ED 202
191
TITLE
INSTITUTION
SPONS AGENCY
PUB DATE
.CONTRACT
NOTE
AVAILABLE FROM
EDRS PRICE
DOCUMENT RESUME
EC 132 832
Educational Programs that Work: Special Education.
Second Edition.
Far West Lab. for Educational Research
and
Development, San Francisco,; Calif. Div. of
Educational Replication,
\
Department of Education, Washington,-D.C.,
BO
300-B0-0839
6Bp.: This edition replaces the first edition, dated
Winter, 19B0.
LEA Associates, BO S.
Main St., Concord
NH f.'3301
($1.40) .
MF01/PC03 Plus Postage.
DESCRIPTORS
*De onstration Programs; *Disabilities;
Elementary_
Secondary Education; *Program Descriptions;
Program
Effectiveness; *Validated Programs
IDENTIFIERS
*Natiorial Diffusion Network
ABSTRACT
The book lists 47 exemplary programs for special
education. Programs have been approved by the Joint Dissemination
Review Panel. of the Department of Education.
The book begins with a
directory of National Diffusion Network facilitators in 49 states,
the District of Columbia, and the Virgin Islands. Program entries
include descriptors, a brief description,
information on target
audience, evidence of effectiveness, implementation requirements,
financial requirements, .services available," and contact persons. An
index lists the exemplary programs by
state:, (CL)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF HEALTH,
EDUCATION & WELFARE
NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS BEEN
REPRO-
DUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIGIN-
ATING IT POINTS OF VIEW OR OPINIONS
STAT7D DO NOT NECESSARILY REPRE.
SEN1 OFFICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY
0
co
Educational Programs
That Work
Special Education
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GOANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
SECOND EDITION
FALL 1980
PDN
NATIONAL DIFFUSION NETWORK
Educational Programs
That Work
Special Education
A NATIONAL DIFFUSION NETWORK RESOURCE OF
EXEMPLARY PROGRAMS APPROVED BY THE
JOINT DISSEMINATION REVIEW PANEL
DEPARTMENT OF EDUCATION.
FALL 1980
Prepared for 'the Division of Educational Replication
by
-Cw) FAR WEST LABORATORY
FON CDUCATIONAI. RESUARCI AND I.W.VE:LOPM ENT
tJ
N
The entries in this catalog were taken from the Fall 1980 edition of the National Dif-
fusion Network's Educational Programs That Work.
This publication has seen produced with support from a subcontract funded under
contract #300-80-0839 with the Department of Education. The contents of this
publication do not necessarily reflect the views or policies of the Department of Edu-
cation or the Far West Laboratory for Educational Research and Development, nor
does mention of trade names,- commercial products, or organizations' imply en-
dorsement by the United States Government or the Laboratory.
Contents
INTRODUCTION
NATIONAL DIFFUSION NETWORK (NDN) FACILITATORS
vii
SPECIAL EDUCAI'ION EXEMPLARY PROGRAMS
1
OSE HANDICAPPED CHILDREN'S EARLY EDUCATION
OUTREACH PROGRAMS
EXEMPLARY. PROGRAMS BY STATE
53
55
NDN DEVELOPER/DEMONSTRATOR PROGRAMS
57
Introduction
Outlined in this National Diffusion Network catalog arg exemplary programs for spe-
cial education. The term ".exemplary" is conferred only after a program has been ap-
proved by the Joint-Dissemination-Review Panel of the Department of Education.
This panel has responsibility for quality assurance, examining the evidence of both
the cognitive and affective evaluation of each program and judging its effectiveness.
Positive endorsement by a majority of the attending panel members constitutes ap-
proval. * All program descriptions were drawn from the National Diffusion Network's
seventh edition of Educational Programs That Work, Fall 1980.* *
This catalog is restricted to programs that were developed specifically for special
education or that are considered to be of immediate benefit to special education stu-
dents without adaptation. For other programs that may be suitable for students with
special learning problems, consult Educational Programs That Work, Fall 1980,
Section -10.
The NDN operates through two kinds of projectsDeveloper/Demonstrators and
NDN Facilitators. Developer/Demonstrators (D/Ds) represent exemplary programs.
They receive federal funds to provide training,' materials, and help to those who
adopt their programs. NDN Facilitators (one or more in 49 states) are the principal
link between D/Ds and those seeking new ideas. They help to identify suitable NDN
programs and then assist with adoption, training, and operation. Many Facilitators
also help local school districts with other planning. A list of NDN Facilitators follows
this introduction.
The Office of Special Education and the NDN's sponsor, the Division of Educational
Replication, are committed to close cooperation in making exemplary special educa-
tion programs widely available to interested schools across the country. Sixteen of
the programs described are funded by the Office of Special Education to provide
dissemination /and adoption services. Twenty-four are similarly funded by the NDN
as Developer/Demonstrators. The type of funding is stated in the Services Available
section of each description.
A major purpose of the catalog is to stimulate communication among the'federal,
state, intermediate, local, and postsecondary agencies that share responsibility for
improvement of education through nationwide dissemination. The NDN encourages
the broadest possible use of its successful pogroms.
For further information on any of the programs described, contact the project di-
rectly or your NDN Facilitator.
For further information about the Joint Dissemination Review Panel, write to the Executive Secretary,
Joint Dissemination Review Panel, Department of Education, Room B-448, Trans Point Building, 400
Maryland Ave., SW, Washington, DC 20202. .
*
Available from Order Department ($5.50 prepaid), Far West Laboratory for Educational Research and
Development, 1855 Folsom St., San Francisco, CA 94103.
V
f.
NATIONAL DIFFUSION NETWORK (NDN) FACILITATORS*
NDN Facilitators, located in 49 states, the District of Columbia, and the Virgin Islands, assist both public and
private schools.that are searching for ways to improve their programs.
Readers of this catalog are encouraged
to phone or visit. the NDN Facilitator office in their state to learn more about available service and to request
assistance in identifying programs that can meet their needs.
NDN Facilitators can supply additional information
on the exemplary programs described in,this catalog, put educators directly in touch with project personnel for
additional information, and help arrange for demonstrations, training, and follow-up assistance.
ALABAMA
R. Meade Guy'
Alabama Facilitator Project
Alabama Information and Development System (AIDS)
Alabama Department of Education
Room.347, State Office Building
Montgomery, Alabama
36130
(205) 832-3138
ALASKA
.
J. Kelly Tonsmeire
Alaska State Facilitator Project
Alaska Department of Education
Pouch F, State Office Building
Juneau, Alaska
99811
(407) 465-2814 or 2815
ARIZONA
L. Leon 'Webb'
Arizona State Facilitator
Educational Diffusion Systems, Inc.
161 East First Street
Mesa, Arizona
85201
(602) 969-4880
ARKANSAS
Emil R. Mackey
Arkansas State Facilitator Project
Arkansas Department of Education
Communication and Dissemination Division
State Capitol Mall
Little Rock, Arkansas 72201
(501) 370-5038
Regional Facilitators
Mary B. Gunter
Arkansas State Facilitator Project
Region I
Boston Mount Cooperation
P.O. Drawer 248
Prairie Grove, Arkansas
72753
(501) 846-2206
Ora Stevens
Arkansas State Facilitator Project
Region II
Marianna School District
P.O. Box 309 .
Marianna, Arkansas
72360
(501) 295-5291
CALIFORNIA
Ira Barkman or Ginna Lurton
California State Facilitator
State Department of Education
Exemplary Program Replication Unit
721 Capitol Mall
Sacramento, California
95814
(916) 322-6797
COLORADO
Duane C. Webb
Colorado State Facilitator
830 South Lincoln
bongmont, Colorado
80501
(303) 772-4420 or 442-2197
CONNECTICUT
Carolyn McNally
Connecticut Facilitator Project (CFP)
Area Cooperative Educational Service
800 Dixwell Avenue
New Haven, Connecticut
(203) 562-9967
DELAWARE
06511
Peter Bachmann or Wilmer E. Wise
Delaware Facilitator Project
.
Planning, Research & Evaluation Division
State Department of Public Instruction
John G. Townsend Building, P.O. Box 1402
Dover, Delaware
19901
(302) 736-4583
DISTRICT OF COLUMBIA
Susan Williams
District Facilitator Project.
Edmonds School
9th & D Streets, N.E.
Washington, DC
20002
(202) 547-8030
FLORIDA
G. Michael Kuhn
State Facilitator for the
Department of Education
Knott Building
Tallahassee, Florida
32301
(904) 487-1078
GEORGIA
India Lynn King or Mary Allison
Georgia Facilltator.Center
226 Fain Hall
University of Georgia
Athens, Georgia
30602
(404) 542-3332
HAWAII
Kellett Min
Hawaii State Facilitator
Hawaii State Department of Education
P.O. Box 2360
Honolulu, Hawaii
95804
(808) 548-3425
*Further information. about the National Diffusion Networ:k may be found in NDN: A Success Story (LEA Associates,
80 5. Main St., Concord, NH
03301, $1.50 prepaid).
vii
IDAHO
Ted L. Lindley
Idaho State Facilitator
Idaho State Department of Education
Len B. Jordan Office Building
Boise, Idaho
83720
(208) 334=2189
ILLINOIS
Shirley M. Menendez
Illinois Statewide Facilitator
1105 East Fifth Street
Metropolis, Illinois
62960
(618) 524-2664
INDIANA
Ted F. Newell
Indiana Facilitator Center
Logansport Community School Corp.
2829 George Street
Logansport, Indiana
46947
(219) 722-1754
IOWA
David C. Lidstrom
Iowa State Facilitator
Iowa Department of Public Instruction
Grimes State Office Building
Des.Moines, Iowa
50319
(515) 281-3111
KANSAS
James H. Connett
Kansas State Facilitator Project
KEDDS/LINK
1847 N. Chautauqua
Wichita, Kansas
67214
(316) 685-0271
KENTUCKY
John C. Padgett
Kentucky State Facilitator
State Department of Education
Capitol Plaza Tower Office Building
Frankfort, Kentucky ,40601
(502) 564-4394
LOUISIANA
James R. Owens, Jr.
The Louisiana Facilitator Project
Louisiana State Department of Education
ESEA Title IV Bureau Office
P.O. Box 44064
Baton Rouge, Louisiana
70804
(504) 342-3375
4
MAINE
Robert G. Shafto
.Maine Facilitator Center
P.O. Box 1391
Gardiner, Maine
04345
(207) 582-7211 or 7212
MARYLAND'
Raymond H. Hartjen
Maryland Facilitator Project/Educational
Alternatives Inc.
P.O. Box 265
Port Tobacco, Maryland
20677
(301) 934-2992
MASSACHUSETTS
John.Collins
Massachusetts State Facilitator
The NETWORK, Inc.
290 South Main Street
Andover, Massachusetts
01810
.
(61.7) 470-1080
viii
MICHIGAN
Deborah Clemons
Michigan State Facilitator
Michigan Department of Education
P.O. Box 30008
Lansing, Michigan
48909
(517) 373-1806
Regional Supplemental Centers
William Banach
Educational and Management
Improvement Center
44001 Garfield Road
Mt. Clemens, Michigan
48043
(313) 286-8800
Ron Berg
Cheboygan-Otsego-Presque Isle ISD
Basic Regional Supplemental Center
6065 Learning Lane
Indiana River, Michigan
49749
(616) 238-9394
Richard D. Anderle
Kent Intermediate School District
Region 8 Supplemental Center
2650 East Beltline, S.E.
Grand. Rapids, Michigan
49506
(616) 957-0250
Roy Butz
Aakland Intermediate School District
2100 Pontiac Lake Road
Pontiac, Michigan
48054
(313) 858-1940
ferry Geik
Kalamazoo Valley Intermddiate School
District
Region 12 Supplemental Center
1819 E. Milham Road
Kalamazoo, Michigan
49002
(616) 381-4620 ext. 247
Bobbie Ann Robinson
Saginaw Intermediate ScVool District
MERC (Mid-Eastern Regiohal Consortium)
6235 Gratiot,Road
Saginaw, Michigan
48603
(517) 799-9071
Polly Friend
Marquette-Alger Intermediate School
District
Lighthouse Schools
427 W. College Avenue
Marquette, Michigan
49855
(906) 228-9400
Olga Moir
Wayne County Intermediate School
District
Project VALUE
33500 Van Born Road
Wayne, Michigan
48184
(313) 326-9300
Shirley Rappaport
Bay-Arenac Intermediate School District
Region 6 Suppluental Center
4228 Two Mile Road
Bay City, Michigan
48706
(517) 686-4410
Sylvia Ruscett
Ottawa Intermediate School District
13565 Port Sheldon Road
Holland, Michigan
49423
(616) 399-6940 ext. 359'
MINNESOTA
Gene Johnson or James Christianson
Northern and Central Minnesota State
Facilitator Project
Educational Cooperative Service Unit 5
102 N.E. Sixth Street
Staples, Minnesota
56479
(218) 894-1930
Diane Lassman
Southeast Minnetwta Facilitator Project
The EXCHANGE
166-Peik Hall
University of Minnesota
Minneapolis, Minnesota
55455
(612) 376-5297
Richard L. Peterson
State Facilitator Project--
ESCU Office
Southwest State University
Marshall, Minnesota '56258
(507) 537-1481
MISSISSIPPI
Jerome P. Brock
Mississippi Facilitator Project
Mississippi School Board Association
P.O. Box 203
Clinton, Mississippi
39056
(601) 924-2601
MISSOURI
Jolene Schulz, Oirector
Missouri State Facilitator Center
SAO North Providence Road
Columbia, Missouri
65201
(314) 443-2561 ext. 218/238 or 449-8622
MONTANA
Charolette Jones
Montana State Facilitator Project
Office of Public Instruction
State Capitol
Helena, Montana
59601
(406) 449-2059
Regional Facilitators
Cliff Harmala
Montana Regional Facilitator
1011 N. River. Avenue
Glendive, Montana
59240
(406) 365-4422 or 449-5643
Jim Palmer
Montana Regional Facilitator
P.O. Box 3836
Missoula, Montana
59806
(406) 251-4923
Jim Watkins
Montana Regional Facilitator
1325 Fourth'Avenue North
Great Falls, Montana
59401
(406) 761-4144
NEBRASKA
Mary Lou Palmer
Nebraska State Facilitator Project
Nebraska State Department of Education
301 Centennial Mall
P.D. Box 94987
Lincoln, Nebraska
68509
(402) 471-2637
NEVADA
Victor Hyden
Nevada State Facilitator Project.
Nevada Oepartment of Education
400 West King Street
Capitol Complex
Carson City, Nevada
89710
(702) 885-5700
NEW HAMPSHIRE
Jared Shady
New Hampshire Facilitator Center
RF03, Box 36A
Loraco Plaza
Concord, New Hampshire
03301
(603) 22419461
NEW JERSEY
Joseph Picogna
New Jersey State Facilitator Project
Title IVOirector
New Jersey State Department of Education
225 West State Street
Trenton, New Jersey
08625
(609) 292-5792 or 8736
NEW MEXICO
Amy Atkins, Oirector, or
Susan Carter, Assistant Oiredtor
OEEP:
()Musing Exemplary Educational
Practices in New Mexico
Department of Educational' Foundations
College of Education
University of New Mexico
/
Albuquerque, New Mexico
87131
(505) 277-5204
NEW YORK
Robert N. King or Samtielcsi, Jr.
New York State Facilitator Project
Office of Federal Demonstration Programs
Educational Building Annex, Room 860
New York State Education Oepartment
Albany, New York
12234
(518) 474-1280
Regional Facilitators
John T. Donovan
OEP Representative
410 East Willow Street
Syracuse, New York
13203
(315) 425-4284
Grace Fairlie
Supervisor of Curriculum Oevelopment
756 St. Lawrence Avenue
Buffalo, New York
14216
(716) 833-5865
Evelyn Jones
Offide of Special Projects
347 Baltic Street
Brooklyn, New York
11201
(212) 624-2273
Eleanor Peck
Program Analyst
City School District
Office of Urban Funded Programs
131 West Broad Street
Rochester, New York
14608
(716) 325-4560
Robert Raub
Madison-Oneida BOCES
Spring Road
Verona, New York
13478
(315) 363-8000
Richard Solomon
555 Warren Road
Ithaca, New York
11850
(601) 251.1555
Arthur Sullivan
Suffolk County [WS 111'
501 leer Park Road
Dix Hills, New lOrk
11146
(516) 549.4900
NORTH DAKOTA
Hank Landeis-
North Dakota State facilitator
Department of Public Instruction
State Capitol
Bismarck, North Dakota
58505
(101)'224.2293
OHIO
frank Thompson
Gordon Behm
Project Director
Ohio facilitation Center
ECOS Training Institute
The Ohio Department of Education
Box 369
Division of Planning and Evaluation
Yoliktown Heights, New York
10598
65 South Front Street, Room 804
(914) 215.6919
Columbus, Ohio 13215
(614) 166.3825
Charles Weed
Regional Planning Cente
1015 Watervliet-Shaker Road
Albany, New York
12205
(518 ) 1569281
NORTH CAROLINA
'
Henry A. Helms, Jr.
Division of Development
North Carolina Department of Public
instruction
Education Annex 01
Raleigh, North Carolina
21611
(919) 133.1018
m
Regional Facilitators
Glen Arrants
North Carolina facilitator Center
Paton School
102 Old Clyde Road
Canton, North Carolina
28116
(104) 648.6960 ext. 31
Richard Barnes
North Central Regional Education Center
P.O. Box 21889
Gredrisboro, North Carolina
21402
(919) 319.5161
Maxime Brown
Northeast Regional Education Center
Box 1028
Williamston, North Carolina
21892
(919) 192 -5166'
Robert R. Byrd
North Carolina facilitator Service
Southwest Site
'619 Wall Street
Albemarle, North Carolina
28001
(104) 983.2127
Brenda Dail
Central RegioCiducation ;eater
Box 549
Knightdale, North Carolina
27545
(919) 266.9282
Josephine Spaulding
South Central Regional Center
P.O. Box 186
Carthage, North Carolina
28321
(919) 9415871
Joe Webb
Southeast Regional Facilitator Service
Education Center, Room 200
612 College Street
Jacksonville, North Carolina
28510
(919) 455.8100
James Sineon
Northwest Regional Center
303 'E' Street
.
North Wilkesboro, North Carolina
28659
(919) 667.2191
OKLAHOMA
Kenneth Smith
Oklahoma Statewide facilitator Project
Edmond Public Schools
1216 South Rankin
Edmond, Oklahoma
13034
(405) 341-2246
OREGON
Dick Pedee
Oregon State facilitator
Multnomah County Education Service
District
220 5.6, 102nd Avenue
Portland, Oregbn
91216
(503) 251-9925
PENNSYLVANIA
Richard Brickley or Carolyn Trohooki
R.I.S,E. - Pennsylvania State
Facilitator
198 Allendale Road
King of Prussia
Pennsylvbnia
19406
(215) 265.6056
RHODE ISLAND
George McDonough
State Facilitator Center - R,I.S.F,C.
CIC Building
iniNc
235 P
en
reet
Prov'dence, Rho e Island
02908
(401
2/7-3810 or 3841
SOUTH CAROLINA
James R. Buckner or Sharon Ray
. -South Carol Tea Facilitator Project
South Carolina State Department of
Education
Office of Federal Programs
1429 Senate Street
Columbia; South Carolina
29201
(803) 758.3526
SOUTH DAKOTA
Gene K. Dickson
South Dakota State Facilitator
South Dakota Division of Elementary
and Secondary Education
Richard F. Kneip Building
Pierre, South Dakota
51501
(605) 773.3195
TENNESSEE
Martin McConnell or Charles M, Achilles
Tennessee Statewide Facilitator Project (T5F)
College of Education/BERS
2016,Terrace Avenue
,
University of Tennessee
Knoxville, Tennessee 31916
(515) 974.4165 or 2272
1
IRAS
William Scanell
Texas Education Agency
201 East 11th Street
Austin, Texas
18101
(512) 115.5601
George Franklin
Region I Education Service Center
Diffusion Project
1900 West Schunior
Edinburg, Texas
18539
(512) 383.5611
Madalyo Cooke
Region II Education Service Center
209 North Water
Corpus Christi, Texas
18401
(512) 883.9288
Bill Powell
Region III Education Service Center
1905 Leary Lane
Victoria, Texas
17901
(512) 675.1111
Jake Parker
Region IV Education Service Center
P.0, Box 863
'
Houston, Texas
17001
(713; 868.1051
Edith Peacock
Region V Education Service Center
2K95 Belaware Stree
Beaumont, Tex
10
(713) 835.5212
Everett Youngblood
Region VI Education Service Center
3332 Montgomery Road
Huntsville, Texas
17310
.
(113) 295-9161
Mike Owens
1
Region VII Education Service Center
P.O. Orawer 1622
Kilgore, Texas
75662
(211) 984.3071
Robert E. Maniss
Region NOV Education Service Center
P,O. Box 3258
Abilene, Texas
19601
(915) 617-2911
Nancy Lowe
Region NV Education Service Center
P.O. Box 5199
San Angelo, Texas
16902
(915) 6556551
Jack Shelton
Region XVi Education Service Center
1601 South Cleveland
P.O. Box 30600
Amarillo, Texas
19120
48061 116.5521
Travis Brown
Region XVII Education Service Center
4000 22nd Place
Lubbock, Texas
19410
(806) 163.1127
Bill Whitfield
Region XVIII Education Service Center
P.O ,
Box 6020
Midland, Texas
79701
(915) 563.2380
George Chancellor
Region XIX Education Service Center
P.O. Box 10716
El Paso, Texas
19991
(915) 119.3137
Betty Child
Region XX Education Service Center
1550.8,E. Loop 410
San Antonio, Texas
18209
(512) 8283551
UTAH
Kenneth P, Lindsby
Utah State Facilitator Project
Utah State Office of Education
250 East Fifth South
Salt Lake City, Utah
84111
(801) 533.5131
Lel'py Hendricks
I
Region VIII Education Service Cehter
VERMONT
100 'North Riddle Street
Mt, Pleasant, Texas
15455
Joseph M. O'Brien
(214) 572.6616
Vermont State Facilitator
Bennington-Rutland Supervisory Union
Art Phillips
Manchester Center, Vermont
05256
Region 1X Education Service Center
(802) 352.2152
301 Loop 11
Wichita falls, Texas
16305
VIRGINIA
(811) 322.6928
Jacquelyn Harrison
Region K Education Service Center
400 East Spring Valley Road
P.O. Box 1300
Richardson, Texas
75080
(214) 231.6301
Mary f. Hull,
Region XI Education Service Center
3001 North Freeway
Fort Worth, Texas
76106
(811) 625.5311
Rosemary Richards
Region XII Education Service Center
401 Franklin
Waco, Teias
76103
(817) 756.7494
Carrie Reim
Region XIII Education Service Center
1103 North Lamar
Austin, Texas
18152
(512) 458-9131
J. B. Linder, Jr, or Robert foster
Virginia State 'Facilitator
Educational Services, Inc.
2845 Rollingwood Road
Petersburg, Virginia
23803
(803) 636.5932 or
(804) 732.3581
WASHINGTON
Keith Wright
Washington State Facilitator
Yakima Public Schools
104 North Fourth Avenue
Yakima, Washington
98902
1
(509) 575.3234
WEST VIRGINIA
Kenny J. Smith
West'Virginia State Facilitator
P.O. Box 1907
Elkins, West Virginia
26241
(304) 636-6918
WISCONSIN
Gedi-ge R. Glasrud
Wisconsin State Facilitator
Department of Public Instruction
Instructional Services Division
125 South Webster
Madison, Wisconsin
53702
(608) 266-2101'
VIRGIN ISLANDS
Phyllis Betz
Virgin Islands State Facilitator
Virgin Islands Departinent of Education
P.O. Box40
St. Thomas', Virgin Islands
00801
(809) 774807,
e-
'SPECIAL EDUCATION EXEMPLARY PROGRAMS
ACTIVE:
All Children Totally InVolved Exercising - New Jersey
A diagnostic/prescriptive physical education program that provides teachers with the skills,
strategies, and attitudes necessary to initiate a physical-activity program for handicapped
and normal individuals.
CENTRAL INSTITUTE FOR THE DEAF EARLY EDUCATION PROJECT - Missouri
6
A program designed to help parents assume their natural role as the child's primary language
teacher through parent-child interaction.
the CHILD DEVELOPMENT CENTER - California
7
A model)community center.desiyned to identify children's special developmental needs and provide
appropriate interventions before school begins, through joint cooperation of parents, kindergarten
' teachers, and special educators.
COGNITIVELY DRIENTED.PRESCHOOL CURRICULUM - Michigan
8
A presChool program with the designated purpose of mainstreaming mildly and moderately handicapped
children with nonhandicapped children.
COMMUNICATION PROGRAMS - Washington
A program to help young children who have a variety of communication and language handicaps.
the COMMUNICATIONS WORKSHOP (CWS) - New Jersey
An alternative classroom management system providing for teacher-student accountability and
self- discipline, which provides teachers with skills, strategies, monitoring capabilities, and
attitudes necessary for implementing a cost-effective basic skills reading program.
a COMPREHENSIVE; PROGRAM FOR HANDICAPPED PRESCHOOL CHILDREN AND THEIR FAMILIES IN RURAL AND
NON-URBAN AREAS - North Dakota
A comprehensive .preschool program providing for maximal growth and df2velopoent of handicapped
preschool children and their families in rural areas.
.
10
11
COMPREHENSIVE TRAINING PROGRAM FOR INFANT AND YOUNG CEREBRAL PALSIED CHILOREN
(C.P. PrOject) - Wisconsin
12
A program serving children three years of age and younger having a primary disability of moderaCe
to severe neuroinotor handicap with physical, impairment severe enough to limit motor.activity.
