DOCUMENT RESUME ED 098 780 · DOCUMENT RESUME. EC 070 574. Daley, Marvin F.; And Others Special...
Transcript of DOCUMENT RESUME ED 098 780 · DOCUMENT RESUME. EC 070 574. Daley, Marvin F.; And Others Special...
ED 098 780
AUTHORTITLE
INSTITUTION
SPONS AGENCY
GRANTNOTE
EDRS PRICEDESCRIPTORS
IDENTIFIERS
DOCUMENT RESUME
EC 070 574
Daley, Marvin F.; And OthersSpecial Education Evaluation Project for UniversityAffiliated Facilities. Final Report.Michigan Univ., Ann Arbor. Inst. for the Study ofMental Retardation.Bureau of Education for the Handicapped (DHEN/OE) ,
Washington, D.C.OEG-0-72-4321(603)428p.
MF-$0.75 HC-$21.00 PLUS POSTAGEExceptional Child Education; *Mentally Handicapped;*Professional Education; Program Descriptions;*Program Evaluation; *Teacher Education;Universities*University Affiliated Facilities
ABSTRACTThe final report of the Special Education Evaluation
Project for 16 University Affiliated Facilities (OAF) centersprovides a chronological review of the project which focused on thetraining of persons to work with mentally retarded or otherhandicapped individuals. Outlined are project objectives includingthe development of descriptors useful for program description andevaluation, the identification of possible future programs activitiesin the UAF, and dissemination of techniques in contextual evaluationto aid in the development of product outcome objectives. Datacollection included the tabulation of demographic informationconcerning trainees and questionnaires for program directors and sitevisitors. Among findings reported are the high number ofundergraduates in the training program; the provision of training indisciplines such as special education, psychology, social work,speech and language, and nursing; the rapid evolution of programs asseen by program directors; and use of OAF-University settings by 80percent of the training programs. Major recommendations include theassistance of federal agencies in the establishment of a modelinformation retrieval system, the preparation of a statement ofdisciplinary and interdisciplinary objectives for trainees, and thedevelopment of a standardized reporting format for the individualtrainee. The major portion of the document consists of appendixeswhich detail data collection procedures, and list centers with namesand addresses of program directors. (DB)
SPECIAL EDUCATION EVALUATION PROJECT
FOR UNIVERSITY AFFILIATED FACILITIES
FINAL REPORT
ISM
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Leonard C. Burrello, Project Director
Marvin F. Daley, Principal Investigator
James E. Siantz, Chief Research Assistant
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A Cooperative Evaluation Project Between University Affiliated
Facility Consortium, Bureau for Education of the Handicapped,
Office of Education, Department of Health, Education
and Welfare, and the Institute for the Study of
Mental Retardation and Related Disabilities,
The University of Michigan.
The project presented or reported herein was
performed pursuant to Grant OEG-o-72-4321(603) from
the Bureau for Education of Handicapped, U.S. Office of
Education, Department of Health, Education and Welfare.
The Points of view expressed are those of the contrib-
uting authors and do not necessarily reflect the pos-
ition or policy of the U.S. Office of Education and no
official endorsement by the U.S. Office of Education
should be inferred.
CONTENTS
A.
ACKNOWLEDGEAENTS
3
B.
INTRODUCTION
5
I.
EVALUATION PROJECT HISTGRY
7
OBJECTIVES FINALIZED
8
DATA COLLECTION
Overview
9
SEEP Unit
1- Description
15
IV.
OVERVIEW OF DATA ANALYSIS
31
V.
DATA PRESENTATION AND ANALYSIS FOR UAF'S
A.
UNIT
I33
B.
UNIT II
81
VI.
DATA DISSEMINATION
9)
VII.
MAJOR FINDINGS
101
VIII.
MAJOR RECOMMENDATIONS
107
BIBLIOGRAPHY
109
Page 1
CONTENTS (cone...)
