Surveyed 35 state guidance directors to examine the status of secondary school guidance programs. Respondents indicated strong concern for counselor role abuse, program design and administration, the lack of state guidelines, and vulnerability of school guidance to economic cutbacks. (JAC)

Compared junior and senior college students who completed a career development course (N=44) with upper-level students who did not (N=26). Results showed the career course increased students' knowledge about themselves, the world of work, and job search skills. (BH)

Important findings from the School Health Education Evaluation are summarized, focusing on the four principal scores of overall knowledge, attitude, practice, and program-specific knowledge. The relationship of those scores to measures of program implementation and cost is described. Variables of program effectiveness are discussed. (Author/MT)

Two substudies were conducted within the School Health Education Evaluation to assess implementation practices and cumulative effects. Special samples were identified to permit independent analysis of contributing factors. Results of the substudies are discussed. (Author/MT)

This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

Research on the effectiveness of cross-age tutoring is presented and specific applications with disadvantaged and learning disabled students noted. Reasons for success are cited, including greater personalization and strengthened ego strength and self-esteem of both tutors and tutees. (Author/CL)

Results of two studies of social learning treatment indicate that this model of family intervention is an effective alternative to out-of-home placements with this population for approximately 50 percent of typical child protection services caseloads. The cost benefits of social learning treatments are discussed along with potentially useful…

Fifteen hearing impaired elementary students who participated in the EPIC (Experimental Project in Instructional Concentration) program, which was characterized by intensive and systematic instruction, demonstrated a significantly accelerated rate of progress compared to a control group of 18 children. (CL)

The Minority Issues Inservice Program, a three-year cooperative inservice program regarding special education of minority handicapped children, was evaluated with 34 participants (building trainers, teacher trainees, contrast Ss). Results indicated that trainees increased their weekly mastery, made substantial and continuing applications, and had…

A camping experience provides learning disabled students with opportunities to increase their self-esteem, sense of social cooperation, use of language, and rapport with teachers. (CL)

A model of early intervention that focuses on Proactive Empowerment through Partnerships (PEP) is described. The manner in which the PEP principles and social systems notions are operationalized at the programmatic level is also described. Data are presented to validate and evaluate the social systems perspective of early intervention. (Author/CL)

Summarizes evidence stemming from a variety of interventions to remediate children's reading disorders. (NH)

A study of 450 elementary students was made to examine the effects of Talents Unlimited (TU) teaching on students' productive and creative thinking scores. Results were not consistent across grade levels, nor from class to class. There seemed to be small to moderate associations between TU teaching and test scores. (Author/MT)

This article serves as a concluding statement to the preceding articles on ways to improve conferences. The author pulls together themes of successful conference planning and participation and reviews the literature base for readers who wish to inquire further. (CT)

After participating in computer assisted math instruction, hearing impaired secondary students (N=5) operating at grade level demonstrated significant growth in the Stanford Achievement Test (SAT) computation section and total score while Ss (N=3) operating below grade level experienced significantly higher SAT scores on applications. (CL)