MULTIMEDIA IN EDUCATION AND SPECIAL EDUCATION -- MULTIMEDIA IN EDUCATION AND SPECIAL EDUCATION -- CONTENTS -- PREFACE -- THE EFFECTS OF TEXT, GRAPHIC IMAGES AND AUDIO ON LEARNING -- ABSTRACT -- INTRODUCTION -- Multimedia and Instruction -- History of Instructional Media Research -- The Information Processing System -- Visual Images and LTM -- Multiple-Channel Theory: Dual Coding of Information -- Display Modality and Working Memory Code -- Knowledge Type and Multimedia Instruction -- Declarative and Procedural Knowledge -- Individual Differences and Multimedia Instruction -- Cognitive (Learning) Styles, Strategies and Instruction -- The Matching Hypothesis: Learning Style and Instructional Methods -- Multimedia CAI and the Verbal/Visual Cognitive Learning Style -- Validity of the Verbal/Visual Cognitive Learning Style -- The Present Investigation -- Hypotheses -- METHOD -- Participants -- Experimental Design -- Measures -- Background Questionnaire -- Ability Tests -- Cognitive Learning Style Questionnaire -- Attitude to Lesson -- Recall Test -- Apparatus -- Computer Hardware -- Computer Software -- Computer Assisted Instruction Task -- Lesson Design -- Screen Layout -- Lesson Content -- Lesson 1: Introducing Mobile Telecommunications -- Lesson 2: Using Messaging Services -- Procedure -- Research Context -- Experimental Overview -- Session A -- Session B -- RESULTS -- Preliminary Analyses -- Background Questionnaire -- Ability Tests -- Learning Styles Questionnaire -- Attitude to Lessons -- Recall Test -- Hypothesis Testing -- CONCLUSION -- Contributions to the Literature -- Theoretical Considerations -- Reconciling Single- and Multiple-Channel Theories -- Implications of the Developed Framework -- Challenging the Role of Multimedia -- REFERENCES -- DO ILLUSTRATED INSTRUCTIONAL BOOKS PROMOTE MULTIMEDIA LEARNING? -- ABSTRACT -- INTRODUCTION.

METHOD -- Textbook Selection -- Textbook Analysis -- RESULTS -- Space Occupied by Illustrations in the Textbooks -- Frequency of the Types of Illustrations in the Textbooks -- DISCUSSION AND CONCLUSIONS -- ENDNOTES -- REFERENCES -- THE RISE OF THE COMPUTER AS AN ASSISTIVE TECHNOLOGY FOR EDUCATION IN CHRONIC MUSCULOSKELETAL DISEASE -- ABSTRACT -- INTRODUCTION -- COMPUTER ASSISTED LEARNING -- THE INTERNET -- COMPUTER GAMES -- CONCLUSION -- REFERENCES -- RELATIONAL FRAME THEORY AND BEHAVIORAL INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM AND OTHER DEVELOPMENTAL DISABILITIES -- ABSTRACT -- INTRODUCTION -- The History of Early Intensive Behavioral Intervention -- SKINNER'S ANALYSIS OF VERBAL BEHAVIOR -- Advanced Language, Stimulus Equivalence, and Relational Frame Theory -- METHODOLOGY -- Participants -- Setting -- Materials -- Research Design -- Procedure -- Baseline -- Probes for the Derived Transfer of Mand Function -- Interobserver Agreement (IOA) -- RESULTS -- CONCLUSION -- Extended Applications of RFT to EIBI Programs -- SUMMARY -- REFERENCES -- THE USE OF A RACETRACKS PROCEDURES TO IMPROVE THE ACADEMIC BEHAVIORS OF STUDENTS IN SPECIAL AND REMEDIAL EDUCATION: SUGGESTIONS FOR SCHOOL PERSONNEL -- ABSTRACT -- A BRIEF HISTORY OF RACETRACK PROCEDURES -- GENERAL CHARACTERISTICS AND COMPONENTS OF RACETRACK PROCEDURES -- Reading Racetracks -- Materials -- What to Score and Measure on Reading Racetracks -- Criteria for Changing Reading Racetracks -- General Procedures for Using Reading Racetracks -- Error Correction with Reading Racetracks -- Math Racetracks -- Spelling Racetracks -- FUTURE DIRECTIONS FOR RACETRACK PROCEDURES AND RECOMMENDATIONS FOR SCHOOL PERSONNEL -- ACKNOWLEDGEMENTS -- REFERENCES -- ANALYSIS OF SOCIAL STORIES INTERVENTIONS TO TEACH SOCIAL SKILLS TO STUDENTS WITH ASD -- ABSTRACT.