APPENDIX A
110
Unit
11)1
Unit
iDirections
119
Unit 11 Questionnaire
129
Site Visitation
Interv!ew Protocols
145
Site InterviewResponses
157
APPENDIX B
159
"ndividuai Interview Summary
per UAF
Individual Tables
per UAF
APPENDIX C
321
SEEP
Dissemination-Review Conference
May 28-29
Agenda
323
Sample Feedback Form
325
Minutes
327
Evaluation of Conference
341
Minutes AUAF Evaluation
- May 30
345
Disciplinary & Interdisciplinary
Evaluation Panel
- May 30
355
Letter of Commendation from
Indiana
361
APPENDIX D
Sample Standard Reporting
Form
365
Exercises for Instructional
Objective
Preparation
367
APPENDIX E
Listing of renters and
Names and
Addresses: of Program Directors
379
Page 2
ACKNOWLEDGEMENTS
As Project Director it is
appropriate to
thank the number of people who
provided the Special
Education Evaluation Project with
large amounts of
time which either was not clearly
rewarded cr
reimbursed by the grant itielf.
Marvin Daley began and continues
to give of
his time in spite of his
current position in
Columbus.
His overall guidance and direction
enabled the project tomove from a number of discrete
parts into an integrated whole.
James Siantz as our
chief research assistant handled
volumes of data,
and handled production and publication
coordination.
Robert Parnes our computer
programmer developed
special id programs in
a remarkable short time.
Jules Shrage handled design
aspects of the SEEP Dis-
semination-Review Conference, and designed
the
package entitled Exercises for Instructional
Objective Preparation.
0,,Ir other research assistant's madecritical
contributions throughout the project.
Richard Allers,
Mary Jane Liliy, Mary McKenna, and
most important
Sara Brown, who coordinated the
preparation of the
f:nal report.
Secretary's Jean Harris, Kitty Remmert,
and Cheryl Ellison
gave their time willingly and
graciously, each working in different
time frames.
The Regional Committee of the
Consortium,
individual program directors in
each UAF, plus their
trairing director deplrt-Ient chairmen,
staff and
students deserve a special mention.
They too gave their time in
interviews, site visits, and
survey questionaires.
The Regional Committee also
participated in the development of the
pilot data format,
both in Ann Arbor, and
at hone.
They were: Dr*. Ann
Clark, Wisconsin; Steven Forness,
UCLA; John Guthrie, JFK;
Arthur Benson, Donald Gavin, and
evaluator William
Loadman, 0.S.U.; and Jay Roteberg from
Florida.
The Project Staff
was especially appreciative
of the consistent,
thorough and invaluable
feedback
given the project activities
at each critical juncture
by Dr. Steven Forness
of UCLA.
We especially
want to
thank Dr. Lawrence
Turton for his helpwith the final
editing of the document.
With unreimbursed
project staff time,
we estimate
at least 90 personal days
were spent by Consortium
personnel and personnel
at each UAF to make
the SEEP
a reality.
This translates
to over 17,000 dollar;
above the basicgrant of 30,000 dollars.
Our federal
officers Drs. RichardWhelan, Warren
Aaronsen ana Phillip
Burke provided needed
assistance throughout
the project.
LCB
Page 3
I
INTRODUCTION
This final report of the Special Education
Evaluation Project (SEEP) has been organized in
achronological order tovering events starting with
the conception of the Consortium and the initial
funding of the evaluation project in June of last
year.
When reviewing the stated goals and objectives
in the original proposal it should be noted that
subsequent statements of project goals and objectives
aie well within its context.
Efforts were made
early in the prlject to clarify and specify through
a consensus on three separate occasions,
the November
Regional Meeting, the meeting with BEM ,ssrsonnel in
Ann Arbor, and a December meeting with Division of
Tra'ning personnei at the Bureau, a set of objectives
that would guide the project.
Subsequent activities were pilrt data forms,
data collection, preliminary data analysis,
reliability and validity check in Atlanta, dissemin-
ation of tentative findings to Consortium and UAF
disciplinary personnel collection of data input,
final analysis, and report writing.
A complete set
of data collection instruments and individual UAF
data car, be found in the Appendices.
The latter represents a brief sample of whac
the 2aca bank is now capable of generating for
individual programs at the UAF's.
Major findings
and recommendations are presented in Sections VII
and VI 'l
These two parts serve as a summary to the entire
project. If you have any further questions concerning
objectives, prodedures, analysis, or findings and
recommendations, write Leonard C. Burrello, Program
Director, 130 S. First Ave.
ISMRRD, Ann Arbor, Mich.
48108.
Page54
1.
ciALUATION PROJECT HISTORY
Manpower development is the major mzndate
accepted by UAF centers.
Trainees are from 1
variety of disciplines and
are either now se,ving
or preparing to serve the mentally retarded and
other handicapped individuals.
