Among findings of a study involving 48 teachers of early childhood programs for handicappped children were that diagnostic reports should be organized by developmental or functional domains and should include suggestions for behavioral and instructional strategies. (CL)

Proposed are two decision models intended to be followed by regular teachers, with the consultation of special educators, in the identification of handicapped children and in the provision of direct services to handicapped children in regular classrooms. (GW)

The article describes the essential features of curriculum-based assessment (CBA) and provides suggestions for developing them. Special emphasis is placed on describing how teachers can use CBA results to place students into curriculum materials, adjust instruction based on their performance, and evaluate and communicate pupil progress. (Author/CL)

Described is an experimental program in which students with behavioral and/or learning difficulties are helped within the regular classroom by a diagnostic-prescriptive teacher or a crisis-resource teacher. (CB)

Because the teacher spends more time with the child than any diagnostician, the teacher's judgment, based upon observation and formal and informal measures, should be considered- in the decision making process regarding the individual instructional needs of the handicapped child. (Author/SB)

A computer-based measurement system for monitoring student progress through an individualized math and reading curriculum is described along with results of a study to determine whether special education and Chapter 1 students could be identified in reference to the number of units of instruction completed by the end of a school year. (Author/CL)

Described and presented are the Scales of Communicative Interaction, designed to identify the child who rejects verbal communicative interaction by delineating his habitual use of interactive language and noting the next highest level of language toward which remedial efforts should be directed. (DB)

Design details, operation, and initial field test results are reported for DynaMath, a computer-based dynamic assessment system that provides individually tailored, instructionally useful assessment of students with disabilities. DynaMath organizes and outputs student performance data, graphically shows the "zone of proximal…

Instructional intervention was offered to 77 educable mentally retarded children (7- to 13- years old) to determine if their academic achievement in reading could be increased when curriculum material was matched to their strongest perceptual modality. (LS)

Compared were three perceptual or language instructional programs with each other and with a direct prescriptive approach to reading problems of 112 learning disabled children (ages 6-10 years). (MH)

A literature search identified 39 studies assessing modality preferences and modality teaching. The studies, involving 3,087 disabled and nondisabled elementary/secondary level subjects, were quantitatively synthesized. Subjects receiving differential instruction based on modality preferences exhibited only modest gains. (Author/JDD)

A survey of 49 state directors of special education found that prereferral interventions for students suspected of having a handicap were required or recommended by most states. Also determined were types of interventions frequently used, professionals responsible for designing and implementing the interventions, and the interventions'…

The study, with 55 mildly and moderately disabled elementary students, investigated the effectiveness of teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) system and of individual expert versus group follow-up consultation. Groups employing CBM and group consultation generally out performed the other…