ED 085 919 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS DOCUMENT RESUME EC 060 701 Emotionally Disturbed-Programs; A Selective Bibliography. Exceptional Child Bibliography Series No. 617. Council for Exceptional Children, Reston, Va. Information Center on Exceptional Children. Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. Nov 73 28p. Council for Exceptional Children, 1920 Association Drive, Reston, Va. 22091 MF-$0.65 HC-$3.29 *Abstracts; *Annotated Bibliographies; Educational Programs; *Emotionally Disturbed; *Exceptional Child Education; *Program DescripUons ABSTRACT The selected bibliography of programs for emotionally disturbed children contains approximately 90 abstracts and associated indexing information drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of November, 1973. Abstracts are chosen using the criteria of availability of document to user, current applicability, information value, author reputation, and classical content. Preliminary information explains how to read the abstract (a sample abstract is included for identification of abstract parts), how to use the author and subject indexes, how to purchase documents through the Educational Resources Information Center Document Reproduction Service (an order blank is provided), and how to order "Exceptional Child Education Abstracts" (an order blank is provided), in which the abstracts are originally published. Also, front information includes a list of terms searched to compile the bibliography and a list of journals from which articles are abstracted for the bibliography. Publication dates of documents abstracted range from 1964 through 1973. (MC)
Transcript
ED 085 919
TITLE
INSTITUTION
SPONS AGENCY
PUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
EC 060 701
Emotionally Disturbed-Programs; A SelectiveBibliography. Exceptional Child Bibliography SeriesNo. 617.Council for Exceptional Children, Reston, Va.Information Center on Exceptional Children.Bureau of Education for the Handicapped (DHEW/OE),Washington, D.C.Nov 7328p.Council for Exceptional Children, 1920 AssociationDrive, Reston, Va. 22091
ABSTRACTThe selected bibliography of programs for emotionally
disturbed children contains approximately 90 abstracts and associatedindexing information drawn from the computer file of abstractsrepresenting the Council for Exceptional Children InformationCenter's complete holdings as of November, 1973. Abstracts are chosenusing the criteria of availability of document to user, currentapplicability, information value, author reputation, and classicalcontent. Preliminary information explains how to read the abstract (asample abstract is included for identification of abstract parts),how to use the author and subject indexes, how to purchase documentsthrough the Educational Resources Information Center DocumentReproduction Service (an order blank is provided), and how to order"Exceptional Child Education Abstracts" (an order blank is provided),in which the abstracts are originally published. Also, frontinformation includes a list of terms searched to compile thebibliography and a list of journals from which articles areabstracted for the bibliography. Publication dates of documentsabstracted range from 1964 through 1973. (MC)
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FILMED FROM BEST AVAILABLE COPY
U.S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OE
EDUCATION11(15 DOCUMENT HAS BEEN REPRO
TuCED EXACTLY AS RECEIVED PROM
HE PERSON OR ORGANIZATION ORIGIN
ATING IT POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRE
SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
EMOTIONALLY DISTURBED-PROGRAMS
A Selective Bibliography
November, 1973
CEC Information Center on Exceptional ChildrenAn ERIC Clearinghouse
The Council for Exceptional Children1920 Association DriveReston, Virginia 22091
Exceptional Child Bibliography Series No. 617
The work presented or reported herein was performed pursuant to a grant from the Bureau ofEducation for the Handicapped, US Office of Education, Department of Health, Education, andWelfare. However, the opinions expressed herein do not necessarily reflect the position or policyof the US Office of Education and no official endorsement by the US Office of Education shouldbe inferred.
The CEC Information Center on Exceptional ChildrenWith a grant from the US Office of Education, the CEC Information Center was established at The Council for Exceptional
Children to serve as a comprehensive source of information on research, instructional materials, programs, administration,teacher education, methods, curriculum, etc: for the field of special education. The Center functions as the Clearinghouse onExceptional Children in the Educational Resources Information Centers (ERIC) program and also as a member center in theSpecial Education IMC/RMC Network. hi a&iition, the CEC Center's program includes a commitment to a concentrated efforttowards the development of products which will interpret research results into educational methods and practies.
How to Use This BibliographyThe Exceptional Child Bibliography Series was initiated by the CEC Information Center to/answer the need for rapid re-
sponses to specific requests for information. The volume of information requests received.by the Center is analyzed and usedas a guide in preparing special ,opic bibliographies in the/field of exceptional child education. Abstracts contained in the biblio-graphies ,:,re drawn from the computer file of abstracts which represents the CEC Information Center's complete holdings as ofthe date indicated on each bibliography.
Selective editing by Information Specialists is performed on each bibliography. From the total number of abstracts drawnfrom the file on a particular topic, selection is made of only those judged to best meet the following criteria: availability of thedocument to the user, currency, information value, author's reputation, and classical content. The number of abstracts selectedto appear in a bibliography may vary from one to 100, depending on the amount of suitable information available. Updating ofbibliographies as new material becomes available is accomplished when the volume of new material reaches 25 percent of pres-ently available material on a given topic.
How to Read the AbstractEach abstract contains three sectionsbibliographic data, descriptors, and a summary of the document. The bibliographic
section provides the document's identifying number (ED and/or EC), publication date, author, title, source, and availability.The descriptors indicate the subjects with which a document deals. The summary provides a comprehensive/overview of thedocument's contents and in some cases document availability is announced here.
How to Use the IndexesSome bibliographies in Exceptional Children Bibliography Series contain author and/or subject indexes. In these bibliogra-
phies, readers seeking work on a specific aspect of the general topic may consult the subject/index to he referred to specific ab-stract numbers. Abstracts dealing with several topics may he identified by finding the same abstract number under two or moresubjects in the subject index.
How to Purchase DocumentsDocuments with an ED number and EDRS availability indicated may be purchased from the ERIC Document R f ;production
Service (EDRS). For your convenience an order form is provided on the back cover of this bibliography.
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Abstracts appearing in the bibliographies have also been published in Exceptional Child Education Abstracts, the quarterlyabstract publication of the Councillor Exceptional Children. Approximately 750 abstracts covering the broad range of excep-tionality appear in each issue. (Subscription order form below.)
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Index terms ,used to retrieve information on Emotionally Disturbed-Programs from the Center's computer file ofabstracts are listed alphabetically below:
Abstracts of journal articles from the following periodicals appear in this bibliography:
American Annals of the Deaf, 5034 Wisconsin Avenue, N.E., Washington, D.C. 20016
American Education, Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402
Child Welfare, Child Welfare League of America, Inc., 67 Irving Place, New York, N.Y. 10003
Childhood Education, Association for Childhood Education International, 3615 Wisconsin Avenue, N.'W., Washington,D.C. 20016
Exceptional Children, Council for Exceptional Children, 1920 Association Drive, Reston,' Va. 22091
Focus on Exceptional Children, Love Publishing Company, 6635 East ViBanova Place, Denver, Colo. 80222
Journal of Learning Disabilities, 5 North Wabash Avenue, Chicago, 111. 60602
Journal of School Psychology, 51 Riverside Avenue, Westport, Conn. 06880
Mental Retardation, 49 Sheridan Avenue, Albany, New York 12210
School Psychology Digest, 311 Education Building, Kent State University, Kent, Ohio 44242
TEl Exceptional Children, Council for Exceptional Children, 1920 Association Drive, Reston, Va. 22091
The abstracts in this bibliography were selected from Exceptional Child Education Abstracts, Volumes 1 -V, No. 1.
ABSTRACT 10076EC 01 0076 ED N.A.Publ. Date 64Smith. Bert KrugerNo Language but a Cry.EDRS not available
Descriptors: exceptional child leducation:family (sociological unit): emotionallydisturbed: residential centers: specialschools: parent role: children; mentalhealth; special classes: therapeutic envi-ronment; parent child relationship; reha-bilitation; child development; etiology:program descriptions: prevention; medi-cal treatment: special services; hospitalschools: day care programs; LeagueSchool; Sonia Shanktuar OrthogenicSchool: Hawthorne Center
Written for parents. this hook is intendedto provide understanding of the disturbedchild. Symptoms of emotional disturb-ance as they appear from infancythrough adolescence are listed and possi-ble causes noted. Parents are told how toobtain professional help and the kinds ofservice that are available. Educationaland treatment aspects of facilities suchas special classes, special schools. daycenters, foster homes, residential cen-ters, and hospitals are discussed.Programs of three treatment centers. theLeague School, the Sonia ShankmanOrthogenic School. and the Hawthorne('enter are described. Recommendationsfor prevention and treatment are made.This document is available from BeaconPress. Boston. Massachusetts. for $5.00.(MY),
ABSTRACT 10112EC 01 0112 ED 012 536Publ. Date Jan 67 14p.The Pilot Program for the EmotionallyDisturbed in Texas.Texas Education Agency. AustinEDRS mf .hc
Descriptors: exceptional child research:state programs: achievement; tests: emo-tionally disturbed: pilot projects: statelegislation; behavior problems; children:adolescents: public schools: hospitalschools; mental health clinics: specialclasses; personality problems; psychosis:neurosis; minimally brain injured: intel-ligence tests; achievement tests; test re-sults; comparative testing; behaviorchange: special programs: program eval-uation; Austin
During the 1965-66 school year 20 classesfor the emotionally disturbed (in publicschools, mental health centers, and hos-pitals) enrolled 253 children in this pilotprogram. Evidence of neurological dys-function was found in 37 percent of thestudents. Psychiatrists categorized thestudents as having transient situationalpersonality disorders (35 percent), havingpersonality disorders (28 percent). havingbrain disorders (9 percent). psychotic (12percent), and neurotic (16 percent). TheFish and Shapiro typology showed gross-
Emotionally Disturbed Programs
ABSTRACTS
ly unintegrated functioning 115 percent).immature. poorly integrated functioning(27 percent). organized behavior withdegrees of anxiety and inadequacy (46percent). and organized but antisocialbehavior (12 percent). The Wechsler In-telligence Scale for Children yielded anaverage performance score of 96 and anaverage verbal score of 98. Some stu-dents 173 percent) and parents 162 percent) received therapy. Testing resultsbefore and after the program 'showedthat students made academic gains in theStanford Achievement Battery. Therewas no relationship between type ofclass (public school, mental health cen-ter. hospital) and growth measured bythe paragraph meaning test, but such arelationship did exist for the spelling.arithmetic computation. and arithmeticconcepts tests. No relationship wasfound between academic growth andclinical classifications, verbal perform-ance IQ patterns, percentage of attend-ances. neurological involvement. involve-ment in psychotherapy, or sex of stu-dent. There was a trend toward the asso-ciation of growth scores on the spellingtest with the Standard Psychiatric Diag-nostic categories. Problem behavior sig-nificantly decreased. It was recommend-ed that the legislature raise the age limitof programs for the emotionally dis-turbed from 17 to 21 years. expand theprogram to 50 classes for 1967-68, 70classes in 1969-70. and thereafter thenumber should he determined by thestate hoard of education, and provide a$2.000 allocation per class for a $1.600allocation for hospital classes) for oper-ating funds. (DE)
ABSTRACT 10212EC 01 0212 FD 018 897Publ. Date 67 37p.Project Re-Ed, a Demonstration Pro-ject for the Reeducation of Emotional-ly Disturbed Children.Tennessee State Dept. of HealthNorth Carolina State 19ept. MentalHealth. RaleighGeorge Peabody Coll. for Teachers.Nashville, Tenn.EDRS mf,hc
Tire Project for the Reeducation of Emo-tionally Disturbed Children (Project Re-Ed), a demonstration project (1961-68) todevelop and evaluate the effectiveness ofresidential schools (Sunday through Fri-day) for disturbed children, is described.
The professional training at George Pea-body College, Tennessee. and use ofcarefully selected teacher-counselors inthe two project schools (CumberlandHouse Elementary School. Tennessee.and Wright School, North ('arolina)which serve 4(1 children aged 6 to 12 lirediscussed. Aspects of the formal schoolprogram based on individual needs andthe camping program are presented. andwork with the child's family and schoolis des::ribed. Included is informationabout admission criteria, length of stay,referral procedures. facilities, costs andfinancing. needs for additional services.and project evaluation. Photographs ofschool activities and seven brief case his.tories are also included. (MY)
ABSTRACT 10236EC' 01 0236 ED N.A.Publ. Date Feb 66Blom. Gaston E.Psychneducational Aspects of ('lass -room Management.Colorado University. Denver. MedicalCenterExceptional Children, Volume 32, 1966.EDRS not available
Descriptors: exceptional child education;emotionally disturbed; behavior: teachingmethods: class management: elementarygrades: laboratory schools: demonstra-tion programs: program planning; psy-choeducational processes: special class-es: behavior change: student behavior:behavior problems: team teaching
The psychoeducational approach to theclassroom managment, treatment. andeducation of emotionally disturbed chil-dren is described. As an illustration. a
clinical episode involving an emotionallyhandicapped boy who initiates provoca-tive verbal behavior and is immediatelyremoved from the classroom is related.The incident occurs in a school in a daycare center, involving 14 elementaryschool age children, two teachers, andother personnel. in demonstration, train-ing. and research functions. The class-room includes a project area, an inde-pendent work area (the children's desks).and two centers of learning where eachteacher sits at a table which has roomfor four or five children. A standby offi-cer is available to provide help with theindividual child outside the classroom,when necessary. Management and teach-ing approaches, program planning. andprograming for individual children is dis-cussed. References are cited. This articlewas published in Exceptional Children.Volume 32. Number 6. pages 377-383.February 1966. (JA)
ABSTRACT 10293EC 01 0293 ED 017 099Publ. Date 66 I23p.
'Richman, VivienPittsburgh Public Schools' MentalHealth Services, Evaluation Report.
