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Field initiated research : a field based study of the effects of an educational program on school adjustment of mildly handicapped secondary school students : final report

Author: Joyce Leane Perry; Educational Resources Information Center (U.S.)
Publisher: [Raleigh, N.C.] : Wake County Public School System ; [Washington, D.C.] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1986]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
The study investigated short-term effects of a cognitive education program (the Instrumental Enrichment program) on school-related behaviors of 197 mildly retarded, emotionally handicapped, and learning-disabled students, compared to 127 controls. Hypotheses were that Instrumental Enrichment (ie) students would show improvement in cognitive functioning and class/school behavior, while non-IE students would not; that  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Joyce Leane Perry; Educational Resources Information Center (U.S.)
OCLC Number: 25374450
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1991]. 1 microfiche.
Description: 1 volume
Other Titles: Field based study of the effects of an educational program on school adjustment of mildly handicapped secondary school students
Responsibility: Joyce L. Perry, principal investigator.

Abstract:

The study investigated short-term effects of a cognitive education program (the Instrumental Enrichment program) on school-related behaviors of 197 mildly retarded, emotionally handicapped, and learning-disabled students, compared to 127 controls. Hypotheses were that Instrumental Enrichment (ie) students would show improvement in cognitive functioning and class/school behavior, while non-IE students would not; that 2-year subjects would show greater improvement on both functioning and behavior than 1-year subjects; and that mentally handicapped students would improve more than the other two groups. It was not possible to demonstrate that a significant effect resulted from ie training, as neither seventh-grade nor eighth-grade subjects showed an increase in academic performance or reduced absenteeism or behavior problems. The only statistically significant differences were found for schools attended, educational exceptionality, and race. The report summarizes and evaluates the project's first year activities and second year activities and offers a final report. Appendices contain summary statistics for study measures by levels of treatment condition, educational exceptionality category, sex, race, and school. (Jdd).

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