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We examined the effects of a self-instructional and feedback package on participants' implementation of a paired-stimulus preference assessment. Specifically, in Experiment 1, we used a multiple baseline design across participants to replicate and extend the results of Graff and Karsten (2012) by evaluating the effectiveness of their self-instructional manual. A majority of the participants (i.e., 5 of 7 undergraduate students and 4 of 5 in-home behavior technicians) achieved mastery with the self-instructional package. The remaining participants met the mastery criterion after brief modeling and feedback sessions. In Experiment 2, we identified the most effective component of the feedback condition from Experiment 1 when a self-instructional package was not sufficient. Brief feedback sessions in which participants received a list of the targeted responses plus information regarding accuracy of emitted responses was sufficient for 5 of 6 participants to achieve mastery. [ABSTRACT FROM AUTHOR]

In the current english-only programs in California, Arizona, and Massachusetts only a small percent- age of students are learning English and subject matter content. This violates the success in practice prong of Castañeda v. Pickard (1981). Further, these program failures bolster the claim that these programs also violate castafieda's sound theory and qualified expert support prong. Previous legal actions focused on the latter requirement and failed. Focusing on program failure creates a greater likelihood of successful legal challenge. This article calls for a change in interpretation of ELL rights and program requirements based on the majority consensus of best practices research. [ABSTRACT FROM AUTHOR]

The article focuses on the validation of translated instructional materials for Latin American teacher education in the U.S. At the University of California in Los Angeles, a group of teacher educators developed Spanish language versions of these materials. Several versions of translated instructional materials were developed in various forms, such as filmstrip-tape, audiotape-slide, and printed booklet. However, a result of an investigation revealed that Mexican teachers prefer to use printed version because of their unfamiliarity of programmed audio-visual instructional materials.

The article reports on the possible shift in education system wherein students will be taking courses at remote, computer-linked terminals at home or at work. According to John Caffrey, Education Program Director of System Development Corporation in Santa Monica, California, students will only go to school and work with human instructor when the subject is difficult or impractical to program in a computer. He underlines the importance of self-instruction and declares that teachers will serve more important purposes. He also predicts a longer span of schooling and an increasing share in the design and operation of educational systems.