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TITLE Severely and Multiply Handicapped--Teaching Methods/Assessment. Selective Bibliography. Exceptional Child Bibliography Series . 678. INSTITUTION Council for Exceptional Children, Reston, Va. Information Services and Publications. SPONS AGENCY National Inst. of Education (DHEW) ,Washington, D.C. PUB DATE 76 NOTE 30p. AVAILABLE FROMCEC Information Services and Publications, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091 ($4.00)

EDRS PRICE. MF-$0.83 HC-$2.06 Plus Postage. DESCRIPTORS *Abstracts; *Annotated Bibliographies; Elementary Secondary Education; Exceptional Child Education; Exceptional Child Research; *Multiply Handicapped; *Severely Handicapped; *Teaching Methods; *Testing

ABSTRACT The annotated bibliography on Severely and Multiply HandicappedTeaching Methods/Assessment contains approximately 120 abstracts and associated indexing information for documents or journal articles published from 1966 1975 and selected from the computer files of the Council for Exceptional Children'sInformation Services and the Education Resources Information Center (ERIC) .It is explained that titles were chosen in response to user requests and analysis of current trends in the field. Abstracts include bibliographic data (identification or order number, publication date, author, title, source or publisher, and availability);descriptors indicating the subject matter covered; and a summary of the documentrs contents. Also provided are instructions for using the bibliography, a list of journals from which articles were abstracted, and an order form for ordering microfiche or paper copies ofthe documents through the ERIC Document Reprodu-7tion Service. (JM)

*********************************************************************** Document:: uired by ERIC include many informal unpublished * materials no- ilable from other sources. ERIC makes every effort * * to obtain the ,t copy available. Nevertheless, items of marginal * * reproducibility are often encountered and thisaffects the quality * * of the microfiche and hardcopy reproductions ERIC makesavailable * via the ERIC Document Reproduction Service (EDES). EDRSis not * responsible for the quality of the originaldocument. Reproductions * * supplied by EDRS are the best that can LP; made fromthe original. S DEPART WENT OF HEALTH, EDUCATION L WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR OkCANIZATION ATING IT PO:NTS OF VIEW OR OWNIONS STATED DO NOT NECESSARILY REPRE SENT OF FICI NATIONAL INSTITUTE OF EDUCATION POSITION OP POLICY Severely and Multiply Handicapped Teaching Methods/Assessment

A Selective Bibliography

CEC Information Services and Publications An ERIC Clearinghouse The Council for Exceptional Children 19-0 Association Drive Reston, Virginia 22091

Exceptional Child Bibliography Series No. 678

The material in this publication was prepared pursuant to a contract with the National Institute of Education, U S Department of Health. Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment Ii professional and technical matters. Prior to publication, the manuscript was submitted to The Council for Exceptional Children for critical review and determination of profes- sional competence This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either The Council for Exceptional Children or the National Institute of Education.

2 HOW TO USE THIS DOCUMENT

Each abstract contains three sections;bibliographic data, descriptors, and a summary of the document.

1. Thu :bliographic section provides:

a. document identification number (EC) b. document order number if available (ED) Documents with a six digit number after thedesignation ED are ERIC documents. These documents may be purchased from EDRS (see last page of bibliography for order form) if the EDRS availabilitylisting (EDRS mf and/or hc) appears in the bibliographic section. Documents with .A. after the designation ED are journal articles ordocuments from commercial publishers. They must be obtained directly from the journal editor, commerical publisher or source. c. title d. author . publication date f. source or publisher g. EDRS availability

2. Descriptors indicate the subject matter of the document.

3. The summary provides a comprehensive overview ofdocument contents and, in some cases, availability is announced here.

No ERIC accession number Clearinghouse accession available: .e., document is number not available through ERIC Portion of accession number 08 refers to volume: used to reference abstract in 0056 refers to indexes individual abstract. ABSTRACT 58 EC 080056 ED N. A. Publication date No-Publ. Date Oct 75 5p. ERIC accession number 4/olf, Lucille C. Use when ordering from Author(s) Whitehead, Paul C. EMS.* The Decision t Institutionalize12:- Title 11. tarded Children: Comparison of Indi- vidually Matched Groups. ABSTRACT 34 Number of pages Mental Retardation: V13 N5 P3-7 Oct F.0 .180034 ED 112 610 Use when computing cost of Bibliographic citatio.-n975 Put.n. Date 75 172p. EURS hard copy order. Brown, Jerome D., Ed. (journal. publisher. Tescriptors: Mentally Handicapped*: Handbook for Hearing Conservation institute. etc.) Placement;Institutions*;Exceptional Institut ion(s) and/or sponsor(s) Services andEducational Program- of activity described Child Research; Family Influence; Deci- ming for Hearing Impaired Pupils. sion Making; Iowa State Dept. of Public Instruction, Name and address here A group of 24 institutionalized retarded Des Moines. ERIC Document Reproduction indicate availability of the children was individually matched on the EDRS mf ,hc Service availability listing* document from this source basis of sex, socio economic status, IQ Descriptors: Aurally Handicapped*: and AmericanAssociation on Mental Guidelines*: Educational Programs*: Deficiency diagnostic category, with a State Programs*; Hearing Conservation; group of 24 retarded children who - Exceptional Child Education; Elementa- Descriptors and Identifiet mained at home. Results indicated that Abstract ry Secondary Education; Administration; Subject terms which char- the sex of the child and the amount of State Departments of Education; disruption perceived by the family as acterizi.i content Terms marked * are major caused by the child. are significant fac- Identifier: Iowa*: terms and appear as tors in determining the course of institu- Presented by the Iowa Department of headings in the subject tionalizatie. (Authot) Public Instruction are recommendations index. for comprehen5;ve hearing conservation services and educational programing for hearing impaired His. Part I cons- ists of Iowa's ot Special Education which are arranged under 10 divisions: authority, scope, general principles and (ahstr,...ct 'no terzahlcfrIcd regarding audiometric symbols, iden- her; for sample) .. . tificationaudiometry,and audiology programs in educational settings for1(1 children. (LS) - Abstractor's initials 3 CEC Information Center Journal Collection

The CEC Information Center regularly receives more than 200 journals which are examined for material concerning exceptionalchildren. Articles judged to meet established criteria are abstracted, inde.xed and published inExceptional Child Education Abstracts IECErli. Some of these articles arc indexed and submitted also for announcement in CurrentIndex to Journals in Education (CIA.),an Educational Resources Information Center (ERIC) publication. The following list (cui.eni May 1976) irevresentativeof journals currently received.

Academic Therapy, 1539 Fourth Street, San British Journal of Physical Education,Ling *Education of the Visually Handicapped, 919 Floor,Philadelphia, Rafael, California 94901 liouse,10 Nottingham Place, London \VIM WalnutSt. Fourth Pennsylvania 19107 ACTA Symbolica,Universityof Akron, 4 AX, England Akron, Ohio 44304 Bulletin of the Orton Society, 8415 Bel- Educational & Psychological Measurement, lona Lane, Suite 204, Towson, Maryland Box 6907, College Station, Durham, North Adolescence, PO Box 165,391WilIets Carolina 27708 Road, Roslyn Heights, New York 11577 20402 Educational Forum, 343 Armory Building, Arnerican Annals of the Deaf, 5034 Wiscon- Bulletin of Prosthc/tcs Research, US Gov- Washi,%:,ton DC University of Illinois, Champaign, Illinois **sin Avenue NW, Washington DC 20016 ernment Printing Office, 20402 61820 American Education, 400 Maryland Avenue *Bureau Memorandum, 126 Langdon Street, Educational Horizons, 2000 East 8th Street, SW, Washington DC 20202 Madison, Wisconsin 53702 Bloomington, Ir,di!nr. 47401 AmericanEducationalResearch Journal, Educational Leadership, 1201 16th Street 112616thStreetNW, Washincton DC CSMR Bulletin, 345 Campus Towers, Ed- NW, Washington DC 20036 20036 monton, Alberta, Canada Educational Researcher, 1126 160'. Street American Journal of Art Therar, 6010 Canada's Mental Health, Information Can- NW, Washington DC 20036 Broad Branch Road, Washington DC 20015 ada, Ottawa K IA 0S9, Canada Educational Technology, 140 Sylvan Ave- American Foundation forthe Blind Re- CEDR Quarterly, Phi Delta Kappa, PO Box nue, Englewood Cliffs, New Jersey 07632 warch Bulletin, 15 West 16th Street, New 789, Bloomington, Indiana 47401 Elementary School Journal, 5E01 Ellis Ave- York, New York 10011 Child CareQuarterly,2852Broadway, nue, Chicago, Illinois 60637 *Arnerican Journal of Diseases of Cniidren, Morningside Heights,NewYork 10025 535 North Dearborn Street, Chicago, Illinois English Journal, 1111 Kenyon Road, Ur- Avenue, 60610 ChildD-zvelopment, 5750Ellis bana, Illinois 61801 Arnerican Journal of Mental Deficiency, 49 Chicago, Illinois 60637 ExceptionalChildren,1920Association **Sheridan Avenue, Albany. New York 12710 **Child Psychiatry & Human lkvelopment, **Drive, Reston, Virginia 22091 American Journal of Nursing, 10 Columbus 2852 Broadway, Morningside Heights, New *Exceptional Parent, 264 Beacon Street, Bos- Circle, New York, New York 10019 York 10025 ton, Massachusetts 02116 **American Journal of Occupational Thcrapv, Child Welfare, 67 Irving Place, New York, 6000 Executive Boulevard,Suite200, Rock- New York 10003 Family Involvement,Canadian Education ville, Maryland 20852 Childhood Education. 3615 Wisconsin Programs, 41Madison Avenue, Toronto, American Journal of Orthopsychiatry, 179") Avenue NW, Washington DC 20016 Ontario M5R 2S2, Canada *Broadway, New York, New York 10019 Children Today, US Government Printing Focus on Exceptional Children, 6635 East Villanova Place, Denver, Colorado 80222 Archivesof Otalaryngology, 535North Office, Washington DC 20402 Dearborn Street, Chicago, Illinois 60610. Children's House, BoxII I, Caldwell, New *Gifted Child Quarterly, 8080 Springvalley Jersey 07006 Arithmetic Teacher, 1201 16th Street NW, Drive, Cincinnati, Ohio 45236 Washington DC 20036 Colorado Journal of Educational Research, ASHA, 9030 Old Georgetown Road, Wash- University of Northern Colorado, Greelcv, Harvard Educational Review, 23 South Main ington DC 20014 Colorado 80631 Street, Uxtridge, Massachusetts 02138 (formerly Audecibel,24261GrandRiverAvenue, CommunicationEducation Hearing, 105 Gower Street, London WCIE Detroit, Michigan 48219 Speech Teacher) Speech Communication 6AH, England Msociation,StatlerHiltonHotel, New *Hearing & Speech Action, 814 Thayer Ave- Auditory & Hearing Education, 15300 Ven- York, New York 10001 tura Boulevard, Suite 301, Sh.rman Oaks, nue, Silver Spring, Maryland 20910 Compact, 300 Lincoln Tower, 1860 Lincoln California 91403 Hearing Rehabilitation Quarterly, New York Street, Denver, Colorado 80203 Audiovisual Instruction, 1201 16th Street League for the Hard of Hearing, 71 W. 23rd Street, New York, New York 10010 NW, Washington, DC 20036 Day Care & Early Education, 2852 Broad- Human Behavior, PO Box 2810, Boulder, Australian ChildrenLimited,Box 91, way, New York, New York 10025 Colorado 80302 Brighton 5048, South Australia Deaf American, 5125 Radnor Road, Indian- *Australian Journal of Mental Retardation, apolis, Indiana 46226 Humanist, 923 Kensington Ave., Buffalo, New York 14215 *P.. Box255, Carlton,South Victoria DeficienceMentale/MentalRetardation, 3053, Australia York University, 4700 Keelc Street, Downs- Illinois Schools Journal, 6800 South Stew- AVISO, Newark State College, Union, New view, Ontario M31 I P3, Canada :. rt Avenue, Chicago, Illinois 60621 Jersey 07083 Developmental Medicine and Child Neurol- Indiana Speech & Hearing Journal,Ball ogy, Spastic International Medical Publica- State University, Muncie, Indiana 47306 **Behavior Therapy, 1 1 1Fifth Avenue, New tions, 20 17 Mortimer Street, London WIN Instructor, PO Box 6099, Duluth, Minne- York, v York 10003 7RD, sota 55806 Behavior Today, Ziff-Davis Publishing Co., Dever: .1171, 19 South Waterloo Road, Devon, Eionsylvania 19333 Inter-Clinic Information Bulletin, 317 East 115615thStreetNW, Washington DC 34th Street, New York, New York 10016 20036 DSH Abstracts, /lauder College, Washing- Rue ton, DC 20002 International Child Welfare Review, 1 Behavioral Disorders, Council for Children De Varembe, 1211 Geneva 20, Switzerland Dyslexia Review, The Dyslexia Institute, .vith Behavior Disorders, Indiana Uninersity, Inte-national Journal of Child Psychiatry, Bloomington, Indiana 47401 133 Gresham Road, Staines, TWI 82A.1, England Verlag 10, Basel 13, Switzerland British Journal of Disorders of Communica- tion, 4345 Annandale Street, Edinburgh *Education and Training of the Mentally InternationalRehabilitation Review, 219 EH7 4 AT, Scotland **Retarded. 1920 Association Drive, Reston, East 44th Street, New York, New York BritishJournal of Mental Subnormality, Virjnia 22091 10017 Monyhull Hospital, Birmingham B30 3QB, Education Digest, PO Box 623, 416 Long- Involvement, PO Box 460, Oak Ridges, England shore Drive, Ann Arbor, Michigan 48107 Ontario, Canada *denotes journals monitored for CIJE. "denotes copyrighted journals for which ECEAhas been granted permission to use author abstracts.

4 Journal for Special Educators of the Men- Journal of Rehabilitation of the Deaf, 814 Psychology Today. PO Box 2990. Boulder, tally Retarded, 171, Cen ter Con way, , New ThayerAvenue,SilverSpring, Maryland Colorado 80302 Hampshire 03813 20910 *Journal of Abnormal Child Psychology, Journal of School Health, American School Quarterly Journal of Speech, Speech Com- **Plenum PublishingCorp.,227W. 17th Ikalth Association, Kent, Ohio 44240 munication .Association, StatlerHilton Note!, New York, New Yori: 10001 Street, New York, New York 10011 Journal of School Psychologi, 51 Riverside *Journal o'Abnormal PsycholoR/,1200 Avenue, Westport, Connecticut 06880 ` Reading Research Quarterly, 6 Tyre Ac- 17th Strec NW, Washington DC 20036 'Journal of Special Education, Grune and nue, Newaik, Delaware 19711 *Journal of Applied Behavior Analysis, "Stratton,IllFifthA, _inae, New York, Reading Teacher, 6 Tyre Avenue, Newark. *versity of Kansas, Lawrence, Kansas 66044 New York 10003 Delaware 19711 Journal of Applied Rehabilitation CourisPI- Journal of 'Speech & 11earing Disorders, RehabilitationDigest, One Yonge Strect, ing,1522 K Street NW, Washington DC 9030 Old Georgetown Road, Washington, Suite2110, Toronto Ontario M5E 1E8, 20005 DC 20014 Canada Journal of Association for Study of Percep- *Journalof Speech & Hearing Research, Rehabilitation Gazette, 4502 Maryland Ave- tion, PO Box 744, De Kalb, Illinois 69115 '9030 Old Georgetown Road, Washington nue, St. Louis, Missoub 63108 "Journal of Autism & Childhood Schizophre- DC 20014 *Rehabilitation Litrirature, 2023 West Ogden nia, Plenum Publishing Corp., 227 W. 17th Journal of Teacher Education, One Dupont **Avenue, Chicago, Illinois 60612 Street, New York, New York 10011 Circle, Washington DC 20036 RehabilitationTeacher,88St.Stephen Journal of Child Psychology & Psychiatry, Street. Boston, Massachusetts 02115 PergarrIOn Press, rii.sford, New York 10523 Language Speech & Hearin:4 Servicesin Schools, 9030 Old Georgetown Road, Wash- Remedial Education, 5Netherlee Street, Journal of Clinical Child Psychology,I 11 ington DC 20014 Glen Irk, Victoria 3146, Australia South Meramee Avenue, No. 208, St.Louis, Review of Educational Research, 1126 16th Missouri 63105 Lantern.PerkinsSchoolfortheBlind, Watertown, Massachtke: ts 02172 Street NW, Washington, DC 20036 Journal of Communication Disorders. Amer- ican Elsevier Publkhing Co.. S2 Vanderbilt Learning, 530 Universky Avenue, Palo Alto, California 94301 *Scandinavian Journal of Rehabilitation Med- Avenue, New York, New York 10014 icine, Gamla Brogatan 26, Box 62, S-101 20 Journal of Community Health, fluma6 Sci- MathematicsTeacl,er, 1906Association Stockholm 1, Sweden ences Press, 72 Fifth Avenue, New York, Drive, Reston, Virlia 22091 Schizophrenia Bulletin, 5600 Fishers Lane, New York 10014 *Mental Retardation, 5201 Connecticut Ave- Rockville, Maryland 20852 "Journal of Consulting & Clinical Psychol- nue NW, Washington DC 20015 School Media Quarterly, 1201-1205 Bluff oiy, 1200 17:h Street NW, Washington DC Street, Fulton, Missouri 65251 20036 Merrill Palmer Quarterly,71 EastFerry Avenue. Detroit, Michigan 4E202 *Sight Saving Review, 79 Mr-lison Avenue, Journal of Creative Behavior, 1300 Elm- New York, New York 10016 wood Avenue, Buffalo, New York 14222 Momentum. .1,50, One Dupont Circle, Wash- ington DC 20036 Studies, Linstock Press, 9306 Journal of Developmental Disabilities, PO Music Educators Journal, 1902 Association itwood St.,SilverSpring,Maryland Box 8470, Gentilly Station, New Orleark, 20901 Louisiana 701 82 Drive, Reston, Virginia 22091 Slow Learning Child, St.Lucia, Brisbane "tJournal of Education, Department of 1:clu- NASSP Bulletin, 1904 AssociationL.ive, 4067, Australia mtion, Halifax, Nova Scotia Reston, Virginia 22091 **Social Work, 49 Sneridan Avenue, Albany. **Journal of Educational Psychology, 1200 National Elementary Principal, 1801 North New Yoi k. 12210 17th Street NW, Washington DC 20036 Moore Street, Arlington, Virginia 22209 Southe-n Journal of Educational Research, **Journal of Educational Research, Box 1605, The New Beacon,224 GreatPortland Box 1 (21, SouthernStation, Hattiesburg, Madison, Wisconsin 53701 Street, London WIN/AA, England Mississippi 3°401 Journal of General Education, 215 Wagner *New Outlook for the Blind, 15 West 16th Special Children, American Association of Building, University Psrk,Pennsylvanb Street, New York, New Ymk 10011 16802 SpcialEducators,10i-20I 25thStreet, Notre Dame Journal of Education, PO I?ox Ne.v York, New York 11419 *Journal of Learning Disabilities,5 North 686, Notre Dame, Indiana 46556 **Wabash Avenue, Chicago, Illinois 60602 *Special Education: Forward Trends, - Nursing Outlook, 10 Columbus Circle, New tional Council forSpecial Education, 12 Journal of Marriage 8, the Family, 1219 York, New York 10019 Hollycroft Avenue, London NW3 7QL, Eng- University Avenue , Minneapolis, Minne- land sota 55414 Optometric Weekly, 5 North Wabash Ave- Special Ech,,btion in Canada, Parkway V S, *Journal of Mental Deficiency Research, 86 nue, Chicago, Illinois 60602 1 DanforthAvenue, Toronto,Ontario, Newman Street, London WIP 4 AR, Eng- ParentsVoice,JournaloftheNational Canada land Society of Mentally Handicapped Children, Speech Monographs, Speech Communica- Journal of Music Therapy, Box 610. Law- Peinbridge Square, London W2 4EP, Eng- tion Associatio Statler Hilton Hotel, New rence, Kansas 66044 land York, New York 10001 Journal of Negro Education, Howard Uni- Peabody Journal of Education, Georg, Pea- versity, Washington DC 20001 body College for Teachers, Nas'wille, Ten- Teacher, 22 West Putnam Avenue, Green- nessee 37293 **Journal of Nervous & Mental Disease, 428 wich, Connecticut 06830 East Preston Street, Baltimore, Maryland *Pechatrics, PO Box 1034 Evanston, Illinois Teacher of the Blind, Royal School for the 21201 *60204 Blind, Church Road North, Wavertret, Liv- **Personnel & Guidance Journal, 1607 New erpool L156TQ, England *Journal of Pediatrics, 11830 Westline Indus- Hampshire Avenue NW, Washington DC Teacher of the Deaf, 50 Topsham Road trial Drive, St. Louis, Missouri 63141 20009 Exeter EX2 4NF, England **Journal of PersonalityAxsessment, 1070 Phi Delta Kappan, 8th & Union Streets, Teachers Coli,ege Record, 525 West 120th East Angeleno Avenue, Burbank, California Bloomington, Indiana 47401 Street, New York, New York 10027 91501 **Physical Therapy, 115615th Street NW, **TEACHING ExceptionalChildren,1920 Washington DC 22005 Journal of Reading, 6 Tyre Avenue, New- Association Drive, Reston, Virginia 22091 ark, Delaware 19711 Pointer, PO Box 131, University Station, *Volta Review, 3417 Volta Place NW, Wash- Syracuse, New York 13210 "ington, DC 20007 Journal of Rehabilitation, 1522 K Street Psycholoiy in the Schools, 4 Conant Square, Young Children, 1384 Connecticut Avenue NW, Washington DC 20005 Brandon, Vermont 05733 NW, Washington, DC 20009 TEACHING METHODS