1
Pittsburgh Public Schools. PennsylvaniaEDRS mf
Descriptors: exceptional child education:emotionally disturbed: children; specialclasses: mental health; mental healthprograms; mental illness: public schools:special programs: research needs: casestudies (education); school services: spe-cial services: program evaluation
The development of mental health serv-ices in the Pittsburgh public schools dur-ing 1965-66 is reviewed. The history. phi-losophy. objectives, and program compo-nents. including information on staff,varieties of classes provided, and the ac-tivities of mental health teams are pre-sented. The adjustment classes and re-source room for emotionally disturbedchildren are described and comparedwith respect to uses, objectives, eligibili-ty criteria, physical facilities, populationsserved, programs, and classroom meth-ods. The mental health team's contribu-tion to the overall program. includingsuch activities as program planning. eval-uation of children. cooperation withcommunity agencies. teacher :raining,teacher consultation, and suggestion ofresource modifications, is discussed.Attention is called to funding, evalua-tion, research. scope, preventive aspectsof a mental health program. predelin-quern subgroups, and the need for resi-dential facilities to prevent more seriousproblems. Directions for further researchare noted. Eight references are given.The appendixes provide case studies ofchildren served in the adjustment classesand resource rooms and narrative reportsof observational visits to adjustmentclasses. (JW)
ABSTRACT 10453EC 01 0453 ED 014 838Pull. Date 66 61p.Bonham. S. J.. Jr.Program Standards for Special Educa-tion and Legal Dismissal from SchoolAttendance.Ohio State Dept. of Education. Colum-bus, Div. of Special EducationEDRS mf.hc
In outline form this guide presents theprogram standards approved by the OhioState Board of Education in August 1966for 13 special education programs andfor legal dismissal from school attend-ance. The following topics are consi-derei.:--general standards, eligibility forservices, class size and student agerange, housing, equipment and materials,program organization and content, and
teacher qualifications. General and spe-cific program standards are presented for(11 deaf. (2) hard of hearing, (3) crippled.(4) visually handicapped. (5) neurologi-cally handicapped. (6) emotionally handi-capped, (7) slow learning, (8) speech andhearing therapy. (9) child study services,(10) individual instructional services. (11)transportation, (12) hoarding homes forphysically handicapped children, and (13)standards for legal dismissal from schoolattendance, (DE)
ABSTRACT 10482EC 01 0482 ED 014 177Pull. Date Sep 66 50p.Carollo, Elizabeth and OthersAn Emerging Program for Emotional-ly Disturbed and Neurologically Im-paired Pupils in the Warwick PublicSchools, Grades 1-6.Warwick School District, Rhode IslandEDRS mf ,hc
Intended for teachers this manual result-ed from a special workshop held in 1966to plan a better program for emotionallydisturbed and neurologically impairedelementary school age students.Admission policy, administration of bothtypes of classes, and the duties of theteacher and teacher's aide are described.Relationships with parents, the principal.supportive personnel. student teachers,and non-teaching personnel are dis-cussed. The philosophy and techniquesof management of behavior are present-ed. The academic program for the neu-rologically impaired which includes train-ing for general academic improvement.improvement of perception, reading,handwriting, language and spelling. andmathematics is presented. Sources ofmaterial; are listed. Problems in testingintelligence and achievement and in pre-paring student reports and records arenoted and some suggestions are given.Physical facilities for tide class are de-scribed. Appendixes give examples of areport card and a check list of academicskills and behavior traits of brain-injureq.,children. The bibliography lists 33 items.(JA)
ABSTRACT 10563EC 01 0563 ED 023 205Pull. Date 67 27p.Klein, Genevieve, Ed.: and OthersCOVERT (Children Offered VitalEducational Retraining and Therapy)Project. Year 1.Tucson Public Schools. Arizona;Arizona Children's Hope, Tucson:Tucson Child Guidance' Clinic, ArizonaEDRS mf.hcP-972
Descriptors: exceptional child research:
emotionally disturbed: program planning:behavior problems: educational therapy :play therapy: residential schools: specialclasses: day schools: regular class place-ment: tutorial programs; teachers: evalu-ation techniques: identification: adminis-trative organization; program descrip-tionsInvolving seven Tucson school districts,a children's home. and a child guidanceclinic. the COVERT School (ChildrenOffered Vital Educational Retraining andTherapy)- was designed to initate.pare, and evaluate educational ap-proaches to the problems of emotionallydisturbed children. Six distinct ap-proaches were implemented. including aresidential school, a day school. specialclass programs. group approach com-bined with a tutorial program, a suppor-tive teacher for children in regular class-es, and recreational therapy for childrenin regular classes. Areas involved wereidentification of problem children, theteacher as team member, teacher evalua-tion and reporting. techniques to hedemonstrated, pupil and project evalua-tions, teacher objectives and purposes,the teacher's professional role. class-room management, and means of teacheridentification of individual problems todetermine classroom procedures. Theschool's philosophy. location and physi-cal plant. and organization (cooperation,coordination, admission and dismissalprocedures. and implementation plan-ning) are described. IRK)
ABSTRACT 10623EC ((I 0623 ED 024 183Publ. Date 68 373p.Hewett. Frank M.The Emotionally Disturbed Child inthe Classroom; A DevelopmentalStrategy fur Educating Children withMaladaptive Rehavior.MRS not availableAllyn and Bacon. Inc.. 470 AtlanticAvenue. Boston, Massachusetts 02210($10.60).
The emotionally disturbed child is pre-sented as a learning problem whose diffi-culties can he helped by the teach' r andschool. The description of educationalgoals, methodology, and assessment in-cludes the psychodynamiciinterpersonal,sensory-neurological, and behavior modi-fication strategies; a developmental sequ-ence of educational goals: methodologyof the learning triangle of task, reward.and structure: and educational assess-ment of emotically disturbed children.Specific classroom practices detailedconcern attention level, response level,order level, exploratory and social levels.and mastery and achievement levels.
2 Exceptional Child Bibliography Series
Total classroom design for emotionallydisturhed children is explained, and thecurriculum of the Santa Monica Projectwhich developed and evaluated engi-neered classroom design is reviewed.Appendixes provide a strident assess-ment inventory. parent and teacher rat-ing scales, task attention criteria, and abibliography of 20fi items. (31)1
ABSTRACT 10877EC 01 0877 ED (112 979Publ. Date 67 47p.Review of Special Education Pro-grams, Guides to Special Education inNorth Dakota, Volume 1.North Dakota Department of Public In-struction, BismarckEDRS mf.he
Special education programs for each typeof handicapped child are described interms of organization, admission criteria.class size, equipment. teacher qualifica-tions. and state participation. Additirmalspecial education personnel, their qualifi-cations. and their responsibilities are list-ed. Also included are sections of theNorth Dakota Century Code, local andstate responsihilities for the programs.and sample application and reimburse-ment claim forms. tail
ABSTRACT 10890EC 01 0890 ED 012 542Publ. Date Aug 66 74p.Handbook of Operation for the SpecialSchool District of St. Louis County,Missouri,St. Louis County Board of Education.Missouri, Special School DistrictEDRS mf.he
The special school district which is de-scribed was created in 19.57 to serve the2S school districts in St. Louis County.Missouri. The philosophy and adminis-trative policies of the district are present-ed. The programs include a departmentof psychological and social serviceswhich serves children in special classes
Emotionally Disturhed Programs
in the special school district and poten-tial candidates for classes and also oper-ates a program for hyperkinetic children:home teaching services for post opera-tive eases and children with extreme or-thopedic disahility or noninfectious ill-ness or heart disease: special classes(readiness. primary. intermediate, juniorand senior high levels). and physical.occupational. and speech therapy fororthopedically handicapped children:resource classes in regular public schoolsfor the hlind or partially sighted: attend-ance of the residential school for theblind by visually handicapped children asday students: consultation services forchildren with mild vision defects in allschools: specialized classes for deaf.language impaired, and hard of hearingchildren: and inclusion of hearing conser-vation. hearing therapy. and speechcorrection programs and speech and lan-guage development classes in the publicschools. The operation of educable.trainable, and moderately dependenteducable classes and of the technicalschool providing vocational traini.ig aredescribed. (MK)
ABSTRACT. 11032E(' 01 1(132 El) N.A.Publ. Date Jan 67 3p.
Carleton. Charles S.Echoes of a Scream Fade into laugh-ter as Love and Understanding Reach":notionally Disturbed Children,Office of Education (DHEW). Washing-ton. D. C.EDRS not availableAmerican Education: V3 NI P20-2 Dec1966-Jan 1967
Descriptors: exceptional child education:special classes: emotionally disturbed:community programs: day schools: stu-dent teacher relationship; teaching meth-ods: program descriptions
The Fort Collins Project enrolled emo-tionally and perceptually handicappedchildren whose emotional problems werenot severe enough to warrant institution-alization. about I.5cf of the total schoolage population (the project. funded bythe local school district, the state, andthe U.S. Office of Education). Threeapproaches were used, a day school pro-gram in the center, a homehound pro-gram for children with problems too se-vere for the day school and an itinerantteacher program for pupils able to re-main in regular classes most of the daybut needing daily special attention insmall groups. Project teachers weretrained to work with emotionally dis-turbed children and the academic pro-gram was coupled with intensive thera-py. Each teacher handled a maximum of15 pupils: total enrollment increasedfrom seven in 1964 to a proposed 90 for1968. The project returned students tothe regular classrooms. but their degreeof success was described as varied.Examples of student teacher interactionwere given for the classroom, lunchtime,Wednesday afternoon recreation, camp-ing, and talk time (a regular session ofgroup therapy scheduled 4 days a week).
ABSTRACT 11066EC 01 1066 ED N.A.Publ. Date 64 I48p.Morse. William C. and OthersPublic School Classes for the Emotion-ally Handicapped: A Research Analy-sis.Council for Exceptional Children. Res-ton. Va.National Institute of Mental Health(DHEW). Bethesda. MarylandEDRS not availableThe Council for Exceptional Children.1920 Association Drive. Reston. Va.22091, ($2.951.
Descriptors: exceptional child research:emotionally disturbed: teaching methods:administration: public schools: specialclasses: classroom environment: clinicpersonnel (school): factor analysis:teaching methods: student participation:teacher participation: strident characteris-tics: program evaluation: program de-scriptions: program design
The study identified themes runningthrough special class programs for theemotionally handicapped. analyzed class-room procedures. and described theteachers' backgrounds. attitudes, andpurposes and the students' perceptionsof the programs. Initially. 117 publicschool programs for the emotionallyhandicapped were located and surveyedby mail: then 54 programs were selectedfor site visits. Areas surveyed were theorigin and operation of the programs.general characteristics of pupils, andclassroom conditions and operations.The following conclusions were drawn:
pupils. teachers, and observers foundpositive change as a result of participa-tion. and program types were shown re-kited to changes: specific pattern anduniformity in approach were lacking;school personnel realized that their origi-nal program plans required extensivemodification and that flexibility wasneeded: program types differed wi'oely:programs maintained a school relatedfocus: and clinical support and under-standing were helpful. The major statisti-cal findings and evaluation are provided.(BM
ABSTRACT 11192EC 01 1192 ED 027 681Publ. Date 68 68p.Gloss. Garvin G.Experimental Programs for Emotion-ally Handicapped Children in Ohio.Ohio State Department of Education.Columbus. Division of Special EducationEDRS mf.hc
Descriptors: exceptional child education;emotionally disturbed; state programs;administration: taxonomy: behaviorproblems; psychoeducational processes;behavior change; reinforcement; researchreviews (publications); program develop-ment; demonstration programs; teachingmethods; program descriptions; researchneeds; legislation; records (forms); pro-gram proposals; Ohio
Experimental approaches with emotional-ly disturbed children in day care pro-
3
grams in Ohio public schools are de-scribed. A consideration of problems ofidentification and classification presentsQuay's three dimensions of behvicr,conduct disorders. inadequacy or imma-turity. and personality. and lists types ofbehavior found in each. Seven kinds ofprograms for disturbed children arecharted with their goals and structure:the psychc,educatiunal approach is dis-cussed: and behavior modification is ex-plained utilizing research reviews andexamples. The historical development ofOhio's day classes and the growth of theprogram from 1961 to 1967 are present-ed. Also presented are the level, numberof units, program description. and personto contact for the 20 demonstration pro-jects in operation, procedures for initiat-ing research and demonstration projects,suggestions for research, and a 90-itembibliography. Appendixes provide statehoard of education standards for specialclasses. individual services, and homeinstruction, and application forms. (RP)
ABSTRACT 11273EC 01 1273 El) N.A.Publ. Date 65 329p.Despert. J. LouiseThe Emotionally Disturbed Child- -Then and Now.EDRS not availableRobert Brunner. Inc.. 80 Fast IlthStreet. New York. New York 10003( $6.00).
Descriptors; exceptional child education:emotionally disturbed: child develop-ment: family (sociological unit): casestudies (education): autism: emotionalmaladjustment: family relationship: par-ent role: social values; speech: languagedevelopment: self concept: self actualiza-tion: historical reviews: psychiatry: atti-tudes
A historical review of attitudes towardchildren reveals emotional disturbancesin biblical to recent times. concept of theemotionally healthy (normal) child isconsidered: aspects of speech. language.and ego development are traced frombirth to age 18. The emotionally dis-turbed child is discussed, and autisticcharacteristics and other emotional dis-turbances are described for the followingages: I year to 3 years. 3 to 6, 6 to 12.and 12 to 18 years. A survey of familyrelationships. parent roles, and valuescurrently held by society is presented.Case studies appear throughout thebook. and II pages of notes and refer-ences are appended. (DP)
ABSTRACT 11296EC 01 1296 ED 023 250Publ. Date Jan 68 61p.Holmberg, Gerald R.Exploratory Study to Determine theFeasibility of a Comprehensive Pro-gram for the Development of SpecialEducation Services for EmotionallyDisturbed ChAdren in Arizona, Ne-vada, New Mexico, and Utah.Arizona University. Tucson, College ofEducation
Office of Education (DHEW). Washing-ton. D. C., Bureau of ResearchEDRS mf.hcOEG-4-6-068025-1575BR-6-8025
Descriptors: exceptional child research:emotionally disturbed: state programs:professional education: program plan-ning: special services; culturally disad-vantaged; counselors; reading: librarians:teacher interns: inservice teacher educa-tion: surveys: demonstration projects:regional cooperation: regional planning:rural areas: rural education: Arizona:Utah: Nevada: New Mexico
Group conferences. individual studygroups. personal visitations, and commu-nication by the principal investigatorwere utilized to determine the availabilityand suitability of services for emotional-ly disturbed children in the four-statearea of Arizona. New Mexico. Utah. andNevada which has a low incidence ofpopulation in vast territorial areas. Thestudy indicated that services were mini-mal and that the population included alarge portion of children from a cultural-ly different . background and heritage.Difficulties in travel and communicationand limited financial resources were alsonoted. Conclusions were that a commit-tee he formed to continue the presentstudy for 3 years and that an action ori-ented approach for recruiting and train-ing personnel he implemented. This poo-gram should he similar to the duo-spe-cialist project of Arizona in which teach-ers from rural areas are selected by localand university people as trainees andstudy in two or four areas of specialty(ridda nce. reading. special education.and library) most needed by their localsystem. Intern teachers. selected by theuniversity, replace the teacher trainees.The 41 duo-specialist (trainees) trained inthe first 4 years returned to 38 schools in75r4 of the state and performed 72 spe-cial services not previously available.while 40 interns have been certified andplaced in 10 western states. (SN)
ABSTRACT 11300EC 01 1300 ED 011 149Publ. Date 66 5p,Administrative Guide for EstablishingSpecial Education Programs and Spe-cial Services for Exceptional Children.
