Granite State College

<p>Table S1: Compiled zircon U-Pb crystallization ages for Cambrian–Ordovician igneous rocks in NE Gondwana. Table S2: Compiled Nd isotopic geochemical data calculated at ca. 500 Ma. Table S3: Compiled early Paleozoic metamorphic dates.</p>

Problem behavior is common in early childhood special education classrooms. Functional communication training (FCT; Carr & Durand, 1985) may reduce problem behavior but requires identification of its function. The trial-based functional analysis (FA) is a method that can be used to identify problem behavior function in schools. We conducted trial-based FAs and FCT with 3 children in an early childhood special education setting. All trial-based FAs resulted in identification of behavioral functions, and subsequent FCT led to reductions in problem behavior and increases in communication.

The “Math by the Month” activities are designed to appeal directly to students. Students may work on the activities individually or in small groups. No solutions are suggested so that students will look to themselves as the mathematical authority, thereby developing the confidence to validate their work.

This study longitudinally compares the costs and effects of two alternative forms of early intervention that differed with respect to the roles assumed by parents and professionals: a home parent training intervention and a clinic-based, low parent involvement intervention. Results of follow-up testing 42 months after the initiation of the interventions indicated that the home parent training group performed as well as the clinic-based group on measures of speech and language functioning, the primary area of delay for all subjects, as well as on measures of general development and family functioning. The comparable longitudinal effects of the two interventions examined in this study support the viability of programs that offer options to parents and the need for interventionists to be trained broadly enough to be able to assume a variety of roles and to provide a range of services.

The literature describes the importance of programming across varied educational environments to help handicapped students to succeed in mainstream settings. Yet it is often left to the resource teacher to integrate various programs and techniques into a functional working model. This case study of one successful resource program describes eight structures and techniques used across the environments of the regular classroom, playground, lunchroom, and resource room. Over a 4-year period there was a 42% reduction in number of students classified as handicapped even though school enrollment grew by almost 38%. There was also a 58% reduction in the amount of "pull-out-" programming for resource students.

Fifty-two household interviews were held with families who had self-terminated from a child guidance center. The purpose of these interviews was to determine reasons for self-termination and to measure the effectiveness of the center's program. Findings indicate that the most common reason for self-termination was (1) parents' expectations of therapy were not fulfilled, (2) general dissatisfaction with services, and (3) lack of progress. However, many of the self-terminators rated the center program highly and therefore it was concluded that many self-terminators do not actually reject psychotherapy. Inferences about the causes of self-termination and its alleviation are made.