PHASE 1: IDENTIFYING PROCEDURAL COMPONENTS AS REPORTED BY INVESTIGATORS WHO HAVE IMPLEMENTED SOCIAL STORIES, AND DEFINING A MODEL SOCIAL STORY INTERVENTION PACKAGE -- Method -- Results and Discussion -- Demographics and Dependent Variables -- Independent Variables: Commonalities -- Independent Variables: Dissonances -- Treatment Effectiveness -- Model Intervention Package for Social Stories -- PHASE 2: IMPLEMENTATION OF THE 10-STEP APPROACH TO CONSTRUCTING AND EVALUATING SOCIAL STORIES -- Method -- Participants -- Identification and Training of Project Staff -- Dependent Measures -- Independent Measures - The Application of the Model 10-Step Approach -- Materials -- Setting/Procedures -- Experimental Design -- Data Collection Procedures -- Data Analysis -- Treatment Integrity and Reliability of Observations -- Social Validity -- Results and Discussion -- Settings and Context -- Procedures -- Participants -- Limitations -- Future Research -- Conclusions -- APPENDIX : SOCIAL STORIES AND COMPREHENSION QUESTIONS USED IN PHASE 2 -- Johnny's Story -- Susan's Story -- Henry's Story -- Peter's Story -- Kevin's Story -- Brandon's Story -- REFERENCES -- VIRTUAL REALITY AS A TOOL TO IMPROVE THE QUALITY OF LIFE OF PEOPLE WITH AUTISM AND LEARNING DIFFICULTIES -- ABSTRACT -- INTRODUCTION -- AUTISM AND LEARNING DIFFICULTIES -- BACKGROUND -- ADVANTAGES OF VR TOOLS FOR PEOPLE WITH AUTISM AND LEARNING DIFFICULTIES -- Environment Understanding -- From Literality to Symbolism -- Social Abilities -- DESCRIPTION OF VIRTUAL REALITY APPLICATIONS -- Virtual Supermarket -- Virtual School -- DEVELOPMENT -- EXPERIMENTAL ASSESSMENT -- SOME RESULTS -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- DISPROPORTIONALITY IN SPECIAL EDUCATION: SYNTHESIS, ILLUSTRATIONS AND IMPLICATIONS -- ABSTRACT -- ABBREVIATIONS -- INTRODUCTION TO DISPROPORTIONALITY.

MEASUREMENT OF DISPROPORTIONALITY -- EXTENT OF DISPROPORTIONALITY -- CAUSES AND CONTRIBUTORS TO DISPROPORTIONALITY -- SUMMARY AND FUTURE DIRECTIONS -- CURRENT INVESTIGATION: DISPROPORTIONALITY IN OHIO -- Methods -- Data Analysis -- Results -- CONCLUSION -- Addressing Disproportionality -- REFERENCES -- WHAT'S IN A NAME? THE INCONSISTENCIES IN SPECIAL EDUCATION DIAGNOSES AND LABELS -- ABSTRACT -- INTRODUCTION -- Special Education before IDEA -- IDEA IN THEORY -- IDEA IN PRACTICE -- Inter-and Intra-state Variability in Diagnostic Criteria -- IDEA and IQ -- IQ and the Over-representation of Minorities in Special Education Classrooms -- IQ Changes over Time: The Flynn Effect -- CONCLUSION -- Psychosocial Implications -- Financial Implications -- Legal Implications -- Recommendations -- ACKNOWLEDGMENT -- REFERENCES -- REALISTIC MATHEMATICS EDUCATION FOR YOUNG STUDENTS WITH SPECIAL EDUCATIONAL NEEDS -- SUMMARY -- INTRODUCTION -- THEORETICAL FOUNDATION -- Learning Mathematics: A Cyclic and Continuous Learning Process -- Modes of Interaction -- Meaningful Learning: Physical Concrete or Common Sense Concrete? -- LEARNING MATHEMATICS BY INTERACTION -- What is Meant by Interactive Problem Solving Lessons and how are these Lessons Designed -- How the Lessons Actually Take Place -- PRACTICAL IMPORTANCE -- RESEARCH IN YOUNG STUDENTS WITH SPECIAL NEEDS -- DISCUSSION -- REFERENCES -- USING UNIVERSITY-BASED CONSULTATION TO IMPLEMENT POSITIVE BEHAVIOR SUPPORT INTERVENTIONS IN THE CLASSROOM -- ABSTRACT -- INTRODUCTION -- CONSULTATION FRAMEWORK -- CONSULTATION MODELS -- School-Based Consultation -- University-Based Consultation -- CASE ILLUSTRATION -- The Students -- Functional Behavioral Assessment -- Intervention -- Interobserver Agreement -- Percentage of Nonoverlapping Data -- Outcomes -- SUMMARY -- CONCLUSION -- REFERENCES.

PATIENT EDUCATION IN AN ACUTE CARE SETTING -- ABSTRACT -- INTRODUCTION -- METHODS -- RESULTS -- DISCUSSION -- REFERENCES -- EMBRACING DATA: POTENTIAL USES FOR DATA LOGGING IN ONLINE LEARNING ENVIRONMENTS -- ABSTRACT -- INTRODUCTION -- AN OVERVIEW OF ONLINE EDUCATION AND DATA-LOGGING IN THE U.S. -- DATA LOGS AND ONLINE COMMUNITY -- DATA LOGS FOR LOGISTICAL PLANNING -- DATA LOGS FOR INSTRUCTIONAL INDIVIDUALIZATION -- DATA LOGS AND ETHICS -- CONCLUSION -- REFERENCES -- INDEX.