Department of Education. Lansing.MichiganEDRS not available
Descriptors: exceptional child education:mentally handicapped: physically handi-capped: emotionally disturbed: programplanning: financial support; programadministration; classi size; state aid;teacher certification: admission criteria:administrator guides: age; speech therapystate programs: home, programs; hospital-ized children: blind: partially sighted:visually handicapped; counseling pro-grams: trainable mentally handicapped:special programs: sdcial servicesRequirements for establishing specialprograms and services are presented in
chart form. Different programs fur thephysically handicapped are categorizedunder special classes and itinerant pro-grams. Other programs are listed for thementally handicapped and the emotional-ly disturbed. (VO)
ABSTRACT 11306EC011306W ED 016 312Publ. Date Apr 66 45r.Karnes, Merle B.: Burbridge. HesterAn Evaluation Study with Recommen-dations.Brevard County Exceptional EducationDepartment. FloridaEDRS mf.hc
Descriptors: exceptional child education:educational needs: program planning;mentally handicapped: educable mentallyhandicapped: trainable mentally handi-capped: visually handicapped: aurallyhandicapped: physically handicapped:deaf: hard of hearing: speech therapy:speech handicapped: gifted: emotionallydisturbed: socially maladjusted; voca-tional education: program administration:school community relationship: countyschool systems: program evaluation:community resources; learning disabili-ties
Every puhlie school with special educa-tion classes. in the Brevard (Florida)county system was visited by specialistconsultants during a 2-week period.Parochial and private schools were alsocontacted. The survey was concernedwith provisions and services for thetrainable retarded, the educable retarded.the physically handicapped. the deaf andhard of hearing. the socially and emo-tionally maladjusted. the visually handi-capped. the gifted. speech therapy. thechild with learning disabilities. prevoca-tional training, and school social work.The community-school relationship wasalso analyzed. Recommendations accom-pany the discussion of each program. Anappendix of administrative plans is in-chided. (CG)
ABSTRACT 11667ED 030 226EC 01 1667
Publ. Date 30 Sep 683ESEA (Elementary and Secondary
Education Act) Title I Components:Evaluation Reports; Special Educationand Supportive Services.Los Angeles Unified Scihool District.CaliforniaOffice of Education (DHEW). 'Washington. 1). C.EDRS mf.hc
Descriptors: exceptional child education:program evaluation: disadvantagedyouth; educational programs: ancillaryservices: federal aid: academic achieve-ment: health services: unwed mothers:school community relationship: vocation-al education; reading improvement; men-tally handicapped; psychoeducationalclinics; group counseling; hearing clinics;preschool education; autism; advisorycommittees; inservice education; LosAngeles; California: Elementary andSecondary Education Act Title I Project:ESEA Title I Project
4 Exceptional Child Bibliography Series
Special education and supportive serv-ices funded under Title 1 of the F.lementary and Secondary Education Act (Sep-tember 1967 to August 19681 in Los An-geles public and private schools are eval-uated. Projects under the Health Serv-ices Branch, Child Welfare and Attend-ance Branch. Office of Urban Affairs.and Special Education are described bythe following categories: objectives; im-plementaion (including duration of pro-jects, number of schools and pupils. andpersonnel and logistical problems); staffand pupil activities, specialized materi-als, supplies, and equipment evaluationof design, objectives. and outcomes;conclusions; and recommendations. Theappendix contains a list of standardizedtests, sample evaluation forms. and non-standardized instruments. ILE)
ABSTRACT 11981EC 01 1981 ED 031 014Publ. Date Jun 68 123p.Mussm an M. C.Prevention and Reduction of Emotion-al Disorder in Pupils: A Theory and ItsImmediate Application to Practices inthe Columbus, Ohio Public Schools.Columbus Public Schools. Ohio. Divisionof Special ServicesOhio Department of Education. Colum-bus, Division Of Special EducationEDRS inf.hc
Intended to Provide administrators withinformation valuable in planning schoolinvolvement with emotionally disturbed,the text present suggestions to a varietyof questions on this subject. Questionson the nature and importance of theproblem focus on emotional disorder, itsrelationship to behavior and achieve-n)ent_ and incidence, while questions ontheoretical orientations concern the valueof theories, adaptation and coping. andlearning processes. Aspects of preven-tion and reduction considered are theworth of success experiences, the effectsof high anxiety punishment, and properplacement and remedial teaching. De-scriptions of critical issues include theinfluence and number of school person-nel, the school role in prevention. teach-er training, educational programing, par-ent change, special classes and services,school and community responsibility,program evaluation, and remission.Recommendations are made for programdevelopment. Appendixes include a de-scription of project activities, a letter ofconfirmation. reports of field investiga-tions, and advisory committee com-ments. (RJ)
ABSTRACT 11988EC 01 1988 ED 031 020Publ. Date 69 490p,Harshman, Hardwick W.. Ed.
Emotionally Disturbed Programs
.Educating the Emotionally Disturbed;A Book of Readings.EDRS not availableThomas Y Crowell Company. 201 ParkAvenue South, New York, New York10003 ($5.50).
Descriptors: exceptional child education;emotionally disturbed; educational pro-grams: leaching methods; teacher educa-tion: individual characteristics; instruc-tional materials: student school relation-ship; special classes; special schools; res-idential schools; teacher qualifications:curriculum; identification: therapeuticenvironment; psychiatric hospitals; re-source teachers; parent participation:community programs: case studies (edu-cation)
Selected readings treat education of theemotionally disturbed. Aspects consi-dered include the problems the emotion-ally disturbed pose for the school 110 ar-ticles) and approaches to their education,including theory. day classes in regularsiitools, special schools, and residentialcenters (three, eight, five, and six articlesrespectively). Discussing classroom prob-lems are two papers on curriculum and.seven on techniques; eight papers describe preparing to teach the emotionallydisturbed child. (JD)
ABSTRACT 11994EC 01 1994 ED 031 026Publ. Date Dec 6'17 97p,Hewett. Frank M. and OthersThe Santa Monica Project:Demonstration and Evaluation of anEngineered Classroom Design forEmotionally Disturbed Children in thePublic School. Phase I-ElementaryLevel.California University. Los Angeles,
School C Education;Santa Monica Unified School District,CaliforniaOffice of Education (1DHEW). Washing-ton. D. C.. Bureau of ResearchEDRS mUlcOEG-4-7-062W3-0377BR-6-2893
To evaluate the effectiveness of an engi-neered classroom design, 54 educational-ly handicapped children were placed insix classrooms, each with a teacher andan aide. Each classroom 'irs set up withthree major centers: mastery-achieve-ment, exploratory-social, and attention-response-order. Children were assignedtasks at centers in keeping with their in-dividual problems and were awardedcheck marks every 15 minutes for behav-ior and work according to behavior mod-ification principles. Achievement wastested three times over the year; dailytask attention was recorded by two ob-
servers who clocked the number of sec-onds each child's eyes were on an as-signed task during 5-minute samples tak-en five times daily. Children let the ex-perimental classroom utilizing the engi-neered design enjoyed a 5 to 20% taskattention advantage over children in thecontrol classrooms not using the checkmark system and all aspects of the de-sign. Experimental classes which abrupt-ly withdrew the design , at mid-yearshowed no decrease in task attention, infact they improved. While reading aridspelling gains were not significantly dif-ferent between experimental and controlconditions, gains in arithmetic fundamen-tals were significantly correlated with thepresence of the engineered design.(Author /R1)
ABSTRACT 12010EC 01 2010 ED 010 265Publ. Date r',5 68p.Deem, Miciael A.; Porter, William R.DevelopmeA of a Program for the Re-Education and Rehabilitation of Emo-tionally 11.4ndicapped Male Adoles-cents within a Public School Setting.Montgomery County Public Schools,Rockville, MarylandOffice of Education (DHEW), Washing-ton, D C., Division of HandicappedChildren and YouthEDRS mf.hcOEG-32-30-f.)000-.1025BR-5-0968
Descriptors: oxceptional child research;emotionally disturbed: program planning;student placement; educational guidance;behavior problems; demonstration pro-jects; program evaluation: regular classplacement; interdisciplinary approach;special classes
Major objectives of this demonstrationproject were to continue developing aprototyr:e special classiprogram for emo-tionally handicapped pupils (18 male ado-lescents), to devise methods of evalua-tion :or the program, and to identify sig-nificant variables for further investigationand research. In planning the project,four problem areas had been isolated andthe following methods of alleviating eachhad been proposed; develop a classroomprogram consistent with the learningcharacteristics of pupils in the program,involve a multidisciplinary team, providefor continuous supervision and support,and develop a program around a selfcontained unit fully integrated within aregular high school with continuous andincreasing pupil integration. The last goalwas attained more effectively than theothers. However, the hope that gradualintegration of pupils into regular classeswould allow service to more pupils wasnot realized. Teachers expressed a needfor more time. not more pupils. (JC)
ABSTRACT 20122EC 02 0122 ED N.A.Publ. Date Sep 65 6p.Cohen, Rosalyn S.Therapeutic Education and Day Treat-ment: A New Professional Liaison.EDRS not available
5
Exceptional Children; V32 NI P23-8 Sept1965
Descriptors: exceptional child education;emotionally disturbed; program planning:behavior patterns: behavior problems:psychoeducational clinics; class activi-ties: teachers: teacher qualifications; par-ents: psychologists: psychiatrists; socialworkers; primary education; educationaltherapy: Childrens Day Treatment Cen-ter and School: New York City; NewYork
A therapeutic program which appliesclinical principles to the education ofemotionally disturbed children is de-scribed. Aspects considered include thequestions discussed by the staff as theyplanned the program. the development ofthe school from live to 24 children andfrom one to six teachers, present struc-ture and grouping into a beginning, mid-dle. and graduating class (equivalent toregular grades I. 2. and 3). and the activ-ities of those classes. Factors in teacherselection and the role of team spirit andcollaboration are analyzed: the treatmentplan involving the teacher, the psychia-trist. the parents, social workers. rind apsychologist is described; and the carry-ing out of the treatment plan in the class-room is detailed in terms of the behav-ioral manifestations of emotionally dis-turbed children and the techniques ofdealing with them. (.11))
ABSTRACT 20182EC 02 0182 El) (131 850Publ. Date IS Mar 69 107p.An Exemplary Program of SpecialEducation for Handicapped Childrenand Demonstration Centers of SpecialEducation. Evaluation: Project Ad-justment, Title III, E.S.E.A.Marion Community Unit School District#2, IllinoisEDRS mf,hc
Descriptors: exceptional child services:emotionally disturbed; program evalua-tion; psychoeducational clinics: specialclasses: case studies (education); identifi-cation: psychological evaluation; clinicaldiagnosis; inservice teacher education;recruitment; professional personnel: dro-pout prevention: communication (thoughttransfers; statistical data; demonstfattioncenters: professional services: ProjectAdjust ment
Ten objectives determined to meet theneeds of emotionally disturbed childrenand incorporated into Project Adjust-ment are described and evaluated, Casestudies, reports. graphs, and records il-lustrate the success or failure of the fol-lowing objectives: provision of specialeducation for more students. individualdiagnosis and placement; inservice pro -grains for local staffs: increased numberof clinic staff: provision of professionalstaff on a countrywide basis: reductionof student drop-outs; development of asystem of communications for the dem-onstration center; development of proce-dures for adequate screening; provisionof a demonstration for the southern areaof the state; and provision of a specialdemonstration class cf maladjusted chil-dren at Southern Illinois University. (RI)
ABSTRACT 20286EC 02 0286 ED N.A.Publ. Date May 69 9p.Weinstein, LauraProject Re-Ed Schools for EmotionallyDisturbed Children: Effectiveness asViewed by Referring Agencies, Par-ents, and Teachers.EDRS not availableExceptional Children: V35 N9 P703-11May 1969
The home and school adjustment of chil-dren who entered two Re-Ed schools foremotionally disturbed children were stud-ied before and after the Re-Ed interven-tion. The schools offered a short termresidential program for school age. prea-dolescent children, who were too dis-turbed or disturbing to he maintained athome or in a regular school. but who didnot require hospitalization. Three scaleswere developed to measure dimensionsof particular interest: the SymptomChecklist of problem behaviors: the So-cial Maturity Scale adapted from theVineland: and the Semantic Differentialof the child as described and as desiredby the parent. According to their par-ents. after Re-Ed the children displayedfewer symptoms. were more sociallycompetent, were more relaxed, and wereless aggressive and more dominant thanthey had been. Their teachers saw themas being less disruptive in class. workingharder, being more able to face new ordifficult situations, and having better re-lationships with their classmates.Improvement in academic adequacy wassignificant for children from one of thetwo schools; they showed a substantialincrease in rate of acquisition of academ-ic skills after Re-Ed. but they were notup to age or grade nouns. (Author/I.E1
ABSTRACT 20859EC 02 0859 ED 028 555Publ. Date Oct 68 499p.Special Education Diagnostic and Re-source Center Project, 1967-68. ESEATitle 111 Evaluation Report.Wichita Unified School District 259,KansasOffice of Education (DHEWI, Washing-ton. D. C.EDRS mf,hcP-66-1090
Descriptors: exceptional child research:student evaluation; special classes; ancil-lary services: resource centers; emotion-ally disturbed: learning disabilities; aural-ly handicapped; mentally handicapped;physically handicapped: underachievers;case studies (education); testing: commu-nity programs; cooperative programs:professional personnel; program evalua-tion: Wichita: Kansas; Elementary andSecondary Education Act Title III Pro-ject
The project provided for the second yearof operation of a special education diag-nostic and resource center, special class-es, and supportive services for handi-capped children and youth between theages of 3 and 21. Cooperation was ob-tained from existing community agen-cies. participating school districts, andlocal private practitioners. Center staff.included coordinators. psychologists.social workers, a librarian for the visual-ly handicapped. a peripatologisl, andconsultants in art. music. and physicaleducation. The supplementary classroompr000m provided placement in the fol-lowing categories: learning disabilities.hearing handicapped. severely orthopedi-cally handicapped. trainable mentallyhandicapped. emotionally disturbed. andNegro underachievers. Counseling serv-ices for parents. consultative services forsupplementary or regular classrooms.resource materials and equipment. andmaterials and equipment for the visuallyhandicapped and blind were also provid-ed. Both test and non-test sources ofdata were used to evaluate the project;teacher ratings and consultant reportsindicated that most of the pupils wereimproving in attitudes, skill areas, andgroup functioning. Of the 131 pupilsserved in supplementary classrooms, 28were returned to regular class programs.Teaching methods are reported in casestudies. 11.F.)
ABSTRACT 20865EC (12 0865 ED 028 562Publ. Date Dec 68 24p.Wiggins, James E.Status Report of Title VI-A SpecialEducation Projects in Colorado.Colorado State Department of Educa-tion. Denver. Division of Special Educa-tion ServicesEDRS mf,hcColorado State Department of Educa-tion. Division of Speiial Education Serv-ices. Stale Office Buning, 201 East Col-fax Avenw, Denver, Colorado 80203.
Descriptors: exceptional child education:state programs: program descriptions:federal aid; aurally handicapped: ppecialclasses; legislation: speech therapists:physically handicapped; summer pro-grams; inservice leacher education: pres-chool programs: identification; learningdisabilities; emotionally disturbed; teach-er aides: mentally handicapped: visuallyhandicapped; experimental programs;Colorado; Elementary and SecondaryEducation Act Title VI Program
Amendments to Title VI of the Elemen-tary and Secondary Education Act andfinancial expenditures in Colorado areconsidered. Six programs on the follow-ing topics are described: development ofan aide program for the speech correc-tionist: preschool programs for educa-tionally handicapped students: stimula-tion of classes for the physically handi-capped; summer experience programs forthe emotionally disturbed: aural and vis-
6 Exceptional Child Bibliography Series
pal identification programs; and an inser-vice program for the training of regularclassroom teachers for the purposes ofidentifying educationally handicappedchildren.
ABSTRACT 20928EC 02 0928 El) 028 554Publ. Date 67 71p.
