The goal of this study was to increase the independent functional life skills of students with multiple disabilities within their communities using simple teacher made communication tools. Participants were three students, ages 10--12, with multiple disabilities which included blindness, mental retardation, and non-speech communication. The study used a multiple baseline across subjects design. All phases of the study were implemented within the community. Intervention consisted of teaching students to make monetary transactions by using a wallet with instructions for a cashier attached with velcro. Data indicated that this low-tech communication system enabled each of the students to (a) initiate and complete monetary transactions with cashiers in one community setting and (b) generalize the skiff to a new community setting.

Although a great deal of research exists which demonstrates that there are effective procedures for increasing the leisure behaviors of mentally retarded persons, most of the studies done thus far have failed to address the important area of generalization. The purpose of this study was to determine if leisure skills which were taught to five mentally retarded women in a Day Training Program would generalize to their home settings. / This study consisted of four experimental conditions which included: Baseline, Introduction of Prompts and New Materials Availability, Training on new leisure skills and, Newly Trained/Participant Selected Activities Availability. In addition, Follow-up data were collected to determine if participants maintained skills and continued to use the leisure materials. / In general, when participants were permitted to select materials, increases in recreational activity levels and corresponding decreases in inappropriate and self-stimulatory behaviors were produced for all participants. Further, when verbal prompts and participant-selected leisure materials were provided, leisure skills taught in the Day Training setting generalized to the home settings of all participants. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3284. / Thesis (Ph.D.)--The Florida State University, 1982.

The relationship between Title I procedures, selection criteria, past mathematical performance, and duration enrolled, and mathematical achievement of pull-out Title I students was answered by three research questions: What is the relationship between mathematical achievement and coordinated instruction? What is the result of providing an additional year of Title I services to pull-out Title I students? What is the optimum number of years the Title I program is effective in raising mathematical achievement of pull-out Title I students? / Data collected from the Title I Teacher interview in conjunction with the spring 1980 CTBS, fall 1980 CTBS, and spring 1981 CTBS were analyzed for 450 pull-out students in grades two through six. / A descriptive approach using a multiple linear regression equation subdivided by b weights determined the relationship between coordinated instruction and mathematical achievement. / An experimental approach using a t test in a pretest-posttest design was used to determine the effect of an additional year. / An experimental design using analyses of variances on the pretest and the posttest determined the optimum number of years a Title I program was effective in raising mathematical achievement. / Data revealed the first two years of enrollment in a Title I program were the optimum years for achievement. The first year of enrollment was more beneficial than the second year of enrollment. / The mathematical achievement of primary students was greater than the mathematical achievement of intermediate students. After two years of enrollment, students showed progress, but to a lesser degree. / An additional year of Title I services sustained, but did not increase, the mathematical achievement of Title I students. / There was improved communication between the classroom teacher and the Title I teacher as a result of coordinated instruction, and there was a relationship, though negligible, between mathematical achievement and coordinated instruction. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3869. / Thesis (Educat.D.)--The Florida State University, 1982.

The purpose of this study was to describe the inclusion practices for mildly disabled students at the high school level in four northwest Florida school districts. Follow-up interviews were conducted to learn the perceptions of the exceptional students toward inclusion and its influence on school outputs (e.g., graduation or school completion) and societal outcomes. / Significant differences were found in inclusion practices for learning disabled (LD) and educable mentally handicapped (EMH) students between the four school districts. Inclusion practices for emotionally handicapped (EH) students did not differ significantly. Overall, learning disabled (LD) students were included an average of 59% of the school day, emotionally handicapped (EH) students were included an average of 16.8% of the school day, and educable mentally handicapped (EMH) students were included into regular education classes an average of 10.8% of their school day. Many of the students in exceptional educational programs for the mildly disabled were also physically segregated in buildings separated from the regular education setting. Not enough data were available with only four school districts to determine if a relationship existed between inclusion and school completion. There was a trend for EH and LD students to graduate at a lower rate than the EMH students regardless of the amount of inclusion. / Follow-up interviews with students revealed that most of the students interviewed had enjoyed the inclusion experiences. These students with mild disabilities who had exited the school system either by graduating, earning a certificate of completion, or dropping out, revealed difficulties with employment, use of leisure time, independent living, and the ability to conform to community standards of behavior. More research is required into exceptional student education programs to determine which characteristics are critical for student success in completing school and becoming a contributing member of the community. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0889. / Major Professor: Joseph C. Beckham. / Thesis (Ed.D.)--The Florida State University, 1993.

