Social perception has been identified as a significant contributor to how students know themselves and how they are known within the general classroom. These abilities can impact how successfully they negotiate their learning environment. This study addressed how students with learning disabilities (LD) and emotional handicaps (EH) compare on peer, teacher, and self assessments of social and academic domains of behavior. Subjects were 28 students classified as EH and 55 students classified as LD. This study was based on Kenney's Social Relations Model. A round-robin design was used to collect Likert ratings on 18 task and socio-emotional dimensions among peers. Subjects in grades 3 through 9 and their teachers completed an additional set of ratings on six classroom oriented dimensions. All ratings included a self and metaperception judgment. Results yielded consensus among peers on five task and socio-emotional oriented dimensions. Peer and self judgments and metaperceptions indicated that subjects rated themselves less similar to how they predicted their cohorts would rate them. A positive linear trend was found for the task but not for the socio-emotional construct across grade level predictions among the task consensus dimensions. Correlations between student and metaperception ratings of these traits were strong (r's ranging from.58 to .91). Findings are discussed in terms of how students with LD and EH view themselves and others both socially and academically as participants in the natural context of classrooms, and how the accuracy of these perceptions affect their ability to function within their educational environment.

This study investigated the effects of Picture Rehearsal with and without covert reinforcement on the turn-taking behavior of four children diagnosed with an autism spectrum disorder and placed in a public school. A counterbalanced multiple baseline design across participants was used to examine treatment effects. Data were analyzed using visual analysis and statistical analysis. Visual analysis included an inspection of adjacent phase changes in means, levels, trends, and latency of change. A time-series analysis was used to identify statistically significant trends in the data. Results indicated that the Picture Rehearsal with the covert reinforcement condition was more effective at increasing turn-taking behavior than the Picture Rehearsal without the covert reinforcement condition. These results offer some support for covert conditioning; however, conclusions are limited by a number of factors. Additional research is needed in order to obtain more reliable conclusions.

Over the past twenty years, an increasing number of schools have been integrating individuals with autism into general education classes. Although the benefits of this practice have been questioned, there has been little formal research on this subject. This qualitative study attempted to examine the short-term effects of the integration of one child with autism, Karl, into his neighborhood elementary school. Data were collected through direct observation in the classroom and interviews with the classroom teacher, support staff, the parents of the child who has autism, the parents of two classmates, the child with autism, and two classmates. The observations and interview questions focused on the behavior and perceptions of (a) the child with autism, (b) two classmates and (c) the adults participating in the integration. The participants identified locations (where the student is) and social opportunities (who the student is with) as important characteristics of an integration program, rather than strictly adhering to formal definitions of mainstreaming, integration, and inclusion. Although many of the participants were aware of the characteristics of autism, their definition of Karl was focused on who he was and what he did, rather than his label. Class membership included (a) the activities in which Karl participated, (b) the peers with whom he associated, (c) the changes that occurred in the classroom, (d) his ability to blend in, and (e) his perception of himself as a member of the class. The success of this integration program was attributed to the addition of a one-to-one integration assistant and the communication, consistency, support, and flexibility of the integration team. This study provides a rare view of an integration program that worked for a student with autism. Regardless of the characteristics unique to Karl, the participants, and this situation, this study demonstrates that it is possible to integrate a student with autism, provided the appropriate resources are made available.