Training Students to Work Independently in the Classroom

Budoff M. Corman L. A comparison of group and individual training procedures on the Raven learning potential measure with black and white special class students. Studies in Learning Potential, 1973, 3, No. 57.

Dunn L.M. Special education for the mildly retarded—Is much of it justifiable?. Exceptional Children, 1968, 35, 2–24.

Gallagher P.A. A synthesis of classroom scheduling techniques for emotionally disturbed children. Focus on Exceptional Children, 1970, 2(5), 1–10.

Hooyman E.L. A comparison of individual and group methods of post laboratory training support. Unpublished doctoral dissertation, The University of Michigan, 1975.

Horvath M.S. A comparative study of achievement and attitude changes as a result of individualized and non-individualized mathematics teaching methods in the seventh, eighth, and ninth grades in Rosamond and Mojave, California, United States International University, 1975.

Johnson G.O. Special education for the mentally handicapped. Exceptional Children, 1962, 29, 62–69.

Kahle J.B. Douglass C.B. Nordland F.H. Anslysis of learner efficiency when individualized and group instruction formats are utilized with disadvantaged students. Science Education, 1976, 60(2).

Lilly M.S. Special education: A teapot in a tempest. Exceptional Children, 1970, 37, 43–49.

Lilly M.S. A training based model for special education. Exceptional Children, 1971, 37, 745–749.

Ludlow G.C. A comparison of student achievement in individualized and traditional electricity-electronics programs and the effects of educators' attitudes. Unpublished doctoral dissertation, Oregon State University, 1973.

Robinson A.G. A compared difference in pupil performance as a function of teacher presented material (1-1), peer (cross-age) presented material, teacher presented material (1 −5), and massed and spaced scheduling of instruction. Unpublished doctoral dissertation, University of Kansas, 1978.

Rodee M.W. A study to evaluate the resource teacher concept when used with high level educable retardates at the primary level. Unpublished doctoral dissertation, University of Iowa, 1971.

Whelan R. Haring N. Modification and maintenance of behavior through systematic application of consequences. Exceptional Children, 1966, 32, 281–289.