ABSTRACT 58 procedures are now available. A bibliog- injured;behavior prohlerns:behavior raphy tisk 52 references. (Author/JD) rating scales: perceptual motor learning: EC 000 097 ED 014 821 AANip Inde, PuN. Date 28 Feb 66 3 I p. fliirty-two profoundly retarded and in- Mc Cann, Cairbre ABSTRACT 864 Development and Evaluation of Adap- stitutiomilized children %%ith cncephalo- EC 003 621 ED 028 561 pathy %%cre given sensory-motor training tive Communication Devices for the Puhl. Date 68 146p. for 5 to :0 months. Training techniques Severely Handicapped Child. Larsen. Lawrence A.; Brieker, William Crotched Mt. Found., Greenfield, New to develop motor reactions to sensory stimulation are . Hampshire ifilined. Clinical analy- A Manual for Parents and Teachers of sis of changes hetween pre- and post- EDRS Price 0.25:1.32 Severely andModeratelyRetarded treatment hehavior tended to be more Descriptors: exceptional child research: Children. 1MRID Papers and Reports, meaningful than the statktical compari- physically handicapped; communication Volume 5, Number 22. son. This is attributed to the dissimilari- (thought transfer): cerebrpl palsy: com- Institute On Mental Retardation And ty hekYeen measuring instruments used. municationproblems;el..t.:tromechan- Intellectual Developme,:. Nashville A tentative theory underlying the appli- ical aids; adolescents; adult:. children Tennessee cation of these sensory-motor techniques EDRS mf. to the profoundly retarded k presented 13severely involved. A sample of INIRID. Box 163. George Peabody Col- cerebral palsied clients (12 children, one as a point of departure for future theory lege, Nashville, Tennessee 37203 formulations. i Author, adult) participated in this study. Degree (S0.50). of neuromotor disability was determined hy a scale based on activities of daily Descriptors:exceptionalchildeduca- ABSTRACT 1517 living. A psychological evaluation was tion;mentally handicapped; behavior EC 005 24 I made of all subjects in the study. Sub- change:teachingmethods;selfei:re Puhl. Date 67 jects were evaluatedintheiruse of skills; instructional materials; learning: Penny. Ruthanna dectronic switches connected to various operantconditioning; reinforcement: Substitute Parents: Trah t i tt '- output devices ranging in cilmplexity pretesting; post testing; behavior rating foundly Retarded Patient ..Aurn from a simple seriesof lightstoa scales; rewards; positive reinforcement: to the Community. speciallymodified electrictypewriter. negative reinforcement; self reward: ver- ED RS not ;iv:0131,1c Successful use of these devices has im- bal operant conditioning: task analysis: Charles C .Fhomas. Publkher. 301-327 plicationsforrecreation,education. visuallyhandicapped;aurallyhandi- East LaYYrenee Avenue. Springfield. Illi- communication. andtherapy.Switch capped; custodial mentally handicapped: nois 62703. controls that were developed included a trainable mentally handicapped joystick, a setof mercuryswitches Descriptors: exceptional child services: Designed for hoth parents and teachers, mentally handicapped: custodial mental- mounted on a hat, a miniature joystick the handbook presents methods for edu- held between the teeth and operated by ly handicapped: trainable mentally cating the moderately and severely re- hiindicapped: institutionalized (persons): the tongue. a pneumatic control hemis- tardedchild. Those methods include pherical joystick for a palmar surface training teehniques: self care sk ilk; nurs- measuring progress. rewarding and pun- es: attendants: case -.Italics: communie,i- control, several magnetically activated ishing, ways jf using rewards and pun- devices, and a horn button switch. Out- lion (thought transfer): nonverbal com- ishers. ways of giving positive reinfor- munication put devices included a display board cers and punishers. withholding reinfor- withfourlightbulbs.Etch-a-Sketch cers (extinction), letting the child reward Profoundly.andmoderatelyretai.ded drawing toy strip projector and electric himself. spacinggivingreinforcers, children are the focus of a discussion of typewriter control device. Subjects were shaping behavior in small steps. using training techniques for nursing person- evaluated on time lapse between request signals. and building control. Twenty- nel or others assuming the responsihility for response and response and adequacy three actiYities are next presented, each of care.1 he author believes that most ofresponse. The appendixes include with a task definition, pretest. and sug- severely retarded persons can learn self activities of daily living evaluation form. gested education program. These activi- care and may be able to return to their information on subjects tested and pho- ties include sitting quietly: building puz- own or to foster homes. An introduction tographs of the input and output devices zles: cotoring: playing with toys. balls, provides training goak and methods. tested. (GB) and . s: toilet training; eating cor- scheduling suggestions, and examples of rectly: putting on a pullover shirt. pants. rewards. The one-to-one relationship of ABSTRACT 1621 and socks; buttoning buttons; tying shoe an 8 year old institutionalized nonverbal EC 001 991 ED N.A. laces: brushing teeth; washing; imitating hoy and a psychiatric technician k de- Publ. Date Aug 67 5p. movements, mouth movements. sounds, scrihcd as he gradual] y hegan to talk and Hollis. John H.: Gorton, Chester E. and words; understanding words and the was eventually dkcharged. A project TrainingSeverely andProfoundly names of colors; naming objects. ac- involving six females from 18 to 38 (lOs Developmentally Retarded Childmn, tions, and colors; and talking in sen- 20 to 60) k reported through excerpts EDRS not available tences.Appendixes includematerials from small group interaction meetings. NIental Retardation; V5 N4 P20-4 Aug needed for the activities, suggested rein- Profound retardation accompanied by 1967 forcers, sample forms for pre- and post- physical handicaps is considered as are communication in therapy and sugges- Descriptors: exceptional child research; test, glossary, and applications to blind and deaf children. (LE) tions for training prospective foster par- mentally handicapped; custodial mental- ents. ( RJ) ly handicapped;reinforcement;psy- chomotor skills; prostheses; research re- ABSTRACT 96 ABSTRACT 1989 views (publications); operant condition- EC 004 585 ED N.A. EC 004 799 ED 036 002 ing: social reinforcement; self care skills Publ. Date Sep 69 3p. Publ. Date 67 10Ip. Research applicable to the training of Webb, Ruth C. Hamblin, Robert L. And Others Sensory-Motor Training of the Pro- Structured Exchange and Childhood severely retarded children (IQ under 25) Learning:TheSeverelyRetarded is surveyed. Studies on behavior modifi- foundly Retarded. EDRS not available Child, Activity 12. cation are discussed. covering prosthetic Educa- training, perceptual motor skills, oper- American Journal Of Mental Deficien- Central Midwestern Regional cy; V74 N2 P283-95 Sept 1969 tional Laboratory, Inc., St. Ann, Mis- ant imitation, social reinforcement, and souri adversive stimulation. Research on self Descriptors: exceptional child research: Office Of Education (DHEW). Washing- care skills treats feeding training, toilet mentally handicapped: sensory training: training, and behavioral engineering. It ton. D. C. institutionalized (persons); custodial EDRS mf,hc is concluded that realistic operational mentally handicapped; minimally brain PR3 6 Descriptors: exceptional child research: a:philosophy;instructionalmaterials; A Guide for the instruction and Train- emotionally disturbed; autism; behavior mentally handicapped ingof the Profoundly Retardedand change: reinforcement: ressards: motiva- Se,erely Multi-Handicapped Child. The teaching of moderately and severely Santa Cruz County Board of Education, tion; social reinforcement: nep,ative rcin- retarded children is discussed by a child forcement; positive reinforcement: rein- Californ1;1 psychiatrist and two psychologists, with California State Department of Edacm forcer,:behaviortheories,behasim emphasis on collaborative team work of problems, habit formation: therapeutic norSacramento.DisisionofSpec 1;11 professionalsfromrelateddisciplines Education. environment; psychotic chiklren: with- Schools of thought relatedto methods draval tendencies (psychologs )). opei California Iiris eriots .S;(t11(1 Cruz for meeting learning disabilities are out- FDRS mf conditioning: case studies (education) lined in the first section. The second sec- A description no the Soehd Exchange tio,1presentsthe development ofthe Descriptors) exceptional child education: aborators's ssork ssith autistic childrein normal :d as well as a discussion of tramahle memalls handicapped: is presented.Thelaborators's philoso- the pathology and treatment of the men- handicapped: eturiculumpldes: cuirrls'll- phs of the exchange theors of autism. tally retarded child. The educational sec- hunidesign: mentalls handicapped, cur- seen as a set of habitual response pat- tion focuses upon specific teaching meth- riculum planning: Cali foi nhi terns maintained and intensified Idsex- ods,academicsubjects,andpractical The guide is intendedfor teachers of changes sshich are inadvertently struc- considerationsofteacherpreparation, profoundls retarded and s,:iverely tured bs others in the child's ens iron- scheduling, and evaluation. An extensive pis handicapped children in California. It ment. is setforth ssIth 01.tracterktiC., chapter on resources describes and eval- suggestsrelevantmethodologies,md examples. patterns and th)crapy consid- uates more than 450 different materia. media for such children as v.ell :is sam- erations for the autistic cluldncluded. and devices in terms of their usefulness plecurriculaforuseinDes elopment Exchange therapeutic procedures winch in the classroom. Sources are indicated. Centersfor(I andicappedMITItirsand reserse or replace the fundamental ;iu- The listing covers reading readiness - state and prisate institutions. The major tistichabit patterns :ire des eloped.ir- terials,numbers, and generalteaching portion ot the document cons; -is of in- ound seven stages:foodis mmalls u-vd aids. (KW) structional plans which pros ide examples a pusseifulreintorcer the child of actismes and programs in specific cur- progresses throughthem. I heproce- ABSTRACT 2294 riculum areas and v hich are intended as dure, and reports 4)1 these techniques as EC 03 2294 ED N A. guidestocuiriculumplanning.Major usedinlabor:00n,dry expanded and Publ. Date 71 134p. areas covered;ireambulation. stimula- described ssith case histories, therapist D'Amelio, Dan tion, communication. self help skills. imi- procedures and exchanges betsseen the Severely RetardedChildren:Wider tation. and behavior problems (self de therapist. child andp,ffymt. (WV% ) Horizons. structive behavior, aggression, and blind- EDRS not available ism).Eachinstructionalplanstates Charles E. Merrill Publishing Company. objectives.prerequisites,instructional ABSTRACT 2728 1300 .Alum Creek Drive, Columbus, Ohio methods, and learning activities, and is EC 005 689 ED 039 670 43216 ($4.95). followed by a critical commentary identi- Publ. Date69 18p. Descriptors: esceptional child education: fs:-.g strong points and difficultiesper- Fait, Hollis F.. Ed. trainable mentally handicapped. academ- . ceised inthe plan. A final section dis- Curriculum Guide for Teaching Phys- cusses theoreticalconsideration, in- ical Education to the Profoundly and icability:curriculumdes.-,r.:teaching methods:basicreading:handwriting: volvedin aphilosophyof curriculum Severely Retarded, development;in- planning for Development Centers. (KW) Mansfield Training School,Mansfield mathematics:motor dustrialarts; mentallyhandicapped: Depot,Connecticut,DepartmentOf Physical Education scouting ABSTRACT 1487 EDRS inf,hc Presentedisa curriculum for severely EC 05 1487 ED N.A. retarded children (IQ less than 50) which Publ. Date Feb 73 6p. Descriptors:exceptionalchildeduca- involves both basic academic !earnings McDonald, Eugene T.; Schultz, Adeline tion; physical education; mentally hand- and social accomplishments. The manual R. icapped; curriculum guides;trainable suggeststhat,usingspecialteaching Communication Boards for Cerebral- mentally handicapped; custodial mental- methods and breaking learning experi- PalsiedChildren. ly handicapped;physicalactivitits: ences into smaller units, many trainable Journal of Speech and Hearing Disor- teaching methods; physical fitness; tests; retarded children (TMR) can learn funda- ders: V38 P73-88 Feh 73 student evaluation mentals of reading, writing, and arithme- Descriptors: exceptional child educJtion: For use with the profoundly and severe- tic. A discussion of such a child's poten- physically handicapped: cerebral palsy: ly retarded, the guide to physical educa- tial consists of a description of the au- childhood; communication problems; tion curriculum describes methods and thor'sexperienceteaching TMR chil- communication(thoughttransfer):in- techniques, objectives, and core activi- dren. Of nine children who participated structionalmaterials:languageinstruc- ties. The following are also considered: in academic work for a 2-24 month peri- tion;perceptualmotorcoordination: supplementary activities for the hyper- od, six made substantial progress in aca- Communication Boards active and emotionally disturbed: demic skills, suggesting that TMR chil- suggestions for the teacher; and evalua- dren can do at least first grade academic Communication boards are recommended tion,includingrecords,motorskills work.Goals,specificteachingtech- as a means of facilitating communication tests, and behavior rating scales. (JD) niques, and learning activities are indi- for cerebral palsied children whose se- cated for the academic skills of reading, vere motoric disability prevents the de- writing, and arithmetic. Also presented velopment offunctionalspeech.Itis are two units to encourage motor devel- suggested that the child's physical anili- ABSTRACT 1812 ties, intellectual capacity, and education- ED N.A. opment: scouting and shop. The units are r.0 03 1812 supplant. al status be eva,uated to determine ap- 324p. intended tosupplement. not Publ. Date 71 present programs of motor development. propriate format and positioning for the Bradley, Betty Hunt,and Others hoard. Examples are included in the dis- Severely Tht activities of the scouting unit em- Teaching Moderately and phasize gross motorskills,whilethe cussion of the various types and contents Retarded Children: A Diagnostic Ap- shop unit activities for developing eye- of communications boards, including pic- proach. hand coordinationand hand and arm ture hoards, word and phrase boards. EDRS not available and boards for sentence conctruction. It Charles C Thomas, Publisher, 301-327 strength emphasizefinermotorskills. (KW) is explained that variations in construc- East Lawrence Avenue, Springfield, Illi- tion and physical layout allow one to in- nois 62703 (S14.75). ABSTRACT 1012 dividualizecommunicationsboardsin Descriptors: exceptionai child education; EC 114 1012 ED 058 687 relation to a child's specific physical abil- trainable mentally handicapped; teaching Puhl. Date 71 7 153p. ities. A case report describes how a6- methods; diagnostic teaching; education- Ball. Thomas. Ed yrar-old athetoid cerebral palsiedchild learned to use a communication hoard. or ahnormal muscletone),theneura- cr extension), communications aids (con- (Author/GW) developmental ,ipproach to treatment and versation board), learning aids for chil- ,techniques (use of retla inhibitiag pat- dren (Language Master), aids to continu- terns or proprioceptive and tactile stimu- ing education for young adults(corre- ABSTRACT 1631 lation), and such a:peets of management spondence study), children's recreation FC (1ISU 1 P N.A as the linking of physical, occupational. aids (music making equipment), aids for Publ. Date Apr 71 and speech therapy. The sensorirnotor children'sgroupactivities(swimming Gold. Marc W.: Harclas. Craig R approachto treatment is delineated aids). and aidsfor preteen and young The Learning of Difficult VisualDis- throughbasicconcepts,generaltreat- adult recreation (hobbies through corre- criminationshythe aloderatcly and ment procedures (such asdeveloping. spondence).Addressesaregivenfor Sverdy Retarded. mobilizing. and stabilizing responses to approximately 240 sources of aids and Mental Retardation: VI IN2 1"/-11Apr coordinate movement), and treatment of information. (DB) -1 children's specific problems (chronologi- ABSTRACT 2684 escephonal childrt'se.il callydelay edbut normal activities,or 05 2684 El) N.A. mentalls handicapped: trainable mentalls lack of stability control). Detailed in the EC Publ. Date Jul 73 4p. handicapped soiingadults:discrimina. proprioceptive neuromuscular facilitation (ion learning: istial perception: training method are guidelines from animal and Gazely. D J. behavior,motorperformance Communication and Mobility Training techniques:sheltereda irk shops:task human performance: performikice factors assessment, and procedures. Described with Hearing-Impaired Blind Clients. for facilitation of feeding and prespeech EDRS not available Sisteen moderatels and sr:serer% re(,ilded are sensorimotor evaluationof feeding New Beacon; V57 N675 P'70-3 Jul 1973 Ss rmean IQ 47.5). aged 17toslr seats, behavior and . and basic principles Descriptors: exceptional child education; ictIe itscentel %%ere irs- from aesork of the technique. The use of moyement multiply handicapped; deaf-blind; visual signedtoa sortingtasktodetermine activitie: is encouraged for impulse con- handicappedmobility;traveltraining: their ahilits to learn difficult % trol.body-imagetraining, perceptual- training techniques; verbal communica- criminationto determine v. hether se- motor competencies.seriation.pattern tion; nonverbal communicatioa riesofea's .to.harddiscriminations is recognition, and problemsolving.Pro- learned more qrrickls than one hard dis- gram guidelines, equipment and facilities. Suggestions are made for the instructor crimination. and to assess the effectis e- games, and exercisesare suggestedto inmobilitytraining of deaf-blindper- less of thetrainiii;.:procedure. Results improve retardates' physical fitness. sons. Included are approaches to speak- shoesed that no Ss m the hard group ter. Physical therapy programs for children in ing clearly rather than loudly while di- terion via. one errorless sorting of one rehabilitation centersarepresentedin recting speech toward hard of hearing or pile of 50 bolts) learned the task. %shile terms of evaluation of functional levels hearing aid-using clients. and using tac- allSsintheeass. group (criterionfor and treatment specifics. such as goals. a tilesignalsforlong canefaultsand learning vas oneerrorlesssortingon home program. ;Ind coordination of ser- commands when working with severely each of three piles of bobs) learned the 1. ices. Phy sical therapy in residential and totally deaf clients. (MC) three tasks. Mean trials to criterion %sere is seentoinclude -dministratie 394. ssith a range of 200 to 75(1. When Ss functions, such as planning r the res;- ABSTRACT 58 in the hard group %%ere sub,sequentb. test- dent population in conjuacr on with per- ed a th the eass -to-hard sequence. sik of sonnel skills: and surveying of communi- EC 06 0058 ED N.A. eight reached criterion %kitha mean of ty resources. IMC) Publ. Date 72 102p. 358 trials. Data showed that the eass Kinney, Richard hard training sequence ssas effectie and Independent Living Without Sight and ABSTRACT 2031 efficient, that training procedures should Hearing. ED N.A. he selected in advance of training to pre- EC 05 2031 EDRS not available Publ. Date 73 233p. vent failureset, and that intelligenceis Hadley School for the Blind, 700 Elm related to the time required to identif% Robinau:a Isabel P.. Ed. Street. Winnetka, Illinois 60093 ($3.00). FunctionalAidsfortheMultiply the discriminative task. not to discrimi- Descriptors: exceptional child education; nation itself. IMC) Handicapped. EDRS not available multiply handicapped; deaf blind;self care skills; ; visually handicapped ABSTRACT 1875 Harper and Row. Publishers, Inc., Medi- cal Department. 2350 Virginia Avenue, mobility; sensory training; rehabilitation; EC 05 1875 ED N.A. Hagerstown, Maryland 21740 ($10.00). Daily Living Skills Publ. Date 72 460p. Pearson. Paul H.: Williams, Carol E. Descriptors: exceptional childservices: Intended for the deaf blind and present- Physical Therapy Services in the De- multiply handicapped; physically handi- ed in both braille and inkprint forms, by velopmental Disabilities. capped;cerebralpalsy:mobilityaids; a deaf blind author, the text is part of a EDRS not available self careskills;instructionalmaterials; correspondence courseinindependent Charles C. Thomas. Publisher, 301-327 recreation; wheel chairs;sensory aids: living skills. Each chapter is followed by East Lawrence Avenue, Springfield, Illi- reference books exercises to help the student apply the nois 62717 (518.75). new material. Centered on is making the The reference book of functional aids for most of one's remaining senses such as Descriptor.: ex,:eptional child education: cerebralpalsied andmultiplyhandi- smell, touch, and the kinesthetic sense, physically handicapped: cerebral palsy: capped children and adults presents aids Clear thinking isstressedfor optimum mentally handicapped; neurologically and techniques in the areas of transfer. independence. Ways of communicating handicapped; physical therapy; rehabili- travel and mobility; personal care; com- with the nonhandicapped are explained tationprograms; medical evaluation; munications and learning, and recreation. such as the glove and Tella- medical treatment: physical education Listings usually include item name, de- touch. Special communication methods scription,source,andanillustration. Management,therapies,and programs described include the one or two hand pertaining to infants' and childrens' de- Among techniques explained arelifting manual alphabet and . velopmental disabilities are presented for the handicapped person and measuring Students are encouraged to make the physical therapists and physicians in ten the child for special equipment. The fol- most of their voices by activities such as authorcontributedchpaters. General lowing types of aids or techniques and reading aloud and getting advice on pro- management principles,and physical an example of each arc offerad:sitting nunciatiou. Emphasized for independence therapists' and physicians* rulesinas- and standing equipment (stand-in table), at home isthoroughly knowing every sessing and treating specific disabilities walking aids; (children's training walker). room and the location of each object. are considered. The discussions on cere- wheelchairs and adaptla .s (vehicle Ways to use the telephone and mailbox bral palsy covers diagnosis, assessment, adaptations), lifting and cal rying (remov- for social purposes are noted. Sources of theneurophysiologicalbasisof motor ing child from bathtub), feeding and eat- braille magazines and books are given. development (such as brain function or ing equipment (adapted eating utensils). Suggestions such as 'squaringoff'arc automaticand voluntary movement), special clothing and dressing aids (wheel- explainedfororientationand travel neurologic aspects (tonic reflex activity chair cape), personal hygiene aids (show- skills. The final chapter examines ways

