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Accessing Curriculum through Technology Tools (ACTTT), a model development project, was developed and tested by staff of the Center for Best Practices in Early Childhood (the Center), a research and development unit within the College of Education and Human Services at Western Illinois University. The major goal of ACTTT was to develop, demonstrate, and evaluate an innovative technology tool model that allowed children with disabilities in kindergarten, first and second grades to access, participate in, and benefit from activities in the general curriculum. Kindergarten, first, and second grade classrooms in three elementary schools in Canton, Illinois, served as demonstration sites. Six objectives guided the development and testing of this project and this report contains information related to the completion of each of the following objectives: (1) Develop, test, and demonstrate the ACTTT model in randomly-selected classrooms in elementary schools in Canton, Illinois; (2) Provide training on the ACTTT model to site teachers; (3) Collect data on participating children and teachers; (4) Provide information to families; (5) Develop ACTTT products based on tested classroom technology-based activities; and (6) Disseminate information about ACTTT. ACTTT was a success. All objectives were met. The products produced are of excellent quality. Participation in ACTTT's technology-based activities led to many learning opportunities for children in the treatment groups. Children in treatment classrooms scored higher than children in comparison classrooms on over half of the technology skills assessed by the "Technology Assessment Based on Standards" (TABS) instrument. All treatment teachers increased their technology skills, as well as their confidence with respect to technology over the course of the project. Teachers took ownership of the activities created by ACTTT staff members. The report notes that unanticipated difficulties resulted from data collection. One unanticipated outcome was the success of the children's podcasts. A second unexpected outcome was collaboration with the APTE software company in the treatment classroom teachers' use of "Photo Kit Junior." (Contains 15 tables.)

The Early Childhood Technology Integrated Instructional System 3 (EC-TIIS 3), housed in the Center for Best Practices in Early Childhood (the Center) within the College of Education and Human Services at Western Illinois University (WIU), was funded in 2004 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a three-year Steppingstones of Technology Innovation Phase 3 Project. EC-TIIS 3 was designed to confirm the positive results of EC-TIIS 2 (Hutinger, Robinson, Schneider, & Daytner, 2006) and to test the effects of web-based training on a diverse audience in large, complex settings, ultimately providing a website that is easy for educators and families to use and that contains information leading to improved technology services for young children. The EC-TIIS site is a unique teaching/learning website that combines training content from the Center's tested and effective early childhood technology-related projects, into a series of nine workshops designed to provide technology knowledge and skills. The major goals of EC-TIIS 3 were four-fold: (1) to test the effects of EC-TIIS' online training on a diverse audience in large, complex settings, ultimately providing a teaching/learning community web site easy for families and educators to access and use; (2) to improve access to functional use of technologies in developmentally appropriate curriculum targeting young children with disabilities and their families; (3) to determine the effects of strategies to increase the quantity and quality of web-based training and data collection; and (4) to further refine EC-TIIS usability, to advance the availability, quality, and use of technology in addressing the practical problem of improving online education. Study 3, which included university and community college faculty and students, was designed to explore, confirm, extend, and compare findings related to use of the workshops as a supplement to university and community college courses and as a stand-alone graduate course. Results of EC-TIIS 3 demonstrate attainment of the study's research goals and the effectiveness of the workshops on the use of technology with young children with disabilities. Research results confirm Phase 2 findings. Data results from the surveys and workshop pre and post assessments indicate that EC-TIIS online workshops were effective in increasing knowledge, attitude, and skill in using technologies in the early childhood environment. (Contains 23 tables.) [For the Phase 2 report, see ED491294. For the Phase 1 report, see ED489166.]

Decomposition, i.e. independently analyzing possible subgames, has proven to be an essential principle for effective decision-making in perfect information games. However, in imperfect information games, decomposition has proven to be problematic. To date, all proposed techniques for decomposition in imperfect information games have abandoned theoretical guarantees. This work presents the first technique for decomposing an imperfect information game into subgames that can be solved independently, while retaining optimality guarantees on the full-game solution. We can use this technique to construct theoretically justified algorithms that make better use of information available at run-time, overcome memory or disk limitations at run-time, or make a time/space trade-off to overcome memory or disk limitations while solving a game. In particular, we present an algorithm for subgame solving which guarantees performance in the whole game, in contrast to existing methods which may have unbounded error. In addition, we present an offline game solving algorithm, CFR-D, which can produce a Nash equilibrium for a game that is larger than available storage., Comment: 7 pages by 2 columns, 5 figures; April 21 2014 - expand explanations and theory

Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), LitTECH Outreach was a 3-year technology-based preschool literacy project conducted by staff at the Center for Best Practices in Early Childhood, a research and development division of the College of Education and Human Services at Western Illinois University. The major goal of LitTECH was to link the results of effective emergent literacy technology research to early childhood practice, thereby improving emergent literacy practices for young children with disabilities. LitTECH positively impacted teachers and children in treatment classrooms, as demonstrated by the data collected during the 3-year project. Treatment teachers implemented important components of the LitTECH curriculum into their classrooms. They established appropriate classroom computer center environments, integrated technology tools and software into the classroom curriculum, and made use of technology to facilitate communication between home and school. Treatment children saw greater gains in emergent literacy skills than their comparison counterparts. These skills included interacting with book and print materials, demonstrating an understanding of story, book handling skills, responding to pictures and print, and demonstrating emergent writing behaviors. Treatment children also had greater gains in technology skills particularly in the areas of basic operations and concepts, using technology productivity tools, and using technology problem-solving and decision-making tools. Parents reported that involvement in the literacy technology program provided such benefits to their children as improved language development and communication skills. The study demonstrated the LitTECH model positively impacts the development and acquisition of emergent literacy skills of young children with and without disabilities. (Contains 15 tables and 5 footnotes.)

In the field of computational game theory, games are often compared in terms of their size. This can be measured in several ways, including the number of unique game states, the number of decision points, and the total number of legal actions over all decision points. These numbers are either known or estimated for a wide range of classic games such as chess and checkers. In the stochastic and imperfect information game of poker, these sizes are easily computed in "limit" games which restrict the players' available actions, but until now had only been estimated for the more complicated "no-limit" variants. In this paper, we describe a simple algorithm for quickly computing the size of two-player no-limit poker games, provide an implementation of this algorithm, and present for the first time precise counts of the number of game states, information sets, actions and terminal nodes in the no-limit poker games played in the Annual Computer Poker Competition.

Interactive Technology Literacy Curriculum Online (ITLC Online) was a Steppingstones of Technology Innovation for Students with Disabilities Phase 1 (Development) project awarded to the Center for Best Practices in Early Childhood (the Center) at Western Illinois University (WIU). ITLC Online's goal was to improve services for young children with disabilities by offering access to effective family and professional development materials focused on emergent literacy via a web-based system organized in an easy-to-use format. Teachers and other early childhood professionals, faculty, preservice personnel, family members, and care givers across the nation can use ITLC Online workshops for staff development activities, as part of coursework at undergraduate and graduate levels, or as a means to gain personal knowledge. ITLC procedures and materials have the potential to positively impact literacy skills of many more young children with disabilities than can be reached when adults are trained using traditional face-to-face strategies. ITLC Online was based on "ideas that work"--four projects that provided the knowledge and skills base that informed the website's content and approach. Content was organized into six online workshops: (1) "Literacy Foundations" (2) "Literacy Environments"; (3) "Children's Software"; (4) "Technology Integration"; (5) "Authoring Software"; and (6) "Literacy Assessment." Other features include: (1) a database containing 2,040 children's books, categorized according to common classroom themes with information on availability of special formats, such as big books or books on tape. Database fields include author, illustrator, book title, publication date, publisher, publisher location, subject descriptors, and others. Book listings in each category are available in PDF format for printing or downloading; (2) 238 links to resources for materials, products, and information. ITLC Online's Resources contains eight sections including: "Glossary," "Articles and Books," "Children's Books," "Family Info," "Literacy News," "Organizations," "Technology News," and "Software and Equipment"; and (3) 71 PDF files including articles, curriculum activities, resource information and instructional materials contained in the six workshops. Six Advisory Panel members evaluated the ITLC Online website. All strongly agreed that ITLC workshop content reflects developmentally appropriate practice; all strongly agreed that materials on the website are current; and all either agreed or strongly agreed that the content addresses the topic thoroughly. All agreed that the website design was good and that the site was easy to navigate and use. ITLC Online contributes both to knowledge and practices beneficial to the fields of early childhood and of converging technologies. Workshop content addresses emergent literacy, a topic of growing importance in early childhood. As opposed to on-site, face-to-face training, with its accompanying time constraints and travel expenses, the ITLC Online website not only represents a more cost-effective model of distance education, addressing a nationwide audience, but also addresses varying needs of divergent users. This document describes the four objectives, five program performance measures, and budget information behind ITLC Online.

