A training form is described which includes a majority of the questions and vocabulary words encountered by handicapped learners applying for entry level jobs. Use of the form will help students respond to common items in job applications. (CL)

The basic structure and use of the Standard Daily Behavior Chart, used in precision teaching, is explained. (KW)

Described are contributions to and use of the Behavior Bank, an international computer bank containing information (Behavior Charts and data forms) on over 11,000 precise measurement projects conducted to modify behavior through a wide variety of procedures from various disciplines. (KW)

Origins of precision teaching, how it differs from behavior modification, and implications for regular and special education are described. It is emphasized that it is not an approach to classroom teaching, but a system of monitoring daily performance - a measurement technique to increase efficiency and effectiveness of present teaching methods.…

The article provides a staff observation form for providing feedback to increase staff's differential reinforcement of incompatible behaviors in the training of appropriate leisure activities in persons with severe and profound handicaps. (DB)

This discussion addresses the use of self-management as a behavior change technology for adolescents with behavior disorders. The supporting literature is reviewed; reasons for considering self-management strategies are presented; and specific guidelines are provided for planning self-management interventions based on a self-management planning…

The article proposes a training program in self-management skills for handicapped youths entering the work force. Included are the following sample forms: critical events log, self-referral for training form, self-monitoring report, self-management contract. The forms provide tangible evidence of student progress in self-management. (DB)

The article describes a one-page form ("Collaborative Options--Outcome Planner") to provide a format for prereferral consultation by special or regular educators. Designed to help educators in the self-questioning and problem solving process, the form can be implemented in four steps. (DB)

This article identifies principles of the constant time delay procedure for teaching skills to students with disabilities and details a graphing method for efficiently monitoring student progress when teaching chained tasks. The method results in a line graph and response grid which show progress and analyze performance on each step of the task…

Informal criterion-referenced techniques can be used to assess the writing skills of students with disabilities. Teachers can analyze student writing samples with regard to fluency, sentence types, vocabulary, structure, and ideation. A form is presented for collecting and analyzing data from writing samples, and use of the form is illustrated.…

A job-task reporting system was developed to help manage communication between disabled students at job-site experiences and their work experience coordinators, training sponsors, and classroom teachers. A monthly calendar listing worker functions and a summary report form enable students to make daily reports about their job activities. (JDD)

A strategy is presented for helping to reorient students returning to the regular class from pull-out special services. A planning sheet is provided to help teachers correlate environmental characteristics with problem student characteristics and then select specific strategies. A table lists reentry problems and suggested strategies. (DB)