Richman. k'ivicnMental Health Services Program, 1967Report. ESEA (Elementary' and Sec-ondary Education Act) Title Pro-jects.Pittsburgh Public Schools. PennsylvaniaEDRS mf.hc
Descriptors: exceptional child services:emotionally disturbed: inservice educa-tion: special classes; .interdisciplinaryapproach: identification: cooperativeplanning; student evaluation; educationalplanning: community agencies (public):family environment; admission criteria:staff role: program evaluation; resourceteachers: adjustment (to environment):administration: professional education
The Mental Health Services Program(MDSt was established in 1965 to pro-vide services to schools including identi-fication of emotionally disturbed chil-dren. treatment, training school person-nel in mental health principles, and serv-ing as a resource for a variety of prob-lems. Six adjustment classes in elementa-ry schools and six resource rooms insecondary schools were developed andsupported by consultation confere fcesaimed at psychoeducational diagnoses
and including teachers, a psychiatrist,and a social worker. Crisis consultationswere utilized to handle emergency cases.In the 1966-67 school year. 65 of the 40(1crisis consultations concerned suicide:seminars with interested school person-nel served 115 teachers, supervisors, andprincipals:, and 727 children. aged 6 to19, were referred to the program. 75 ofwhom were admitted to the adjustmentclasses and 225 to the resource pro-grams. Aggre,.;ive behavior was the Mostfrequent cause of referral. No significantdifferences in achievement, report cardgrades, citizenship, absence, or tardinesswere found: out of 1.392 ratings byteachers on student behavior, relation-ship with other children and relationshipwith authority showed the highest pre-centa2,e of improvement (695T) whileconformity to school rule. and participa-tion in class activities were next (64M.Conclusions were that the program wax apromising beginning toward meeting themental health needs of students. (RP)
ABSTRACT 21198EC 02 1198 ED 026 292Publ. Date (661 93p.Edelmann, Anne M.A Pilot Study in Exploring the Use ofMental Health Consultants to Teach-ers of Socially and Emotionally Malad-justed Pupils in Reguior Classes.Mental Health Association of SoutheastPennsylvania, Philadelphia:Philadelphia Public Schools, Pennsylvan-ia
Emotionally Disturbed Programs
Mental Health Association of SoutheastPennsylvania. Philadelphia;Philadelphia Public Schools. Pennsylvan-ia;Samuel S. Fels Fund. Philadelphia.PennsylvaniaEDRS mf.hc
Descriptors: exceptional child research:behavior change; change agents: chang-ing attitudes: consultation programs:educational experiments; emotionally dis-turbed; mental health programs; pilotprojects: questionnaires: regular classplacement: socially maladjusted: teachereducation: disadvantaged youth: Pennsyl-vania; Philadelphia Public School System
A pilot study exploring the use of mentalhealth consultants to teachers of sociallyand emotionally maladjusted pupils in
regular classes was conducted to helpteachers cope with these children andfacilitate successful learning experiencesfor them, enable teachers to he moreeffective with all children, understandeffects of curriculum and teachirg meth-ods (1'14-children, and develop furthermethods for understanding and :cachingboth the advantaged and the disadvan-taged. Advantaged and disadvantagedschools were selected: one of each s:is acontrol school while the other si.x wereexperimental schools. Involved were 59teachers and over 2.000 children. Sixmental health consultants. assigned oneto each experimental school. met withthe same group of teachers weekly andwere available for individual confer-ences. Pre- and postquestionnaires wereadministered to every teacher and childin the eight schools. Each consultantkept a log of the 15 weekly sessions.consultations. and classroom visits.Results indicated that in the controlschools. where there were no consult-ants, ooly negative behavioral and attitu-dinal changes occurred, and that to thee;.tunt that consultants and teachers to-gether clearly defined the goals of theirmeetings, there were positive changes inteat her and student behavior. Includedare 26 recommendations and the ques-tionnaires used. (Author/SG)
ABSTRACT 21465EC 02 1465 ED 034 343Publ. Date Aug 69 218p.Special Education and Resource Cen-ter Project, 1966-69. ESEA Title IllFinal Evaluation Report.Kansas State Board of Education, Wichi-ta, Unified School District 259Office of Education (DHEW). Washing-ton, D. C.EDRS mf,hc
At the end of a 3-year period a diagnos-tic and resource center and its serviceswere evaluated. Questionnaires. tests,
case histories, interviews, and rating
scales indicated that the center was
effective in creating an awareness of di-
agnostic needs and programs and in
providing educational prtwrams, psycho-logical services. medical services, andtherapy for handicapped children. Thefollowing supportive services were prov-ided: parental counseling, consulting forsupplementary and/or regular class-
rooms. resource materials and equip-ment. and mobility orientation. In addi-tion. placement was provided for nearly200 pupils: academic growth was shown:pupils improved in skill areas, attitudes,and ability to function in group activities;and 53 pupils were able to return to regu-lar classroom programs. Reactions to all
services were commendatory, efficient
diagnostic and screening procedureswere developed. and effective classroomprograms were established. The projectdemonstrated that a school oriented cen-ter could coordinate activities involvingschools, patrons. and community agen-cies. (Author /JM)
ABSTRACT 21491EC 02 1491 El) 034 369Publ. Date Jun 69 348p.
Brill, Richard G. and OthersPilot Program with Seriously Emotion-ally Disturhed Deaf Children. FinalReport.California School for the Deaf, Riverside
Office of Education (DHEW), Washing-ton, D. C.. Bureau of ResearchEDRS nif.hcOEG-4-7-062422-0208
To modify behavior and teach basicskills and subject matter, 16 emotionallydisturbed deaf boys were involved in apilot project to enable them to return toregular classes. The program featured asmall staff-pupil ratio. application ofbehavior modification techniques. engi-neered instruction, individualized self-instructional curriculum materials, coor-dinated classroom and dormitory activi-ties. manual communication, and parenteducation. Results showed that changesin class conduct and self-control weresignificant: reading skills showed goodimprovement; significant gains weremade in arithmetic: interpersonal rapportimproved among the boys and also withadults; and parents were enthusiasticabout changes in their children. One ofthe 16 boys is deceased, one returned toa psychiatric hospital, and eight of theremaining 14 became successful partici-pants in regular classes for the deaf.Extensive appendixes, tables, lists offigures pertaining to the project results,and case studies are included.(AuthorJM)
7
ABSTRACT 21758EC 02 1758 ED (135 137Publ. Date Jun 69 42p.Better Education for HandicappedChildren. Annual Report, FY 1968.Office of Education (DHEW). Washing-ton, D. C.. Bureau of Education for theHandicappedEDRS mf,hc
Descriptors: exceptional child education:handicapped children: federal aid; annualreports; program costs; program evalua-tion: speech handicapped: visually handi-capped: mentally handicapped; aurallyhandicapped; physically handicapped;emotionally disturbed: state programs;special services: administration: expendi-tures: incidence; professional education:inservice teacher education: federal legis-lation
Included in the report are an overview offederal assistance to special education,graphs indicating percentages of handi-capped children who have been served(broken down by type of handicap andby state), and program expenditures list-ed according to types served and serv-ices provided. Also discussed are thebenefits of individual instruction, trainingprograms for personnel, and programachievements with statements from 14
States concerning their programs. PublicLaw 89-313 is reviewed by types ofhandicapped children, length of program,the total expenditure by type, expendi-ture by type of service, objectives inorganization and instructional areas, andallocations to state agencies. Also out-lined is a review of Title Iv -A by type ofhandicap, geographical area, length ofgrogram, expenditures by types of serv-ice and types of handicaps, by totalschool district, and by total expendituresfor projects and state administration.Graphs and charts are provided through-out. (JM )
ABSTRACT 21852EC 02 1852 ED N.A.Publ. Date May 70 2p.Wood, Frank H.Followup Training Program Gradu-ates.EDRS not availableExceptional Children: V36 N9 P682-3Mar 1970
A questionnaire was sent to 46 graduatesof the Masters Degree level training pro-gram for teachers of emotionally dis-turbed children at the University of Min-nesota in i.v6:-h graduates were ques-tioned regal ,,ing their present type ofwork and their retrospective evaluationof the relevance of the training programto their work. Analysis of the datashowed that twenty of the graduates(47%) were teaLning children with learn-ing and/or adjustment problems and 90%had been or were currently involved inother ways with the education of such
8
children. Recommendations for morecoursework and field experiences to de-velop greater practical skills were alsonoted. (RD)
ABSTRACT 21953EC 02 1953 ED 036 932Publ. Date 68 41p.Guides to Special Education in NorthDakota. V, Visiting Counselors toSchool Children Who are Socially andEmotionally Maladjusted.North Dakota State Department of Pub-lic Instruction, BismarckEDRS mf,hc
North Dakota's visiting counselor pro-gram for socially and emotionally malad-justed children is described in terms ofits purposes and personnel and the needand teases for it. The school administra-tor's responsibility for the program isconsidered. and program organization isdetailed. Identifying children needinghelp and referring them to the counselorare discussed, along with informingteachers in the schools. Information onthe visiting counselor covers role. res-ponsibilities, competencies, and selec-tion. Record and state forms and a dis-cussion of special education are includ-ed. (JD)
ABSTRACT 21956EC 02 1956 ED 036 935Publ. Date 69 28p.Bower, Eli M. and OthersProject Re-ED: New Concepts forHelping Emotionally Disturbed Chil-dren.George Peabody College for Teachers,Nashville, TennesseeNational Institute of Mental Health(DHEW), Bethesda, MarylandEDRS mf,hc
To meet the needs of emotionally dis-turbed children, a residential programwas planned to provide re-education forsuch children and training for the teach-ing staff. A model school served 40 chil-dren, aged 6 through 12, in five grous,each having a team of two teacher coun-selors and a liaison teacher backed byconsultants. Teacher and parent ratings18 months after discharge indicatedmoderate or great improvement for 80%of the children; additional ratings alsoindicated improvement. The projectprocess, experience: cost, and manpowerdevelopment prograrri were considered aswell. (JD)
ABSTRACT 21934EC 02 1964 ED 036 943Publ. Date (68) 87p.Planning a Special Education Buildingfor Chester County, Pennsylvania.Chester County Schools, West Chester.PennsylvaniaOffice of Education (DHEW), Washing-ton. D. C.. Bureau of Elementary andSecondary EducationEDRS mf,hcBR-66-2125
scribed in terms of its demography andits school system: its special educationprogram is also reviewed. Placement andprogram organization are outlined for thetrainable mentally retarded, brain in-jured, socially and emotionally disturbed,and physically, visually, or auditoriallyhandicapped. The need for program im-provement is explained, including theneed for facilities, equipment, staff, andtransporation. The planning process andconclusions are discussed as are 14 rec-ommendations for the design of a countyspecial education facility. Nine consult-ants' opinions are presented concerning acentral facility as opposed to dispersionof classes; 10 consultants' reports are
appended. An additional flier providesthe architectural plans. (JD)
ABSTRACT 21972EC 02 1972 El) 036 951Publ. Date May 68 14Ip.The Diagnostic and Adjustment Cen-ter. End of Budget Period Report.St. Louk Board of Education, MissouriOffice of Education (DHEW), Washing-ton. D- C.. Bureau of Elementary andSecondary EducationEDRS 'mf,hc
Descriptors: exceptional child education;psychoeducational clinics: student evalu-ation: interdisciplinary approach: educa-tional programs; program evaluation:emotionally disturbed; behavior prob-lems: anti social behavior; reinforce-ment; teaching methods; classroom envi-ronment. academic achievement; consult-ation programs; case studies (education);counseling
A pilot project to provide educational,psychological, and social services forelementary school children who are edu-cationally retarded, emotionally dis-turbed, or socially maladjusted was de-veloped to help a school system dealmore effectively with disruptive or learn-ing disabled children. An interdisciplin-
Exceptional Child Bibliography Series
ary approach was used and three majortypes of activities were implemented:social, educational. and psychologicaldiagnoses with planned remediation:development of eight special classes; anda consultation program to help regularclass teachers recognize .:7cipient diffi-culties. These activities are described asare pupil behaviors in the classes and anevaluation of 27 experimental studentswho had been in the project for a mini-mum of 6 months. In reading and arith-metic achievement and on the full scaleWechslcr Intelligence Scale for Childrenthe experimentals progressed significant-ly more than controls who remained inregular classes. The pilot program wasconsidered a success and a new programhas begun focusing on expanding theservice and training already initiated.Appendixes contain records. applica-tions. forms, reports, and case studies.(RJ)
ABSTRACT 22248EC 32 2248 ED N.A.Publ. Date Apr 70 5p.Thomas. Elizabeth C.; Feltner, RaymondL.A Team Approach to Mental Health ina Rural Community School.EDRS not availableFocus on Exceptional Children: V2 N2P7-11 Apr 1970
A program using the team approach wasdeveloped in a rural school to assistemotionally disturbed students. Afterscreening 600 children. five were selectedto participate and had individual psychi-atric interviews. After a social workercompiled home life histories, a six mem-ber team formulated in-school and out-of-school programs for each child. Thesupportive teacher provided individualtutoring; four phases of inservice trainingwere included. After I year it was feltthat the children's pathology had notbeen altered, but that their self conceptshad improved. Held to he of greater sig-nificance was the impact of the schcolsocial worker on parents in convincingthem that the child needed professionalhelp. (RJ)
ABSTRACT 22270EC' 02 2270 ED N.A.Publ. Date Apr 70 3p.Talkington, Larry: WIt Pters, LenoreProgramming for 3pecial Class Mis-fits.EDRS not availableMental Retardation: V8 N2 P27-9 Apr1970
The behaviorally disruptive, withdrawnor seriously disturbed child has oftenbeen excluded from special education
programs for the retarded despite a func-tioning level concomitant with participat-ing peers. The paper describes an engi-neered classroom program wherein spe-cific response patterns leading to exclu-sion were subjected to behavior modifi-cation techniques. The results of the pil-ot project are evaluated and discussedregarding implications for future pro-graming. (Author)
ABSTRACT 22524EC 02 2524 ED 038 794Publ. Date Jun 68 148p:A Diagnostic, Counseling, and Reme-dial Center: Preliminary Project Eval-uation.Vigo County School Corporation, TerreHaute, IndianaOffice of Education (DHEW). Washing-ton. D. C.. Bureau of Elementary andSecondary EducationEDRS mf.hcOEG-3-6-000451-0252BR -45I
Descriptors: exceptional child services;clinical diagnosis: intervention: emotion-ally disturbed: learning disabilities: inter-disciplinary approach; case studies (edu-cation): social adjustment: personal ad-justment: special classes; remedial read-ing programs; minimally brain injured:psychological evaluation; individual char-acteristics; program evaluation; adjust-ment problems; academic achievement:Elementary and Secondary EducationAct Title III Project
Children having problems in adjusting toschool are referred to the Center. Aninterdisciplinary team evaluates eachchild for possible placement in a con-trolled therapeutic classroom. Providedhere as preliminary project evaluationare a sample psychological report and apsychometric summary sheet. Case stud-ies are given for children in the personaland social adjustment classes, in remedi-al reading and special therapy, and inclasses for the minimally brain damaged.Also included are remarks by parents,physicians, agencies. and parochialschools, and by pupils involved, all gath-ered in monitoring the program. Re-search evaluating the psychological datacollected is summarized, and researchutilizing interaction analysis proposed.(JD)
ABSTRACT 22539EC 02 2539 ED 038 809Publ. Date Nov 69 92p..Hewett, Frank M. and OthersThe Santa Monica Project:Demonstration and Evaluation of anF.ngimered Classroom Design forEmotionally Disturbed Children in thePubic School; Phase Two: Primaryand Secondary Level. Final Report.Santa Monica Unified School District,CaliforniaOffice of Education (DHEW), Washing-ton, D. C., Bureau of ResearchEDRS mf,hcOEG-0-8-071298 -2799(032)BR-7-1298
behavior change; academically handi-capped: reading; regular class placement:special classes; classroom environment:academic achieveMent: behavior ratingscales; reinforcement; learning readiness:class management; Elementary and Sec-ondary Education Act Title Ill Project:engineered classrooms
Following its initial year. an engineeredclassroom for educationally handicapped(EH) children was replicated and extend-ed. Evaluation indicated that the pro-gram could effectively increase emphasison reading and include both primary andsecondary students. Reintegration in theregular classes for EH children could bedone on both a gradual and compulsorybasis: the difficulty was in accuratelyassessing a given child's readiness forlimited or total reintegration. The preaca-demic focus of the primary classes (ages6 to 8) was validated in that a majorityof subjects from the 1st year who hadreturned to regular classes were averageor above in their functioning after 1 or 2years in the program. Also EH childrenin the engineered classrooMs outdist-anced children in regular EH classes andapproached or exceeded normal controlsacademically and behaviorally.Appendixes describe the engineeredclassroom and its dissemination and pro-vide a behavior problem checklist andinstructions for a frequency count ofdeviant behavior. (Author/JD)
ABSTRACT 22654EC 02 2654 ED N.A.Publ. Date Jul 70 5p.Lennan, Robert K.Report on a Program forDisturbed Deaf Boys.EDRS not availableAmerican Annals of the Deaf: V115 N4P469-73 Jul 1970
Descriptors: exceptional child research:multiply handicapped; program evalua-tion: emotionally disturbed; aurally hand-icapped: program descriptions; behaviorchange; intervention
To determine the effectiveness of behav-ior modification techniques on the behav-ior of emotionally disturbed, deaf boys,16 boys (between ages 7 and 12. IQ of 85or slightly above) were enrolled in a 2year program. Techniques used includedpositive reinforcement, gradual rewarddeferment, checkcards, interventions,dormitory checkcards, and a small (oneto four) staff-student ratio. Seven of thesubjects reportedly made satisfactoryadjustments into the regular classroomand the others will he included in a fur-ther program. The conclusion is thatbehavior modification techniques can beuseful in the education of the emotional-ly disturbed, deaf child. (JM)
Emotionally
ABSTRACT 22833EC 02 2833 ED N.A.Publ. Date 60 292p.Kephart. Newell C.The Slow Learner in the Classroom.EDRS not availableCharles E. Merrill Books, Inc., 1300
Designed for classroom teachers. thetext discusses the development andachievement of preschool children, skillsand abilities in simple tasks, motor basesof achievement, the perceptual process,development of form perception. andspace discrimination. A perceptual ratingscale to identify children with inadequatereadiness skills, and training activitiesuseful in the classroom to develop thereadiness skills such as chalkboard train-ing, sensory motor training, ocular con-trol. and form perception are des':rihed.(LEI
ABSTRACT 22884EC 02 2884 ED 040 536Publ. Date 68 345p.Haring. Norris G.: Hayden. Alice H.Instructional Improvement: BehaviorModification.Child Study and Treatment Center. FortSteilacoom. WashingtonOffice of Education (UHEW), Washing-ton, D. C.. Bureau of Elementary andSecondary EducationEDRS mf.hc
Sixteen papers are provided. B.F. Skin-ner discusses the arrangement of contin-gencies for learning: Lloyd Homme de-scribes behavioral engineering: andFrank Hewett considers behavior modifi-cation in special education. Also treatedare experimental education by NorrisHaring. program evaluation by ArthurLumsdaine, and administration of specialclasses by Harold KunzelMann. JohnCawley presents a system of initial read-ing instruction: Max Jerman surveyscomputer assisted instruction: and Thom-as Robertson examines the impact ofeducational technology. Further papersare on teaching children with behaviordisorders by Richard Whelan, developingcooperative social behavior by LaurencePeter, providing academic and socialclassroom management by Harold Kun-zelmann, and using operant reinforce-ment with autistic children by CharlesFerster. In addition, Thomas Lovitt setsforth a basis for systematic replication ofa contingency mangagement classroom:Richard Kothera discusses educationalenvironments and administration; andMax Mueller reviews trends in researchin the education of the handicapped. (JD)
ABSTRACT 23248EC 02 3248 ED 011 121Publ. Date Nov 66 21p.Friedman, Simon B.: Soloff, AsherA Vocational Development Programfor Emotionally Disturbed Adoles-cents.Jewish Vocational Services and Employ-ment Center, Chicago, IllinoisEDRS mf.hcVRA-RD01216-PPaper Presented at the Association ofRehabilitation Centers Conference (Phila-delphia. Nov. 30. 1966).