Emerging Literacy Technology Curriculum (ELiTeC 2, [referred to as E2 in this report]), housed at the Center for Best Practices in Early Childhood at Western Illinois University, was funded in 2000 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a 3-year Phase 3 Steppingstones of Technology Research on Implementation Project. E2's technology-based curriculum and procedures combined effective computer applications and emergent literacy experiences and were based on the results of a 3-year research study (referred to in this report as E1) of 255 children and their families from diverse cultures and socioeconomic groups; 8 teachers, and 16 half-day preschool classes in rural and urban central Illinois (Godt, Hutinger, Schneider, & Robinson, 1999; Hutinger, 1999; Hutinger. et al., 1998). E2's target population was preschool children with a wide range of disabilities, those at risk, their families, teachers, and program staff. E2 had three major goals: (1) replicate and validate E1 research findings in a range of typical rural and urban educational settings; (2) study implementation and maintenance of the model as demonstrated by replication sites; and (3) disseminate information related to the study. These goals were supported by five objectives and their tasks. Two objectives related to management and dissemination, while three related to such activities as conducting staff development activities, implementation, and follow-up in replication sites; studying the implementation of the E2 approach in multiple, complex settings; and revising, developing, and disseminating E2 products and materials. (Contains 9 tables and 6 figures.)

The Expressive Arts Outreach (EAO) project, housed at the Center for Best Practices in Early Childhood (the Center) at Western Illinois University, was funded in 2000 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a 3-year outreach project. The target population was 3-8 year old children with a wide range of disabilities, their families, teachers, and program staff. Project resources focused on providing experiences in the expressive arts used in the general curriculum to a traditionally underrepresented segment of the population: young children with disabilities. The Expressive Arts (EA) model, developed and tested during a 5-year model demonstration period beginning in 1992, was developed for diverse ethnic and cultural groups. Individuals with disabilities and parents of children with disabilities were part of the planning, implementation, and evaluation process. A prior OSEP-funded EA outreach project, referred to in this report as EAO Phase 1, began in 1997.

We investigate the crystallization of amorphous arsenic-selenium alloys with 0%, 0.5%, 2%, 6%, 10%, and 19% arsenic by atomic concentration using synchrotron X-ray absorption spectroscopy. We identify crystalline order using the extended X-ray absorption fine structure (EXAFS) spectra and correlate this order to changes in features of the X-ray absorption near edge structure (XANES) spectra. We find supporting evidence that the structure of amorphous selenium is composed of disordered helical chains, and is therefore closer to the trigonal crystalline phase than the monoclinic crystalline phase., Comment: 4 pages, 4 figures

This final report describes activities and findings of a 3-year federally supported outreach project, which was designed to replicate a developmentally appropriate interactive technology literacy curriculum model into early childhood special education programs serving children (ages 3-6) with mild to moderate disabilities. Major goals focused on linking results of emergent literacy research to early childhood practice; disseminating the project nationwide; and serving as a national resource on emergent literacy and technology. The project model, LitTECH, was replicated in 17 school districts and affected 89 classrooms, 94 teachers, and 3,097 children. Extensive data were collected on 643 children with disabilities, 1,012 children at risk, and 607 children without disabilities. Project findings point to positive benefits for teachers, children, and families and to conditions that promote effective implementation and maintenance of the model. Findings supported use of a variety of effective implementation techniques at the classroom level including using a sign-up sheet, using KidDesk for desktop management, and implementing software curriculum integration into the program curriculum. Following a statement of the project's goals and objectives and theoretical framework, individual sections describe the program, changes, methodology, results, project impact, and future activities. (Contains 42 references.) (DB)

This study examined the process followed by graduate students in the formation of research problems for their dissertations. Narratives were solicited from researchers who received Spencer Awards for their dissertation research, and researchers received 30 narratives that described the process of research problem formation. The grounded theory analysis of this narrative data produced three themes: (1) Research Literature and Official Documents; (2) Interpersonal Interaction; and (3) Ethnographic Practice. These findings support the initial assumption that the process of problem formation involves a variety of qualitative research processes. (Contains 16 references.) (Author/SLD)