COPE: Cognitively Oriented Pre-Primary Experience - Pennsylvahia
13
A comprehensive sequentially programed preprimary curriculum and management system that provides
for individual development'al growth and learning of basic reading skills.
DEVELOPING MODELS FORSPECIAL EDUCATION (DMSE) - Florida
14
A-comprehensive management system for the identification of a 1Iintervention with exceptional
students.
DEVELOPMENTAL EDUCATION BIRTH THROUGH TWO (Project DEBT). - Texas
A home - based, identification and 'intervention program for parents Of handicapped children aged 0 -2.
(Approved by JDRP after'press deadline.)
EARLY PREVENTION OF 'SCHOOL FAILURE - Illinois
15
A program designed to prevent school failoLg in'childrenages 4-6 through early identification
and remediation of developmental learningWficiencies that would adversely affect their school
performance.
ELSMERE PROJECT - New Jersey
-A basic skills vocational program for trainable mentally retarded age 5-21 that serves as a
model
for districts implementing special education programs in compliance with P.L.
94-142.
16
ENGINEERED CLASSROOM FOR STUDENTi-WO,ARE BOTH EDUCABLY MENTALLY HANDICAPPED AND BEHAVORIALLY
MALADJUSTED - Nebraska
17
,A diagnbstic teaching program that provides individualized instruction and
engineering of time
and behavior for handicapped students.
project ERIN:
Early Recognition Intervention Network - Massachusetts
18
A competenCy-based training program for teachers, coordinators, and parents An the modification of
environment and materials and in adult intervention to assist young children with special needs
in regular and special education settings.
EVERY CHILD A WINNER With Movement Education - Georgia
--
An individualized movement education program providing mainstreaming and success experiences for
all children ,regardless of physical or mental ability.
FAMILY ORIENTED STRUCTURED PRESCHOOL ACTIVITY (Seton Hall Program) - Minnesota
20
A progr'am that prepares the parent to be the child's first -and most significant teacher.
INSERVICE TRAINING IN THE TEACHING RESEARCH DATA BASED CLASSROOM FOR SEVERELY HANDICAPPED.-_
SCHOOL-AGE CHILDREN - Oregon
21
A data-based classroom for individualized instruction of students 8 -18 lyith multiple handicaps;'
cerebral palsy, and /or autism, and an inservice training program for teachers and
aides.
19
INTERACTIVE CURRICULAR EXPERIENCE - Florida
I
22
A process aPproach to developing individualized programs for the handicapped student using home,
school, and community resources.
LEARNCYCLE:
Responsive Teaching -.New. Jersey
23
An intensive teacher training program developing flexible, effective skills for managing and
teaching mainstreamed or high-risk students.
project LEARNING DISABILITIES:
Early Jdentifi\cation and Intervention - Louisiana
24
An early identification program for students with learning disabilities.
MACOMB 0-3 REGIONAL PROJECT:
A Rural Child/Parent Service - Illinois
25
A project that provides home-based remedial and educational services to handicapped children and
their parents in rural areas.
MAPPS:
Multi-Agency Project for Pre-Schoolers - Utah
26
An intervention program for handicapped children and their parents.
MECCA:
Make Every Child Capable of Achieving - Connecticut
27
An intervention program for vulnerable children (with a defiCit in a skill area) in regular
classes in their first years of schooling.
MODIFICATION OF CHILDREN'S ORAL LANGUAGE - California
28
A special program for training staff to work with students having language disabilities.
NORTHWEST SPECIAL EDUCATION (NWSE) - North Dakota
29'
A systematic way of /training classroom teachers to focus on specific learning disability (SLD)
students.
OKLAHOMA CHILD SERVICE DEMONSTRATION CENTER FOR SECONDARY LD STUDENTS - Oklahoma
30
An individualized diagnostic/prescriptive teaching intervention system that has proven highly
successful with learning-disabled adolescents.
PA:
PROJECT ADVOCATE -- Northwestern Illinois Association - Illinois
31
A consistent, data-based, intensive learning environment for students.
PARENT-CHILD EARLY EDUCATION PROGRAM (Saturday School) - Missouri
32
A program, available to all four-year-old chldren and to high-risk three-year-olds, structured to
increase each child's chances for success in school.
PEECH:
Precise Early Education for Children with Handicaps - Illinois
33
An individualized educational program designed to enhance the development of preschool
handicapped children while involving family members in the educational process.
PEOPEL:
Physical Education Opportunity Program for Exceptional Learners - Arizona'
34
A specially designed, success-oriented physical education program for high school students with
unique needs utilizing peer tutors (student aides) to emphasize individualized learning and
instruction.
PEORIA 0-3 PROJECT -- Replication of an Interdisciplinary Approach to the Early Education of
Handicapped Children Ages 0-3 - Illinois
35
A medical/educational model based on a developmental-task analysis approach to individualized
prescriptive teaching, delivered in the home by parents with assistance from professionals.
PILOT PROJECT UTILIZING SUPPORTIVE PERSONNEL USING,BEHAVIOR MODIFICATION TECHNIQUES WITH
ARTICULATORY DISORDERED CHILDREN - Iowa
36
A model for expanding speech therapy delivery through training of paraprofessionals as
communication aides.
the PORTAGE PROJECT:
A Home Approach to the Early
Educ'ation of Handicapped Children - Wisconsin
37
A home-teaching program serving multicategorical handicapped children from birth to six years
of age.
"RECISION TEACHING PROJECT:
The Sacajawea-Plan - Montana
38
A precision teaching modal designed to remediate and build basic tool skills through five
components:
screening, identification, remediation, continuous measurement, and data-based
decisions.
PREVENTION OF LEARNING DISABILITIES:
An Interdisciplinary Model - New York
39
A program to prevent the cognitive and emotional effects of learning disability by early
identification and educational intervention.
a PROGRAM FOR EARLY EDUCATION OF CHILDREN WITH HANDICAPS - Texas
40
A home intervention program involving parents in the teaching of their handicapped children.
PROGRAMS FOR-CHILDREN WITH DOWN SYNDROME - Washington
41
A program designed to accelerate and maintain developmental gains of children with Down
syndrome and other developmental delays, to give help and training to their parents, to
develop a transportable model, and to provide an exemplary demonstration program.
2
RE-ED SCHOOL OF KENTUCKY - Kentucky
42
A short-term plan for the re-education of emotionally disturbed/behaviorally disordered children.
the RUTLAND CENTER -- 'DEVELOPMENTAL THERAPY MODEL FOR TREATING EMOTIONALLY DISTURBED
CHILDREN - Georgia
43
A community -based psychoeducational facility that offers a developmental curriculum to severely
emotionally disturbed or autistic children from birth to 16 years, their parents, and teachers.
project SHARE:
Sharing High Yield Accountability with Resource Educators - Minnesota
44
An instructional process for eemediation of basic skills in learning-disabled students in
mainstream education.
project SKI*HI - Utah
45
A statewide program providing identification and language facilitation for hearing-handicapped
children, birth to age 6, through home management.
SPECIAL EDUCATION PRESCHOOL PROGRAM - Minnesota
46
A program serving moderately, severely, and profoundly- hearing-impaired preschoolers (ages 0-5),
a mixed population of moderately
nd
overely handicapped preschoolers (ages 4 and 5) with
.
other handicapping conditions, an
r families.
projt t STAY:
School To Aid Youth - Okliphoma
47
A program providing early identificlition and treatment of social, emotional, and academic needs
of pupils.
project SUCCESS FOR THE SLD CHILD - Nebraska
.48
A prescriptive program and classroom delivery system for pupils, grades 1-4, with specific
language disabilities.
project SUCCESS:
Handicapped - Washington
49
Low-cost academic and self-management programs for handicapped elementary school students.
SYSTEMATIC INSTRUCTIONAL MANAGEMENT STRATEGIES (SIMS) - Minnesota
50
A program using management strategies and a structured, sequenced curriculum to help teachers
plan appropriate instructional programs for disabled readers.
the TEACHING RESEARCH INFANT AND CHILD CENTER CLASSROOM FOR MODERATELY AND SEVERELY HANDICAPPED
CHILDREN - Oregon
51
An individualized skills instruction program for moderately to severely handicapped children.
PROECT
ACTIVE:
All. Children Totally InVolved Exercising
descriptors
Adult Education, Aurally Handicapped, Elementary Education,
Emotionally Disturbed,
Kindergarten, Learning Disabilities, Mainstreaming, Mentally Handicapped, Orthopedically
Handicapped, Physical Education, Secondary Education, Special
Education, Speech Handicapped, Visually Handicapped
target audience
Approved by JDRP for handicapped, ages 6-60, nonhandicapped, grades K-9, physical
education teachers, special education teachers, recreation
teachers, and parapro-
fessionals.
It has been used in other settings with pre-K and
grades 10-12, but no evidence of effectiveness
has been submitted to or approved by the Panel.
description
A diagnoatic/pkesetiptive physicut education ptoguun that ptovides teachets uti,d, the skiets,
stAategies, and attitudes necessalyto in.itiate a phySicat-activity plogaam tic: handicapped
'nd notmat individuats.
Project ACTIVE has been developed to serve handicapped individuals, but is equally applicable to slow learners
and normal and gifted children.
ACTIVE offers a training program to provide teachers with those skills/strate-
gies necessary to implement an adapted physical education program,
diagnostic:,,rescriptive curriculum manuals
and materials addressed to the entire gamut of handicapped conditions, and consultant services to assist imple-
menters during the installation phase.
Program strengths include extreme flexibility for adoption/adaptation,
a total curriculum package that can be implemented immediately at minimal cost, compliance with the federal
mandate requiring "written education programs for the handicapped population," unlimited support services at no
cost to enhance successful implementation, and accountability features to enhance administrator/community
support.
Student instruction is based on instruction format (i.e., the program is structured to ensure that
trainees acquire the skills, knowledge, and attitudes stressed), with
emphasis on trainee exposure to handi-
capped individuals in a field setting.
Participants are trained to diagnose and assess pupil strengths and
deficiencies and to prescribe motor, perceptual-motor, physical fitness, posture, nutrition, and diaphragmatic
breathing tasks accordingly.
ACTIVE has developed low motor ability, low physical
vitality, postural abnormality,
nutritional deficiency, and breathing problem components for mentally retarded, learning disabled, and emotionally
disturbed student populations.
No special facilities are required.
Comprehensive programs can be initiated in limited space.
A 30'
x 60' area
removed from other teaching stations is ideal.
If P.E. equipment is available, cost per school varies between
$50 and $300.
District commitment includes implementation of at least one. aspect of the ACTIVE program in three
or more classes that meet for a minimum of three 20-minute periods per week for one year, allocation of time
for the trainee to train at least one staff member, and transmission
of pre/post data and end-of-year evaluation
report to project.
evidence of effectiueness
Testing of 80 teachers trained in 1973-74 on the
Teacher-Cognitive-
Psychomotor Test shoWed 80% mastery on 25 competencies.
Pre- and post-
testing at a six-month interval in 1973-74 of matched experimental and control groups on the Township of Ocean
Motor Ability Test showed experimental groups'
performance comparable to normal groups' performance and
minimal
gains for control group.
. .Implementation requirements
Program may be implemented in a single class, a school, or an
entire district.
Five discrete curriculum components enable 'the
district/agency to "adapt the program to students with varying
abilities in grades pre-K through 12.
Training
programs are adapted to comply with needs of the teachers and schools.
Existing personnel can be used to
obviate the.need for additional staff (e.g., by inclusion
of the ACTIVE program in the special education curri-
culuM or by.use of the team teaching approach).
Instructional facilities may vary from 30' x 30' to 30' x 60'.
Implementation schedule for each trainee must be submitted to
project prior to training.
financial requirements
Complete training model kit- (12 manuals and three packets
of spirit
masters), $64.50;
(Kit manuals provide guidelines for planning/an indivi-
dualized-personalized physical education program forstudents with any type of handicap.
Other supplementary
materials are available.
Unit orders are available and,must be prepaid.)
,Installation costs are minimal.
Personnel can be reassigned.
Regular P.E. equipment can be used.
i
\\I
services auailable
An NDN-funded Developer/Demonstrator project.
Awareness materials are available at no charge.
Visitors are welcome at demonstration sites in
pr4ject state
.
and other states (notify two weeks in advance).
Training is conducted at the-project site or satellite sites
(adopting site must cover visitation costs).
Training is conducted out of state (exemplary projeFt staff travel
and room/board costs must be paid).
Project staff can attend out-of-state conferences (expenses/must
be paid).
Adopting districts are provided extensive follow-up services at no cost.
Thomas M. Vodola, Director; Project ACTIVE; Township of
Ocean School District; Administration
contact
Building; 163 Monmouth Rd.; Oakhurst, NJ
07755.
(201) 531-6600, ext. 365.
'
Developmental Funding:
USOE ESEA Title III
Compiled Summer 1980
5
JDRP No.
74-97
Approved:
9/18/74
3/19/78
PROJECT
CENTRAL INSTITUTE FOR THE DEAF EARLY EDUCATION PROJECT
descriptors
Aurally Handicapped, Home Instruction, Language Development, Multiply Handicapped,
Preschool Education, Special Education
target audience
Approved by JDRP for children under four years of age who have educationally
significant hearing impairments and their families.
description
A phogham deiignefl to heep pa)tents a6 swne the-in na,turtat 'tote a
the ck Cd'e ranatti Language
teacher thAough phaent- chlid intenaction.
The core of the program consists of weekly individual sessions in a Home Demonstration Center.
The sessions are
parent-oriented so that families may realize their primary responsibility in the language development of their
children.
Sessions are individualized so that the program developed is the most appropriate for each family and
child.
They are held in a home-like setting and focus on typical daily household activities.
This setting
and focus aid parents in learning strategies and techniques suitable for use in, their own homes.
Emphasis is
placed on helping parents provide a learning environment that takes into account the child's impaired auditory
ability.
Regular:Audiometric evaluations are conducted by staff audiologists.
Since all hearing-impaired children have
some residual hearing, early amplification combined with auditory training can significantly affect the child's
acquisition of speech and language.
Therefore, amplification is provided in order to maximize the child's use
of his/her residual hearing.
The Early Education Project or Clinic may lend the child an aid and follow up
with observation and retesting before recommending a specific aid for purchase.
Parent group meetings are an integral part of the program.
They include group discussion meetings, which allow
parents to explore their feelings and share their problems and solutions with other parents, as well as more
didactic meetings, which respond to the parents' need for current, accurate, scientific information..
Children over two are enrnlled.in short nursery class sessions taught by a teacher of the deaf trained inearly
childhood education.
Pant participation is an important part of these classes.
The development of social
and behavioral skills in preparation for preschool is emphasized.
Activities are designed to provide children
with opportunities for social-communicative interaction paving the way for verbal interaction.
evidence of effectiueness
The mean ratings of language ability of children from the Early Education
Project differ reliably from those of children not in the program, and
the scores increase consistently and reliably throughout all age ranges from two to'six years.
The steady
increase'in communication skill was measured using the Scales of Early Communication Skills.
implementation requirements
A Home, Demonstration Center, a small apartment, or rooms An an'
existing facility that can be converted into an apartment is
needed.
In some cases the families' homes can be 'used.
A train d teacher of the deaf with additional special-.
ization in early childhood education is required, as well as ac
ss to support services, including audiologic,
psychometric, and follow-up educational services.
financial requirements
The original nonrecurring installation costs total $4,335 per pupil.
The
per-pupil cost in subsequent years is estimated at $2,180 on the basis of
figures from 1979-80.
Costs include staff, training, equipment, consumables, salaries, and indirect costs.
seruices auailable
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
This is a nonprofit agency.
Some support comes from United Way.
Materials describing the program, including
videotapes, slide/cassettes, and printed material, are available at cost.
Training is conducted at the project
site...,
Project staff can attend out -6f -state conferences.
Visitors are become by appointment.
Audrey Simmons-Martin, Director; Early Education; Central. Institute for the Deaf; 818 S. Euclid;
contact
St. Louis, MO
63110.
(314) 652-3200.
Developmental Funding:
USOE BEH,
Compiled Summer 1980
6
JDRP No. 77-158
Approved:
11/7/77
PROJECT
THE CHILD DEVELOPMENT CENTER
descriptors
Kindergarten, Mainstreaming, Parent Education, Preschool Education, Special Education
target audience
Approved by JDRP for three- to five-year-olds of all abilities, their parents,
kindergarten teachers, and special educators.
description
A nada communitycenteA designed to identi.6y chitchen's spec-4:a devetopmenta1 needs and
puvide appuoiate inteAventions belle schoot. begins, thAough joint coopmation
parents,
hindeAgatten teacheAs, and 02.u:a educators.
The Child Development Center is based on the conviction that the sooner educators identify young children'
developmental needs and work together with parents to achieve effective interventions, the stronger the chance
of children's early success in school.
This program offers an ongoing format of child/parent services starting
the Septe ber before the child is age-eligible for kindergarten.
This format includes a diagnostic center,
.where pres
oolers'receive evaluations from a school nurse, speech/language specialist, and psychologist; a
parent reso
ce center, where parents meet with educators to discuss early-childhood topics apd concerns; a
child-study center, where preschoolers meet periodically with peers for group interaction while being observed
by parents and center'staff; and a referral center, which provides children having special developmental needs
with interventions before school begins. and which transmits information on_all.program children to parents and
kindergarten teachers.
The program supplies a motivational slide-tape presentation for parents and educators, a parent handbook con-
taining childrdevelopment articles and materials, a teacher's manual containing instructions and materials for
implementing
e program, and an end-of-year,program booklet for recording and,relaying developmental informa-
tion about the
hild to parents, kindergarten teachers, and, special educators.
evidence of effectiveness
In 1976, experimental children achieved significantly higher posttest
scores than control-group counterparts on the McCarthy Scales of Child,
ren's Abilities (Verbal, Perceptual, Genera' Cognitive, Memory, and Motor subtests) and the Goldman - Fristoe
Tests of Articulation.
implementation requirements
.
Support of educators, parents,\community, and school board or
,
other appropriate.agency.for a school-based.preschool diagnostic
program is essential.
The project may be adopted by a school district, a.local School, a'preschool, a Head
Start project, or an adult education program.
A special site-for the Center is useful but not,essential.
On-
going communication and cooperation between parents, kindergarten teachers, and program staff. (school nurse,
psychologist or child-development specialist, and speech/language specialist)'are essential to program effec-
tiveness:..i
financial requirements
Based on 200 preschoolers and their Rarents, start-up costs average $53
per child using only within-district staff and $60 per child using supple-
mental testing staff.
Both figures include assessment, personnel inservice, program test materials, and
clerical assistance.
Child Development Center DisSemirrition Kits (including Parent Handbook, Teacher Manual,
Child Development Articles book, and Master Sheet Portfolio),cost $100.
services available
An NDN-funded Developer/Demonstrator project.
AwarenesS materials are available at no cost.
Visitors are Welcome at project site and at additional demon-
stration sites in the home state'by appointment.
Project staff are available to attend out-of-state awareness
meetings (costs to be negotiated).
Training is provided at project site (costs to be negotiated).
Training
is also conducted at adopter site (costs to be negotiated).
Helen Reichman, Project Director; The Child Development Center; Lark View School; 11200 Pinehurst
contact
Ln.; Huntington Beach, CA
92647.
(714) 848-8407 or 964-3229:
Deve\lopmental Funding:
USOE ESEA Title IV-C
Compil d Summer 1980 .
JDRP kp.'
79-21
Approved:
5/23/79
PROJECT
COGNITIVELY ORIENTED PRESCHOOL CURRICULUM
descriptors
Art, Aurally Handicapped, Communication Skills,
Learning Disabilities, MainStreaming,
Ment8jJy Handtpapped, OrthoOidically trandicapped, PresChooP Education, Problem Solving,
Special Education, Speech Handicapped, Visually-Handicapped
target audience
Approvel by JDRP for preschool children of all
abilities.
deicription
A pkeschooE pkog4am with the designated pmpote o6 maiJittqeamIng ni.EdWand modelateCy
handicapped ckLedten with nonhandicapped chiEdun.
The Cognitively Oriented PreschOol Curriculum is an open framework model derived from Piagetian theory.
The
curriculum originated from one of the first early childhood
intervention programs of the 1960s, the Ypsilanti-
Perry Preschool Project, and was further developed with
funding as a demonstration project in the First Chance
Network for preschool handicapped.
Through designated key experiences,for children, teaching and
parenting
strategies, and child-observation materials, the curriculum
provides a decision-making frameworkk.
Within this
framework, teachers design a classroom program thatreflects the
expressed needs and interests of the children
being served.
This approach emphasizes the identification of the
child's status on a developmental continuum by
examining his /her strengths and accomplishments.
The project views discrepancies in behavior between handiCapped
and nonhandicapped age peers as developmental delays, not as
deficiencies.
Basing their...tasks on this orienta-
tion, teachers initiate developmentally appropriate
experiences in the classroom that reflect the basic long-
range goals of the program.
These goals are:
to develop children's ability to use a variety of
skilla,in the
arts and physical movement; to develop their knowledge of objects as a base of educational concepts; to'develop
their ability to speak, dramatize, and graphically represent
their experiences and communicate these experiences
to other children and adults; to develop their ability
to work with others, make decisions about what to db\and
how to do it, and plan their use of time and'energy; and
to develop. heir ability to apply their newly acquired
reasoning capacit, in a wide range of naturally occurring
situations and with a variety of materials.
The plan-do-review sequence encourages children to achieve these goals by involVing them in decision-making
and problem-solving situations throughout the day.
The-teacher's role is to support the children't decisions
and encourage them to extend learning beyond the original
plan.
Similarly, teachers rely on a basic room'
arrangement and daily routine designed to stimulate and support
active learning.
evidence of
effiNtitheimw
Program' children deMonstrated significant gains on the McCarthy Scales in
the areas of verbal, quantitative, general cogniti-ve, memory, and perceptual
development,- as well as in problem-solving skills and
social.skills (as measured by classroom observation).
,
. implementation requirements
The model can be used by an individual classroom.
Inservice
training for the classroom teaching team is required,
financial requirements
The approximate cost per child for the initial year of implementation is
$171 for personnel training,\$55 for materials, and $23 for trainer travel.
Total cost for the second and subsequent years is $48 per child.
cost calculations assume that the curriculum
is being adopted by an existing program; personnel and facility co is for the classroom are not taken into
account.
services available
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped,Children's.Early
Education'Outreach Program.
Awareness materials are available at no cost.
Visitors are welcome at project site, by appointment.
'Project
staff are available to attend out-of-state awareness
meetings (costs to be negotiated).
Training is provided
at project site (expenses must be paid). 'Iraining is;also
conducted at adopter sites (expenses must be paid).
[contact
Bernie Banet, Acing Director; Preschool Education Department; High/Scope Educational Research
Foundation; 600°N. River St.; Ypsilanti, MI
48197.
(313) 485-2000.
Developmental Funding:
Compiled Summer.1980
USOE BEH
8
10
-JDRP No.
79-9
Approved:
3/28/79
PROJECT
COMMUNICATION PROGRAMS.
descriptors
Communication Skills, Kindergarten, Learning Disabilities,
Preschool Education, Special
Education, Speech Handicapped
target audience
Approved by JDRP for children ages birth to 6 in early childhood programs
with
identified or suspected communication deficits (not related to current
hearing loss).
description
A paognam to hetp young eh-Ltd/ten who have a vaitiety o6 communicatZons and Language handicap.
The Communication Programs serve classes of young children whose delays and disorders result from a variety of
known and unkriown etiologies frequently accompanied by other developmental lags or associated handicaps.
The
program offers training for classroom teachers and Communication Disorders Specialists (CDSs) in classroom
management of communication behaviors.
It also provides experience in team decision making..
Teachers and/or
parents are asked to identify their concerns about a
child's communication ability or language skill.
Assess-
ment tools are used to Support the concern and document the severity of the problem.
Data taken during class-
room activities provide supplementary information that
is used in the planning of management strategies.
Team
members plan individualized programs for each child, arrange for implementation of these programs, and see
that data are gathered. 'Individualized instruction essential to management of target behaviors is achieved by
furthering communication skills in every activity of the school day..
All language programs are related to the
child's communication needs in the environment.
Mutual decision making.and implementation of programs immedi- ,
ately useful to the child are critical elements of the procedures.
PersonAel trained in this program have
identified the following competencies as uniquely acquired at the training iite:
ability to identify language
problems through classroom observation; ability to plan management strategies that can be implemented in the
classroom; ability to arrive at decisions with members of a 'different discipline.
The claSsrooms are staffed
by teachers and Communication Disorders Specialists who work together.
Teachers proVfde the basic programs
that give,the,children opportunities to acquire and practice'develonmew.elly apixopriate skills:
In addition,
they, manage the day's activities so as to encourage communicative
intet.acton and to proiideopportunities for
Children to practice new language behaviors.
The CDS assists the teacher in developing strategies to promote
communication.and plans and implements finely sequenced programs in a variety of language areas.
Parents are'
an integral part of the team and are involved in the entire process from the time the firstgoals are estab-
lished.
They are invited to observe regularly and are involved in the home programs
when appropriate.
(Communication Programs and Programs for Children with Down Syndrome were both developed by the Model Preschool
.
Center for Handicapped Children, University of WashingtOn, Seattle.)
evidence of effectiveness
Range of monthly gains in months for project students,
1973-74
Peabody
4
Picture Vocabulary Tect:
1.18 - 1.50;. Sequenced Inventory of Communication
and Language_ Development /Receptive Section:
1.30-1.86; SiCLD/Expressive Section:
1.67-2.05.
implementation requirements
The essential components needed to implement the Communications
.