The manpower training
responsibility has been carried
out largely through
a variety of clinical service projects and in-service
training activities:
Special Education is one of
the many disciplines within the UAF engaged
in this
enterprise.
Like other disciplines, the UAF Special
Educators have joint appointments, usually with the
Department of Special Education in the School of
Education.
This helps to insure mutual communication
and efforts towards achieving the goals and object-
ives of the University department.
Eighteen Special
Education divisions of the thirty-five UAF's
across
the country are currently receiving funds from the
Bureau for the Education of the Handicapped.
Originally, funds oere received from the
Department
of Maternal and ChAd Health to
the mid 1960's local
funding for Special Education components
came wider
the Bureau for the Education of the Handicapped.
The
Bureau has been considering the issuance of
a state-
ment concerning the role and function of the UAF's
Jithin their training priorities and criteria
to be
used as a basis for evaluating the centers.
Coupled
with the goals of the Special Education UAF Consort-
ium, this BEH objective led to Ccnsortium
to the
development of :his Evaluation Project.
The project
was funded on June 22, 1972 with Dr. Leonard Burrellc
from the University of Michigan UAF
as Project
Director.
Negotiations between representatives of
the
Consortium, the regional committee composed of
the
Special Education Program Director from each
of the fi
regions of the country, and BEH representatives
led to
a c
velopment of the project's objectives.
1. To develop a set of "descriptors"
that can
be used to make statements about the
inter-
disciplinary education and training functions
of the UAF Special Education
components and
are:
A.
To describe the present state of
individual programs
B.
To generate an evaluation scheme
These descriptors are to be used
by:
I.
Special Education 6AF personnel
2.
Bureau staff of field readers
3.
University academic staff
4.
UAF aGministratioA
5.
Other IJAF disciplines
11. To develop possible future
program activities
related to SpeLia! Education's role
in the UA
Ill. To develop
a proper Format for presenting
qua
ifiable data for use in
progress reports and
report out on quantifiable data collected.
IV. To share with Progr:±m Directors
techniques in
contextual evaluation a
a first step in develop-I
ing product outcome objectives in
their con-
tinuation proposal.
Page 7
II.
OBJECTIVES FINALIZED
The following objectives
were legitimated at
the regional meetingon November 9, 1972.
1. To develop descriptors
that can be used to
make statements about the
interdiciplin-
ary education and training functions
of
UAF Special Educational
components ;n order
to:
ADescribe the present
state
cf individual
programs, and
B.
Generate an evaluation scheme,
these descriptor3 to he used
by:
1.
Special Education
UAF personnel
2.
Bureau staff and
field readers
3.
University academic
staff
4.
UAF administration
5.
Other UAF disciplines
11. To identify possible
future program activ-
ities related to the Special
Educational
role in the UAF.
Ill. To developa format for presenting quant-
itative data for use in
progress reports.
IV. To share
with Program Directors techniques
in contextual evaluation
as a first step
in developing productoutcome objectives
in their continuation proposals.
The aim of Objective 1
was to describe the presen
status and activity of individual
UAF Special Educatio
Training Program
This was considered
a necessary fi
step in the provision of
a data base before a comprehe
sive evaluation
program could be undertaken.
Objectiv
11 was agreed
upon to promte a description of Special
Education role possibilities
and program activities
ge
erated around that role.
Objective 111 was intended
tprovioe a data base for further
evaluation and Object;
1V was to disseminate
information on the project and
prepare the Program Directors for participationand ex
pectatiol in future evaluation.
III.
DATA COLLECTION
A.
Description of Data Sources
The UAF funding proposals provided
our initial
data sources.
Attempts were made to establish areas
of commonality among programs around which
a com-
prehensive description could be generated.
Areas of
commonality were seen such as (I) program functions-
training, clinical service and research; and (2)
subfunctions: diagnosis, prescription, treatment,
consultation, instructional technology, and research.
The regional directors of the UAF Special
Education components served as a data base to confirm
the validity of a description through function.
They
likewise provided solicited input toward the develop-
ment of Unit I, the data gathering tool used to
implement Objective 1.
Fach regional director was
asked to complete an initial draft of the grid to
determine its usefulness and feasibility and to make
appropriate changes.
A number of telephone calls
.also served as a data source both for informative
conferences and mutual problem-solving with individ-
ual directors.
