A THREE YEAR INVESTIGATION WAS UNDERTAKEN TO DETERMINE THE EFFECTS OF PROGRAMED INSTRUCTION ON CHILDREN AND ADOLESCENTS. THE 157 SUBJECTS WERE PUPILS FROM A STATE MENTAL HOSPITAL SCHOOL AND SLOW LEARNERS AND UNDERACHIEVERS IN ONE PAROCHIAL AND TWO PUBLIC HIGH SCHOOLS. ALTHOUGH NOT AVAILABLE FOR ALL SUBJECTS, RESULTS OF THE RORSCHACH TEST, THE…

ATTENTION IS GIVEN TO THE STUDY PERFORMED IN THE DETROIT SCHOOL SYSTEM IN 1962 CONCERNED WITH THE RELATIONSHIP BETWEEN AGE AND GRADE OF STUDENTS THROUGHOUT THE SYSTEM WITH SPECIAL REGARD TO THOSE WHO WERE OVER-AGE FOR THEIR CLASSES. FINDINGS WERE COMPARED WITH A SIMILAR STUDY PERFORMED IN 1939. INTERPRETATIONS, CONSIDERATIONS, AND RECOMMENDATIONS…

A study was conducted to determine if it was possible to identify and distinguish between poor readers who had a knowledge deficit and those who were somehow different (dialect speakers trying to read material in Standard English, for instance). A group of 20 fourth and fifth grade students were tested with normal prose, words in isolation, and…

This instructional bulletin was prepared to assist teachers in planning and presenting the sequence of mathematics topics to slow learners. The course is designed to fulfill the high school graduation requirement of one semester of mathematics in the ninth grade. This course combines simple presentations of topics from modern mathematics with new…

The Adaptive Behavior Scale was used to evaluate a three-level token economy designed to modify the behavior of 42 behaviorally disturbed young adults of borderline intelligence. Following treatment large improvements occurred in those areas that were logically related to target behaviors within the token economy. Gains were maintained at…

Investigated validity of two- and four-subtest combinations as estimates of Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale IQ among clients of low IQ (N=100). Concluded that the four-subtest form was superior as a screening device when complete administration of the WAIS-R is not feasible. (NRB)

A survey of Welsh units for children with learning difficulties revealed that most mainstream teachers preferred not to teach slow learners; that very little antagonism toward slow learners was reported by nondisabled students, staff, and parents; and that only a few schools appeared to have planned a strategy for progressively extending…

Teachers and parents completed the Adaptive Behavior Scale-School Edition and the Adaptive Behavior Inventory for Children, and 57 mildly retarded and slow-learning students completed the Children's Adaptive Behavior Scale. Results indicated higher ratings for the slow-learner group on all three measures. Parents rated students higher than did…

A followup of 42 disabled men 30 years after they left a a special school in Britain is described in terms of reading ability, employment, earnings, economic status, offspring, homes, law conformity, and social participation. Characteristics of the three most and least successful Ss are contrasted. (CL)

Discussed are the advantages of a comprehensive school in Great Britain, in which slow learners are integrated into regular classes. (IM)

Students taught science concepts by physical education activities achieved higher scores on an objective test of science concepts. (AL)

The author compared the relative efficiency of three methods of presenting and teaching fractions to slow learners in secondary school: formal-traditional method, cuisenaire (unimodel) material, and specially prepared multi-model materials; multi-model materials were found to be the most effective method. (Author/AN)

This program is intended for students who are academically disabled but who can be made employable. (Author)