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Assesses the effects of learning strategy instruction on the completion of job applications by learning disabled students. Learning strategy instruction condition; Information omissions; Understanding of procedural text.

Analyzes the effects of a peer-mediated self-evaluation procedure on the recess behavior of students with behavior problems. Facilitation of the generalization of behavioral gains; Differences in the playground behavior of target students and peer partners; Improvements in the recess behavior.

Examines the views of students on behavioral disorders (BD) and looks at the concerns of the current and future outcomes of interpersonal social interactions. Methodology used to conduct the study on students with and without BD; How students with behavioral disorders are distinguished; Comparison between students with and with out BD on negative interpersonal social interactions.

Examines the effects of African American students views on the philosophies of integrationism and nationalism on orientation toward school. Features of the philosophies represented by Shelby Steele and Malcolm X; Students' justification for their own preferred philosophy; Students' ratings of the educational consequences of their philosophical thinking.

The total emissions model for integrated systems (TEMIS) program was developed at the Institute of Applied Ecology, Darmstadt, to provide an analytical tool for planners and decision-makers involved in formulating energy policy. In this paper, the first of two, the enhancement of the TEMIS framework to accommodate various transport and traffic situations is reported. A number of factors were identified as having an influence on vehicle fuel economy and emission characteristics. Determination of these factors has involved reference to results of published empirical studies where vehicle exhausts have been monitored under a wide range of driving conditions. The life cycle of bio-diesel (UK) as a transport fuel has been created within TEMIS as an example of modelling the complete transport fuel cycle. In addition, the effects of different driving conditions (cruising, acceleration, deceleration and idling) on emissions and fuel consumption have been considered by defining different TEMIS processes for each of these driving modes. [ABSTRACT FROM AUTHOR]

Many challenges are associated with the ever increasing level of energy consumption and the damage to the environment caused by the pollutants from all sectors. On the local level the problem is associated with matters such as noise and air pollution, while on the global level the problems are associated with acid rain, ozone layer depletion and the greenhouse effect (global warming). The transport sector is a major contributor in this respect. The use of appropriate decision-making tools to assist in the assessment of alternative transport policies is required urgently. One such tool is the TEMIS program which was described in Part 1 of this investigation, where the methodology for the enhancement of TEMIS was reported. The enhanced version of TEMIS has subsequently been used to model the effects of different transport scenarios in order to improve future fuel economy and the adverse effects of air emissions as well as the greenhouse gases. In the present paper, three main case studies have been considered to test the effect of different scenarios (in terms of alternative fuels and technical advances) on energy consumption and emissions: firstly, the switch to alternative fuels, through investigating the effects of switching from petrol to diesel, secondly, the effects of switching from diesel to bio-diesel (for buses) and, finally, the effects of technical advances (three-way catalytic converters) and the effects on fuel consumption and emissions are considered. [ABSTRACT FROM AUTHOR]

Responses to the Questionnaire on Resources and Stress Short Form of mothers and fathers of young children with exceptional educational needs indicate that parents of children with serious health impairments view their children's 'patient problems' as more serious than parents of children with cerebral palsy, who in turn view their children's 'patient problems' as more serious than parents of children with Down's Syndrome. Parents of children with health impairments and cerebral palsy experience more 'physical limitations' than do parents of children with Down's Syndrome. Parents of children with health impairments are more likely to consider institutional care than parents of children with Down's Syndrome or cerebral palsy. Mothers, in general, experience more of a 'personal burden' than do fathers. [ABSTRACT FROM PUBLISHER]

The flashlamp-pulsed dye laser (FLPDL) at 585 nm, a wavelength well absorbed by oxyhemoglobin, causes highly selective vascular injury. In addition, the 450 microsecond pulse duration produced by this laser approximates the thermal relaxation time for dermal blood vessels thereby confining the energy to the target. This new laser effects excellent lightening of port-wine stain (PWS) in infants and young children without the adverse complications of hypertrophic scarring, permanent pigmentation abnormality, or textural changes, complications often seen with conventional laser systems. The FLPDL now permits treatment of this patient population expected to gain the most benefit from early laser therapy in a much safer manner, before the psychological complications of being a "marked" person develop. The purpose of this report is to: (1) describe the theoretical considerations behind achieving selective removal of PWS that can be understood and used by a nonsurgically-oriented practitioner; and (2) describe the practical application of the device used in the clinical management of infants and young children. [ABSTRACT FROM AUTHOR]

Describes a school-wide student management program (SSMP) which seeks to develop a school environment that is both preventive and remedial in nature. Factors essential to the development of the SSMP; Details on the four components of the SSMP program; Conclusion.

