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Biomedical subjects

B Algozzine

Publications and source records attributed to B Algozzine.

35 records · Page 2Linked to original sources
PubMed1980

Social acceptability as a function of labels and assigned attributes.

A variety of biasing factors have been shown to influence individuals' ratings of each other. This study was designed to investigate the effects of categorical labels and assigned attributes on the social-acceptability ratings of fourth-grade children. An analysis of the results suggested that the assignment of positive attributes helped to maintain favorable ratings of a child in spite of unfavorable behavior. Implications of the results were discussed.

Attitude↗
PubMed1980

Manual communication and mental retardation: a review of research and implications.

The use of manual communication systems with individuals classified as mentally retarded is increasing; the extent to which that therapy is guided by systematic practices and principles was investigated. An analysis of the research literature suggested that a variety of sign systems have been used with retarded individuals of varying ages. The application or success or failure of that therapy does not seem to be determined by a particular treatment model and/or set of guidelines. Implications for development of language-training programs were discussed.

Adolescent↗
PubMed1978

A comparison of the disturbingness of behaviors related to learning disability and emotional disturbance.

Behaviors thought to be characteristic of emotional disturbance or learning disabilities were investigated through ratings of teachers with regard to the relative disturbingness of the behaviors. Obtained differences suggested that behaviors characteristic of emotional disturbance were rated as more disturbing than those of learning disabilities; differences within sets of characteristic behaviors were also indicated. Results are discussed with regard to implications for teacher expectancies and labeling research.

Adult↗
PubMed1977

The emotionally disturbed child: disturbed or disturbing?

The notion that a child's behavior may be more "disturbing" than disturbed has been of interest to educators of behaviorally deviant children. Behavior indicative of deviance in child was studied with respect to the relating degree of "disturbingness" which each was judged to reflect. Four factor dimensions of disturbingness were identified and discussed with regard to future research and educational implications.

Affective Symptoms↗
PubMed1977

The effects of a seven day camping experience on volunteer student counselors.

An investigation of the effects of a seven-day camp experience with disturbed adolescents on approximately sixty undergraduate "camp counselors" was conducted. Measures of the types of reinforcement preferred and used as well as an overall attitude toward disturbed adolescents were obtained and evaluated. The results indicated that the student counselors did not use the type of reinforcement that they felt was most important and they did not change their attitudes toward disturbed adolescents as a result of experience. The limitations of the study are discussed as well as some suggestions for future research into practicum sites for programs training teachers of the severely disturbed.

Adolescent↗
PubMed1975

Facial attractiveness and personal-social development.

The relationship between physical attractiveness and personal-social development was examined. The entire third, fourth, and fifth grade school population (N=440) was administered a self-concept and peer acceptance measure. School pictures of these children were then rated into attractive and unattractive groups (N = 84). Three separate three-factor (sex X attractiveness X grade) analyses of variance indicated attractive children were more socially accepted than their unattractive peers and had higher self-concepts.

Beauty↗
PubMedDate not supplied

Open enrollment and students with disabilities: issues, concerns, fears, and anticipated benefits.

Open enrollment is a hotly debated form of educational choice. More than 25 states have legislation establishing or expanding public school choice options. At an issues clarification working session, professionals, legislators, policymakers, parents, and students described issues and generated implications for serving students with disabilities. Participants identified three kinds of issues for districts and students: outcome, implementation, and demographic. Participants also expressed other concerns about choice: pupil benefit, parent involvement (or convenience), teacher/administrator job protection, change, and teacher workload.

Adolescent↗
PubMedDate not supplied

Re-inventing government? Let's re-invent special education.

Persistent problems in meeting the intent of Public Law 94-142 (and its reauthorization legislation) are caused by the failure of federal and state leaders to collaborate beyond the boundaries of current policies to develop new approaches to meeting the learning needs of students with disabilities. Much of the hindrance derives from problems with current referral-to-placement procedures. This article proposes a way to escape from the quagmire of laws, regulations, and policies that make special education costly rather than free and that inhibit teachers from developing appropriate educational strategies.

Cooperative Behavior↗
PubMedDate not supplied

Effects of the failure free reading program on students with severe reading disabilities.

Reading problems are among the most prevalent concerns for those who teach students with learning disabilities. In the present research, 39 students with severe reading problems were taught word recognition and comprehension skills using the failure free Reading Program. The intervention is based on principles identified in research on successful reading programs. Key steps in the program included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after intensive intervention. Discrepancies between intellectual ability and reading achievement decreased in more than half of the students. The failure free Reading Program seems to hold promise for improving reading in students with learning disabilities.

Bibliotherapy↗