Model are ateacher and a CDS speech-language clinician.
Ordinary
school materials and rode arrangements are used..
Developmentally ordered assessment tools are needed to document
child progress.
Training can be provided at the project site or at the Experimental Education Unit.
financial requirements
progrm.
Local costs include salaries for qualified teacher and CDS; eguipment,
supplies, building maintenance, and transportation typical ofany
quality
4
services available
_An NDN-funded Developer/Demonstrator project.
An OSE Handicapped.ChildreM's Early
,
Education Outreach Program.
Awarenesmaterials are available.
Visitors are welcome.
Inservice sessions can be arranged on request (costs
to be arranged).
Training is conducted at the Project site (adopter site must
partially subSidize trainer costs
as well as\cover its own costs).
Training is conducted out of state (expenses ,must be paidy.
Project staff can
attend out -of -state conferences (expenses are covered).,
contact
Rebecca F. DuBose, Director; Model Preschool Center for HandiCapped Children; Experimental
Education Unit, WJ-10; Child Development and Mental Retardation Center;
University of Washington;
Seattle, WA
98195.
(206) 543-4011.
Developmental Funding:
Compiled Summer 1980
USOE BEN
oRp No.
75 -64a
'Approved:
9/3/75
PROJECT
THE COMMUNICATIONS WORKSHOP (CWS)
descriptors
Cross Age Teaching, Learning Disabilities, Mainstreaming, Perceptual
Development, Remedial
Reading, Secondary Education, Special Education, Team Teaching
target audience
.
Approved by JDRP for cross-graded learning-disabled readers with basic
skills remedial
reading needs, grades 7-12, and for special education teachers,
remedial reading
,
teachers, and supplemental teachers.
This program has been used in other settings with students
qualifying
for compensatory education, grades 7-12, and for supplemental
instruction, grades 2-6, but no evidence of effec-
tiveness for the latter groups has been submitted tp or approved by the
Panel.
description
An attetmatLye etasmoom management system pAdvidimg 6o,a teachut-studemt acceuntabiaty and
set6-discixebie, wkZch pun/idea teachers
skites, stAategies, mom...toting capabLUties,
and attitudes necessaAy 6u.a imptememting a cost-e66ective basrc skieCs heading pAugtam.
Fivi essential elements support the Communications Workshop model:
a personalt_humanistic philosophy;' an activi-
ties monitoring system; a program monitoring system; student motivation strategies; and intervention strategies.
The humanistic philosophy is based upon respect for the student as an individual and on the teacher's.role as a
facilitator of learning in a family-like atmosphere which fosters personat_pride and a positive response to the
academic setting.
Student responsibility for hiS or her own academic program nurtures self-motivation and self-
discipline.
The student activities monitoring system relies on systematic personal observations to yield data
regarding amounts of time spent in over 100 possible classroom-activities, patterns of time usage,
materials
used, instructional grouping, and actual sequences of activity selection.
The program monitoring system permits.
rapid collection and succinct posting of a wide'range of data relative to each student's program, providihg in-
formation regarding quantity and level of work completed.
The system signals the need for teacher intervention
and permits early detection and correction of imbalances in students' individualized programs.
The student.
motivation strategies enable the team to create and sustain student interest and al-e used to modify negative or
inconsistent behavior through persohally planned interactions.. The intervention' strategies enable, the'team to
encourage active student involvement in their personal academic programs.and to discourage unproductive "non-:.
academic" activities by fostering more positive, personal. teacher-student relationthips.
These strategies may be
used to restructure the clitsroom environment to achieve desired academic results and provide for teacher-student
accountability.
...evidence of. effectiveness
Testing with Gates-MacGinitie of reading comprehension indicates that the
average participant learned 5.52 times faster than prior to entering CWS.
In vocabulary knowledge, the average student learned 5.66 tides fester.
CWS students sbowed'significant improve-
ment in attitude toWFd-school and self as measured by.Piers-Harris Children's,Sey Concept Scale and I.O.X -..
School Sentiment Index.
implementation requirements
One full -time teacher must be a skillful and resourceful reading '
teacher capable of individualizing instruction and demonstrating
a humanistic attitude toward teaching. '
Two part-time supplemental teachers who complement this style of teach-
ihg.are also needed.
If students in'the program are to be classified as perceptually impaired, teachers must b6
properly certified.
The physical Setting should maintain an informal, open atmoshpere, and classroom furniture
that permits freedom of movement should be used.
One-or several units may be implemented, depending, upon need.
financial requirements
Start-up cost:
approximately $140, including four sets of teacher manuals
.
at $35 per set.
Each set includes teacher's guide and student activity/
program, monitoring manuals.
A wide variety of commercially available materials and AV equipment already found in
most classroodt is used. ,Oeher,pdssible start-up costs:' travel to adopter, site, substitute salary for three.
teachers.
Reassignment of personnel can prevent additional cost for staffing.
.
.
services available
No special. network funding supports this project's dissemination efforts.
Awareneis materials are available.at no cost.--Visitors are welcome by appointment.
Project staff can attend
put-Of-state conferences on weekends and in summer (expenses must be paid).
Training is provided at project
site (adopter pays only .its own costs). Training can be conducted out of state on weekends and in summer'
(expenses must be paid).
Alternate contacts:
Bernard.S. Shore, Director of Special Services, or Aubrey J. Sher,
'Superintendent ofSchOols; same address as below.
am E. Cowen, or Joieph A. Bukovec; Communications Workshop (CWS); Teaneck School System;
contact
1 W. Forest Ave.;Teaneck; NJ
07666.
(201) 837-2232, ext. 313.
Developmental Funding:
Compiled Simmer 1980,
USOE ESEA Titles III and IV -C
10
JDRP No.
78-191
Approved: 6/5/78
PROJECT
II
A COMPREHENSIVE PROGRAM FOR HANDICAPPED PRESCHOOL CHILDREN AND. THEIR FAMILIES IN RURAL
AND NON-URBAN AREAS
descriptors
Home Instruction, MUltiply Handicapped, Parent Education, Preschool Education, Rural Schools,
Screening Tests, Special Education
target audience
Approved by JDRP for multicategorically handicapped preschool children, birth
to age 6, and their families.'
description
A comp4ehensive p4esehoot p4ogitam puviding 04 maxima . gkowth and development o4 handicapped
p4esehooe chied4en and .their liar/lib:es in 424401
The program consists of four components on a continuum from prevention to intervention.
On the prevention end of
. the continuum is The Magic Kingdom:
A Preschool Screening Program, which identifies children age 3-1/2 through
6 who require more intensive follow-up evaluation and which maintains cost effectiveness through extensive parent
involvement.
Next on the continuum is-Parents and Children Together (PACT), a parent education program that
provides prevention and early intervention activities.
In PACT, parent facilitators are recruited and parent
groups are formed.
These groups meet in members' homes to discuss prepared written packets concerning behavior
management and social-emotional, speech and language, motor, and cognitive development.
Stimulating to Potential
(STP) begins the intervention end of the continuum, providing in -home education services to handicapped preschool
children.
Children enrolled in STP are seen weekly by a home teacher, who develops individual education plans
(IEPs) for the children and trains the parents to implement these plans.
Guidance and instruction from the home
teacher are provided to parents while they implement the IEPs with their own children.
The Therapeutic Evaluation
and Treatment Center (TETC) provides the most intensive interventionof the four components.
In this classroom
program, IEPs are developed for each child and implemented by a multidisciplinary staff, with parents observing
and participating.
In both TETC and STP, observational data collection procedures are used to monitor'implemen-
tation and to make program updates and revisions as needed..
evidence Hof effectiveness
Effectiveness of The Magic Kingdom was demonstrated through correlation
of results with results from Metropolitan Readiness Test;'bf PACT, through
prOposttesting'of cognitive gains by parents, parent effectiveness, 'attendance, and projects; of,STP, through
pre /posttesting of children in developmental areas with Alpern-Boll Developmental Profile, which showed.average
gains of .98 to 1.41 months per month of-enrollment; of TETC, through pre/posttesting of children in developmental
areas with project-developed instrument, which showed average gainsof 1.2 to 1.7'months per month of enrollment.
4
implementation requirements
For implementation of The Magic Kingdom:
two days of training for
one paraprofessional; for'PACT:'
two to"three days of training for
one professional (a paraprofessional can replicate PACT but generally requires 'four to five days'of training);
for STP:
five days of training for two, professionals; for TETC:' five to 15 days of training, dependinglon
experience and background, for three professionals.
.
.
financial. requirements
. Average costs:
$4 per child for Mdgic Kingdom; $30 per family for PACT
(including travel and equipment, excluding space); $1,215 per family per
year for SIP; $1,331 per child per year for'TETC (including staff, materials, utilities, space, and travel).
,
-
SW1=5 available
No special network funding supports this project's dissemination efforts.
Awareness materials are available.
Visitors are welcome by'appointment.
Workshops, speakers, and training in
all four exemplary program components as well as follow-up services after training are available at project site
and'adopter site.
Costs are negotiable.
William F. Hoehle II,' Director of ChildreW.S Services; Southeast Mental Health-and
Contact
Retardation Center;,108 S. Eighth St.; Fargo, ND
58103.
(701) 237-4513, ext. 350.
Developmental Funding:
USOE BEH
Compiled Summer 1980
11.
JDRP No.
79-35
Approved: 11/7/79
PROJECT
descriptors
COMPREHENSIVE TRAINING PROGRAM FOR INFANT AND YOUNG CEREBRAL PALSIED CHILDREN (C.P. Project)
Cerebral Palsy, Mainstreaming, Preschool Education, Special
Education
1
target audience
Approved by JDRP for children three years of age or younger possessing a primary
disability of moderate to severe neuromotor handicap with physical impairment
of
severe dimensions limiting motor activity, and the professionals
whoserve them.
description
A pAogtam beAving ciatdaen thitee yea'
o6 age and youngeA having a pkimaity di6abi-City
moderate to seveite neuaomotoA handicap with physicat .impaiAmcnt severe enough to Ulna moto
-activity.
Children admitted to the Cerebral Palsy Project exhibit feeding, speech,
and/or language problems.
The children
receive .a panorama of services, Including physical therapy, nutrition,
psycholOgical therapy, speech pathology,
occupational therapy, special education, social service, and medical service.
The primary focus of project
activities is on two instructional programs, the Pre-Speech
Program and the Language Stimulation Program.
Parents take an active part in their children's therapy programs, and they are involved through individual and
group conferences with the project social worker.
To date, 69 agencies in the following states are replicating components
of the program:
Alabama; Arizona,
Arkansas, California, Illinois, Iowa, Maryland, Michigan, Minnesota,
Montana, New Hampshire, New York, Ohio,
Oregon, Pennsylvania, Tennessee, Texas, Washington, Wisconsin.
Replicating agencies include school systems,
rehabilitation centers, and hospitals serving children ages birth to three years.
Three-member teams from each
agency. are trained in a six-day Fundamental Guidelines Course, and speech,pathologists are trained in the use
of the Pre-Speech AssessMent Scale, which has been specially developed
through this project.
evidence of' effectiveness
Pre- and posttest data were analyzed using the Bzoch-League Receptive-
Expressive.Emergent. Language Scale, Mecham Verbal Language and Development
Scale, Pre-SchoolAanguage Seale, and Peabody Picture Vocabulary -Test.
The mean number of months gained on three
of five instruments approaches that expected in normal growth
(12 months 'gain over -12 months).
Data were
collected for three years during demonstration project.
'implementation' requirements
,
1:
.
,..A full-time speech pathologist, 'a physical
therapist; and one other
T
.'
.
professional are-required to attend a six-day workshop.
The speech
pathologist returns fora course' in the Pre-Speech-Assessment Scale.
The adopting agency must reproduce at least
one'aspect. of the project (Pre-Speech Program, Language
Stimulation Program, or Parent Participation Program)
within the giVen.structure of that agency's operation.
Evaluative tools and treatment guidelines of the project
must be implemented within each program aspect replicated.
A minimum of three staff members is required on the
replication team:
-
.
,
.
financial requirements
The three full-time professionals on the team must be allowed
paid time
-_.
.
1
off td attend a six-day.workshop; the speech therapist must
attend an
additional, workshop.. Adopting agencies must pay. general tuitiorrfee, travel expenses, room and board for each
professional attending., A materials list is available upon request."
.
.
services' available
An OSE Handicapped Children's Early Education Outreach Program.
'No other special
network funding supports this project's dissemination efforts.
--
Awareness materials are available.
Visitors are-welcome by appointment.
Project staff can attend out-of-state
Conferences (expenses are.covered). ; Training is conducted at the'project site for confirmed adopters (project
staff.expensesmust.be pdrtially subsidized).
A follow-up technical assistance site visit is made to each
adopter.
.
,
.
contact
Rona Alexander; Demmer-Kiwanis children's Division;. Curative Rehabilitation Center; 9001 W.
Watertown Plank Rd.; 14auwatosa, WI
532 6\(414) 259-1414.
Developmental Funding:
Compiled Summer 1980
USOE BEH
12,
23
JDRP No.
75-62
Approved:
9/3/75
PROJtCT
COPE:
Cognitively Oriented Pre-Primary Experience
descriptors
Kindergarten, Learning Disabilities, Mainstreaming, Preschool Education, Special Education
target audience
Approved by JDRP for preprimary students in pre-kindergarten, kindergarten, and
transitional first grade from low- and middle-income families,.includipg those
With developmental lags and learning disabilities.
description
A-compitehenzive sequenti.a.e.ey pug/tanned wtepti..maAy cuibtLeueum and management system
'that
.ptovides bon individuat devetopmentat growth and &caning oh basic keadiness skitts.
COPE's wide range 'f activities and objectives (2-6 years developmentally) makes it effective for use with
preprimary children from varied socioeconomic backgrounds and with.varied learning needs.
The program is diagnostic/prescriptive.
Based on the child's skills and development at entry, he/she works
through a series of activities to reach advanced objectives.
With its well-defined, step-by-step, closely
sequenced levels, the 850-page curriculum is extremely helpful both in determining a child's needs and in
stimulating outstanding intellectual, language, and socioemotional growth.
Each level is essentially a mini -
lesson plan complete with objective, materials, method, and evaluation.
Children pursue the objectives through
individualized, small-group, and large-group instruction, as well as in free-inquiry situations.
The curriculum consists of two volumes:
the Developmental Area contains levels in perceptual-motor, conceptual-
language, and.socio-emotional development; the Achievement Area contains units of instruction in reading, math,
science, social studies, and health/safety.
Teachers and paraprofessibnals who attend a COPE workshop not only learn to use the curriculum materials but
come to understand a complete classroom management ,system that helps them put the program to use in their own
particular teaching situation,
-t
.7)
evidence of effectiveness
In datia collected from.1972-75, participating children demonstrated an
,,
average gain of 2.98 months per month of attendance as measured on the
,
.
5losson Intelligence Test, equivalent to about three times the normal rateof.growth.
Comparable gains were
shownin testing for, language development and socioemotionai development.
implementation requirements
PrO'gram may be implemented; in individual classrooms, a'single
..
,
,
school, or a district.
Any teacher wishing to implement. program
and management system must attend, a two-day workshop.
Workshops are most often conducted at district or regional
sites, with administrators and paraprofessionals frequently. attending with teachers.
Workshops are also con-.
ducted it demonstration site.
Facilities, space, and_ instructional eqbipment required .'ai-t those typically:found
in elementary schools.
'
financial requirements
One set (two,volumes)/of COPE curriculum reqUired per classroom at cost of
$50 per set.
Wide varietpof inexpensive teacher-made and commercially-
available materials maybe used with curriculum.
/
services available
An NDN-funded Developer /Demonstrator project.
Awareness materials and filmstrip overview available at no cost.
Project staff available for awareness presen-
tations at out-of-state conferences and.requested sites.
Visitors always welcome 'at demonstration sites.
Training and implementation services offered at project or adopter site.
The recipient state or LEA pays all
or'part of'-D/D travel and per diem.
At present,,COPE curriculum materials can be obtained only by attendance
at a trainingworkshop.
/
.
_
[contact
Mary Alice Felleisen, Training Coordinator; Project COPE; Research for Better Schobls; 444-N.
Third St.; Philadelphia, PA
19123.
(215) 574-9300, ext. 319.
Developmental Funding:
USOE'ESEA Title III
.
JDRP No.
75-49
Approved:
5/16/75
Compiled SURMICI 1980
13 24
PROJECT
DEVELOPING MODELS FOR SPECIAL EDUCATION (DMSE)
descriptors
Emotionally Disturbed, Learning Disabilities, Mentally Handicapped, Primary Education,
Special Education, Teacher Education
target audience
Approved by JDRP for students in grades K-2 with mild emotional disturbance, specific
learning disabilities, and educable mental retardation.
This program has been used
with the same kinds of students in grades 3 -12, but no evidence of effectiyeness has been submitted to or approved
by the. Panel.
description'
A eamphehensive management system 6o4 the Ldenti_tiieati.on
and inteAvention with
excepti.onat students.
The DMSE project is the result of a six-year effort to develop and implement an exemplary management system.
The
following-procedures,are incorporated into DMSE's model:
early identification of exceptional children, taking
into consideration the student in relation
or her total environment; referral of families to appropriate
community service agencies-and monitoring of the service delivery; training of regular and exceptional-chi
It..
teachers.
The project offers training to an interdisciplinary team of district-level personnel designated to carry out DMSE
procedures in adopting school districts.
The team is composed of the exceptional-student education coordinator,
school psychologists, school social workers, and consulting teachers.
Training defines responsibilities for
individual members of the team to eliminate duplication of services.
School psychologists are trained as turnkey
, trainers to present the Identification Workshop, which trains general educators in the
characteristics of excep-
tional children and fosters more appropriate referrals.
Consulting teachers are trained as turnkey trainers to
present the IEP Workshop, which provides training in writing Individual Educational Programs (IEPs) using the
validated DMSE model, which conforms to P.L. 94-142.
The workshop addresses P.L. 94-142, curriculqm selection, -
and the writing of behavior objectives.
A Total Program Manual, which outlines identification and intervention proCedures and includes reproducible
sample forms, is used in training.
Monitoring and technical assistance is .available following training'and
implementation of procedures.
.
evidence of effectiveness.
.
Sixty -two, children living in two rural low socioeconomic level counties
.
were evaluated in the classroom on 'the basis ,c4.the number of
criterion-
referenced short-term IEP objectives that were mastered'diectly following.jnstruction.
At least 80% of the
student's mastered 80% of the prescribed/instructed objeCtiVes.
implementation requirements
Tlie,DMSE identification and intervention procedures are available.
for adoption/adaptation as atotal management sYstdm.
A school
system Can implement the procedures immediately following one to three'days of training, which can be arranged
,
either at-the demonstration site or the.adopier si\te..
Implementation of the procedures requires. the purchase of
a Total Program Manual.
I,
r
' financial requirements,
The cost foradoption/adaptation varies according to school system size,
degree of impreMentation, and existing personnel.
Program materials
rdqUired:
Total Program Manual, $20.
services available
An NDN-funded Developer/Demonstrator project.
, ThlS-K
''.
Awareness materials are available at no cost.
tors are welcome by appointment.
Project staff are available
to attend out-of-state awareness meetings (costs to,be negotiated).
Training is provided at project site (adopter
pays only its own costs).
Training-is also conducted at adopter site (expenses'must be paid).
eontae t
Deborah King, Director; DMSE,Project; P.O. Box 499; Monticello, FL v32344.
(904) 997-3781.
Developmental Funding:
USOE ESEA Title IV-C
Compiled Summer 1980
14
JDRP No.
79-6.
Approved:
3/16/79'
PROJECT
EARLY PREVENTION OF SCHOOL FAILURE
\
desriptors
Bilingual Educations Kindergarten, Learning Disabilities, Mainstreaming, Primary Education,
Screening Tests,. Special. Education, Speech Handicapped
target audience
Approved by JDRP as a screening and curriculum program appropriate for children age
4-6.
description
A pnognam da.i.gned to ptevent achooe SaituAe in chCednen age 4-6 through may 41.cient
6ication
and Aemediation oS deveiopmentag teanning deSiciencies that woad advmsay aflece*,*.at
4choot pekSonmance.
The goal of the nationally validated Early Prevention of School Failure program is achieved by successful accom-
plishment of the following objectives:
screening.allkindergarten and/or first grade children to identify their
skill develppment in the modalities of language development, fine and gross motor, and auditory and visual per-
ception necessary-for success in Formal. reading and writing curricula; providing professional training for
teachers so that they may acquire skills and competenCies in providing successful learning experiences for all
children (talented, learning disabled, etc.); providing special education services for children identified as
having moderate or 'severe learning problems; providing management guidelines that include parent volunteers and
learning center concepts for greater individualization in the learning environment.
In addition to using educational strategies already found successful, a teacher should provide 20-30 minutes of
small-group and/or individualized activities daily (based upon screening results and utilizing EPSF management
system) for all pupils.
Early Prevention of School Failure program materials include screening instruments, classroom management guides,
classroom activity guides, and parent materials.
(Early Prevention of School Failure and Early Prevention of School Failure Migrant Program were bothdeveloped by
.the Peotone-School District 207-U in Peotone, Illinois.)
evidence of effectiveness
Evaluation data demonstrate that_achievement growth in all modality areas
exceeded project objectives.
Further, children initially identified as
having severe learning problems made, sufficient achievement gains, proving'that early identification prevents
failure when children are screened and given a systematic educational follow-up.
implementation requirements
A team of at least four (including kindergarten and/or first grade
teachers, special education teacher and psychologist, speech
teacher, and an administrator) is involved in a two-day leadership training workshop to become competent in
utilizing screening..instruments, staffing, educational,planning, and management' systems.
Involvement of parents
is encouraaed.
Follow-up by projc,L site determines effectiveness'along with growth as shown' on the pre/post-
testing data.
financial requirements
Cost of a two-day leadership training session at project site and/or local
school site for school district team (minimum of four persons).
One
set of curriculum guides and screening materials, 5100 per set for each team involved in leadership training.
Cost of substitutes for a one-day follow-up inservice training for adopter teamt
services available
An NDN-funded Developer /Demonstrator. project.'
Awareness materials for interested adopters are available, as.are a two-day leadership training session, curric-.
ulum materials based upon screening results, screening instruments, and a follow-up by project site.
Luceille Werner, Project Director; Peotone School District 207- U;.114 N. Second St.; Peotone,
contact
IL
60468.
(312).25843478.
'Developmental Funding:
Compiled Summei 1980
USOE ESEA Title
JDRP No..
74-46
Approved).
5/14-15/74
PROJECT
descriptors
ELSMERE PROJECT
target audience
.4
Adolescents, Children, Daily Living Skills, Mentally Handicapped, School
Community
Programs, Special Education, Vocational Education, Work Experience
Programs
Approved by JDRP
r students age 5-21 classified by child study teams as trainable
mentally handicapp d (TMH).
description
A basic sk.i.e.es vocOtionat ptogtam 6ot
rainable mentally ketalded age-5-21 that seAcs as a
-mode/ bon datAiele implementing special education ptogtams 41n compliance Kith F.L.
94-142.
The Elsmenc Project meets the individual needs of TMH Students by providing individualized instruction in five
essential areas:
academics, socialization, independent living, prevocation, and vocation.
For each area the
curriculum has a double orientation.
First, the program emphasizes the acquisition of self- sufficiency to the
highest degree possible.
The project prepares students to function in the community, to work, travel, shop,
enjoy leisure time, and relate_to others.
Second, vocational skills are presented through these learning areas.
Thus, skills'and attitudes necessary for engaging in work are emphasized in all learning areas.
Each student is exposed to a simulated work atmosphere, punching a time clock, and so on.
Students are involved
.
in rudimentary training and work activities such as assembling,
packaging, and collating.
More accelerated
students participate in a formalized vocational training program which reflects community manpower needs.
On-the-
job training is provided for,students in the final stages of the training program.
Each student's level of func-
tioning is determined by the Glassboro Trainable Assessment Profile (G-TAP), a project-developed instrument also
used to measure student growth over time.
Because area business leaders are potential employers of TMH citizens, community involvement is an integral part
of the project.
On-the-job training and student job placement occur through community involvement.
Advisory
groups and service organizations assist the project by advisirig on the skills necessary to prepare students for
particular jobs.
Pal-ent interest and participation is another component in the success of the Elsmere Project.
Parents are pro-
vided the background required to perform activities at home that reinforce vocational skills taught at school.
evidence of effectiveness
Data collected three years after project implementation at the Glassboro
site indicate that project students score significantly higher in
indepen-
dent living, socialization,.and prevocational skills than a matched control group.
In addition, 67% oflsmere
graduates have jobs in sheltered or competitive settings.
implementation requirements
The Elsmere Project is best adopted at the school level, but
smaller units (one,,two, or three classrooms) can make partial
adoptions.
A three-day training workshoe must be attended by teachers and
participating administrator(s).
Adopter agrees to use project-designed studer.
evaluation scale and to furnish data for ccmparison.
Strong
administrative support helps to ensure successful adoption.
financial requirements
Start-up costs for training and curriculum materials:
approximately $60
per teacher; "Costs for vocationally related equipment
and supplies
vary, depending on resources available.- Maintenance costs are minimal.
services available
-:An NDN-funded Developelremonstrator project.
Awareness materials are available at no cost.
Visitors are welcome by appointment at project site and at
additional home-state demonstration sites.
Project staff are available to attend out-of-state awareness
meetings (costs to be negotiated).