A vocational development. program prov-ided 4 years of service for emotionallydisturbed adolescents wIF.) were attend-ing school and living in residential treat-ment centers. The program consisted ofa rehabilitation workshop, concomitantvocational counseling. and group voca-tional orientation services. In addition,individual programing presented theyoungsters with increasingly difficultvocational situations. Close coordinationbetween the vocational services and thetherapeutic plan of treatment in the resi-dential centers was emphasized. To testthe hypothesis that work-focused voca-tional programing may he more effectiveif begun in early adolescence, an experi-mental group. ((;.ed 14 to 15, and a con-trol group, ageu i6 to 18, were chosen.Evaluation of the programs is to he madeby comparing the two groups on themeasures administered during the pro-gram and vocational performance of thetrainees in the community after complet-ing the programs. Elements which shouldhe incorporated into a vocational rehabil-itation program are identified and de-scribed. (PS)
ABSTRACT 23464EC 02 3464 ED 041 425Publ. Date Nov 69 94p.Intervention Techniques for SpecialClass Teachers of Emotionally Handi-capped and Brain Injured Children.Proceedings of the Institute on Inter-vention Techniques for Special ClassTeachers of Emotionally Handicappedand Brain Injured Children, Novem-ber 24-26, 1969.State University of New York, Albany,State Educational DepartmentEDRS mf.hc
The proceedings report papers, discus-sions, and other institute activities.Included are papers by Bonnie Kirkham
on the classroom observation, via film,of emotionally disturbed children: PearlBreslow on the translation of clinicalfindings into everyday classroom plan-ning; and Gerri Bradley on the role oflanguage therapy in the education of thehandicapped. Sommaries are given ofCarl Fenichel's papers on the evolutionof the League School for Seriously Dis-turbed Children in New York City. thefading lines he ween emotionally dis-turbed and neurologically impaired, andteaching disturhzd children. Also report-ed are a question and answer session,demonstrations of the overhead projectorand the language master. and evaluationof the institute. Suggested instructionalmaterials and equipment are listed. and aformat for teacher reports is appended.(JD)
ABSTRACT 30101EC 03 0101 ED 043 175Pu bl. Date 70 213p.13raun, Samuel J.; Lasher, Miriam G.Prepating Teachers to Work With Dis-turbed Preschoolers.Tufts University. Medford. Massachu-settsNatknal Institute of Mental Health(DHEW). Bethesda. MarylandERRS not availableDepartment of Child Study. Tufts Uni-versity. Medford, Massachusetts 02155.
The program for training teachers of dis-turbed preschoolers conducted at theDepartment of Child Study at Tufts Uni-versity is described in terms of originand need, administrative concerns, andthe philosophy regarding the role of ateacher with the emotionally disturbed.Additional aspects of the program whichare discussed include the ;raining model.seminar content, sensitivity training, cur-riculum workshops. procedures of tutor-ing. techniques of supervision, andsummer consultation activities. Researchstudies on teaching styles and trainees'reactions to the program are also noted.Extensive bibliographies are provided inthe appendix. (RD)
ABSTRACT 30321EC 03 0321 ) ED N.A.Publ. Date Oct /0 7p.Weissman, Herbert N.Implications for the Education of Chil-dren with Emotional and Social Dis-turbances.EDRS not availableJournal of Learning Disabilities; V3 NIOP502-8 Oct 1970
Discussed are the factors involved in theeducation of children with emotional andsocial disturbances. The roles of the
10 Exceptional Child Bibliography Series
school. the program. and particularly theteacher are emphasized. Criteria foridentifying such children are suggested.17.e personality of the child with an emo-ti-mal disturbance is discussed, as are theiriplicalions of differential diagnosis forilstrucdon. (Author)
ABSTRACT 30562EC 03 0562 El) N.A.Publ. Date 62 3:2p.Haring, Norris G.: Phillips, E. LakinEducativg Emotionally DisturbedChildren.EDRS not availableMcGraw-Hill Book Company, 310 West42nd Street, New York, New York 10036($8.50).
Descriptors: exceptional child education:emotionally disturbed: program descrip-tions; educational methods: special class-es: teaching methods: parent role: classorganization; hyperactivity
The hook concerns hyperactive, emo-tionally disturbed children and how theschools can 1-,,74) them when adequatediagnostic personnel and an educationalprogram based on a realistic learningtheory are employed. Educational prac-tices are reviewed and recent develop-ments in structuring classroom learningoutlined. Described is an experiment ineducating emotionally disturbed childrenin a public school system. :in experimentout of which grew the educational meth-ods described in the following chapters.These chapters deal with establishmentof classes (referral and classroom organi-zation), personnel considerations, meth-ods and materials for special classes,handling specific problem situations.working with parents. and generalizingresults to other cases. Appended are pro-tocols from parent group meetings.teachers' observations. and directions.(KW)
ABSTRACT 30985EC 03 0985 FD N.A.Publ. Date Dec 70 4p.Wadsworth. H. G.Meeting Socio-Educational Needs.EMS not availableChildhood Education: V47 N3 P148-51Dec 1970
Descriptors: exceptional child services;emotionally disturbed: pupil personnelservices: school services: counseling;elementary schools; school social work-ers: social services: educational diagno-sis; program descriptions
Described is a preventive approach to-ward improving the mental health of stu-dents at Ridge Elementary School (ElkGrove Village. Illinois). The activities ofthe expanded Student Services Depart-ment and its multidisciplinary coordinat-ing team (nurse, psychologist, socialworker) are outlined. Two case illustra-tixts accompany the discussion. (KW)
ABSTRACT 31;)02EC 03 1002 ED 044 892Publ. Date 70 24p.Model Programs Childhood Educa-tion: Dubnoff School for EducationalTherapy.
Office of Education (DHEW). Washing-ton. D. C.. National Center for Educa-tional CommunicationOffice of Economic Opportunity. Wa -,h-ington. D. C.EDRS mfSuperintendent of Documents. U. S.Government Printing Office. Washington.D. C. 20407 ($0.20).
Descriptors: exceptional child education:educationally disadvantaged: demonstra-tion projects: educational therapy: spe-cial schools: learning disabilities: emo-tionally disturbed: program descriptions:Dubnoff School for Educational Therapy(California)
Described as one of 34 booklets in a se-ries of promising programs on childhoodeducation, the report provides informa-tion on the Dubnoff School for Educa-tional Therapy (California). Aspect's ofthe program designed for the education-ally disadvantaged are discussed includ-ing its origin. nature of the population,parental involvement, objectives andstructure. facilities and staff. financialconcerns, and specific materials and ap-proaches. Sources of additional informa-tion on the school are also provided.(RD)
ABSTRACT 31009EC 03 1009 ED 046 139Publ. Date Aug 70 75p.Garfunkel. FrankDevelopment of a Setting and an Atti-tude: Disturbance in Head Start.Boston University, Massachusetts, HeadStart Evaluation and Research CenterOffice of Economic Opportunity, Wash-ington, D. C.EDRS mf.hc
Descriptors: exceptional lehild re :arch;disadvantaged youth: emotionally dis-turbed; environmental influences; pro-gram attitudes; administrator attitudes;bias; research design: administrator role:attitudes: community role; behavior pat-terns; preschool children; program effec-tiveness; clinics; Head Start
Presented is the final report of the SouthEnd Project of the Boston UniversityHead Start Evaluation and ResearchCenter. In a Head Start community asetting was created to study and servicepreschool children with emotional andsocial disturbances from low incomehomes. During the 3-year project. 112
children were seen, families interviewed,referrals made, special programs devel-oped. and follow-ups initiated. Attentionwas especially paid to the language usedto describe disturbed behavior, the useof alternatives as educational-treatmentdevices to involve parents and communi-ty, the roles of professionals and otherworkers, and the use of behavioral varia-tion as a conceptual vehicle for facilitat-ing understanding of disturbance.Evidence was presented to support theargument that disturbance has to be stud-ied in particular settings (either createdor chosen), and that the findings will be afunction of that setting. It is emphasizedthat, because lower income settings areparticularly foreign to middle class . e-
searchers. they are very susceptible tobias. and that only after setting-specificconnections have been mac and under-stood can generalization he possible. Oneis warned to he wary of generalizing aproblem when it is simply a manifesta-tion of a particular setting. (Author/KW)
ABSTRACT 31242EC 03 1242 ED 046 158Publ. Date 70 91p.The Role of Media in the Education ofEmotionally Handicapped Children.Proceedings of a Special Study Insti-tute (Riverhead. New York, April 22-24, 19701.New York Education Department, Al-bany. Division for Handicapped Chil-dren:Suffolk County Board of CooperativeEducational .Services. Patchogue. NewYorkEDRS mf.hc
Summarized are the proceedings of theSpecial Study Institute, attended bydirectors of special education and ofeducational communications, and byteachers of emotionally handicappedchildren. Several projects in the fields ofspecial education media were presentedand reviewed, illustrating innovative ap-proaches to teaching emotionally handi-capped children. Presentations coveredcomputer-based instructional units, useof media by teachers. the talking type-writer, computer-assisted instruction,analysis of student behavior via closedcircuit television, and implications ofeducational television. Also included arethe keynote address by Raymond Wy-man and a discussion of the SpecialEducation Instructional Materials Cen-ters (SEIMCs. (KW)
ABSTRACT 31256EC 03 1256 ED 046 172Publ. Date Sep 70 236p.Vails. Lavolia W. and OthersESEA Title 111 Special Education Pro-jects: Fiscal Year 1970. Final Evalua-tion Report.District of Columbia Public Schools.Washington. D. C.Office of Education (DHEW), Washing-ton. D. C., Bureau of Elementary andSecondary EducationEDRS mf,hc
Descriptors: exceptional child research:handicapped children: educational pro-grams: program evaluation: aphasia: ru-bella: trainable mentally handicapped:emotionally disturbed; multiply handi-capped: deaf blind: mentally handi-capped: District of Columbia; Elementa-ry and Secondary Education Act Title IIIFive experimental programs in the Dis-trict of Columbia, which were imple-mented in 1968-69 and have served 116handicapped children, are evaluated. The
Emotionally Disturbed Programs 11
programs provided individualized instruc-tion for aphasic. rubella, severely men-tally retarded, seriously emotionallyhandicapped, and multiply handicappedchildren. A summary and a consultant'sdetailed evaluation of each program areincluded. The extent to which programsmet their objectives. strengths and weak-nesses. successes and failures are exam-ined. and recommendations offered.Descriptive statistical data is included.Prograris concentrated upon the devel-opment of linguistic and conceptual abili-ty for aphasics, behavior modificationprinciples in the emotionally handicappedprogram, the training of adaptive behav-iors for the mentally retarded, and com-prehensive education for the multiplyhandicapped deaf and the rubella chil-dren. ,t1,(WI
ABSTRACT 31367EC 03 1367 ED N.A.Publ, Date Feb 71 6p.Glavin, John P. and OthersBehavioral and Acaklemic Gains ofConduct Problem Children in Differ-ent Classroom Settings.EDRS not availableExceptional Children; V37 N6 P441-6Feb 1971
Descriptors: exceptional child research:emotionally disturbed; special classes:socially deviant behavior: behaviorchange; program descriptions: positivereinforcement: academic achievement
A 2 year research study was completedwith conduct problem children who pre-sented severe difficulties in the publicschool system and were placed in experi-mental special classrooms. In the firstyear (1967) the program emphasized theelimination of grossly deviant behaviorsand the acquisition of attending behav-iors as precursors for academic gain.Program emphasis was changed the sec-ond year (1968) to stress rewards foracademic performance. Attractive rein-forcers were attached to appropriateacademic tasks in the context of a highlystructured classroom program. A com-parison of the academic and behavioralresults of the 2 years is presented anddiscussed. (Author)
ABSTRACT 31393EC 03 1393 ED 046 197Pull. Date Aug 70 14p.Bilsky, LindaEvaluation of a Specialized NurserySchool Program for Emotionally Dis-turbed Children. Interim Report.Columbia University, New York, NewYork, Teachers CollegeBureau of Education for the Handi-capped (DHEW/OE). Washington. D. C.
