TY - JOUR TI - Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation AU - Sabornie, E.J. AU - Kauffman, J.M. T2 - Education and Training in Mental Retardation DA - 1987/9// PY - 1987/9// VL - 22 IS - 3 SP - 139–149 ER - TY - CHAP TI - Sociometry for teachers of behavior disordered students AU - Sabornie, E.J. AU - Ellis, E.S. T2 - Severe behavior disorders of children and youth A2 - Rutherford, R.B. A2 - Nelson, C.M. A2 - Forness, S.R. PY - 1987/// SP - 28–40 PB - College Hill ER - TY - JOUR TI - Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1 AU - Ellis, Edwin S. AU - Lenz, B. Keith AU - Sabornie, Edward J. T2 - Remedial and Special Education AB - Educators have long been concerned with generalization of cognitive interventions. Typically, educators view generalization as a stage of instruction that follows acquisition of a new skill. In an effort to shed light on the problem of generalization with regard to learning strategies, this paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy. A model for generalization is described that emphasizes elements of remedial teacher-, regular teacher-, peer-, and student-mediated techniques for facilitating generalization during all phases of instruction. Studies that illustrate components of the model are reviewed, and future research needs in this area are identified. This article is the first of a two-part series. DA - 1987/1// PY - 1987/1// DO - 10.1177/074193258700800104 VL - 8 IS - 1 SP - 6-20 J2 - Remedial and Special Education LA - en OP - SN - 0741-9325 1538-4756 UR - http://dx.doi.org/10.1177/074193258700800104 DB - Crossref ER - TY - JOUR TI - Generalization and Adaptation of Learning Strategies to Natural Environments AU - Ellis, Edwin S. AU - Lenz, B. Keith AU - Sabornie, Edward J. T2 - Remedial and Special Education AB - This article is the second of a twopart series designed to review the critical features of facilitating generalization and adaptation of learning strategies. In Part 1, a model of generalization was presented along with research supportive of the model and identification of research needs. Essentially, the model views instruction for generalization not as something that comes at the end of an instructional sequence, but rather as consisting of four levels of generalization that transverse instruction—antecedent, concurrent, subsequent, and independent. The purpose of this article is to consolidate a number of studies that describe a unified set of specific instructional techniques that can be used while addressing generalization and to present them as part of an overall instructional approach for learning strategies. Within each level, specific procedures mediated by the special (or remedial) education teacher, regular content teacher, peer, and/or student are illustrated. Each category is followed by a synthesis of related teaching practices. The procedures identified here should not be considered definitive because demonstration of efficacy awaits additional validation; however, they do serve as a basis for planning instruction consistent with what has been learned about generalization to date. DA - 1987/3// PY - 1987/3// DO - 10.1177/074193258700800205 VL - 8 IS - 2 SP - 6-23 J2 - Remedial and Special Education LA - en OP - SN - 0741-9325 1538-4756 UR - http://dx.doi.org/10.1177/074193258700800205 DB - Crossref ER - TY - JOUR TI - Language Skills of Young Low-Vision Children: Performance on the Preschool Language Scale AU - Parsons, A. Sandy AU - Sabornie, Edward J. T2 - Journal of the Division for Early Childhood AB - When the Preschool Language Scale performance of 18 low-vision children ranging from 2 to 4 years of age was analyzed, low-vision children were found to have performed significantly less well than their normally sighted peers on the Auditory Comprehension Quotient, the Verbal Ability Quotient, and the overall Language Quotient. Further analysis revealed a profile of abilities in which low-vision children performed significantly below normally sighted age mates. The language skills in which visually impaired children were delayed are reported here. DA - 1987/7// PY - 1987/7// DO - 10.1177/105381518701100303 VL - 11 IS - 3 SP - 217-225 J2 - Journal of the Division for Early Childhood LA - en OP - SN - 0885-3460 UR - http://dx.doi.org/10.1177/105381518701100303 DB - Crossref ER - TY - JOUR TI - Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils AU - Sabornie, Edward J. T2 - Behavioral Disorders AB - Sociometric ratings assigned by and to behaviorally disordered and nonhandicapped elementary school students were compared. For this comparison, 22 resource room, school-identified behaviorally disordered pupils, who attended at least two regular classes during portions of the school day, were matched with an equal number of nonhandicapped classmates in three schools. The How I Feel Toward Others was administered in 20 regular physical education classrooms enrolling behaviorally disordered students. Results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped ones, assigned higher social rejection to their peers, and received far less acceptance and more rejection from them. Furthermore, the behaviorally disordered and nonhandicapped comparison groups did not differ significantly in assigned acceptance or assigned and received familiarity among their same- and opposite-sex classmates. These findings are discussed with regard to the need for examining the classroom social domain of behaviorally disordered students in totality, and increased awareness of the social reciprocity that occurs among peers. DA - 1987/11// PY - 1987/11// DO - 10.1177/019874298701300104 VL - 13 IS - 1 SP - 45-57 J2 - Behavioral Disorders LA - en OP - SN - 0198-7429 2163-5307 UR - http://dx.doi.org/10.1177/019874298701300104 DB - Crossref ER - TY - BOOK TI - Educational psychology : a developmental approach AU - Sprinthall, N. A. AU - Sprinthall, R. C. DA - 1987/// PY - 1987/// PB - New York : Random House SN - 0394362977 ER -