Jay Gottlieb - Academia.edu (original) (raw)
Papers by Jay Gottlieb
Journal of Educational Psychology, 1977
EXECUTIVE SUMMARY The teacher consulting (CT) program has been in existence for three years at th... more EXECUTIVE SUMMARY The teacher consulting (CT) program has been in existence for three years at three sites in New York State: Buffalo, Finger Lakes BOCES and New York City, Community School District #22, Results of the evaluation activities for the third year of the program reveal the following highlights: 1. Handicapped pupils in the teacher consultant program did not differ statistically on standardized reading or math test scores from pupils placed in the resource room program. Ratings of academic and cognitive performance by classroom teachers indicated that students served by the consultant teacher program function higher than students served by the resource room program. 2. overall, there are no statistically significant criterion referenced achievement test differences between handicapped pupils in the teacher consultant program anc handicapped children in the • resource r om program. 3. overall, there were no statistically significant self concept differences between pupils in the two special education groupi• ngs. 4. The teacher consultant program does not appear to affect referral rates to the Committee on Special Education. There were no statistically significant differences in . New York City between schools having a teacher consultant program available and schools not having the program in place. ¥ 5. School personnel, including general education and consultant teachers, and building principals are highly sup;;ortive of the teacher consultant program. Some principals, mainly in New York City, did express concern, however, about coverage for classrooms during the period of indirect service delivered to general education teachers. 6. Case loads tend to be viewed by special education administrators in terms of number of classroom teachers served rather than in terms of number of handicapped pupils served. A load of five classroom teachers served by the teacher consultant is presently the mode. 7. About 80% of parents of pupils in - the resource room program and in the teacher consultant program tend to be supportive of the program in which their child is enrolled. Parents whose children are in the consultant teacher program support it because they perceive social gains for their children. Parents of children in • ¥ • resource rooms support it because they perceive academic gains for their children. · 8.· The present configuration of the teacher consultant program makes it extremely difficult for pupils to be referred to the . . . program in mid year. Once pupils are assigned to classes during the spring for the following school year, few, if any, handicappec pupils are placed in the classes at a later time. New York City, and more so.Buffalo, were able to place students in mid year, but this required considerable juggling of schedules. 9. Under the present regulatory configuration of the teacher consultant program, schools are not likely to be able to be in compliance with existing special education regulations, especially as they pertain to timeliness of placement. In order to be in compliance, the teacher consultant program in the schools would in all likelihood have to serve fewer than 20 pupils, as was the case in New York City. Alternative configurations, such as clustering low ability pupils in general education classrooms, could be developed to serve more handicapped pupils. ·However, these alternatives would result in inequities in the pupil loads of classroom teachers. 10. There is considerable variability among school districts regarding the purpose of the teacher consultant program, procedures to implement the program, and the characteristics of pupils who should be served by the program.
Exceptional Children, 1981
American journal of mental deficiency, 1973
The social position of integrated and segregated educable mentally handicapped (EMR) children in ... more The social position of integrated and segregated educable mentally handicapped (EMR) children in a traditional school building was compared to that of EMR children in a no-interior wall school. The results indicated that while EMR children in the unwalled school were known more often by their nonEMR peers, they were not chosen as friends more often. Retarded children in _the unwalled school were rejected more often than retarded children in the walled school. Also, integrated EMR children were rejected more than segregated EMR children.
American journal of mental deficiency, 1976
Academic, personal, and social growth were compared for special-class EMR children who were assig... more Academic, personal, and social growth were compared for special-class EMR children who were assigned randomly to regular grades or retained in special classes at three time intervals: prior to the assignment, 2 month after assignment, and at the conclusion of the school year. There were no significant differences between the two groups prior to or 2 months after reintegration. After one school year, the reintegrated children were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior. The hypothesis that the more able students by the learning potential criterion would benefit more from regular than special-class placement was supported. These students expressed more positive feelings toward themselves as students, felt others perceived them as more competent, and behaved more reflectively when they were integrated than when assigned to special class. The high-able (learning potential) students performed more competently acad...
