Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.     

Audio-Visual Training in the Netherlands

In 1972 the Netherlands Institute for Audio-Visual Media (NIAM) in the Hague established a new department in Rotterdam to provide information and advice on the selection of audiovisual equipment and training in the use and applications of the different media. The information service was to be provided free of charge, but a fee would be charge for the training courses.     

Sink or Swim: Learning by Doing in a Supply Chain Integration Activity*

Studies show that supply chain integration (SCI) is important to organizations. This article describes an activity that places students in the middle of an SCI scenario. The highly interactive hands‐on simulation requires only 50 to 60 minutes of classroom time, may be used with 18 to about 36 students, and involves minimal instructor preparation. Through the activity, students learn the basics of SCI and then analyze an SCI event to better appreciate the need for collaboration and information sharing. In courses that address supply chain management, instructors can use the activity early in the semester to introduce students to the complexities of supply chain networks. Alternatively, instructors may use the simulation later to provoke a more nuanced discussion.     

Sexting Behavior Among College Students: Implications for College Clinicians

The practice of sexting is becoming increasingly common among college students but has the potential to both initiate productive interactions with others and interfere with relationship development. The purpose of this paper is to report on the findings of a study on sexting among college students and to provide a framework through which practitioners working with this population would be able to effectively intervene. Implications for clinical practice include more specific assessment questions for practitioners, focus on better managing riskier behavior, and guidance toward using technology in relationally responsible and supportive ways.     

International coproduction

Dealing with international coproduction of educational films in an article like this asks for a certain introudction. The ever-increasing influence of visual media on the community today and the intensified use of these media in all forms of instruction and education in schools and other educational institutions constitute an inducement to examine the possibilities of international cooperation in the production of these media.     

Mentoring for inclusion: A model class for special and general educators

Abstract

The following paper presents content and outcomes of a model class for instructing general and special educators in best practices of inclusive education. Key components of the class were (a) an emphasis on cooperative learning and team decision making, (b) highly structured problem‐solving activities, and (c) the use of in vivo case studies involving children with disabilities in local schools. These components were designed to model professional activities associated with the successful inclusion of children with disabilities in general education classrooms. Course content is supported by brief reviews of related research. Course outcomes, problems encountered, and recommendations for replication are presented.