This final report describes the activities and outcomes of the Interactive Technology Literacy Curriculum (ITLC) project. This federally funded 5-year model demonstration project was designed to advance the availability, quality, use and effectiveness of computer technology in addressing the acquisition of emergent literacy among young children with mild to severe disabilities. ITLC promotes literacy knowledge and behaviors in young children with special needs by providing children with stimulating, meaningful experiences generated by an engaging set of activities using computers, accompanying peripherals, and software that contain developmentally appropriate content and elements of interactivity. Underlying the model is the assumption that emergent literacy is an important process that gives children the ability to deal with abstractions later used in writing and reading, which have roots in the scribbles, images, and pretend play of the young child. ITLC established three demonstration sites and three replication sites in rural and urban locations in Illinois during the 5 years of the project. A total of 291 children, 289 families, and 18 early childhood team members participated. Of the 291 children, 32 demonstration-site children and 11 replication-site children participated in ITLC for 2 years, while 8 demonstration-site children participated for 3 years. Children's emergent literacy skills and understanding of literacy concepts, as defined in theory and by the ITLC, improved as a result of their participation in the project. Children demonstrated increased communication skills, social interaction, fine motor control, attending, planning, and problem solving skills. Teachers who participated in the model designed classroom environments that promoted emergent literacy and designed activities that supported emergent literacy development. They improved competencies related to literacy, computer operations and adaptations, computer applications for children, and family involvement. (Contains 61 references.) (Author/CR)

This final report discusses the outcomes of a 2-year project designed to provide an innovative tool process and a state-of-the-art instructional environment for children from 3 through 8 years of age with a wide range of disabilities across ages, classrooms, and locations as they constructed their own communities and participated in building a cooperative community on an Internet site. The TEChPLACEs' technology-based learning environment provided a potent learning tool that taught children and teachers to use communication technology as they learned about the varied content that comprises communities. TEChPLACEs involved collaboration among Macomb Projects at Western Illinois University, and teachers and children from four rural school districts (a preschool for children with disabilities, two inclusive kindergarten classrooms, and an inclusive first grade classroom). Through participation in the project, teachers gained confidence in the use of technology and familiarity with the Internet and Web construction applications. Teaching styles evolved into a more child-directed approach, and teachers used questioning techniques to guide children's thinking. Children demonstrated gains in language development and became fluent in the vocabulary associated with technology, development of Web pages, and visiting Web sites. They developed higher level thinking skills and wrote and sent e-mail messages. (Contains 37 references.) (CR)

Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of nonachievement grading practices and their orientation to PCI. Survey data, validated by interviews with teachers, suggest that the context of the classroom contributed more to shaping teachers' grading practices than the teachers' orientation to pupil control. Significant predictors are the proportion of at-risk students (ADC) in the teachers' school districts and the proportion of upper level mathematics courses (UL). When a variable representing teachers' mean class size (CS) replaces school size in the regression equation that provides for block entry of predictor variables (CS, UL, and ADC), nearly 20% of the variance in grading practices is explained. An exhibit contains the teacher survey. (Contains 12 tables and 29 references.) (Author/SLD)

The purpose of this study was to determine the extent and magnitude of differential item functioning (DIF) between males and females in existing attitudinal data sets. The focus was on the approximate proportion of items that show statistically significant DIF in selected data sets concerning attitude scales, the magnitude of this DIF, and whether the items more often favor males or females. Two methods for detecting DIF, the Mantel-Haenszel (MH) procedure and logistic regression (LR), were used. While more than 70 data sets were used, only 23 met the standards for inclusion in this study. These 23 data sets contained 54 acceptable scales with a total of 42,370 subjects responding to 982 items. Results suggest that these scales may have had more than a few items functioning differentially by gender. Generally DIF, with respect to gender, appeared to be reasonably balanced between items favoring males and those favoring females. However, it cannot be concluded that the combined influence of the items (effect size) was impartial. The magnitude of the DIF was not trivial, being in the range of medium to large. Results also show that both methods of DIF detection yielded very similar results with respect to uniform DIF. Conditions favoring one approach over the other are discussed. An appendix contains brief descriptions of the studies considered. (Contains 1 table and 17 references.) (SLD)

