DOCUMENT RESUMEED 065 954

EC 042 697TITLEA Demonstration Class for

Educationally HandicappedChildren.INSTITUTIONNortheast Indiana Regional Instructional ResourceCenter for Handicapped Children and Youth, Ft.Wayne.SPONS AGENCY Indiana State Dept. of Public

Instruction,Indianapolis.; Saint Francis Coll., Fort Wayne,Ind.PUB DATE2 Aug 72NOTE91p.

EDRS PRICEMF-$0.65 HC-$3.29DESCRIPTORS*Academically Handicapped;

*Demonstration Projects;Educational Objectives; *Educational Programs;*Exceptional Child Education; Guidelines; *ProgramDescriptions; Statistical Data; Teacher EducationABSTRACT

Described is a demonstration class foreducationally

handicapped children said to have two major goals of demonstratingteaching techniques and strategies and of serving those children notreceiving appropriate service in regular classrooms. Brief commentsare made concerning the first goal, followed by practical suggestionsfor effective teaching techniques. secondary objectives are noted asexperimentation with various

approaches for teaching,development of

supportive research, dissemination of information concerning program,

and demonstration to schools of techniques for management. Teacherobjectives and correlate behaviors are outlined; included aredemonstration of consistent teacher behavior, approximation of aregular school day routine, minimization of teacher

verbalizations,fostering behaviors necessary for

independence and dependence,provision of consistent appropriate positive and aversivereinforcers, demonstration of model behavior for child to pattern,fostering appropriate child peer relationship,

and charting ofbehaviors. Objectives, evaluations, and progress of six enrolledchildren are provided,

followed by numerous charts of the childrenwith data collected by teachers and

supervisor..(CB)

NORTHEAST INDIANAREGIONAL

FILMED FROM BEST AVAILABLE COPY

INSTRUCTIONAL RESOURCE CENTER FOR HANDICAPPED CHILDREN & YOUTH

SAINT FRANCIS COLLEGE2701 SPRING STREET

FORT WAYNE, INDIANA 46808PHONE 432-3551, EXT. 208

A DEMONSTRATION CLASS

for

EDUCATIONALLY HANDICAPPED CHILDREN

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN -'IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

Teacher: Jane Keifer

Supervisor: Carol Weller

Project Director: Dan Peifer

August 2, 1972

A Cooperative Program: Indiana Office of the State Superintendent of Public Instruction. East Allen County Schools, Saint Francis College

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INTRODUCTION

Why A Demonstration Class?

In October of 1971, a distraught mother called the Instruc-tional Resource Center with a real problem. Her little girl hadreceived less than 80 days of formal schooling in all of hereight years. After doing some preliminary diagnostic work withthe child the Instructional Resource Center staff, together withthe Division of Special Education - State Department of Education,proposed a program for the child in the form of a Demonstrationclass for Educationally Handicapped children. Realizing thatthere must be other children like this one, the class size wasproposed as six children. Over the course of tIle next iew monthsreferrals began to trickle in. By February, five children werein the program.

Initially one teacher was hired for 11 day to teach the class.With the coming of an older and more severely disturbed child anaide was added. In March the regular teacher found it necessaryto resign due to illness and the former aide, who held a B. A.with experience in teaching Emotionally Disturbed Children,became the full time teacher. No other aide was hired.

Two major problems had to be faced in establishment of theclass. First was that of transportation of the children andsecond was that of persons to supervise lunch. For the former,the parents, public schools and the Instructional Resource Centerarranged transportation. For the latter, St. Francis Collegeprovided work-study students to take the lunch shift.

No monies from State Funds were available for materials forthe class. Plans had been made to use materials from the Instruc-tional Resource Center holdings. At Christmas, however, a contri-bution by parents of one of the children made purchase of somenew materials possible.

Supervisory and directoral services for the class came fromthe Project Director, Co-ordinator, and Consultant of the Instruc-tional Resource Center. Some testing services were offered bythe Department of Psychology, St. Francis College. Fiscal Agentfor the class was East Allen County Schools. Cooperation fromagencies already dealing with the children involved in the classwas gained. These agencies included: Child Guidance, UnitedWay of Allen County, Margaret Chase Day Care Center, Child Careof Allen County, Catholic Social Service, the Therapeutic NurserySchool, The Allen County Children's Guardian Hame, Allen CountyDepartment of Public Welfare, Garrett-Keyser-Butler SchoolCorporation, Northeast Indiana Special Education Cooperative,East Allen County Schools, Ft. Wayne Lutheran Schools, Ft. WayneCommunity Schools, School City of Wabash and the Wabash MiamiArea Program for Exceptional Children.

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I. GOALS AND PURPOSES OF THE DEMONSTRATION CLASSFOR EDUCATIONALLY HANDICAPPED CHILDREN

Primary Objective

The primary goals and purposes of the Demonstration Classfor Educationally Handicapped Children were two-fold: 1) todemonstrate teaching techniques and strategies appropriate fordealing with the Educationally Handicapped Child and 2) to servethose children deemed so Educationally Handicapped that they cannotreceive appropriate service in regular classrooms.

In terms of purpose #1, teaching techniques and strategies,the following applies:

1) There is no one way to teach these children. Each childis an individual and must have his program tailor-madefor him.

2) The more consistant the environment and the teacher behaviorthe more consistant the performance of the child.

3) Success in academic performance will often make socialbehaviors non-existant or much more manageable.

4) Structure through routinization confuses less and enhanceslearning more.

5) Daily data is essential to knowing where the child is ateach step of the academic and social process.

6) All persons who deal with the educationally handicappedchild must strive towards the same goals and in as likea manner as possible.

7) Positive reinforcement of acceptable behavior coupledwith ignoring or effective aversive control is remarkableas a technique.

8) Encouragement of other children to praise or ignore ismost effective.

Specifically, some of the teaching techniques tried are thefollowing. Each technique doesn't work with each child but eachone did work with someone.