The Journal of Special Education, 1975
The classroom behavior of segregated and integrated EMR children was compared on a 12-category ob... more The classroom behavior of segregated and integrated EMR children was compared on a 12-category observation schedule at three points in time: (1) when all EMR children were in special classes, (2) four months after some children
Journal of Learning Disabilities, 1982
The educational concept of mainstreaming (i.e., placement of handicapped children in the least re... more The educational concept of mainstreaming (i.e., placement of handicapped children in the least restrictive educational environment) is predicated, in part, on the assumption that the specialized teaching techniques and materials in special education classes provide educational experiences that will facilitate the acquisition of adaptive social and academic behaviors. These improved behaviors will allow the handicapped child to demonstrate continued gains through participation in a less restrictive educational environment. Hence, it is assumed that skills learned in a special education setting will be generalized to nonspecial educational settings. These assumptions have contributed, in large part, to the continued acceptance of mainstreaming, despite inconsistent evidence of its effectiveness (e.g., Budoff & Gottlieb 1976, Semmel, Gottlieb, & Robinson, in press). An underlying instructional consideration when programming for a particular student is the degree to which appropriate behaviors generalize from special class settings to regular classes (i.e., settings in which training occurred to other settings). This programmatic factor is known as transfer of training and refers to the generalization of responses from the setting in which training occurred to a different setting or situation in which no training or no different training has taken place (Kazdin & Bootzin 1972). Transfer of training is a frequently overlooked component of mainstreaming programs, as demonstrated in a recent review of applied behavior analysis interventions with learning disabled students' academic performance by Rose, Koorland, and Epstein (in press), who found that only one group of investigators (Jenkins, Barksdale, & Clifton 1978) investigated transfer effects. Yet transfer of training may be of critical relevance to those who train handicapped pupils in a particular setting (e.g., a special or resource class) and then expect those same students to generalize those learned responses to new settings, which have very different stimulus conditions (e.g., the regular classroom). For example, regarding the environmental variable of instructional grouping, Westling, Koorland, and Rose (1981) found that 82% of surveyed special education teachers in a variety of settings reported using a one-to-one instructional ratio more than one-third of the day per student. One may resonably assume that these data do not accurately reflect typical instructional groupings in a regular class setting. This assumption is supported by data reported by Project PRIME (Kaufman, Agard, & Semmel, in press), where the investigators observed individualized educational groupings occurring only 12% of the time. We might conclude, then, that a handicapped child who is used to receiving individual instruction for at least one-third of his or her day may encounter some adjustment problems upon entering a classroom in which the instructional ratio is substantially larger. An inherent assumption in most mainstreaming programs is that transfer of training will occur; although due to a lack of programmatic attention, it may be inferred that it is expected that transfer will occur spontaneously. In fact, Stokes and Baer (1977) classified many efforts to provide for generalization of skills as being of the "train and hope" (p. 351) type. Recent evidence indicates, however, that expectations of naturally occurring transfer are in error; rather, it appears that transfer of training rarely occurs unless it has been purposefully programmed (Jenkins et al. 1978, Kazdin & Bootzin 1972, Lovitt 1977, O'Leary & Drabman 1971, Stokes & Baer 1977). The traditional approach to generalization has been to program specific (perhaps externally controlled) contingencies across settings (e.g., Lovaas & Simmons 1969, Redd & Birnbrauer 1969). For example, in Wahler's (1969) study of disruptive children, when behavior management programs were employed in the boys' homes, the positive affects of those programs were limited to the home settings. The boys' disruptive behavior continued in their classroom settings until the contingency system also was instituted in the classroom. While this approach to generalization may occasionally be most efficient or perhaps even necessary, recent research efforts have indicated that quite often less intrusive techniques also may be of value when planning for transfer of training (e.g., Kazdin 1975, SulzerAzaroff & Mayer 1977, Wildman &
Exceptional Children, 1980
Journal of Group Psychotherapy Psychodrama and Sociometry, 1986
Sept-cent-soixante-deux enfants de l'enseignement primaire ont ete dans un premier temps test... more Sept-cent-soixante-deux enfants de l'enseignement primaire ont ete dans un premier temps testes pour des evaluations sociometriques (relation aux enseignants, relations interpairs, autoevaluation). Cinq ans plus tard des questionnaires sociometriques ont ete administres a pres de la moitie de l'echantillon de population originaire
Remedial and Special Education, 1984
This investigation used sociometric measures in conjunction with observational techniques in stud... more This investigation used sociometric measures in conjunction with observational techniques in studying the social integration of learning disabled elementary school children. Thirty-four learning disabled and non-LD children were observed on the school playground for a total of 90 minutes each. Few substantive differences between the LD and non-LD groups were observed. The learning disabled children tended to play alone more often. Sociometric questionnaires administered to classmates of the experimental group children indicated that the learning disabled children had lower status than the non-LD children, and that the non-LD children played with about half of the LD children for whom they expressed liking.
