This research examined two hypotheses involving mentally retarded students. The first hypothesis posited that an Experimental Group of subjects receiving intensive, individua~. short-term supportive counseling will display a higher rating score improvement on the five personality dimensions of confidence, maturity, self-discipline, assertiveness and independence following this counseling than will a Control Group of subjects receiving no such counseling. The second hypothesis posited that this same Experimental Group of subjects, aft~r receiving this counseling, will be distinguished by significantly higher job stability, defined as continuous and successful employment for six months following the end of counseling, than will the Control Group of subjects receiving no such counseling. To test these hypotheses, forty mentally retarded students were drawn at random from the Bobby Dodd Workshop for the Mentally Retarded; twenty were assigned to the Experimental Group, twenty to the Control Group, with members of both groups being matched as similarly as . . ~ Patricia A. Griffin possible regarding sex, age, I.Q. and race. At the beginning of this study, members of both the Experimental and Control Groups were rated by a qualified, independent rater on the five personality dimensions of confidence, maturity, self-discipline, assertiveness and independence. The ratinqs were made on a five point scale: a rating of 1 denoted poor; 2 denoted fair; 3 denoted average; 4 denoted good; and 5 denoted excellent. Following these pre-counseling ratings, subjects of the Control Group continued the normal training regimen of the Bobby Dodd Workshop. Subjects of the Experimental Group also con~inued this training,but in addition, underwent individual counseling twice a week for a six month period with a counseling psychologist who's counseling approach dealt with the conscious affective concerns of the subjects in an understanding, specific and exploratory manner. Following the six month counseling period, members of both the Experimental and Control Groups were rated a second time on the five personality dimensions. Comparison of postcounseling group r~ting score increases over pre-counseling group rating scores on each of the five personality dimensio~s were then made between the two groups. This comparison disclosed that th~ Experimental Group displayed a much higher rating score improvement than the Control Group on each of the five personality dimensions, thereby supporting the first hypothesis tested. Following the second perso1~ality dimension rating, y ' P~tricia A. Griffin efforts were made to place the subjects of both groups in employment. Six months later, a follow-up study was made to discover which subjects were still employed. Each subject was rated a score of 2 if he was employed, 1 if he was not. The rating scores obtained by the subjects in each group were statistically compared using "t"-tests. There was a significant difference in the rating scores of the two groups of subjects in favor of the Experimental Group, thereby supporting the second hypothesis

Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

The purpose of these studies was to examine the effects of reprimands, a mild disciplinary procedure, and work observation and pay loss, a severe disciplinary procedure on the maintenance of high-quality work among mild developmentally disabled individuals employed as housekeepers. In general, participants were more responsive to reprimands after work observation and pay loss was applied. In addition, the increased sensitivity to reprimands appeared to generalize to other work settings for one participant. While participants' work quality varied across conditions, their work rate was relatively stable. These results are discussed in terms of other research that examined the use of reprimands in work settings.

A survey was made of the graduates of an educationally-oriented church-sponsored foster home placement agency. The subjects for the study had been graduated from high schools in Idaho, Arizona, Canada, and throughout Utah. There were 235 students graduated during the period 1954-1967. The survey of these subjects was made by the use of the mailed questionnaire method. Responses were received from 165 (70.21 percent) of the subjects. The investigator was searching for modal patterns of behavior among the graduates. Some significant trends seem to be emerging in their post-high school activities. Implications for future studies of the culturally disadvantaged are evident as a result of the study. The subjects of this study appear to be preparing themselves to become more self-reliant in their own culture and functional in the dominant culture. The accomplishments of the respondents compare favorably with those of their contemporaries of the non-Indian population.