The purpose of the study was to evaluatethe usefulness of teacher rating and ob-servational techniques in the evaluationof a preschool program for emotionallydisturbed children. Eleven children (nineboys and two girls) participated in theproject Occurring within the preschoolprogram during one academic year.Teacher ratings were fell to reveal thatchildren enrolled in the program im-proved in overall functioning during thecourse of the year. Both teacher ratingsand observational techniques werejudged to reflect marked gains in socialdevelopment of the children and weregenerally felt to he useful tools for eval-uation of such a program. (Author/CD)
ABSTRACT 31598EC 03 1598 ED (147 456Publ. Date 69 57p.Doernberg. Nanette and OthersA Home Training Program for YoungMentally III Children.League School for Seriously DisturbedChildren. Brooklyn. New YorkNational Institute of Mental Health(DHEW), Bethesda. MarylandEDRS mf.hc
Descriptors: exceptional child research:emotionally disturbed: early childhood:parent education; parent child relation-ship: longitudinal studies; family (sociol-ogical unit): parent role: program de-scriptions; intervention
To develop a meaningful intervention forwaiting list families and their preschoolemotionally disturbed children, a hometraining program for the parent and childwas initiated. The focus of the programwas on productive cooperation betweenparents and professionals. During a peri-od of 2 years. 45 families completed theprogram. The program consisted of indi-vidual instruction with a parent, and par-ent and professional group meetings on aregular basis. The researchers felt theprogram of direct approach to parentsoffered an effective, realistic approach tothe very young emotionally disturbedchild to whom traditional therapies wereoften unavailable. It was concluded thatthe approach impriwed the mental healthof the family by strengthening the par-ems' self concept and enabling them touse themselves more productively asfamily members. (CD)
ABSTRACT 31600EC 03 1600 ED 047 458Pull. Date 70 73p.Weinberg, Steve, Ed.Working with the Ecology: The Liai-son Teachei-Counselor in the Re-Edu-cation School.Tennessee State Department of MentalHealth, NashvilleEDRS mf.hc
Descriptors: exceptional child education:emotionally disturbed: professional per-sonnel; counselor role: educational pro-grams; school community rela'.ionship:staff role: ancillary services:
The liaison teacher counselor role as itfunctions in a reeducation school pro-
,gram for emotionally disturbed childrenis defined and described in some detail.The topic is approached from severalvantage points: the :elation of the liaisonactivities to the underlying philosophy ofreeducation: the liaison functions as theyimplement the philosophy and ideas ofthe reeducation program: a case flowanalysis of duties in order to establishthe time sequence: requirements andcharacteristics needed to perform the li-aison functions; and the application ofliaison services to other community set-tings. (CD)
ABSTRACT 31711EC' 03 1711 ED N.A.Publ. Date Mar 71 10p,Peterson, Robert F. and OthersTraining Children to IN'ork Produc-tively in Classroom Groups.MRS not availableExceptional Children; V37 N7 P491 -500Mar 1971
Descriptors: exceptional child education:behavior problems: grouping (instruction-al purposes): group behavior; averagestudents; teaching methods; reinforce-ment: study habits
The problem of grouping children in theclassroom for the purpose of improvingteaching has been traditionally ap-proached by making groups homoge-neous on the basis of age, intelligencetest scores, achievement tests. or person-ality measures. Using an alternative ap-proach, involving direct assessment ofacademic productivity and pretraining towork in groups, two studies are present-ed. Experiment I showed that throughthe management of reinforcement contin-gencies a teacher could develop andmaintain a high rate of academic produc-tivity in a group of two boys with schooladjustment problems. Experiment 2,which applied similar techniques to a
larger group, showed that high rates ofwork behavior could be maintained asthe size of the group increased, and sug-gested that the roximity of the teachermay he related to the amount of studybehavior generated. (Author)
ABSTRACT 31773LC 03 1773 El) N.A.Pull. Date 50 386p,Bettelheim, BrunoLove Is Not Enough: The Treatment ofEmotionally. Disturhed Children.EDRS not availablerite Press, 866 Third Avenue, NewYork, New York 101122 ($7.95).
Reported and discussed is the day-to-daylife at the University of Chizago SoniaShankman Orthogenic School. :In institu-tion for the treatment of 34 emotionallydisturbed children. ages 6-14, and anexperiment in therapeutic living. Eventsrelated are typical of what might occurduring any day at thit school. The discus-sion of how everyday situations are han-
12 Exceptional Child Bibliography Series
died in dealing with emotionally dis-turbed children often illustrates houmishandling brought about the disturb-ances being treated. Wide implications ofthe school's work for preventive psy-chology or preventive mental hygiene arenoted. The school's approach is mainlypsychoanalytic. The areas of activitycovered are arrival at the school, wakingup. in-between times (transition periodsbetween scheduled activities). classesand learning. eating. rest and plat!,. indi-vidual therapy sessions. outside contacts.in the bathroom, and bedtime. The textshows how everyday activities can heused in a purposeful way. and made car-riers of personal relations and of theexperience of mastering previouslyavoided tasks. Composite pictures ofhow ervolional problems may he handledpresent ways of dealing with specificproblem situations (such as waking in themorning). (KW)
ABSTRACT 31926EC 03 1926 ED 048 689Puhl. Date 69 115p.Kestenhaum. Clarice and OthersEvaluation of a Therapeutic NurseryGroup.Hudson Guild Counseling Service. NewYork. New YorkNew York State Department of MentalHygiene. AlbanyEDRS mf.hc
A therapeutic nursery group set up toprovide emotionally and behaviorally dis-turbed preschool children with a groupplay therapy experience was evaluated.The first portion of the report is devotedto the project itself, involving fourgroups of 20 children eaca. while parttwo involve- the evaluation. Out of thepool of 80 children. 20 participants woeidentified for the sample. The evaluationrested primarily on the implementattmof a structured schema, an adaptation ofthe Symptom Checklist. and availabilityof clinical case records maintained bythe consulting psychiatrist and the teach-ers. Data was noted to suggest that thechildren learned to cope better, to inter-act more appropriately with their envi-ronment. and to function at a highercognitive level than previously had beenthe case. The therapeutic nursery groupapproach was felt to he particularlyeffective for those children whose emo-tional problems were not severe enoughto preclude their involvement in a daycare center, yet whose problems weresuch that maximum growth and develop-ment was likely to occur only if special-ized therapeutic attention was madeavailable. (CD)
ABSTRACT 31972EC' 03 1972 ED 048 700Pull. Date 70 34p.Rules and Suggested Guidelines for theEducation of Emotionally DisturbedChildren.
Emotiona)iy Disturbed Programs
Michigan State Department of Educa-tion. LansingEDRS mf.hc
The background and goals of Michigan'sprogram for the emotionally disturbedare discussed prior to at listing of rulesand regulations governing the program.Administrative guidelines concern mini-mum school services, size of school dis-trict. definition and certification of emo-tional disturbance, the educational plan-ning committee and procedures for pro-gram planning. Goals, types. and plan-ning for educational programs are de-scribed. and the following general proce-dures are considered: orgaqization, appli-cation for program approval, initiation ofa program. personnel qualifications, stateaid and how to claim it. transportation,tuition, and hoarding care. Also providedarc a paragraph on general supervision, acopy of the act authorizing prograrhs forthe emotionally disturbed. a copy of therules and regulations. and requirementsfor teacher approval. (R.1)
ABSTRACT 32159EC 03 2159 ED 049 579Puhl. Date Sep 70 115p.U.S.O.E. Fellowship Students' Practi-cum Handbook for the CooperativePsycho-Educational Training Programfor Teachrs of the Emotionally Dis-turbed.Wayne S'- ?e University. Detroit, Michi-gan:Pontiac State Hospital. Michigan. Fair-lawn CenterOffice of Education (DHEW). Washing-ton, D. C.EDRS nif.he
The handbook is written for graduatestudents participating in the Wayne StateUniversity Fairlawn Center CooperativePsycho-Educational Training Program forTeachers of the Emotionally Disturbed.The material is intended as an orientationto the scope of the total program of Fair-lawn Center (Pontiac State Hospital.Child Psychiatry Division), which servesemotionally disturbed children in 10
Michigan counties, as well as an orienta-tion to the practicum situation and ageneral resource manual. Information isprovided on the development of FairlawnCenter and of the cooperative Psycho-Educational Training Program with theDepartment of Special Education andVocational Rehabilitation of Wayne StateUniversity. the actual physical milieu.the U.S.O.E. master's fellowship stu-dent. graduate student schedules and as-signments, procedures of evaluation andself-evaluation, phases of training. andthe daily routines and policies of Fair-lawn Center. (KW)
ABSTRACT 32723EC' 03 2723 VD 05' 564Pub!. Date 71 255p.Stone, Thomas E.Organizing and Operating SpecialClasses for Emotionally DisturbedElementary School Children.EDRS not availableParker Publishing Company. I VillageSquare. West Nyack. Neu York 1(1994t$8.95).
Descriptors: exceptional child education;emotionally disturbed: special classes;educational programs; elementary schoolstudents; program design; program de-scriptions; administration; curriculumdesign
Provided for public school systems areeducational guidelines for setting up spe-cial classes for emorlionally disturbedelementary school stuck nts. Described isa preventive-developmental program.based on successful experiences in formschool districts, which provides for acomplete school team approach. Detailedare the steps involved in organizing andimplementing such a Transition-Adjust-ment class program. heninning with adiscussion of how to orj,anize a districtprogram and procedures for identifying,screening. and placing the disturbedchild. Curriculum content and organiza-tion are discussed, m. are materials andequipment. Also examined are effectiveteaching techniques and the characteris-tics and roles of Transition-Adjustmentclass teachers and principals. In addition,how to establish a special physical edu-cation program and how creative activi-ties in art and other subjects can he im-portant factors in overall growth are ex-plained. Procedures for gradually return-ing a child to regular classes and pointsto consider in planning a summer Transi-tion-Adjustment class program are alsocovered. Appendixes contain samplebudgets and forms. (KW)
ABSTRACT 32859E(' 03 2859 El) 052 401Puhl. Date Apr 71 105p.Exceptional Children Conference Pa-pers: Diagnostic and Resource Teach-ing.Council for Exceptional Children. Arling-ton. VirginiaBureau of Education for the Handi-capped (DHEW/OE). Washington, D. C.
EDRS mf.hcPapers Presented at the Annual Interna-tional Convention of the Council forExceptional Children (49th, MiamiBeach, Florida, April 18-24. 19711.
Nine papers concerning various aspectsof diagnostic and resource teaching dealwith the impact of crisis-resource teach-ing hi the Falls Church, Virginia publicschools, the role and requirements of thediagnostic teacher, the effectiveness ofresource rooms for children with specific
13
learning disabilities. basic problems indiagnosis. art oserview of school disrup-tion. and the intervention teacher andaide as contemporary educators for re-solving and preventing school disruptionand suolence. Also discussed is a themat-ic approach to include literary works byblack writers into the regular Englishcurriculum to make English materialmeaningful for high-potential youth. apsychoeducational approach to specify-ing and measuring the competencies ofpersonnel working with disturbances inschools, and the use of peer attention toincrease study behavior. (For other CE('convention papers. see EC 032 854-EC032 858. EC 032 860-EC 032 86E1 (KW)
A 3STRACT 33197EC 03 3197 ED 054 564Publ. Date (71) :!5p.Kliman. Gilbert: Stein. MyronAn Application of Child Analysis: TheCornerstone Project.Center for Preventive Psschiatrx. WhitePlains. Ness YorkEDRS mf.hc
The paper deals with the CornerstoneProject. in which a child analyst workswith psychiatrically ill preschool childrenwithin a nursery classroom group setting.An analytically trained psychotherapistworks I 1/2 hours per day with up toseven children in the classroom, with thehelp of nursery school teachers. There isregular contact with parents. HON theProject's application of psychoanalytictechniques in an educational setting witheach child resembles and differs fromregular child analysis and psychotherapyis considered. The established value ofnursery classrooms as a natural settingfor clinical observation and diagnosticevaluation and the psychoanalytic model(features of the practice of child analysis) are revitn ed. The Cornerstone mod-el is discussed and some illustrativemoments from The classroom showingthe .therapist at work arc presented. Anextensive case study is then used toshow details of a treatment and to illus-trate specially developed criteria for thepsychoanalytic process. Cited are usefulintense transference reactions and social.intellectual and educational gains as wellas symptomatic improvement occurringin the Project, and the clinical efficacy ofthe method. (KW)
ABSTRACT 33245E(' 03 3245 ED N.A.Pull. Date Sep 71 8p.Weinstein. LauraOut of the Classroom: The ZoomerClass: Initial Results.EDRS not availableExceptional Children: V38 NI P58-65Sep 1971
Described are the program and results ofan experimental Zoomer class. designedfar elementary school students ready fordischarge from Re-Ed classes issho havelearned behavior control and are ready /)learn. but are behind age norms academi-cally) and for other regular students \k hosserc judged able to profit from a highstatus. high expectation class where chil-dren were helped to move ahead aca-tbumically quickly. Detailed are the selec-bon of the initial four Re-Ed and fourrcgtiar students, the Zoomer class teach-ers. and the Zoomer class morning pro-gram. In the afternoons. Re-Ed studentsaccompanied regular students hack to theregular classroom on a buddy system.Used in pre- and posttesting (time inter-val of 3 months) were the MetropolitanAchievement Tests. two attitude invento-ries. and a test of cognitive style. Resultsshowed average rate of academic gainwas 2 213 months of gain for regular stu-dents and I 1/2 months of gain for Re-Edstudents per month of Zimmer class.which is greater than would have beenexpected for these students in a regularclass. Data also suggest that students'self esteem increased. they believedmore that their own behavior is impor-tant in determining what happens tothem. and they became more reflectiveand less impulsive. (KW)
ABSTRACT 40060EC 04 ((060 H) 055 374Pull. Date 71 164p.Title Ill ESEA--Evaluation SpecialEducation. Final Report.District of Columbia Public Schools.Washington. D. C.Bureau of Elementary and SecondaryEducation (DHEW/OE). Washington. D.C.EDRS infffic
Descriptors: exceptional child education:handicapped children: program evalua-tu.m: demonstration projects: programdescriptions: aphasia: multiply handi-capped: emotionally disturbed: trainablementally handicapped: mentally handi-capped: District of Columbia
Presented are evaluation reports on fourspecial education plograms in the Dis-trict of Columbia Public Schools: a dailyprogram for the development of linguis-tic and conceptual ability in 12 aphasicchildren, emphasizing language receptionand expression: a complete instimetionalprogram for some 18 multiply handi-capped. hearing impaired rubella childrenages 4-9 years: a program based on prin-ciples of behavior mcdffication andcalled DILE (Designed IndividualizedLearning Enviroament1 for 35 seriouslyemotionally disturbed or socially malad-justed children: and a program focusingon the training of adaptive behaviors in38 severely mentally retarded children.Evaluation techniques included observa-tion of behavioral changes. performancemeasures, analysis of diagnostic tests.anecdotal and cumulative records, andinterviews or reports from social work-ers. psychiatrists, parents. teachers, prin-cipals. and project directors. A summaryand a consultant's detailed systematic
evaluation are gis en for each project.Consultants examine extent to whichprojects meet objectives. strengths andweaknesses, and successes and failuresof projects. Recommendations and somestatistical dal), are included. (KW)
ABSTRACT 40218EC 04 ((218 El) 05529.939p6.