1) Whispering to gain attention of a child2) Each child making announcements of something that happened

uince school the day before3) Using a linguistic reading method with a Ldending problem4) Each child telling what he did well during the day as

the class ended5) Holding a child who is having a tantrum with teacher's

arms around the child's arms and teacher's legs aroundthe child's legs

6) Using high interest low vocabulary readers with readingdeficient children

7) Using the flannel board for arithmetic work8) Using a kitchen timer to set work and pay off sessions

on variable interval schedules

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9) Using talking story books to stimulate interest in reading10) Taking hikes to see a science lesson11) Drawing maps from each child's home to St. Francis for

social studies skills12) Using desks instead of tables to simulate a "real"

classroom13) Letting older children "tutor" younger ones on skills

they have prepared14) Using a typewriter to get a non-writer interested in

stories15) Speaking loudly to a child to gain his attention16) Preparing individual writing assignments for each child17) Using art as a continuance of a story or science lesson18) Using cursive words written by the teacher and matching

them to manuscript ones written by the student19) Using the experience story for reading20) Having a sack of "things" that a "forgetful" child was

required to bring and take home21) Having clean-up parties after break or at the end of the

day22) Using concrete objects to aid counting23) Playing both cooperative and competitive games24) Showing the children how to read their charts25) Using a screen to divide the room into age groups26) Using a corner screen as a "time-out" room for inapprop-

riate behaviox27) Using "happy-sad" pictures to visually demonstrate feelings28) Studying a Ft. Wayne map for directionality and social

studies29) Constructing campus maps for social studies30) Using listening games for auditory discrimination31) Using a number line for numbers and gross motor activities32) Using the Distar for pre-math activities33) Using clapping exercises for sequencing or counting

activities34) Saying pledge to the flag for long term memory skills35) Doing exercises for gross motor activities36) Using flash cards for letter and number drill37) Using filmstrips to interest deficit readers38) Use of fact table for addition skills39) Use of line (3/4) to indicate place value40) Use of life experience story problems in arithmetic41) Cutting out pictures that begin with a specified sound42) Identifying objects in the room that begin with a specified

sound43) Matching pictures by initial consonant sound44) Placing pictures in story order for sequencing skills45) Using comic strips for story order and sequencing46) Using experience story sentences to be placed in order for

sequencing47) Retelling stories and nursery rhymes fur auditory sequencing48) Using sight and picture word cards for picture construc-

tion49) Using sight words to caption pictures and objects

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50) Reading stories orally for main idea and auditory percep-tion

51) Using questions drawn from stories to answer for main idea52) Using quizmo type game, child selects a number and counts

to it53) Counting objects in the room54) Following the dot activities55) Using "Mother-May-I" for counting skills and gross motor

work56) Using puzzles and puzzle completion for fine motor work57) Matching numeral with pictures containing that number

of objects58) Using wooden designs to show halves, wholes, and quarters59) Using cards with amount of money written on it and putting

exact amount of change on the card in least amount ofchange

60) Dictation of own experience stories61) Dotted letters for tracing of letters for handwriting and

fine motor skills62) Use of configuration boxes for writing letters or words63) Making own flash cards using words from stories64) Using pet pictures to teach care and responsibility for

social studies65) Using Audio-Flash Card and Language Mastex for word and

number drill66) Dictation and play back of stories using a tape recorder67) Classification of pictures of foods, pets, clothes

etc.68) Sorting objects and cards for number and classification .

skills69) Use of rhyming words to build linguistic patterns

In addition to teaching techniques or stimuli to learning,reinforcement techniques are also essential for a child's perfor-mance. The following are specific reinforcement techniques usedin the Demonstration Class.

Positive:1) Seeing their chart2) Verbal praise3) Checkmarks for secondary reinforcers4) Candy, cookies and goodies5) Free time at break or recess6) Physical affection7) Typing8) Using the recorder or record player9) Taking ditto papers home10) Using extra construction paper

Aversive:1) Ignoring2) Removal of checkmarks3) Loss of free time4) Time-out5) Self-counting of inappropriate behaviors6) Loss of recess time7) Verbal punisher8) Talking to the supervisor or project director

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As to purpose #2, of the Demonstration Class, that of directservice to children, 13 children have been seen by teacher orsupervisor. Of the 11, 5 have been for diagnostic work withtechnical assistance to their regular or special class teachers,while the others have received some teaching. Of these seven, onewas in attendance for one weelt, one attended four and 1/2 weeks,one had been enrolled but virtually unable to attend due totransportation problems and the four remaining could be consideredfull time. Referrals concer ing twelve other children have been

6;collected, none of whom hav een processed due to semi-adequateservice in public schools.

The goals for each child served by the Demonstration Classare as follows:

1) To accelerate academic behaviors according to individualneeds

2) To accelerate independence behaviors adaptive to theclassroom situation

3) To establish and maintain helpful child-peer relationships4) To decelerate those social behaViors which interfere

with the learning or socialization process5) To decelerate those behaviors which mark the child as

"different"6) To accelerate those coping behaviors necessary for reg-

ular classroom performance

For a detailed set of specific individual behavioralobjectives necessary for the attainment of the above generalobjectives, and the degree of attainment see the reports oneach child.

Secondary Objectives

In addition to the two primary objectives of the DemonstrationClass the following are listed as secondary objectives:

1) Experimentation with various approaches for teachingEducationally Handicapped Children.

Rather than follow one approach at all times manyteaching methods have been employed and evaluated asto their effectiveness with the children. Again, allhave not worked with everyone but all have worked withsomeone. Listed below are some of the methods tried.

a) Experience approach to readingb) Linguisticsc) Phonicsd) Structural arithmetice) Look-say readingf) Visual perceptual approachg) Structured approachh) Operant techniquesi) Precision Teachingj) Listening skillsk) Kephart motor program1) Life experience approach to arithmetic

2) Development of supportive researchThis paper, in its documentation of objectives,

supports many of the proposed insights into dealing with

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the Educationally Handicapped Child. Each chart sub-stantiates individual gains on pinpointed skills.

3) Dissemination of information concerning the programThis paper will be sent to the Division of Special

Education , State Department of Education, State Super-intendant Loughlin, U.S.O.E., the Council for ExceptionalChildren, and each member of the Instructional ResourceCenter's Advisory Board - Superintendants and Directorsof Special Education for eleven counties. It will alsobe sent to teachers, therapists, and parents of thechildren involved.

The program has previously been spotlited in theInstructional Resource Center's newsletter, Dimensions.

4) Demonstration to schools of the techniques for manage-ment of the Educationally Handicapped.

Through consultation, video tapes and on the sceneservice to teachers, the staff of the InstructionalResource Center will continue to bring informationgained through this class to teachers of our region.We encourage teachers, administrators and parents ofEducationally Handicapped Children to call on us aswe can be of assistance Plans are presently beingmade for a workshop for teachers of the EducationallyHandicapped (Learning Disabled or Emotionally Disturbed)to be held in the early fall. All teachers in the Instruc-tional Resource Center's area plus teachers of surroundingareas will be invited to participate.

II. TEACHER OBJECTIVES AND CORRELATE BEHAVIORS

A. Objective: To demonstrate consistent teacher behavior

In order to stabalize tLe environment of the classroomas much as possible and to avoid unexpected teacher hehaviors,all persons dealing with the students followed a set ofdescribed behaviors. Persons involved in this "consistencyproject" included: teachers, aides, supervisor, secretary,work study students who took children to lunch or break,project director, and drivers.

