evidence that this is not true. In this study a balance sheet approach was utilized to examine the financial implications of part-time and full-time employment for persons with handicaps. Balance sheets (income versus expenses) were developed for three income levels: no earned income, income from a part-time (20 hours a week) job, and income from a full-time (40 hours a week) job. The results indicated that net disposable income was comparable for individuals working part time when compared to individuals working full time. In either case, the net disposable income is no more than