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Journal of Special Education Technology

1987 Volume 9, Number 1

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Table of Contents

Number of articles: 6

  1. Effects of Video Games as Reinforcers for Computerized Addition Performance

    Saul Axelrod

    Four 2nd-grade students completed addition problems on a computer, using video games as reinforcers. Two variable ratio schedules of reinforcement failed to increase student accuracy or the rate of... More

    pp. 1-8

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  2. Data-Based Teacher Supervision: Evaluating Task Analytic Instruction

    Maryann Demchak & Diane M. Browder

    An observational system is described that collects precise data on the performance of teachers involved in task analytic instruction with severely handicapped students. Discussed are the... More

    pp. 9-18

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  3. Application of a Systems Technology for Formative Education in an Early Childhood Special Education Program

    Stephen W. Stile

    A noncomputerized system was developed for collection, storage, and analysis of student performance data in an early childhood special education program. Formative evaluation data for 12 students... More

    pp. 19-29

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  4. Using the Microcomputer to Match Special Education Teacher Needs with Volunteer Interests

    William M. Krupicka & Michael J. Fimian

    Using "Multimate On-File" on an IBM-PC microcomputer, a system was developed to help local and district school personnel match identified special education classroom needs with volunteer resources.... More

    pp. 30-37

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  5. The Intelligibility of Synthetic Speech to Learning Handicapped Children

    Marjorie Helsel-Dewert & Maud Van Den Meiracker

    Twelve learning-handicapped elementary students were exposed to synthetic speech. Subsequently, the children identified a higher percentage of stimulus words presented by a speech synthesizer than ... More

    pp. 38-44

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  6. Acquisition of Basic Concepts by Mentally Retarded and Nonretarded Children through Video-Presented, Stimulus Conversion Procedures

    Bruce Weinheimer & Paul Weisberg

    Two concepts were taught to mentally retarded and nonretarded third graders (n=88). Both groups learned faster when computer displays continuously converted the concepts either into concept... More

    pp. 45-53

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