Training is prwiided at project site (adopter pays only its own
costs).
Training is also conducted at adopter site (costs to be negotiated).
[contact
Pat DeMaris, Project Director; The Elsmere School; Ellis St.; Glassboro, NJ
08028.
(609) 881-5669.
Developmental Funding:
USOE ESEA Titles III and IV-C
JDRP No.
79-23 .
Approved:
5/17/79
Compiled Summer 1980
2
16
tI
LPROJECT
ENGINEERED CLASSROOM FOR STUDENTS WHO ARE BOTH EDUCABLY MENTALLY HANDICAPPED AND BEHAVIORALLY
MALADJUSTED
descriptors
Elementary Education, Emotionally Disturbed, Learning Disabilities, Mainstreaming,
Mentally Handicapped, Special Education ,,,s71
target audience
Approved by JDRP for mildly handicapped (educable mentally handicapped, learning
disabled, emotionally disturbed) students, grades 1-6.
This program has been used
in other settings at the secondary level, but no'evidence of effectiveness has been submitted to or approved
by the Panel.
description
A diagnostic teaching pugum that pAovides individuatizcdinstftuction and enginee4ing o6
time and behaviot 04 handicapped students.
The Learning Center instructor, through daily prescriptions or lesson plans, provides each student with a
highly structured program in the cognitive and affective domains.
Behavioral management skills are emphasized
as well as academic growth.
The design of the program requires a basic commitment to a least-restrictive
.
alternative program for handicapped students.
The design provides direct service to both student and teacher;
it is flexible and adaptable, enabling a staffing tem toplan a program to 'meet each student's educational
needs.
Project results demonstrate marked improvement, and teacher, student, and parent. attitudes are positive.
As
a result of the pRoject, the degree of integration of the special education students into the reEr lar classroom
is so high that it 'Es difficult to tell the handicapped from the non-special education students.
One of the concepts making the program unique is the degree of input the regular classroom teacher has in the
program.
The teacher is involved in every phase of referral and staffing.
He or she continues to be the
youngster's homeroom teacher, even though the youngster spends time in the Learning Center.
For each child
in the program there is a two-way responsibility; Learning Center teachers and regular classroom teachers must
communicate.
Regular teachers are responsible for meeting each student's educational needs, and if the student
is staffed in the Learning Center, the Learning Center teacher has a responsibility to monitor the student's
total program.
Parental communication is guaranteed by four required home contacts during the year.
Through
their role in the program, the regular classroom teachers have become more knowledgeable about handicapping
characteristics and more competent in working with handicapped students.
evidence of effectiveness
Some student outcomes (class averages) -- behavioral rating (five-point
scale): pretest 2.70; posttest 3.61.
Self-concept (preferred responses
on 25-question scale):
pre 13.64, post 14.97.
WRAT, reading:
pre 2.73, post 3.38; spelling:
pre 1.97; post
2.85; arithmetic:
pre 2.10, post 2.90.
Parent questionnaire:
100% positive on all questions (91% return).
implementation requirements
At least three people -- an administrator, a regular classroom
teacher, and a special education teacher -- attend a three-day
workshop (location and costs to be 'arranged).
Adopter agrees to use same student evaluation scale as project
and to furnish results for comparison.
D/D agrees to three days' consultation during first year of adoption
at site.
Project requires district commitment and recommends operating in one building the first year.
A
classroom, a qualified teacher, an aide, and a variety of materials are required.
financial requirements
District must employ teacher and aide.
Materials and supplies cost $5,000
initially.
Other costs depend on what adopter has available, such as
furniture for room of 15, audiovisual equipment, etc.
In D/D district, cost would be $20,000 for teacher,
aide, and materials during first year.
services available
No special network funding supports this project's dissemination efforti.
Initial awareness material (brochures, videotapes, live presentations) are available at no charge.
Awareness
"nmnual and one-day conference (at project or 'adapter site) are also available (costs to be arranged).
Visitors
are welcome by appointment at several sites.
After signOng of adoption agreement, a three-day workshop is offered
at project or adopter site (costs to be shared).
Three days of consultation are free during first year as long
as funds are available.
1
Robert H. Ostdiek, Federal Programs Coordinator;'Papillion-LaVista Public Schools; 420 S.
contact
Washington St.; Papillion, NE, 68046.
(402) 339-3411.
Developmental Funding:
USOE ESEA Title III
Compiled Summer 1980
17
JDRP No.
74-84
Approved:
6/6/74
PROJECT
PROJECT ERIN:
Early Rec&gnitionIntervention Network
descriptors
Bised Education,
Aurally Handicapped, Emotionally Disturbed, Kindergarten, Learning Disabilities,
Mainstreaming, Mentally Handicapped, Orthopedically Handicapped, Parent Education, Performance
Preschool Education, Special Education, Speech Handicaps, Teacher Education, Visually Handicapped
target audience
Approved by JDRP for children ages 3-7 with mild to severe handicaps in mainstream or
special settings, competency-based training programs for regular and special teachers,
program coordinators, and narents.
description
A competency-based titaining pnogum Act teachen4, cootdinatou, and paneats in the modiAica-
tion oA enviA.onment and matutiats and in adult inteAvention to assist young ciatdnen with
speciat needs in tegutaA and special education settings.
The ERIN System is being utilized for children ages 2-7 and their parents both in special preschool classroom/
home programs serving children with moderate to severe special needs and in regular early childhood
(nursery,
Head Start, day care) and primary (K-1) programs serving mainstreamed mild to moderate special needs
children
integrated with their peers.
Personnel involvement/training requires each teacher to implement a sequenced program of observation and curri-
culum modification weekly for two or more children with special needs.
The sequence of units fits into the pro-
gression of the school year.
The order of units can be changed to meet a system's individual needs.
A local
coordinator is trained to take over local training and monitoring of the program.
The ERIN training program for
adults (special or regular teachers and coordinatoi.$) provides the equivalent of three to six college
credits
through attendance at a week-long Institute, plus on-site consultation by ERIN staff.
A coordinated parent
program for both special and mainstream children is optional.
The child's Individual Education Program is implemented in large and small groups and individually.
The teaching
adult organizes his/her own learning environment to facilitate participation (social-emotional-affective), body
awareness and control, visual-perceptual-motor,
and language skills.
Depending on the age of the child, these
are organized into self-help,
developmental concept, and academic readiness content areas.
Initially, the curri-
culum approach focuses on general classroom/home modifications of the physical space and daily time units, learn-
ing materials and their organization into learning sequences,
the grouping of children, and teacher cueing/moni-
toring.
This is followed by the teaching of specific skills to subgroups and/or individual children by the
teacher, parent, or volunteer, with much greater intensity in specialized programs.
P
evidence of effectiveness
Specialized programs:
preschool children (moderate to severe special
needs) gained five extra months' development during a
six-month period
(McCarthy Scales of Children's Abilities).
Mainstream programs:
K-1 children (mild to moderate special needs)
showed greater gains than control children on McCarthy Scales, Metropolitan Readiness Test, and Preschool Screen-
ing System.
implementation requirements
Initial five-day Institute for teacher/coordinators, plus
classroom
follow-up by local coordinator, with on-site visit(s) by ERIN con-
sultant during the first year.
Strong administrative support and a multiyear involvement
of geometrically de-
creasing ERIN support is necessary for implementation of a range of regular and special classroom and home teach-
ing components.
financial requirments\
Costs of program replication include Institute fees ($250 per local coor-
dinator/trainer), tracher packets ($25 per teacher), and'a coordinator's
material kit ($250); cost of staff training; and travel and per diem for ERIN staff member providing follow-up
monitoring.
Maintenance involves no appreciable increase in most districts' current operating expenses.
Materials required for program implementation are already found in most early childhood classrooms.
services available
An NON-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
Awareness materials are available, including price lists.
Visitors are welcome at centers in the Northeast and
Florida by appointment.
Five-day Institutes are held in summer, or on request for self-contained groups.
Insti-
tutes and on-site training and consultation by ERIN staff are available at part-cost if adopter's
setting fulfills
BEH/HCEEP criteria, or on individual contract to school systems and agencies.
p
Trudy A. Schrandt, Project Disseminator; Project ERIN; 376 Bridge St.; Dedham, MA
02026.
contact
(617) 329-5529.
Developmental Funding:
USDE BEH
Compiled Summer 1980
18
2j
JDRP No.
78-186
Approved:
7/13/78
PROJECT
EVERY CHILO A WINNER With Movement Education
descriptors
Aurally Handicapped, Emotionally Disturbed, Kindergarten, Learning Disabilities,
Mainstreaming, Mentally Handicapped, Movement Education, Orthopedically Handicapped,
Physical Education, Self Concept, Special Education, Speech Handicapped, Visually Handicapped
target audience
Approved by JORP for students, grades K-6.
,
description
An individuaazed movement education ptognam p4ovidiAg ma.i.n.stneamilig and auccess experiences
eat af,2 chitdnen tegatdtehe o6 physicat on. mentat abitity.
The program design provides developmental movement experiences for children centered on themes of space aware-
ness, body awareness, quality of body movement, Ind relationships.
These themes are taught through creative
games, creative dance, and educational gymnastics.
Competition is found in the program only when child-designed.
The project slogan, "Every Child A Winner," finds expression through the discovery learning approach to teaching
'movement.
Students are encouraged to reach their personal potential, and "winning" occurs as each child does
his or her best.
Every Child A Winner -- Lesson Plans includes 31 behaviorally stated objectives, with lesson plans written to'
enable teachers to meet these objectives.
Training is designed to help classroom teachers and physical educa-
tors implement the lessons.
The lessons are designed to enhance the child's self-concept and to improve aca-
demic skills as well as movement. skills.
Phase I
Training (three days) includes an accountability model for program implementation, teaching techniques
for Every Child A Winner movement lessons., and sessions on public relations related to successful implementation
of the program.
Phase II Training (two-day continuation) provides detailed information on refining students'
movement skills and assistance in implementing in the upper.grades.
Project should be implemented first in K-3, with a plan for expanding to K-6.
evidence of effectiveness
Evaluation was conducted on students grades 1-6 over a three-year
period.
Pre- and posttesting on a random sample included the Washington
State Fitness Test, AAHPER Fitness Test, Minnesota Motor Skills Test, California Inventory of Personality, and
the SRA Math and Reading Test.
The data showed improvement in all areas, physical fitness and motor skill
levels ['king elevated significantly (p < .05).
implementation- requirements
Program can be conducted t6, classroom teachers and/or physical
educators.
Pupil-teacher ratio 1:30.
Five-day training is essen-
tial, with a plan for additional inservice at the adopter site.
Facilities, needed are a multipurpose room or
indoor area large enough for participation, as well as outdoor space to conduct movement lessons.
Schedule of
30 minutes per day, five days per week.
Equipment for each child beginning at kindergarten or K-3 from list
supplied by project.
Training materials and resource books are required.
A signed agreement is required
between the project director and adopter.
financial requirements
Training materials:
one copy per training participant, Every Child A
Winner...A Practical Approach to Movement Education, $7 each.
Resource
book list and equipment list supplied by project.
Costs vary depending on number of students involved.
services available
An NDN-funded Developer/Demonstrator project.
Project consultants provide technical assistance "J.id training in program implementation to contracted adopters.
Phase I and II Training is conducted at developer or adopter site.
Training materials are obtained from the
project.
One-day awareness training is provided at demonstration school sites for potential adopters; this
includes detailed information on adoption requirements and a tour through the program.
Awareness packets
available on request.
Visitors welcome twice weekly October-April.
Contact 0/D two weeks in advance.
Martha F. Owens;-Every Child A Winner; Irwin County Schools; Box 141; Ocilla, GA
31774.
contact
(912) 468-7098.
Developmental Funding:
USOE ESEA Title III
JDRP No.
74-60
Approved: 6/6/74
Compiled Sumner 1980
30
PROJECT
FAMILY ORIENTED STRUCTURED PRESCHOOL ACTIVITY (Seton Hall Program)
descriptors
Aurally Handicapped, Emotionally Disturbed, Home Instruction, Learning
Disabilities,
Mainstreaming, Mentally Handicapped, Orthopedically Handicapped, Parent Education,
Preschool Education, Special Education, Speech Handicapped, visually Handicapped
target audience
Approved.by JDRP.for children age 4-5 -- mainstreaming, special education,
Title I
-- and their parents.
description
A pnognam that pnepates the pauat to be the ch,LCd's VAst and most signqicaat teachek.
A child's capacity to learn is not entirely inherited, but is developed.
Most of a child's basic intelligence
is formed by thetime he/she reaches school age.
Parents are very effective educators, but need information on
teaching methods and materials.
Home environment has a greater effect on academic achievement than does the
quality of the school.
A warm, intimate, continuous loving and
sharing can grow from the parent's role as first
teacher.
Such relationships with parents give the
child support, confidence, motivation, and
feelings of self-
worth basic to continuous success in education.
This is the philosophy basic to District 742's venture in early
childhood/family education.
Beginning at Seton Hall with four - year -olds and their, parents, the prOgram has
expanded to include sites at all elementary
schools in the district.
This activity is funded by Adult Voca-
tional Education, Community Education.
Family Oriented Structured Preschool Activity is designed to involve all parents and their four-year-old children
in preschool activities that
stimulate and reinforce interaction within the family.
Parents accompany their
child to the neighborhood elementary school once a week from September to May
for a two-hour session.
While at
school, parents work and play with their children at learning stations set up in basic
skill areas within an
environment designed to meet the developing needs of the whole child.
Parents observe formal model teaching
and
informal child-teacher interaction.
They participate in a discussion group,
facilitated by a parent educator,
in which they receive support and
information.
In this supportive, caring environment, they learn how to be with
their child as they teach.
They choose home-activity kits designed to
promote parent-child interaction and growth
in basic skill areas, based on a validated assessment of the child's skills.
(Funds were provided by two privge foundations to begin development and implementation
of a new program in the
_fall of 1977 serving parents and children 0-4 years of age.)
evidence of effectiveness
Evidence of cognitive growth of the
child is clear.
The evaluation design
measures the number of skills
participants have when entering. and leaving
the program.
Of 22 skills assessed, participants possessed Over 25% more than comparison group.
Parents indi-
cated gains in personal development,
parent-child relationships, their roles as parents
and teachers, their
ability to use the community as a learning resource,
and their partnership with schools to their childrens'
profit.
implementation requirements
Adoption may be total or partial (to be negotiated).
Staff:
a
parent educator and a teacher or
teacher assistant.
This staff
can be part- or full-time,
depending on number of families served.
(Example:
30 families = three groups at
two hours of contact time per week = six hours.)
Facilities:
a room for parent discussion group and an early
childhood room.
Many sites use a kindergarten room after school hours.
Training:
a two- or three-day
workshop.
financial requirements
Materials:
a guide to establishing and
directing the program, $25; Parent
Handbook, $8; In-Center Learning Stations, $6,; Children's Room Curriculum,
$6; Parent Discdssion-Groop Curriculum, $6;
At-Home Activity Kits, $30; supplemental At-home activity kits, $22.
(All available only to adopters.)
Equipment:
for learning stations, $300; one set of Activity Kits, $260.
Staffing:
professional parent educator, part-time; professional or
nonprofessional teacher assistant, part -time.
services available
An NDN-funded Developer/Demonstrator project.
Awareness materials are available at no cost:
Visitors are welcome Monday through Thursday,
day or evening,
October through April, by appointment.
One-day in-depth awareness presentations are available for out-of-state
meetings (costs to be negotiated).
Two7day training workshops are available at project site six times yearly.
Two-day training workshops can be conducted at adopter site (costs to be negotiated).
Follow-up technical
assistance can be provided by telephone or visit to adopter site.
contact
Elaine McCormick Wray, Program Director;
District #742 Community Schools; Seton Hall;
1204 7th
Street South; St. Cloud, MN
56301.
(612) 253-5828.
Developmental Funding:
Compiled Summer 1980
USOE ESEA Title III
20
341
JDRP No,
75-48
Approved:
5/15/75
7
PROJECT
SI
ERVCE TRAINING IN THE TEACHING RESEARCH DATA BASED CLASSROOM FOR SEVERELY HANDICAPPED
IClOOLIAGE
descriptors
Adolescents, Autism, Cerebral Yalsy, Children, Home Instruction, Multiply Handicapped,
Self
Care Skills, Special Education, Teacher Education
target audience
Approved by JDRP. for students, ages 8-18, with noncatedbrical handicaps, their
teachers and aides.
description
A data-bead ctahanoom tort individuaLized instnuction o6 students 8-18 with muttipte handi-
caps, cenebAat pasy, and/on amtism, and an insenvice tabling paognam
teacheu and aides.
Self-help, practical living, motor, language, and cognitive skills, as well as social behavior, are taught in the
data-based classroom to students classified as mentally retarded, cerebral palsied,
autistic, emotionally
disturbed, multiply handicapped, or deaf/blind.
Students are tested to determinewhich skills they should be
taught, with the final decision made by the parents and educational staff together.
Aides, volunteers, and
'parents all assist teachers with the individualized instruction for each child.
Most of the one-to-one teaching
is done by volunteers; teachers and aides conduct group instruction.
In addition, teachers instruct parents and
"home providers" in techniques to use with their children.
The inservice training program assumes one week of intensive work in a
demonstration classroom at Teaching
Research and two follow -up visits by Teaching Research staff at the trainees' schools.
Clearly identified are
the objectives to be attained during the first week of training and numerous data collection procedures for
determining the degree to which teachers'are assimilating the new skills.
The two follow-up visits occur 8-12
weeks and 24-28 weeks after training.
During each, Teaching Research staff record the number and quality of the
data-based classroom techniques the teachers are using and help, the teachers apply the methods and materials
presented during training.
Teaching Research's data-based classroom, which has been replicated throughoiit the country, is described in A Data-
Based Classroom for the Moderately and Severely Handicapped
(Fredericks, et al., 1979).
(Inservice Training in the Teaching Research Data Based Classroom for. Severely Handicapped School-Age Children and
The Teaching Research Infant and Child Center Classroom for Moderately and Severely Handicapped Children were both
developed by Teaching Research, a division of the Oregon State System of Higher Education, Monmouth.)
evidence of
. effectiveness
Trainees in 1978-79 completed 98% of the training objectives at specified
levels, showing that the TR Inservice Model can be taught; 28 weeks after
training, 92% of the model components had been incorporated in trainees' classrooms,
with 87% meeting the
established criteria, showing that the model can be implemented.
Data from a standard test administered statewide
annually to TMR students showed a statistically significant increase in the performance of model-trained teachers'
students
implementation requirements
The Data-Based Classroom can be adopted for an individual classroom.
A large work area for group instruction and a minimum of five
individual areas, as well as materials suitable for multiply handicapped children, are
required.
The original
model was developed with one teacher and one aide per 12 children.
Volunteers are suggested when the staff/
student ratio is low.
Training is required for the teacher, optional for aides.
The Inservice Training program
also requires a classroom and materials as well as training for the adopting district's teaching and training
staff.
financial requirements
Classroom costs for 14 students in a 12-month period at Teaching Research,
including one teacher, two aides, one adminfstrator (half- time), and
supplies, per pupil:
$4,822 for start-up, $4,157 for continuation.
Twelve months' training for each of 28
trainees, including two trips to Teaching Research:
$1,484 per trainee.
services available
No special network funding supports this project's dissemination efforts..
Awareness materials are available.
Visitors are welcome.
Training is conducted at Teaching Research.
Training,
and follow-up expenses are negotiable.
Torry Piazza Templeman;. Teaching Research; Oregon College of Educationz Todd Hall; Monmouth,
.
contact
OR
97361.
(503) 838-1220, ext. 401.
Developmental Funding:
USOE BEH
Compiled Summer 1980
21
32
JDRP No.
79-34
Approved:
11/7/79
PROJECT
INTERACTIVE CURRICULAR EXPERIENCE
descriptors
Adolescents, Adult. Education, Children, Home Instruction, Mentally Handicapped, School
Community Programs, Special Education
target audience
Approved by JDRP for the trainable mentally handicapped, ages 3-21.
The program has
been used in other settings with hearing impaired, physically impaired, learning
.
disabled, emotionally disturbed, and Title I
students, but no evidence of effectiveness has been submitted to or
approved by the Panel.
description
A process am/wadi to devetoping individaatized pitogicams bon the handicapped student using
home, sehooe, and community usoukee.s.-
Home, school, and community resources are tapped in developing the individualized educational program for each
student.
Teachers specially trained in curriculum, behavior management, family involvement, community inter-
action, and process management train families-in instructional and behavior management techniques, help parents
understand what their children can be expected to achieve, maintain liaison between school and home, coordinate
home and 'school instruction, help parentS in using community resources, and train school aides and volunteers.
Each student's objectives focus on the acquisition of skills necessary for functioning in the community.
For
example, the student completes -an application form (for a Social Security cardlt,a job, a
driver's license, etc.).
Students receive 15-75 minutes of instruction per week on selected objectives iil'school and an average of 10
minutes per week at home on the sane objectives.
Parents and community members take part in the processes of setting student goals and of adapting existing
curricular materials to assist students to reach these independence goals.
Community members are also oriented
toward involvement in the school advisory committee, student job placement, fund raising, and volunteer activi-
ties.
evidence of effectiveness
The multiple time-series, multiple baseline evaluation design incorporated
pre/post criterion-referenced tests of the objectives sequenced for each
student.
Overall, students mastered 84.9% of the objectives prescribed and taught.
implementation requirements
The process can be used school-wide or for a program within a
school.'
Teachers and staff receive 36 hours of inservice prior to
implementation, usually in two three-day sessions.
New staff can be trained by experienced teachers with project-
developed materials.
Parents receive three to five hours of training from teachers.
Each classroom needs the
five project-produced training modules, and each school needs a complete ICE Box and Trainer Pack, containing
filmstrips, cassettes, transparencies, and inservice training suggestions.
The student curriculum is adapted or
developed to adopter needs, using the interactive process and teacher-made or commercially available materials.
financial requirements
Costs for a school with 10 teachers and 90 students are $730 the first year
for materials and equipment, $515 in subsequent years; $1750 for first-year
training, $700 in subsequent years; $500 yearly, for travel in conducting family and
community awareness activities.
services available
No special network funding supports this project's dissemination efforts:
14,
Various awareness materials are available.
A filmstrip-cassette describing the program, its development, and
training materials is available for rent.
Viiitors are welcome at'the demonstration site by appointment.
All
training costs must be paid by the adopter.
Project staff are available to provide orientations, inservice
training, and technical assistance and to attend out-of-state conferences at adopter expense.
contact
Susan C. Goodall, Project Director; Margaret K. Lewis Center; 1627 Lincoln Avenue; Panama City,
FL
32405.
(904) 785-7608.
Developmental Funding:
USDE ESEA Titles III and IV -C
Compiled Summer 1980
22
33.
JDRP No.
80-3
Approved: 4/22/80
PROJECT
LEARNCYCLE:
Responsive Teaching
llescliptoris
Elementary Education, Emotionally Disturbed, Kindergarten, Learning Disabilities,
Mainstreaming, Mentally HaMicapped, Secondary Education, Special'Education, Teacher
Education
target audience
Approved by JDRP for teachers of special education or mainstreamed students,
grades
K-9, and teacher trainers and consultants.
description
An inten4ive eache4 t4aibuIng ptogtam developing gexibee,
c66ective ALM lion managing
and teaching mainatieamed Oh high-424k 4iadent4.
The program includes two levels of training.
Responsive Teaching for Mainstreaming and Accountability comprises a variety of reinforcement-based teaching
techniques, including precision teaching, contingency management, and token economies.
Through lecture, demon-
stration, role playing, data collection, and task groups, participants
learn to generate their own unique
behavioral programs.
The course also shows teachers how to monitor, evaluate, and revise their programs to meet
changing student needs and observe recent accountability mandates.
Short pre- and posttests let participants
assess their mastery of the teaching skills.
Classroom applications may include any of the following:
a change
in schedule of activities (to motivate difficult tasks by following them with more enjoyable ones); a redirec-
tion of teacher attention; use of readily available reinforcers (recess, privileges, special activities) in
simple token exchange systems; precise systems for monitoring and reinforcing students' behavioral change with
tokens and concrete reinforcers.
What implementation is chosen depends on students' needs and teacher prefer-
ence.
A unique feature is training of teachers in proven ways to enlist the support of a whole class for
program success with one or two high-risk students.
Further, teachers are trained in an overall problem-solving
method that allows them to adapt the program instantly to new situations.
Training to Train allows districts that desire an ongoing training capacity to have graduates of the first
course trained to train others.
They learn how to tailor courses to the individual needs of their trainees,
as well as how to deal with system-wide implications of program implementation.
A Behavior Analysis Main-
streaming Model allows participants to relate student needs and training and support needs to available support
services in developing a comprehensive mainstreaming plan,
evidence
of effectiveness
,Studeft"on task" behavior increased by class from 50-80% as measured in
twice-weekly in-class observations using the sequential Becker system;
disruptive and "off task" behavior decreased correspondingly.
Teachers' ability to teach high-risk or main-
streamed youngsters doubled, as demonstrated by. a 50% decrease in teacher referrals.
Population:
varied,
from middle-income suburban to low-income urban.
Evaluation dates:
1970 -72.
implementation requirements
No special staffing or facilities are required.
Adoption involves
only a change in teacher, trainer, or consultant.
For classroom
implementation an adopting unit is an individual teacher.
Training for teachers:
one three-day sequence.
One
to two months after training and at six-month intervals thereafter, teachers submit brief data on student behavior
change.
Training for turnkey trainer or consultant in a position to offer back home training to colleagues:
one
two-day sequence in addition to three-day teacher's sequence.