Assesses faculty willingness to provide instructional accommodations to students with learning disabilities. Factors associated with the increasing number of support devices; Types of accommodations that could help students access higher education.

In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade students who exhibited externalizing behavior. The results showed that treatment students (h = 44) exhibited lower levels of problem behavior (ES = -0.99) and higher rates of on-task behavior (F.S = 0.61) compared to controls (n = 26). The results also suggested that individual baseline behavior and school context as measured by free and reduced-priced meal rates moderated the findings. Given this latter finding, our interest in the current study was to test whether individual and school aggregate baseline behavior levels moderate students' response to two years of the behavior intervention. Schools originally assigned to treatment continued to implement the intervention during the subsequent academic year; schools in the control condition continued with their business-as-usual behavior management approaches. During the winter of the second year, students who remained in their schools were re-assessed on their behavior (r\ = 35 and n = 19 in treatment and control conditions, respectively). Analyses involving multilevel context modeling showed that students with relatively high initial baseline behavior levels (pretreatment) were more responsive to the intervention if they were in schools with higher school aggregate baseline behavior levels. Conversely, students tended to be less responsive to intervention if they were in schools with lower school aggregate baseline behavior levels. Limitations and practical implications are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the need to address the probable reading deficits of secondary students with emotional and behavioral disorders (EBD) in middle and high schools. It offers research-based and practical suggestions for secondary teachers who are faced with educating students with EBD. Reading skills of secondary students with EBD are described.

As prevention and early intervention opportunities for young children at risk of emotional disturbance (ED) increase, questions regarding the effectiveness of these programs for specific subpopulations of children have emerged. To date, few investigators have examined young children entering early school prevention/intervention programs to determine if clear subpopulations can be identified, and if so, which characteristics are most distinguishing. This study examined the risk factors of 140 kindergarten and first-grade students, identified by teachers as at risk of ED, to determine if distinct profiles exist. Cluster analysis procedures using teacher, child, and parent reports of family, academic, and social/emotional data revealed five distinct clusters: Parent nominated (n = 24), Elevated risks (n = 43), Primarily behavior (n = 25), Primarily academic (n = 27), and False positives (n = 21). Validation techniques revealed that the five clusters were distinguished by clear profiles, which differed across level of severity (i.e., high or low levels of risk per domain) and primary focus of risk (i.e., academic, social/emotional, or familial). Similarities and differences across cluster groups, possible implications for targeted prevention or early intervention programs, study limitations, and directions for future research are presented. [ABSTRACT FROM AUTHOR]

In an effort to address the problem behaviors of children and youth, professionals have advocated for the implementation of three-tiered prevention programs: primary, secondary, and tertiary. The wraparound approach has been advanced as an appropriate tertiary program that can be used to address the complex behaviors and needs of students and their families. Although researchers have explored adherence to the basic tenets of the wraparound approach when community mental health settings serve as the entry point, it appears that there is virtually no description or information on adherence when schools serve as the entry point. The purpose of this study was to examine adherence to the basic tenets of the wraparound approach when the school serves as the entry point. Results from 112 observations identified some strengths and weaknesses in the adherence to the basic tenets of the wraparound approach when school serves as the entry point. Limitations, future research needs, and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED, Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002, Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined, [ABSTRACT FROM AUTHOR]

Presents a study which assessed the outcomes of a supplemental daily Direct Instruction reading curriculum and fluency building program on reading skills of students at risk for emotional disturbance and reading deficits. Academic status of students with emotional disturbance; Details of the intervention research; Importance of direct instruction to reading skills of students.

Sumatriptan succinate (Imitrex) is a 5-HT (5-hydroxytryptamine) agonist used for relief of migraine symptoms. Some individuals experience short-lived side-effects, including heaviness of the limbs, chest heaviness and muscle aches and pains. The effects of this drug on skeletal muscle energy metabolism were studied during short submaximal isometric exercises. We studied ATP flux from anaerobic glycolysis (An Gly), the creatine kinase reaction (CK) and oxidative phosphorylation (Ox Phos) using 31P nuclear magnetic resonance spectroscopy (31P MRS) kinetic data collected during exercise. It was found that side-effects induced acutely by injection of 6 mg sumatriptan succinate s.c. were associated with reduced oxygen storage in peripheral skeletal muscle 5-20 min after injection as demonstrated by a transient reduction in mitochondrial function at end-exercise. These results suggest that mild vasoconstriction in peripheral skeletal muscle is associated with the action of sumatriptan and is likely to be the source of the side-effects experienced by some users. Migraine with aura patients were more susceptible to this effect than migraine without aura patients. [ABSTRACT FROM AUTHOR]