Search

This practicum was designed to establish behavioral and assessment criteria for dealing with seriously emotionally disturbed elementary students enrolled in self-contained emotionally handicapped (EH) units. A primary goal was to provide out-of-field EH teachers with an objective tool for continuously assessing students' individual behavioral and affective needs and progress to ensure dynamic and individualized programming for all EH children. The second aim was to establish a behavioral program whereby students moved from external to internal means of controlling inappropriate and dysfunctional behavior. Inservice training sessions on behavioral techniques were provided for teachers and aides, and monthly parent-training sessions were conducted to assist parents in managing their child at home. A three-level system was implemented whereby students could move from most restrictive to least restrictive levels, leading to a return to the mainstream. Positive results were achieved. Teachers logged students' daily behavioral charts and conducted periodic evaluations of the data gathered. The EH students reduced their maladaptive behaviors in class, and more than 50% of the students moved from more restrictive to less restrictive levels. Time-out was substantially reduced and most children attended at least one mainstream class by the end of the 8-month program implementation period. Appendices contain a parent questionnaire concerning discipline, a parent survey form, and a rating sheet for student behavior. (25 references) (Author/JDD)

The ecology of the phytoplankton in Oxwich Bay was investigated during 1978-1979. Two sampling stations were employed, and at each, monthly measurements were made of the following parameters: water temperature, salinity, dissolved inorganic phosphate, silicate, nitrate and chlorophyll a. At each station, phytoplankton samples were collected, and observed microscopically for species composition. Correlations were made between these parameters and the phytoplankton species present. These were then evaluated in the light of other ecological studies carried out in the Bristol Channel, in order to identify the particular parameter or parameters which may have been responsible for controlling phytoplankton species succession. Concurrently, culture experiments were carried out with Navicula sp., Nitzschia sp., Thalassiosira sp., Skeletonema costatum, and Cylindrotheca closterium grown separately and in mixed cultures with the following nutrient enrichments: 1) high phosphate 2) low phosphate 3) high nitrate (a) 4) low nitrate 5) high nitrate (b) 6) high ammonium. The cultures were grown in chemostats and the competitive outcome with each of the enrichments was observed, in order to determine whether changes in the form or level of the nutrients were capable of influencing the dominance pattern. The results of these culture experiments were discussed in relation to the ecological observations.

This practicum was designed to address attention deficit and hyperactive behaviors (ADDH) in the elementary classroom setting. The primary goal was to provide teachers with an effective intervention technique which requires little time and addresses the ADDH syndrome. A second aim was to increase teachers' understanding of the ADDH syndrome and its etiology, and to familiarize regular classroom teachers with current treatment methods for overactive and impulsive behaviors. The Conners' Behavior Rating Scale (Abbreviated Form) was used to identify third-to-fifth grade ADDH students referred by classroom teachers as being overactive and inattentive. Teachers of eight identified students were trained to reinforce and monitor their ADDH children's self-rating and self-instruction. The eight students received training in self-rating and self-instruction when working independently. Weekly meetings were held with the students to raise self-esteem, responsibility, and self-awareness, and to review and reinforce targeted behaviors, work completion, and accuracy in completed work. Results indicated that the students did, in general, decrease their off-task, out of seat, and impulsive behaviors. Work completion increased and accuracy in completed work improved only slightly. Teachers' understanding of ADDH issues increased and teachers reported positive behavior changes among their students. Appendices contain background information on behavior problems, a teacher questionnaire, and rating sheets. (22 references) (Author/JDD)