Predictive text entry with PAL and children with learning difficulties

Nine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key-saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non-reader and, although progress was slow, a significant improvement in the child's work was observed.     

Time-in/time-out as a response to noncompliance and inappropriate behavior with children with developmental disabilities: Two case studies

Time-in and time-out were used to treat inappropriate and noncompliant behaviors in a child with severe language disabilities and a child with a moderate mental disability and cerebral palsy. The target behaviors for Jeremy were compliance with first-time presented teacher instructions, elopement and aggression. Prior to intervention, archival baseline data for Jeremy suggested a compliance rate with teacher directives of approximately 9% and a high frequency of elopement and aggression. Following implementation of a compliance training package, compliance to teacher directives increased to 97% within the first week of intervention and minimal instances of elopement and aggression. Two, 24, and 40-week follow-up compliance checks yielded mean rates of 98%, 99%, and 98% respectively and no elopement or aggression. Reduction in object tossing behaviors was targeted for Jenny. Archival baseline, indicated through parent report, suggested tossing rates of 80% of the times objects were in hand. Frequency of object tossing behavior decreased to a near-zero level during intervention. The use of this intervention package with children in an effort to deter future chronic noncompliance and inappropriate behavior is discussed. © 1997 John Wiley & Sons, Inc.     

The function of uncertainty reduction in alleviating primary tension in small groups

Two studies manipulated levels of uncertainty and employed self report, observer‐ratings, and behavioral coding to assess primary tension in groups. Results indicate that a) participants cannot differentiate levels of primary tension in groups, b) observers can reliably detect differences in primary tension behaviors, and c) these tense group behaviors decrease as uncertainty is effectively reduced.     

In Defence of the Modernist Project in Education

This paper advocates the concept of critical modernity, in contradistinction to that of postmodernity, in orientating the practice of education. It draws on work in anthropology, and the writings of Giddens and Habermas, in support of a re-vivified project of modernity. It also presents ideas from on-going communication styles research that may give efficacy in education to Habermas's concept of communicative action.