The article describes a management system used in a secondary resource program for exceptional students that incorporates a clinical teaching model, task analysis, and the use of management objectives to provide individualized services. Five-year evaluation data reveal increased completion of assignments, decreased teacher preparation, and a more…

The paper reviews three conceptual issues pertinent to understanding of current outcome data on effects of early intervention for disabled children: (1) intervention and assessment assumptions in early intervention research, (2) political and ethical concerns regarding cost-effectiveness of early intervention, and (3) the weight of evidence…

Lists strategies designed to help trainees benefit from the actual training program. Pretraining strategies include self-assessment and familiarizing management with training content. Transfer-enhancing strategies include use of lifelike situations and building trigger mechanisms. Posttraining strategies include follow-up letters and chats.…

Evaluation of the school-based, collaborative inservice program implemented by 10 elementary schools in Jefferson County, Kentucky, indicates that ideal conditions are not essential to school improvement. Based on the effective schools research model, the project also provided evidence that local schools will adopt successful programs after pilot…

Reports the effectiveness of an orientation program for 29 psychotherapists who were beginning training at a large urban psychiatric outpatient clinic. Data indicated that therapists improved significantly in knowledge, sensitivity, and effectiveness as a result of the orientation program. (JAC)

Investigated systematic problem solving with 52 elementary school students. The experimental group (N=26) received Galvin Alternative Intervention Network (GAIN) training. Results indicated the GAIN program was effective in facilitating problem solving. Students' responses were unique and constituted creative behavior. (JAC)

Compares the awareness, use, and impressions of the Women's Resource Center in 476 traditional and 334 nontraditional female students. Results showed that traditional students were more aware of the center and that many of the programs offered by the center appealed to few traditional or nontraditional female students. (LLL)

Argues that staff development should be integrated with organizational development in order to effect lasting change. Feels that staff development programs that focus only on ability as a determinant of performance, that target only the individual, and that ignore the internal climate and external environment of the institution cannot succeed.…

Tested the effectiveness of training 50 older adults as peer counselors to lead a weekend preretirement seminar. Small group discussions focused on self-esteem, interpersonal relations, and leisure time management. Results showed improvement in self-efficacy ratings, retirement knowledge, and morale three months after the intervention. (JAC)

The authors suggest ways to establish quality behavioral programs within a hospital for the mentally ill. They emphasize the importance of staff morale, consistency of effort, teamwork, staff training and reinforcement. Procedures said to be responsible for successful maintenance include a flexible credit economy system. (Author/CL)

Followup of 66 graduates of a noncategorical intervention program for mildly and moderately impaired preschoolers revealed that, in general, graduates made a successful transition to elementary school. Teacher and parent ratings were favorable, and 58% of the sample were assigned to regular kindergarten or nursery school placement. (Author/CL)

Reports on a field study conducted to determine whether a manual describing effective classroom management principles and guidelines could help elementary school teachers establish and maintain well-managed classrooms. (RH)

Examined the feasibility of an abbreviated Job Club program for 23 Job Service clients. Results showed a 50 percent placement rate, which compared favorably with the agency rate, but was lower than the traditional Job Club success rate. Outcome variables and group support functions were discussed. (JAC)

Examines the effects of an extra five minutes of interaction on the psychomotor and mental development of Iranian infant orphans largely deprived of opportunities to interact with caretakers and peers. Daily intervention continued for six weeks; effects were assessed after a 6-month interval. (RH)

Forty-five children with various handicaps, aged 3-15, were screened for motor delays and assigned to therapy with occupational or physical therapists. Results were that developmental therapy affected gross motor gains in preschool children with moderate delays, and that one treatment per week was effective. (Authors)