8 3 the deaf Hind individual can earn extra 80 Washington Square EA, Rm. 59, N. plexdirections.The jigsawpuzzle is money or become self Aipporting. (DB) Y. University. N.Y., N.Y. I(XX)3 seen to he an activity which gains the attentionofprcaverageindividuals.A Descriptors: exceptional child research; total stimulation environment is thought ABSTRACT 205 multiply handicapped; evaluation; dec- to require both structured activities and EC 06 0205 ED N.A. tromechanical aids; aurally handicapped; nonstructured activities within a residen- Publ. Date 73 119p. deaf; deaf blUid; communication prob- tial setting. Explained are techniques for Thornley, Margo lems; tactualperception: sensoryaids, changing undesirable behaviors such as Every Child Can Learn... Something! Vibridert desensitization and non-need fulfillment For Parents and Teachers of Severely Behavioral and engineeringtestswete stimulation. Decision making is related to Retarded Children. conducted in the field and laboratory to abstract thinking and appropriatetritin- EDRS not available assesseffectiveness and usefulnessof ing. (DB) SpecialChildPublications,Inc..4515 theVibralert. an electronic device for Union Bay Place, N.E., Seattle. Wash- maintainingcontact withd,af and ABSTRACT 390 ington 98105 (.$4.50). deaf-blind children and adults. The vi- EC 06 0390 El) 083775 brating portable signal system was use,' Date 73 248p. Descriptors: exceptional child education: by 24 deaf and hearing parents to main- mentally handicapped; trainable mentally Smith, Donna K., Fd. mentallyhandi- tain contact with their deaf children at Motor-Academie-Perceptual Curricu- handicapped; custodial play outside and inside the home for a the Early Childhood capped; training techniques; curriculum: lum Guide for 2-month period.Findingsshowed that Educationofthe Multiply Handi- academic a,:hievement:teachingrricth- the majority of the parents and children capped. ods: parent role liked and used the system. and that one Arin Intermediate Unit #28. Indiana, Pa. Describedaretrainingtechniquesand third of the test group indicated willing- curriculum for use uith severely retarded ness to buy the system despite problems BureauofEducationfortheHandl- children and adults. It is stressed that the encountered whichcorroborated test capped IDHEW/OF.1. Washington, D. C. severely retarded need instruction in ba- results. The tests revealed major weak- EDRS mf.he sic academic skills as well as in self help nesses in the system such as restricted Descriptors exceptional child education skills to function successfully. A chapter range of less than 75 feet, sensitivity to multiplyhandicapped:earlychildhood changingvaluesoffersbehavioral on moisture, erratic performance, and diffi- education;curriculumguides;instruc- definitions of retardation, and suggests cultmaintenanceofbatterycharge. mentally handicapped; that retarded children can achieve more tionalmaterials: Similartesting was conducted with motor development: readiness (mental); than is usually expected with appropriate deaf-blindadultsindomestic andin- perceptual development; class activities; instruction and parent-teacher coopera- dustrial settings using the Vibralert and teaching methods tion. A rationale is offered for a struc- another similar device, the MIT tured program to teach the retarded es- TAC-COM. Theinvestigations showed The curriculum guide for early childhood sential academic skills such as counting that the Vibralert was preferred over the education of themultiply handicapped money and reading labels.Specificin- MIT T.AC-COM in both conditions and covers motor, academic, and perceptual structions for parents include talking to thatcomplaints weresimilartocom- skills. Operational definitions and devel- thechild,teachinghimselffeeding plaints expressedinthepreviousfield opmental characteristics of the mentally skills,toilettraining, and dressing. A test. (MC) retarded introduce the guide. Considered chapter is given to the principle of rein- are the role of the teacher and teacher's forcementtochangebehavior. ABSTRACT 303 aide, the classroom facilities, and sched- ofin- Guidelines are offered for parents of the EC 06 0303 ED N.A. uling. A chai,ter on techniques young retardedadultlivingathome. Publ. Date Jul 73 74p. struction looks at the preparation of in- Sensory experiences such as identifying Barrett, Albert M. structional objectives, continuous evalua- objects by touch are recommended. A When Thinking Begins: Lessons tion, individualized educational prescrip- curriculum outline of preacademic skills Learned from Helping Preaverage In- tions, task analysis, classroom manage- stresses attending behavior, perceptual telligence Individuals. ment, and instruction through imitation. development, and language development. EDRS not available Physical factors such as medical infor- Training techniques for basic academic Charles C. Thomas, Publisher, 301-327 mation, seizures, and dental care are dis- chapter on skills such as number recognition, and East Lawrence Avenue, Springfield, Illi- cussed.Examinedinthe motor skill development are the role of reading in the immediate use vocabulary nois 62703 ($6.95). are offered. The curriculum outline for the physical therapist, and development socialstudiesincludesstudentrole. Descriptors: exceptional child education; of gross and manipulative motor skills, community mobility, and familyroles. mentally handicapped; trainable mentally self-careskills,and bodyawareness. Concepts taught by science and art activ- handicapped; custodialmentallyhandi- Basic readiness and communication skills ities include hot/cold and wet/dry. The capped; thought processes; intelligence of the academic program are described. vocational skills program is designed to level; vocabulary; behavior change; oper- Development of thefivesensesisfo- prepare students for sheltered workshop ant conditioning; attention span; decision cused on in the chapter on perceptual employment. (DB) making skill development. Provided are sugges- Discussed is the nature of thinking and tions for appropriate field trips and in- mot- ABSTRACT 224 intelligence within the context of recom- structional units emphasizing or-academic-perceptual skill develop- EC 06 0224 ED 082 437 mended semantic changes in the classifi- ment.Stressedis theimportanceof Publ. Date May 73 35p. cation of mentally handicapped individu- teacher inservice training and parent in- Schiff, William and Others als. He suggests that the term 'preaver- volvement. Listed are instructional aids A FieldEvaluation .;Devices for ageintelligence' hasa morepositive Maintaining Contact with Mobile Deaf connotation than mental retardation and such as video-tape equipment and free or and Deaf-Blind Children: Electronic would be more likely to encourage reme- inexpensive taaterials. An annotated bib- Communication with Deaf and Deaf- dial efforts. Intelligence is differentiated liography of approximately 65 materials for teacher referenceisalso included. Blind Persons. from intellect, and both are related to the degreeofnervoussystemresistance. Among appendixes area development New York Univ., N.Y. Deafness Re- checklist, a behavioral prescription, and Center;National Explained is the ABC (Appropriate Be- searchandTraining a test of motor-perception. (DB) Center for Deaf-Blind Youth And havior Change) system of arousing dor- Adults. mant intelligence infirst level (custodial BureauofEducationfortheHandi- and trainable) preaverage individuals by ABSTRACT 483 capped. Div.of Research; Social and a series of choice discrimination tasks. EC 06 0465 ED N.A. Rehabilitation Service (Dhew/Oe) Wash- The same approach is recommended for Publ. Date Spr 73 8p. ington. D.C. discrimination on the symbolic level. The .Sheredos, Saleem J. EDRS mf, hc development of attentionis seen to be Games for the Severely Disabled. Deafness Research & Training Center, encouraged hy progressively more com- EDRS not available

4 trainingfor the retarded Bulletin of Prosthetics Research; PI30-7 Selected Papers Presented at the Biennial (trientation blind, enrichment of sensory input of the Spr 1973 Conference Of the Association for the Education of the Visually Handicapped institutionalizeddeafretarded,disso- Descriptors: exceptional child education; (5Ist, Miami Beach, Florida, June 25.29, nance and acting-out in the sociopathic handicapped; quadriplegia; physically 1972) mentallyretarded,orientationforthe games; recreation; simulation; electrome- blind through odors, boredom among the chanical aids; Severely Handicapped Descriptors: exceptional child education; blind retarded, camouflage in perceptual visually handicapped; deaf blind; confer- Developed or modified by the Bioengi- training, visual experiences for the bed- ence reports;instructionalmaterials; fast, the death of a friend, behavior dis- neering Research Service of the Veterans multiply handicapped; vocational rehabil- Administration ProstheticCenter have orders and sleep, the role of smell in the itation;vision;sensoryaids:language rehabilitation of the blind retarded, pa- been a pinball machine and the Odyssey skilk game simulator for use by quadriplegics tient behaviors that influence staff atti- tudes. simulation of handicaps instaff andotherseverelyphysicallyhandi- Presented are 19 selected papers given at capped individuals. Games are controlled the1972 conference of the Association training programs, photography for the by either a chin-operated joystick or the forEducation oftheVisuallyHandi- blind retarded, overhead mirrors for the bedfast retarded, space utilization, gifts use of breath pressure (eitherblowing or capped. The following titles are included: sucking). The pinball machine has slotted 'Multi- Handicapped. the King of Chal- for the profoundly retarded, recreation legs for adjustment to wheelchair pa- lengers'; 'Is Listening the Answer'.h 'An activities for profoundly retarded hyper- active patients, reward and punishment andiscontrolledby pneumatic Aural Study System Designed forthe tients in profound retardation,motivation of pressure.TheOdysseysimulatorin- Visually Handicapped'; 'VOCOM volves electronic squares displayed on a ISpeech CompressorExpander';'A the profoundly retarded, love of approv- television screen which is overlaid with Comparisonof the Effectivenessof al in the profoundly retarded. phototrop- the game pattern or playing field. Games Standard Print and 1.arge Print in Facili- isms in the profoundly retarded, echos such as ping pong, football, hockey, cat tatingtheReadingSkillsofVisually and reinforcement in profound retarda- and mouse, and roulette can he played Impaired Students':'Demonstration of tion, and feeding the hyperactive pro- on the simulator which is controlledby a the Peabody Language Development Kit. foundly retarded in a large dining facili- chin-operated joystick. The games have Level #P'; 'Toys for Tots'; 'Educational ty. (DB) been evaluated by quadriplegics whose MaterialsforEarly ChildhoodEduca- reactions were enthusiastic. (1)13) tion': 'Movement Exploration and Gym- ABSTRACT 649 nastics for Visually Handicapped Chil- EC 06 0649 El) 084761 dren': 'Federal Programs and Their Im- 206p ABSTRACT 505 Publ. Date 73 plications for the Visually Handicapped': Ward, Ted and Others ED 084730 EC 06 0505 'A Delivery of Comprehensive Services Workshop Training Kits. Volume I. Publ. Date 28 Sep 73 15p. to Deaf-Blind Children and Their Fami- MichiganStateUniv.,EastLansing. Hammer, Edwin K. liesThrough theRegionalStructure': Regional Instructional Materials ('enter What is Effective Programming for 'Diagnostic Services and Programing for for Handicapped Children and Youth. Deaf-Blind Children? Deaf-BlindChildren': 'Developing a Office of Education IDHEW), Washing- Callier Hearing and Speech Center, Dal- VocationalProgramin aResidential ton, D. C. las, Tex. School for the Blind': 'Give a Man a EDRS mf,hc BureauofEducationfortheHandi- Fish and He Can Eat for a Day--Teach capped (DHEW/OE). Washington. D. C. Desciiptors: exceptional child education; Him How to Fish and He Can Eat for education;institutes EDRS mf ,hc the Rest of Pis Days': 'Guidance, For inserviceteacher 0 EG-0-9-536003-4093 (training programs); teaching guides; in- Whom? For 1/hat? By Whom? How?'; mentallyhandi- A Paper Presented at the Fall Workshop 'Low Vision Training- Implications for structionalmaterials: for Teachers Of Deaf-BlindChildren Professional capped; trainable mentally handicapped; TeacherPreparationand multiply handicapped; deaf blind; teacher (Chicago, Illinois Sept. 28, 1973) Development': 'Development of Visual education; workshops; teacher methods; Potential in Young Children': 'The Need Descriptors: exceptional child education; sequentiallearning;behavioralobjec- deaf blind; program effectiveness; teach- for Curriculum Planning in the Field of tives; behavior change; operant condi- er role; program design; multiply handi- Low Vision': and 'Educationally Signifi- leadership:re- cant Visual Assessment in Young Chil- tioning;reinforcement; capped; program evaluation source guides; severely handicapped (ken'. (DB) Increased educational programs for deaf Presented in the first of a two volume blind children ant: gowing concern about series are four workshop training kits for program standards require that the pro- ABSTRACT 553 ED N.A. development of teacher skills to be used grams be effective. An effective program EC 06 0553 45p. with severely handicapped children arid shouldproduce a positivebehavior Publ. Date 73 Swartz, Jon D.; Cleland, Charles C. six workshop experience kits for training change in a ch:ld as a result of teacher personnel to instruct inservice teachers. awareness of %hat is expected of both Multihandicapped Mentally Retarded: Training and Enrichment Strategies. Directions arc given for use of the kits, the teacher and the child. Additionally, media, and a series of kits for evaluat- the teacher should understand the con- EDRS not available Hogg FoundationforMentalHealth, ing, planning, or delivering information. cept of the program, the relationship of The first section of each kit (for the'lead- the program to teaching, and the con- Univ. of Teis.Univ. Station-Box 7998. Austin. iexas 78712 ($1.00). er) contains an overview of the activity, struct of the program. Also, the teacher objectives,teacherprerequisites,time should be able to both prepare activities Descriptors: exceptional child education; required, materials needed, step-by-step for maximal use of available resources mentallyhandicapped;multiplyhandi- procedures, a discussion guide, and an and systematically measure the activities capped; custodial mentally handicapped; evaluation form. The second part of each for subsequent review or presentation to trainable mentally handicapped; sensory kit (for the trainee) contains materials for others. (MC) experience; psychological needs; institu- the activity, worksheets, a content evalu- tionalized(persons);institutionalenvi- ation form, a workshop evaluation form, ronment; institutional personnel; Severe- and supplementary information on handi- ABSTRACT 531 ly Handicapped kits arc the ED 084737 caps. Presented in the six EC 06 0531 following activities to be used with chil- Publ.. Date Jun 72 116p. Presented are 23 brief readings on the Methods and Materials in the Educa- multiply handicapped and retarded. dren with specific handicaps: a task anal- game forsequentialteachingof tion of the Visually Handicapped. Thirteen readings consider agpects of the ysis mildly and moderately retarded who also trainable mentally retarded (TMR) and Association for Education of the Visual- deaf blind (DB) children; an activity for ly Handicapped, Philadelphia, Pa. have Se handicaps, while10 read- ings cot the multihandicapped pro- specifying behaviors of multiply handi- EDRS mf,hc capped and TMR children; three demon- Association for Education of the Visual- foundly retarded. Exercises and refer- stration reinforcement mystery games for SpruceStreet, ences accompany some of the readings. lyHandicapped, 1605 teachers of DB or autistic children; and Philadelphia, Pennsylvania 19103 Discussed are the followingtopics:

1 an activity involving charting behaviors ing; behavior change; operant condition- of TMR,autistic,and DB children. Teaching Exceptional Childien, Vh N2 ing; reinforcement Approximately 165 selected bibliographi- P78-83 Win 1974 cal references on l*ehavior modification A 15-year-old boy who v.:irs profoundly with low functioning children tire listed Descriptors: exceptional child education; deaf and partially sighted (from rubella) as to source and price. The six kits for nnOtiply handicapped: self concept; was taught to communicate with others inservice teacher trainers provide the fol- teaching methods; rubella; deaf: severely through a reinforcement pi ogrun during lowing activities: planning with teachers handicapped an 8-weekperiod.Threeyoung inale (through roleplaying).creating discus- Outlined is a 6-week program to develop teachers wore helmets and padding to sion tapes .practicing leadershipskills . the self-conceptt:fmultihandicapped ward otT attacks (kicking, hairpulling, bit- structuring scripts, evaluating workshop rubella (all were deaf and many had y is- ing) while ignoring the S's poor behav- materials,andanalyzingdemonstrated nal problems) children. The presence of iors.and rewardedlearning behaviors behavior:t.'a workshop leader(For sonic sight in all the childrtrn and know- with a touch on the shoulder (the S re- ledge of colorsIs N:ad to have been the sented bodycontact), hand-clapping volume 2, ) EC 060 (50.) (MC') basisfor the co:orcoded program. within eye range, and a piece of candy. Explainedistheprocedureby which Results showed that the inlet vention had 1BSTRACT 715 each child was encouraged toidentify a decelerating effect on recorded inap- EC' Oh 0715 El) 085933 with one color. Listed are the sequence propriate behaviors and an accelerating Publ. Date Dec 72 I70p. for establishing self-identification, activi- effect on frequency of correct answers. Jackson. John S., Ed.: Devore, R. Wil- tiestopromote identification andself The S learned tofingerspellbasicre- liam, Ed. concept in the areas of name recognition. quests such as 'Give Karl lunch'. (MC) i.'roceedings. 1)72Carnahan Con- fine motor skills. gross motor skills, vis- ference an Electronic Prosthetics, ual skills, number concepts. and reading ABSTRACT 750 Kentucky Univ.,1.exington.Carnahan readiness.Noted are proceduresfor Hoase phasing out the color cues and language EC 06 0750 ED N.A. Publ. Date Oct 73 4p. E. DRS mf ,hc progress of the children. (DB) ORES Publications. College of Engineer- Smeets, Paul M.; Manfredini. Dianne ing. University of Kentucky.. Lexington. Skill ('enters: A Model Program for Kentucky 40506 ($20.00) ABSTRACT 721 Young '..everely Retarded Children. FC 06 0721 ED N 'v. Descriptors: exceptional child research; Education and Training of the Mentally Publ. Date Win 74 4p. Rcz-arded; V8 N3 PI24-7 Oct 1973 prostheses; sensory aids; electromechan- Kennedy. Ann ical aids; mobilit y. aids: handicapped chil- Language Awareness and the Descriptors: exceptional child research; dren; ctmference reports; severely handl- Deaf-Blind Child_ trainable mentally handicapped; behavior car ned Teaching Exceptional Children; Vo N2 modification; curriculum; motor develop- Presented are 28 papers given at a 1972 P99-102 Win 1974 ment;mentallyhandicapped;operant conference on electronic prosthetics for conditioning; communication skills; inter- Descriptors: exceptional child education; personal competence; daily living skills the handicapped. Among the papers are deaf blind; language instruction; psycho- the following titles: 'Therapy for Cere- linguistics; communication (thought trans- A I2-month project for 27 institutional- bralPalsyEmployingArtificialSense fer);multiplyhandicapped;reinforce- ized,severelyretardedchildrenwho Organs for Alternatives to Proprioceptive ment functioned atthe early childhood level Feedback','ExcessiveNeuromuscular involvedtraining teachersinbehavior Time Delay as a Possible Cause of Poor Discussed are ways tofoster language modification methods and employing a Hand-Eye Coordination and Hyperactivi- awareness in the deaf-blind child. skillcentercurriculumencompassing ty'. 'The Electric Pencil--A Device for Pointed nut are language experiences of motor skills, vocabulary, communication. TraininginFineMotorSkills','The the child who is only blind or only deaf. and social behavior. Results showed that TuftsInteractive Communicator','A Essentials of a language program for the on all but one test (vocabulary) the chil- Communications Prosthesis for the deaf-blind are given to include develop- dren's performance on the posttest was Quadriplegic'. 'Apparatus Actuating and ing awareness of communication, moti- significantly higher than on the pretest. Ca!: System for Incapacitated Patients'. vatingthechildrentoparticipatein and that progress in the area of motor 'Magnetically Coupled Stimulation of the ,ommunication activities, and consistent development was dramatic. Author/MC) Ossicular ChaininKangaroo Rat and behavior by adults to spontaneous com- municationattemptsbythechildren. Man', 'Mechanical Speech Recognition ABSTRACT 832 Briefly considered are issues in choice of for the Paralyzed or Profoundly Deaf', EC 06 0832 communication mode(wordorsign). El) N.A. 'Toward Optimum Synthetic Speech for Publ. Date W 73 7p. the Deaf', 'TranFportation forthe Se- Structured learning situations designed to stress the function of language through Twardosz, Sandra: Baer, Donald NI. verely DisabledDesign Problemsina Training Two Severely Retarded Ado- Personal Car', 'A Digjtal Pitch-Sensitive reinforcement procedures are explained and illustrated. The acquisition of lan- Rseents to Ask Questions. Controller for an Electric Wheelchair', EDRS not available 'A Reclining Wheelchair thatProvides guage by the deaf-blind child is consid- ered in terms of four language models: Journal of Applied Behavior Analysis: Weight Shifting Mobility for the Quadri- V6 N-1 P655-61 W 1973 plegic', 'A Survey of Electric Wheelchair languageaswords, languageas word Power Supplies','A Voice Controlled classes, language as utterances, and lan- Descriptors: exceptional child research: Telephone for the Motion Handicapped', guage as a structural system.Itis sug- menta(ly handicapped; trainable mental!s 'A Self-Timing Index Tone Generator', gested that telegraphic speech may he handicapped: adolescents; training tech- 'An Automated Reading Service for the appropriate for initial instruction of se- niques: questioning techniques: models; Blind', 'An On-Line System for Immedi- verely handicapped children. (DP) imitation: positive reinforcement ateBraillePresentationofComputer Two severely retarded boys both Stored Information tothe Blind','To- ABSTRACT 740 16-years-old w ere taught to discriminate ward Improving the Optacon', 'Mobile items they knew how to label (train* Platform for the Pararlegic', 'Evaluation EC 06 0740 ED N.A. Publ. Date Oct-Nov 7 8p. items) from items theydidnot know oftheUltrasonicEinaural Sensorin Csapo, Marg; Wormeli, Ted (probe items). to respond appropriately Rehabilitation and Mobility of the Blind', by naming any training items, and to ask 'The Heugef Quill--A New Tactile Devel- Functional DiagnosLs and Educational Treatment of a Deaf-Blind Boy. a question about any probe items. The opment for the Blind', and 'Optical Ana- boys did not learn to question when ap- log Biofeedback Control and Learning EDRS not available Canadian Teacher of the Deaf; V2 N4 propriate questioning was modelled by Devices'. (DB) PI6-23 Oct-Nov 1973 the experimenter; however, when they were prompted and rewarded for asking ABSTRACT 719 Descriptors: exceptional child research; questionsaboutsome trainingitems. EC 06 0719 ED N.A. multiply handicapped; deaf blind; adoles- they then began asking questions about Publ. Date Win 74 6p. cents; communication skills; fingerspell- probeitems.Boththemodelling-and Walsh, Sara R. 1 6 Descriptors: exceptional child education; procedures ABSTRACT 889 prompting-reinfot cement mentally handicapped; custodial mentally FC Oh 0889 1:1) N were introducedinan across-sulnect, guidev;equal Pohl. Date Dec 73 handicapped: curriculum multiple baseline design. (Author) education; behavioral objectives; sensory l'atioss . Alan The Forrowgraph Finds a Way. training: self care skills; language de vel- ABSTRACT 839 Special Education: V62 N4 01-1-6 Dec opinent EC 06 0839 ID N A. ion guideisexplainedto sp The ;:urricolum Publ, Date W73 Desciipiors: exceptional child education, have been prepared to aid Pennsylvania Saperston, Bruce school systems attempting to implement Est ablishing ;Ay sicallYhandicapped; electromechan- The UseofMusic in ical aids: geography : map skills: cerebral recent court decisions which require the Communication With anAutistic public education of severely and pro- Oak ;Mentally Retarded Child. foundly retarded children, and consists EDRS not available .A dev ice has been developed which al- of detailed teaching procedures in basic JournalofMusicTherapy VIIIN4 luiw s severely ph y y handicapped sensory, motor, self ewe, and language PI84-8 W 1973 children to dras,),the maps required for :q.eas, Anintroductiondescribesthe geography study. 'Ere need forst:,: right-to-cducation child, family stresses. Descriptors: exceptional child education: device has been shm n by a study which dis- and responsibility of the school system. multiply handicapped; emotionally studentsnot severely handicapped; found thatonly Provided for each curriculum area is a turbed: autism;mentally disabled in the impel limbs were being childhood: music; therapy; tIMUMIllica competency checklist and ;1series m in- Thechinoperated tion (thought transfer) taughtgeography. structional objectives and information on device moves a pen either horizontally or related readine.sskills, teaching proce- Music ssas used to establish communica- verticallyby two independent motors dure, task evaluation. and materials and tion over an 18-month period with an and also allows the pen to he lifted from equipment.Examplesofinstructional 8-year-old profoundly retarded anti :unit, the paper. Earlytrials of the aid with objectives are stimulating the child's tac- tic boy. The therapist matched certain thalidomide and cerebral palsied children tile senses through the use of warm and hoy'.sactivity musicpatternstothe have resulted in minor modifications and cold w.,ter (sensory development), hav- (walking, stomping, rocking, shuttle evidence that the students tind the device to draw ing the child pull self to a standing posi- steps. and hand pounding). At the 20th easytooperate. The ability tion using support (motor development). ses,-;on the hoy showed evidence of un- maps provided by the aid can helpto teaching the child the chewing process derstanding that his activities were con- decreasethegulf betweenthehandi- (self care development), and having child trolling the music, and consequently in- capped andthe nonhandicapped. The frequently imitate sounds (language development). creasedhisactivities and device is also appropriate for art work Appended are 11 sources of reconimend- smiled. Eye ci,ntact was reinforcd with and lettering by the handicapped. (1)1(1 ed materials and equipment. (1)1.31 a piano pattern and singing ofhis name. The music therapy appeared to result in ABSTRACT 1081 increased awareness, eye contact, and ABSTRACT 1460 vocalizations. (DB) EC' 06 1081 ED N.A. 06 1460 ED089 509 74 -P. EC Publ. Date Jan 370p. Muccilo, Pat ricia Publ. Date71 Pro- Fourth International Conference on A Perceptual Motor Program for Chtldren August 22-27, foundly Retarded Persons. Deaf-Blind ABSTRACT 881 1971 at Perkins School for the Blind. ED N.A. EDRS not available Theme of the Conference:Serving EC 06 088 / Aviso; V5 NIP5-9Jan1974 Publ. Date Dec73 hp. Deaf-Blind Children. Barrett. Beatrice H.; Mc cormack, James Descriptors:mobilityandsocialization International Council of Educators of E., Jr. skills; exceptional child education: men- Blind Youth; Committee of Deaf-Blind custodialmentally Varied-Teacher Tutorials; A Tactic for tallyhandicapped; Children Handicapped;perceptualdevelopment; EDRS mf,hc Generating Credible Skills in Severely perceptualmotor motor development; Descriptors: exceptional child education; Retarded People. coordination Mental Retardation; VI INo P14.9 Det. exceptionalchildservices;deaf-h/ind: 1973 A perceptual motor program was used to rubella;conference reports;multiply improve the motor skills of profounc4 development: Descriptors: exceptional child research; handicapped; language retarded non-ambulatory institutionalized teaching methods; personnel; sexuality custodial mentally handicapped; tutocing; children. Residents were placed in one of volunteers: Presented arc . 30 papers given at a 5-day systemsanalysis;student levels:threshold threedevelopmental international conference on serving deaf mentally handicapped; behavior change: to make some type ofre- in- (only able operant conditioning: reinforcement: sponse to stimuli), vestibule (able to re- blind children, Additionally provided are the conference agenda, a review of the stitutionalized (persons) spond to group situations) and explorato- in the conference, reports of the nominations Research on the behavior of extremely ry (potentially able to manipulate and resolutions committees. and a list of environment). Activities included sense low functioning people led to develop- conference participants. Among the pa- ment of a varied-teacher tutorial system discrimination experiences such as smell- ing strong odors and gross motor activi- pers are the following titles: 'Programs used with 24 male or female custodial for Non-Verbal Children'. 'A Program 9to38years ties. Large group experiences stimulated mentally handicapped Ss, Children'.'Teaching a social growth at,d physical rehabilitation. forPre-Verbal of age. The Ss received training in ele- Mother Tongue to Deaf Blind Children', academic anJ prevocational After /I weeks of the program reevalua- mentary DifficultiesandDeafBlind skills, during tutorials were given tokens tion of the children showed distinct gains 'Learning Children','The Teaching of a Manu- and praiseforcorrectresponses, and inphysicalmobilityandsocialization tutorialsfoi al-Sign as a Diagnostic Tool wial Deaf exchangedtokensafter skills. (DB) Blind Children', 'Training or Education items such as a cookie or small toy. A Learning Patterns of Younger Deaf Blind system for coordination of varied-teacher ABSTRACT 1266 Children', 'Toward Assessing the Lan- tutorials enabled tutors to have current guage Level of Older Deaf Blind','- information on pupils' behavioral status. EC 061266 ED N.A. Publ. Date73 233p. cial Problems of Deaf Blind Children', Results of studics indicated that the sy.s- Behavioral Styleof tern prepared pupils for accepting strang- Myers. Donald G. and Others 'Temperament of the institu- The Right-to-Education Child; A Cur- Children with Congenital Rubella', 'The ers as teachers from outside Deaf Blind Infant--A Rationale For and tion, that student volunteers from high riculum For the Severely andPro- foundly Mentally Retarded. an Approach To EarlyIntervention', schools and colleges responded favorably with a Deaf could serve EDRS not available 'Earliest Communication to the system, that residents ofDeafBlind teachers Charles C. Thomas. Publisher,301-327 BlindChild','Parents as teaching aides, and that staff Children--Some Immediate and Continu- broadenedscope. East Lawrence Avenue, Springfield, Illi- profitedfromtheir ing Needs', 'Prevention and Treatment (MC) nois62717 ($9.75)