This report presents findings of a 3-year study (1995-1998) of the effects of a comprehensive system of technology services to young children with mild to severe disabilities. The system's model incorporated: (1) on-going training, follow-up and technical support for teachers, and an on-site technology support team; (2) team-based technology assessment for children with moderate to severe disabilities; (3) technology integration into the classroom curriculum; and (4) transition into public school programs. The project's major findings indicated positive outcomes for children, increased technology skills among teachers, efficacy of the on-site technology teams, and conditions that promoted maintenance of the system after completion of the funding cycle. Following an executive summary and introduction, the description of the project details components of the Early Childhood Comprehensive Technology System, methodology for accomplishing goals, and problems and their solutions. The following section summarizes results relevant to teacher outcomes, child outcomes, policy, and maintenance of a comprehensive technology system. Concluding sections address lessons learned, implications, and recommendations. An appendix summarizes principles related to establishing and maintaining an effective early childhood comprehensive technology system. A closed-captioned videotape accompanies the report. (Contains 32 references.) (DB)

The tendency for some survey respondents to be unreasonably agreeable on attitude measures with an agree-disagree format is typically termed acquiescence, or acquiescent responding (AR). This paper suggests an alternative operational definition of AR plus a statistical test for identifying AR subjects. If positively and negatively phrased items are included in attitude scales to balance the effect of AR, then traditional methods of measuring AR often require computing the difference between the sum of responses to positive items and the sum of (reverse scored) responses to negative items. Large differences are an indication of more AR. Differential person functioning (DPF) can be determined, and AR can be defined as statistically significant DPF between positively and negatively worded item groups. The Theoretical Orientation Scale for Clinicians (TOSC), an inventory of principles of a new therapeutic approach known as solution-focused brief therapy, was completed by 284 counselors (175 usable inventories completed). Thirty-two subjects were identified as "yea sayers," and 8 were identified as "nay sayers." Removing these 40 DPF subjects yielded somewhat improved reliability and factor structure for the scale. The implications of removing DPF subjects from analysis are discussed. (Contains 2 figures and 19 references.) (SLD)

This project used Internet technology to build community and reduce isolation during student teaching, improve communication and enhance supervision of student teachers, and encourage reflection. The project supported student teachers by establishing Internet communication between them and their supervisors. This involved providing Internet addresses for everyone involved and establishing six listservs. Each student teacher had to subscribe to and participate in at least one listserv. The listservs were primary school, elementary school, and middle school; music, physical education, art; high school; and professionalism. Some of the student teachers gladly seized upon the listservs, engaging in meaningful discussion and reflection with their peers and supervisors. Research is beginning to accumulate on the use of e-mail in a variety of settings, including teacher education. The research suggests that there is still a need for face-to-face interaction, and depersonalization is a risk of using the Internet, but it also has many advantages (e.g., a convenient means of professional exchange for student teachers and their mentors). (SM)

This study examined the extent to which computer training has affected Meadowbrook Elementary School, a suburban elementary school on Long Island, New York. The investigation began with a focus group comprised of staff members. Five teachers were chosen and given a series of eight questions that addressed the parameters of computer training in the school. A survey was then administered; 45 of 70 professional staff returned the surveys. Responses were categorized as classroom teachers, special area teachers, and support staff. Information was gathered related to proficiencies and competencies, software applications, observed results of student computer usage, overall benefits for students, and staff development preferences. The following three issues were identified for further analysis: (1) there is little or no difference in findings among the categories of instructional staff, although there were significant differences within job categories; (2) most respondents in all categories believe that intensive training sessions are the key to further integrating the user of computer technology in the instructional setting; and (3) approximately half the staff possesses advanced computer skills regardless of job category. Focus group questions and results are appended. (AEF)

Many textbooks in educational measurement and classroom assessment have chapters devoted to specific item formats. There may be attempts to relate one item format to another, but the chapters and item formats are largely seem as distinct entities with only loose and uncertain connections. This paper synthesizes these discussions. An item format continuum is suggested. This continuum closely resembles the work of T. Rocklin (1992), R. Bennett (1993), and R. Snow (1993). There are seven broad categories of test items: (1) dialogue-oral; (2) performance; (3) project; (4) essay; (5) short answer; (6) multiple choice; and (7) true-false. Test validity has not been overlooked as a characteristic, but is simply not related to this continuum. Selecting an appropriate item format for a valid assessment of an instructional unit requires that the teacher match his or her objectives with item format characteristics. An appendix discusses the characteristics of the item formats in the continuum. (Contains 22 references.) (SLD)