Previous activities had been taken to describe
aspects of the Special Education program and the UAF's
such as F. Arthur M. Benson's "University Affiliated
Facilities and Special Education--A Position Paper,"
Ann Clark and Jay Rotberg's trainee definition grid,
and
he Mayeda Reports.
These all served as a base
for developing data collection tools.
During the November Regional Meeting 1972,
Drs. Balow and Aaronson also met with the project
staff and discussed their concerns for the project. They
re-affirmed the goals and objectives discussed.
In December, 1972, trs. Burrello and Daley met with
Dr. Richard Whelan, the new Director of Training within
the Bureau and Drs. Aaronson, Burke and Sontag.
This
meeting was set up to determine the Bureau's position
on
UAF's and to seek confirmation of the Evaluation projects
objectives since Dr. Below, the out going director
felt he could not comment on the position the Bureau
would take.
There were three major outcomes from this meeting.
First, the Bureau staff requested quantifiable data
regarding trainees.
Second, the Bureau staff indicated
that there was a concerted effort in the federal
govern-
ment for proposals written in more operational, and hence
measurable terms.
therefIre, they recommended that
dollars should be reallocated in the budget
to develop
an instructional package for use as part of the May
dissemination meeting with program directors within UAF's
Third, if this reallocation were to occur,reduction of
travel support to the Atlanta meeting of AAMD
was the
place Bureau staff recommended reductions.
While main-
taining sites visitations, travel support
was reallocated
for all but eight program directors who did
receive eithe
total or partial reimbursement to Atlanta.
In addition to the Program Directors, other
individ-
uals became data sources during the site visitations
(e.g. UAF Directors, University Special Education
Chairman, and students) whose input could be used
in
meeting all four objectives.
Page 9
111.
DATA COLLECTION
(cont.)
The workshop at the AAMD conference in Atlanta
provided the opportunity for the Program Directors
to review the data collected, to become familiar with
the method of data retrieval, and to evaluate the
adequacy and accuracy of their program's description
and data representation.
B.
Description of Data Tools
1.
Unit
1 was designed to meet Objective
I, that is to develop a set of descriptors
used to make statem'nts about the interdis-
ciplinary education and training functions of
UAF Special Educational components.
A grid
was designed to allow a description of a
great variety of inter-related functions and
programs.
The construction of the grid was
based on four areas of counnonalityamong the
UAF's:
1)
their emphasis on the training
function (thus the involvement of
a trainee and his program)
2)
their use of clinical se-vice
as
a training vehicle (thus the im-
pact target)
Page
10
3)
their common division of training
into components (represented on the
grid as diagnosis, prescriptions,
treatment, consultation, instruction-,
al technology and research)
4)
their training in knowledge and
skill areas (thus a variety of
con-
ditions, measures and actions for
each performance outcome.)
111.
DATA COLLECTION
B.
Description of Data Tools
1.
Unit 1 was prepared on four differently
colored sheets.
The colors represent various acad-
emic levels of UAF students (i.e.,
green paper,
undergraduate; grey paper, Master's; blue
paper,
Doctoral; and white paper, others).
Each set of four represents
a particular
academic discipline.
The Program Directors
were
asked to complete an academicset for each of the
disciplines which are involved in Special
Education
Training at the UAF.
The grid allows for a descrip-
tion of the Special Education Training
program
(given the functional
components of diagnosis,
prescription, treatment, consultation,
instructional
technology, and research) for
a given population of
trainees In the follcwing terms:
1)
a description of trainee type---
his discipline
his academic level (UG, MA, Post MA, Other)
h;s service level (Pre- or In-service)
total hours of contact (0-300+)
his supervisor type (discipline and
agency
represented, function with agency)
2)
a description of conditions under which
Knowledge or Skill training cf this trainee
type occurs for each training component--
the organizational structure of the UAF
the setting where training
occurs
the materials used
the training vehicles used
IIT
3)
a description of the desired Knowledge or Skill
outcomes for this trainee type for each trainin
component
4)
a description of measures used to evaluate the
Knowledge or Skill performance of this trainee
type in each of the training components
5)
a quantitative description of the affected
population (the impact target receiving
the
effects of the training) In terms of
age,
degree and type of handicap,
sex, ethnic group,
socio-economic statue.
Unit 1 serves two major
purposes:
1)
Product---content
It allows a multi-dimensional description
of
many possible aspects of the UAF Special
Education training programs.