The teacher behaviors specified were:1) praising of child when a task was completed2) insistence that a direction be ftllawed3) ignoring of irrelevant statements, questions, or

fabrications4) ignoring of inappropriate behavior such as dawdling5) insistence that mistakes be corrected or messes cleaned

up6) using a continuous schedule for delivery of aversive

consequences

B. Objective: To approximate a regular school day routine

In order to prepare children for re-entry to publicschool and to minimize classroom confusion a set scheduleor routine was followed daily. This schedule was asfollows:

1) Work on individual seat work until all present2) Individual writing assignments 8:30-8:453) Opening excercises 8:45-9:00

a) pledgeb) gave announcements of some happening at home

4) Reading 9:00-9:305) Arithmetic 9:30-10:006) Break 10:00-10:207) Game 10:20 - 10:308) Word Study 10:30-11:109) Art, recess, structured play, social studies or

science 11:10-11:3010) Line up (coats, etc.) 11:30

To further prepare children in behaviors necessary forpublic school the following rules were stated and followed:

1) Children will stay in their desks at all work timesand will not leave them without permission.

2) Children will raise their hands to gain permissionto speak or leave desk.

3) Restroom time will be before school, during break orbefore leaving, except in emergencies.

4) Writing on desks, walls or other furniture is

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prohibited.5) While in desk children will sit up. No laying on

desk will be permitted.

C. Objective: To minimize teacher verbalization to onlyessential concise statements.

As the children often became confused by lengthy explan-ations, and became reinforced by excessive verbal punishersall persons dealing with the children (see objective #1,for list) were encouraged to minimize verbalizations in direc-tion giving situations. The following guidelines werespecified:

1) Work directions should be given as concisely aspossible.

2) During an acting out episode of any child verbal-ization should be minimal.

3) When ever possible an acting out child should beignored totally.

4) Rules are restated for behaviors of getting out ofseat, not raising hand, etc.

5) When possible directions are given once and childis ignored until task is completed.

The exception to the minimal, verbalization rule wasin use of verbal praise. .When any child completed a taskor performed according to directions, verbal praise, in anamount commensurate with his understanding, was delivered.This was accompanied by non-verbal gestures, smiles, etc.

D. Objective: To foster behaviors necessary for independence.

Although many of the specific objectives of this goalwere by nature imp.recise the following program was used sothat the children would gain some skills necessary for inde-pendence.

1) When a direction is given concerning a task thechild can do, he is ignored until it is done andthen praised.

2) Irrelevant questions such as "Is this my desk?"when the child has. been sitting in that deskevery morning for three weeks are ignored.

3) At lunch time and break time children carry theirown trays and make their owm food choices.

4) Children clean up any messes they make.5) Children are praised for completed work.6) Work is programmed in length so that initially

very short segments of work are given. These aregradually lengthened.

7) A kitchen timer is used and set at varying intervalsof time. a) Children working when the timer soundsare reinforced: b) Children are reinforced for amountof correct work done when timer sounds.

8) Tasks which are improperly done the first try arerepeated until done appropriately.

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E. Objective: To foster behavior necessary for dependance.

Although children should be independent in most activities,dependence upon adults is necessary in some cases for health,safety and performance reasons. The following program forfostering appropriate dependence was employed:

1) Eye contact is gained when directions are given.2) Children are praised for following directions.3) Children are praised for staying near the teacher

during walks or while in the driveway or parking lot.4) Running away is punished by minimal verbalization

of the following contingency: "If this happensagain you will not get to come back tomorrow. Ifyou do not want to stay in class you can not come toschool." If the running away happens again the childis not allowed to return the next day.

F. Objective: To provide consistent appropriate positive andaversive reinforcers.

Realizing that every child does not get "turned on"or "turned off" by the same things a variety of reinforcers,both positive and aversive were tried and the most effectivefor each child used.

Positive_Che ckmarkscandycookiesfree timebreakverbal praisephysical affectiontypingseeing chartstaking ditto pages homeuse of record playeruse of recorders

clapping for selvesrecess

Aversiveremoval of checkmarks

loss of free timeloss of breakverbal censure

ignoringcounting inappropriate

behaviorsloss of recess time

For more specific information on individual selection ofconsequences see the reports on each child.

In addition to systematically using and analysing theeffect of each reinforcer on the children, the teacher chartedher verbal positive consequences. Believing that verbalreinforcers should be a powerful consequence for childrens'behavior these were often paired with tangible reinforcers.At other times the verbal-social. praise was used alone.

Analysis of the teacher's chart points out severalinteresting factors.

1) As the chart is highly stable from day to day,environmental teacher consistency was maintained.

2) In comparison with the sample data taken by thesupervisor, the teacher counted less positive

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verbal consequences per minute, but the ratio betweenrates were the same. This indicates that although theteacher misses many of her behaviors, she does retain anaccurate count.

3) On comparison of teacher chart and children ' s charts ,child performance and teacher praise are related.That is: high social praise and high performance arerelated.

G. Objective: To demonstrate model behavior for the child topattern.

Modeling as a teaching technique is widely used in classrooms. In order to use this technique effectively and con-sistently the following guidelines were set for all thosedealing with the children.

1) Inappropriate behavior would be ignored2) Appropriate behavior would be reinforced with praise3) Anger or frustration would be verbalized not physically

shown4) Tasks would be demonstrated by teacher in a simple

concise manner5) At break and lunch, good table manners would be used6) Voice would be modulated appropriately7) Dressing habits would be tasteful8) Running would be minimal9) Irrelevant verbalizations would be minimal

10) Care of books, furniture, etc. would be demonstrated11) Writing would be ligible at all times12) Belongings and materials would be put in proper place13) Room would be neat and clean14) Thanks would be expressed at appropriate times15) Interruptions of children by teacher would be minimal

Using these teacher behavi(.'rs as guides the children wereencouraged to model the teacher and were praised if they did.

H. Objective: To foster appropriate child-peer relationships.

In a classroom situation child-peer cooperation is essentialfor the socialization p:.ocess. With the variety of ages in thedemonstration class certain guides had to be set. The followingpositively oriented behaviors were established.

1) Praise another child for work well done2) Share food and materials3) Do own share of work4) Be quiet while others are working or talking5) Keep hands to self during break6) Leave other's material alone

I. Objective: To rate and chart specific behaviors - both academicand social - to determine the performance growth ofeach child

In order for a teacher to accurately plan the learningprogress for each child she must first know where the child isfunctioning. To pinpoint specifically the areas of strength

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and weakness of each child, initially all children performedand were rated on approximately 150 different items. Theseitems included:

I AcademicA. Gross Motor Behaviors

1. Running2. Walking3. Skipping4. Hopping

B. Fine Motor Behaviors1. Puzzles2. Tying3. Lacing4. Buttoning

5. Jumping6. Rolling7. Walking Backwards8. Exercises

5. Zipping6. Handw:1-iting7. Copying8. Tracing

C. Eye-hand Behaviors1. Following dots2. Drawing straight line vertically3. Drawing straight line horizontally4. Drawing straight line diagonally5. Drawing circles

D. Shapes1. Recognition of:

a) circleb) squarec) triangle

2. Drawing of:a) circleb) squarec) triangle

d) diamonde) moonf) star

E. Letters1. Saying 26 alphabet letters2. Recognizing letters

a) lower case manuscriptb). upper case manuscriptc) lower case cursived) upper case cursive

