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Presented is volume 2 of the report on a preschool handicapped project with six objectives--to create public awareness on available services; to identify and locate all handicapped children, ages 0 to 4 years, 7 months; to provide diagnostic evaluation services; to provide preschool programs as a special target area; to develop and maintain a child tracking system; and to provide resource information to all agencies and individuals concerned with child welfare. The second volume contains appendixes which cover the following topics: procedures for reporting student progress, evaluation visits and reports, results of the project's location and identification phase, parent training sessions, Project Connect, and the final budget status. The bulk of the document consists of the progress results of children enrolled in the project's self-contained, hearing impaired class. (SB)

Presented is the first of two volumes on evaluation findings for a preschool handicapped project with six objectives--to create public awareness on available services; to identify and locate all handicapped children, ages 0 to 4 years, 7 months; to provide diagnostic evaluation services; to provide preschool programs as a special target area; to develop and maintain a child tracking system; and to provide resource information to all agencies and individuals concerned with the child's welfare. Sections are given to information on target service groups (approximately 234 children), paid and nonpaid personnel, activities (which included language stimulation training for parents), evaluation procedures (including staff meetings for internal evaluation and interviews with parents for external evaluation), evaluation results (such as that the tracking system seemed to work effectively in keeping tabs on key dates in the processing of each child) relating to each program objective, elimination of gaps or weaknesses, and information dissemination. Appendixes make up the bulk of the document and include an excerpt from state reporting requirements; copies of advertisements placed in mass media outlets, and forms, letters, and brochures from the mass media awareness campaign. (SB)

From a population of 130 boys between 7 and 14 years of age who had been clinically diagnosed as aggressive, hyperactive, or withdrawn, 32, 31, and 32 Ss, respectively, were randomly selected and administered the Quay Behavior Problem Checklist and the Devereux Elementary School Behavior Rating Scale during the 1971-1972 academic year. A descriptive intercorrelation matrix was generated for the 4 Quay scales and the 14 Devereux scales. Three stepwise discriminant analyses were run: Quay scales only, Devereux scales only, and Quay and Devereux scales combined. In terms of statistical and practical considerations, the 4 Quay subscales by themselves attained the optimal predictive accuracy (65% or 62 out of 95 children correctly identified). (Author)

During the 1973-74 school year, 230 trainable mentally retarded (TMR) children (ages 7 to 14 years) were exposed to one of two language training conditions: Distar or Peabody. A population of 116 continuees from the first year of the project and 114 new entries were assigned in as random a fashion as possible to either Distar or Peabody. Ss were divided into low IQ (21-43) and high IQ (44-53). Sex was built into the design, as was pretest-posttest and new entries versus continuees. Thus, a five-factor, 2 x 2 x 2 x 2 x 2 repeated-measures design was subjected to analysis of variance for each of three basic criteria: Peabody Picture Vocabulary Test, Illinois Test of Psycholinguistic Abilities, and Mecham Verbal Language Development Scale. Seven children were selected randomly from each of the 16 between-factor cells to yield a total of 112 children. Longitudinal analyses were also conducted on just the continuees with pre- and posttest data from the three basic measures from both years of the project to yield a treatments-by-IQ-by-Sex-by-Measures (2 x 2 x 2 x 4) design. While no significant differences emerged for the high-IQ children, the low-IQ children were aided more by Distar than by Peabody. In the 5-way designs, gain in the total sample was not marked. However, when one considers only the continuees (in the second set of analyses), significant gain in language functioning did occur. (DB)

Described in the final report is a project designed to develop, field-test, and disseminate a dual, compatible system of curriculum and criterion-referenced evaluation based on a sample of 40 trainable mentally retarded students (5-15 years old) in self help, basic language, number, and prevocational skills. Program summary information includes a review of evaluation procedures, formal research and evaluation findings, project outcomes, concrete project outputs, and dissemination activities. The bulk of the document is comprised of 13 appendixes, including sample pages from the training skills program, sample material from the academics program, a summary of the prevocational curriculum and testing procedures, and a description of a followup project on employment for the trainable mentally retarded. (CL)