Certification is contingent on completion of
follow-up activities tailored to adopter setting.
financial requirements
Learncycle Teachers Manual, $4.
Adopter shares cost of project staff
.travel, per diem, and time.
Per-learner cost of program implementation:
$0-$5 per year, depending on individual adopter and population served.
Cost of training for adopter staff by
turnkey trainer or consultant:
commensurate with local costs for inservice.
services available
An NON-funded Developer/Demonstrator project.
Awareness materials are available at no cost.
A slide-cassette is available on loan.
Project staff are avail-
able to attend out-of-state awareness meetings (costs to be negotiated).
Training is conducted at adopter site
or for a group of adopters at a common site (expenses must be shared).
Follow-up consultation and visits are
available to adopters (expenses must be shared).
contact
.
Hilde Weisert, Project Director;leancycle; Box 274; Teaneck, NJ
07656.
(201) 833-0588.
Developmental Funding:
050E ESEA Title III
JDRP No.
74-53
Approved:
5/24/74
Compiled Summer 1980
PROJECT
PROJECT LEARNING DISABILITIE.S:!
Early Identification and Intervention
-
descriptors
target audience
Kindergarten, Learning Disabilities, Mainstreaming, 'Primary Education, Special Education
IN,
Approved byJJDRP for students with learning disabilities, grades K-2.
description
An eway identi6ication lo4o9421m 04 <students with
QuAning
Project Learning Disabilities' overall goal was to identify students with learning disabilities inthe kinder-
garten and provide special instruction within the structure of the regular classroom and/or resource room.
To achieve this goal, activities were conducted in the student, teacher, and parent components.
The objective
of the student component was to improve the achievement skills, social skills, and self-concepts of'children
with learning disabilities.
The objective of the teacher component was to improve the/classroom teachers'
competencies in applying remediation tecKpiques to children with learning disabilities in their classrooms.
The objective of the parent component was to involve parents in the education of their children so as to
increase their understanding of characteristics of children with learning disabilities,
the need for learning
disabilities programs, and child-rearing techniques for children with learning disabilities.
Activities for the student involved the development and use of individual prescriptions.
Regular classroom
teachers were trained to identify and remediate learning-disabled students.
Resource teachers were employed to
act as consultants and helpers to assigned classroom teachers who taught the target students.
The resource
teachers wrote instructional prescriptions for the target students, reviewed the prescriptions with the class-
room teachers, and trained them in use of the prescriptions.
Parents were actively involved in the education
of their children as they visited the classroom and participated in training sessions.
evidence of
effectiveness
The evaluation plan for the first year of the project was'a pre/posttest.
design using date collected from target students in areas of achievement
skills, social skills, and self-concept.
The Walker'Readiness Test indicated that students gained more in
achievement than expected -- a mean gain of 8.75 pre/post (.001 level of significance).
The Thomas Self-Concept
Test showed gains at the .01 level of significance.
implementation requirements
Adopting administration must be committed to starting a learning
disabilities program and to setting up an evaluation plan for
adopting district.
Staffing requires a certified special education teacher.
Facilities and space found in
any typical elementary school are adequate to the program's needs.
Program can be adopted by one elementary
school or by all elementary schools in a system.
financial requirements
Start-up cost varies according to personnel available.
School districts
must have special education teachers and qualified personnel to evaluate
students.
Cost of equipment and materials for resource room also varies according to needs assessment.
A wide
variety of commercially available materials already found in most classrooms is used.
services available
Awareness materials are available at no cost.
Curriculum materials are available to adopters at no cost.
Visi-
tors are welcome at project site by appointment.
Training is provided at project site (adopter pays only its own
expenses):-. Training is also conducted at adopter site (adopter must pay travel expenses).
Follow-up technical
assistance to adopter is available.
No special network funding supports this project's dissemination efforts.
contact
Ruth Arnaud, Coordinator; Project Learning/Disabilities; Lafayette School; 2424 Carrollton St.,
New Orleans, LA
70118.
(504) 865-1837.
'
Developmental Funding:
USOE ESEA Title III
Compiled Summer 1980
/
24
3
JDRP No.
9
Approved:
4/19/73
PROJECT
MACOMB 0-3 REGIONAL PROJECT:
A Rural Child/Parent SerVice
descriptors
Aurally Handicapped, Cerdbral Palsy, Dewn.Syndrome, Emotionally Disturbed, Language Handicaps,
Mainstreaming, Mentally Handicapped; Multiply Handicapped, Orthopedically Handicapped,
Preschool Education, Rural Schools, Special Education, Speech Handicapped, Visually Handicapped
target audience
_Approved by JORP for children from birth to age 3 and their parents.
description
A pAbject that pkairidea home.:based itemediat and educationa 4eAvicee to handicapped eh-LW/ten
and their paAents'in &mat aneaa.
The program has two main goals:
to provide an effective educational and remedial program for the optimal develop-
ment of handicapped infants and children in rural areas, and to help parents who live in rural areas acquire
skills and knowledge that will 'make them more effective in dealing with their handicapped child.
The assumptioh
on which development of the.project was based is that parental involvement and cooperation,
and enthusiasm and
coordination among the persons who work with the child and family are all essential.
The project uses a number of materials and services to attain its goals, including referrals, screening, diag-
nosis, and assessment; home visits; sharing centers for parents and children; and a simple-to-use core curriculum
that provides appropriate developmental goals in cognitive' language, self-help; gross motor, social, and sensory
areas.
Staff include full-time Child Development Specialists (COSs), who act iis"case managers and perform other
functions.
A COS works closely with children and parents and is trained to recognize the need1for specialists,
such as speech therapists and physicians, and to obtain their services.
Project staff also work to make the best
use of the limited medical and support services available in rural areas.
By'iparticipating in interagency commu-
nity councils, providing service to community groups, and working closely with public school personnel, they help
to foster cooperation among agencies.
.
Parents are involved in a variety of ways.
During weekly project visits to the homes of project children, the
COS and the parent work as a team with the child.
Parents also participate in the planning and conduct of bi-
weekly meetings at sharing centers, which are located in community buildijg or homes and which function much like
cooperative nursery schools, providing a transition between home and cent r-based activities.
evidence of .effectiveness
All participants are pre- and posttested using the Alpern-Boll De.,elopmental
Profile and the Bzoch-League Test of Receptive and Expressive Emergent
Language.
Test data indicate that the program has significant developftent impact.
Complete entrance-exit data
for 34 children served by the project during an 18 -month period
are/available.
implementation requirements
A.single agency or person may replicate the whole model or any com-
ponent(s) (Home Visits, Sharing Center, Water Activities [WADE]).
Adopter participates in initial staff training at project site and follow-up training-(as needed) At adopter site;
conducts follow-up evaluation two and four months after implementation; completes questionnaires; and supplies
information on the number of children and parents involved and on children's handicapping conditions.
Staff must
have training and/or experience in services for handicapped children.
Home Visits component requires an office
with ample storage space.
Sharing Center requires a large,.empty ground-floor room.
WADE requires a swimming
pool with roped-off shallow end and senior lifesaver.
financial requirements
For 15 children, minimum cost per child is approximately $2,410 for the
first year ant$2,240 for subsequent years.
Costs include personnel, train-
ing, travel, equipment, and materials.
A curriculum guide for Sharing Centers, a core curriculum, a series of
papers on pertinent topic's, videotapes, and slide-tapes
re available from the project.
services available
An OSE Handicapped Children's Early Education Outreach Program.
No other special
network funding supports this project's dissemination efforts.
Single copies of awareness materials are available free to potential' adopters (additional copies available at
cost).
Visitors are welcome at project site by appointment.
Training is conducted at'project site and adopter
site (adopter pays only its own costs).
Follow-up services are available free to adopters at project site (adop-
ter pays only its own costs).
contact
Patricia Hutinger, Director; Macomb 0-3 Regional Project; Room 27, Horrabin Hall; Western Illinois
University; Macomb, IL
61455.
(309) 298-1634.
Developmental Funding:
USDE BEH
Compiled Summer 1980
JDRP No. 80-8
Approved:
6/17/80
MAPPS:
Multi-Agency Project'for Pre-Schoolers
PROJECT
descriptors
Cerebral Palsy, Down Syndrome, Emotionally DistUrbed, Home Instruction,
Language Handicaps,
Learning Disabilities, Mainstreaming, Mentally Handicapped,
Multiply Handicapped, Orthopedi-
cally Handicapped, Preschool Education, Rural.Schbols, Special
Education,-Speech Handicapped, Visually
Handicapped
target audience
Approved by JIMP for haddicapped children, birth to age 5.
_description
An intmention pitogitam 04 handicapped ckLednen and thei.uc paiiento in /Emote atems.
The Multi-Agency Project for Pre-Schoolers is a home- and community-based intervention program for handicapped
children in rural and remote areas, where professionals trained.to work with handicapped children are.often
lacking.
The program makes it possible for parents to act as intervention agents for their own handicapped
children from birth to age 3 by providing parents 'with a detailed and specific curriculum,'training them in its
use, and providing weekly monitoring.
For handicapped children ages 3-5, the program makes the use of
existing
preschool and community day.care services practical by providing curriculum materials and training for parents
and teachers.
The heart of the program is the Curriculum and Monitoring System (CAMS), which,covers five curriculum areas:
receptive language, expressive language, motor development, self-help development, and social-emotional develop-
ment.
The system includes five sequenced curriculum programs with detailed teaching instructions appropriate
for use by persons of various backgrounds, a'manual providing an overview of the CAMS model and explaining the
procedures for use of the curriculum program, tests to determine where each child should be placed in each
program, and an introductory slide-tape presentation.
Behavioral principles, particularly those related to
programmed instruction, were the basis for the design and development of these materials.
evidence of effectiveness
Standardized and criterion-referenced pre- and posttests, including
the Bay-
ley Scales of Infant Development, the Peabody Picture
Vocabulary Test, the
Assessment of Children's Language Comprehension, and the Visual
Motor Integration Scale, as well as criterion
measures developed by the project, showed significant improvement over a nine-month period.
implementation requirements
Implementers may be a single teacher, a school, a district, or com-
bination of districts.
The CAMS materials and training manual for
training both parents and teachers must be used.
On-site training as well as follow-up technical assistance
visits may be nogotiated.
financial requirements
Based upon figures for serving 50 children, costs of the program for
personnel, training, equipment and materials, travel, and
technical assis-
tance were $75,000 for start-up and $70,000 per year thereafter, with an average cost per student of $1,400 per
year.
services available
An OSE Handicapped Children's Early Education Outreach Program. .No other special
network funding supports this project's dissemination
efforts.
Awareness materials are available at no cost.
Visitors are welcome at project site or at replication sites
around the region.
Project staff are available to attend some out-of-state awareness meetings.
Training is
also avainble at the adopter site (costs to be
negotiated).
Follow-up to the adopter is available.
Glendon Casto; University Affiliated Exceptional Child Center; Utah State University; Logan, UT
contact
84322.
(801) 750-2000.
.Developmental Funding:
USOE BEH
Compiled Summer 1980
26
JDRP No. 80-7
Approved:
6/17/80
PROJECT
MECCA:
Make Every Child Capable of Achieving
descriptors
.Kindergarten, Learning Disabilities., Mainstreaming, Primary Education,
Special Education..
target audience
Approved by JDRP for kindergarten and first grade.
description
An Intervention pugaam bon vutnetabte chadnen (with a-.4e. bleu in a hia aiLea)
-(In /Legacy;
ceaa.sea in thein4ULat yeam o6 Achooting.
-
classroom
In the MECCA program, a learning disabilities teacher, with the help of the classroom teacher and a
--ssroom
aide, provides.observatioo, profiling, and intervention within the regular kinderg'arten classroom
for children
with potential learning problems.
The program utilizes a team made up of a'special education teacher,
a classroom
teacher, and an aide, who together analyze the activities of the curriculum into the tasks that a child must
accomplish in order.to be successful in the activity.' The purposes of this task analysis process are to'think
?carefully about whdt is asked of the child and to observe where the child is successful and where he /she
needs
help.
The intervention aspect of the MECCA program is based on the principle of beginning at the level where
the child achieves success and proceeding sequentially through the difficult steps to new successes.
After
the initial training period, the classroom teacher and the special education teacher. train each other to combine
teaching strategies and curricula for individualized instruction.
.
evidence of. effectiveness
Extensive evaluation since 1973-74 by an outside evaluator demonstrates
that children with potential learning problems receiving
the MECCA program
of early intervention show significant differences on standardized measures of readiness compared with children
in alternate treatment and control groups.
On standardized tests, 70% of the ME CCA children evidence average or
above-average performance in readiness skills at the end of kindergarten.
implementation requirements
The program requires a minimum of one classroom teacher, one part-
.
time aide, and 30 minutes per class session (per day Or half-day)
from a special education teacher.
The program can be adopted by a single class or all K-1 classes
in a district.
Teachers must be willing to individualize teaching and share space and responsibilities with aide and special
education teacher/consultant.
financial requirements
education services.
services available
Start-up and maintenance costs:
approximately $40 per pupil'
Reduction
in total cost occurs as fewer pupils in upper
grades require special
No special network funding supports this project's dissemination efforts.
Awareness and curriculum materials are available.
Visitors are welcome on school days.
contact
Peter'R. Chester, Supervisor; Board of Education; City Hall;
Meriden, CT
06450.
(203) 634-0003, ext. 317.
Developmental Funding:
USDE BEN Title VI-G
Compiled Summer 1980
JDRP No.
77.01
Approved:
3/23/77:
pRoger
MODIFICATION OF.CHILDREN'S '.'1AL LANGUAGE
intOt
/*Serf
S
Adult Education, Aurally Handicapped, Bilingual Education, Elementary Education, Kindergarten,
Language Handicaps, Learning Disabilities, Mainstreaming, Mentally Retarded, Orthopedically
Nandicarn,ed% performance Based Education, Preschool Education, Screening Tests, Secondary Education, Special
Education'
target
ildienre
Approved by JORP for language - handicapped students, preschol to adult.
desert)Ition
A 4peL.tae p4ogkam 04 ttaining 4.666 to worth with 4tudea.4 having faNguage disabilities.
raiki
This I?g pr .is based on materials and instructional methods of the Monterey Language program.
These language-
teachl"
()grams combine modern linguistic theory with advanced behavioral technology
0 ar
applied to teaching.
The
progra
universal:
designed for any individual with a language problem, regardless of the reason for that
include a screening procedure,
rual 4rning disability.
The curriculum and individual program design
,8 RpOlacement,
automatic branching, and continuous data collection for evaluation.
With the Monterey
lianZ1
Lan91,Jand Ogram, it is possible to obtain accurate pre- and posttest measures of a student's progress in syntac-
tical
/erall expression.
The program also helps language-deficient individuals acquire language skills
in a.1;rig tOerind of time.
It is completely individualized and performanCe-basee
instruction.
In addition to
provic", a'achers with materials, an objective of the project
is
to provide teachers With an instructional
raZ1 to assist them in becoming proficient in techniques for using the Materials.
Implementation of
gredtAio
includes training, on-site supervision, refresher
conferences, and data monitoring.
Language
ranedia
n services may be expanded without increasing staff. by using aides, parents, or other volunteers.
,,oguaq,
The 1.cly
1...
program is effective with children and
adults defined as language delayed, deaf, hard-of-hearing,
mental.,ual.tarded, or physically handicapped and with the non-English-speaking or English-as-second-language
incliviu,
It is particularly valuable in early childhood education centers, classes for the educable and
.
train°11
flt.ally retarded, and speech-correction centers..
rogr
(This
r
n 0 4m was originally developed in eastern Pennsylvania through the Central Susquehanna Intermediate Unit,
but novi "rates at Monterey Learning Systems,
Palo Alto, California.)
1
eUidefICe of effectiveness
Evaluation of significant language behavior in students was done
through
for q
the Programmed Conditioning for Language
Test.
In 1973, mean pretest
score
poa,roup was 13.2%; Posttest, 98.6%.
Other standardized tests were also used to demonstrate gains, e.g.,
the PeJtwo', Picture Vocabulary Test, the Northwestern
Syntax Screening Test, and the Boehm.
Data were collected
over a
Year period.
Students had varying language disabilities.
impleinehtation requirements
An initial four- to five -day training workshop is
required.
Follow-
ostrt,
Qtors
up on-site visits are required at scheduled intervals.
From two to
four 1 4tri
should be selected for additional training, so they in turn can become trainers of new people in
the '''
Ct.
Unit for training ranges from 10-20.
fillantirli requirements
-Monterey Language Program Starter Kits;
$105 for each project participant.
,
Area. must contract with Monterey Learning Systems
fo
other start-up cost is development of a reinforcement menu.
r. training aspects of
project'
11 e only
services mailable
AWareneSS 111A
demonstratil.
sit
to be
negot9n ated)es
An NON - funded' Developer /Demonstrator Project.
are available at no cost.
Visitors are welcome by appointment at project site and
additional
out of state.
Project Staff are available to attend out-of-state awareness meetings
(costs
Training is conducted at adopter site (costs to be negotiated).
on tat t
Betty H. Igel; Monterey Learning Systems; 900 Welch
Rd.; Palo Alto, CA
94304.
(415) 324-8980.
Funding:
USOE
prent41
bevelo
ESEA Title, -III
compiled '9444ber 1980
28
JO No.
6
Approved:
4/16/73,
PROJECT'
NORTHWEST SPECIALEDUCATION (NWSE)
descriptors
Elementary Education, Learning Disabilities, Mainstreaming, Secondary Education, Special.
Education, Team Teaching
target audience
Approved by JDRP for students with specific learning disabilities (SU).
This program has been used in other settings with grades
K and 9, but no
effectiveness has been submitted to or approved by the Panel.
grades 1-8.
evidence of
description
A
ystematic way o6
Aaining cea44/coom teachuo to 6oca4 on speci.64:c tcann-ing aisabitLty
(SL
I
4tudent.s.
Northwest Special Educati n is designed to offer classroom teachers a way to focus on individual students who
have specific learnihg dis bilities.
Teachers are provided with new ways of observing
children, interacting
with students, parents, spe ialists, and each other.
This project is effective for use as inservice
for class-
room teachersto comply with the "Bill of Rights for the Handicapped," P.L. 94-142.
The central
emphasils of the
experience,is on team planni g in order to develop individualized educational programs:
Specialized learning
disabilities personnel are required to serve as team coordinators and in consultive and resource capacities
for this special service.
Regular staffings and monitoring of the teacher during the initiation of this clini-
cal teaching approach are required.
Project NWSE provides a framework that describes a process for personalizing instruction.
The critical elements
of the process are assessment,' programming, and evaluation.
The skills learned by the teacher are info
al indi-
vidualized testing, observation, planning objectives, developing curriculum, reporting, evaluating, and teaming.
Adoption of the NWSE project becomes a "course in a child" as the teacher approaches the child in a sys ematic
_way to determine how to teach hib/her effectively.
The requirement of specificity in planning,
reporti ig, and
evaluating enables the teacher to be trained while providing services to the student.
The teaching eff rt
culminates in the development of a unique instructional
material and method which is named for the student.
An
SLD student's success or failure in ,school is a function of
the interaction between the student's strengths,
weaknesses, and limitations and the specific classroom situational factors which the student encounters.
The
project format enables the learning specialist to help teachers develop the ability to conceptualize a
child's
problem.
widen-a of elfectiueness
Pre/post data on criterion-referenced and selected standardized tests
.demonstrate that achievement referenced to the type of
instruction moved
the group average (using the pretest mean as a
baseline) from the 50th to the 69th percentile.
This represents
a sizable gain for students not
expected to learn incidentally.
Tests used:
Screening Test to Be Used by Class-
room Teacher, Wold; Classroom Reading Inventory, Silvaroli; Wide Range Achievement Test; Key Math, Dolch
Word
Lists, and'NWSE instruments.
Ak
implementation requirements
Project staff are interested in locating educators
willing to
assume an in-depth teaching responsibility for SLD students.
Administrative commitment to be demonstrated by provision of a. completed needs assessment, release time for
staff development, and budgeting of funds for materials
and travel.
The program may be implemented by class-
room teachers with specialized support
from special education personnel.
Facilities and space found in schools
are adequate.
Technical assistance and staff training are necessary both prior to and during implementation and
with follow-up and monitoring activities.
Requires no reassignment of personnel.
financial requirements
Start-up costs for training and testing materials:
approximately $50
per teacher.
Maintenance cost:
$2 per pupil.
Permission to reproduce
project-developed materials is given.
Other costs:
staff release time and substitutes; space for training
and follow-up activities; trainer's time,
travel, and per diem for training at adopter site.
services available
No special network funding supports this project's
dissemination efforts.
Awareness, training, and follow-up materials and services are available on a limited basis (costs to be
negotiated).
Joan Bonsness, Prbject Director; Northwest Special Education; Box 585; Lignite, ND
58752.
contact
(701) 933-2532.
Developmental Funding:
Compiled Summer 1980
USOE ESEA Title III
29 40
JDRP No. _75-7
Approved:
1/15/75
PROJECT
OKLAHOMA CHILD SERVICE DEMONSTRATION CENTER FOR SECONDARY LD STUDENTS
descriptors
Learning Disabilities, Mainstreaming, Secondary Education, Special Education
`3 Approved by JDRP for learning-disabled students in grades 7-12.
target audience'
description
An inclivtduatized diapostic/pnescitiptive teaching intenventi.on system that has moven highty
success6a with tcakathg-dizabted adotescents.
The major goal of this project is to provide each identified learning-disabled student of secondary school age
within the target population with a specific prescriptive Yearning program enabling that student to develop
skills and knowledga at a rate commensurate with his/her ability level.
The modelis basically a diagnostic/
prescriptive intervention system.
Components include:
a professionally staffed learning lab, a prescriptive
diagnostician who has particular ability in developing educational intervention programs for individual students,
and a media library for use by the learning disabilities teacher to implement intervention strategies.
Students placed are those who were noted in a psychoeducational evaluation to have a specific learning disability
of a perceptual, conceptual, or integrative nature.
The curriculum provided within this diagnostic/prescriptive project follows the curriculum offered in the regular
classroom where possible.
A student with a reading disability might spend two periods daily in the learning lab
during English and social studies periods.
Another student with a math disability might spend only one period
each day in the learning lab during regular math class time.
At other times, LD students are integrated into
the regular curriculum.
This arrangement, the least restrictive alternative, does not necessitate that curriculum
content be Similar in the regular and learning lab classroomi.
The content for the learning lab is determined
by a prescription from the prescriptive teacher aimed at helping the student remediate or compensate for his/her
learning disability.
evidence of effectiveness
A three-year evaluation design showed a significant increase in verbal
I.Q. (Wechsler Intelligence Scale) and reading lachievement (WRAT and
Durrell Reading Test) as compared to control group (actual gain in reading achievement 274% of expected gain)
and a reliable increase in areas of personal and social self-esteem (Piers-Harris Self Concept Scale).
One in
five students in the program (18%) is successfully mainstreamed after one year in the program.
implementation requirements
A classroom to use as a learning lab.
A certified LD teacher to
staff the learning lab and a prescriptive diagnostician to write
prescriptions and-provide follow-up.
A three:Ay-training workshop from the Oklahoma Child Service Demonstra-
tion Center.
Equipment and materials-appF6Priate for LD adolescents.
A commitment to the model and its use by
the adopting school districtenses of a staff member from the developer project for a one-day follow-up
consulting visit to adopter site.
Pre/post Wide Range Achievement Test scores of all students in program must
be provided to developer project.
Adaptations are possible.
financial requirements
Start-up costs (excluding salaries) vary from $500-$2,5G0 per learning
lab to provide for equipment and materials.
A variety of high-interest,
low-vocabulary commercial, materials is recommended.
Equipment required (tape recorders, language masters,
filmstrip' viewers, calculators) is commonly found in learning labs.
Other costs:
travel, lodging, and meals
for two trainers during three-day training and one or two follow-up visits.
services available
An NDN-funded Developer/Demonstrator project.
'Visitors are welcome.
Three-day training workshop at project or adopter site (adopter pays own and staff
costs).
Project staff available for awareness conferences (expenses must be partially subsidized).
Awareness
brochure, free; Multi-Media Materials Catalogue, $7.50; I Used To Could Spell Wensday (catalogue of teacher- and
student-made materials), $6; Teacher Training Manual, $6; Diagnostic Evaluation Forms, $5; Crosscurrents:
Prescriptive Teaching Handbook, $7; and a series of videotapes, $5 each for three-week loan.
Linda C. Wilson-Bryant, Developer/Demonsti-ator Director; Oklahoma Child Service Demonstration
contact
Center; Hillside School; Rt. 3; Cushing, OK
74023.
(918) 225-4711 or -1882.
Developmental Funding:
USOE BEH Title VI-G
Compiled Summer 1980
30
JDRP No.
76-103
Approved:
10/18/76
PROJECT
PA:
Project Advocate -- Northwestern Illinois Association
descriptors
target audience
description
Adolescents, Behavior Problems, Children, Communication Skills, Elementary Education,
Emotionally Disturbed, Learning Oisabilities, Parent
Education, Special Education
Approved by JORP for students from preschool to tenth grade
(ages 4-16) with severe
emotional or behavioral disorders.
A con.satent, data-based, .intensive tea:ming envi.4onment 04 students.
PA is a short-term (three- or four-semester), self-contained, regional special education program or severely
behavior-disordered students.
Referrals prevent extrusion into hospitals or residential faciliti s.
Students
are referred because they are noncompliant, swear, tzlk back, pester, disrupt classroom environme t,
destroy
property, steal, or are physically abusive.
