The interim report presents an evaluation of TADS (Technical Assistance Development System) through case studies of TADS technical assistance to the staffs of two demonstration programs for preschool handicapped children and their families. Purposes of the study included obtaining indepth descriptions of the technical assistance process to…

Increased educational programs for deaf blind children and growing concern about program standards require that the programs be effective. An effective program should produce a positive behavior change in a child as a result of teacher awareness of what is expected of both the teacher and the child. Additionally, the teacher should understand the…

Discussed are the effects on local programs of the Economic Opportunity Act requiring Head Start programs to increase the number of handicapped children to 10 percent of those served. (DB)

Reviewed are programs and research on the value of early identification and intervention with learning disabled children. (DB)

Three frequently used procedures for analyzing developmental outcomes (developmental age, developmental quotient, and prediction indices) were compared using data from an early intervention program for 29 handicapped children (birth to age three). The procedures led to different conclusions regarding program effectiveness. Alternative measures of…

The article defines leadership training and presents data on the impact of University Affiliated Facilities (UAF) programs which provide interdisciplinary advanced clinical training in areas related to improved care for mentally retarded and handicapped children and their families. Two conceptual approaches to UAF leadership training are…

This article presents a five-step, structured format to be used in preparing employers for conducting interviews with disabled applicants. Described in this article is a straightforward, convenient tool that can also be used by rehabilitation personnel when providing awareness training and employer education. (Author)

The article examines the literature on the effectiveness of educational and postschool professional services for the most severely disabled students and clients. It concludes with recommendations which include a "zero exclusion" policy, increased focus on social and behavioral development, and continued integration into supported work and…

Effectiveness of a six-week spelling program implemented with seven learning-disabled sixth and seventh grade boys was assessed. Compared with controls, the experimental group demonstrated superior performance in the learning and retention of unpredictably spelled words. No difference between groups was found for words dictated in paragraphs. (JW)

A meta-analysis of 19 studies using handicapped students as tutors of other students indicated that: (1) tutoring programs were generally effective; (2) tutees generally gained more than tutors; and (3) tutor and tutee gains on self-concept and sociometric ratings were small, while gains on attitude measures were larger. (Author/DB)

The author reports on a collaborative effort among three state agencies that is currently giving 3,000 California youth who are disabled a chance to prove themselves in private sector job placements. Discusses program administration, funding, computerized recordkeeping, entrance requirements, and plans for the future. (CT)

Cross-sectional and longitudinal studies of adolescent males from public schools, juvenile courts, and correctional facilities confirmed the school failure theory, the susceptibility theory, and the differential treatment theory--theories positing a causal relationship between learning disability and juvenile delinquency. Remedial instruction…

An alternating-treatments design was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four learning disabled middle school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. (Author)

The effectiveness of supplementary home tutoring with minimal professional guidance of 64 learning disabled, emotionally disturbed, or educable mentally retarded primary grade students was evaluated. Results indicated that after two weeks children whose parents had received the tutoring materials scored significantly higher on a word recognition…