Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…

Two elementary teachers rated 91 learning-disabled students (56 mainstreamed and 35 in self-contained classes) using the Weller-Strawser Scales of Adaptive Behavior. Results indicated that personality variables and problem behavior were related to teachers' perceptions of the ability of learning-disabled students to adapt to the classroom.…

A multiple-baseline-across-subjects study found that training in self-management reduced the inappropriate verbalizations of two middle school students with learning disabilities in a special class setting. The students also progressed more rapidly through the classroom token-economy levels system, designed to improve academic and social skills…

Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…

This study investigated time allocated to instruction as a function of the specific type of mild handicap and as a function of setting and subject matter content. Subjects were 122 elementary students categorized as learning-disabled, emotionally/behaviorally disturbed, educable mentally retarded, and nonhandicapped. Subjects were in mainstreamed,…

Observations were conducted to document the active academic responding and academic engagement rates of 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 mildly mentally retarded, and 30 self-contained programs. Data were recorded in 10-second intervals for each student over an entire school day. During a…

This study investigated social support preferences of Hispanic male junior high school students with (n=22) and without (n=11) mild learning handicaps for various life stressors. Students with handicaps were more likely to choose "nobody" and less likely to choose siblings than nonhandicapped peers. Differences between special class and resource…

This project examined the extent to which varying instructional grouping arrangements are used for different categories of mildly handicapped students in various instructional settings and the extent to which any differences translated to differences in student responses. Observational data were recorded all day in 10-second intervals for 122…

This study examined whether Wechsler Intelligence Scale for Children (Revised) subtest patterns employing Kaufman's classification system differ between male and female elementary grade students receiving special education services. It also examined whether females in special education are more significantly impaired than males, and whether males…

Observational data were collected on the instructional tasks used by 122 elementary students (30 learning-disabled, 32 emotionally/behaviorally disturbed, 30 educable mentally retarded, and 30 nonhandicapped). No differences between handicapped and nonhandicapped students were revealed in an analysis of time using each of eight specific tasks…