The problem of variability of data, even in presumable homogeneous subgroupings of handicapped children, which contaminates the results of many special education curriculum evaluation studies is examined with a study of 103 second-grade learning disabled students. The distortion of statistics calculated on samples of extreme variability; coupled with polymodality, skewedness, or kurtosis, is discussed. The case study approach is offered as one way to help balance the presentation of results. An example is presented using standardized test data and longitudinal criteron-referenced measurement data from both self-contained classes and resource rooms collected in 1971-1972. Approximately two-thirds of the report consists of tables and statistical data. (Author/IM)

Effects of the different components of the Distar language program were tested on 48 trainable mentally retarded (TMR) children. Three designs were used comparing IQ, sex, continuation status, selected standardized test results, and replicates. Results indicated that the degree of previous formal language training (continuation status) did not have any effect on current functioning. The Distar program produced steady, acceptable progress of the TMR children throughout the school year. In addition, the Distar program proved more effective when compared with the Peabody Language Development program received by 40 TMR children. (The report presents final, third-year data representing part of a series of studies on the most effective language training activities for TMR children. The major portion consists of statistical data. Results of the first 2 years' studies are reviewed. (IM)

In an attempt to clarify the phenomena of psychological "process" variables, as applied to children with learning disabilities, a study was made of sensory modality preferences in 64 kindergarten and 64 first grade children. Ss were given a battery of seven measures grouped under the following four headings: standardized test approach; controlled laboratory approach; classroom-oriented approach; and teacher observation. For each of the seven measures, both a visual and an auditory mode were presented to each child. A series of four analyses was performed. The first series generated descriptive statistics on 81 variables in kindergarten and on 79 variables in first grade. The second series studied the standard z discrepancy scores between auditory and visual performances in the context of several complex factorial designs. The third series used the standard z scores of the second to study the incidence and nature of various types of sensory modality profiles. The fourth series used percentage correct (mastery) scores embedded in complex factorial designs to examine various types of auditory-visual comparisons. (Author/DB)

Presented is the final report of a 1974-75 program of home instruction which involved nine preschool hearing impaired children. Described are activities which were conducted under 10 project objectives such as providing speechreading and auditory training, providing language activities, gaining parental interest and involvement, and developing and distributing brochures for parents of exceptional children. Program evaluation procedures and results are discussed. A major portion of the document consists of 10 appendixes which contain materials such as the brochures developed for parents, sample lesson plans, sample preschool program reports (records of daily activities with individual children), end-of-year reports on each of the nine participants, and a weekly and daily time schedule. (LS)

The final report contains narrative information on a 1-year project designed to identify and serve preschool handicapped children (birth-4 years 7 months). Activities are described for each of seven major objectives, including creation of public awareness of programs and services available for unserved handicapped children, identification of previously unserved handicapped children, provision of individualized program plans for handicapped children, and development of a child-tracking system. Internal and external evaluation procedures and results are reviewed for the seven project objectives. The bulk of the document is composed of 31 appendixes, including sample newspaper advertisements, radio announcements, parental resource forms, and computer tracking sheets. (CL)

Some directions and avenues of thought are suggested to help school personnel develop sites for environmental education. In approaching the use or development of a site, important steps are (1) involving students, teachers, administrators, parents, and community representatives; (2) determining educational goals on the basis of students' needs; and (3) developing a resource list. Suggestions are made of ways different disciplines can be involved with the site, emphasizing that action-oriented activities are the ones most successful with students. Three site analyses prepared for schools considering development of their properties are included to provide more detailed use and development instructions, to give an idea of the variety of usable natural sites, to suggest possible planning formats, and to illustrate what a completed inventory and plan might look like. A bibliography, a list of relevant organizations, and a site analysis inventory checklist conclude the report. (Author/MLF)