The focus is on
the trainee and the training he receives
in
each of the components under
a variety of
conditions, desired outcomes, and
measures.
2)
Process---structure
It is designed to guide t'--Q directors
through
the elements of an instructional
objective
(i.e., trainee, condition,
action verb,
measures, impact target).
leads to a
logical consideration of
,, am description in
terms of an objective statement.
The actual
process of identifying and recording the
required data entries is
an exercise in develop-
ing skill/knowledge in the
use of objectives
in program description.
Page 11
H. DATA COLLECTION
B. Description of Data Tools
2.
The purpose o' Unit II, corresponding
to Objective !I was to provide UAF Special
Education Program Directors with informa-
tion about their division basic
to decision -
making in the training
area.
Unit II
is a
cck!:st divided into three sections.
Each
section consists of a series of questions
dealing with the relationship between
evaluation and the Special Education
train-
ing program.
Part
Iasks questions concern-
ing the development of instructiona!
objectives
and their use in the decision-making
process
in the UAF, the nature and
purpose of
evaluation and provisions for evaluation
review.
Questions in Part II deal with the
rationale behind objective
statements, the
standards of assessment,
program content,
assessment of trainees, evaluation of the
Special Education training unit, and the
relationship between instructional evaluation
and strategies, procedures, and
content.
Part III asks questions concerned
with the
way evaluation information is used (i.e.,
to improve communication, for management,
coordination, or instruction).
The Program Directors were requested
to give a qualified
"yes", "no", or
"uncertain" response to each of the questions
using the following code
as each relates to
their particular program:
(1) "Yes"
responses:
1.
in a very small portion of
instances
Page 12
I.
Y.
2.
in
some but not the majority of instances
3.
in
the majority of instances
4.
in
all instances
(2) "No"
responses:
5. this feature does not exist in
my UAF
6. in addition, this feature
would not be
applicable to my UAF
(3) "Uncertain"
response
In addition, Unit II provided
a means of
determing communication
patterns, within the parti
ular UAF, and with the University
Special Educatio
Department.
Specific sections of Unit II
were als
completed by the UAF Training Director, the
person
responsible for coordinating traing from all
dis-
ciplines; and the University Special Education
Department Chairmen, representing the
strongest
affiliation based on number of trainees.
The comparison of the information provided
another means of defining the organizational
relationship of the Special Education Division.
Ttraining by the Special Education division and
its
evaluation is contingent upon formal and informal
input from the entire UAF and Special Education
Department.
C. Site Visit Questionnaire
!site visits wete mace tc each of
the UAF educa
tion programs to 'cifitz'te information
gathering
for all project objectives.
A questionnaire
was
developed as a basis for site visitor
interviews.
Each of the following personnel
was considered a
111.
DATA COLLECTION
B.
Description of Data Tools
C.
Site Visit Questionnaire (cont.)
data source by the evaluation project:
the Program Director in Special Education,
the Director in UAF Training in the
Special Education Department, the Chairman
and faculty within the University.
There were two purposes for the site
visitations:
1)
Increase reliability of data
entry on unit form 1
& 11.
2)
Obtain informal estimate of validity
of the data.
Although ;t took several forms (see
Appendix A), the questionnaire led to
basic information on seven questions:
I)
Dynamics of the determination of
training priorities (i.e. role of
the Program Director and Director of
Training, relationship of Special
Education priorities to overall UAF
priorities.
2)
Dynamics and factors of goal and
objective achievement and/or failure.
3)
Dynamics of relationship between
Special Education component and
other programs in the UAF and Special
Education Department.
4)
Description of Training Program
(as additional to Unit 1).
5)
Description of funding sources, re3ources
and priorities.
6)
Expectation for Workshop (Objective 1V)
7)
Discuss:on of completion of Unit 11.
In addition, the Special Education Program
Directors were asked questions relating to the
evaluation, reliability and utility of data
source Unit 1.
Page13/
SEEP Data Collection Form Unit
1
Ill.
DATA COLLECTION
Unit
Iconsists of a series of forms, such
as the samples found in Figures 1-7.
The Unit
1
focuses on training.
It allows both numerical data
concerning the trainee, and descriptive data con-
cerning the training program for the identified
trainee population.
The client-patient population
used in training is also identified.