Journal of Learning Disabilities, 1986
ABSTRACT
Exceptional Children, 1980
Journal of Educational Psychology, 1977
EXECUTIVE SUMMARY The teacher consulting (CT) program has been in existence for three years at th... more EXECUTIVE SUMMARY The teacher consulting (CT) program has been in existence for three years at three sites in New York State: Buffalo, Finger Lakes BOCES and New York City, Community School District #22, Results of the evaluation activities for the third year of the program reveal the following highlights: 1. Handicapped pupils in the teacher consultant program did not differ statistically on standardized reading or math test scores from pupils placed in the resource room program. Ratings of academic and cognitive performance by classroom teachers indicated that students served by the consultant teacher program function higher than students served by the resource room program. 2. overall, there are no statistically significant criterion referenced achievement test differences between handicapped pupils in the teacher consultant program anc handicapped children in the • resource r om program. 3. overall, there were no statistically significant self concept differences between pupils in the two special education groupi• ngs. 4. The teacher consultant program does not appear to affect referral rates to the Committee on Special Education. There were no statistically significant differences in . New York City between schools having a teacher consultant program available and schools not having the program in place. ¥ 5. School personnel, including general education and consultant teachers, and building principals are highly sup;;ortive of the teacher consultant program. Some principals, mainly in New York City, did express concern, however, about coverage for classrooms during the period of indirect service delivered to general education teachers. 6. Case loads tend to be viewed by special education administrators in terms of number of classroom teachers served rather than in terms of number of handicapped pupils served. A load of five classroom teachers served by the teacher consultant is presently the mode. 7. About 80% of parents of pupils in - the resource room program and in the teacher consultant program tend to be supportive of the program in which their child is enrolled. Parents whose children are in the consultant teacher program support it because they perceive social gains for their children. Parents of children in • ¥ • resource rooms support it because they perceive academic gains for their children. · 8.· The present configuration of the teacher consultant program makes it extremely difficult for pupils to be referred to the . . . program in mid year. Once pupils are assigned to classes during the spring for the following school year, few, if any, handicappec pupils are placed in the classes at a later time. New York City, and more so.Buffalo, were able to place students in mid year, but this required considerable juggling of schedules. 9. Under the present regulatory configuration of the teacher consultant program, schools are not likely to be able to be in compliance with existing special education regulations, especially as they pertain to timeliness of placement. In order to be in compliance, the teacher consultant program in the schools would in all likelihood have to serve fewer than 20 pupils, as was the case in New York City. Alternative configurations, such as clustering low ability pupils in general education classrooms, could be developed to serve more handicapped pupils. ·However, these alternatives would result in inequities in the pupil loads of classroom teachers. 10. There is considerable variability among school districts regarding the purpose of the teacher consultant program, procedures to implement the program, and the characteristics of pupils who should be served by the program.
Exceptional Children, 1981
American journal of mental deficiency, 1973
The social position of integrated and segregated educable mentally handicapped (EMR) children in ... more The social position of integrated and segregated educable mentally handicapped (EMR) children in a traditional school building was compared to that of EMR children in a no-interior wall school. The results indicated that while EMR children in the unwalled school were known more often by their nonEMR peers, they were not chosen as friends more often. Retarded children in _the unwalled school were rejected more often than retarded children in the walled school. Also, integrated EMR children were rejected more than segregated EMR children.
American journal of mental deficiency, 1976
Academic, personal, and social growth were compared for special-class EMR children who were assig... more Academic, personal, and social growth were compared for special-class EMR children who were assigned randomly to regular grades or retained in special classes at three time intervals: prior to the assignment, 2 month after assignment, and at the conclusion of the school year. There were no significant differences between the two groups prior to or 2 months after reintegration. After one school year, the reintegrated children were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior. The hypothesis that the more able students by the learning potential criterion would benefit more from regular than special-class placement was supported. These students expressed more positive feelings toward themselves as students, felt others perceived them as more competent, and behaved more reflectively when they were integrated than when assigned to special class. The high-able (learning potential) students performed more competently acad...
