A reading resource room program for 65 deaf high school students was implemented at the South Carolina School for the Deaf and Blind in an attempt to improve the reading levels of its resident hearing impaired students. (SEW)

The effectiveness of behavioral consultation with secondary-age students is evaluated. A differential reinforcement of low rates procedure is applied within the context of an independent group contingency to decrease negative verbal interactions of adolescents in a resource room setting. (PN)

Argues against putting students into "pull out" programs without considering exit criteria and teaching strategies. Offers guidelines for such criteria and strategies.(FL)

Computer assisted instruction (CAI) in the form of tutorial and drill programs supplements language, vocabulary reading, and math instruction in special classes and resource rooms for hearing impaired secondary students. Development by staff of software programs is an integral part of the system. (CL)

To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

The paper describes a three level resource room designed to provide a comprehensive program to meet the widely varying needs of handicapped students at the secondary level. An introduction provides the historical background of services to the handicapped. A description of the program includes the organization; the resource room services, such as…

Discusses the problems of hiring substitutes and Ellington High School's (Connecticut) plan to deal with the problem: relieve teachers of supervisory duties, assign them to resource rooms organized around a particular academic discipline, and utilize these teachers as substitutes in their area of discipline when the need arises. (LC)

The paper discusses the interaction of learning disabilities with the typical developmental tasks of adolescence and adulthood. Typical high school programs (resource room and segregated classroom models) are reviewed to determine how services can better meet the needs of this age group. (Author/DB)

The study investigated the career attitudes of three groups of learning disabled (LD) adolescents: (1) 30 LD students enrolled in secondary regular classes, (2) 30 LD students enrolled in secondary vocational training classes, and (3) 30 LD students enrolled in the regular secondary classes and receiving additional services through Learning…

The author describes a resource room program to help junior-senior educable mentally retarded students in a modified open classroom designed to facilitate learner involvement on an individualized basis and to emphasize affective growth. (SBH)

Two variations of a level system as a behavior management tool for behavior-disordered and learning-disabled adolescents (N=19) in a resource setting were evaluated. Four color-coded levels were designed to decrease talkouts and out-of-seat behaviors. During system implementation, disruptive and off-task behaviors decreased, and task completion…

This study examined the effects of a classwide peer tutoring program on the academic performance of 20 mildly handicapped students enrolled in two separate sections of a secondary resource room program. Methodology and results are discussed. (Author/JL)

The author describes the Developmental By-Pass (DBP) Instructional technology for teaching secondary and college learning disabled (LD) students by allowing students to bypass ordering and organizational deficits. (SB)

The study examined the relationship between extreme levels of depressive symptomatology and age, gender, and placement label among 465 secondary-level students in special education resource programs for the seriously emotionally disturbed and learning disabled. Gender was the only significant predictor of severe depressive symptomatology, with…

The article examines three educational options for handicapped adolescents (self-contained classes or units, resource programs, and vocational education) in terms of the three main rationales underlying such options: fit the system, change the system, and ignore the system. (DLS)