Evaluated with 104 experimental and 104 control Ss (at the elementary grade level) was whether the academic and behavioral gains made after 1 or 2 years of part-time placement in a behaviorally oriented resource room would be maintained following full-time attendance in a regular class for 2 or 3 years. (Author/DB)

Compares the cost-effectiveness of two delivery systems for elementary learning-disabled students--the self-contained special learning disabilities classroom, and the regular classroom with resource room or learning center. (JG)

A case study of a mainstreamed fifth-grader who attended a resource room for mathematics instruction indicated that use of a daily report card resulted in increased homework completion and accuracy. Teacher, parent, and student attitudes indicated approval of use of this indirect intervention. (Author/CB)

Sixty gifted students (ages 9-11) were studied to identify differences in perceived competence, social adjustment, and peer relations between those in regular classrooms and those in segregated settings. Regular-classroom subjects reported greater perceived cognitive competence while segregated subjects were rated more positively by their teachers…

The self-perceptions of students were compared to parallel ratings by their teachers for four groups of subjects: 69 nondisabled, 18 learning-disabled-resource room, 25 learning-disabled-resource room, and 33 learning-disabled special class students. Results varied according to which teacher and students, which setting, and which aspect of self…

A sequential model is proposed for educating gifted students from elementary through high school. Operational assumptions of the program are listed and components of junior high school phases discussed. Such a program is recommended as differential, optional, and testable, and parts of the model have been tried successfully. (MJL)

The response cost (RC) procedure has been applied in regular classrooms and playgrounds, self-contained and resource rooms, and residential settings with normal children and elementary-age, behavior-disordered children. RC involves the removal of previously awarded or earned reinforcers for the purpose of reducing deviant, maladaptive, or…

"Transenvironmental programming" is presented as a databased approach for promoting regular class success for handicapped students by carefully programing resource room instruction. An experimental study, with a 12-year-old student with behavior problems and academic deficiencies, is described which supports the efficacy of the approach.…

Most of the principals (82 percent) considered the most effective placement to be a combination of regular class and part-time special education. Only 6.4 percent regarded full-time regular class as most effective, while 10.1 percent favored full-time special class placement. (DB)

A study of 17 middle school students with learning disabilities examined their perceptions of their experiences with an inclusive delivery system organized around a team of teachers and students. Results found that most students preferred this delivery system to the pull-out program in which they had been involved the previous year. (CR)

This paper reports on a survey of parents of 29 British children who transferred to mainstream schools from special schools for pupils with moderate learning difficulties. Findings revealed greater satisfaction among parents and children where the children were transferred to a school using a mainly resource-based teaching model compared to…

Analysis of survey responses of elementary and junior high students (n=1,527) in regular, resource, and self-contained special education classrooms found significant main effects for group, grade, and group by grade interactions for amount, type, and time spent doing homework; opportunity to do homework at school; parents' assistance; and…

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

A survey of the perceptions and opinions of 381 special and regular educators found that pullout programs are favored over Regular Education Initiative implementation for elementary students with mild disabilities. Survey data were analyzed into 14 categories such as teachers' responsibility and ownership, teacher preparedness for meeting student…

Finds that students with learning disabilities who received reading instruction in special-education resource rooms expressed reading attitudes that equaled or exceeded those expressed by low and average non-disabled students in another nationwide study, and that their attitudes remained more stable across grades 1 through 5 than those expressed…