The effects of social stories and script fading were investigated on increasing interactions of students with disabilities with their non-disabled peers. Social stories and script fading are treatments typically used for persons with autism spectrum disorder. This study examined effects on students with intellectual disabilities and multiple disabilities. In sequential treatments, social stories and 'scripts' were read to students just prior to their lunch, so each could be assessed on their effectiveness in increasing initiations and responses in social situations in a lunch line with typical students. Social stories and script fading were analyzed in the context of a multiple baseline design across three participants, all 12- to 14-year-old youth with significant intellectual disabilities. The study was conducted in a cafeteria as participants and other students stood in line, selected lunch items, and sat at tables to eat lunch. Data on social interactions were initially collected on five students without disabilities to serve as a benchmark for study participants. Results indicated that social stories were largely ineffective or minimally effective in increasing social interactions in the cafeteria for three participants. In contrast, the second treatment, scripts and script fading, was immediately and consistently effective in increasing social interactions. Generalization probes were consistent with intervention results. Results are discussed in terms of variables affecting efficacy of the two interventions and directions for future research.

Purpose. The purpose of this study was to determine if a letter and postcard treatment program would induce parents to act as change agents for the purpose of improving Resource Specialist Program student attendance. Procedures. Subjects were 270 kindergarten through twelfth grade RSP students in a suburban school district near Sacramento, California. Five variables were studied including RSP student gender, grade level, ethnicity, socio-economic status and time-in-program. These variables were statistically combined with 1983-84 and 1984-85 fall semester absence data and postcard return rates to investigate what influence the letter and postcard treatment would have on rates of absence. Analysis of variance, t-test statistics, and multiple regression analyses were used to assess the effects of the postcard and letter treatment on the absence rates of RSP students at the.01 level of significance. Findings. (1) Monthly correspondence with the parents of RSP students on attendance related topics worsened pre-existing attendance problems for students in grades seven through twelve. (2) Resource Specialist Program students in Level 1 (grades K-6) have better attendance as a group than students in Level 2 (grades 7-9). Similarly, students in Level 2 have better attendance as a group than students in Level 3 (grades 10-12). (3) The number of postcards returned by parents is unrelated to changes in RSP student rates of absence following implementation of a monthly attendance related letter and postcard treatment program. (4) None of the interactions among gender, ethnicity, socio-economic status, time-in-program or postcard returns affected changes in RSP student absence rates.

Problem. The Resource specialist is responsible for California's primary program to mainstream handicapped students. The Resource Specialist role is not comprehensively defined in state law or regulation and divergent expectations for Resource Specialists appear to impact upon successful program implementation. Purpose. The purpose of this study was to provide a comprehensive, prioritized description of the major tasks of the Resource Specialist role, as perceived by three groups of educators involved with pilot Resource Specialist Programs in Master Plan Region schools. These groups were: (1) site administrators responsible for regular and Resource Specialist Programs, (2) classroom teachers with Resource Specialist Program students mainstreamed into their classes, and (3) Resource Specialists. Procedures. A Resource Specialist Role Survey incorporating the nine major Resource Specialist tasks was developed from the literature, interviews and other sources and distributed to a sample of 300 educators. Respondents ranked tasks in their perceived order of importance, ranked the relative amount of time spent on each task, and indicated whether task time was adequate, should be increased or decreased. Data treatment of the 68 percent survey return included one-way ANOVA, two tailed t test, and chi-square. Significance was set at the .05 level. Findings. No significant differences existed in the way site administrators, classroom teachers and Resource Specialists perceived the relative importance of Resource Specialist tasks. The prioritized tasks were as follows: (1) student instruction, (2) student assessment, (3) program management, (4) collaboration with educators, (5) student counseling, (6) collaboration with parents, (7) site special education leadership, (8) change agent, and (9) collaboration with others. Significant differences existed in the following areas: (1) between elementary and secondary educators regarding perceptions of relative task importance and amount of time spent on tasks, (2) among the three educator groups regarding time spent and time which should be spent on tasks, and (3) between Resource Specialists with more or less than two years experience regarding the amount of time spent on tasks. Recommendations. (1) A study to determine more specifically the differences in perceptions of elementary and secondary educators. (2) A study to correlate perceptions with direct observation of time spent on Resource Specialist tasks. (3) A study to investigate the reasons for the differences in perceptions of the various educator groups.

No description available.

No description available.

Statement of the Problem: The problem of this study was to determine if the verbal and figural creative abilities of educationally handicapped children can be appreciably enhanced through an educational environment using brainstorming and programmed instruction techniques