1 2 7 of the Rubella Syndrome', Training of Descriptors: exceptional child education: A video tape showing behavior of a deaf PersonnelfortheEducationofDeaf physically handicapped: cerebralpalsy : blind child was used to demonstrate be- Blind Child.en'. 'Tim Ming of Child Care yhildhood;adolescents:therapy.theo- havioral change in unstructured. stimu- Personnel for Deaf Blind Children', 'Sys- ries; kinesthetic perception; space orien- lus, task analysis, and interpersonal ori- tematic Studies of Stimulus Sensitivity in tation; motor coordination; motor reac- ent'ons over a 4-year period. Results Deaf Blind Preschool Children', Report tions;electromechanicalaids;sensory i.howed improvement in all but a.'! inter- from the Natiomd Center for LF,af Blind aids: training techniques: reinforcement personal situations. The method used in Youths and Adults'. 'Deaf BlindChil- the data collection (included) had impli- Reported is progress in a program that cations for illustrating behavioral change dren in the Emergent Countries'. Sexual has treated18 athetoid cerebral palsied Problems of Deaf Blind Childien', and in a severely handicapped individual or children, 7 to 18 years of age, with elec- population. and for evaluating a program 'The Expression of Sexual Needs of the tronic sensory aids to improve kinesthet- Deaf BlirI Adolescent as Perceived by or educational procedure. (Author/MC) ic rnonito int:of head and limbs. Classroom 'leachers'. (DB1 Explained is the relationship between the theory of the treatment and inappropri- ABSTRACT 1482 oception. definedas faultykinesthetic ABSTRACT 1782 F) Oh 1482 ED 089 514 monitoring resulting from defective pro- EC 061782 ED N.A. 7'ubl. Date 73 24p. prioceptive feedback. Described are the Publ. Date Feb 74 3p, Sehler. Arye ha B.. Ed. head control device (a helmet with built Tawney. Jame, \V. Tips ter the Development of Programs insensory aids which emit a clicking An Alternative to Representative Day for the Homebound and Hospitalized. when the head is not erect) and the limb Care Centers. Third Edition. position monitor (which involves a po- Edacation and Training of the Mentally Council for Exceptional Children. Res- tentiometer mounted ona goniometer Retarded; V9 NI P41-3 Feb 1474 :on. VaDivision ofPhysic.illyHandl- positioned at the joint axis and a meter Descriptors: exceptional child education: ....irred. Homebound And Hospitalized on which a dummy arm simulates limb custodial mentally handicapped; models; EDRS 7:10%er-1)i:ill). Also described are therapeu- intervention; mentally handicapped: tic activities using the two devices.Itis Arseha 14 Sehler. Ph D DON( H trainablementallyhandicapped;child liandbook Rev ision 1 dii Michigan noted that improvements in postural sta centers: development: Hilts care curriculum Department otEducatior. !spe..iilI du- and controlofvoluntary move Severely Handicapped Sers ices. Boy 420. Lansing. Mich. ments have appeared within a few weeks Dr. Janie, Taw ney is developing a coor- !gan 4(s902 2' ( of treatment...,ataisgiven on cumula- tiveimprovement, during weekly and dinated research program model and cur- Des.:riptors eveeption..: cmld education: monthly periods.(For related informa- riculum development project to meet Ihe guidelines: homebound hospitalized chil- twn EC 032 547.) (MC) (reedsoftheseverely developmentally dren. program development: physically retarded. Determining factors of the pos- handicapped. multiplshandicapned: sibleinterventionmodelsincludethe role ABSTRACT 1578 heterogeneityof theseverelyhandi- ECOh 15-8 ED N.A. capped population, and the geographical Listedinthetmadhookforteachers, NH Date Feb -4 lp administrator,. and instructor, of tem.her wparatii,:t of the severely handicapped. Hartley, Norman Dr. Tawney suggests a set of alternatives education aresuggestionsforteaching Symbols for Diplomats Used for Chil- the homehound and hospitalized physi- for the earlyto middle childhood period dren. cally. and multipty handicapped children. which includeincreasingtheratioof Special EducationinCanada. V48 N2 .Fhe pufrosesofhomeandhospital adults tochildren, placing the severely P5-7 Feb 1974 teaching are given to include compensa- handicapjd childin existing regular or tionforlossin-school experience and Descriptors: exceptional child education; special education classes, and developing adjustment ofin,tructionaccordingto physically handicapped; nonverbal com- completely automated learning environ- thestudent'sneeds andpotentialfor munication; sign language; cerebral pal- ments. (DB) meeting appropriate performance objec- sy.: Severely Handicapped tives. Covered are principles for estab- Suggested forusebycerebralpalsied lishing nrograms. initiation of services. the need for three types of support sys- ABSTRACT 2202 development beginning with the prone tems: psy ehoeducational biomedical. EC 06 22112 El) 1)93 113 position and thencorrelatedhuman and sociocultural allcoordinated by a Publ. Date Jun 74 Top. movementsV. iththoseseeninlower child advocate.Properties of the envi- Geddes. Dolores animal species; that of G. Doman and C. ronmental system are seen to include the Physical and Recreational Programing Delacatowhosepatterningtheory is community asa network of care,the for Severely and Profoundly Mentally based on the prin::ple that failure to pass three support sy stems, and the advocate Retarded Individuals. properly through a certain sequence of or case administrator. Described in chap American Association for Health, Physi- developmental stages reflects pum neuro- ters 3 and 4 on 'Program ('omponents' cal Education. and Recreation, Washing- logicalorganization;thatofMargaret and 'The Special Contributions of Edu- ton,D.C.Informationand Research Rood who developed stimiation tech- cational Therapy as Therapyare exam- Utilization Center in Physical Education niques based on neurophys,ological and ples of practicesthat have been found and Recreation for the Handicapped. child development principizs; and that of useful with theseverelydysfunctional. BureauofEducationfortheHandi- Karel and Berta Bobath who base their Programcomponentsspecificallycon- capped (DHEW/OE). Washington. D C. (re,..inent on the many normal interac- cerned with the habilitation of severely tions of various postural reactions and dysfunctional children are seen tofall ()EG-0-72.5454-233563 reflexes to try to achieve as normal a into the categories of personnel (such as EDRS nif. he movement pattern as possible. (GW) par. . and educational therapists). ad- Descriptors: exceptional child education: as budgetfactors). .on(such cw.todial mentally handicapped; physical .apportservices. andresource education;resource guides; program in long ABSTRACT 2383 management.Considered the development: mentally handicapped: rec- chapter on educational therapy are infor- EC 06 2383 FD N.A. reation;educationalneeds:individual mation processing in the severely handi- Publ. Date M11 !Jun 74 3p. activities; annotated bibliographies; Se- Cole, Hap capped, behavior modification. ego syn- verely Handicapped thesis as psychoeducational process, A little Extra. therapeuticcurriculum andcurricular The guide presents information on pro- Challenge: V9 N4 PI, 4-5 May/Jun 1974 therapy.the socioemotional dimension. gramming physical and recreational ac- Descriptors: exceptional child education: and the development of awareness and tis ities for severely and profoundly [nen- multiplyhandicapped:mentallyhandi- tesponsiseness.Providedinchapter tally retarded individuals of all ages who capped; physically handicapped; instruc- are case illustrations showing progress of a-e in public and private treatment and tional materials; perceptual development; sescrely handicapped children given the eet eare facilities. continuum care set- motor development; languagedevelop- recommended psychoeducational theraps tings. and conmu!nity programs. An in- ment: memory: Severely Handicapped such as John w ho at age 3 was about to troductory article stresses the need for Described is the form perception board, he placed in a hospital for the profound- physical activity by the severely handi- a learning toolforuse with severely ly retarded but at age 11 was performing capped. lists program goals, and offers handicapped children. It is explained that adequately in a class for educable men- general and specific suggestions for phys- theboardconsists ofbasic geometric tally retarded pupils. The final chapter is ical activitiesPart 1 gives examples of shapes in different colors and lights and a position statement regarding serviees behaviors to be developed with suggest- a bell which reinforce correct responses. for severely dysfunctional children which ed activities for areas such as optimum Included are photographs and text which stressesdeliverysystemfactors,task arousal levelsdiscrimination of sensory efficient motor perceptual skills, demonstrate howthe form perception factors. and philosophicalfactors..Ap- board can be used to stimulate tactile, pcnded are a chart showing the annual increased independence, and mature so- cial interaction. Part 2, an annotat.-d list visual and auditory perception; fine and cost of school-based management of d) s- gross motor responses; language de,el- functional children, an annotated biblio- of references, consists of the following opment: and memory sequencing.(Lui) graphy of 4items, an annotated listing of components:generalinformation and 26 films, and suggestions for educational educational/training programs (33 items), materials. (DB) educational/training programs which de- scribe physical or recreational activities (21 items), physical and recreational ac- tivity programs (84 items), equipment (14 ABSTRACT 2384 items). and evaluation (19 items). lasted EC 06 2384 ED N.A. Publ. Date May/Jun 2p. ARCTPArT 9114i inPart 3 areIIresource information Descriptors: exceptional child education: ABSTRACT 2529 the curriculum program. Also listed are deaf blind; verbal communication; train- EC 06 2529 ED N.A. the measurable goals for each of the five ing techniques; psycholinguistics; multi- Publ. Date Sep 74 2p. pupil groups in areas such as appropriate ply handicapped; casestudies (educa- Maron, Sheldon S.; Scha, Geraldim?T. behavior,thecriteriafor grouping, a tion); task analysis; sequential learning: Use of Dimension Highlighting Proce- sample program day, and teacher opin- braille; foreign countries; Japan dures With Multiply Impaired Blind ions of the program. (DB) t..e develop- Adolescents. The monograph describes Exceptional Children; v41 NI P50-I Sep ment of verbal behavior over a 20 year ABSTRACT 2779 period in two deaf Japanese lAiildren (S- 1974 EC 06 2779 ED 095 679 and 7-years-old when first contacted by Descriptors: exceptiona/ child research: Publ. Date 72 72p. mentallyhandi- the author) with whom previous training visuallyhandicapped: Mathison, Katy. Ed. attempts had failed. It is noted that prior capped: tactual perception: training tech- Curriculum for Severdy Phyiically training methods which had succeeded niques:multiplyhandicapped:adoles- and Mentally Handicapped Children. with Laura Bridgman and Helen Keller cents:tactile adaptation; discrimination Noble 1. failed with these two children. A detailed learning: evaluation Marion County Associ:ttior. fiir Retarded analysis of the problemis tuven which Thirty visually and mentally handicapped results in differentiating between aborigi- Children. Indianapolis. adolescents were trained using dimension EDRS mf.hc nal signs (purelyinstinctual) and con- highlighting procedures (which make cer- structive signs (the conscious forming of This Document Contains 36 Pages Each tain features of stimuli more perceptually Requiring 2 Microfiche Frames. particular communicative patterns) subdi- prominent) todetermine whether such viding constructive signs into symbolic procedy :s wouldfacilitatetactiledis- Descriptors: exceptional child education: discriminativesigns signs andpattern crimiaation.Ss who were exposedto mentally' handicapped; physically handi- palsy; curriculum and further subdividing pattern into dis- techniques- ofperceptualisolation and capped: cerebral criminative signs, gestalt-qualitative si3ns functional matching outperformed con- guides:multiplyhandicapped:special and synthetic signs (the ordering of pho- trol Ss who received only an equivalent schools: motor development: selfcare Itisex- nemes or alphabeticalunits). time exposure to the stimulus materials skills; daily livingskills; communication plained that the analysis led to the estab- in all measures of tactile discrimination. skills: interpersonal competence; Severe- lishment of the following training pro- (Author'LC) ly Handicapred gram policies: the acquisition of the syn- The curriculum guide for severely physi- thetic sign system as the primary gcal cally and mentally handicapped children and Japanese Braille as the first synthetic ABSTRACT 2777 include activitiestodevelopmotor sign system to be learned. Explained is EC 06 2777 ED 095 677 skills,selfhelpskills,communication the use of the matching technique as the Publ. Date 72 36p. skills. academic and preacademic skills. primary training method with rewards Watson. HazelA. performance. A and social skills. It is explained that the , enforsuccessful Team Teaching and :Ls Implications curriculum is being used at a school for chait details the training steps leading to for Mentally Retarded ChiAren. ratardedchildren in Indianapolis at the acquisition of braille from steps in Marion County Association for Retarded which 80% of the clients have cerebral learning w match on the basis of shape Children. Indianapolis, Ind. palsy. Curriculum content is organized to steps in learning to match objects with EDRS mf,hc into basic skills and subskills, suggested their names in Braille. Also detailed are activities to develop each skill, suggested steps in the acquisition of the vibration Descriptors; exceptional child education: mentallyhandicapped;teamteach:: equipment,and resources(whichare method of producing vocal signs from coded to a bibliography at the end of the controlling lip formation to integrating lip program descriptions; educational meth ods; trainablementallyhandicapped; guide). Also included are suggested daily formation. b:eathing, and throat tension. and weekly schedules. Sample skills fo- Stresscd is the role of a synthetic sign childhood; program evaluation: grouping (instructional purposes): special schools cused on by the curriculum are jumping system in the organization of behavior (motor). dressing (self help), recognizing for the deaf blind. (DB) organization Discussed isthe history, printed names (academic),andeating and value of team teaching with retarded correctly (social skills). (DB) children: and provided is a program de- ABSTRACT 2473 scription of team teaching during 1969 at EC 06 2473 ED 094 529 one center which involved 22 children Publ. Date 24 May 74 I7p. from 6 to 12 years of age. Team teaching AUCTOAr"? .1012S its purpose, provides directions, and lists Presentedisa scalefor assessing the paper onbehavior management prob- necessary materials. Suggested are such perceptual-mowr functioning of severely lems. and a description of the curriculum activities as balloon play, color match- and profoundly retarded children from used with the only blind S. Appended ing, dressing the stick figure, name rec- birth through approximatek 11 years of are characteristics of individual Ss (taken ognition. a nature walk, learning phone age. In a section on reflex testing of indi- from folders,teacher-observations and numbersandaddresses,and making viduals with neurological disorders, parent interviews), class schedules and Chrktmas book,. paper%yelp:is.and suggestionsaregis en forstimulat ing roomarrangementcharts,and forms straw paintings. (GW) muscular responses at the spinalbrain used to evaluate students. (LS) stemmidbrain. cortical, and automatic mos ement levek. Contained in a percep- ABST5ACT 1341 ABSTRACT 297 tualbehavior scaleareprocedures for EC 07 1341 ED N.A. El) 098 7.18 EC (17 0297 assessing ability in such areas as manipu- Pubf. DateWin 74 7p. Publ. Date Apr 74 Np. lationofthe environment,tactiledis- Silver, Ruth Tawney. James W. Schedgick, Robert crimination, and visual and auditory effi- Operant Technology Applied to the Responding to Sound Through ciency. Aniong motor behavior test items Toys,the Environment, and Speech. DevelopmentofTeaching Environ- are crawling and standing (toindicate ments forChildren with SevereDevel- Teaching Exceptional Children: V7 N2 level of basic motor development) and P38-44 Win 1975 opmental Retardation. copying a diamond (to indicate fine - Kentucky Univ., Lexington. tor ability). Ako provided is a develop- Descriptors: exceptional child education; EDRS mf,hc mental scale which lists motor. percep- multiplyhandicapped;visuallyhandi- Descriptors: exceptional child education: tual mow:. and sensory motor behavior capped; auditory training; teaching meth- ods; class activities. Iistening skills; at- tIstodial mentally handicapped: m various sequential levek. Included is a programed instruction; educational tech- form for use v.ith the perceptual motor tentionspan;listening comprehension; Speech Discrimination; nology;operantconditioning;mentally behavior scale. (IH) handicapped: teachingmethods;class- Presented are examples of auditory train- room arrangement: curriculum develop- ing procedures using toys, environmental ment: sequential learn*: program de- ABSTRACT 878 sounds andspeechwithvisuallyim- scriptions:taskperformance: Severely EC 07 0878 ED RX) 100 paired,multiplyhandicapped children. Jicapped: Publ. Date Aug 73 399p. Toy activities are suggested for teaching In a paper given at the Mexican Con- Brown. Lou and Others awareness, detection of object presence gress of Behavior Analysk (April. 1974, The Design andImplementation of an and absence, localization and discrimina- tion. The use of environmental sounds authorsdescribeanelectronically Empirically Based InstructionalPro- the (planned or incidental) is also described. programed learMng environment for ear- gram forYoungSeverelyHandi- ly education of children with severe de- capped Students: Toward the Rejec- Procedures for training speech reception include appropriate selection and presen- velopmentalretardationwhichk de- tion of the Exclusion Principle; Part III- tation of words and short sentences and signed to dem:mstrate that such..children by reinforcement of the child's attention can learnwhen instructionalvariables Madison Public Schools. Wis. Dept. of tl Services to his own vocalization. (CL) areclearlyspecifiedarid controlled. Specialized Educatio Discussed are behavioral characteristics Office of Education (DHEW), Washing- of severely retarded children (such as ton, D. C. ABSTRACT 1409 tle or no vocal behavior); the layout of a Wkconsin State Dept. of Public Instruc- EC 07 1409 Er programed environment classroom; the tion. Madison. Bureau for Handicapped Publ. Date Feb 75 design of an auwmated curriculum (con- Children. Norton. Yvonne ceived asa common set of sequential FDRS mf.hc Neurodevelopment and Sensory Inte- and increasingly more complex taAs that for Related Yearly Program Reports See gration for the Profoundly Retarded become learner specific when perform- EC 070 876, EC 070 877 and EC 070 879. Multiply Handicapped Child. ance data direct the prograrn--r to initiate American Journal of Occupational Thera- py; V29 N2 P93-100 Feb75 an appropriate program revision strate- Descriptors: severely handicapped; gy): the general training sequence(in- teaching methods; language instruction: Descriptors: exceptional child research: volving tasks such as group andpull reading; mathematics; exceptional child multiplyhandicapped;mentallyhandi- motions);theperformance of a education;exceptionalchildresearch; capped; custodial mentally handicapped: 9-year-old child on a two-choice visual publicschools:behavioralobjectives: early childhood:occupationaltherapy; discrimination task, and the functions of student evaluation: Parent education; stimubtion: theories: An Education Curriculumforthe tion of the symbol concept, prompting of Team IIinthe areas of measurement, Moderately, Severely and Profoundly pointing responses and use of symbols administrative management decision sys- Mentally Handicapped Pupil. for respondent communication. (CL) tem. intake-return- follow-up, establish- Charles C. Thomas. 301 East Lawrence ing criteria performance levels, and in- Avenue. Springfield, Illinois 62717 ($5.95 structional procedures. Included fe ABSTRACT 1757 'learn III is infornm'ion On the prototypic Cloth. $3.50 Paper) ED N. A. EC 07 1757 inodel andpro.,,,a1.suchas making 2p. Descriptors: exceptional child education; Publ. Date Feb 75 change,tellingti fastening clothes mentally handicapped; trainable mentally Gestures Help the Retarded. and shoe tying. (DB) handicapped; custodialmentallyhandi- Dialogue; V6 N3 P1.4 Feb 75 capped; multiply handicapped; severely Descriptors: exceptional child education; ABSTRACT 2520 handicapped: class activities; curriculum; severelyhandicapped:mentallyhandi- behavioral objective:: child developmen- EC07 2520 ED Brio; capped; custodial mentally handicapped: I42p lessonplans;languageinstruction; Publ. Date Sum 72 tal; signlanguage; manual communication: operant conditioning: Stephens. Beth. Ed.; And Others parent education; language instruction; Training the Difficult Retardate. Described are sequential developmental As a result of a gestural language train Temple Univ., Philauelphia. Pa. Dept. of levels of curriculum instructioninthe ing program. profoundly retarded severe- Special Education. areasofselfhelp,cognitive.physi- ly handicapped students have learned to Philadelphia Public Schools. Pa. cal-motoric. communication and socializa- communicate and some nonverbalper- EDRS mf;hc tion skills for moderately, severely . and sons have begun to develop speech. The Proceedings of A Workshop Conducted profoundly retarded children. The curric- federally funded program has also By DepartmentofSpecialEducation. ulum is based on the educational model trained staff and parents to use sign lan- TempleUniv..(Philadelphia.Pennsy)- of Area Residential Care. Inc. in lovva. guage. (CL) vania. Summer'72) Discussed in chapters about each of the severely handicapped; fourdevelopmental levelclassrooms ABSTRACT 2457 Descriptors: mentally handicapped: workshops; as self help skills, ED 107013 (designated EC 07 2457 behavioral objectives; teaching methods: pre-academic, academic 1 and academic Publ. Date Jul 74 5I9p. IIare a narration ;:bout the population. exceptionalchildedocation;custodial Haring. Norris G. mentall y. handicapped; cognitive develop- classroom behavioral objectis ..disabili- A Program Project for the Investiga- ties and supplementary programs..a sam- ment; language development: motor de- tion and Application of Procedures of velopment; ;elf care ;kills; social devel- plelessonplan and classroomproce- Analysis and Modification of Behavior opment; operant conditioning; program dures. Two final ch.,:.pters emphasize the of HandicappedChildren. Annual importance of classroom language activi- descriptions;equaleducation;student Report. evaluation; Informal Assessment: ties coordinated with speech therapy (in- Washington Univ.. Seattle. Child Devel- cluding II activity examples) and review opment and Mental Retardation Center. Described isa 1972 workshop designed principles of behavior modification. (CL) NationalInstof Education iDHEW), to trainPennsylvania personnelinas- Washington. D. C. sessing and programing for low function- EDRS mf:hc ing or difficultretardates. State legisla- ABSTRACT 1666 tion dealing with education of the retard- EC 07 1666 ED N. A. Descriptors: handicapped children: ed is reviewed. Considewd are assess- Publ. Date Feb 75 2p. severely handicapped; curriculum devel- ment techniques in the following areas: Topper. Sue T. opment; task analysis; daily living skills: motor,communication,cognitive,and Gesture Language for a tion-Verhal exceptional child education; regular class social-emotional development and mal- Severely Retarded Male. placement; special classes: teaching adaptive behavior.Profiling an individu- Mental Retardation; V13 NI P30-1 Feb methods; administration; student evalua- al's development and establishing behav- Project 1975 tion;annualreports; Program ioralobjectivesfor motor,selfhelp. Analysis and Modification Behavior Descriptors: exceptional child research; communication, language. cognitive, and Handicapped; mentally handicapped; custodial mentally social-emotionalskilltiarediscussed, handicapped; severely handicapped; Presented is the annual (1974) report of a and techniques Qf behavior modification. adults;languageinstruction:signlan- project for the investigation and applica- parent training, and programing for the guage, nonverbal communication: tion of behavior analysis and modifica- blind,deafandmultiplyhandicapped tion with handicapped children. ftis ex- retarded are examined. Explored isthe A profoundly retarded nonverbal 28-year plained the Program Project is designed role of supportive personnel in program- oldinstitutionalized male learned a to assist teachers in the following areas: ing for the low functioning child. The sn.word eesture vocabulary through imi- tionalchildeducation:visuallyhandi- ABSTRACT 3006 teaching methods; operant conditioning; capped; mentally handicapped: custodial EC 0"; 3006 ED N. A. communication skills;hygiene; sensory mentally handicapped; adults; Publ. Date Apr 75 8p. training; Bobath Method; Kramer. Lynne Rosenfeld. Jill The annotated bibliography presents ap- A team of behavior modification special- Techniques ists observed the self care behavior of 30 SpeechCommunication 'proximately 300 references (1951 1973) severely and profoundly retarded blind with the Adult Deaf-Blind on the education of severely/profoundly Journal of Rehabilitation of the Deaf ; men (22-to 51-years-old) in a state insti- handicapped persons. Citations are tution prior to implementing training pro- V8 N4 P27.34 Apr 75 grouped alphabetically by author's name gramsinbasicself-careskills.They Descriptors: exceptional child education: withinthefollowing categories: found that thc residents' blindness great. multiply handicapped: di.af blind; adults: characteristics and treatment; gross mo- development;sensoryandmotor lyinhibited independence in such skills communication skills: speech skills: tor development; physical therapy forthe as toileting.bathing, and dressing. teaching methods; case studies: cerebralpalsiedchild:neurodevelop- Measures taken indicated that residents Four case studies illustrate approaches also had an extremely low incidence of mental (Bobath) method; cognitive devel- used atthe National Center for opment;behaviorshapingtechniques; independent movement and social inter- Deaf-Blind Youths and Adultsto im- action. A simple. inexpensive environ- selfcare development;toilettraining: provecommunicationskillsofadult and prelanguage. language. and commu- mental design system utilizing tactile wall clients. The clients discusk,e1 include a and floor cues was proposed to decrease nication development. References usual- sociallymature30--year.Odrrau who fear of the environment and to promote ly contain author's name, title, source, could express himself well thr-isrgh sign date, pagination information, and a brief independent mobility and social interac- language but minimallyinthehearing tion among residents. (Author!LH) abstract. (For related information.see world,and a 40-year-old man with EC 07 3074.) (CL) knowledge of fingerspelling. Braille, and intelligible speech but no understanding ABSTRACT 2626 oftheconceptsbehind words. Tech- EC 07 2626 ED N. A. useof ABSTRACT 3105 niquesreportedinclude ED N. A. Publ. Date Mar 75 2p. print-on-palm, the Optacon, and a Tactile EC 07 3105 Publ. Date Nov 73 8p. Nicol, Edna; Woods. Elizabeth Speech Indicator. (LS) Introducing the Charlton Tutor. Hagen, Chris; And Others Special Education/Forward Trends: V2 Nonverbal Communication: An Alter- NI P13-4 Mar 1975 ABSTRACT 3045 nate Mode of Communication for the EC 07 3045 ED N. A. Child with Severe Cerebral Palsy. Descriptors: exceptional child education: Publ. Date Apr 75 14p. Journal of Speech and Hearing Disor- severely handicapped: physically handi- Williams, Wes; And Others ders: V38 N.: P448-455 capped: electromechanical aids; teacher Basic ComponentsofInstructional developed materials; basic reading: Programs. Descriptors: severely handicapped: communication; electrome- teaching methods: visual perception: Theory Into Practice; VI4 N2 P123-36 nonverbal Apr 75 cha:Hcal aids; exceptional child research: Described is a machine for teaching. ba multiply handicapped; custodial mentally sicvisualdiscriminationand reading Descriptors: exceptional child education; handicapped: cerebral palsy; childhood: skills to severely physically handicapped severely handicapped; teaching methods; hospitalized children: children. The machine, relatively inex- teachercharacteristics;taskanalysis; pensive to build,issaid to provide for measurement; instructional materials; Investigated was the feasibility of teach- self corrected learning with only minimal transfer of training; effective teaching: ing four nonverbal,mentally retarded movement control. (CL) cerebral-palsied children (10 to 12 years Described are eight basic components of old) a means of communicating using an instructional programs for severely hand- electromechanicaldevice.Thedevice icapped students. Analyzed are the fol- ABSTRACT 2758 allowed Ss to communicate wants and EC 07 2758 ED N. A. lowing aspec.:, which must be considered needs by activating a sound signal with Publ. Date Spr 75 3p. and implementedin orderto teach a theirmosteasilycontrolledmuscles. Fuller. Renee: And Others skill: content (using task analysis);i.i- FindingsrevealedthatallSseasily Reading as Therapy in Patients with tionale (within a developmental longitudi- learned to use the device as a means of Severe IQ Deficits. nal framework); method; measurement; signaling distress ano the need for atten- Journal of Clinical Child Psychology: V4 rate of performance required; nature of tion; that most Ss learned to useitto NI P17-9 Spr 75 materials (including functional use to the communicate basic needs: and that the student and facilitation of skill mainte- extent to which Ss used the system de- Descriptors: exceptional child research: nance) skillgeneralization across per- pended heavily on theattitude of the hnndirtinnod. rit0Oclinl menially ABSTRACT 3252 ABSTRACT 3490 els. Included in the activities description EC 07 3252 ED 112530 EC 07 3490 ED N. A. is information on materials and proce- Publ. Date 75 240p. Publ. Date 75 126p. dures. Excerpts from children's progress Dustin. Josephine; And Others Abramo. B.; And Others records are also provided. Covered in Training Procedure Manual for the Teaching the Retarded Child: Basic three appendixes are such topics as prog- Mentally Retarded. Teaching Procedures for Task Per- ress reports and explanations, and learn- Fairview Hospital and Traininy Center. formance Objectives for Severely and ing sequences to assist evaluation. (CLi Salem. Oregon. Profoundly Retarded Children. EDRS mf ;hc Medical Examination Publishing Compa- ny.Inc.. 65-36 Fresh Meadow Lane. ABSTRACT 3621 Descriptors:custodialmeritalkhandi- ElLshing. NY 11365 ($8.0)) EC 07 3621 ED N. A. capped; hygiene; selfear::skilk: daily Publ. Date 75 I95p. livingskills:eating habiti: exceptional Descriptors: exceptional child education; Johnson, Vicki M.; Werner. Roberta A. childeduCation: mentallyhandicapped: mentally handicapped: custodial mentally A Step-by-Step Learning Guide for institutionalized(persons);curriculum handicapped; trainablementallyhandi- Retarded Infants and Children. guide; motor development: capped; task analysis: behavioral objec- Syracuse University Press. Box 8. Uni- methods;dailyliving tives;teaching versityStation.Syracuse, NY 13210 Presented is a training procedure manual skills; communications; for institutionalized moderatel! severe- ($9.95) ly.andprofoundlyretardedpersms. Presented aretask analysesfor basic Descriptors: exceptional child education; skill instruction with severely and pro- Teaching actis ities are suggested for .he severelyhandicapped;mentallyhandi- foundly retarded children. Described are follow ing skill areas: motor developmLat capped: custodial mentally handicapped; instructional objectives, purposes, train- and ass areness (including sensory stimu- multiplyhandicapped;infancy;early lation.mat skills.music, and basic ing procedures, and additional pertinent childhood education; curriculum guides: rhv thm): toileting: eating skills (such as data for daily living skills (dressing. self sensory training: stimulation; social de- feeding, and hygiene) and for communi- os sipping and table manners): dress- velopment; motor development; self care ing: hygiene (including hands,. ashing and cations skills (imitation, following basic skills: language development: perceptual grooming: clothing care; home- commands, and identification of objects. development; imitation: class activities: body parts, opposite language concepts. making skillssuch as dusting and simple sequential learning: ..:ookiny): scholastic skills (including col- and functional reading words). The ap- isa curriculum designed for or concepts and simple budgeting): and pendix provides sample data sheets for Presented survival, travel, and social skills. Within recording appropriate reinforcers. adapt- severelyretardedandmultiplyhandi- Itisex- each area, tasks are broken down into ive and maladaptive behaviors, environ- capped infants and children. trainingdata. plained that the items include 240 se- sequentialstepsandappropriatecue mentalconditions, and words are provided for the trainer. The (CL) quentially ordered objectives and tasks manual also includes a training program in eight content areas: sensory stimula- for adults to learn how to deal with chil- ABSTRACT 3537 tion (tactile, visual, auditory, and motor tasks), social behavior, imitation (includ- EC 07 3537 ED N. A. d- (CL) ing attention as well as nonverbal and Publ. Date Fall 75 -P. Sexton. David; Robison. Jerry verbal imitation), gross motor skills (such WaterPlayforMultihandicapped as head and neck control, precrawling and ball skills), self care, language, fine ABSTRACT 3351 Children. Pointer; V20 NI P62-64 motor skills, and perception (including EC 07 3351 ED 109859 puzzles and body awareness). Checklists Publ. Date Jun 73 33p Descriptors: multiply handicapped; play; of present abilities, a sample schedule of Haupt. EdwardJ. teaching methods: exceptional child edu- instruction, and abriefdiscussionof Teaching Procedures for Neurological- cation; Water Play; methods to implement the curriculum are 'RetardedChildren. ly Impaired and Recommended isthe use of water play provided. (CL) Bergen Center for Child Development, with multihandicappcd children to devel- Englewood, N. J. op speech and self help skills and con- ABSTRACT 3858 Office of Education (DHEW). Washing- cepts such as color and space. (DB) ton. D. C. Regional Research Program. EC 07 3858 ED N. A. EDRS mf;hc Publ. Date Sep 75 41). OEG 2-2 2B806 ABSTRACT 3607 Snyder. Lee K.: And Others EC 07 )607 ED 112536 Language Training for the Severely severely handicapped: Descriptors: Pub!. Date 74 427p. Retarded:Five Years ofBehavior nonverbal communication; auditory dis- AGuide to Education andServicesfor Analysis Research. crimination: teaching methods; receptive the Multi- Handicapped. Exceptional Children; V42 NI P7-15 Sep gest the need for an increased emphasis on antecedent conditions, consideration of a broad range of reinforcement con- tingencies, specific attention to variables which effect maintenance and generaliza- tion, and investigation of younger sub- jectsinnoninstitutionalsettings.(Au- thor)