The guide describes Project IMPACT (Implementing Mainstreaming Programs through Active Cooperative Training), an approach involving teachers, parents, and support personnel in Mainstreaming Planning Committees (MPCs) to consider general issues and procedures. Based on experiences over a 2-year period (September 1, 1979-February 28, 1982) of pilot MPCs in elementary and secondary schools, the guidebook addresses the following topics (sample subtopics in parentheses): the role of the building principal; the needs assessment (development and administration to determine operational, curricular, and inservice training needs); the role of the facilitator; structure of the MPC workshop; responsibilties of the MPC; costs (covering meeting room, refreshments, duplication, and personnel); and evaluation. Extensive appendixes include resource material for the facilitator on such topics as P.L. 94-142, the Education for All Handicapped Children Act, and curriculum modification. (CL)

The report summarizes the first two phases of project IMPACT (Implementing Mainstreaming Programs through Active Cooperative Training), a Montgomery County, Pennsylvania approach using a committee format for analyzing and addressing mainstreaming needs. A needs assessment instrument examining four aspects of concern about mainstreaming was developed (curriculum considerations, school management issues, mainstreaming procedures, and inservice training), and data for four target schools and four control schools are compared. Results of the needs assessment and a mainstreaming survey are explained to indicate the positive effects of Project IMPACT in areas of procedures, curriculum, and management. Additional findings revealed that inservice programs appeared to have helped teachers become more comfortable with some aspects of mainstreaming. Extensive appended information includes case studies from both phases of the project of the target schools, with demographic data and discussion of committee decisions and activities; and tables of descriptive statistics of target schools' pre- and posttest performance on the mainstreaming needs assessment. (CL)

The final report describes a 2-year pilot project to identify and program for disadvantaged potentially gifted students in grades 5-8. Two goals of the program are stated: (1) to establish a working partnership among public and nonpublic schools and higher education; and (2) to integrate disadvantaged potentially gifted with nondisadvantaged gifted students. Discussed are such aspects of the partnership model as four problems (e.g. bureaucratic obstacles), use of Pennsylvania State University as the site, and six project objectives (e.g. field testing of inservice strategies for local education agencies to deal effectively with disadvantaged gifted students). The first year is described in terms of four gaps (e.g. lack of trained staff); identification problems such as questionnaire wording; and programming consisting of spring courses, taught by university faculty, in mythology, mathematics, physics, and chemistry for grades 5-8, with 15 students in each course; and summer courses consisting of creative dramatics and physics for grades 5-6, architecture and Italian for grades 7-8, and swimming and counseling for all. Reported for the second year are evaluation of the first year with such changes as questionnaire rewording, and programmatic change consisting of offering only to grades 5-6 courses in "Wellth" (well plus health), creativity in art, mythology, architectural engineering, and peer counseling. Parent, faculty and student reactions are reviewed with favorable results and some criticism (e.g. need for faculty orientation). Five lessons from both years and six highlights such as success of the partnership model complete the report. Included in 13 appendixes are teacher questionnaires, intake forms for students and parents, a student followup form, and end-of-program parent and student evaluation questionnaires. (MC)

A 2-year project provided inservice training to school personnel involved in vocational education and placement of trainable mentally retarded students in Pennsylvania. Project activities included a review of the literature, the development of task analysis training techniques, the compilation of a procedural manual and a job placement guidebook, the development of inservice training procedures, and the dissemination of training techniques. Program evaluation included summative and formative phases, the use of locally constructed questionnaires, and voluntarily arranged on-site visits by selected experts. Among dissemination activities were presentation at meetings of professional organizations, distribution of curriculum monographs to appropriate Pennsylvania agencies, and distribution of sound slides and a sound movie illustrating training techniques and task analysis. Two major curriculum guides were produced: Volumes VI and VII of the series, "Training for Independence" ("Preacademic Skills" and "Prevocational Skills"). Models for use of criterion referenced measurements, task analysis techniques, and methods-time-measurement procedures were conceptualized and disseminated through professional agency channels. (Author/DB)

The final report describes a 2-year parent education project for parents of speech, language, and hearing impaired children. The major objectives of the project are said to include development and implementation of a parent training program and writing of a curriculum manual. Program summary information is provided on 14 aspects, including personnel, participants, evaluation procedures, project outcomes, and dissemination activities. Representative responses on the attitudinal reaction and factual knowledge instruments are detailed. Among nine appendixes are sample agendas and content handouts for parent meetings, and examples of local dissemination efforts. (CL)

