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Three hypotheses adduced from social-comparison theory were tested by assessing the self-concepts of several children groups. Subjects included normal children, mildly handicapped children residing in one of three special education settings varying from partial to total instructional segregation,...
Seven autistic and other severely dysfunctional boys were placed individually in a barren environment. There they were given a toy to interact with and their behavior was observed. During 15 sessions, in randomized order each child was given soft toys, hard toys, and wheeled toys. For every child...
Recent advances in microelectronics and computer software have rekindled enthusiasm for applications of computer-assisted instruction (CAI). The more salient features of CAI are highly compatible with the major instructional and curricular principles recommended for learning-disabled children. To...
A refined and extended analysis of variance (ANOVA) approach was used to investigate the pattern of relationships among arithmetic ability, reading ability, and general ability as assessed by teacher ratings and standardized tests. The subjects were 54 educable mentally retarded children who were...
The Study of Mathematically Precocious Youth (SMPY) began in 1971 with the purpose of devising ways of identifying and facilitating the education of such students. The solutions and their longitudinal evaluation are described. Use of the Scholastic Aptitude Test (SAT) was shown to be an effective...