Errors in methodology occur regularly in the conduct of surveys for educational research. This paper discusses some of these errors and alternatives. In the area of survey design, errors are common in: (1) missed opportunities in attitude scale planning; (2) blunders in item construction; (3) missed opportunities in item construction; (4) blunders in scale revision; and (5) missed opportunities in scale revision. In the area of survey analysis, there are blunders and missed opportunities in outlier disposition, as there are in nonresponse. With regard to the interpretation of survey results, blunders in causal conclusions and missed opportunities with true experiments are common. This list is far from complete, but it does expose some of the more blatant errors in survey research. A researcher cannot adequately correct earlier errors with later procedures, and so should be attentive throughout the entire survey research process. (Contains 17 references.) (SLD)

In many testing situations, differential item functioning (DIF) is a potentially serious problem. It occurs when a test item appears to be easier for one group of examinees than another even after controlling for overall skill level. Differential person functioning (DPF) can occur when "items" can be considered raters and the persons are the objects being rated. This paper introduces the notion of DIF with object-rater data and transposed person-item matrices. The discussion only considers methods for DIF or DPF detection using a binary coding of raters and right-wrong coding of subjects on cognitive tests. Three examples are used: (1) data from a standard setting session of a test of counseling knowledge and skills using an Angoff variation with 9 expert judges or raters; (2) ratings by 14 committee members of 25 research proposals; and (3) data from a mathematics achievement test taken by 384 sixth graders. These examples serve to illustrate the potential utility of DPF, or the application of DIF to rating data and transposed data from cognitive or diagnostic assessment. Notions incorporated in DPF might be especially useful in the area of diagnostic testing. (Contains 4 figures and 17 references.) (SLD)

Exclusive measurements of the p p -> p p pi+ pi- reaction have been carried out at Tp = 775 MeV at CELSIUS using the PROMICE/WASA setup. Together with data obtained at lower energy they point to a dominance of the Roper excitation in this process. From the observed interference of its decay routes N* -> N sigma and N* -> Delta pi -> N sigma their energy-dependent relative branching ratio is determined.

This paper discusses advances in technology and how teachers can use technology for teaching students with disabilities. The work of the Macomb Projects, a group of federally funded, early childhood special education projects at Western Illinois University that has been exploring the use of computer and adaptive technologies in the education of young children with disabilities, is described. Highlighted are: the benefits of assistive technology to children with physical disabilities (encourages autonomous behavior and the increases the probability of interaction with the environment); verbal and nonverbal children (computers encourage communication); and children with autism (computers encourage socialization) are highlighted. Components of implementing technology are also discussed, including the need for administrative support and staff development, technology integration, and software evaluation. Characteristics of good software for young children with special needs are identified, including materials that: (1) encourage exploration, use of imagination, and problem solving; (2) contain sound, music, and voice; and (3) are open ended, animated, and interactive. Other good software characteristics are: the menu and interface facilitate independent use; children can determine the order in which the activities are to be played; several levels of difficulty can be selected; novelty is built-in; the program is highly responsive; and animated routines and verbal instructions are interruptible. (Contains 17 references.) (CR)

Narrow structures in the range of a few MeV have been searched for in p p pi+ and p p pi- invariant mass spectra obtained from exclusive measurements of the p p -> p p pi+ pi- reaction at Tp = 725, 750 and 775 MeV using the PROMICE/WASA detector at CELSIUS. The selected reaction is particularily well suited for the search for NN and / or N Delta decoupled dibaryon resonances. Except for a possible fluctuation at 2087 MeV/c^2 in Mpppi- no narrow structures could be identified neither in Mpppi+ nor in Mpppi- on the 3 sigma level of statistical significance, giving an upper limit (95% C.L.) for dibaryon production in this reaction of sigma < 20 nb for 2020 MeV/c^2 < m(dibaryon) < 2085 MeV/c^2, Comment: 3 pages, 4 figures