Most have difficulty with authority figures, complyin
with
requests, and self-control; however, they are not hard-core delinquents, psychotic, or autistic.
student
body is multiracial.
Through structure and the reinforcement of positive interactions, students are assisted in making
a1aptive
decisions.
PA uses positive reinforcement and a token economy.
Students are on a behavioral-level system.
Each level has more privileges.
Quiet-training procedures are utilized for disruptive behavior:
chair in
corner, mat, or time-out room..
The four major aspects of the program are academics, social behaviors, affective curriculum (decision making,
values, relaxation training via group process), and parent groups (teaching child-management skills) and family
therapy.
Behavioral objectives are reviewed three times per year and revised as necessary.
The techniques and
procedures are derived from experimental analysis of behavior,
broad spectrum behavior therapy, and humanistic
education.
PA support staff integrate students into LEA programs in the home community and provide follow -up consultation.
Mlle= of effectiveness
Program participants showed one month academic gain per month.
In 1977-78,
following JORP approval, Brigance Oiagnostic Inventory of Basic Skills
showed 80% decrease in inappropriate behaviors.
By end of second semester, 85% of students were completing
assignments, with 90% of work, correct.
Improvement in parent-child management skills was
evaluated via self-
report data.
Population:
low-income urban.
implementation requirements
Program may be adopted by school, district, or co-op.
Adminis-
trator, diagnostic consultant, and parent-student
counselor:
MA
and two to four years' experience.
Teachers:
BA certification in BO or LO. 'Aides (one per class):
high school
diploma.
Speech therapist:
MA.
Inservice training (before initiation of program):
40-60 hours.
Software:
intake criteria and checklists, token'economy,
policies/procedures manual.
financial requirements
For 65 students:
instructional materials, $1,000; inservice software,
$500; affective curriculum (start-up), $500.
SalarieE
,ill vary.
Gross
cost per student per school year, $5,000-$6,000 before state and/or federal reimbursement for personnel and
extraordinary services for students.
services available
No special network funding supports this project's dissemination efforts.
Awareness materials are available at cost.
Visitors are welcome by appointment.
Training or consultation may
be conducted at project site or adopter site (adopter must cover all training costs as well as own costs).
contact
Mark L. Becker, Project Advocate; 210 S. Sixth St.; Geneva, IL
60134.
(312) 232-7997.
Oevelopmental Funding:
USOE ESEA Title III
Compiled Summer 1980
31 4°
JORP No.
75-61
Approved:
7/24/75
PROJECT
PARENT-CHILD
PROGRAM (Saturday School)
descriptors
Aurally Handicapped, Emotionally Disturbed, Home Instruction, Learning-Disabilities,
Mainstreaming, Mentally Handicapped, Orthopedically Handicapped, Preschool Education, Special
Education, Speech Handicapped, Visually Handicapped
target audience
Approved by JDRP'as a program for four-year-olds, including those with special
problems.
This program has been used in other settings with three-year-olds and
their parents, but no evidence of effectiveness has been submitted to or approved by the Panel.
description
A puytam, avaitabte to aZtAoun-ymt-otd chiedten and to high-a.i.sk three-feat-etds,
stAucturced to incacase each chad's chances 4oa :succese in .5choot.
The overall objective of the district-wide programs is to increase each child's chances for success in school,
with a particular concern for locating, testing, and treating children with special problems.
We test children,
beginning at age three, then provide the specialist staff for weekly home-teaching follow-up with child and
parents on any problem that could interfere with later learning.
When our children are four, we provide a
comprehensive program -- called Saturday School -- which not only is still hothe-based and parent-child centered
but brings child and parent to school.
Saturday School has four major components.
The first unites assessment
with diagnosis and follow-up.
Every child is individually tested in language, motor, perception, general know-
ledge, hearing, and vision. Twelve to fifteen percent require through-the-year specialist help.
An additional
number receive short-term attention.
The second component is a three-hour school "day" on Saturdays that main-
streams even the most severely handicapped.
Four-year-olds rotate in small groups to four learning centers, led
by a teacher or parent, for skill and concept development activities in language, math, motor; art, auditory, or
visual discrimination.
Seventy-eight percent of the parents teach once every six weeks.
The third component is
weekly one-hour home teaching visits including two or three neighboring children and their parents.
Children with
special problems are visited each week by a teacher-specialist.
The fourth component consists of home teaching
throughout the week by parents, who receive a weekly home activity guide, suggesting learning "games." Two addi-
tional features make Saturday School unique.
Child Development Consultant.s provide consultative services:
they
work with teacher-specialists in diagnosis and individual programming, cofisult with parents and teachers, and
provide teacher training during the year.
Second, Saturday School makes staff-development a continuous process:
teachers and teacher-specialists meet one week before school starts plus two half-days each week during the school
year to plan, confer, and receive training.
evidence of effectiveness
Average gains of all Saturday School students:
16 months in intellectual
growth (Slosson Intelligence Test); 15 months in language development
(Merrill Language Test); 12 months in visual-motor skills (Beery Test of Visual-Motor Integration).
Follow-up
studies show Saturday School children now in sixth grade score higher on achievement tests than children with
and without preschool experience.
Children in Title I
areas score significantly higher on kindergarten achieve-
ment tests.
implementation requirements
Program may be adopted totally or in part.
Staff training is
conducted in three-day institutes at developer site.
Program may
be adapted by an individual school or entire district, in a rural or urban setting.
It is easily adapted for
Title I funding.
Program requires a commitment to work with parents.
Adapters should also develop means of eval-.
uating school year gains of children (but may use different tests).
Project materials may be used by adapting
schools.
financial requirements
Saturday School's average cost (1979-80):
$425.per child (enrollment,
700).
Materials average an additional $10 per child.
Program uses other-
wise vacant kindergarten classrooms on Saturdays and available materials found in classrooms.
Program started
with half-time teacher and specialist staff, 20 hours per week; staff now full -time.
Some consultative staff are
needed, but available school district personnel and community resources may be used.
services available
No special network funding supports this project's dissemination efforts.
Awareness brochure and materials list are available.
Visitors are welcome by appointment.
Marion M. Wilson, Director; Early Education; Ferguson-Florissant School District; 655 January
contact
Ave.; Ferguson, MO
63135.
(314) 595-2354 or -2355.
Developmental Funding:
USOE ESEA Title III
Compiled Summer 1980
32
JDRP No.
74-47
Approved:
5/23/74
PROJECT
PEECH:
Precise.Early Education for Children with Handicaps
descriptors
Learning Disabilities, Mainstreaming, Preschool Education,
Screening Test5, Special Education
target audience
Approved by JDRP for handicapped children age 3-6 and their/families.
description
An individuatezed educationat puoam designed to enhance the devetopment n6 pkeschooe
handicapped chLednen white involving liamety membex's in the educationat p4oceas.
The PEECH Project serves handicapped children age
functioning in a wide intellectual range with a multi-
plicity of cognitive, language, speech, social,
emotional, and/or motor problems.
The majority of children' are
identified through community-based screenings fdr all young children.
Children identified as high-risk receive
an in-depth psychoeducational assessment to determine eligibility.
Also integrated into the program are children
who have no special educational needs.
These children serve as models for language, cognitive, motor, and
social skills.
Children are enrolled in a classroom program for a half-day five days a week.
Educational needs are determined
by systematic observations of each chilgt
This procedure provides information on each child's level of func-
tioning in the fine motor, gross motor,'Ianguage, math, social, and self-help areas.
Program features include
a low student/teacher ratio, a positive approach to behavior management, extensive training and involvement of
paraprofessionals as teachers, a carefully structured learning environment, and precise planning and evaluation
of daily individualized teaching sessions.
Families are involved through an extensive individualized program.
Parents have input into the educational
program.
Parent conferences, home visits, group meetings, classroom observation, and other activities are
employed to help family,members.
A resource room serves as a lending library for parents interested in books and
tapes for themselves, as well as in books, records, and toys for their children.
One staff member should be assigned the responsibility (and time) for coordinating screening, child assessment,
classroom programming, staff training, and evaluation, and for acting as liaison with the PEECH demonstration
site.
Optimal staffing consists of one head teacher and one paraprofessional, with ancillary service from a
speech and language therapist, psychologist. social worker, and occupational therapist, but a basic prugram can
be implemented by a trained teacher and paraprofessional only.
evidence of effectiveness
The mean I.Q. of all children (handicapped and model) enrolled
in one
PEECH classroom was 87, with a range from 35-125.
Posttests revealed
a gain of 9.1 points (for a posttest range of 47-136).
Of these children, 86% entered a regular educational
program, with only 14% being placed in a special program.
implementation requirements
Adopters must independently identify a source of funding and admin-
.
istrative support for the hiring and training of staff, screen and
identify children, provide classrooms for program, and administer a
battery of pre/posttests to all participating
children.
financial requirethents
Project-developed training materials are provided to adopters free of
charge.
A wide variety of commercially available instructional materials
already found in most preschool classrooms is used.
Adopters must send teachers to a one-week training workshop
at the University of Illinois in September.
services available
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
Awareness materials are available at no cost.
Visitors are welcome by appointment.
Project staff are available
to attend out-of-state awareness meetings (costs to be negotiated).
Training is conducted in three stages:
pre-
servibe is provided at adopter site, training continues with a one-week
workshop at project site, and inservice
is provided at adopter site for the. remainder of the school year.
Merle B. Karnes, Director; PEECH; Institute for Child Behavior and Development; University of
contact
Illinois; Colonel Wolfe School; 403 East Healey; Champaign, IL
61820.
(217) 333-4890.
6evelopmental Funding:
Compiled Summer 1980
USOE BEH
33
JDRP No.
75-74
Approved: 11/10/75
PROJECT
PEOPEL:
Physical Education Opportunity Pr6gram for Exceptional Learners
descriptors
Aurally Handicapped, Emotionally Disturbed, Learning Disabilities, Mentally Handicapped,
Orthopedically Handicapped, Peer Teaching, Physical Education, Secondary Education, Special
EduCation, Speech Handicapped, Visually Handicapped
target audience
Approved by JDRP for handicapped ,_,Luc.,1,%,
and nonhandicapped peer tutors, grades 9-12.
This program has been adapted for use in rr, ddle and elementary schools, but no
evidence of effectiveness has been submitted to or approved by the Pane:.
description
A apecZtety deaigned, suceeaa-otaented p;trWca( educationlougum
hi.gh bchoot studenta
mith unAlque needy matZzing pen tutou latudent aLdeal ta emphasize individuatizvd temn-
ing and natAuction.
Project PEOPEL was developed to help schools meet the needs of both handicapped (exceptional) and nonhandicapped
students through peer tutoring in a success-oriented physical education experience.
PEOPEL is designed for
students who because of some physical, mental, social, or emotional condition will benefit more from an individ-
ualized program than from general physical education.
Through individualized learning in physical education,
students develop mental, social, emotional, and physical abilities at their own pace.
The emphasis on the indi-
vidualized learning of a variety of physical activities is possible by utilizing peer tutors, called PEOPEL
Student Aides, who have completed a special training /orientation class and are under the direct supervision of
the physical education teacher.
This provides a one-to-one instruction ratio in a coeducational setting with up
to 30 students per class (15 exceptional learners and 15 student aides).
Each student experiences fun and
daily success in a variety of individual, dual, or'team.activities.
The organization of PEOPEL classes is similar
to that of general physical education classes.
In addition, students are pretested to determine entry skill
level based on performance objectives within the Unit of Instruction.
The PEOPEL Teacher's Guide has 35 separate
Units of Instruction w,,ich were developed with task-analyzed performance objectives.
Unit of Instruction Perfor-
mance Objectives are included for history, basic rules, etiquette, terminology, safety, and skill progressions.
Other PEOPEL materials are the Administrative Guide and Student Aide Training Manual.
PEOPEL inservice training is designed to assist physical education teachers and staff in implementing the peer
teaching components of PEOPEL within their school.
Training encompasses both administrative and instructional
considerations, as well as short- and long-term planning.
`\
evidence of effectiveness
Evaluatidn'of high school students was conducted over a three-year period
by pre- and\posttesting on a four-item composite Physical Fitness Battery
and the Wear's Physical Education Attitude Scale. \The data showed significant gains in fitness and attitudes of
PEOPEL students (p < .05) with minimal or no gains\in control group ("adapted P.E." with no student aides).
implementation requirements
Program implementation is flexible according to the needs of stu-
dents, a class, a school, or a district.
Instructional procedures
enable a school/district to implement PEOPEL with student aides and exceptional students with varying abilities
in grades 9-12.
No special equipment or facilities are required.
Inservice training is designed to meet the
needs of the participating teachers, program, and schools.
With training, existing teaching personnel who have
a sincere interest can implement the program.
financial requirements
Training materials (PEOPEL guides, manual, and assessment charts), $5 per
participant.
Training materials provide administrative and instructional
guideline considerations for programming in physical education with trained student aides.
Other materials and
costs available upon request.
Implementation costs based on teacher's salary at 30:1 student-to-teacher ratio.
General physical education equipment used.
services available
An NDN-funded Developer/Demonstrator project.
Awareness materials are available at no cost.
Visitors are welcome by appointment.
Training is conducted at
project site (adopter pays only its own costs).
Training is also conducted at out-of-state sites (expenses, must
be paid).
Follow-up services are available to adopters (expenses must be shared).
Ed Long, Director; Project PEOPEL; Phoenix Union High School System; 2526 W. Osborn Rd.;
contact
Phoenix, AZ
85017.
(602) 257-3034.
Developmental Funding:
USOE ESEA Titles III and IV -C
Compiled Sumer 1980
34
JDRP No.
79-10
Approved:
3/28/79
PROJECT
descriptors
PEORIA 0-3 PROJECT -- Replication of an Interdisciplinary Approach to the Early Education of
Handicapped Children Ages 0-3
Home Instruction, Mentally Handicapped, Orthopedically Handicapped, Preschool Education,
Special Education
target audience
Approved by JDRP for handicapped infants, ages 0-3, and persons dealing with this
population (occupational/physical/speech therapists, parents, home trainers,
teachers, social workers, psychologists/administrators, and volunteers).
description
zioncita.
A medieWeducmtionat modee based on a devetopmentat-t. sk anneysi.5 npooach to indeviduae-
ized pkuvaptive teaching, detiveAed in the.home by pa/tents with assistance Atom ptoAe4-
The ongoing direct service program serves children ages 0-3 at risk, mentally retarded and/or orthopedically.
handicapped.
The service program includes a diagnostic and evaluation service, Individual Educational Program
(IEP) planning, direct service home-based programming (including occupational, physical, and speech therapy when
appropriate), parent support systems, and a class for 18- to 36-month-old handicapped infants.
Based on results of the Functional Profile, a project-designed tool assessing a child's functioning levels in six
basic areas, the child's developmental program is designed by the parent and an interdisciplinary team composed
of a social worker, a child development specialist, and occupational, physical, and speech therapists.
This
plan is reviewed weekly.
Each discipline contributes activities, called targets, to the home program plan.
The
child development specialist takes weekly target lessons into the home, presents the lesson to the child, models
it for the parent, records the child's baseline performance, and explains procedures for recording the child's
response on an activity chart.
Continuous monitoring of the activity chart, coupled with information from
parents, permits appropriate changes in instructional strategies.
Since many children in the program are multiply
and/or physically involved, ongoing medical supervision is provided, and outpatient physical and/or occupational
therapy services are available.
Parent involvement is viewed as crucial to the success of the educational pro-
gram, and parent support systems are an integral part of the program.
Individual parent counseling sessions
are available, and ongoing parent discussion groups are maintained.
Modeled on the direct service program, the training program assists agencies serving children ages 0-3 to develop
and/or upgrade services to handicapped infants and toddlers.
Individually designed to meet the needs of the
local agency and/or community, training involves an intensive two- or three-day initial
workshop and four to six
days of follow-up training at adopter site.
Within one year, trainees achieve competencies necessary to implement
the program model in their local agency or program.
evidence
of effectiveness
Over .a one-year period, 99 children from a variety of socioeconomic
back-
grounds were measured with the Functional Profile (a project-designed
instrument; reliability and concurrent validities established in an independent study) and the Denver Develop-
mental Screening Test.
Study design compared actual growth With estimated growth.
Significant gains were found
in personal, social, cognitive-linguistic-verbal, eating,
toileting, and dressing.
Gains for fine and gross
motor were not as great; half of the test population was orthopedically handicapped..
Implementation requirements
Adopters must currently be serving an infant/toddler population.
Staffing required for a 20-child program:
a child. development
specialist (full-time), a speech therapist (part-time), and an occupational and/or physical therapist (part-
time).
Access to a diagnostic and evaluation clinic is required.
Adopters must be willing to work with parents.
Project fotus is to provide comprehensive services.
Individual components can be adopted, subject to needs
assessment of the individual community.
Two or more components must be adopted/adapted to be considered an
implementation.
A minimum two-year commitment is required.
financial requirements
Start-up cost of the direct services program for 20 children:
$1,200-
$2,000; this figure includes books, materials, and equipment.
Approximate
cost of the home-based component per child per year, including therapy:
$2,000.
'Cost of training for LEAs
depends on the amount of federal funding available to support the effort.
services available
An OSE Handicapped Children's Early Education Outreach Program.
No other special
network funding supports this project's dissemination efforts.
Awareness materials are available at no cost.
Visitors are welcome by appointment.
Project staff are available
for out-of-state awareness meetings (cost to le negotiated).. Training is conducted at project site (adopter pays
only its own costs).
Training is also available at adopter site (cost to be negotiated).
Karen Hurst, Project Director; Peoria 0-3 Project; United Cerebral Palsy and Peoria Association
contact
for Retarded Citizens; 320 E. Armstrong;
Peoria, IL
61603.
(309) 672-6358.
Developmental Funding:
USOE BEH
Compiled summer 1980
35
46
JDRP No.
79-1
Approved:
2/15/79
PROJECT
ARTOI
P
CULATORY
ILT PROJECT
DISORDERED
UTILIZING
CHILDREN
SUPODRTIVE PERSONNEL USING BEHAVIDR MODIFICATION TECHNIQUES WITH
descriptors
Elemdntary Education, Kindergarten, Secondary Education, Special
Education, Speech
Handicapped, Teacher Education
target
flidience.
Approved by JDRP for speech clinicians and administrators.
description
A model tot expanding zpeech therapy detiveay .through auining op wapko4ezzionaez az
communication aidez.
The basic aim is to release clinicians from minor problems so that they are able to spend more time with
children with severe speech problems.
Communication aides are hired and trained to run operant programs with
K-12 children with minor articulation problems under the direct supervision of a speech clinician.
The pro-
fessional clinicians train the aides, perform all diagnostic testing, determine prescriptions, and make all
therapy decisions.
If the problem is mild, such as simple lisping, sound distortion, or
omission, the child
is turned over to an aide.
Aides work with 9-14 students for 20-30 minutes each.
Initial aide training ,akes two days, followed by a week of work with a
clinician.
The aides handle an average
of 70 students per year.
Before the project began, it cost about $120 to give each student the speech assistance he or she needed.
The
use of aides has cut this figure in half.
Formerly, clinicians spent 85% of their time in group speech sessions
and only 15% in individual therapy sessions.
Two years after the project started, these figures were almost
reversed, with 83%.of the treatment in individual therapy and 17% in group.
evidence of effectiveness
Data show that children with minor problems can correct a sound in eight
weeks at a 96%-correct criterion (McDonald Screening DEEP Test of
Articulation, 1971-72).
After one year of operation, 46% of the moderately disordered children in the project
were dis'Missed from therapy.
In the previous year, only 23% had been considered eligible for release
from the
program.
implementation requirements
No special facilities are required.
Hiring, training, inservice, and scheduling of communication
aides require approximately one month for speech clinicians.
t
financial requirements
Approximately $5,500 per communication aide.
This figure includes
training, salary, and materials for 70 children.
Commercial as well
as locally prepared materials and record keeping forms may be used.
services available
No special network funding supports this project's dissemination efforts.
Awareness materials are available at no cost.
Visitors are weldome any time.
Training is conducted at the
project site (costs tc'be arranged).
Training is conducted out of state (costs to be arranged).
Project staff
can attend out-of-state conferences.
contact
Kenneth D. Barker, Supervisor; Clinical Speech Services;
Area Education Agency #16; 509
Melrose Ct.; Burlington, IA
52601.
(319) 754-5771.
Developmental Funding:
USOE ESEA Title III
JDRP No.
74-117
Approved:
12/6/74
Compiled Summer 1980
36
PROJECT
THE PORTAGE PROJECT:
A Home Approach to the Early Education of Handicapped Children
descriptors
target audience
Home Instruction, Parent Education, Preschool Education, Special
Education
.
Approved by JDRP for handicapped children, mental age 0-6, preschool programs,
nonhandicapped Head Start home-based programs.
description
A home-teaching pAogum 4eAving matx:categonicat handicapped ehiLdAen 154.om
to 4ix yeaA4
0.6 age.
The Portage Project is financially supported by 23 local school districts insouth-central Wisconsin in coopera-
tion with the Wisconsin'Department of Public Instruction.
The program provides a home teacher to each family
each week to aid parents in assessing the child's present skill level
in five developmental areas, targeting
emerging skills, developing skills necessary to teach the child, defining appropriate teaching techniques, and
evaluating the child's performance.
The program follows a precision teaching model and is based on the premise that effective-parent involvement is
the main ingredient in effective, long-term early childhood intervention.
During the home visit, the home
teacher demonstrates how the parent, is to teach the child during the week, and baseline data are recorded.
The
parents then model the teaching process for the home teacher and a system for recording child performance is.
determined.
Three or four prescriptions are left weekly, and parents teach the child daily and record the child's
progress.
On'the fol owing home visit, the home teacher records post-baseline data on each task that serve as
the basis for weekly curriculum modification.
A new aspect of the
roject is the Portage Parent Program, a systematic parent-training component to
improve
parental skills in t e teaching and child-management domains.
During the regular home visit session, instruction
is provided for the parent as well for as the child.
evidence of effectiveness
As measured by the Cattell Infant Test and Stanford-Binet,
children in the
project (mean.I.Q. 75) gained 15 months in an eight-month period.
Another
evaluation measure showed that greater gains were made by Portage Project children in mental age and in language,
academic, and socialization skills than by children receiving only classroom instruction.
The Portage Project
has been replicated in approximately 30 sites. 1A11 have demonstrated.similar gains.
implementation requirements
Three teachers (professional and paraprofessional) and one master
teacher (professional) should be employed 100% on the project.
Resource personnel should be available to the staff for assessment and curriculum planning.
All instruction
takes place in the child's home.
The only facility necessary is a small office for storing materials and for
staff meetings.
Initial training consists of four or five days of intensive instruction at
the replication site.
One or two follow-up visits must be scheduled during the year to assess program effectiveness and evaluate
curriculum planning, data collection, and the home teaching process.
financial requirements
secured from replication sites).
Based on a nine and one-half month school year, per-pupil cost averages
5650.
Start-up cost ranges from $775-$1,600 per child per year (data
services available
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
Awareness materials are available at no cost.
Visitors are welcome at project site by appointment.
Project
staff are available to attend out-of-state awareness meetings (costs to be negotiated).
Monthly training
sessions for potential adopters are provided at project site (adopter pays only its own costs).
Project
prefers to conduct training at adopter sites (expenses, are covered).
David E. Shearer, Project Director, or Neal Schortinghuis,
Co-Director; Cooperative Educational
contact
Service Agency 12; 412 E. Slifer St.; P.O. Box 564;
Portage, WI
53901.
(608) 742-5342.
Developmental Funding:
USOE BEH
Compiled Summer 1980
37
48
JDRP No.
75-75
Approved:
11/10/75
PROJECT
PRECISION TEACHING PROJECT:
The Sacajawea Plan
descriptors
\ Kindergarten, Learning Disabilities, Mainstreaming, Primary Education, Special Education
target audience
by the Panel.
Approved by JDRP for all students, grades K-4.
It has been used in other settings
with grades 5-8, but no evidence of effectiveness has been submitted to or approved.
description
A pteasion teaching model designed to temediate and buiid basic toot sLitts .through Give
components:
scuetang, ident4ication, temediAtion, continuous measuitement, and data-based
deasions.
The overall intent of the Precision Teaching Project has been to develop a model for the delivery of educational
services to elementary students who have been identified as experiencing learning deficits.
Precision teaching
procedures have been used not only in identifying these students, but also as remediation tactics.
(Precision
teaching is a set of measurement procedures based on direct, daily assessment.)
A resource room is provided for
students with more severe learning deficits, while the regular classroom deals with basic skills and minimal
problems.
One-minute practice sheets are used extensively as a means of building basic tool skills to a level
where students are capable of competing within the regular classroom.
Direct and daily measurement procedures
are employed, using both the manager and the student in recording and charting.
Curricular decisions are based
on available data.
Rescurce teachers as Well ca regular classroom teachers use precision teaching procedures, which include curric-':.
ulum materials developed within the project.
Instructional methods include one-minute practice sheets from the
Precision Teaching materials bank and data-based decisions made from the standard behavior chart.
evidence of effectiveness
.
Of the 19 experimental/control group comparisons analyzed in 1973 using
standardized achievement tests and one-minute probes, 15 variables
measured showed the experimental group to be superior on the posttest.
In 1976, a follow-up study of the
students identified and remddiated in 1973 showed the experimental group still superior in 79% of variables as
measured by the California Achievement Test, Wide Range Achievement.Test, and one-minute probes.
implementation requirements
An adoption commitment can be made by any unit -- district (urban/
rural), single school, or classroom.
For on-site training, units
should be limited to 15, and for off-site training, to 20.