Information describing the training program
for a specific group of trainees is recorded on the
vertical axis in the form of an instructional object-
ive.
In Figures 2-7 a specific group of trainees
is identified by discipline and academic level.
Adescription of their program is defined in terms of
the location of the training and the type of instruc-
tional vehicle employed (e.g., clinical rounds,
lecture, etc.).
Materials used in the training
process are identified (e.g., textbooks, audio-
visual aids, etc).
A language system to describe
the training is recorded in the form of action verbs.
Measures used to assess training are identified.
If
the training program requires contact with a specific
client-patient population, that population is
described.
This client-patient population is called
the impact target.
A training program in the UAF Education/
Special Education Division consists of six components:
training in diagnosis, prescription, treatment,
consultation, instructional technology, and research.
These components are the horizontal axis on the form.
The person responsible for the training program also
indicates by training component his minimal expect-
ancy for trainees in this program.
A minimal expect-
ancy recorded "knowledge" would imply that trainees
will only be required to learn about, or become familiar
with knowledge through traditional academic approaches
such as, courses or lecture.
A minimal expectancy of
"skill" would imply that the trainees have a foundation
of "enabling" knowledge and are now developing skill
associated with that component of the training
program. A set of the SEEP Unit
1is presented next.
Each
page of the form is accompanied by a commentary des-
cribing that page.
Use of Data
Collection Form:
(1)
Guide Program Director
(2)
Allow him to monitor his program
(3)
Allow him to identify important elements
for evaluation of his program
Page 15
Ill.
DATA COLLECTION (cont.)
Commentary:
SEEP Unit 1, Page 1
Words in capitals refer
to items on data
collection form
Rationale:
The design of the training
program could be
conceptualized in two
stages:
(1) the training
population is defined; (2)
resources are allocated
to train that population.
Description:
The goups of trainees
are defined by their
experiential background.
DISCIPLINE refers to the
educational background of the
trainee; a code number
is used.
ACADEMIC LEVEL indicates thedepth of the
educational background.
The trainees' experiential
background is further defined
by their service level.
PRE-SERVICE indicates that
the trainees are currently
enrolled in a university
program.
IN-SERVICE indic-
ates that the trainees have been
employed in their
field, and ae
now receiving additional training.
On this page the
resources allocated to training
are time and programmatic staff.
The heading
TOTAL CONTACT HOURS refers
to actual clock hours
that the staff.is responsible
for in training
identified trainees.
The respondent's
entry rep-
resents the total number of
trainees in this
proaram
for one year.
That number is entered
under the
contact hours and horizontal
to the academic training
period, that period being
either QUARTER, SEMESTER,
or
YEAR.
This procedure defines
:he resource "time."
Page 16
The resource"programmatic staff" is defined
by
the heading SUPERVISOR
on the form.
The respondent,
after entering the
number of trainees in
a specific
column of contact
hours, procedes down the
same column,
identifying the type of
supervisor allocated to
that
training activity and the
affiliation of that
supervisor
The respondent
identifies the discipline(s)
of that
supervisor(s).
The entry is a discipline
code(s) in
same contact hours column and in
the row next
to the
type of supervisor.
This is oneway of determining
interdisciplinary training.
The section under
CONDITIONS labeledORGANIZATI
STRUCTURE is completedonce per UAF.
The information
sought relates to
administrative responsibility.
TRAINEE
Discipline Academic Level(Code No (Enter Here)
Trainee-Pre-Service
0.8 9.20t....21.6061.300 301-
Trainee-In-ServiceI
0.8 i 9.20T
21.60 61.300....,
301(11))
CRIR.
I..,
TOTAL CONTACT HOURS
-1<>,a4
z'"'
Number of contacts /Quarter
Number of contacts/Semester
Number of contacts/Year
h.0v).5W0.Z
Ch
=
IIIgt'>,i-
Clinical Supervisor
Professor
'Other
a0
IM I=cr <IC
5 Naceit(
ci) 0om
UAF
University
'Other
You have now completed the element of an instructional objective dealing with "TRAINEE".NEXT STEP: See "Instructions for CONDITIONS".
CONDITIONS
(1) Organizational StructureWe would like to know the administrative of lice to which your chief administrator directlyreports:
Therefore the U.A.F . is administered within a College (School)
Arts and Science
O Education
Medicine
Psyt hology
Health
°Mi
'OH. within .1 Dena: intent In d College or School(Um. Code Number from "U.A.F. Disciplines-)
OH. independent ot a College or Scnuol
Continue On Next Page
FIGURE 1
III. DATA COLLECTION (cont.)
Commentary:
SEEP Unit
1Page 2
Words in capitals refer to items on data
collection forms.
