DOCUMENT RESUME ED 385 018 EC 304 046 AUTHOR Deffenbaugh, Abe, Ed.; And Others TITLE The Oregon Conference Monograph 1995. Volume .7. [Proceedings of a Conference (Eugene, Oregon, February 2-4, 1995).] INSTITUTION Oregon Univ., Eugene. Coll. of Education. PUB DATE Feb 95 NOTE 302p.; For selected individual papers, see EC 304 047-057. Figures on pages 67 and 69 contain broken type. Some photographs may not reproduce well. AVAILABLE FROMBehavioral Research & Teaching, 5262 University of Oregon, Eugene, OR 97403-5262 ($10). PUB TYPE Collected Works conference Proceedings (021) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Behavior Problems; *Classroom Techniques; Delinquency; *Disabilities; Discipline; Educational Practices; Elementary Secondary Education; Hypermedia; Interpersonal Competence; Portfolios (Background Materials); *Professional Development; *School Organization; School Responsibility; Self Esteem; *Special Needs Students; Theory Practice Relationship; Values Education; Violence IDENTIFIERS Character Education ABSTRACT This monograph presents 23 papers presented at a 1995 Oregon conference which focused on students in trouble due to disabilities or context problems. Paper titles and authors are: "Identifying Students Who Have Learning Disabilities" (Barbara D. Bateman and David J. Chard); "ADHD: A Teachers' Guide" (Rosalyn A. Templeton); "Knowledge about the Brain for Parents, Students, and Teachers: The Keys to Removing the Invisible Roadblocks to Learning and High Self-Esteem for All Students" (Claude R. Beamish); "Juvenile Delinquency: Is Crime Actually on the Rise?" (Lance Schnacker and George Sugai); "Violent Students with Disabilities and School Responsibilities" (Young-Yon Lee); "Character Education Revisited: Historical and Contemporary Perspectives in the State of Oregon" (Randall L. De Pry and George Sugai); "Put the Professional Portfolio into Focus for the Individual and Special Education Applications" (Dean N. Osterman and David A. Krug); "Observing Teacher Behavior: An Efficient Empirical Method of Generating Hypotheses about Student Problem Behavior in General Education Settings" (PartI of III) (Rollen C. Fowler); "The Use of Functional Assessment in Research on the Effects of Attention from a Peer Tutor" (Part II ofIII)(Tary Tobin); "Professional Reading Patterns and Preferences: Bridging the Gap between Research and Practice" (Part III of III) (Randall L. De Pry); "School-Wide Discipline: Procedures for Managing Common Areas" (Ron Nelson and Geoff Colvin); "The Making of a School Community: Organizational Structure, Processes, and Goals" (Diana Oxley); "Development of Transition Programs for Adolescents with Serious Emotional Disturbances" (Julia Bulen and Michael Bullis); "An Inside Look at School Reform: What We Have Learned about Assessing Student Learning in a Nongraded Primary School" (Tracey E. Hall and Scott Baker); "Developing a School-Wide Discipline Plan: Addressing All Students, All Settings and All Staff" (Geoff Colvin et al.);"Project LITERACY -HI: Hypermedia for Readers with Hearing Impairments"(Mark Horney et al.); "Establishing Classroom Routines" (Geoff Colvin and Mike Lazar); "Social Skills Training for Youth with Behavior Disorders" (Lance Schnacker); "The Effects of Self-Evaluation, Self-Observation, and Self-Observation plus Self-Recording on the Occurrence of Disruptive Behaviors in Classroom: Extension Study" (Myounghee Yang Kim and George Sugai); "Steps and Practical Guidelines for Developing and Implementing Self-Management Programs for Children's Social Behavior on the Playgrounds" (Hwangyong Kim); "A Comparison of the Effects of Direct Instruction in Reasoning with Constructivism on Deductive Reasoning" (Bonnie Grossen et al.); "Argumentative Writing: Making Something Complex Accessible" (David Landsom); and "Understanding Student Understanding" (Dewayne E. Joehnk and Gerald Tindal). (Individual papers contain references.) (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Othce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC{ U The document has been reproduced as receided from the person or organization originating r Minor changes have been made to improve reproduction quality Points of slew Or opinions slated in this docu. ment do not necessarily represent official The OregonConference OE RI position or policy C NIONOGRA131-1' VOLUME 7, FEI3HUARY 1995 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ,1)11C,L;(' ECIlIC,11.1( )11 LC__ O11.' g( >11 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI 4.) BEST COPYAVAILABLE The Oregon Conference Monograph 1995 Edited by ABE DEFFENBAUGH GEORGE SUG1I GERALD TINDAL Vo Lump, 