Publ. Date Aug 70Brodack. Joseph and OthersThe Taxonomic Instruction Project: AManual of Principles and PracticesPertaining to the Strategies of Instruc-tion. Second Report.Columbia University. New York, NewYork. Teachers CollegeOffice of Education (DHEW). Washing-ton. I? C.. Bureau of ResearchEDRS mf.hcOEO- 1-6-062528-209213R-6-2528: 13R-7.1295
Intended as an instructional guideline,the last of three reports on taxonomicinstruction explains strategy developmentand use in instruction. The instructionalcontent is reading. with a target popula-tion of emotionally disturbed, undera-chieving students. Strategies are definedas instructional actions resulting from aprocess of experimentation and hypothe-sis testing by the tea;:her. The taxonomyis intended, therefore. as an organisingindex for instructional behavior of teach-ers. The content of reading is describedas being divided into basic skills, basicsubskills, and sequential levels. Thereading instruction strategy is describedas composed of settings of studentgrouping, modes of instruction. sensorymodality input channels for a student'sreception of information, and sensorymodality output channels for a student'sexpression of information. Each aspectof instructional strategies is explainedwith examples of taxonomic strategies.Achievement of individualization andpersonalization in strategies is then ex-plained. Included are different tests andobservations used in strategy formation.Then four case studies are presented il-lustrating the decision making process instrategy formation. Concluding is a dis-cussion on relationship of strategy useand formation to computer assisted in-struction. (See also EC 040 216 and E('040 217.1 (CHI
ABSTRACT 40287EC 04 0287 El) N.A.Publ. Date 71 8p.Silverberg. Norman E.: Silverberg. Mar-garet C.Should Schools Have Psychologists?EDRS not availableJournal of School Psychology: V9 N3P321-8 1971
Descriptors: exceptional child services:emotionally disturbed: school psycholo-gists: program proposals: clinics: clinicaldiagnosis: financial support
14 Exceptional Child Bibliography Series
As an employee of the school, the schoolpsychologist is said, to he severely limit-ed in the two roles he should he fulfill-ing: his role as an advocate for the childand his rule as an agent for change ss ith-in the school. The questions are raked:What if school districts subsidize com-munity psycho-educational clinics?Would this result in an improvement inthe evaluation of children? And couldsuch clinics influence schools to providea greater range of educational options?(Author)
ABSTRACT 40373EC 04 0373 El) 056 427Pub. Date 70 184p.Friedman. Helen. Ed.The Classroom: Insights into Educa-tional Evaluation in School Programsfor Emotionally Disturbed Childrenand Youth.Association of New York State Educa-tors of the Emotionally Disturbed, Haw-thorneEDRS inf.hcANYSEED. 226 Linda Avenue. Haw-thorne. New York 10532 ($3.00).Proceedings of the Fifth Annual A;N/Y-SEED Conference (Grossinger. NeNYork. May 22-24. 1970).
Presented are conference proceedings onevaluation of educational programs foremotionally Jisturhed children. RaphaelF. Simches highlights, past and futureeducational trends in programs for handi-capped children. Fritz Redl stresses var-ious motivation, that rimy cause violentbehavior. A systematic approach toclassroom analysis )via taxonomy ofaffective behavior it. discussed by Leon-ard Kaplan. Use of photography as a
teaching method is then examined bySamuel B. Ross. Jr. Tessie Sheingornthen explains that curriculum choice foremotionk.d disturbed children can resultfrom teacher assessment. Need to bridgethe gap between etiologically-orienteddiagnosis and remedial planning gisesrise to di)ignostic remedial approach. asexplained by Viola Kantrowitz. JamesBross nd and Elizabeth M. Koppitz.Mildred E. Huherman and others theninvestigate food as a psycho-educationaltool. Descri;ttion of Project Rejoin, aninnovative job training program designedfor emotionally disturbed female adoles-cents v. ithin a residential setting. is madeby Richard R. Peters and others. PatriciaBrennan and others then explain use oftoken economies in behavior modifica-tion programs in special education. Next.Robert B. Phillips and Robert J. Thomasdiscuss pre-occupational and vocationalprograms for the emotionally disturbedand learning disabled. (CB)
ABSTRACT 40479LC 04 0479 El) 056 438Publ. Date 71 85p,Mitchell. 1). R.. Ed.The Education and Treatment of Emo-tionally. Maladjusted Children: A
Emotionally Disturbed Programs
Collection of Some Papers Presentedat a Symposium Held at the Universityof Waikato. October, 1969.Waikato University. Hamilton. New ZealandEDRS thf.kDescriptors: exceptional child services:e:lotionally disturbed; socially malad-justed: behavior change: family influ-ence: voup therapy: special classes: in-stitutions: autism
Six papers consider various aspects ofthe education and treatment of emotion-ally disturhed children. B.S. Parsonsonexamines the rationale and efficacy ofthe application of learning theory princi-ples to the modificatic,n of deviant be-havior. The need for family therapy is
discussed by Ritchie. who focusesupon the environmental causes ;:nd so-cial context of emotional disturbance.The family is seen as a possible contextfor distorted communications maintaincaas a pal ()logical homeostasis. Therapeu-tic qualities of group counseling are de-scribed by D.R. Mitchell in behavioralterms (reinforcement. modeling. desensi-tization) while the group is seen as a so-cial microcosm with multiple relation-ships. I..G. Rhodes suggests that dis-turbed children are possibly not hestserved by adjustment classes. in the lightof efficacy studies and study of the ef-fects of disability labels' on teacher ex-pectancies. Institutional care of sociallymaladjusted chi)-; m is examined by13.C. Atwool. while Muriel Blackburnfocuses on the diagnosis. etiology. andtreatment of autism. (KW)
ABSTRACT 40534EC 04 0534 ED N.A.Puhl. Date 71 8p.Bloch. JudithNonverbal Messages: A Means to Ver-balization.EDRS not available'Teaching Exceptional Children; V4 NIPI0-7 Fall 1971
Pcscriptors: exceptional child education:emotionally disturbed: educational pro-grams: early childhood education: verballearning; neurologically handicapped:autism; case studies: language develop-ment
Described is an early childhood educa-tion program for emotionally disturbedchildren witoout language developmentthat emphasizes verbal learning. Theclassroom program is shown to saturatethe child with group and individual ex-periences designed to stimulate languageand to foster language comprehension.The children have diagnoses of emotion-al disturbances or neurological handicapwith severely impaired emotional, intel-lectual. and social functioning. The casestudy of a nonverbal autistic boy illus-trates the school's approach. Speechstimulation is begun by placing the childin the classroom and by engaging him athis own developmental level. The casestudy points out the following: wordsbegin to replace nonverbal communica-tion. planning is individualized for eachchild. visual accompany speech.
special songs may he impetus for verbali-zation. toys are used as enticement, andthe children are stimulated to keep hilk-nig. (CB)
ABSTRACT 40601EC 04 0601 El. N.A.Publ. Date Sep 71 7Ip.Higginbotham. James NI.Closed Circuit TV with HandicappedChildren. Final Report.Gatessay School. Orlando. Flordia:Orange County Board of Public Instruc-tion. Orlando. FloridaBureau of Elementary and SecondaryEducation (DHEW/OE). Washington. D.
EDRS not availableOEG 4-8-005098-0035-056BR-480-700IGateway School. 40(X) Silver Star Road.Orlando, Florida 3280S.
Descriptors: exceptional child education;emotionally disturbed: educational pro-grams: program development: televisedinstruction: program evaluation: videotape recordings; behavior change: casestudies
Presented are development and evalua-tion of a school's 3-year program usingclosed circuit television (('CTV) withemotionally disturbed children. aged 6 to13 years. The major program objective isto help the children develop ;kills andknowledge necessary for their continuedparticipation in school through the 12thgrade. The school has five fixed. remote-ly controlled cameras located in five dif-ferent rooms. Discussion of managementconsiderations includes time distributionof director. psychologist, coordinator.teachers, video engineer. pupils. parents,and visitors. Information disseminationmeans for the school's program consistof personal visits to the school, letters,speeches. films, and others. Video tapefilms of many of the school's 200 chil-dren were taken so that teachers andstudents could observe themselves inoperation. The evaluation focuses on thecontribution of CCTV to the school'sentire educational program and is shownto run into problems in that the contribu-tion of CCTV to any student's behaviorchange cannot he demonstrated. althoughthe films intuitively seemed to help bringabout behavioral changes. Four casestudies conclude the work. (CB)
ABSTRACT 40604EC 04 0604 El) 056 459Publ. Date 71 34p.Silberman, AlHandbook for Teaching EmotionallyHandicapped Children.Arizona State Department of Education,Phoenix, Division of Special EducationEDRS mf Tic
Descriptors: exceptional child education:emotionally disturbed: educational pro-grams: program development: adminis-trative organization: guidelines: statestandards: program planning: Arizona
The handbook is intended to assistschool districts in Arizona establisheffective educational programs for emo-
15
tionally handicapped children.Information on policies fur initiation..organization. and operation of program;is provided, as are recommendations foracademic programing, use of ancillarypersonnel. and behavior managementtechniques. Basic considerations in es-tablishing a program which are discusedinclude self-contained and resource pro-grams, teacher and teacher aide selec-tion, physical facilities, and grouping.The examination of selection proceduresand personnel needed covers variousfacets of screening and evaluation andthe involvement of school personnel inthe screening process. A suggested pro-gram for the emotionally handicapped.which emphasizes academic and socialskills, presents suggestions on preparato-ry steps, pupil evaluation. curriculum.motivation. class management, interven-tion methods. and phasing children intothe regular program. (KW)
ABSTRACT 40690EC 04 0690 ED 057 882Puhl. Date Oct 70 94p.Melccr. Donald and OthersAn Experimental Therapeutic Pro-gram for Head Start Children.Michigan State University. East Lansing.Institute For Family and Child ResearchEDRS mf,hc
Descriptors: exceptional child education:disadvantaged youth: early childhoodeducation: program descriptions: inter-vention: learning disabilities: emotionallydisturbed: social development: emotionaldevelopment: demonstration projects
The year end report is a narrative of thedevelopment and first year of operationof a pilot therapeutic psychoeducationarprogram (simulating conditions of a typi-cal Head Start program) for group offive preschool low-income children whocould not he contained in a regular HeadStart classroom due to varied emotional.developmental. and learning problems.Teaching staff consisted of a teacher.aide, and volunteer, none of whom hadspecial education or psychology training.Ten hours per week of consultation by aclinical psychologist were provided. Theprogram included total group activities tocreate group cohesion and improve socialskills. sub-group activities designedaround levels of motor ability and com-munication skills, and individual instruc-tion. Parent involvement was sought.The cast: study approach was used indescribing gains in language develop-ment, communication skills, perceptual-motor development, social development,and intellectual development. It is report-ed that children improved to some de-gree in all categories. with greatest im-provement in communication and socialskills: parental attitudes and behaviortoward the atypical child were changedin all cases but one: and the regularteaching soft was able to work effective-ly with the wide variety of emotional anddevelopmental problems. (KW)
ABSTRACT 40762EC 04 0762 ED 057 528Publ. Date Aug 70 118p.Irvine. Paul; Plumpton, Russell A.
/6
A Program for the Vocational Rehabil-itation of Emotionally Disturbed andBrain-Injured Adolescents in a PublicSchool Setting. Final Report.Putnam and Northern Westchester Coun-ties Board of Cooperative EducationalServices. Yorktown Heights, New YorkSocial and Rehabilitation Service(DHEW), Washington. D. C.. Divisionof Research and Demonstration GrantsEDRS mf,hc
Descriptors: exceptional child research:emotionally disturbed: minimally braininjured: vocational education: senior highschool students: program development:neurologically handicapped: vocationalrehabilitation: public schools
The study involved the development ofan experimental vocational educationprogram for emotionally disturbed andbrain-injured adolescents in a publicschool. Suhjects were 29 boys, ages 14-2I years, enrolled in special classes forthe emotionally disturbed and brain-in-jured. The program emhodied three lev-els of training: prevocational orientation,exploratory occupational education, andspecific occupational preparation. Thelast two were provided through super-vised work experience and a classroomshop program in a vocational school set-ting. Fourteen subjects graduated fromthe program, three returned to and grad-uated from the regular high school pro-gram. 10 left the program, and two arestill enrolled. A followup study showedthat 13 of tile 14 program graduates aresatisfactorily employed. Essential ele-ments of a comprehensive vocationaleducation program in a public schoolwere found to include participation ofthe public vocational rehahilitation agen-cy, services cif a vocational school, ex-tensive exploratory occupational ex-perience. and availability of both a class-room shop instructional program and on-the-job instruction. Curriculum guide-lines are appended. (Author/KW)
ABSTRACT 40770EC 04 0770 ED (157 536Publ. Date 71 12p.Ora, John P.: Reisinger, James J.Preschool Intervention: A BehavioralService Delivery System.George Peabody College for Teachers,Nashville, TennesseeEDRS mf,hcPaper Presented at the Annual Meetingof the American Psychological Associa-tion (Washington. D. C., September 6,19711
Descriptors: exceptional child education:emotionally disturbed: early childhoodeducation: intervention: program descrip,Lions: preschool children: demonstrationprojects: behavior change: measurement:educational accountability: parent role
Described is a preschool interventiondemonstration project for emotionallydisturbed children said to he based onthe functional analysis of behavior andbehavior change. The project's organiza-tional patterns and procedures are com-pared to those descrihed by B.F. Skinnerin Walden Two. The description empha-
sizes the concepts of measurement andeducational accountability as they pertainto the project. The measurement basedtreatment system is said to he organizedinto modules or task forces around acoordinating module. A major goal of theproject is demonstration of coordinatedregional early intervention system that ismore economical titan custodial care.The project emphasizes parent role inthe intervention project. The child'smother is taught to record data on thechild's progress and to elicit the desiredresponses from the child. Modules avail-able include the individual tutoring mod-ule to produce functional speech. theoppositional child training module, visita-tion module, administrative and clericalmodule, transportation module, and me-dia presentation module. Explanation ofproject accountability entails a clarifica-tion of the line of authority from thestate governor to the project evaluationcommittee. The evaluation committeemeets monthly in order to request infor-mation from the coordinating module. toevaluate it, and to render binding opin-ions concerning the adequacy of programresults. (CB)
ABSTRACT 40992EC 04 0992 ED 058 682Publ. Date Aug 70 30p.'Fassler. Joan: Bryant. N. DaleTask Performance, Attention andClassroom Behavior of Seriously Dis-turbed, Communication-Impaired,Autistic-Type Children under Condi-tions of Reduced Auc14tory Input. In-terim Report.Columbia University, New York, NewYork, Research And Demonstration Cen-ter for the Education of HandicappedChildrenBureau of Education for the Handi-capped (DHEW/OE), Washington, D. C.
EDRS mf,hcOEG-2-7-070701-4249BR-422001
Descriptors: exceptional child research:autism: attention span: performance fac-tors: aural stimuli: emotionally disturbed;psychotic children: communication prob-lems: class activities
This study investigated attention and, performance on simple tasks as well as
classroom attention of seriously dis-turbed, communication-impaired, autis-tic-type children under conditions ofreduced auditory input (using ear protec-tors) and under conditions of normalauditory input (using a placebo device).Under ear protector conditions, therewas a significant increase in the amountof attention given to most of the tasksand there was significant improvement inperformance on two of five tasks. Inaddition, teacher ratings indicated a sig-nificant improvement in classroom atten-tion under ear protector conditions. Itwas concluded that a significant numberof autistic-type children do improve inclassroom attention and show some gainsin attention and performance on certaintasks under conditions of reduced audito-ry input. (Author)
Exceptional Child Bibliography Serie's
ABSTRACT 41664EC 04 166e. ED 061 665PUN. Date (71) 65p.Wood. Mary MargaretRutland Center.Georgii., University. Athens. Departmentof Special Education;Texas University. Austin. Department ofSpecial EducationBureau of Education for the Handi-capped (DHEW/OE). Washington. D. C.