The study was conducted to assess the relationship between three measures of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment) among teachers of emotionally handicapped students and six demographic and four teacher training variables. The demographic or school-related variables included total number of years teaching exceptional students (TY), number of years teaching emotionally handicapped students (ED), method of certification (C), number of students/teacher (NOS), presence or absence of an aide (A), and teacher perception of the adequacy of the supply of teaching materials (PAS). The teacher training variables focused on perceived competencies for evaluating student learning (ESL), planning instruction (PLI), presenting instruction (PRI), and student and classroom management (SCM). Six standard multiple regression statistical analyses were used to analyze the data. There was a statistically significant negative correlation between the Personal Accomplishment subscale of burnout and the teacher training variables. No significant variance was accounted for by the teacher training variables in the Emotional Exhaustion and Depersonalization subscales of burnout. The demographic or school-related variables similarly accounted for no significant variance in the three subscales of burnout. Noted, however, was the strong relationship between Depersonalization burnout and the demographic variables. These findings imply that training in specific competencies affects teachers' perception of classroom competence. School district personnel may contribute to at risk burnouts through management decisions regarding teaching assignments, number of students/teacher, and the hiring of an aide. / Source: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3347. / Thesis (Ph.D.)--The Florida State University, 1983.

This study utilized the AAMD Adaptive Behavior Scale--Public School Version (AAMD--ABS--PSV) to compare adaptive behavior ratings by parents, by regular classroom teachers, and by exceptional education teachers of black educable mentally retarded (EMR) students. Forty students ranging in age from 7 years, 3 months to 13 years, 2 months were rated by parents and teachers. Regular classroom teachers and exceptional education teachers rated students similarly on the various domains of the AAMD--ABS--PSV. The teachers differed significantly on one domain--unacceptable or eccentric habits. Parents and teachers, regular and exceptional education, differed significantly on the various domains of the scale with parents consistently rating the students higher on the more positive aspects of adaptive behavior. / Overall results indicated parents and teachers should be included in the adaptive behavior assessment process. The data from parents provide the information needed for a complete picture of the individual and additional information that may be useful in the development of a meaningful educational program. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3284. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of the study was to examine the braille symbol knowledge of blind children in the areas of reading and mathematics. Two braille tests were developed and field-tested on 40 blind subjects from New Jersey. All of the students read braille, attended local school programs, and used reading and mathematics materials on grade levels one through nine. / Through Spearman rank correctional analyses, it was discovered that blind children's braille symbol knowledge for reading was significantly related to the grade level of their reading books for grades one through six, but not for grades seven through nine. The analyses also showed that blind children's braille symbol knowledge for mathematics was significantly related to the grade level of their mathematics textbooks for grades one through nine. / In addition, the percentage of braille signs known by blind students at each of the grade levels was determined along with the braille signs themselves for both reading and mathematics during the study. The percentages were based upon a correct response on the braille tests by 75% or more of the subjects at each grade level. / Source: Dissertation Abstracts International, Volume: 43-10, Section: A, page: 3285. / Thesis (Educat.D.)--The Florida State University, 1982.