3. Writing lettersa) lower case manuscriptb) upper case manuscriptc) lower case cursived) upper case cursive

4. Recognizing letters in words

F. Sounds1. Say letter sound when seeing letter2. Say letter name when hearing sound3. Consonants

a) Pick out initial sound in wordsb) Pick out medial sound in wordsc) Pick out final sound in words

4. Recognize silent letters

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5. Vowelsa) Recognize short vowel soundsb) Recognize long vowel sounds

6. Blendsa) blend 2 letters to form soundb) blend 3 letter wordsc) blend 4 or more letter words

G. Sight Vocabulary1. Recognize 1/2 of Dolch list I2. Recognize all of Dolch list I3. Recognize Dolch lists I & II

H. Arithmetic1. Counting

a) rate counting to 10b) rate counting to 2 0 or abovec) counting objects to sets of 10d) counting objects to sets of 20 or above

2,. Conceptsa) more and lessb) big and littlec) tall and shortd) more and moste) same and different

3. Numbersa) saying numbers (see counting)b) recognizing numbers

1) 1-102) 10-20 and above

c) writing numbers1) 1-.102) 10-20 and above

4. Additiona) concepts

1) adding by sets with objects2) adding by sets with pictures3) adding with numbers

b) facts1) sum less than 1 02) sum greater than 10 (no regrouping)3) sum greater than 10 (regrouping)4) adding 100's

5. Subtractiona) concepts

1) subtracting by sets with objects2) subtracting by sets with pictures3) subtracting with numbers

b) facts1) difference less than 1 02) difference greater than 10 (no regrouping)3) difference greater than 10 (regrouping)

6. Multiplication (same as above)7. Division (same as above)

I. Related Arithmetic1. Time

a) telling hoursb) telling 1/2 hoursc) telling quarter hoursd) adding timee) subtracting time

2. Moneya) recognition of money

1) penny 6)2) nickle 7)3) dime 8)4) quarter 9)5) half-dollar 10)

b) counting money1) 252) $1. 003) $5.00

c) making change1) 252) $1 . 003) $5. 00

d) adding moneye) subtracting money

silver-dollarpaper dollar5 dollar bill10 dollar bill20 dollar bill

3. Measurementa) recognition of measurement words

1) inch 6) pound2) foot 7) pint3) yard 8) quart -4) mile 9) gallon5) ounce

b) recognition of measurement1) scales2) measuring cup3) ruler4) yardstick

J. Body Awareness1. Concepts

a) up - downb) over - underc) left - rightd) around through

2. Body parts (minimal)a) headb) armc) foot(1) lege) backf) handg) mouth

3. Body parts (advanced)a) eyebrowb) eyelash

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tools

h) nosei) eyesj) earsk) front1) toesm) fingers

g) knee.h) teeth

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c) toenail i) tongued) fingernail j) earlobee)

f)

neckelbow

k) thumb

K. Reading Vocabulary1. Recognizing 1-10 words2. Recognizing 10-50 words3. Recognizing over 50 words4. Reads sentences5. Reading level (by book level)

Needless to say all children were not rated on every item,due to the difficulty or simplicity of some of the items.However, each child was rated on those items within theircapacity.

Following the initial pinpointing, the teacher selectedthose academic behaviors deemed necessary but needing work forher lesson planning. Each selected behavior was worked withand charted daily. For results of the charting and the analysisof the data see Charts Section I.

Realizing that classroom performance for an EducationallyHandicapped child is dependant on social behavioral skillsas well as academic ones, the following list of behaviors wasused as a pinpointing guide before changing social skills:

II SocialA. Hyperactives

1. Jumping out of seat2. Running around the room3. Talking out4. Squirmdng5. Falling off chair6. Chair rocking

B. Distractibilities1. Staring out the window2. Not attending to task

C. Agressives1. Hitting2. Fighting3. Tantrums4. Biting5. Stealing6. Grabbing others belongings

D. Shares1. Sharing toys with others2. Sharing food with others

E. Manners1. Proper eating habits - manners2. Interrupting3. Hanging up coat

F. Others1. Whining2. Crying3. Irrelevant statements4. Irrelevant questions

4.;.t)

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5. Sex play6. Excessive toileting7. Running away8. Thumb-sucking

As with the academic behaviors, children's .socialbehaviors were pinpointed and subsequently rated and charteddaily. Analysis of data both academic and social - wasperiodically done. Charts were viewed daily, often by bothchild and teacher. For more information see Charts -11

III. SPECIFIC OBJECTIVES, EVALUATION AND DISCUSSIONOF CHILDREN IN THE PROGRAM

In order to teach each child in the Demonstration Classaccording to his own particular needs, curriculum goals wereestablished along the lines of the general objectives.The following section deals with the objectives, evaluations andprogress of each of the enrolled children. Specific techniques,data analysis and recommendations are also included.

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A. Mary Rose

Mary Rose's most obvious problems are behavioral. Sincethese interfere with her academic performance and participa-tion they will be dealt with first. Some of the main notice-able behaviors during the school day are:

1) attempts to get attention, i.e. falling out of orlaying on her chair, running around the room

2) attempts to manipulate teacher or pupils into treatingher as a baby

3) inattentiveness4) refusals and lack of follow-through on assignments5) disinhibition - instead of saying "That's good"

when another student does well she jumps up and down,yells, and claps her hands loudly.

6) limited control over distractibility

Mary Rose's self-concept is very poor. She makes manynegative statements about herself and her ability. Althoughshe is occasionally pleased with her progress she more oftenis negative and helpless.

We have found that a highly structured school programstablizes Mary Rose's behavior. She has her own desk whichis not to be moved. Definite rules for being out of seat,speaking, and getting seem to help reinforce the appropriatebehaviors needed. Rules are enforced but periods such asopening excercises and break allow her to speak freely andget up to move about the room. The schedule is followedclosely so that she does not need to question the nextactivity.

A checkmark system was used to reinforce appropriatebehaviors. Checkmt,4rks could be earned for:

1) starting on assignments2) finishing the assignment in the time allotted3) correct response on assignments4) following directions or rules

Checkmarks were used to buy:1) break2) treats3) recess4) old ditto papers5) gum6) use of tape recorder

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7) coloring time8) time for reading book or playing game of choice9) use of record player10) use of chalkboard

We also used the check mark system to provide adversive rein-forcement. Mary Rose could lose checkmarks if she continueda behavior such as yelling or laying on her seat after she waswarned. She did not fight this procedure but it did not seemto cure her behaviors.

Ultimately treats or recess could have been lost if childhad lost checkmarks or had not completed her work. Mary Roselost one recess during the time the checkmark system was ineffect.