The Journal of Special Education, 1975
The classroom behavior of segregated and integrated EMR children was compared on a 12-category ob... more The classroom behavior of segregated and integrated EMR children was compared on a 12-category observation schedule at three points in time: (1) when all EMR children were in special classes, (2) four months after some children
Journal of Learning Disabilities, 1982
The educational concept of mainstreaming (i.e., placement of handicapped children in the least re... more The educational concept of mainstreaming (i.e., placement of handicapped children in the least restrictive educational environment) is predicated, in part, on the assumption that the specialized teaching techniques and materials in special education classes provide educational experiences that will facilitate the acquisition of adaptive social and academic behaviors. These improved behaviors will allow the handicapped child to demonstrate continued gains through participation in a less restrictive educational environment. Hence, it is assumed that skills learned in a special education setting will be generalized to nonspecial educational settings. These assumptions have contributed, in large part, to the continued acceptance of mainstreaming, despite inconsistent evidence of its effectiveness (e.g., Budoff & Gottlieb 1976, Semmel, Gottlieb, & Robinson, in press). An underlying instructional consideration when programming for a particular student is the degree to which appropriate behaviors generalize from special class settings to regular classes (i.e., settings in which training occurred to other settings). This programmatic factor is known as transfer of training and refers to the generalization of responses from the setting in which training occurred to a different setting or situation in which no training or no different training has taken place (Kazdin & Bootzin 1972). Transfer of training is a frequently overlooked component of mainstreaming programs, as demonstrated in a recent review of applied behavior analysis interventions with learning disabled students' academic performance by Rose, Koorland, and Epstein (in press), who found that only one group of investigators (Jenkins, Barksdale, & Clifton 1978) investigated transfer effects. Yet transfer of training may be of critical relevance to those who train handicapped pupils in a particular setting (e.g., a special or resource class) and then expect those same students to generalize those learned responses to new settings, which have very different stimulus conditions (e.g., the regular classroom). For example, regarding the environmental variable of instructional grouping, Westling, Koorland, and Rose (1981) found that 82% of surveyed special education teachers in a variety of settings reported using a one-to-one instructional ratio more than one-third of the day per student. One may resonably assume that these data do not accurately reflect typical instructional groupings in a regular class setting. This assumption is supported by data reported by Project PRIME (Kaufman, Agard, & Semmel, in press), where the investigators observed individualized educational groupings occurring only 12% of the time. We might conclude, then, that a handicapped child who is used to receiving individual instruction for at least one-third of his or her day may encounter some adjustment problems upon entering a classroom in which the instructional ratio is substantially larger. An inherent assumption in most mainstreaming programs is that transfer of training will occur; although due to a lack of programmatic attention, it may be inferred that it is expected that transfer will occur spontaneously. In fact, Stokes and Baer (1977) classified many efforts to provide for generalization of skills as being of the "train and hope" (p. 351) type. Recent evidence indicates, however, that expectations of naturally occurring transfer are in error; rather, it appears that transfer of training rarely occurs unless it has been purposefully programmed (Jenkins et al. 1978, Kazdin & Bootzin 1972, Lovitt 1977, O'Leary & Drabman 1971, Stokes & Baer 1977). The traditional approach to generalization has been to program specific (perhaps externally controlled) contingencies across settings (e.g., Lovaas & Simmons 1969, Redd & Birnbrauer 1969). For example, in Wahler's (1969) study of disruptive children, when behavior management programs were employed in the boys' homes, the positive affects of those programs were limited to the home settings. The boys' disruptive behavior continued in their classroom settings until the contingency system also was instituted in the classroom. While this approach to generalization may occasionally be most efficient or perhaps even necessary, recent research efforts have indicated that quite often less intrusive techniques also may be of value when planning for transfer of training (e.g., Kazdin 1975, SulzerAzaroff & Mayer 1977, Wildman &
Exceptional Children, 1980
Journal of Group Psychotherapy Psychodrama and Sociometry, 1986
Sept-cent-soixante-deux enfants de l'enseignement primaire ont ete dans un premier temps test... more Sept-cent-soixante-deux enfants de l'enseignement primaire ont ete dans un premier temps testes pour des evaluations sociometriques (relation aux enseignants, relations interpairs, autoevaluation). Cinq ans plus tard des questionnaires sociometriques ont ete administres a pres de la moitie de l'echantillon de population originaire
Remedial and Special Education, 1984
This investigation used sociometric measures in conjunction with observational techniques in stud... more This investigation used sociometric measures in conjunction with observational techniques in studying the social integration of learning disabled elementary school children. Thirty-four learning disabled and non-LD children were observed on the school playground for a total of 90 minutes each. Few substantive differences between the LD and non-LD groups were observed. The learning disabled children tended to play alone more often. Sociometric questionnaires administered to classmates of the experimental group children indicated that the learning disabled children had lower status than the non-LD children, and that the non-LD children played with about half of the LD children for whom they expressed liking.
Journal of Learning Disabilities, 1986
ABSTRACT
Exceptional Children, 1980