Documented are staff training programsat the Rutland Center. a community-based mental health facility combiningprofessional mental health and specialeducation personnel in a cooperativeprogram of psychoeducationa', service toseriously emotionally disturbed or behav-iorally disordered children. The reportdescribes the process of planning and theactual activities conducted during theplanning year in five specific areas oftraining: staff training. college studenttraining, volunteer training. parapr'sfes-sional training, and parent tra;oing.Schedules. forms, or other supplemen-tary materials used in training are includ-ed fur each area. (KW)
ABSTRACT 41903EC 04 1903 ED 061 695Publ. Date Sep 69 140p,Hoffman, Herbert J.Evaluation of Selected Aspects of Pro-ject 750. Final Report.Brandeis University. Waltham, Massa-chusetts, Florence Heller GraduateSchool for Advanced Studies In SocialWelfareMassachusetts Advisory Council onEducation. Boston. MassachusettsEDRS mf.hc
Des.;riptors: exceptional child education;emotionally disturbed; special classes:program effectiveness; state programs:educational programs: administration:Massachusetts
Results of an evaluation on the programeffectiveness of the administration ofProject 750 are provided. Project 750 isdescribed to involve the removing ofMassachusetts children suffering moder-ate to severe emotional disturbance fromregular classrooms and placing them inspecial classes designed to maximize thechildren's educational potential and torelieve the emotional difficulties. In itseighth year of existence, the projectserves approximately 2400 children.General findings were that 577 of theparticipating children were under 16
years of age and that parents rated thechildren as 44% improved in social ad-justment. 39% improved academically.and 55% improved in overall adjustment.General topics considered in the evalua-tion include administration and regula-tions, staffing. identification and assess-
Emotionally Disturbed Programs
ment. schools. involvement of parents.crises of transition, and public communi-cation. Overall the program was thoughtto he successful in providing the emo-tionally disturbed child with special in-struction so that he could better handlehis problems. Selected evaluation recom-mendations concerned certification ofapplicant's legal residence. positions faxseven regional coordinators, use of be-havioral descriptions, need for an annualconference. sliding fee schedule, stateagency cooperation, and public advertis-ing. (CB)
ABSTRACT 41984EC (U 1984 ED N.A.Publ. Date Jun 72 4p.Balthazar. Earl E.Residential' Programs in AdaptiveBehavior for the Emotionally Dis-turbed More Severely Retarded.EDRS not availableMental Retardation; VIO N3 P10-3 Jun1972
A review of the literature regarding treat-ment programs for improving adaptivebehaviors in the mentally retarded indi-cated a discrepancy in available treat-ment methods and those offered in insti-tutions. One reason for the present insuf-ficiency of residential programs may wellhe the lack of a model. A study de-scribed provided paradigms for the de-velopment and evaluation of residentialprograms in storing relevant information.and in data processing. (Author)
ABSTRACT 42012EC 04 2012 El) N.A.Pahl. Date 72 157p,Wing. LornaAutistic Children; A Guide for Par-ents.EDRS not availableBrunner /Mazel, Inc.. 64 UniversityPlace. New York. New York 10003($6.95).
The first of two major sections in thehook. addressed to parents of autisticchildren, focuses on the description andsymptomatology of autistic children.Description of the behavior of autisticchildren, particularly in the first 5 yearsof life. enumerates their problems inunderstanding the world as well as diffi-cult behavioral and emotional problemswhich pose problems for parents.Discussion of theories of causes exam-ines theories which suggest emotionalcauses and theories which suggest physi-cal or organic causes, with the authorinclined toward the latter. Autism iscompared to other handicaps and condi-tions with which it is frequently con-fused in the diagnostic process. The sec-ond section of the book, concerning theeducation and management of autisticchildren, details what doctors. teachers,and parents can do. Practical suggestions
or techniques are outlined for parents toemploy in managing difficult behavior.teaching basic skills, enlarging socialexperience. and dealing with health. ado-lescence. and other problems. Also dis-cussed are family problems and servicesavailable for autistic children in England.(KW)
ABSTRACT 42202EC 04 2202 N.A.Pohl. Date Jul 72
El)5p.
Willner. Milton and OthersProject Treat: A New Approach to theSeverely Disturbed Child.EDRS not avi,ilableChild Welfare: V51 N7 P460-4 Jul Pr2
Descriptors: exceptional child services;emotionally disturbed: community serv-ices: interdisciplinary approach: childwelfare: hoards of education: mentalhealth clinics; program descriptions
Described is Project Treat, an interdisci-plinary approach to serving emotionallydisturbed children. The project is mainlyeducational in approach. but also pro-vides foi placement in group home orfoster homes when normal home life is
not possible for the child. The three or-ganizations participating are a child wel-fare oriented agency, an urban hoard ofeducation. and a mental health facilitythat provides short-term inpatient mentalhealth treatment on a 5-day-week basis.The project operates 7 days a week. Theproject is designed to provide interimservices for disturbed children ranging inage from latency to adolescence forwhom residential treatment is not availa-ble. Described are project beginnings,the lack of central administration. struc-ture and organization, and the profes-sionalism of the workers. (C13)
ABSTRACT 42255EC 04 2255 ED 064 811Publ. Date Dec 71 396p.Segal, Julius. Ed.Mental Health Program Reports - 5.Health Services and Mental Health Ad-ministration (DHEW). Bethesda. Mary-landEDRS mf.hcSuperintendent of Documents, U. S.
Government Printing Office. Washington,D. C. 20402 ($1.75).
Descriptors: exceptional child education;emotionally disturbed: mental health:services: research projects; disadvan-taged youth: program descriptions; men-tal health clinics: child abuse: drugabuse; physiology: feedback
The volume is reported to reflect thebroad range of National Institute ofMental Health activities in areas of re-search. development of mental healthmanpower, and delivery of mental healthservices. Twenty papers examine. re-spectively. relationship of life historiesand biochemistry of siblings and twins toschizophrenia. training of Navaho medi-cine men. development of intelligence inbabies, studies of child abuse and infantaccidents. community mental health cen-ter in Appalachia. educating new leadersvia Operation Hope. manner in which
17
social organization of animal communi-ties can lead to a population crisis de-stroying them, community mental healthcenter in the San Francisco wes iside,nonprofessionals serving aged publichousing tenants. nursery schools in serv-ice of mental health. followup suvey oflong term effects of lysergic acid diethy-lamide. preschool program for disadvan-taged children, infant stimulation as partof well baby care in a disadvantagedarea. mental illness and competency tostand trial, studying consciousness withphysiological feedback technique, volun-tary control of internal states. asymme-try of human brain and implications fortraining, controlling brain functions. con-trolling autonomic functions. and drugabuse. ((li)
ABSTRACT 42519I( ((4 2519 ED N.A.Publ. Date Sum 72 7p.('oven. Emory 1..Emergent Directions in School MentalHealth.FDRS not availableSchool Psychology Digest; VI N3 P23-9Sum I9i2
Descriptors: exceptional child services:emotionally disturbed; behavior prob-lems: program descriptions: school serv-ices: elementary school students: non-professional personnel
Described ore the development and oper-ation of the Primary Mental Health Pro-ject in Rochester, Nev. York. a long-range program for early detection andprevention of school maladaptation.Beginning in 1958. early work in the pro-ject involved the development of newtechniques for early identification ofschool maladaptation and of a programof early secondary prevention in whichthe professional fulfilled an educative,resource. and consultative function rath-er than providing one-to-one clinicalscrvices for crises. Mothers were recruit-ed and trained to serve as nonprofession-al child-aides with primary grade stu-dents referred by teachers as evidencingemotional and behavior problems. Theproject vas extended from the demon-stration phase to cover I I schools. Alsodescrihed briefly: are the training androles of project personnel and some ofthe research components and problems.(KW)
ABSTRACT 42657F(' 04 2657 El) N.A.Pull. Date 71 328p.Rutter. Michael. Ed.Infantile Autism: Concepts. Charac-teristics and Treatment.EDRS not availableWilliams and Wilkins Company. 428 EastPreston Street. Baltimore, Maryland21202 ($13.75).
Proceedings of a study group on con-cepts. characteristics, and treatment ofinfantile autism in which investigatorsdiscussed angoras research were present-ed. The introduction provided a brief his-tory of clinical recognition of infantileautism. Reported in the discussion ofclassification difficulties were a compara-tive study of childhood pschoses, apathogenic approach to infantile autism.and a pediatrician's approach to autism.Perception and social responses in autis-tic children were considered in treat-ments of childhood autism as a disorderof sensorimotor integration, visual per-ception in autistic childhood, and percep-tual limitations in autistic children andtheir relation to social and intellectualdeficits. The exchanges about experimen-tal approaches to language focused onrules and language. and spontaneous pat-terns produced by autistic. normal andsubnormal children. With regard to com-parative and clinical approaches to lan-guage, autism as a central disorder ofcognition and Language. and a compara-tive study of perceptual and languagedevelopment in autistic children wirediscussed. Presentations on behavioralapproaches to treatment dealt with devel-opmental therapy by parents, and theo-retical and experimental aspects of thebehavior modification approach to autis-tic children. Also considered was theeducational treatment of autistic chil-dren. Concerns of speech therapy weretreated in papers on sensory disorder inthe autistic child and its implications fortreatment, and an approach to treatmentin a young autistic child. Excerpts fromdiscussions that followed the presenta-tion of papers in each major area wereincluded. (GA')
ABSTRACT 42781EC (4 2781 H) N.A.Publ. Date Sep 72 8p.Vace, Nicholas A.Long Term Effects of Special ClassIntervention for Emoe all Dis-turbed Children.EDRS not availableExceptional Children: V39 NI PI5-22Sep 1972
Descriptors: exceptional child research:emotionally disturbed: special classes:academic achievement: program effec-tiveness: behavior: social development
The stud!, was designed to investigatelong term t.hanges in achievement, overtbehavior. and social position of childrenidentified as emotionally disturbed.Changes were measured for two groupsof emotionally disturbed children: thosewho had experivIced special class place-ment and had returned to regular classesfor at least 2 years and those who didnot experience the special class proce-dure. The results of the analyzed dataquestion the long range efficacy of .,pe-cial class intervention. (Author)
ABSTRACT 50115EC 05 011", El) N.A.Pull. Date Nov 72 5p.Stuart. Reginald
Managing the Cantankerous Child.EDRS not availableAmerican Education; V8 N9 PII-15 Nov1972
Described is the Regional InterventionProgram (RIP) in Nashville. Tennessee,which helps parents learn to apply be-havior techniques to better manage theirpreschool children with ...es ere behaviorproblems. In addition to teaching parentsto praise children's good behavior and toignore their had behavior. the programalso has, as a major objective. the inten-tion to show that such serice can heprovided at minimal costs to both par-ents and taxpayers. 'there are only threefull-time professional staff members:parents pay for the help they haw e re-ceived by donating their time (at least 9hours per week for 6 months. serving astrainers or observers or performing otherservices). Preschool units serve as a
major training ground for parents andchildren. Individual tutoring is also avail-able for children whose behavior prob-lems are coupled with speech or hearingdefects. RIP serves about 40 families atany given time and nearly 180 familieshave been served to date. (KW)
ABSTRACT 50689EC 05 0689 ED N.A.Pull. Date Jan-Feb op.Miller. FloydGetting Billy into the Game.FDRS not availableAmerican Education: V9 NI P22-7 Jan-Feh 1973
Descriptors: exceptional child education;learning disabilities: hyperactivity; spe-cial classes; program descriptions; reme-dial programs: Madison plan
Beginning wi i? the story of Billy, a hy-peractive elen;entary school studentwhose disruptive habits made him unableto succeed in academit.: work or in peerrelations. the article discusses the char-acteristics of hyperactivity and a specialschool program designed to help suchchildren. Drug therapy and a structuredhome environment are said 10 often heof assistance in treating hyperactivity.The program descrihed is a special edu-cation project at the Unified School Dis-trict in Santa Monica. California. begunin 1%5 for handling children with learn-ing problems. especially hyperactixe fail-ure-prone children. The remedial pro-grams, which became know n as the Mad-ison plan, are shown to involve a systemof check marks (immediate reinforce-ment) and rewards for small groups ofstudents in learning centers at both thepre-academic and academic levels.Reported are some of the observer'simpressions gained during a day's visit tothe program. (KW)
Exceptional Child Bibliography Series
Balthazar. Earl E. 419X4.Bettelheim. Bruno 31773.Bilsky. Linda 31393.Bloch. Judith 40534.Blom. Gaston E 10236.Benham. S J. Jr 10453.Bower. Eli M and Others 21956.Braun. Samuel J 30101.Brill. Richard G and Others 21491.Brodack. Joseph and Others 40218.Bryant. N Dale 40992.Burbridge. Hester 11306.Carleton, Charles S 11032.Caro llo. Elizabeth and Others 10482.Cohen. Rosalyn S 20122.Cowen. Emory 1. 42519.Deem. Michael A 12010.Despert. J Louise 11273.Doernherg. Nanette and Others 31598.Ede 1m:inn. Anne NI 21198.Fass ler. Joan 40492.Feltner. Raymond L 22248.Friedman. Helen. Ed 40373.Friedman. Simon 13 23248.Garfunkel. Frank 31009.Glavin. John P and Others 31367.Gloss. Garvin G 11192.
Haring. Norris G 22884. 30562.Harshman. Hardwick W. Ed 11988.Hayden. Alice H 221184.Hewett, Frank M 10623.Hewett. Frank NI and Others 11994.
22539,Higginbotham. James M 40601.Hoffman, Herbert J 41903.Holmberg. Gerald R 11296.Irvine, Paul 40762.Karnes. Merle B 11306.Kephart. Newell C 22833.Kestenhaum. Clarke and Others 31926.Klein. Genevieve. Ed; and Others 10563.Kliman. Gilbert 33197.Lasher. Miriam G 30101.Lerman. Robert K 22654.Me leer. Donald and Others 40690,Miller, Floyd 5M89.Mitchell. I) R. Ed 40479.Morse. William C and Others 11066.Nlussman. M C 11981.Ora. John P 40770.Peterson, Robert F and Others 317H.Phillips, E Lakin 30562.Plumpton, Russell A 40762.Porter, William R 12010,
Change Agents 21198.Changing Attitudes 21198.Chester County Pennsylvania 21964.Child Abuse 42255.Child Development 10076, 11273. 22833.Child Rearing 31773, 42012.
Child Welfare 42202.
Reisinger. James J 40770.Richman, Vivien 10293, 20928.Rutter, Michael, Ed 42657.Segal. Julius. Ed 42255.Silberman. Al 40604.Sikerberg. Margaret C 40287.Silverberg. Norman E 40287.Smith. Bert Kruger 10076.Solar. Asher 23248.Stein. Myron 33197.Stone. Thomas E. 32723.Stuart. Reginald 50115.Talkington, Larry 22270.Thomas. Elizabeth C 22248.Vacc. Nicholas A 42781.Valls. Lavolia W and Others 31256.Wadsworth. H G 30985.Waiters. l.enore 22270.Weinberg. Steve. Ed 31600.Weinstein. Laura 20286, 33245.Weissman. Herbert N 30321.Wiggins. James E 20865.Milner. Milton and Others 42202.Wing. Lorna 42012.Wood. Fran H 21852.Wood. Mary Margaret 41664.
31009. 4(169(1. 42255.Discipline Problems 32859.District of Columbia 31256. 40060,Dropout Prevention 2(1182.Drug Abuse 42255.Dubnoff School for Educational Therapy
California 31002.ESEA Title I Project 11667.Early Childhood Education 40534, 40690.40770.Educable Mentally Handicapped 10453,
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