In addition to the checkmark system and its rewards MaryRose responded well to praise and physical affection. Her atten-tion-getting behaviors were best extinguished when ignored.However, adversive reinforcement had to be applied to some beha-viors which distracted other children or which she seemed toenjoy. If she were laying in her seat she was physically placedin the appropriate position with a warning. Disinhibitorybehavior in the form mentioned before was not punished but timewas taken to discuss more appropriate ways to show happiness.When these were repeated she was praised.

Mary Rose often tried to manipulate others into doing thingsfor her she was capable of doing for herself. For instance,she was expected to hang up her own coat every morning. If theteacher was not present, however, she would tell the person whobrought her that she couldn't do it. It seems that she has beensuccessful in her manipulation attempts and is afraid of losingthis skill and being forced to accept the responsibilitiesappropriate for a child her age.

Any and all attempts to behave and/or perform appropriatelywere heavily reinforced with appropriate praise and privileges.She was given responsibilities accordingly. Too much pressuresometimes caused her to reject the activity all together.

Refusals to do assignments resulted in the loss of checkmarks.She was able to complete most assignments successfully when theteacher was with her. A kitchen timer was used and set for smallperiods of time to encourage independent follow-through. It wasnecessary for her to make a majority of correct responses duringthe time limit in order for her to earn checkmarks necessary fortreat etc.

Mary Rose's academic achievement is strongly affected by herbehavior; however, in the structured atmosphere of fthe demon-stration class she could function.

Academic skills worked on in Reading were: word attack,sequencing, listening and repeating, classification and conceptformation, sentence construction, and reading for main ideas.Specific techniques and materials used to teach these skills arelisted below.

19

A. Word Attack Skills1. Phonics beginning consonant recognition and identifica-

tiona. Carnival of Beginning Soundsb. Toy Chest of Beginning Soundsc. Identifying objects in the room by initial consonant

soundra. cutting out pictures with selected initial consonant

soundse. trying to make the sound of a letter shown her

2. Sight Vocabularya. drillb. 1 minute rates taken on Dolch Popper Words Set 1.

Reward of gum if rate increasedc. pointing out sight words in storiesd. selecting word from group of threee. use of picture word cardsf. use of clues inherent in word meaning, ie. BIG little look

B. Sequence Skills1. Picture card sequencing2. Instructo Let's Learn Sequence3. Putting sentences from experience charts in the correct

order4. Cutting apart comics and putting together in the correct5. Retelling story or nursery rhyme

C. Listening and repeating1. Repeating story as teacher reads2. Repeating sentences and groups of unrelated words3. Following directions worksheets4. Scott, Foresman Talking Books

D. Classification and Concept Formation1. Instructo The Classification Game2. Using pictures from Peabody Kits

E. Sentence Construction1. Using sight word cards and picture word cards to make

sentences2. Using sight words to caption pictures or objects

F. Listening for Ideas1. Students tell main idea of section just read2. Teacher reads story and Mary Rose answers questions about

it by writing yes or no.

Specific Arithmetic skills cl..veloped were readiness skillsand addition. Materials and techniques used are listed below.A. Readiness Skills

1. Completing worksheets by making an X on the group withmore objects or on the different group

2. Counting of cards with picture of groups of objects3. Rate counting to number on Quizma type card4. Counting objects in the room5. Counting claps, words or sounds

cv9

20

6. Ditto sheets with counting drills7. Follow the dot dittos8. Use of number line on board and on floor9. Use of games like "Mother, May I?" for learning

number concepts10. Matching numeral to cards picturing groups of objects

B. Addition1. Use of flannel board numerals and objects. Teacher

puts up simple addition problem. Child shows numeralswith objects and counts to find sum

2. Jump addition problems on number line3. Addition drill sheets4. Use of concrete objects to show written addition problem5. Addition problems read from grouped objects

Mary Rose has much difficulty writing legibly because ofher poor fine motor control. Some activities we found helpfulwere:

1. Use of configuration boxes as guides, i for Eary2. Tracing words from dots3. Copying letters and words4. Insistence that she write her name on her papers5. Writing yes and no answers to questions6. Copying experience stories7. Making her own flash cards8. Ideal Alphabet Practice Cards9. Ideal Groovy Numerals10. Kleeco Alpha Book - Manuscript

Recommendations

1. It is suggested that Mary Rose's school and home environ-ments be highly structured. Rules should be explained andenforced and contingencies should be consistent, appropriate,and arise from natural consequences, if possible.

2. Immediate and appropriate reinforcement should follow allsocially and academically desireable behaviors.

3. Inappropriate or undesireable behaviors should be ignoredas much as possible.

4. Lengths of time devoted to tasks should be limitedin the beginning and gradually built up. Activities shouldbe varied since she has a tendency to tire and frustrateeasily.

5. Special Class placemeAt seems desireable for Mary Rose sinceshe requires much attention and can be very distracting toother students.

6. A system of reinforcement such as checkmarks works well withMary Rose.

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21

B. Laura

The progress Laura has made both behaviorally and academic-ally this past semester is remarkable. Her earlier distur-bance was manifested in such behaviors as running away,kicking, fighting, throwing objects, name-calling, and crying.These occurred when she was unable to get what she wantedby manipulation. She was excluded for 2 weeks so that adecision could be made about her placement. When she cameback, few of the above behaviors were manifested in class.In the last month she had been a model student.

The only disturbing and inappropriate remaining behaviorwas her whining and complaining attitude. Her rate per daywas charted. On several occasions she observed me countifIgand became upset when she learned I was counting a bad behavior.Just before school was out we discussed the problem - whyit was inappropriate and what would be an appropriate behaviorto put in its place. She suggested a smiling face so timeswhen I observed her smiling were recorded on the board. Therewas an immediate drop in the whining rate (see chart) whichwas further reinforced by extra take-home dittos.

Laura could be teased out of most of her undesireablebehaviors. It was a4hough she was used to being sullen andteasing and a smiling face released her.

She sometimes had difficulty waiting to be recognized,especially when this was caused by the other children'sinappropriate behaviors demanding the teacher's attention.Indirectly it would be pointed out that students must waitquietly to be recognized. When she became quiet she wasimmediately reinforced.

The checkmark system seemed to provide Laura withincentive she needed to work independently. She receivedcheckmarks for starting and finishing assignments but sinceher rate of production and correct responses was so much higherthan the other students; it was necessary to give checkmarkson a ratio basis. This was agreeable to her since she alwayshad extra at the end of the day. With these she would buy:

1. construction paper2. magazines3. dittos4. use of tape recorder5. free time6. typingOther positive reinforcers that were effective with Laura

were:1. horse trophies2. insect books3. seeing and-showing progress on charts4. physical affectionAdversive reinforcers effective with Laura were:1. visible counting of inappropriate behaviors2. withdrawal of attention3. loss of checkmarks4. loss of free time5. teasing by the teacher

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22

Some difficulties that hinder academic achievement are:1. poor self-concept. This has, however, improved

as skills have improved.2. guessing3. reversals Sometimes she sounds out each letter in a

word and then pronounces it using a middle or finalletter as thtnitial sound.

