Ecological Assessment: Implications for Teachers of Learning Disabled Students

1982 ◽  
Vol 5 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Timothy E. Heron ◽  
William L. Heward
Keyword(s):  
Student Performance ◽  
Global Assessment ◽  
Learning Disabled ◽  
Ecological Assessment ◽  
Assessment Data ◽  
Disabled Students ◽  
Factors Affecting ◽  
Behavior Difficulties ◽  
Starting Point ◽  
Criterion Referenced

Results obtained from normative or criterion-referenced assessments are sufficient to determine the starting point for most students' academic or social instruction. However, some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach. This paper discusses the rationale for conducting an ecological assessment, a model for conceptualizing ecological assessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students.

Ecological Assessment: Implications for Teachers of Learning Disabled Students

1988 ◽  
Vol 11 (3) ◽  
pp. 224-232 ◽  
Author(s):  
Timothy E. Heron ◽  
William L. Heward
Keyword(s):  
Student Performance ◽  
Global Assessment ◽  
Learning Disabled ◽  
Ecological Assessment ◽  
Assessment Data ◽  
Disabled Students ◽  
Factors Affecting ◽  
Behavior Difficulties ◽  
Starting Point ◽  
Criterion Referenced

Results obtained from normative or criterion-referenced assessments are sufficient to determine the starting point for most students' academic or social instruction. However, some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach. This paper discusses the rationale for conducting an ecological assessment, a model for conceptualizing ecological assessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

Integrity Management of Ground Movement Hazards

2016 ◽  
Author(s):  
Yong-Yi Wang ◽  
Don West ◽  
Douglas Dewar ◽  
Alex McKenzie-Johnson ◽  
Millan Sen
Keyword(s):  
Management Program ◽  
Ground Movement ◽  
Tensile Failure ◽  
Weld Strength ◽  
Factors Affecting ◽  
Ground Movements ◽  
Decision Points ◽  
Starting Point ◽  
Integrity Management ◽  
Girth Welds

Ground movements, such as landslides and subsidence/settlement, can pose serious threats to pipeline integrity. The consequence of these incidents can be severe. In the absence of systematic integrity management, preventing and predicting incidents related to ground movements can be difficult. A ground movement management program can reduce the potential of those incidents. Some basic concepts and terms relevant to the management of ground movement hazards are introduced first. A ground movement management program may involve a long segment of a pipeline that may have a threat of failure in unknown locations. Identifying such locations and understanding the potential magnitude of the ground movement is often the starting point of a management program. In other cases, management activities may start after an event is known to have occurred. A sample response process is shown to illustrate key considerations and decision points after the evidence of an event is discovered. Such a process can involve fitness-for-service (FFS) assessment when appropriate information is available. The framework and key elements of FFS assessment are explained, including safety factors on strain capacity. The use of FFS assessment is illustrated through the assessment of tensile failure mode. Assessment models are introduced, including key factors affecting the outcome of an assessment. The unique features of girth welds in vintage pipelines are highlighted because the management of such pipelines is a high priority in North America and perhaps in other parts of the worlds. Common practice and appropriate considerations in a pipeline replacement program in areas of potential ground movement are highlighted. It is advisable to replace pipes with pipes of similar strength and stiffness so the strains can be distributed as broadly as possible. The chemical composition of pipe steels and the mechanical properties of the pipes should be such that the possibility of HAZ softening and weld strength undermatching is minimized. In addition, the benefits and cost of using the workmanship flaw acceptance criteria of API 1104 or equivalent standards in making repair and cutout decisions of vintage pipelines should be evaluated against the possible use of FFS assessment procedures. FFS assessment provides a quantifiable performance target which is not available through the workmanship criteria. However, necessary inputs to perform FFS assessment may not be readily available. Ongoing work intended to address some of the gaps is briefly described.

Creative Capabilities of Learning-Disabled and Normal Students

1980 ◽  
Vol 50 (2) ◽  
pp. 481-482
Author(s):  
Steve Graham ◽  
Al Sheinker
Keyword(s):  
Creative Thinking ◽  
Learning Disabled ◽  
Disabled Students ◽  
Initial Approach ◽  
Equivalent Number ◽  
New Ideas ◽  
Average Students

The Torrance Tests of Creative Thinking (Figural Form A) and Sounds and Images were administered to 26 learning-disabled and 30 average students in Grades 3, 4, and 5. Significant differences between the two groups were noted on all measures except fluency. Although learning-disabled students produced an equivalent number of relevant creative responses in comparison to their average peers, they were less able to generate new ideas and change their initial approach.

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