Adopting units should include building or program
administrator, support 'personnel (e.g., psychologist), and regular education and/or special education teachers.
Initial training requires,three days and.is available at project or adopter site, and additional follow-up
training (three days maximum) is provided at adopter site.
Equipment costs are minimal.
In most cases existing
facilities can be used.
Adopting units agree to implement all five components.
financial requirements
,
Required:
Training Manual , $5 (one per trainee); chart paper, $32 per ream
\\ (two sheets per child); Materials Directory, $3 (one per unit); practice
sheets, V per sheet.
Optional:
Math Materials Notebook, $35 (one per school; includes 500 practice sheets,
which can be reproduced); one-minute timer or stopwatch or tape (one per trainee); Implementation Handbook, $5
(one per school); Language Arts Notebook, $35 (one per school).
services available
An NDN-funded Developer/Demonstrator project.
Awareness materials are available at no cost.
Visitors are welcome by appointment.
Training is conducted at
project site or adopter site with follow-up at adopter site.
Awareness sessions are conducted out of state
(costs to be arranged).
Project staff are available to attend out-of-state conferences or workshops (costs to
be arranged).
Ray Beck, Project Director; Precision Teaching Project; 3300 Third Street Northeast; Great Falls,
contact
MT .59404.
(406) 791-2270.
Developmental Funding:
USOE ESEA Titles III 'and IV-C
Compiled Summer 1980
38
49
JDRP No. 75-25
Approved: 5/6/75
5/17/79
PROJECT
PREVENTION OF LEARNING PTSABILITIES: \
Interdisciplinary Model
descriptors
Kindergarten, Learning Disabilities, Mainstreaming, Screening Tests, Special Education
target audience
Approved by JDRP for children in grades
-2.
This program has been used in other
settings with children in kindergarten any clinically with older children who have
neuropsychological deficits, but no evidence of effectiveness has been
ubmitted to or approved by the Panel.
description
A ptognam to prevent the cognitive atUf..emotionat.e156e
o6 tealuti.ng 42.6abiLity by wily
identi6icatton and educational intertventidn.
The program provides a three-part approach to the prevention of learning disab lities:
scanning, diagnosis,
and intervention.
Scanning locates vulnerable children through SEARCH, an,indi idual 20-minute test administered
by teachers and educational assistants to all children in kindergarten or early i
first grade.
SEARCH taps
the neuropsychological precursors of learning problems in young children, yieldin
data required for setting
intervention priorities, allocating diagnostic services, and building teaching plan
to guide intervention.
Raw test scores may be evaluated either by age or local norms.
Age norms permit 6 .arison of a child's score
with a broad reference group:
the standardization sample of 2,319 children from inta t kindergarten classes
in inner-city, suburban, small-town, and rural areas.
Local norms permit comparison
ith the immediate peer
group with whom children will be learning in their own schools.
Diagnosis helps to clarify the reasons for the child's vulnerability.
The Learning Disorders Unit offers training
in diagnostic skills to school districts interested in developing or expanding these services.
Intervention is based on TEACH, a prescriptive approach which helps to meet the educational
SEARCH.
TEACH tasks are. organized into five clusters relating to SEARCH components; tasks
for their experimentally demonstrated contribution to the job analysis of reading.
The 55
through three stages of increasing complexity:
recognition-discrimination, copying, recall
are provided to ensure automaticity in the application of these skills in reading and the 1
TEACH provides a two-year sequence of activities, with emphasis on accuracy of perception i
and on intermodal and pre-reading skills in the second.
At the developer site, SEARCH and
resource room model; replicators have also used the program in classroom and supplementary
evidence of effectiveness
needs defined by
have been chosen
tasks proceed
.
Mastery criteria
anguage arts.
n the first year
TEACH were used in a
instruction models.
Project children retested at the end of grade 2 with SEARCH, Wide Range
Achievement Test, Woodcock Reading Mastery Tests, and criterion-
referenced comprehension tests showed accuracy of perception and reading achievement one-half year to one year
greater than control group.
Program participants maintained and-increased achievement relative to controls
in grade 3.
implementation requirements
Can be adopted by an individual school or a district.
Staffing:
i
one teacher to intervene with 25-30 children; additional staff may
be needed to assist iri scanning during a/two-week period if enrollment is high.
Training:
initial two-day work-
shop, with an equivalent
of two full days of inservice during the school year.
JDRP approval was based on the
resource room model but other organization patterns are also in use, including supplemental instruction within
mainstreamed classrooms and individualized programming within special education classrooms.
financial requirements
Materials for one resource room:
SEARCH Kit, 521.90; SEARCH Record Blanks,
$9.50 per package of 30; TEACH Manual and Task Cards, $47.50; miscellaneous
toys for use with TEACH, approximately $50.
services available
No special network funding supports this project's dissemination efforts.
Awareness materials are available at cost of duplication.
Visitors are welcome by appointment.
Two-day training
workshop is conducted at the project site (adopter must cover all costs).
Training is conducted out of state
(Learning Disorders Unit must be reimbursed for project staff time).
Statistical consultation, norms, follow-up
v4sits, telephone consultation services are available.
-
Rosa A. Hagin, or Archie A. Silver; Learning Disorders Unit; Department of Psychiatry; New York
contact
University Medical Center; 560 First Ave.; New York, NY
10016.
(212) 679-3200, ext. 3735,
3736, or 561-4078 or -4079.
Developmental Funding:
Compiled Summer 1980
USDE BEH Title VI-G
39
50
JDRP No.
79-33
Approved: 9-12-79
I
PROJECT
A PROGRAM FUK tAny tuuLAILLin.vr l.rilLurccn hi in rinnuit,nr..3
I
descriptors
Aurally Handicapped, Emotionally Disturbed, Home
Instruction, Learning Disabilities, Mentally
Handicapped, Orthopedically Handicapped, Parent Education,
Preschool Education, Rural Schools,
Special Education, Speech Handicapped, Visually Handicapped
target audience
Approved by JDRP for handicapped children, five months to six years of age.
description
A home imteuention pkogum ihvotying pcutents in the teaching o6 theiA handicapped chitchen.
The Region IX Education SerVice Center serves 40 rural, sparsely populated public school districts in 12 north
central Texas counties.
This program, a home intervention model, is based on the premise that parents can be
actively involved on a daily basis in teaching their handicapped children and that through the teaching exper-
ience, by observing and recording changes in behavior, they can
discover the areas in which their children need
help.
The program's ultimate goal is for the parent to assume chief teaching responsibilities until the child
can attend school.
Home teachers make weekly home visits of approximately one and one-half hours to show parents how to use behavior
modification techniques -- when to reward, what 'to reward, and how to chart behavior.
By observing this modeling
process, parents become equipped to continue the work for a week, progressively achieving the short- and long-
term goals for their children.
Training emphasizes administrative gUidance
d teacher training in the areas of assessment, behavior
management,
precision teaching, individualized educations
programs, and parent training.
evidence of effectiveness
The average effect of pre- and posttesting with the Alpern Boll Develop-
mental Profile (which measures self-help, socialization,
physical, communi-
cation, and academic skills), $tanford-Binet, and the Cattell Infant Intelligence Test was significant.
implementation requirements
Adoption agreement is required.
Adopter provides one professional
or paraprofessional teacher for every 12-15 children and support
personnel for assessment, curriculum planning, and ancillary services.
Instruction is conducted in the child's
home.
Only office space for staff meetings and storage is needed.
Three to five days of training are required
for teachers and support staff.
Three or four follow-up visits to assess program effectiveness and to evaluate
curriculum planning, data collection, and the home teaching process are scheduled during the year.
financial requirements
Teacher's Handbook, $5.
Parent's Handbook (optional), $2.
One-time start-
up cost:
approximately $1,890 per child.
Per-pupil cost for a nine and
one -half month schoOlyear:
approximately $1,580
(Data secured from special education cooperatives in Texas
Region IX.)
services available
An OSE Handicapped Children's Early Education Outreach Program.
No other special
network funding supports this project's dissemination efforts.
Awareness materials are available at no cost.
Visitors are welcome by appointment.
Project staff are available
to attend out-of-state awareness meetings (expenses must be paid).
Training is provided at project site (adopter
pays only its own costs).
Training is also conducted at adopter site (expenses must be paid).
Follow-up tech-
nical assistance is available to adopters.(expenses must be paid).
Lois A. Cadman; Regior IX Education Service Center;
301 Loop 11; Wichita Falls, TX
76305.
contact
(817) 322-6928.
Developmental Funding:
USOE BEH
Compiled Summer 1980
40
JDRP No.
79-30
Approved:
7/10/79
PROJECT
PROGRAMS FOR CHILDREN WITH DOWN SYNDROME.
descriptors
Child -en, Downs Syndrome, Mentally Handicapped, Parent Education, special Education
target audience
Approved.by JDRP for Down syndrome children, birth to age-6.
description
A pkogkam de.44gned to accelerate and mab-,tan ,:..Jetopmentat gain4 06 ehitdken oLth Down
syndnome and other developmental delays, to ...i..:...e hap and titaining to .the-in. paiimte, to
4evetop atAansporttabte model, and to pkovide an exemptakv demonstrtat.icr.. pitogno
.reschoolsi
Children and parents participate in four programs:
Infant Learning; Early, Intermediate,
and Kindergarten.
The Infant Leartling Class provides individualized instruction in
and
cognitive development for children from birth to 18 months of age.
Parent and child.
motor,
weekly one-hour sessions.
Training is also continued by parents in the home.
Early
and Kindergarten parents participate weekly as teacher's aides and data takers to learn techniques
social,
for
assess
and Advanced
p
Preschool
center for
ing the child's progress at home.
The Developmental Sequence Performance Inventory is
maintain-
ing
tool and guide for setting curriculum objectives.
The skills are developmentally sequenced
of the child's performance and progress.
and Intermediate
N.
used as an
C 11d
record
training,
(The Model Preschool Center for Handicapped Children was initially funded by BEH as
replication.
Children.)
research, and service components.
More recently its funding has been for outreach
and provide a
The Center is affiliated with the Experimental Education Unit for the College of Education and the
n
Develop-
ment
center with
ment and Mental. Retardation Center at the University of Washington, Seattle.
Both
With
activities and
Down Syndrome and Communication Programs were developed by the Model
Preschool Center for Handicapped
hi
PrograMs for Children
evidence of effectiveness
Data from testing with Developmental Sequence Performance Inventory
Developmental Screening Test, Uniform Performance Assessment
System,
Gesell,
Stanford-Binet, Peabody Picture Vocabulary Test, and classroom observation show that children served
in the Down
Syndrome Programs have met and are maintaining developmental and cognitive objectives.
, Denver
implementation requirements
Program places emphasis on strategies and procedures.
Standard
preschool equipment and material; are
itate develop-
ment.
Access to support services, technical assistance, and resources in the cbmmunity is necessary.
Parent
involvement is required.
Data exchange is required.
used to facil
a
financial requirements
Initial awareness sessions are provided free
staff training expenses, monitoring, and materials.
Costs vary and are
--
negotiable depending upon individual needs and resources.
Of charge
Adopter pays
for
services available
An NON-funded Developer/Demonstrator project.
An OSE Handicapped
Education Outreach Program.
Children's Early
Brochures, assessment materials, program planning guides, and specific
staff and parent training
programs
pp
are
available at cost.
Slides and videotapes are available for rental or purchase.
V
oint-
ment.
Project staff may be able to attend out-of-state awareness meetings (expenses
are welcome by
a
are,covered).
Fraining is
regularly available during summer.
Other inservice training can be arranged (costs to be negotiated).
:
contact
Rebecca F. DuBose, Director; Model Preschool Center for Handicapped Children;
Experimental
Education Unit, WJ-10; Child Development and Mental Retardation Center; University of
Washington; Seattle, WA
98195.
(206) 543-4011.
Developmental Funding:
Compiled Summer 1980
USOE BEH
41
iJ
JDRP No,
75-64b
Approved:
9/3/75
PROOT
descriptors
RE -ED SCHOOL OF KENTUCKY
Behavior Problems, Children, Emotionally Disturbed, Special Education
target audience
Approved by JOBB for pupils in grades 1 -8, of average or above - average academic/
intellectual.,potential, exhibiting characteristics of emotionally disturbed/
bNlavoirallY qisordered children as defined by federal and state guidelines, Particularly age-inappropriate
blavior.
description
A ahott-teAm ptan ;Soh the he- education 06 emeti.onnety diaunbed/behuicotatty cti.soltdvied
chitdnen.
, mool
,
RLED aci'
'
.s a regional (seven-county) program intended to provide short-term treatment classes for emotionally
disordered children unable to function in regular classrooms.
Its objective is to help
%tiurcIbiT/Obre4A
siviorally disord
lass achieve
enough reorganization to allow them a higher probability of success than failure in a
regular
The emphasis is on unlearning negative behavior patterns and learning positive ones.
Meetings'
Cots hi:WI-
, with pare.
4re designed to encourage positive parental behavicirs and management.
lize
.14clividua.,elsti
a t-.
empl 0.7
academic and behavior-change programs, based on problem identification and education pretesting,
Goal-oriented records are kept for each child by a team composed of a liaison teacher/counselor,
mer, m,
d4y teach
s-Cildren's program specialist, educational specialist, and others,
ign.
REED is 5tbel ficant for having taken a mental health concept into an educational setting; it has successfully
"ilvincedtpoti State Department of Mental Health and state and local departments of education to unite for the
g9pd of et onally disturbed/behaviorally disordered children.
Childreh are referred theough the local schools;
with paren al
art.Dermission.
The program includes an individual educational plan,
These Plans begin and end with
Pa rental
a'cipation, grouP dynamics, and gross motor activities.
Monthly written rePorts on the child's
achievement are sent to the referring teacher,
Parents are involved in child-management
behaviors
,id
13:101grams.1
Vi- academic achiev
sesits to RE-ED by the referring school's counselor, princiPal, and teachers are geared to keep parents
re in the belief that the child belongs to them and that RE-ED is the least restrictive placement.
schoo
%
,
an
REED na!
Mpressive record of stopping downward trends in achievement and of changing the pattern of failure
to
one ol
qinic success.
evidence of effectiveness
From 1973-76, 177 RE-ED children Were Pre_ and posttested with the Peabody
:-.11Y
\ Individual Achievement Test.
These children gained at least four months
ac4demIL°,v Ofiring an average time of 4.16 months,
Behavior checklists used to evaluate behavioral change
on
week liss;4sis revealed that 80% of the students had attained behavior satisfactorY for adjustment in a
normal cla
0(2111 setting-
111)plem-oto -non requirements
An individual teacher, a school, or a school system can implement
the basic concepts of Project RE-5D.
Implementation requires
awareness :;t!Vities, training, and consultation.
Designated trainers conduct sessions at adopter site.
Adppters
111 ou"4rticipate in on-site training at RE-ED School, actually seeing RE-ED students and faculty
ac nmplisfl
objectives.
Training sessions cover our philosophy, objectives, and parent_ and student-
oriented
°4
.
ches successfully used to change behaviors.
rkellCiiii requirements
Cost of material and equipment varies.
A wide variety of commercially
available materials already found inmost classrooms is s used.
Staffing
tO St4te requirements.
5etuiceg 400*
No special network funding supports this projects dissemination efforts.
mat
to ;rials are
available.
Visitors are welcome at project site.by appointment.
Project staff are
available inCttend out-of-state awareness meetings (expenses must be [laid).
Training is provided at project
site.
Trools:sfq
is also conducted at adopter site (expenses must be paid).
Consultation and training via tele-
phpna are
available.
!?onald Alwes, Director, or Laura
1804 Bluegrass Ave.; Louisville,
Developmental
p
finding:
USOE ESEA Title III
Camkoed Stillitne
1980
A.
KY
Brito, Dissemination Coordinator; Project RE-ED;
4D215.
(502) 368-2591 or -2592.
42
JDRp No.
39
Approved:
4/9/73
PROJECT
CHILDREN
ND CENTER -- DEVELOPMENTAL THERAPY MODEL FOR TREATING EMOTIONALLY DISTURBED--
descriptors
Autism, Children, Communication Skills, Emotionally Disturbed, Special Education
target audience
Approved-by JDRP for severely emotionally disturbed or autistic children from birth
to age 8, thior families, and teachers.
This program has been used in, other settings
with children to age 16, but no evidence
f effectiveness has been submitted to or approved by the.Panel.
description
A community-based psychoeducationat 6acZeLty that o66va a devaopmentaZ cuwacatum to
6evetay emotionatty carambed on. =Usti:a clUtdicen 6tom birth .to 16 yeatz, that patent6,
and teachetz.
1
The Rutland CentewDevelopmental Therapy Model is the result of eight years of intensive effort by the Rutland
Center staff.
Developmeotal Therapy is a therapeutic-curriculum for social and emotional growth used in a class-,
room setting 'with groups of four to eight individuals.
Based on the assumption that disturbed or autistic child-
ren go through the same stages of development that normal youngsters do but at a different pace, the curriculum
guides treatment and measures progress by focusing on the normal developmental milestones that all children must
master.
In so doing, Developmental Therapy has established itself as a "growth model" rather than a "deficit
model."
The model'is composed of four curriculum areas (behavibr, communication, socialization, and preacademics)
arranged in five developmental stages, each requiring different emphases and techniques.
Special services to
parents are an integral part of the approach. ,Developmental Therapy also emphasizes concurrent placement with
nonhandicapped children.
This mainstreaming aspect of the model requires that regular school experiences mesh
smoothly with intensive Developmental Therapy experiences.
In response to P.L. 94-142, two resources are available.which emphasize how to plan, implement,'and evaluate an
Individualized Education Program (IEP) using the developmental approach.
The National Technical Assistance Office
offers four types 'of technical assistance to the Rutland Center Developmental Therapy model in the tredLment of
severely emotionally disturbed preschool children.
This assistance, which includes information Aissemination,
program planning and design, training, and program evaluation, is provided through site visits and exchange of
audiovisual materials.
The Developmental Therapy Institute uses the Rutland Center Developmental Therapy model
to provide on-site, year-long assistance to individuals, schools, and agencies concerned with training personnel
\\\\
to serve school-age severely emotionally disturbed and autistic children.
Institute staff provide assessment of
raining needs-, design an inservice instructional sequence suited to agency and trainee needs, and implement the
t aining program at the agency site with periodic visits.
1
.
evidence of effectiveness
The model assumes.five distinct stages.
Progress through stages is mea-
sured by the Developmental Therapy Objectives, 171 statements outlining a
sequence of developmental milestones.
Mastering these objectives makes normal growth possible.
Each child's
treatment focuses on appropriate objectives, and children are grouped by similar major objectives.
Data collec-
ted'c
\
learly show sequential mastery and steady progress by children.
implementation requirements
Agencies interested in adopting the Rutland Center Developmental
Therapy model must:
use the Developmental Therapy curriculum,
including concurrent placement in a normal setting whenever possible; provide referral, intake, and diagnostic
services; provide a minimum of one supervisor, two teachers, and two support personnel; provide release time for
training; and include parents and regular teachers in the treatment process.
Since travel expenses depend on
the number of visits required, the number of individuals involved, and distances traveled, they are negotiated
separately. ,
financial requirements
The cost of the program in fiscal year 1977 was $797 per child.
This
figure includes diagnostics, services to parents and children, teachers,
and program evaluation.
Cost figure is based on operating the 24 centers supported totally by state funds
(Georgia Psychoeducational Center Network).
Cost of model implementation in other states ranges from $800 to
$2,000 per child.
services available
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
Awareness materials are available at no cost.
Visitors are welcome by appointment at project site and at
additional demonstration sites in home state and out of state.
Project staff are available to attend selected
out-of-state awareness m etings (costs to be negotiated).
Training is provided at project site (adopter pays
only its own costs).
Tr ining is also conducted at adopter site (costs to be negotiated).
contact
Karen R. Davis, Project Director; National Technical Assistance Office; 125 Minor St.; Athens, GA
30606.
(404) 542-6076 or 549-3030.
Mary M. Wood, Director; Developmental Therapy Institute;
College of Education; 570 Aderhold Hall; University of Georgia; Athens, GA
30602.
(404) 542-1685,
ext. 50 or 70.
Developmental Funding:
USOE BEH
Compiled Summer 1980
-43
JDRP No.
75-63.
Apprbved:
9/3/75
PROJECT
descriptors
PROJECT SHARE:
Sharing High Yield Accountability with Resource Educators
target audience
description
Kindergarten, Learning Disabilities, Mainstreaming, Primary Education,
Special Education
Approved by JDRP for administrators, teachers, and tutors responsible for education
of students with specific or multiple learning disabilities in grades K -8.
An instAuctionat pkoce48 bon nemediation or basic skites in tuttning-disabted .students in
main6.titeam education.
Project SHARE is a process.
Its special- education systems design meets needs for individualized instruction,
mainstreaming, and accountability.
The basic format for serving students in reading, spelling,'and math is
behavioral.
Diagnosis, prescription, monitoring, and evaluation employ precision teaching techniques.
Project-
designed task ladder guides pinpoint a student's instructional starting point.
A student's -best learning mode
and most handicapping learning mode are quickly identified.
Skill efficiency and accuracy are determined --
a key Project SHARE difference.
One-to-one tutoring-is used primarily.
Each session is highly structured, but
the tutor operates freely within the planned structure.
Field-detemined minimum basic skill rates have been established.
Daily performance measures by the teacher or
student provide an ongoing diagnostic/prescriptive proces.
The SHARE process speeds remediation of basic skill
learning and produces data on cost-effectiveness.
Computerized evaluation is available.
evidence of effectiveness
Evaluation was conducted on an average number of 1,200 students annually
in
a rural special education cooperative in Minnesota,
1970-75.
Average gains
for learning - disabled students:
1.3 grade levels in reading in 26 hours of teaching and 1.3 grade levels in math
in 31 hours.
(Evaluation computerized by International Management Systems, Kansas City,
Kansas.)
implementation requirements
Three three-day training sessions, with practice between them, are
most effective, with one three-day session the .absolute minimum, an
no more than ten trainees per session.
Training highlights diagnosing skill deficiencies and best learning modes
pinpointing the beginning instruction objective, selecting and adapting appropriate materials, and interpreting
effectiveness from behavior charts.
Various follow-up options are possible.
- .
:
financial requirements 1.
services available
Costs vary with available staff but never exceed $5 per teacher.
No special network funding supports this project's dissemination efforts.
Awareness materials are available at cost of postage.
Visitors aremelcome at project site by appointment.
Project staff are available to attend out-of-state awareness meetings (expenses must be paid).
Training is
provided at adopter site (adopter must assume all expenses).
Follow-up technical assistance is available.
ntact
Marvin Hammarback, Director, or Fay Hammarback, Coordinator; Project SHARE; R. R. 1;
Hendrum, MN
56550.
(218) 78774826.
Developmental Funding:
USN ESEA Title III
JDRP No.
75 -31
Approved: 5/12/75
PROJECT
PROJECT SKI*HI
descriptors
target audience
Aurally Handicapped, Children, Home Instruction,
Screening Tests, Special Education
Approved by JDRP for hearing-impaired infants and young
children, birth to age 6,
and their families.
description
A statewide pnogtam pnoviding idenagoation and language liacaitation boa heating-handicapped
chitditen, binA to age 6, -through home momagemeat.
SKI*HI is a comprehensive program that provides screening,
audiological, diagnostic, and assessment services
and a complete home intervention curriculum for hearing-impaired children (birth to age 6) and their families.
The program is designed to provide services to a state-wide population or to a large population area.
All
hospitals are screened for babies with hearing loss.
A diagnostic, assessment, and entry process ensures
efficient, expeditious entry of children.
A complete home intervention curriculum is provided.
It includes a home hearing aid program, a home communi-
cation program, a home auditory program, a home total
communication program, and a home language program.
Psychological, emotional, and child-development support are provided for parents in the home.
Wkly, monthly,
and comprehensive quarterly assessment of child and family is performed.
Part-time parent advisers living
in the area visit homes weekly to deliver the curriculum.
A format for home visits is provided.
A support system of ongoing audiological services, a hearing aid evaluation and loaner system, video units and
tapes for total communication, hearing aid molds, psychological services, parent group services, and a compre-
hensive evaluation system are provided.
evidence of effectiveness
The Discrepancy Evaluation Model is used.
REEL, the SKI*HI Receptive
Language Test, the SKI*HI Language Development
Scale, and observational
checklists are used.
Pre/post measures showed a gain of 16 months in
language after 11 months of treatment;
significant differences in treatment and comparison groups were seen.
Early-treatment group showed.higher gains
than late-treatment grmup.
implementation requirements
One full-time professional to make home visits is the minimum
requirement.
This person must have basic training in delivery
of a home language program for hearing-impaired
infants.
Travel is necessary.
For maximum effect, a hearing
aid bank, hearing screening, and audiological,
psychological, and child development services should be
provided.
Earmolds, library books, video playback units, and total communication tapes should be provided.
In larger
programs, supervision and administration are necessary.
financial requirements
services available
Complete services for 11 months (including all direct and supportive
services) cost $1,350 per child.
Start-up costs are minimal.
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
Awareness materials are available at no cost.
Visitors are welcome at project site by appointment.
Project
staff are available to attend out-of-state awareness meetings.
Training is provided at project site (costs
to be negotiated).
Under certain conditions, training is also conducted
at adopter sites (costs to be nego-
tiated).
contact
Thomas C. Clark, Director; Woject SKI*HI; Department of Communicative Disorders; Utah State
University; Logan, UT
84322.
(801) 750-1382.
Developmental Funding:
USOE BEH
JDRP No.