4. attempts to u e left to right progression in arithmetic5. difficulty cor0-inuing after error was made when rate

was being taken.

Reading skills worked on and techniques and materialsused are listed below.A. Word attack skills

1. Phonics - recognition of and pronunciation of wordscontaining short vowel soundsa. Conquests in Readingb. Listing words from experience story in categories

of short vowel sounds2. Sight Vocabulary Skills

a. Drill and 1 minute rate taken daily on DolchPopper Words - Set 1. (see chart)

b. Practice and daily rate (chart) taken on readingselections from Cowboy Sam and Freckles

c. Dictating experience storiesd. recognition of words known in experience story

e. Dolch Word TeachinsGamef. Instructo Initial Consonant Substitutiong. Dolch Picture Word Cards

B. Developing Skills in Sequencing1. Placing sentences from experience stories in proper

sequence2. Putting words in sentences in order3. Cutting comics apart and putting them back together

in correct sequence4. Retelling stories

C. Sentence Construction1. Using sight words and picture word cards to make

sentences2. Using sight words to caption pictures

D. Reading for Ideas1. Tell main idea of section just read2. Read and answer questions about chapter just read

Arithmetic skills stressed were, addition, subtraction,money and fractions. Methods and materials follow.A. Addition and Subtraction

1. Laura's rate on flashcards with sums 10 or less wastaken daily (see chart)

2. Instructo Place Value Kit3. Laura was introduced to carrying but she was not able

to identify problems requiring the use of the skill.These problems were circled for her

4. A line was used to divide the tens and ones column5. Quizma - Addition and Subtraction6. Use of a fact table7. Use of experience approach in making up story problems

2 3

8. Showing combinations of numbers less than 10 withconcrete objects

9. Learning Skills Series - AB. Money

1. Pay the Cashier2. Money Makes Sense3. Simple addition and subtraction problems involving

life-experience approach4. Showing sums of money, ie. Sl.93 with play money5. Drill on coin and coin name, and value recognition

C. Fractions1. Fraction wheel2. Flannel board fraction pieces3. Use of money to show fractions of a dollar4. Dittos requiring recognition or drawing of fractions

Laura refused to write at the beginning of the semester.All work was done on the typewriter. Later, she decided shewanted to learn cursive writing. Techniques listed below werehelpful in securing the progress she made.

1. Kleeco Alpha Writing Book - Cursive2. Individual writing lessons dictated to teacher who

wrote in cursive so that Laura could copy3. Assignments were done in cursive writing.4. Teacher and student would decide which letters were

good and circle them5. Making her own flashcards

Recommendations

1. Use Of definite schedule and seating arrangement2. Enforcement of rules governing talking, and out-of-seat

behavior. This seems to give'security to Laura and seemsto reinforce her and help build her self-concept

3. A reinforcement system such as checkmarks is a greatincentive for Laura. She definitely profits from knowingher work will be rewarded.

4. Teacher should be firm but show willingness to help ifLaura needs difficulty. Carefulness should be exercisedthat-Laura is not able to manipulate.

5. Since Laura's academic achievement is still below gradelevel and since she has been making much progressit is suggested that she would benefit from some type ofsummer school program.

6. It is believed that Laura is now ready for placement ina regular class if she has the service of a resourceteacher. Her regular class teacher could best helpLaura by providing individual attention, support andinstruction.

24

C. Ken

In many ways Ken was a model student. He seemed to producebest in the structured, non-pressured atmosphere of the regularclass. He never complained about assignments or talked backwhen calmed down. He attacked all assignments immediatelyand seemed proud that he was able to follow the rules withlittle difficulty.

Ken responded well to the checkmark system, and sometimesearned extra checkmarks. Positive reinforcers for Ken were:

1. break, treat, recess2. Use of tape recorder3. free time4. magazines5. Checkered Flag filmstrips6. use of typewriter7. opportunity to tutor Jackie

The only aversive reinforcers used with Ken were verbalreminders of unheeded rules and loss of special priveleges.

Ken had some difficulty in reading activities at the 3rdgrade level. The majority of these activities were based onthe books Wheels and Scramble from the Checkered Flag Series.Word attack, vocabulary development, and comprehension skillswere emphasized. Activities, materials, and techniquesused to develop each of these skills follow.A. Word Attack

1. Phonics - stress on medial vowel sounds and structuralanalysisa) Conquests in Reading workbookb) Words from chapter in Wheels or Scramble were

categorized by medial vowel sounds.c) Words from above books were divided into syllables

and vowels and accents marked.d) Teacher-made game in which student made "books"

by matching words by medial vowel sounds2. Sight Word Development

a) Student's rate of reading portions from above bookswas charted. (see chart)

b) Student was asked to identify known words in experiencestory

c) Use of sight words in crossword puzzlesd) Group Word Teaching Game by Dolch

B. Reading For Ideas1. Completion of comprehension exercises at the end of

each chapter of Wheels and Scramble.2. Use of exercises in which student had to choose best

title for a story3. Listening and answering questions about story read by

teacherC. Oral Reading Skills

1. Reading rate chartedb. Reading to other children

Ken's arithmetic skills were better developed than hisreading skills. Arithmetic topics emphasized were mul-

.r")71.0

25

tiplication facts, long division, story problems solvingprocesses, and decimals.

A. Multiplication Facts1. Drill with flashcards rate charted2. Quizmo3. Use story problems

B. Long division1. Learning Skills Series - B2. Sullivan "Divistion"3. Use in story problems

C. Story Problems used to teach identification of processesneeded were teacher-made and based on reading materialsor Ken's personal experiences.

D. Decimals1. Foundation Mathematics2. Teacher-made materials3. Use of play money and Pay the Cashier

Ken was able to work simple long division problemswith teacher's constant supervision, but he could not workthem at all on his own. Many different approaches were tried.It is possible that he had previously been taught a differentway to do long division. At any rate, he became very frus-trated when he was not able to solve the problems.

Recommendations

A. Classroom structure and management1. The use of a definite schedule and seating arrangement

seemed to raise Ken's performance level.2. Ken took pride in following and helping to enforce rules

governing out-of-seat behavior, talking, and getting help.3. It is believed that Ken could best be served in. a

regular class if he had the services of a crises teacherand a tutor.

B. Academic1. Ken responded best to high interest, low vocabulary

materials which did not injure his self-concept.2. A tutor could provide Ken with the remedial and indiv-

idual help he needs to improve his reading skills.3. Ken enjoyed and seemed to profit from use of audio-

visual equipment and materials and garnes.C. Behavioral

1. Ken might profit from personal development in smallgroups before he is expected to function in a largegroup.

2. It is suggested that the teacher be available when Kenexpresses appropriately his need for help.

3. Ken seemed to profit from a seating arrangement in whichhe was in a group but at a non-distracting distance.

26

D. Jack

Jack was the youngest of all children served in thedemonstration class. His young age accounted for some of thebehavior problems he had. These most often were manifested inimmature crying spells and temper tantrums. Behaviors includedin the tantrums were hitting, kicking, running around the room,yelling, throwing things from his desk and destruction ofmaterials. Some of these behaviors occurred independent ofthe tantrums but not nearly as often.