7, FEBRUAR1 1995 (OLLEGIi; OF FillICATI()N 11NIVERSI11 OI ()ItEGON FACIAL, ()EGON 11 The Oregon Conference Monograph Editorial Staff Abe Deffenbaugh, Editor Jencina Butler Traci Milliren Published by Behavioral Resea:ch and Teaching Division of Learning and Instructional Leadership College of Education University of Oregon Eugene, Oregon 97403-5262 Copyright01995 University of Oregon. All rights reserved. This monograph, or parts thereof, may not be reproduced manner without written permission. For information, write to Editor, Oregon Conference, 241 Education of Oregon, Eugene, OR 97403-5262, or call (503) 346-5682 Cover design by lune Schaum Layout by Abe 1)effenbaugh 4 The (1regon Conference Monograph, Vol. 7, 1991 iii Table of Contents Acknowledgments 5 Foreword 6 Dedication 7 Section I. Writings on Disabilities Identifying Students Who Have Learning Disabilities Barabara D. Bateman, David J. Chard, University of Oregon 3 ADHD: A Teacher's Guide Rosalyn A. Templeton, Bradely University 13 Knowledge About the Brain for Parents, Students, and Teachers: The Keys to Removing the Invisible Roadblocks to Learning and High Self-esteem for All Students Claude R. Beamish, Mind Lift 23 11 Section II. Social Behavior Issues Juvenille Delinquency: Is Crime Actually on the Rise? Lance Schnacker, George Sugai, University of Oregon 39 Violent Students with Disabilities and School Responsibilities Young-Yon Lee, University of Oregon 55 Character Education Revisited: Historical and Contemporary Perspectives in the State of Oregon Randall L. De Pry, George Sugar, University of Oregon 69 fl Section III.Professional Development Put the Professional Portfolio Into Focus for the Individual and Special Education Applications Dean N. Osterman, David A. Krug, Teacher Standards and Practices Commission. State of Oregon 83 Observing Teacher Behavior: An Efficient Empirical Method of Generating Hypotheses About Student Problem Behavior in General Education Settings (Part I of III) Rotten C. Fowler, University of Oregon 91 The Use of Functional Assessment in Research on the Effects of Attention form a Peer Tutor (Part II of III) Tart' Tobin, University of Oregon 98 Professional Reading Patterns and Preferences: Bridging the Gap Between Research and Practice (Part III of III) Randall L. Dc Pry 103 4-, University of Oregon College of FA:cation iv Section IV. Organizational Perspectives School-Wide Discipline: Procedures for Managing Common Areas Ron Nelson, Eastern Washington University, Geoff Colvin, University of Oregon 109 The Making of a School Community: Organizational Structure, Processes, and Goals Diana Oxley, University of Oregon 121 Development of Transition Programs for Adolescents with Serious Emotional Disturbances Julia Bulen, Michael Bullis, Western Oregon State College 135 An Inside Look at School Reform: What We Have Learned About Assessing Student Learning in a Nongraded Primary School Tracey E. Hall, Scott Baker, University of Oregon 151 Developing a School-Wide Discipline Plan: Addressing All Students, All Settings, and All Staff Geoff Colvin, University of Oregon, Glen Martz, Donna DeForest, John Wilt, Cascade Middle School 169 ra Section V: Classroom Practices Project LITERACY-HI: Hypermedia for Readers with Hearing Impairments Mark Homey, Lynne Anderson-Inman, Der -Thanq Chen, University of Oregon 195 Establish Classroom Routines Geoff Colvin, University of Oregon, Mike Lazar, Adams Elementary School, Eugene, Oregon 209 Social Skills Training for Youth with Behavior Disorders Lance Schnacker, University of Oregon 213 The Effects of Self-Evaluation, Self-Observation, and Self-Observation Plus Self-Recording on the Occurence of Disruptive Behaviors in Classroom: Extension Study Myounghee Yang Kim, George Sugai, University of Oregon 221 Steps and Practical Guidelines for Developing Implementing Self- Management Programs for Children's Social Behavior on the Playgrounds Hwangyong Kim, University of Oregon 239 A Comparison of the Effects of Direct Instruction in Reasoning with Constructivism on Deductive Reasoning Bonnie Grossen, Changnam Lee, Dan Johnston, University of Oregon 253 Argumentative Writing: Making Something Complex Acczsible David ['Judson:, University of Oregon 275 Understanding Student Understanding Dewayne E. Joehnk, Gerald Tindal, University of Oregon 289 The Oregon Conference Monograph, Vol. 7, 1995 V Acknowledgments The Oregon Conference would not be possible were it not for the efforts of many dedicated individuals. We wish to extend our thanks to the many presenters who have contributed their talents to assure the high-quality the Oregon Conference has come to represent. Thanks