Presented is the final report of a needs assessment survey conducted to determine the number of secondary students in Montgomery County (Maryland) who are potential candidates for learning disabilities programs. Following an introduction, a section on procedures outlines project limitations, sample selection, and screening criteria. Reported among findings are the following: during the 1974-75 school year there were 80 learning disabilities classes operational in Montgomery County; 23% of the population surveyed were learning disabled candidates; and in no instance did the percentage of learning disabled students enrolled in special programs at either the elementary or secondary level exceed 3%. Listed among conclusions is that the primary area of academic difficulty for underachieving students was likely to be reading. Statistical data on student characteristics is presented in table form, and a listing of tests used and testing scores are appended. (SBH)

The final project evaluation on "Curricular Development for Secondary Learning Disabilities" focuses on the academic achievement of 86 students who participated in seven secondary learning disabilities classes in which the curricular model developed by the project was utilized. It is noted that the purpose of the project was to provide intensive developmental/remedial instruction to learning disabled adolescents in an effort to significantly upgrade their math and language arts skills. The report provides informaton in the following project components: the sample, test measures, procedures, and results (relating to such areas as intellectual status, process functioning, academic achievement, and vocational interests). Among the reported findings are that learning disabled students have severe deficits in many areas of academic skills; that given an intensive remedial academic program, students are able to make impressive gains in reading and mathematics; and students have a strong interest in enrolling in vocational-technical programs in high school. Appendixes, which make up over half the document, include tables with demographic information and test scores. (SBH)

Presented is the final report of a 2-year project to develop an examplary model classroom program and curriculum for the secondary learning disabled student. Section I consists of completed forms entitled Project Completion Report, Termination Report, and Equipment Inventory. Outlined in Section II is information on the following project components: project personnel; original project objectives; participants/clientele; proceudres, services, and activities; evaluation procedures; formal research and evaluation findings (which included significant academic gains achieved by students after 1 year of participation in the program); project outcomes; implications of project results; factors relevant to success and shortcomings; concrete project outputs; dissemination; continuation of project activities after cessation of federal funds; and efforts by other agencies to adopt or adapt project activities. Appendixes, which make up over half the document, include a detailed report on student progress and characteristics, tables showing students' scores on various tests used for project evaluation; and the names and addresses of recipients of project materials. Also provided are tables on the objectives, procedures/activities, and services/outcomes for the first and second year of curricular development, on location, level, and enrollment of secondary learning disabilities classes; and on distribution of students by grade level. (SBH)

The final report describes "Project Partners in Education", a Montgomery County (Pennsylvania) project, designed to create a corps of resource persons composed of parents and teachers who would be knowledgeable about the entire IEP (individualized educational plan) process; and to obtain data on the extent of actual IEP implementation on the classroom, the time commitment necessary on the part of teachers and supervisors for the total IEP process, and the cost of teacher and supervisory time incurred in IEP implementation. Initial sections address the following topics: project personnel; original project objectives; participants, clientele, and organizational setting; procedures, services, and activities; evaluation procedures; formal research and evaluation findings; project results; implications of project results; factors relevant to success and shortcomings; concrete project output; dissemination activities; continuation of project activities after cessation of federal funds; and efforts by other agents to adapt or adopt project activities. Appended materials, which make up the bulk of the document, include a copy of the Partners in Education inservice training manual, parent visitation forms, the Partners in Education IEP cost study, a list of resource persons for IEP implementation, a consultant report, and partial dissemination listing. (SBH)

The final report describes a project designed to serve preschool handicapped children in Montgomery County, Pennsylvania. Seven service components are outlined: creating public awareness of programs and services available to previously unserved handicapped individuals; locating, identifying, and verifying unserved handicapped persons; providing individualized program plans for handicapped persons; providing instructional programs and related services for preschool handicapped children for whom such programs are not mandated or otherwise available; developing and maintaining a child-tracking system; providing resource information necessary for adequate services to handicapped persons under the Education for All Handicapped Children Act, Part B (EHA-B); and to gather, summarize, and report information about EHA-B programs and services for management, accountability, and ongoing planning purposes. Sections cover major objectives, projected target groups, a project overview, component based activities, the evaluation framework, evaluation results for each program component, and dissemination. Appendixes, which make up the bulk of the document, include the following materials: sample "Starting Early" brochures (for identification of exceptional children), a preschool survey form, a sample IEP (individualized educational program), external evaluation reports, and lists of criteria by competencies. (SBH)