We found that introducing structure in the classroomenvironment cut his rate of tantrums per day in half. However,the variability increased. (See the chart) The cause of Jack ' s"bad" days is not known.

When these behaviors occurred the teacher took the follow-ing steps:

1. Jack was physically placed in his seat.2. If he was running he was not chased but was given to

the count of 5 to return to his seat. Failure to doso resulted in loss of a checkmark.

3. Once in his seat Jack was reminded of the need toearn checkmarks in order, to get his treat.

4. The teacher indicated with as little verbalizationand attention as possible that she was willing totalk over th e. problem or help the student with hiswork when he was ready.

5. The student was instructed to raise his hand when hewas ready to begin work.

6. Other students were instructed to ignore Jackie ' sbehavior as long as it was inappropriate.

Jack responded well to the checkmark system of reinforcement. He received checkmarks for starting and finishing workand for correct responses. It was very difficult for Jackieto cope with losing checkrnarks. Because of this he rarelylost more than one a day unless he was having tantrum trouble.

Usually Jack did not earn extra checkmarks. Except for1 day Jack always earned his break, treat and recess.

Other positive reinforcers to which Jack responded wellwere:

1. Use of tape recorder2. Use of record player and talking books3. Candy4. Charting of progress and opportunity to show charts to

other students5. Clapping for him6. Physical affection7. Shaking hands8. Free time coloring or looking at books

Reinforcers that were adversive to Jack and that usuallydecreased behaviors were:

1. Loss of checkmarks after warning2. Loss of special privileges

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27

3. Withdrawal of attention4. Loss of reward, ie. candy5. Giving him to the count of 5 to perform desired

behavior6. Using a loud voice to get his attentionJack's academic achievement is adversely affected by

his inability to control his behavior. Work periods wereshortened to insure success and completion of assignments.A kitchen timer was used to aid Jack and provide a reinforce-ment for working on assignments.

Academic skills worked on in reading were word attack,sequencing, listening and repeating, classification and conceptformation, and listening for main ideas.

A. Word Attach Skills1. Phonics - initial consonant recognition and identifica-

tiona. Carnival of Beginning Soundsb. Toy Chest of Beginning Soundsc. Identify and label object in the room by initial

consonant souridd. Cutting out pictures with selected initial consonant

sound.e. Dolch Consonant Cards - Jack names the picture,

letter, and tries to make the sound of letter.2. Sight Vocabulary Building Skills

a. Reading experience chartsb. Selecting word from group of three

3. Alphabet Skillsa. Made own alphabet cards by cutting out capital

letters and pasting them to flash cardsb. Drill and one minute rate taken daily (see chart)c. Scott, Foresman A is for Alphabet book and recordd. Pointing out letters in experience stories and books

B. Sequence Skills1. Picture card sequencing2. Instructo Let's Learn Sequence3. Putting sentences from experience chart in order4. Cutting apart comics and putting them together in

correct sequence5. Retelling a story or nursery rhyme

C. Listening and Repeating Skills1. Repeating story as teacher reads2. Repeating sentences and groups of unrelated words3. Following directions on worksheets4. Scott, Foresman Talking Books

D. Classification and Concept Formation1. Instructo The Classification Game2. Classification of pictures from Peabody Kits

E. Listening for Ideas1. Students tell main idea of section just read by teacher2. Students answer questions about story read by teacher

by writing or circling yes or no.

2 8

Specific arithmetic skills developed were readinessskills and simple addition. All sums and counting were donewith the numbers 1-10 .

A. Readiness Skills1 . Completing worksheets by making an x on the group with

more, larger, or different objects2. Counting groups of objects pictured on cards3. Counting to numbers on Quizma type cards4. Counting objects in the room5. Counting claps, words, or sounds6. Ditto sheets with counting drill7. Follow the dot exercises8. Use of number line on board and on floor9. Use of games like "Mother, May I?"

10. Matching groups of objects pictured on cards toappropriate numerals

11. First Arithmetic GameB. Addition

1. Use of flannel board, flannel nuntbers and objects.Children show numerals with correct number of objectsand count to find sum

2. Students jump addition problem on floor number line3. Students show addition problem on board number line4. Addition drill sheets5. Use of concrete objects to show written addition

problems6. Addition problems read from grouped objects.

TechniquesJack's

1.2.

and materials we found useful in developinghandwriting were:

JackUse of configuration boxes as guides, i.e. r- forTracing words from dots

3. Insistence that name is written on all papers turned in4. Copying letters and words5. Writing yes and no answers to words6. Making his own flashcards7. Ideal Alphabet Practice Cards8. Ideal Groovy Numerals9. Kleeco Alpha Book Manuscript

10. Copying words on individualized writing paper

Recommendations

1 . The use of a definite schedule and seating arrangementis suggested for Jackie. It may be best for him to beplaced out of reach of other children.

2 . Jack responds well to the structure provided to enforcedrules governing talking, out-of-seat behavior, and usingthe bathroom.

3. Immediate reinforcement: in the form of praise or checkmarksmade it, possible for Jack to stick with an assignment forincreasing longer time periods.

4. It is suggested that the teacher make every attempt toimmediately reinforce Jack's raised hand or other approp-riate attention-getting behaviors. As time goes on hwill be better able to delay this reinforcement. He L. _dbe rewarded wa.th extra checkmarks.

2 9

5. Jack works best for short periods of time and when activitiesare varied. A kitchen timer may be set as a limitto each assignment. If correct responses are rewardedat the end of the time Jack may be motivated to work hard.

6. Loss of checkmarks as well as threat of isolation areeffective as adversive punishers.

7. It is recommended that Jack be placed in a regular classwith an understanding yet firm teacher and that he havethe services of a resource teacher for crisis events.

30

E. Larry

Larry was with us a total of less than 2 school weeksduring the spring semester. Due to transportation problemshis attendance was so sporadic it was difficult to deriveadequate and reliable information about his behaviors and skills.

During his first few days in school, Larry was asked towork independently. This was difficult for him and nearlyimpossible if he was experiencing little success. He waseasily distracted and frustrated. His attempts to get teacherattention were inappropriate probably because of his frustra-tion and/or because his experience with school routine hasbeen extremely limited and negative.

Larry's academic handicap was most noticeable in reading.Initially, most of his reading work was confined to the NewPractice Reader - Level A. This level was comfortable for him,yet challenging enough that he sometimes required help. Most ofhis difficulty in the series centered around word recognition.Larry joined in group work in Conquests in Reading. Medialvowel recognition and pronunciation were emphasized in this work.Medial vowels were part of his difficulty in word recognition.The Checkered Flag Series was also introduced by a substituteteacher, but it was too difficult for him.

