Interviews with eight experts working with schizophrenic students supported the need for a self-paced, supportive, consistent structured, and clearly defined management system. Suggested intervention techniques and strategies are outlined for four major psychiatric symptoms: impaired reality testing, impaired object relationships, thinking…

Assessment of school violence should take into account the interaction of factors in three general categories: home and community, school, and personal factors. Assessment of classroom violence should yield data indicating who and what should be modified and in what manner the changes should take place. (CL)

The rationale for assessment in special education is examined, and the importance of measuring student performance until mastery or proficiency of the skill/behavior has occurred is stressed. Guidelines are offered for determining proficiency. (CL)

The author describes nine separate stages of help that reflect the normal process of pupil improvement and some of the corresponding teacher skills. Stages begin with the "honeymoon stage," including active resistance, limited testing, beginning trust, and achievement, and concluding with expression of genuine feelings of sadness and attachment.…

Assessment instruments should be selected on the basis of test design variables (such as date of development and content sequence), test construction variables (including standardization results), examinee-related variables (such as prerequisite skills and vocabulary level), examiner-related variables (including preparation and skills), and…

The paper stresses the importance of informal assessment of spelling, describing both quantitative and qualitative implications. Stages of word knowledge are reviewed and examples of student errors are cited to illustrate needed instruction. (CL)

Stressing that reading assessment should occur while students read books and write stories, the author discusses informal assessment of readiness, fluency, phonics, and comprehension. Implications for instruction are noted. (CL)

Six steps in the ecological assessment model are described, from setting goals to developing a learning plan, and factors such as the physical milieu and classroom patterns are considered. Methods and sources of ecological assessment data are reviewed. (CL)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

Strategies are described for longitudinal career education programing for handicapped students in elementary school (such as having guest speakers and field trips), middle school (including running a classroom business), and high school (such as sampling vocational courses and encouraging cooperative agreements between special and vocational…

The article suggests ways to look at writing samples of reading disabled students to identify problem types, outlines cognitive processes needed in written language production, and gives an example of instructional intervention with a reading disabled high school student. (DB)

The article presents guidelines for transforming information from conventional testing into data useful in classroom instruction of exceptional students. Steps are described first for converting a norm referenced test to instructionally relevant information, and second, for applying, rescoring, and summarizing results of the criterion referenced…

Specific procedures for assessing a handicapped student's mastery level within a continuum of mathematics skills are described, and analysis of error patterns discussed. (CL)

Seven questions are addressed to school officials regarding programs and policies of career/vocational education for handicapped students. Questions touch upon such aspects as curricular scope, continuum of placement and service alternatives, transition services, evaluation procedures, and use of nonschool resources. (CL)

This paper describes cooperative learning techniques, outlines outcomes from cooperative learning, and discusses factors in cooperative learning that impact on its effectiveness with learning-disabled adolescents: interdependent goal structure, individual accountability, group composition, group size, physical arrangement, accommodation of diverse…