Evidence of Grammatical Convergence in Dakhini Urdu and Telugu

Proceedings of the Sixth Annual Meeting of the Berkeley Linguistics Society (1980), pp. 90-9

Agreement in Hindi-Urdu and Its Phonological Implications.

Ph.D.LinguisticsUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/157044/1/6918085.pd

Implementing Social Skills Training Programs with Handicapped Students: A Staff Development Approach

The formal teaching of social skills in schools has often been proposed due to their importance for academic and vocational success as well as for long-term mental health adjustment. Research has shown that the vast majority of handicapped students have social skills deficits. This paper describes the state of the art of social skills training research and contrasts this with the state of practice with mildly handicapped students. Program evaluation methodology, including teacher surveys and interviews and a review of students’ IEPs, provides a description of current practice in a small special education cooperative. Results were consistent with previous research indicating that teachers focus on academically-related social skills with minimal emphasis on interpersonal skills. Results also suggested that mainstreaming decisions were primarily based on academic in contrast to social performance standards. Survey results suggested a lack of resources to establish inservice training and a lack of commitment to improving social skills training practices. Suggestions were made for additional program evaluation studies which should focus on assessment of a narrower range of social skills involving interpersonal skills only. A program evaluation/development role is proposed for practitioners

Training a Self-Instructional Routine for Estimating Recall Readiness: Generalization from Prose Learning to List Recall

The memory performance of four educable mentally retarded individuals was investigated using a multiple baseline across subjects design. Rehearsal training, meta-mnemonic theory from cognitive psychology, and self-instructional procedures from behavior modification research were synthesized into a training package designed to improve recall readiness skills among retarded adults. Following training, subjects took more time studying, recalled more idea units from the passages, and recalled more pictures on a free recall task. Subjects maintained the trained strategy at posttest on prose learning and generalized the strategy at posttest on a list recall task. The sample was small, adult, and institutionalized which limits the generalizations of the study to other settings (e.g., typical EMR classrooms). Discussion centered around the educational applications of this research in applied settings

Neuropsychological Evaluation in Remedial Education for the American Indian.

A NUMBER of recent studies have shown the usefulness of neuropsychological evaluation in the identification and treatment of brain-related learning disorders in children (Golden, 1977; Rourke, 1975). In general, it has been contended that neuropsychological tests are able to identify specific dysfunctions in the brain without being affected by social and cultural factors (Klove, 1974). If this is the case, neuropsychological evaluation offers potentially powerful assessment procedures in the case of the learning impaired American Indian child. The most widely used battery of neuropsychological tests today is that devised by Ward Halstead (1947) and Ralph Reitan (1966). This battery has been demonstrated to be useful in many countries (Klove, 1974) as well as in school assessment (Golden, 1977; Golden, in press). The present study was run to discover whether Halstead-Reitan tests were insensitive to cultural differences seen in the Indian adolescent