In arithmetic Larry did well with addition and subtractionof whole numbers. On his last day we began to drill and keepa rate on multiplication facts zeros to fours. Some of thesehe knew, and all were within his ability to learn. The problemprobably was lack of exposure to them due to being excludedf rom school.

Recommendations

1. It is recommended that Larry be placed in a regular classand have the services of a resource room or crisis teacher.The regular classroom should be highly structured andmotivating.

2 . Although definite accomplishments should be expected fromLarry, limited pressure should be placed on him.

3. Success was very important to Larry - without it he wasnot able to function appropriately. Involved in his successwas the immediate availability of the teacher.

4 . Teaching materials should be highly motivating to Larry.We had intended to start him in the Dan Frontier Seriessince he had expressed an interest in stories about Indiansand the Old West. This was not possible since he did notreturn to school.

31

F. Mark

Mark, a six year old boy, was referred due to bizarrebehaviors of autistic nature. These included hand waving,talking to self in rhythmic monosyllables, extreme hyperactivityand echolalia. His interaction with teachers and peers was min-imal with self stimulation being foremost. Besids hisinappropriate social behaviors he was functioning at a pre-readiness level in the classroom. Surprisingly we found thathe could read, do number skills, shapes, and colors at a highkindergarten level.

Our chief objectives in March were to lengthen attentionspan, increase verbal interactions with teachers and peers andreinforce hint to perform academically at the level we had foundhim to be.

Upon further investigation of Mark's academic skillswe found that there were wide discrepancies in performance.For example he could read at a vocabulary level of about 25words but he had no knowledge of the alphabet or sound. Hisaddition skills, minimal though they were were somehow performedwithout knowledge of number names.

The following academic areas were pinpointed for his programand through these certain social behaviors were decelerated.

1) Phonic knowledge of sounds2) Recognition of numbers3) Recognition of alphabet letters4) Use of Complete sentences in free and structured speech.

Those social behaviors pinpointed to be decelerated in bothfree and structured work included:

1) crying2) running around the room3) repetitious (echolalic) speechThose social behaviors pinpointed to be accelerated

were 1) attention span2) standing up for his rights with peersIn some ways Mark turned out to be the whipping boy for

the class. Tantrums of Mary Rose or Jackie's eventually led toMark being hit. When this occurred Mark was told that if herelated what had happened to the teacher he would be reinforced.If such telling occurred he received social praise and comfort.If he merely cried without telling the cause he was ignored.Using this procedure some change was seen in verbalization to theteacher. Needless to say the other children were under aversiveconsequences for hitting.

Another way that interactive speech was fostered was throughthe "What I did yesterday" sharing for which Mark receivedpotato chips for complete sentences. If an incomplete sentencewas given he was asked to say it again. In addition to sharing

44

32

time answers to questions presented in the work situations wererequired to be complete sentences.

Lengthening of attention span proved to be a slow processfor Mark. Using a kitchen timer the teacher set realisticamounts of time (initially 5 seconds to 1 minute) that Markwould work and be reinforced at their conlusion. As workingincreased the running around the room decelerated but the echolaticself-stimulation and rhythmic monosyllables accelerated. Thisproblem had just been attached when Mark left the class.

Academically Mark's improvement was steady. He increasedhis reading vocabulary by 7 words, mainly the labled objects inthe room (door, window, table etc.) In alphabet recognition heprogressed from 0 letters per minute to a rate of 9-10 per minute.Numbers showed a similar improvement though 6, 9 and 4 werenever mastered correctly. In sounds Mdrk could identify 8initial consonants and the vowel short a. He could not blendbut could identify words beginning with the sounds.

In working with Mark on his academic skills the followingmaterials were used:

1) Language-Master - This had very little effect with Mark.He pushed the cards through and pulled them out at so rapida pace that it was felt he could not have even heard thewords or letter names. His performance did not hmproveas a result of this material.

2) Flannel board pictures of beginning sounds The mostimprovement in the phonics skills was seen while thismaterial was in use. This was a group activity withJackie and Mary Rose and he co-operated well.

3) Worksheets - Mark never completed and rarely starteda worksheet while in class. This was a highly ineffec-tive technique.

4) Flash cards Presented on a 1 to 1 basis the flash cardsbrought an acceleration of performance in number recog-nition and alphabet namdng. In a group situation hewould jump up and run around the room.

Mark was enrolled in the Demonstration Class for about amonth during February and March. The circumstances of his with-drawal were less than pleasant. Mark's mother had asked toobserve and thinking she meant occasionally we concurred.However, she observed each day of his stay but two. As the teacherwas trying different techniques to control Mark's attentionspan, crying, and standing up for himself someone was neededat each change to interpret the teacher's behavior to the mother.Unfortunately on a day when all supervisory personnel wereotherwise engaged the teacher ignored a crying episode broughton by a hit from one of the other children. The mother, fromlack of understanding and anxiety rushed into the room andpaddled the offending child and announced that Mark wouldreturn to public kindergarten. After Mark's return to regularclass follow-up was continued by the Instructional Resource staffwith his teacher.

As Mark showed many problems needing special attention itwas recommended that he be placed in an Educationally HandicappedClass for the coming year. It was further recommended that he

33

be given intensive speech therapy in the areas of languagedevelopment and articulation. He would also be encouraged tospeak in complete sentences. It was further recommended thathis mother observe only minimally but should receive progressreports at close intervals.

46

34

G. Other Children

Other children involved in the Demonstration Class were seenfor diagnostic pinpointing with technical assistance to teachersor parents following.

Children seen included%1) A 5 year old autistic girl for whom a tutor as well as

specific at home techniques were suggested.2) A six year old girl whose emotional and behavioral problems

indicated a need for special instruction upon enteringkindergarten.

3) A seven year old boy who had been diagnosed trainableand disturbed but who showed academic skills beyondthe TMR level.

4) A 10 year old girl who needed special instruction inher fourth grade class due to a Learning Disability inarithmetic skills.

5) A six year old Korean child who, adopted and brought toAmerica, had few language skills compounded with hyper-activity.

Each of these children proved to have some semi-adequateprograms provided for them in their respective schools and werenot enrolled in the class.

47

r

IV. CHARTS OF CHILDREN ENROLLEDIN THE CLASS

Following are the charts showing the data collected byteachers and supervisor of the Demonstration Class. Inter-pretation of the charts is to be found in the body of thepaper. Additional comments are written on the charts.

For charts of two or more phases the statistics of mid-rateand accuracy pair ratio was used. Mid-rates show the middleor median rate for a phase and are indicated by the rate in thetear-drop shape. Accuracy pair ratios indicate the relationshipbetween error rates and correct rates and are often regardedas "growth" or "learning" indicators.

Consequences or curriculum changes are indicated by vert-ical lines on the charts. Each is marke.d with the nature ofthe consequence or curriculum. The horizontal brokm line onthe charts represents the record floor. All data points fallingbelow this line are to be read as 0 movements per minute.

35

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