Rationale:
A SETTING is a location employed in train-
ing the previously defined population.
The
list was compiled from the funding proposals
of the 16 UAF Education/Special Education
Divisions.
An entry indicates UAF involvement
in University or community settings.
An entry
also indicates whether a specific setting was
employed for a specific purpose (e.g., training
in diagnosis and prescription) within the train-
ing program of the identified trainee population,
and whether the minimal expectation is defined
as KNOWLEDGE and/or SKILL.
Description:
The respondent selects only those settings
employed in the training of the population
identified on Page 1.
The respondent places an
X(s) to indicate the uses of that setting in the
training of the previously defined population.
On the form, these uses are labeled TRAiNING
COMPONENT.
The respondent further specifies
the minimal expectancy of the supervisor as
regards training at that locale.
Page 18
CONDITIONS(Cont'd)
(2) Setting
Asuna,itnm till the
.
Child Guidance & Setwice
Gurneys
P. H.- Wt.
1. . 1 (
CI., 111
1'. ,
Cos st Ito I *if las 11,1 sors
0.1y C.11i1 t1x the
Academic Level:!Effie' 11Pl01
Pre-Service In-ServiceTRAINING COMPONENT TRAINING COMPONE
----1340*
S4
o
NT
1 go 0- ...- 0c
P. g(I)
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ct
9:ra4%
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wers
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r NOMi MEM ME
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III III
In
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milass
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--.4-; =.1= OM III..,,,,,... ,
I
4
t
-4- 4-- ----..1
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.- -0- +.--4-4-"-'.I,,,,.. ------14
.......................
I
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_e_
.
-.4
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----..- 41.....t---..4_.: -......t..---.---..-4 mLeimm,....inni
II____+
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ill4` ---1-,-4
-
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11- - - --- ill * -4--- '
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l
ti
1 1 - H.11 i
FIGURE 2Continue On Next Page
Ill. DATA COLLECTION (cont.)
Commentary:
SEEP Unit 1, Page 3
Comm-itary is the same as Unit 1,
Page 2.
It is reprinted for your convenience.
Words in capitals refer tc items
on data
collection form.
Rationale:
A SETTING is a location =mployed in training
the previously defined population.
The list
was compiied from the funding proposals of the
sixteen UAF Education/Special Education
Divisions.
An entry indicates UAF involvement
n University
or community settings.
An entry also indicates
whether a specific setting
was employed for a
specific purpose (e.g., training in
diagnosis
and prescription) within the minimal
expecta-
tion is defined as KNOWLEDGE and/or
SKILL.
Description:
The respondent selects only
those. settings
employed in the training of the population
identified on Page I.
The respondent places
an
X(s) to indicate the
uses of that setting in
the training of the previously definedpopu-
On the form, these uses
are labeled
TRAINING COMPONENT.
The respondent further
specifies the minimal
expectancy of the super-
visor as regards training at that locale.
Page 20
CONDITIONS(Cciit'd)
I
1).,y st.httoi Iti the
1. I. ..1 /
fivotl.01.11 Carr lot the
5imutI4 Comp ha thy
II.11 I I. Ltsr,
Academic Level: --f
Va.
Pre-SL rvice'MA11411'411 4.:OMPONEN1
g ,r. 4,',
2 ;.4.
51-Se. iceTRAINING COMPONENT
C
1.p-
4$$
...a...-. .6-
..0.4 ..
- -
--- - -4- . -"--1
IK. s=.
.a #
----la-t
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-
-al*"
;t-....- - --_- -*--... -.
4i f +
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-
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.a.. a--..'- ***
.- . a 41.
.
.
-4
-
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,
1
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t --
.
-+-
-. a
-
-
--t
4 la-
---- #-1-
....4414$ 4
40 1 a.. a_a a, . ....... -- 4-1
5- ---a...a...4- - --
.1 .4-d - --a- 4 ---
m -i--_
F ICURE 3
C4iiltillUe On Neat Palle
III. DATA COLLECTION (cont.)
Commentary
SEEP Unit 1, Page 4
Words in capitals refer to items
on data
collection forms.
