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This study investigated whether students' memory retention rate improved when they were provided with blue ink printed material. A pretest, treatment, posttest with control group design was used. The participants were 93 10th and 11th grade students in algebra and geometry courses, and there were 2 classes in each course. The treatment lasted for 8 weeks. Analyses of the data from the pretests and posttests with the Dependent t Test and the ANCOVA test indicated that no significant differences were found from the within-class comparisons for each of the 4 classes, neither were differences found from the between-class comparisons. (Contains 21 references.) (Author/PVD)

This study investigated whether the Barkley behavior change program was effective in changing oppositional-defiant behavior of a 12-year-old, male student. The Barkley program uses an applied behavior analysis approach with daily assessment and reinforcement. Weekly meetings were held between the student's parents and the school psychologist at which the parents were taught the procedures of the 10-step program. The study used a pretest, treatment, posttest design, and also a continuous measurement of daily behavior at school. The treatment lasted for 5 months. Results indicated statistically significant improvement in the student's behavior, and records from the daily behavioral measurements also indicated notable improvement. Observations from the student's parents and classroom teacher verified this improved behavior. (Contains 26 references.) (DB)

Six children with multiple disabilities (ages 5 to 8) participated in this evaluation of the effect of sensory integration treatment on sensorimotor function and academic learning. The children had cognitive abilities ranging from sub-average to significantly sub-average, three were non-ambulatory, one had severe behavioral problems, and each displayed characteristics of sensory integrative dysfunction including tactile dysfunction, proprioceptive dysfunction, and vestibular dysfunction. The sensory integration treatment, developed with an occupational therapist, included individual activities (such as daily massage), group activities, and individual seat work. Treatment was provided for 50 minutes daily for 9 weeks. Although a statistically significant gain on a measure of sensorimotor function was found, these gains did not result in notable improvement in academic learning or sensorimotor function as observed by the teacher. (Contains 23 references.) (DB)

This study investigated the effects of using the TI-92+ calculator to demonstrate geometric diagrams to students in class. The participants (N=83) were from three 10th grade classes. A pretest, treatment, posttest with control group design was used in the study. The treatments lasted for 12 weeks. Results from data analyses via the Dependent t-test and the ANCOVA test indicated that for the within-class comparisons, all classes made significant gains in their geometry learning, and no significant differences were found from the between-class comparisons, which indicates that the TI-92+ calculator can be used as an effective demonstration device in geometry instructions. (Contains 29 references.) (Author/MM)