ABSTRACT 3894 EC 07 3894 ED N. A. Publ. Date S/Fa175 10p. Bruno, Barbara Progressive Relaxation Training for Children: A Guide for Parents and Teachers. Special Children; V2 NI P38-46 62 Sum/ Fall 75 Descriptors: exceptional child education; handicappedchildren;severelyhandi- capped; emotionally disturbed; anxiety: therapy;teacherrole;casestudies; Relaxation Training; The second part of the article on relaxa- tion training for children details the pro- cedure's use with a severely disturbed nonverbal 15-year-old boy and with anx- ious, learning disabled, and epileptic chil- dren. Nine steps (including establishing a schedule for relaxation exercises oil a fixed interval) are listed for the class- room teacher, and the importanceof physical contact with the childin the exercising is emphasized. (For the first part of the article. see EC 07 0317.) (CL) ASSESSMENT

ABSTRACT 2194 ly attentive over relatively long periods emotionalabilities,speech problems, EC 005 129 ED 037 846 of time to the toy, acquired and main- cerebral palsy, brain damage, epilepsy, Puhl. Date 68 94p. tained patterns of selective activity, and and nobility. The scale was used to Stevens. Mildred successfully adapted this selective activi- estimate the academic loads for two ObservingChildren 'Who are Severely ty to changing conditions. Two other successfulresidentialschoolsforthe Subnormal: An Approach to Their subjects made too few responsesfor Mimi and the computed need for teach- Education. analysis. Conclusions were that ers coincided closelywith the actual EDRS not available PLAYTEST proceduresofferadvan- number of teachers. (L.E) Williams And Wilkins Compan,. 418 tages in evaluating sensorimotor abili- East Preston Street. Baltimore. Mary ties in severely handicapped infants and young children. LIM) ABSTRACT 1879 land 21202 IS5.501. EC 03 1879 ED N.A. Descriptors:exceptionalchildeduca- Publ. Date Mar 71 7p. tion:mentally handicapped: ohserva- ABSTRACT 2853 Husted, J. and Others (ion: classroom observation techniques: EC 006 132 ED N.A. The Psychological Evaluation of Pro- trainable mentally handicapped; evalua- Publ. Date 70 61 p. foundly Retarded Children with the tion techniques: recordkeeping: educa. Guldager. Virginia Use of Concrete Reinforcers. tional diagnosis Body Image and the Severely Handi- EDRS not availahle capped Rubella Child. Perkins Publi- Journal of Psychology; V77 N2 P173-9 l'he text discusses the needs and benefits cation No. 27. Mar 1971 ofobservatumofseverelymentally EDRS not availahle Descriptors: exceptional child research; handicapped children for planning their Perkins School For The Blind. Water- educational programs. Attention is giv- mentally handicapped; custodial mentally en to observing and responding. meth- toy, n, Massachusetts 02172 (S2.00). handicapped;intelligencetests;infant ods of observation. lk hem e to observe the Descriptors:exceptionalchild educa behavior; reinforcers; Cattell Infant In- young and older child. special situations lion:multiplyhandicapped; aurally telligence Scale for obseration. Mdividual teaching and handicapped: visually handicapped: To investigatethe hypothesis that the ohser anon. and records of observation. preschool children: rubelht: body image: lack of predictive validity in infant intel- Also detailed are the role of the supervi- selfconcept:evaluationtechniques: ligence tests is due in part to the tasks sor. and example, and procedures for measurementinstruments: prcsehool not being sufficient to sustain the child's .umulativcrecord cards.Situations, programs: literature reviews interest or motivation in the test, 40 cus- techniques. :ind case studies are provid- A scale to determine the level of body todial mentally handicapped were tested ed guides throughout. ii image development asmanifested hy with one of two types of the Cattell In- imitation and object concept in multiply fant Intelligence Scale. Twenty two of handicapped rubella children is present- the children received candy as a concrete ABSTRACT 757 reinforcer in place of the regular test E.0 002 317 ED N.A. ed. Results of evaluation of four child- 11p. ren with the scale are outlined. Activi- material. It was noted that the children Publ. Date May 67 who received the modified Cattell scored Friedlander. Bernard Z. And Others ties suitable for children functioning at various levels determined by the scale significantly higher in both mental age .Automated Psychological Evaluation and IQ. It was the opinion of the investi- with Severely Retarded Institutional- are suggested. Also included is a review of literature dealing with body image gators that the influence of the candy ized Infants. and self concept. (MS) was to increase motivation, consistency Western Reserve University. Cleveland. of response, and to give the testcr a Ohio. Mental Development Center clearer picture of Health thecognitive structure NationalInstituteOf Mental of the child being evaluated. (CD) (DHEWI. Bethesda. Maryland ABSTRACT 3350 ED N.A. EDRS not available EC 003 775 9p. M H-08049; M H-01,461 Publ. Date Mar 68 '.ACT 3014 American Journal Of Mental Deficien- Graham, Milton D. EC 03 3014 ED N.A. Multiply Impaired Children: An Ex- cy; V71 N6 P909-19 May 1967 Publ. D,ie 1 I68p. perimental Severity Rating Scale. EDRS not available Balthaiat. Earl E Descriptors: exceptional child research: New Outlook For The Blind; V62 N3 Balthazar Scales of Adaptive Behavior for the Profoundly and Severely Men- mentally handicapped; custodial mental- P73-81 Mar 1968 lyhandicapped: institutionalized (per- tally Retarded: Section 1. Parts 1-4. sons); preschool children:multiply Descriptors: exceptional child research; EDRS not available tItindir.,nneti hehavinr attention: dis- vrichinllarVInnelir,nrsoeirntlItinlar Rece:irch Pre Comminx. 7617 North the Professional Supervisor's Handbook. were called perceptual. memory-quanti- Fidel, Edward A.; Ray, Joseph B. the Rater Technician's Handbookthe tative psychomotorand verbal-general. The Validity of the Revised Objective Analysis of the relationship between a Perceptual TestinDifferentiating Program Scoring Forms. and the Work- Minimally Or- shop andTraining Manual Ratersof learningvariable (socia/sightlearning) Among Nonorgank, behavior are chosen from existing insti- and intellectual factors showed that the ganic, and Grossly Organic Children. tutional staff and can be trained M a fess perceptual factor had the highest positive EDRS not available SpecialEducation; V6 N3 day sfollowing directionsintheRater correlationwiththelearningvariable. Journal of Technician'sHandbook.The Program Nest highest correlations were found in P279-84 Fall 1972 Scoring Forms are designed to remain in the memory-quantitative and verbal fac- Descriptors: exceptional child research; the permanent file of each patient so that tors.Itwas concluded that thefindings learning disabilities; neurologically handi- progress can be ascertained. The tk ork- agreed w iththose of previous factorial capped, minimally brain injured; physi- shopand TrainingManualfurnishes studies in show ing that the one-dimen- cally handicapped; cerebral palsy:test means to identify and explore unfamiliar smna! IQ descriptionofintelligenceis validity; diagnostic tests; Bender-Gestalt points in BSAB administration iCB) not adequate to characterize the intellec- Test; Revised Objective Perceptual Test tual ability idructure even on preliterate levek in the mentally retarded. since it is Studied was the validity of the Revised Objective Perceptual Test (OPT) in dis- ABSTRACT 290 possiblees en on thk levelto secure a EC 04 0290 ED N.A. differentiated factor structure. (Author/ criminating among 40 normal and 60 neu- Publ. Date Nov 71 13p. rologicallyhandicapped (40minimally Lyle.CharlesElmer:Thomas. Sally organic and 20 grossly organic cerebral Baskin palsied) children between 5 and 10 years Influence of Age. Sex. und IQ Differ- ABSTRACT 1041 of age. The lack of a reliable scoring sys- ences on Behavior of Profound Retar- EC 04 1041 ED N.A. tem for the Bender-Gestalt test was seen dates as Measured by the Rating Scale Publ. Date Jul 71 7p. to have ledto the construction of the Technique. Paluck, Robert J.: Esser, Aristide H. Revised OPT test.Findingsindicated EDRS not available Controlled Experimental Modification that the Revised OPT differentiated nor- Journal of Psychology; V79 N2 P243.55 of Aggressive Behavior in Territories mal from handicapped children and mini- Nos 1971 of Severely Retarded Boys. mallyimpaired fromgrosslyimpaired F.DRS nut available children.AdvantagesoftheRevised Descriptors. exceptional child research: OPT used in conjunction with the Bend- mentally handicapped; custodial mentally American Journal of Mental Deficiency; V76 NI P23-9 Jul 1971 er-Gestalt were said to include objective handicapped: institutionalized (persons); scoring, ease of administration, and a behasior patterns: behasior rating scales; Descriptors: exceptional child research: high degree of validity. (DB) self care skills mentally handicapped; trainable mentally BehavMr paiterns of SOmale and74 handicapped; spatial relationship; aggres- female custodialmentally handicapped, sion; social relations: territoriality ABSTRACT 1245 EC 05 1245 ED 073 591 ambulatory .institutionalresidents were :Territorial behavior in three small groups studied by means of a hehasior rating Publ. Date Aug 72 10p. of severely retarded boys was charted in Webb. Ruth C. and Others scaleadministered by ward personnel. an experimental dayroom using a time- The scale was designed to chluate sub- Evaluating the Sensory-Motor Bases of samplingprocedure.Allboysinall Behavior in the Profoundly Retarded. iect's degree of self-sufficiencyin toilet- groups which were studied showed terri- EDRS mf.hc mg, grooming. feeding. communication. torial behavior. Thk territorial b,Thavior recreationand sk,cialization. Data con- was ako relativelyresktanttoverbal Descripto:s: exceptional child education: i.erning S tge range of 10 to 29 years) punkhment procedures which were custodial mentally handicapped; testing; were distributed within a factorial design effective with other behaviors. motordevetopment;perceptualmotor v.ith i,ge. andIQ as independent Territoriality may thus be of consider- coordination; rnentally handicapped; test s,,riables. and total score on rank.; scale able importance to these retarded per- interpretation;Glenwood Awareness, as dependent Nariahle. Results indicated sons and may bea crucially adaptive. Manipulation, and Posture Index. Num- that chrono!ogical age and IQ were sig- although primitive, form of social organi- ber One nificant in affecting the Ss' behavior, and zation for them. (Author) Discussed are the theoretical background sex factorsv. ere found to be unimpor- and evaluation procedures of the Glen- tant, The rating scale used NN as append- ABSTRACT 1383 wood Awareness. Manipulation, and ed. (CB) EC 04 1383 ED N.A. Posture Index Number One, an instru- Publ. Date Feb 72 4p. ment formeasuring the sensory-motor the profoundly re- ABSTRACT 766 Tv, eedie. David bases of behavior in maintainthat,by 04 Irht, ED (157 532 A Method of Audiologial Screening tarded. The authors EC using the processes of recognition. inter- NMI Date Jun -1) 611p. with the Sevet e to Profound Mentally N noted that the test is withont statistical Descriptors: exceptional child research; mentally retardedpersonsinareasof validation. but that it has been helpful in speech handicapped;physicallyhandi- eating, dressing, and toileting. The four identifying childrenv.hoarcalertbut capped; cerebral palsy; mentally handi- main components of the BSAB-1, The lack the motor capacity to express that capped; research reviews (publications); Professional Supervisor's Handbook, the alertness. (GW) testing; communication problems; articu- Rater Technician's Handbook, the Pro- lation(speech);sounddiscrimination; gram Scoring Form, and the Workshop ABSTRACT 1412 abstraction levels; vocabulary: senteace and Training Manual, are described. Also ECI15 1412 ED N.. structure;memory;anxiety;language described arethe eating scales, which Publ. Date Apr73 6p, development are divided into five ratable areas and a Henn.. I.yall. Jerry H. Presented are approximately 58 studies checklist: the dressing scales, which con- Ability Screening and Program Place- find discussionspertainingtoseven tain items organized by clothing articles; ment forDeaf-Blind Childrenarid communication variables for the speech and the toileting scales, which are divid- Adults. therapist to use in diagnosing communi- ed into nighttime and daytime classifica- Volta Review ;V75 N4 P227-3IApr 1'173 cations problems in cerebral palsied :Ind tions. The scales' administration is said to depend on types of behavior desired Descriptors: exceptional child education: mentally retarded children. Provided for each study are such components as intro- and to emphasize direct observation (ex- multiply handicapped: deaf blind: testing: cept for the toileting portion, when the screening tests: program planning: place- ductorydiscussion,procedure, state- ments ontestreliabilityandvalidity, informant technique is used). Considered ment: Deaf Blind Program :aidAbility are standardization procedures, scoring Screening Test effect of sex, relationship to medical di- agnosis, difficulty of range of items, dis- techniques'strengthsandweaknesses, Children categorizedas deaf-blindare criminating power of items, results, and and data on reliability and validity. The typically considered non-testable due to summary. For the variable of articulation review concludes with the statement that theirmultiply handicapping conditions. 30 studies are presented, such as a test the BSAB-I appears to be one of the Available assessrnent took are limited in of final double consonant blends, a short better designed instruments of itstype. their capacity to provide useful informa- vowel test, and a short dipthong test. (For relatedinformation.see EC 033 tion about deaf-blind children to assist Given for the variable of sound discrimi- 014). MC) vith program planning. The Deaf-Blind nation are four studies, such as a test of Progr.imand AbilityScreeningTest sound discrimination, and a comparison ABSTRACT 485 (PAST I as developed asa screening of sound discrimination in mentally re- EC 06 0485 ED N.A. instrument for children and adults with tardedandcerebralpalsiedchildren. Publ. aate Nov-Dec 7 7p. bothvisual andauditoryimpairments. Provided for the variable of abstraction Danella, Elizabeth A. The test involves an inventory of individ- are three studies, such as an abstraction A Study of Tactile Preference in Multi- ualfunctioninglevels(AbilityScore). test which is adapted for use with men- ply-Handicapped Children. placementintocategoriesofprogram tally retarded children. Of fivestudies EDRS not available need (Program Level), and consideration devoted to the variable of vocabulary, American Journal of Occupational Thera- of external test factors as indicators of one deals with word equipment of spas- py; V27 N8 P457-63 Nov-Dec 1973 priorityandofpotentialforprogram tic and athetoid children, and one relates success. (Author) vocabularies of use nad understanding to Descriptors: exceptional child research; several variables. Two studies center on multiply handicapped; earlychildhood; childhood;tactual thesentencevariable,ofwhichone perception; stimulus ABSTRACT 2058 behavior;patternedresponse:reactive treatslengthof declarativesentences, EC 05 2058 ED N.A. while the other assesses sentence length behavior; sensory experience Publ. Date Sep-Dec 7p. Bors, Judith F. and number inmentally retardedchil- Twelve visually impaired multiply handi- AcousticImpedanceMeasurements dren's language. The variable of memory capped children, 3 1/2 to 8 years of age, with Hard of Hearing Mentally Re- spanisaddressedwiththreestudies, were investigated to determine preferen- tarded Children. which cover aspects of mentally retarded tial response to qualities of tactile stimu- Journal of Mental Deficiency Research: children's immediate memory span. li. Nine objects were chosen to represent V16 N3 PI96-202 Sep/Dec 72 Included for the variable nxiety is the tactile qualities of temperature, vi- one scale for use with cerebial palsied bration, texture, and density. Each ob- Descriptors: exceptional child research; children. Of six studies on the language ject was paired with every other object. multiplyhandicapped;mentallyhandi- variable, one is concerned with replica- The length of time that the child handled capped: aurally handicapped; childhood: tions and reliability of fo. speech tests. each object was recordedduring the medicalresearch;audiology; medical and the other investigme, regional and observation periods. In addition to indi- evaluation; auditory tests sex differences in the language of cere- vidualprofiles,a mean rank order of The value of various impedance mea- bralpalsiedchildrenwithfive speech preference was determined. Results indi- surements as a means of identifying the tests. Descriptions of subjects, as well as cated that vibration was significantly pre- presence of ear pathology as well as dif- charts and record forms, may be found ferred while fur and yarn were signifi- ferentiating between sensorineural and in the index. (MC) cantly least preferred. (Author/MC) dren in a completed study and 124 deaf sponse audiometry, which was effective to failure. Appendedis'nformation blind childrenin an ongoing studyto for 25 children who perceived the light diagnoses, medicatior idividual histo- determinethescale'susefulnessfor stimulus: impedance audiometry, involv- ries, and records of inuividual initiation objective evaluation of behavior change, ing use of an eleetroacoustic bridge for of behavior during systematic observa- instructional planning, and program eval- obtaining data from both ears (22 of 24 tions. (DB) uation. The childreninthefirststudy childrentested showed middle earin- were rated on the performance objec- volvement);andbehaviorobservation ABSTRACT765 tives before and after 7 months of pro- audiometry, for detection of overt res- EC 06 0765 ED N.A. gram partidpation.Scoreswere com- ponses such as startle reflexes or cessa- Publ. Date F 73 (p. pared with normal developmental norms tion of an activity in very young or oth- Hogan. Donald I). for nonhandicapped children. The scale erwise untestable children. Some of the A Rationale for StrengtheningAudio- evaluated the following areas: results indicated that 22ci, of the children logicalProgramsforthe Mentall:,fle- socialization,dailylivingskills,motor had hearing sensitivity within the range tarded. development,perceptualabilities,and of normal fimits. but had problems other Journal ofSpecialEducation: V-N.; languagedevelopment.Greatestmean than blindness that precluded language P255-60 1, 1973 progress tended to occur in perceptual and speech development: that two chil- abilities (15 months) and socialization (14 dren were untestable: and that of 37 chil- Descriptors:exception:II childse'. \ ices: handi- months) while least progress was made dren with significant hearing loss.62':7; mentaib handicapped:duralb inlanguagedevdopment(9months). were in the severe to profound range (10 capped; tiudiolop,.. multiply handi- Eating andtoiletingskins showed the were rubella children). (MC) capped: health ser \ ices greatest progress among areas of daily Preoccupation withph \ stealhealthor living skills.In the motor development ABSTRACT 691 misconceptions concerning (kvel)pment section greater progress was found for EC 06 0691 ED N.A. of de \ gun mental processes have heen fine motor control than for gross motor Publ. Date 73 157p. responsible forthe lack of significance skills which wereata higherlevelat Wills, Richard H. attached to auditory dysfunctions among both pretesting and posttesting. The chil- The Institutionalized Severely Retard- the mentally retarded. The prbblein dren in the program progressed at a rate ed: A Study of Activity and Interac- unfortunate. since auditionisa funda greater than would be expected from tion. mental factilt .necessary for normal dc- normally developing children suggesting EDRS not available \ elopment of IT1 ental processes. Hearing that the handicapped children are 'catch- Charles C. Thomas, Publisher. 