78-192
Approved:
7/13/71
C.mmnr 79R0
PROJECT
SPECIAL EDUCATION PRESCHOOL PROGRAM
descriptors
Aurally Handicapped, Emotionally Disturbed, Learning Disabilities, Mainstreaming, Mentally
Handicapped, Orthopedically Handicapped, Parent Education, Preschool Education, Special
Education, Speech Handicapped, Team Teaching, Visually Handicapped
target audience
Approved by JDRP for preschool children with developmental and communication
disorders_z: including all types of handicapping conditions except autism and
severe/profound physical impairment -- and -
heir parents.
description
A pkogkam seavingflmoducately, seveAdy, and p4o6vundey heating-impaiAed poschvoCco (ages
0-5), a mixed population oti modutateCy and ,seveiteey handicapped pkcschoofeks (ages 4 and 5)
with ohea kandicapping conditions, and their 6amilies.
This project now operates solely as a Minneapolis Public Schools special education program funded through the
combined resources of local, state, and P.L. 94-142 monies.
The program is family-Oriented and noncategorical,
assuming individually prescriptive programs for children and families.
Child assessment by a multidisciplinary.
team offers a developmental profile of communication, psychomotor, cognitive, and social/adaptive behaviors.
Program options change as the needs of the population served change.
Counseling, education, and guidance of parents ensure active family participation in the program.
Service
options for families include individual parent guidance and parent-teaching sessions, weekly parent meetings,
monthly parent meetings, single parent groups, and "men only
meetings.
euidence
. of effecaue ness
Written objectives are developed in each of the following areas to assess
program effedt:
individual child, family, clinical assessment, and
program management.
More than 76% of the program's "graduates" are integrated into elementary schools.
NN,
implementation requirements
Beginning programs are encouraged to implement only portions of
the program.
The use of a multidisciplinary staff depends on
available resources.
Ideally, staff are hired or contracted for.
Facility requirements depend on the extent to
which the programs are being implemented.
Anyone interested in specifics regarding staff qualifications, staff
inservice training, facility requirements, or other implemAtation concerns should contact the program coordi-
nator.
financial requirements
seruices auailable
Per-pupil cost (1978-79 rates) estimated at $10.86 per day.
No special network funding supports this project's dissemination efforts.
Awareness materials are available.
Visitors are welcome by appointment.
Nancy Shaner, Coordinator; Special Education Preschool Program; 3017 E. 31\t St; Minneapolis,
contact
MN
55406.
(612) 721-5007.
Developmental Funding:
USOE BEH Title VI-C
Compiled Summer 1980
46
.JDRP No.
75-65
Approved:
9/3/75
PROJECT
PROJECT STAY:
School To Aid Youth
descriptors
Dropout Prevention, Kindergarten, Mathematics, Primary Education, Resource Room Programs;
Reading, Screening Tests
target audience
Approved by JDRP for grades 1-3.
description
A ptogrtam ooviding eanty identi6ication and tteatment o6 u)ciat, emotions,
and academic
needs o6
Children enter on screening administered during kindergarten year.
They remain in Project STAY for one-half of
the day and in the regular classroom for the other half.
Activities are organized and teachers are acquainted
with specific instructional patterns to enable pupils to function at levels consistent with their potential.
The specific objectives are identification of achievement levels of high-risk pupils; provision for individual
instruction in mathematics and reading to correct specific deficiencies; identification of
social problems,
poor self-concepts,'and attitudes of potential dropouts; and provision for information and referral of parents
and pupils to various community agencies for'help.
Counseling sessions 'offered to parents and teachers create
awareness and understanding which help in meeting problems.
No one teaching approach is required.
All informa-
tion available regarding the child (from teacher, counselors, test data, etc.) determines approach used.
Program
designed for each child is given to regular homeroom teacher.
Project STAY has used the innovative teaching
devices designed by the teachers, and it has found that they are highly successful.
Project STAY was federally funded for three years on July 7, 1971, and is now locally funded by the Moore Public
Schools.
Awareness packets related to STAY have been mailed to all states, Canada, the Virgin Islands, Australia
and Puerto Rico.
Over 6,000 visitors have visited Project STAY.
evidence of -effectiveness
Project STAY conducts a yearly evaluation.
All students are pre- and
posttested on the Stanford Achievement Test and Wide Range Achievement
Test.
Other tests are administered if needed.
Results are available upon request.
implementation requirements
Adopter identifies high-risk kindergarten children to receive
special services during first year of school.
Inservice staff
and fir:st-grade teachers secure materials.
Space required is determined by pupil enrollment.
Program may be
used in one. classroom (30 children) or by an entire school district.
financial requirements
Cost of program is approximately $40,000 for a regular elementary school.
Actual cost per pupil during three years of federal funding was $612.33.
The cost of the program will vary depending upon the components adopted.
services available
No'special network funding supports this project's dissemination efforts.
Awareness materials (including Project STAY slides) are available.
Visitors are welcome by appointment.
Training is conducted at the project site and out of state.
Project staff can attend some out-of-state
conferences.
Pat Ross, Project Director; Project STAY; Moore Public Schools; 400 N.
Chestnut; Moore,
OK
contact
73160.
(405) 794-8282.
Developmental Funding:
USOE ESEA Title III
Compiled Summer 2980
47
58
JDRP No.
43
Approved:
4/9/73
PROJECT
PROJECT SUCCESS FOR THE SLD CHILD
descriptors
target audience
Elementary Education, Language Development, Learning Disabilities, Mainstreaming,
Perceptual Development, Special Education
Approved by JDRP for pupils, grades 1-4, with specific language disabilities.
This
program has been used in other settings with grades K and 5-9, but no evidence of
effectiveness has been submitted to or approved by the Panel.
description
A puzuciptive pitognam and classroom detiveny system
pupits, gfladez 1-4, teLth speeLPie
Language dizabaitia.
Project Success provides a prescriptive program and classroom delivery system operating in three areas:
a
structural linguistic language program with a multisensory approach integrates all aspects of language --
reading, writing, speaking, and listening;, motor perception taining and adaptive physical education emphasize
the relation of movement to learning in areas of muscular strength,
dynamic balance, body awareness, spatial
awareness, and temporal awareness to develop the capacity to make efficient and effective use of the body; and
technique modification in other curriculum areas allows SLD students to capitalize on strong modalities.
This
individualized learning program keeps the child functioning in an adequate manner within the educational main-
stream.
evidence of effectiveness
A copy of our validation report is available upon request.
Project
SucCess was evaluated for five years.
Each project objective was tested.
implementation requirements
Implementation varies depending upon the needs of the adopting
school and the outcomes desired.
As a mainstream approach, no
additional staff are needed.
Training of teachers using the project takes approximately 25 hours.
Project
'Success Adoption Manual defines the adoption process for different kinds
of adoptions.
financial requirements
services available
Cost varies with kind of adoption desired, level of adoption, number of
students included, and materials already owned by the school.
No special network' funding supports this project's dissemination efforts.
Awareness materials are available at no cost.
Visitors are welcome at project site during school year by
appointment.
Project staff are available to attend out -of -state awareness meetings (expenses must be paid).
Training is provided at project site (adopter pays only its own costs).
Training is also conducted at adopter
site (expenses must be paid).
Richard Metteer, Director; Project Success; Wayne Middle School; 312 Douglas; Wayne, NE
68787.
contact
(402) 375-2230.
Developmental Funding:
Compiled Summer 1980
USOE ESEA Title III
48
59
JDRP No.
14
Approved:
4/9/73
PROJECT
PROJECT SUCCESS:
Handicapped
descriptors
Continuous Progress Plan, Cross Age Teaching, Elementary, Education, Kindergarten, Learning
Disabilities; Mainstreaming, Peer Teaching, Special Education, Volunteers
target audience
Approved by JDRP for children with reading, math, handwriting, and self-management
difficulties, grades K-6.
description
Low-cost academic and sa6-management puoants bon. handicapped etc/need/Iv 6chooe 'students.
Project Success provides instructional service to handicapped students within a fully integrated educational
program.
A learning specialist works as a staff member in each of the home district's four elementary schools,
assisting regular program staff in identifying and serving handicapped students.
Assistance is provided to
students identified through continuous (weekly) progress checks in basic academic, social, and self-management
skill areas.
Handicapped students are then, given instructional and/or motivational assistance by teachers,
peers, high school tutors, aides, or parents using instructional packets
designed for this purpose.
Upon
mastering the skill, students are tracked to assure continued success.
The intensive use of.nonprofessional personnel for assessment and service delOery required a systematic
approach to training.
Each volunteer participant demonstrated competency in assessment techniques and use of
assistance program training packets.
Direct instruction training procedures included modeling for these
personnel during training and direct observation in the classroom.
wide= of elfectimerms
Standardized test evaluation (Wide Raiige Achievement Test) in each of
three years
operation indicated that participating students made
statistically significant gains beyond expected normal grade equivalent growth per month during treatment
period-
.impiementolion requirements
If all academic ind self-management programs are adopted in a
district, at lecA one certified person,pr elementary building
.(450'students) is needed.
To operate only academic programs, une half-time certified'person ana one aide per
building served are required.
financial requirements
Start-up cost for both assessment and assistance components averaged $4
per pupil.
based on 200-300 pupilsper-learner operational cost for
various assistance programs was approximately $14 per month.
Complete conwercial (Edmark) tutoring classroom
package for 10 students costs $300.
Replacement costs for consumable items are approximately $37.50 for 10
students per year.
,:eruices auailable
No special network funding supports this project's dissemination efforts.
Awareness materials are available.
iisitors are welcome by appointment.
Training may be conducted at the
project site (adopting site must ccver all trainer costs as ',Nell
as its own costs).
Training may be conducted
out of state (exemplary pro,;ect '.,toff costs must be paid).
Project staff may be able to attend out-of-state
confeinces (expenses must be paid).
Ronald Smith, Director of Special Services; North Kitsap Sdhool District No.
400; 150 High
ontact
School Road South; Poulsbo,,WA
98370.
(206) 779-3971.
Developmental Funding:
USOE ESFA Title III
JDRP No.
75 -28
Approved:
5/7/75
Ccmpiled Summer 1980
9
PROTECT
SYSTEMATIC INSTRUCTIONAL MANAGEMENT STRATEGIES (SIMS)
descriptors
Elementary Education, Learning Diiabilities, Remedial Reading, Secondary Education, Special
Education
target audience
Approved by JDRP for disabled readers, grades 1-12, needing basic coding skills and
for learning disabilities teachers serving that population.
This program has been
used in other settings with special education groups, but no evidence of effecjveness has been
subnitted to or
approved by the Panel.
description
'
A pnog4am (thing management 6tAategie,s and a stuctmed, .sequenced ctemicuttun to hetp teachets
grin appnopti,ate inztAuetZonat wtogkams
dizabted neadeAs.
A discrepancy model for solving performance problems provides the framework for the SIMS curriculum.
The SIMS
curriculum consists of a hierarchical sequence of 53 objectives needed to acquire the basic coding skills of
reading and spelling.
The curriculum contains word and sentence lists for each of the 53 objectives to monitor the accuracy of skill
acquisition for each individual child.
Additional word lists for each objective are designed to monitor the
proficiency with which a student decodes words of a particular pattern.
There are four stories for each of
the 53 objectives.
Written language worksheets with controlled reading levels matching the word list level
provide activities simultaneously developing the student's writing skills.
Comprehension Questions and work-
sheets for Scanning Stories are used to develop independent_ study skills.
SIMS teachers are trained to use
data decision rules to plan appropriate instructional interventions.
evidence of effectiveness
Scores from the Wide Range Achievement Test administered to students,
grades 1-12, 1976-77, were compared for groups with and without SIMS
treatment.
Analysis of covariants (with pretest score and grade as covariants) confirmed that SIMS students
performed significantly better than non-SIMS students (positive < .001 level).
.
.
implementation requirements
SIMS can be adopted as a comprehensive program of materials and
procedures or partially, as instructional management strategies to
be used with commercially available materials.
A four- or five-day teacher training workshop must precede adop-
. tion.
Adoption site must provide a liaison person.
Pre- and posttest data must be supplied by adopter.
financial requirements
If existing rooms are used for resource centers serving 15 students a day,
per-pupil cost for the installation year is $837, and for subsequent years,
$803.
Excluding teacher salaries, installation costs total $37 per pupil, and maintenance is $3.50.
SIMS,
Concept Assessment Test, SIMS Reading and Spelling Program, Comprehension Questions and Scanning Stories, and
SIMS Written Language Program, $65 for total package.
services available
An NON-funded Developer/Demonstrator project.
..
Awareness materials are available at no cost.
Visitors are welcome at project site by appointment.
Project
staff are available to attend out-of-state awareness meetings (costs to be negotiated).
Training is provided
at project site (adopter pays only its own costs).
Training is also conducted at adopter sites (costs to be
negotiated).
Technical assistance is provided for implementation and evaluation.
Marie Blackburn, SIMS Project Coordinator; Division of Special Education; Minneapolis Public
contact
Schools; 2501 W. 56th St.; Minneapolis, MN
55410.
(612) 926-1693.
Developmental Funding:
USOE BEN Title VI-G
NallotIed summer 1980
JDRP No.
79-18
Approved;
5/15/79
50
PROJECT
THE TEACHING RESEARCH INFANT AND CHILD CENTER CLASSROOM FOR MODERATELY AND SEVERELY
-HANDICAPPED CHILDREN
descriptors
Cerebral Palsy, Children, Home Instruction, Multiply Handicapped, Self Care Skills, Special
Education, Volunteers
target audience
Approved by JDRP for moderately to severely handicapped children, ages 1-8,
including mentally retarded, cerebral palsied, autistic, emotionally disturbed,
deaf/blind, and hearing impaired.
-
description
An individuatized elates instAuct,ton p4o94am 04 mode atety to zeveitety handicapped ehitditen
Children are pretested on skills selected from the Teaching Research Curriculum for Moderately and Severely
Handicapped.
Pretest results are used to determine which skills will be taught.
The deficit skills are priori-
tized by the parent and educational staff.
After priorities are established, the child is placed in one or more
of the four curricular areas -- self-help, motor, language, and cognitive.
Individual instructional programs are prepared for each child.
A program prescribes the skill to be taught, the
way in which the materials are to be presented, and the feedback to be given to the child.
Trained volunteers
play an important role in this model.
They are taught how to deliver cues and feedback and how to record the
child's appropriate and inappropriate responses to instruction.
Maintenance of volunteer skills is objectively
monitored by the teacher.
Volunteers implement the instructional programs with each child and record child
performance data in a specified manner.
If the volunteer indicates through recorded data or verbally during
classroom instruction that the child is having difficulty learning a particular program, the teacher provides in-
struction for the child.
The teacher uses the daily data to make teaching decisions concerning individual pro-
grams for the following day-and to ascertain whether sequencing, cue presentation, or feedback need to be altered.
When group instruction occurs, the teacher interacts with each child according to his/her individual instructional
program.
In this model, group instruction is provided only by the teacher or aide.
Some instructional programs
are selected'by parent and teacher to be taught in the home, and these are coordinated with programs in the
school.
Teaching periods in the home vary from 10 to 30 minutes.
Approximately 85% of the parents of project
children participate in home instruction.
All parents participate in the program planning conferences for
their child.
(The Teaching Research Infant and Child Center Classroom for Moderately and Severely Handicapped Children and
Inservice Training in the Teaching Research Data Based Classroom for Severely Handicapped School-Age Children were
both developed by Teaching Research, a division of the Oregon State System of Higher Education, Monmouth.)
evidence of effectiveness
Using a multiple baseline approach, it was demonstrated that within the
Teaching Research Infant and Child Center a mean of 7.9 skills per month
was acquired by a child without instruction, while 64.4 skills per month were acquired with instruction.
ReplicationLsite children acquired a mean of 9.1 ,skills without instruction and 90.1 skills with instruction.
implementation requirements
The model can be used by an individual clas'sroom.
Inservice
training of teacher and aide is required.
financial requirements
Based on 12 students per class, one teacher, and one aide, operational
expenses averaged $2,366 per child in the Teaching Research Classrooms
during 1976-77.
This figure includes:
supervision, $2,000; salaries, $22,471; supplies, $500; transportation,
$3,420.
Start-up costs average $6,500, including supervision, training, and supplies.
Materials used in the
classroom are commercially available; information can be obtained from Teaching Research.
services available
An NDN-funded Developer/Demonstrator project.
An OSE Handicapped Children's Early
Education Outreach Program.
This is a nonprofit agency; some support comes from United Way.
Materials describing the program, including
videotapes and printed material, are available at cost.
Training is conducted at the project site.
Follow-up
is conducted at adopter sites.
Project staff can attend out-of-state conferences.
Visitors are welcome by
appointment.
Torry Piazza Templeman; Teaching Research; Oregon-College of Education; Todd Hall; Monmouth,
contact
OR
97361.
(503) 838-1220, ext. 401.
Developmental Funding:
USOE BEH
Compiled Summer 2980
51
JDRP No.
78-163
Approved:
3/27/78
OSE HANDICAPPED CHILDREN'S EARLY EDUCATION OUTREACH PROGRAMS
The following programs are supported as Early Education Outreach Programs by the Department of Education's
Office of Special Education.
Further information may be found on the catalog pages
indicated.
GEORGIA
the Rutland Center -- Developmental Therapy Model fur Treating EMotionally Disturbed Children
p. 43
ILLINOIS
Macomb 0-3 Regional Project:
A Rural Child/Parent Service
p. 25
PEECH:
Precise Early Education for Children with Handicaps
p. 33
Peoria 0-3 Project -- Replication of an Interdisciplinary Approach to the Early Education of Handicapped
Children Ages 0-3
p. 35
MASSACHUSETTS
project ERIN:
Early Recognition Intervention Network
p. 18
MICHIGAN
Cognitively Oriented Preschool Curriculum
p. 8
MISSOURI
Central Institute for the Deaf Early Education Project
p. 6
OREGON
the Teaching Research Infant and Child Center Classroom for Moderately and Severely Handicapped Children
P. 51
TEXAS
a Pi-ogram 'for Early Education of Children with Handicaps
p. 40
Developmental Education Birth Through Two (Project DEBT)
(Approved by JDRP after press deadline.)
UTAH
MAPFS:
Multi-Agency Project for Pre-Schoolers
p. 26
project SKI*HI
p. 45
,
WASHINGTON
Communication Programs
p. 9
Programs for Children with Down Syndrome
p. 41
WISCONSIN
CompiThensive Training Program for Infant and Young Cerebral Palsied Children (C.P. Project)
p. 12
the Portaye Project:
A Home Approach to the Early Education of Handicapped Children
p. 37
EXEMPLARY PROGRAMS
BY STATE
ARIZONA
PEOPEL:
Physical Education Opportunity Program for Exceptional Learners, Phoenix
p. 34
CALIFORNIA
the Child Development Center, Huntington Beach
p. 7
Modification of Children's Oral Language, Palo Alto
p. 28
CONNECTICUT
MECCA:
Make Every Child Capable of Achieving, Meriden
p. 27
FLORIDA
Developing Models for Special Education (DMSE), Monticello
p. 14
Interactive Curricular Experience, Panama City
p. 22
GEORGIA
EVERY CHILD A WINNER With Movement Education, Ocilla
p. 19
the Rutland Center -- Developmental Therapy Model for Treating EMotionally Disturbed Children, Athens
p. 43
ILLINOIS
Early Prevention of School.Failure, Peotone
p.
15
Macomb 0-3 Regional Project:
A Rural. Child/Parent Service, Macomb
p. 25
PA:
Project Advocate -- Northwestern Illinois Association,' Geneva
p. 31
PEECH:
Precise Early Education for Children with Handicaps, Champaign
p. 33
Peoria 0-3 Project -- Replication of an Interdisciplinary Approach to the Early Education of Handicapped
Children Ages 0-3, Peoria
p: 35
IOWA
Pilot Project Utilizing Supportive Personnel Using Behavior Modification Techniques with Articulatory
Disordered Children, BtFlington
p. 36
KENTUCKY
RE-ED School of Kentucky, Louisville
p. 42
LOUISIANA
project Learning Disabilities:
Early Identification and Intervention, New Orleans
p. 24
MASSACHUSETTS
project ERIN:
Early Recognition Intervention Network, Dedham
p. 18
MICHIGAN
Cognitively Oriented Preschool Curriculum, Ypsilanti
p. 8
MINNESOTA
Family Oriented Strucitured Preschool Activity (Seton Hall Program), St. Cloud
p. 20
project SHARE:
Sharing High Yield Accountability with:Resource Educators, Hendrum
p. 44
Special Education Preschool Program, Minneapolis
p. 46
Systematic Instructional Management Strategies (SIMS), Minneapolis
p. 50
MISSOURI
Central Institute for the Deaf Early Education Project, St.
Louis
p. 6
Parent-Child Early Education Program (Saturday School), Ferguson
p. 32
MONTANA
I
\
Precision Teaching Project:
The Sacajawea Plan, Great Falls
p. 38
NEBRASKA
Engineered Classroom for Students Who Are Both Educably Mentally Handicapped and Behaviorally Maladjusted,
Papillion
p.
17
project Success for the SLD.Child, Wayne
p. 48
NEW JERSEY
ACTIVE:
All Children Totally InVolved Exercising, Oakhurst
the CommuiliciFions Workshop (CAST, Teaneck
p,
10
ELSMERE Project, Glassboro
p.
16
Learncycle:
Responsive Teaching, Teaneck
p. 23
p. 5
NEW YORK
Prevention of Learning Disabilities:
An Interdisciplinary Model, New York
p. 39
NORTH DAKOTA
a Comprehensive Program for Handicapped Preschool Children and Their Families in Rural and
on-Urban
Areas; Fargo
p.
11
Northwest'Special Education (NWSE), Lignite
p. 29
OKLAHOMA
Oklahoma Child Service Demonstration Center for Secondary LD Students, Cushing
p.
30
project STAY:
School To Aid Youth, Moore
p. 47
OREGON
Inservice Training in the Teaching Research Data Based Classroom for Severely Handicapped School-Aye Children,
MonmJuth
p. 21
the Teaching Research, Infant and Child Center Classroom for Moderately and Severely Handicapped
Children,
Monmouth
p.
51
PENNSYLVANIA
COPE:
Cognitively Oriented Pre-Primary Experience, Philadelphia
p. 13
TEXAS
a program for Early Education of Children with Handicaps, Wichita Falls
p. 40
Developmental Education Birth Through Two (Project DEBT), Lubbock
(Approved by JDRP after press deadline.)
UTAH
MAPPS:
Multi-Agency Project for Pre-Schoolers, Logan
p. 26
project SKI*HI, Logan
p. 45
WASHINGTON
Communication Programs, Seattle
p. 9
Programs for Children with Down Syndrome, Seattle
p. 41
project Success:
Handicapped, Poulsbo
p. 49
WISCONSIN
Comprehensive Training Program for Infant and Young Cerebral Palsied Children (C.P. Project), Wauwatosa' p.
12
the Portage Project:
A Home Approach to the Early Education of Handicapped Children, Portage
p. 37
56
NDN DEVELOPER/DEMONSTRATOR PROGRAMS
The followiny projects are funded as NON Developer /Demonstrators to provide training, materials,
and technical assistance to those who adopt their programs.
ARIZONA
PEOPEL:
Physical Education Opportunity Program for Exceptional Learners
p. 34
CALIFORNIA
the Child Development Center
p. 7
Modification of Children's Oral Language
p. 28
FLORIDA
Developing Models for Special Education (WISE)
p.14
GEORGIA
EVERY CHILD A WINNER With Movement Education
p. 19
the Rutland Center -- Developmental Therapy Model for Treating Emotionally Disturbed. Children
p. 43
ILLINOIS
Early Prevention of School Failure
p.
15
PEECH:
Precise Early Education for Children with Handicaps
p. 33
MASSACHUSETTS
project ERIN:
Early Reognition InterAtention Network
p. 18
MICHIGAN
Cognitively Oriented Preschool Curriculum
p.
MINNESOTA
Family Oriented Structured Preschool Activity (Seton Hall Program)
p. 20
Systematic Instructional Management Strategies (SIMS)
p. 50
MISSOURI
Central Institute fOr the Deaf Early Education Project.
p.
6
MONTANA
Precision Teaching project:
The Sacajawea Plan
p. 38
NEW JERSEY
ACTIVE:
All Children Totally InVolved Exercising
ELSMERE VFojea
p. 16
Learncycle:
Responsive Teaching
p. 23
P.
5
OKLAHOMA
Oaklahoma Child Service Demonstration Center for Secondary LD Students
p. 30
OREGON
the Teaching Research Infant and Child Center Classroom for Moderately and Severely Handicapped Children
p. 51
PENNSYLVANIA
COPE:
Cognitively Oriented Pre-Primary Experience
p. 13
57
G6
UTAH
project SKI*HI
p. 45
WASHINGTON
Communication Programs
p. 9
Programs for Children with Down Syndrome
p. 41
WISCONSIN
the Portage Project:
A Home'Approach to the Early Education of Handicapped Children
p. 37
58
What Is the NDN?
The National Diffusion Network (NDN) is an expanding nationwide systlrn
with the goal of helping people in education solve pressing problems swiftyl,
efficiently, and economically through program improvement.. The NDN links
schools, postsecondary institutions, and others within and across state
boundaries so that programs developed and proven effective inone locality
:can be used by others facing similar challenges.
Two groups of participantsFacilitators and Developer/Demonstrators
have received funding from the Department of Education to assist schools
that are searching for ways to improve their programs. Facilitators are
located in 49 state's. They work to link the state's schools with suitable
DevelOper/Demonstrators, who in'turn pi-ovide training and other assistance
for school's as they adopt or adapt these proven educational programs.