Closed circuit television systems (CCTV) used by the visually impaired are influenced by the user's functional vision and the quality of the image appearing on the video monitor. There are no current instructions for adjustment of the CCTV for specific visual needs. / Seven legally blind children between the ages of 13 and 17 years participated in a multiple single case study concerned with the enhancement of visual stimulation during use of a CCTV. This research involved assessment of the child's functional vision by contrast sensitivity (CS) and identified a series of steps which used that data for adaptation of the CCTV for the individual visual requirements of the child. / Changes in rates of correct and incorrect responses to letters viewed on the video monitor relative to child-adjusted and researcher CS-adjusted settings were compared. A statistically significant increase in correct responses was associated with the experimentally-adjusted CCTV. No increase in incorrect responses was noted. These findings suggest that application of this procedure may improve the reading efficiency of visually impaired persons during use of CCTV systems. Recommendations for further research and an extensive bibliography are included. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0862. / Thesis (Ph.D.)--The Florida State University, 1986.

The purpose of this study was to determine the current support services and consulting tasks of the SLD resource teacher and to specify whether differences exist in the perceptions of regular teachers and between principals, teachers and SLD resource teachers concerning these services. Twelve variables were developed and prioritized according to the perceived needs of middle school principals, teachers and SLD resource teachers. Inservice training needs for SLD resource teachers were also prioritized. / A questionnaire rating 12 support services and consulting tasks, on a scale from 0 to 10, was developed and distributed to professionals in 62 middle schools in the State of Florida. / The one-way analysis of variance (ANOVA) was employed to test for differences in the ratings between 12 groups of regular education teachers and between principals, regular education teachers and SLD resource teachers. The 12 variables were prioritized according to means, standard deviations and 95% confidence intervals of the perceived support and consulting needs of all the groups. Those same 12 variables were also prioritized by SLD teachers concerning inservice needs, in a separate questionnaire. / The first conclusion was that there is a need for all school professionals to have training in learning disabilities. It was concluded that three variables had significant differences between regular teacher groups. Those variables included the following: Variable 1, Adaptive Materials; Variable 6, Liaison; and Variable 9, Teach Skills. / It was also concluded that significant differences exist between principals, teachers and SLD resource teachers concerning three variables. Those variables were as follows: Variable 1, Adaptive Materials; Variable 4, Observe in Class; and Variable 12, Peer Understanding. / Additional conclusions involved the amount of time SLD resource teachers had for support services and their need to do follow-up studies on the SLD students' progress. / Recommendations involve variables where significant differences occur between the professional groups and the prioritized lists of the 12 variables. Inservice needs of SLD resource teachers are also included in the recommendation section. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1689. / Thesis (Ph.D.)--The Florida State University, 1986.

In recent years many critics have argued that intercollegiate debating has lost touch with its educational goals. One of the most extensively documented benefits of the debate activity is the enhancement of critical thinking abilities. Differences over how to achieve the educational benefits were, in part, responsible for the division of the debate community into two separate organizations, the Cross Examination Debate Association (CEDA) and The National Debate Tournament (NDT). The purpose of this study was to determine if CEDA debaters, NDT debaters, and nondebaters differ significantly on the Watson-Glaser Critical Thinking Appraisal. / The total sample for this study was 285 with 146 debaters and 139 nondebaters. The subjects consisted of undergraduate students at eight colleges or universities. The experimental group consisted of students who participated in either CEDA or NDT debate during the experimental period. The control group consisted of students who did not participate in debate during or prior to the experimental period. / Four hypotheses were tested: (1) There is no significant difference between the scores on the critical thinking appraisal between debaters and nondebaters; (2) There is no significant difference between the scores on the critical thinking appraisal between CEDA debaters and NDT debaters; (3) There is no significant difference between the scores on the critical thinking appraisal between CEDA debaters and nondebaters; and (4) There is no significant difference on the critical thinking appraisal between NDT debaters and nondebaters. / A descriptive analysis revealed CEDA and NDT debaters combined or individually outscored the nondebaters on critical thinking scores. NDT debaters had the highest mean score gain, CEDA debaters had the second highest mean score gain, and the nondebate group had the lowest mean gain. An analysis of covariance using the pretest as the covariate supported the rejection of all four null hypotheses. This research suggest debaters outscore nondebaters and that CEDA and NDT may differ significantly from each other on the Watson-Glaser Critical Thinking Appraisal. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2994. / Thesis (Ph.D.)--The Florida State University, 1986.