301-327 impairment inearly lifecan create ingup'totheirnormallydeveloping Rast Lawrence Avenue, Springfield, Illi- speech and language impairment peers.Resultsofthesecondstudy nois 62703 ($9.75). secondordereffect. and retardation should provide more complete data or: and/or emotional disturbances as subp-oups of deaf blindchildren. The Descriptors: exceptional child research; third-ordereffects.Earlyidentilkatim Azusa scale was found to be appropriate mentally handicapped: custodial mentally and !reatment of auditory impairments is for measuring developmental progress, handicapped: trainablementally handi- of critical importance to prevent devel- improvinginstruction, and evaluating capped; institutionalized(persons):be- opmentaldisabilities..Audiometrictest programs for deaf blind children. (DB) havior patterns; cultural factors; severely procedures exist which are appropriate handicapped for infants and other difficult to test irdi- Reported is research to develop an inte- viduak. (Author) ABSTRACT507 gated overview of behavior on a ward EC 06 0507 ED 0524732 for the severely retarded, specify types ABSTRACT790 Publ. Date Nov 72 15p. of behavior initiated by severely retarded EC 06 0790 ED N.A. Bernstein, Phyllis F.: Rouser, RossJ. individuals, and formulate a classification Publ. Date Nov 73 6p. AudiologicalAssessment ofDeaf-Blind of the severely retarded based on ob- Wade, Michael 0. Children. servable differences in behavior through Biorhythms and Activity Level of Ins.i- Callier Hearing and Speech Center, Dal- systematic observation of 32 late adoles- tutionalized Mentally Retarded Per- las, Tex. cent or adult male residents of a state sons Diagnosed Hyperactive. BureauofEducationfortheHandi- institution. Observation issaid to have American Journal of Mental Deficiency; capped (DHEWIOE). Washington. D C. been carried out through systematic time V78 N3 P262-67 Nov 1973 EDRS rnf,hc sampling of480 5-minuteobservation OEG-0-9-536003-4093 (609) ici ioxis and identificafion of categories ot ;CFPZ6i;: CX:CPtioila: Paper Presented at the Annual Meeting observed behavior. Differentiated are the custodial mentally handicapped; hyperac- of the American Speech and Hearing 21 cultural retardates (CRs) who exhibit- tivity: medical research; heart rate; men- Association (San Francisco, Calif.. Nov- ed behaviors which are uniquely human tallyhandicapped;childhood:medical evaluation; technology ember 18-21. 1972) and have a mean IQ of 25 and the 11 Descriptors: exceptional child research; noncultural retardates (NCRs) who do Fivehyperactive,profoundlyretarded deaf blind; auditory tests; tesfing prob- not exhibitdistinctly human behaviors children (two male and three female), 7 ivic tact intprnrptntinn rmiltinly handl- and have a mean IQ of 9. Described is to 10 years of age, who played in single Results indicated that passive and infor- Friedlander, Bernard Z.Knight, Marcia ABSTRACT 978 ED N.A. mal programinginresidentialsettings S. EC 06 0978 P:111. Date Jan 74 5p. with reliance upon tender loving care and Brightness Sensitivity and Preference acceptance to achieve goals such :Ls emo- In Deaf-Blind Retarded Children. Benton, R. B. and Others Evaluating the Work Potential of Blind tional ttell-being and behavioral develop- American Journal of Mental Deficiency: ment did not increase change in the Ss's V78 N3 P323-30 Nov 1973 Multiply Handicapped Persons for the Manufacture of Bath Perfume. social coping behavior, and that the hy- Descriptors: exceptional child research: NettOutlook fortheBlind:V68 NI pothesis of improvement as a result of deaf blind; behavior change; reinforce- 1'20-4 Jan 1974 spontaneous maturation was not support- ment: visualstimuli:multiplyhandi- ed (though a longer time period might capped; early childhood: operant condi- Descriptor:: exceptional child research: hat e some effect on gains). Discontin: tioning; visual perception blind;mentallyhandicapped;employ- ,ince of drug use for four subjects result- ment potentia:. vocational rehabilitation: ed in no increase in unadaptive behav- Sixteen deaf-blind, retarded, preschool. visuallthandicap('ed:multiplyhandi- postruhella ,:hildren (mean age 6 years) iors, indicating need for further investi- capped: t isuallt handicapped gationintoactual effectsof drugs on weretestedinanoperantprocedure 15 To evaluate the work potentialof heha vior. (MC) which allotted them to select preferred blind, severely retarded, multiply handi- illumination feedback as reinforcement capped persons 116-to22-years-old). a ABSTRACT 1041 for operating a simple Iwo-choice lever model project involving the manufacture :witch. The purpose of the program stas of bath perfume was established within EC 06 1041 ED (187151 to evaluate systematically light sensitivi- an already existing program. Clients at- Publ. Date Apr 71 30p. ty in children for whom such evaluations tempted to master one or more of the are not considered possible due to imput- five work-station taSks inthe operation Nair!. Ellen M.: Baltharai. Far) F. ed blindness and disorganized behavior. (mixing. bottlefilling. capping. labeling, Absence ofInterventionTraining Pro- Results indicated that15 of the children and boxing). There were 48 successes in grams: Effects Upon Institutionalized (one became ill and count! not continue) 58 attempts, for an 83(.'[. success rate. Of Retardates,PartIf: Selected Cases showed light sensitivity dott n to 5 foot- the successe. kkere accomplished in with Minimal Behavioral Disturbance. caridieS of intensity, and were so iurlied only one 2-hour working dat . (Author) on by light asareinforcer thatthe% Central 1.l'isconsin Colont and 'Er;UrUng ttorked hard. The results had implica- School. Madison. Wis. Research Dept. tionsfor assessing boundary conditions ABSTRACT 1040 ['DRS mf.lic of children's visual competence and disa- Monograph Supplement Number 2. Vol. bility prior to planning educational proce- EC 06 1040 ED 087 150 ume 10. for Related Information See FC dures. (Author/MC) Publ. Date Mar 23 10p. 061040. Balthazar, Earl F. and Others Descriptors exceptional child research: Absenceof Intervention Training Pro- mentally handicapped; maturation: inter- grams: Effects Upon the Severely and personalcompetence:set erelt handi . ABSTRACT 948 Profoundly Retarded, Part I: Selected Emotional and Behavioral capped: childhood: young ;Mulls: institu- EC 06 0948 ED 085 960 Cases of tionalized (persons): adjustment (to envi- Publ. Date 73 I5p. Disturbances. ronment) behatior rating scales, Baltha- Hamilton. James L.: Budoff. Milton Central Wisconsin Colony and Training zar Scales vt. ,Adaptite [fellation Adapt- Learning Potential Among the Moder- School. Madison. Wis. Research Dept. ive Behat,or ately and Severely Retarded. Studies EDRS mf.he For related information see EC 061041 Fourteen institutionalized profoundlt in Learning Potential,Volume 3, 061041 retarded Ss (set en females, median age Number 52. 20 years, and seven males, median age Research Inst. for Educational Problems, Descriptors: exceptional child research: 10 ycars) who received no intertention Cambridge. Mass. mentally handicapped; maturation: inter- training program %%ere assessed on the Handi- Bureau ofEducationforthe personalrelationship:severelyhandi- Balthazar Scales of Adaptive Behat ior capped (DHEW/OE ,Washington. D.C. capped: childhood: institutionalized (per- (BSAB). Sections 1 and 11. to determine EDRS mf.hc sons): adjustment (to environment): be- whether the Ss' spontaneous social cop- grant no. havior rating scales; Balthazar Scales of ing behavior would improve as a result For Related Information See EC 060950, Adproive Reh:4vior maturationduring a EC 060951, EC 060954, EC 060957. EC ot spontaneous Fifteeninstitutionalizedprofoundlyre- 6-month period.Analysisofself-help 060959 and EC 060960. tarded Ss. median age 7 years. who re- scales indicated that females were func- Descriptors: exceptional child research; ceived no intervention training program, tioning initally at a higher 'eve) of profi- mentally handicapped: severelyhandi- were assessed on the Balthazar Scales of ciency than the males inallskill areas. capped: intelligence level, learning proc- Adaptive Behavior (BSAB), Sections Comparisonofbaselinesocial scale esses; trainablementally handicapped: and li to determine whether social coping scores showed some sex differences in custodial mentally handicapped: intellig- behaviorwouldimprovespontaneous social coping behaviors. Social vocaliza. ence tests maturation during a 6-month period. The lion, appropriate use of objects. ,ind re- Measuring Ocular Motor Performance Descriptors: exceptional child education; ABSTRACT 2703 of Cerebral-Palsied Children. multiplyhandicapped;visuallyhandi- EC 06 2703 ED N.A. EDRS not available capped; clinicaldiagnosis;interdiscipli- Publ. Date Aug 74 4p. American Journal of Occupational Thera- nary approach;blind;earlychildhood Hamilton. James L.; Budoff, Milton py: V28 N5 P265-7I May-Jun 1974 education;childhood;specialschools; Learning Potential Among the Moder- Boston Center for Blind Children and Severely Mentally Retarded. Descriptors: exceptional child research; Described are the diagnostic procedures \kilt& Retardation; VI2 N4 P33-6 Aug physically handicapped; cerebral palsy: 1974 childhood; adolescents; perceptual motor employed for multiply and visually hand- coordination: equipment evaluation; sen- icapped children from 3 to 12 years of Descriptors: exceptional child research; sory integration; Reading Eye li age functioning at the preschool level at mentally handicapped; intelligence level: the Boston Center forBlind Childrea. learningprocesses;trainablementally A pilot program with 17 cerebral palsied Diagnosis is seen to serve as a key to handicapped; custodialmentallyhandi- children (ages 6 to16 years) tested the understanding the child and as a basis capped; adolescents: young adults:test feasibility of using the Reading EyeII for planning services. Described isthe validity instrument asa clinical method of re- C'enter setting which serves six multiply cording ocular movements of congenital handicappi..d children 4 days a week with This study investigated the feasibility of cerebral palsied children. The instrument a staff of one teacher and two teacher M. Budoff and M. Friedman's (1964) learning potential paradigm as an assess- provided a permanent. measurablere- aides.Explained arepre-studyproce- cord of eye motions. Eye track measures dures including referral, application for ment approach with 40 moderately and were obtained under controlled condi- admission, arrival, and presence of one severely mentally retarded persons (from tions and were correlated with reading parent (usuallythe mother) throughout 12 to 22 years old).All Ss were tested achievement variables. Results indicated the diagnostic study. Noted are the roles three times: initially, after 1 week, and that with further refinement of method to of each of the following staff members in after 1 month with a match-to-sample block design test. Twenty Ss were ran- overcome unreliability the Reading Eye the diagnosis:thesocial worker (who has potential for clinical assessment of interprets the family situation and serves mR to a 30-minute training ocular motor performance.Similarities as a parent advocate), the pediatrician sessitin which occurred on the day prior were noted in the pattern of correlation (whointerprets medical findings in lo the first retest. Pretrained scores were of Reading Eye 11 variables and reading non-technic& terms to team members). positk ely correlated with IQ. Improi,ement following training was not achievement between the sample of cere- thepsychiatrist(who focuses onthe related to IQ. but was significantly 'Hat- bralpakied children and normalchil- v.holechildfrom apsychiatricview- dren. (DB) point), the educator (who observes the ed to two i.alidity measures. (Autho child and orders thechild'sneeds as ABSTRACT 2716 ABSTRACT 2276 priorityitems).thepsychologist (who EC 06 2716 ED 095 673 EC 06 2276 ED N.A. focuses on the child's level and mode of Publ. Date 31 Oct 72 84p. 6p. functioning through psychological evalu- Publ. Date Jun 74 Sattler. Jerome M. Tv:eedie. David ations). The 6 to 7-day diagnostic study IntelligenceTestModificationson Observing the Communication Behav- is said to culminate in the diagnostic case conference at which staff members pres- Handicapped and Nonhandicapped ior of Deaf-Blind Children. Children. Final Report. American Annals of the Deaf: VI 19 N3 ent their findings and plan treatment pro- San Diego State Coll. Foundation. Cali- P342-7 Jun 1974 cedures. (DB) fornia Descriptors: exceptional child education; Social and Rehabilitation Service deaf blind: observation; communication ABSTRACT 2515 (DHEW), Washington, D. C.Div.of skills:video taperecordings:multiply EC 06 2515 ED N.A. Research and Demonstration Grants. handicapped; behaviorrating scales; Publ. Date 74 163p. EDRS mf.hc evaluation; speechpathology:Teledi- Fulton, Robert T., Ed. See EC062717 for Additional Informa- agnostic Protocol Auditory StimulusResponse Control. tion. University Press. Reviewed are observation& techniques Park Chamberof Descriptors: exceptional child research; Commerce Building,Baltimore. Mary- for rating the communication of physically handicapped; mentally handi- land 21202 ($12.50). deaf-blind multihandicapped children. capped; intelligence tests; material devel- aFid Tefioite,1lbdlluiiai study of the Descriptors: exceptional child research; opment; cerebral palsy: test validity diagnostic observational competency of multiplyhandicapped:mentallyhandi- The effects of modifications inintellig- 75stie..tchpathologistsat 5levelsof capped; aurallyhandicapped: behavior ence testprocedures uponthescores training and experience. Included in the change; reinforcement; theories; clinical obtained by 232 normal,102 mentally review is discussion of the inadequacy of diagnosis; aural stimuli;conditioned standardized tests for assessing speech stimulus;training techniques;Severely retarded, 106 cerebral palsied and 35 or- and language of deaf-blind multihandi- Handicapped thopedically handicapped children were investigated. Stanford-Binet tests in capped children and attempts to develop Reported is research on procedures for appropriate observation techniques. year-levels II through V were modified to assessing the auditory system of severely Fynlained ic lice in the ctiniv of the Tele- require only apointingor yes/nore- ABSTRACT 1095 exceptionalchildeducation;severely ual-motor (in the area of motor devdop- EC 07 1095 ED N.A. handicapped; behavioral objectives; ment); visual development, auditory de- Publ. Date Dec 74 3p. learning modalities;testinterpretation; velopment, and tactile development (in Kiernan, Dennis W.; Dubose, Rebecca standardized tests; records (forms): the area of perceptual abilities); undress- F. community services; developmental disa- ing and dressing, personal hygiene, feed- Assessing the Cognitive Development bilities; ing skills, and toileting (in the area of of Pre-School Deaf-Blind Children. The manual cora-iris instruction for be- dailylivingskills);receptivelanguage, Education of the Visually Handicapped; havioral assessment of developmentally expressive language, and speech (in the V6 N4 PI03-5 Dec 1974 disabled, moderately and severely retard- area of language development); and so- cialization and development of self con- Descriptors: exceptional child research; edindividuals.Each unitincludes the multiply handicapped: deaf Hind; infan- following information: a goal statement, cept (in the area of socialization). Items cy; early childhood;rubella;cognitive specific behavioral objectives, and ap- range from 'only takes bottlr' to 'pre- development; intzlligence tests; sensory proximate time required to read the unit pares simple foods not requiring mea- experience;Peabody Intellectual Per- and complete allthe exercises. Among surement in the development of feeding skills.' (LS) formance Scale; the topics discussed aretaskanalysis, Seventeen Rubella Syndrome and four data collection, and examinationof a multiply handicapped (including aurally student record file. The first of two sup- ABSTRACT 1592 and visually impaired) children plements provides information on formal EC 07 1592 ED i02 797 (10-to-102-months) were studied to deter- tests,including the Stanford-Binet and Publ. Date 74 gP. mine the relationship between MAs on the Vineland Social Maturity Scale. The Stillman. Robert D. thePeabodyIntellectualPerformance second supplement, a r...ised case study Assessment of Deaf-Blind Children: Scale (PIPS). Experimental Edition, and manualforcommunity centeredpro- The Callkr-Azusa Scale. other currently used measures of mental grams for mentally retarded and serious- Callier Center for Communication Disor- abilities. Items on the PIPS were devel- ly handicapped persons, provides exam- ders. Dallas. Tex. ADDR Callier Center oped or adapted to be high in stimulus ples of such records as medical histories, for Communication Disorders; 1966 In- value tor Ss with sensory impairments. psychologicalevaluations,andparent- wood Rd.; Dallas. Tex. 75235 For comparisonpurposes. MA scores teac her conference reports. (CL) BureauofEducationfortheHandi- were also obtained on the Merrill-Palmer capped; (DHEW/OE). Washington. D. Scaleof Mental Tests orthe Bayley ABSTRACT 1591 C. Scales of Infant Development. Results EC 07 1591 ED 102 796 EDRS mf: hc indicated that the PIPS may be a promis- Publ. Date 74 I32p. Baied in Part on A Paper Presented at ing screening test for measuring the cog- Stillman, Robert, Ed. Intercom '74 (Hyannis, Mass., March 8, nitive development of deaf-blind children The Callkr-Azusa Scale. 1974); See EC 071 591 For the Scale Callier Center for Communication Disor- with some usable vision. (LH) Descriptors: deaf blind; behavioral ders, Dallas. Tex. ADDR Callier Center testing: 1966 In- objectives;child development; ABSTRACT1304 for Communication Disorders; exceptionalchildeducation;meltiply EC 07 13(4 ED N.A. wood Rd., Dallas. Tex. 75235 handicapped; behavior rating scales; stu- 6p. EducationfortheHandi- Publ. Date Feb 75 Buren of dent evaluation; Callier Azusa Scale: Tweedie. David capped; (DHEW/OE), Washington, D. Videoaudiometry: A Possible Proce- C. Described is the development of the Cal- durefor'Difficult-To-TestPopula- OEC-0-74-7930-06 lier-Azusa Scale to assess abilities of low tions. EDRS mf.hc functioning deaf blind or otherwise mul- Volta Review; V77 N2 PI29-34 Feb 1975 ForAdditionalInformation See EC tiply handicapped children. Noted is the 071'07 inappropriateness of most standardized Jes.:riptors: exceptional child research; assessment scales for the deaf blind child mul..ply handicapped; deaf blind; severe- Descriptors: multiply handicapped: deaf due to his sensory impairments and gen- behavioral lyhandicapped;auditorytests;video blind;childdevelopment; erally delayed language and social devel- child taperecordings;evaluation methods; objectives;testing;exceptional opment. It is explained that the scale is reactive behavior; observation; education; behavior rating scales; motor structured according to normal develop- development; daily living skills; percep- Use of videotaping in behavioral obser- tual development; language development; ment and evolved out of theoriginal vation audiometry was testedwith 21 Azusa scale with which it shares the fol- socialization; classroom observation multi-handicapped children enrolled in a lowing subscales: socialization, daily liv- techniques; Callier Azusa Scale; program for the deaf-blind. Ss' responses ing skills. motor develor-ient, perceptual to aural stimuli were recorded on video- Presented is the Callier-Azusa Scale de- abilities, and languag development. tapeand evaluated by 12 observers. signed to aid in the assessment of deaf Results of a field test oi 'he scale's pilot Mean judgments of the observer group blind and muhihandicapped children in version with 70 teachers indicated that were felt to have a higher level of con- the areas of motor development, percep- the scale was most effective when used fidence than judgments of one observer. tual abilities daily living skills. lane,Lage to assess developmental level and meas- The procedure is applicable to most diffi- development, and socialization. The ure developmental progress in low func- cult-to-test populations. (LS) scale is said to be predicated on the as- tioning deaf blind and multihandicapped sumption that given the appropriate envi- children. The scale is thought to provide ABSTRACT 1371 ronnic It allchildren follow the normal somedirectionforprogramplanning EC 07 1371 ED 102 760 dvelopment sequence and to be useful though direct application of any assess- Publ. Date Apr 74 280p. forinrial assessment, measuring prog- ment scale to program planning is con- r-ss o'er time, and planning develop- Padzensky. Herb a: :he..s sidered inappropriate. (DB) Assaying Student ischavior. A Mini- mentally appropriate programs. Within course in Student Assessment Tech- each ei the five areas are subscales made niques: Participant's Manual. of sequential steps describing develop- ABSTRACT2348 rital milestones. It is stressed that the ColoradoStateDept.ofInstitutions. H. (17 2148 f19"7 Denver. Div. Of Developmental Disabili- scale is based on observation of ongoing PUN. Dale 73 class:oorn loehaviors and should be ad- ties. Anderson. liurnadette: And ()thers Department of Health, Education, and micosteredb.y individuals familiar with A Case Study Approach to the Lox% Welfare, Washington. D. C. the child.FlTiefly explained are criteria Functioning Child. for assir,g developmental level and the EDRS mf: hc Onquesne Pittshurgh. Pa. use of scoring sheets (attached). For the Other Two Components of the Pennsylvania State Dept. of 1:.ducation. Provided with many of the behavioral Harrishurg. Instructional Package, See EC 07 1372 and for itemsare examples and a space mf: he EC 07 1373 teacher comments. Subscales are provid- Descriptors:evaluaticlmethods;task ed for the following abilities: postural Descriptors: seveR.iy handicapped; .analysis; learning characteristics; testing: control. locomotion, fine motor, and vis- motor development; soctal development:

23 communication skills: exceptional child education: case studies: educational diag- nosis; Informal Assessment; Presented as the outcome of a summer institute involving 30 graduate students are case histories and educational pre- scriptions for 34 low functioning severely handicappedindividuals ages 2 to26 years. The case histories provide infor- mation on identification, reports of pre- viousevaluations,othercontactsand assessment of present functioning levels (including physical. intellectual. and so- cial development). Detailedinthe pre- scription planning record for the Ss are learningobjectives,evaluations, meth- ods. materials, personnel and environ- ments. Includedisinformation onre- sources suchasmaterialsand books usedintheeducationalprescriptions. (CC.)

ABSTRACT 3782 EC 07 3782 ED 112582 Publ. Date 75 58p. Suggested .Program Assessment Checklist. State University of New York. Albany. State Education Department, New York. EDRS mf:hc Descriptors: handicapped children; check lists:programevaluation;exception,d child education; student placement: ser- vices: facilities: equipment; educational programs; student identification; Presented are program assessment checklists to be used as guides for plan- ning, implementation. and improvement of educational programs for handicapped children. Separate checklist formats are provided for the following handicapping conditions: severely heahh and physical- ly impaired: physically handicapped; vi- sually handicapped: multiply handi- capped: speech. language. and hearing handicapped andseverelyspeechim- paired: severely handicapped (deaf) and hearing impaired; learning disabled: emo- tionally andseverelyemotionallydis- turbed; and educable and trainable men- tallyretarded.Checklistsareoffered which identify strengths and weaknesses of several program components such as efigibifity;assessment, and placement; comprehensive programs andservices; housing facilities. equipment, and materi- als: and educational programs. (SB)

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1. PRICE LIST 8. CHANGES The prices set forth herein may be changed without notice: how. No waiver, alteration, or modification of any of the provisions ever, any price change will be subject to the approval of the hereof shall be binding unless in writing and signed by an officer of National Institute of Education Contracting Officer. CMIC. 2. PAYMENT The prices set forth herein do not include any sales, use, excise, or 9. DEFAULT AND WAIVER similar taxes which may apply to the sale of microfiche or hard a.If Customer fails with respect to this or any other agreement copy to the Customer. The cost of such taxes, if any, shall be borne with CMIC to pay any invoice when due or to accept any ship- by the Customer. ment as ordered, CMIC may without prejudice to other remedies Payment shall be made net thirty 130) days from date of defer any further shipments untilthe default is corrected, or irwoice. Payment shall be without expense to CM1C. cancel this Purchase Order. b. No course of conduct nor any delay of CMIC in exercising any 3. REPRODUCTION right hereunder shall waive any rights of CMIC or modify this Express permission to reproduce a copynghted document provided Agreement. hereunder must be obtained in writing from the copyright holder noted on the title page of such copyrighted document. 10. GOVERNING LAW This Agreement shall be construed to be between merchants. Any question concerning its validity, construction, or performance shall 4. CONTINGENCIES be governed by the laws of the State of New York, CMIC shall not be liable to Customer or any other person for any failure or delay in the performance of any obligation if such failure 11.DEPOSIT ACCOUNTS of delay la) is due to events beyond the control of CMIC including, Customers who have a continuing need for ERIC documents may but not limited to, fire, storm, flood, earthquake, explosion, acci- open a Deposit account by depositing a minimum of $200.00. Once dent, acts of the public enemy, strikes, lockouts, labor disputes, a deposit account is opened, ERIC documents will be sent upon labor shortage, work stoppages, transportation embargoes or delays, request, and the account charged for the actual cost and postage. A failure or shortage of materials, supplies or machinery, acts of God, monthly statement of the account will be furnished. or acts or regulations or priorities of the federal, state. Or local governments: (b)is due to failures of performance of subcontrac- 12. STAND'AG ORDER ACCOUNTS tors beyond CMIC's control and without negligence on the part Customers who desire to receive microfiche copies of all ERIC of CMIC: or lc) is due to erroneous or incomplete information fur. reports announced in each issue of Resources in Education may do rushed by Customer. so by depositing $2000.00 or submitting an executed purchase 5. LIABILITY order. The cost of each issue and postage will be charged against the CMIC's liability,if ariy, arising hereunder shaH not exceed restitu- acc.' A monthly statement of the account will be furnished. tion of charges. In no event shall CMIC be liable for special, consequential. Or 13. PAPER COPY (HC) liquidated damages arising from the provision of services hereunder. A paper copy (NC) is xerographic reproduction, on paper, of the original document. Each paper copy has a Vellum Bristol cover to 6. WARRANTY identify and protect the document. CMIC MAKES NO WARRANTY, EXPRESS OR IMPLIED, AS TO ANY MATTER WHATSOEVER. INCLUDING ANY WAR- RANTY OF MERCHANTABILITY OR FITNESS FOR ANY 14. FOREIGN POSTAGE PARTICULAR PURPOSE. Postage for all countries other than the United States is based on the international Postal Rates in effect at the time the order is shipped. 7. QUALITY To determine postage allow 60 microfiche or 60 (NC) pages per CMIC willreplace products returned because of reproduction pound. Customers must specify the exact classification of mail defects or incompleteness. The quality of the input document is not desired, and include the postage for that classification with their the responsibility of CMIC. Best available copy will be supplied. order. Payment must be in United States funds.

OTHER ERIC COLLECTIONS AVAILABLE FROM EDRS STANDING ORDERS Subscription orders of microfiche copies of all ERIC reports announced in each issue of Resources in Education average $160.00 per month at the rate of 8.7i per microfiche. Postage extra. BACK COLLECTIONS (postage extra) Reports in Research in Education for 1966 ant 1967 $ 385.06 Reports in Research in Education for 1968 1,159.36 Reports in Research in Education for 1969 1,383.21 Reports in Research in Education for 1970 1,408.36 .ieports in Research in Education for 1971 1,643.69 Reports in Research in Education for 1972 1,701.28 Reports in Research in Education for 1973 1,481.70 Reports in Research in Education for 1974 1,548.60 Reports in Resources in Education for 1975 1,734.61 Reports in Resources in Education Jan,-Apr. 1976 545.92 Entire Collection $12,991.79 AIM/ARM MICROFICHE COLLECTIONS (postage extra) $0.158/fiche CLEARINGHOUSE MICROFICHE COLLECTIONS (postage extra) $0.162/fiche SPECIAL COLLECTIONS (postage extra) Office of Education Research Reports 1956-65 $ 404.43 Pacesetters in Innovation, Fiscal Year 1966 144.57 Pacesetters in Innovation, Fiscal Year 1967 175.31 Pacesetters in Innovation, Fiscal Year 1968 112.12 Selected Documents on the Disadvantaged 334.28 Selected Documents in Higher Education 153.48 Manpower Researcfr: Inventory for Fiscal Year 1966 and 1967 79.67 Manpower Research: Inventory for Fiscal Year 1968 44.41 Manpower Research: Inventory for Fiscal Year 1969 57.71 30