The kit is a multilevel assessment and reporting instrument for continuously evaluating the progress of multiply handicapped and retarded children receiving instruction in basic living skills. The TRAC System is designed to pretest a child to prescribe individual instruction and to then monitor the child's progress in his or her program. The system is structured to monitor student progress at three specific levels: an area of adaptive behavior, skills within that area, and subskills within that skill. The adaptive behaviors covered include eating, dressing, communication, social behavior, personal hygiene, motor performance, basic skills, concept formation, and toileting. The kit includes recording sheets to tabulate student performance in each of the three specific levels. A reference guide is also provided, covering how to use the TRAC System, its limitations and possible misuses, its use with other instruments and/or specific curricula, and its technical development. (DLS)

The first of nine volumes in the SER-LARS (Special Education Resources Location Analysis and Retrieval System) Series presents an overview of the system's diagnostic-prescriptive instructional data bank. Information for the user is provided on resources needed, information generated, and procedures for the model's eight levels: initial referral and identification of handicap; pre-test level of skill; diagnosis for content; diagnosis for process; identification of learning objectives and objective referenced measure; identification of prescription components; coordination and monitoring the prescription's implementation; and evaluation. It is explained that SER-LARS was developed to meet information needs of teachers at each level of the model's process, and that the types of information stored at each level include student information; tests information (by number, title, publisher, and level of testing); learning objectives (content area, history, and objective referenced measures); instructional material information (by number, title, and publisher as well as information on teacher-made and commercially adapted materials). The bulk of the document is composed of sample forms and of 10 appendixes, including information on procedures for requesting SER-LARS retrievals. (CL)

The final report documents goals and achievements of Project CUE, a 3 year project to assist teachers of language impaired children to adapt regular reading readiness curricula to the students' needs. Objectives are listed, including conducting a needs assessment, selecting a basal reading series, and disseminating information on the project, and activities are noted for each. Following a literature review, Project CUE is compared to published early childhood kits. Field test experiences are briefly described, along with 35 dissemination activities of the project. A section on evaluation procedures includes sample forms. Evaluation of the project is undertaken in terms of successes and shortcomings, impact on the past and future, and continuation of project activities. Extensive appendixes, comprising the bulk of the report, cover reader analyses and the Project CUE manual. The manual addresses language characteristics of exceptional children, an analysis of reading series, and steps to create a language learning unit. Four miniunits are included. (CL)

Intended as a resource for developing individualized education programs (IEPs) for gifted students, the manual lists annual goals and terminal behaviors for cognitive and affective development. Goals and behaviors coded to expedite the IEP process are set forth for four cognitive areas (subtopics in parentheses): independent study (research, problem solving, organization); creativity (fluency, flexibility, originality, elaboration); critical thinking (analysis, synthesis, evaluation); and communication (verbal, nonverbal, interpretive, interpersonal, and listening). The affective section lists goals and behaviors for personal development (self concept, coping with failure, and critical acceptance). (CL)

Project PISCES (a Pilot Infusion System for Career Experiential Studies) combines curriculum and work experience components to meet the vocational education needs of emotionally disturbed and learning disabled students in Montgomery County (Pennsylvania) Unit No. 23. Core elements of Project PISCES include a curriculum which focuses on self awareness, career awareness, decision making, education awareness, vocational skill identification, and employability skills; a community resource guide; inservice training for special and regular education teachers, administrators, parents, and employers; and a monitored supportive career-oriented work study program. A fundamental criterion for placement in the program is that vocational school enrollment is not a viable alternative for the student. The work experience component of the project stresses communication between employer, teacher, project director, field director, interdisciplinary team, and parents. (SBH)