Rationale:
Additional elements cf an instructional
objective are recorded on this
page.
Again
these elements, INSTRUCTIONAL VEHICLE and
MATERIALS are part of a specific training
program defined by the population recorded
on Page 1.
Description:
The respondent selects the INSTRUCTIONAL
VEHICLES and MATERIALS employed in the train-
ing of the defined population.
He identifies
specific training linked to the instructional
vehicle and materials by selecting the
appro-
priate column under TRAINING COMPONENT.
He
indicates the minimal expectancy of the train-
ing activity.
Information concerning the Supervisor has
already been recorded on Page 1.
Page 22
CONDITIONS(Coned)
.
i mai 614414141iiit.IIII014
Centers
!:3) InstructionalVehicle
I
(4) Materials
(5) Supervisor:
Academic Level.
Pre-Service In-ServiceI 14 AVININO COMP( 'NE NI TIIAININII COMPONENT
,
!.
2
A
?..-
0da :E 1 s
g0- U
.2
raL.
14 rg It
Eft:EU
or.
0
_3C0
(..)
...........o.......wK -,
a g0 c,41 -.,., cz cit f0,- a): p- ,
4: ' 5
.Pi
ce
.,k ., ,, , 1 !,
- .. -..-4-1__, -. ..... _.......-
_.--4
4._ .! ..--...-.
-1----- -_-__ _--...
....-....$- -.4.
- -....4._ -4-
,.---
..- ----
I
.- f.
-4-
-41. ... 4.........i....,._...
. --
- f---..4.---, 0 --..4...
tt..--.--it 4- 4- 1_-4
......_.... -4
40 ..!
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. - .---,---i.--
A.. i--....L1
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.. fI--- -1--- -.4
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FIGURE 4
DATA COLLECTION (cont.)
Conientary:
SEEP Unit 1, Page 5
Words in capitals refer to items
on data
collection forms.
Rationale:
The element of an instructional objective
labe:ed ACTION VERBS is recorded
on this page.
A training program based on instructional
objectives should have its own language system,
which distinguishes it from other training
programs.
The characteristics of the trainee,
the knowledge or skill expectancy and the train-
ing component(s) in focusmay all help to determine
the "action" language used as the desired perfor-
mance outcome from a particular training program.
Description:
The respondent selects those ACTION VERBS
which he uses to describe the training that the
specific trainees receive.
More than likely,
the respondent will select vocabulary appropriate
to the specific trainee population, and link
the vocabulary to training specialty (TRAINING
COMPONENT) again specifying knowledge
or skill
expectancy.
Page 24
ACTION VERBS
I.! 1. .1111$11$111 I
. '
I.
Academic Level:k telttl
Pre-Service In-ServiceTRAINING COMPONENT TRAINING COMPONENT
t,:7-
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it 1
pr,Z I.
Pft j
CO
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Vitt' /i.e.. title. tottlitleted the element of do iitstfoctiondl objective dealing withi"ACTION VERBS .
'11 K I Si/ Nee Itittrittliotts for MEASURESFIGURE 5
rr
111. DATA COLLECTION (cont.)
.
Commentary:
SEEP Unit 1, Page 6
Words in capitals refer to items
on data
collection forms.
Rationale:
The component of an objective
labeled
MEASURES defines those specific methods
(e.g., tests,
reports, or client-patient
performance) used to evaluate
trainee per-
formances in the
program designed for the
specific trainee population defined
on Page
1. Descrip ion:
The respondent indicates which MEASURES
are used for the given trainee population.
He
relates these measures to each training
com-
ponent and the knowledge or skill
expectancy
which is being evaluated.
Page 26
MEASURES
Written reports by trainee.a,
,,
"(Thiective exdminatiunscompleted by trainee.f) ,1 ,..
,t
11.111; ,,a
Ordl examination takenby trainee
Written reports on studentperformance prepared byr,Oral reports on sturfirritper 11)1111,1mm (pen by.
Setting, where studentpintail mance is evaluated
.
Pe! tor !mow*. 00 Impact
I .1()I.
mcaaernic Level:Neo
Pre-Service In- ServiceTRAINING COMPONENT TRAINING COMPONENT
Sc 2.-
E
5...m.
p-
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Voir !tau.. now oitiplted the element of in tosaroctiooal ob)ectige dealing with MEASURES
Air X I SI EP St... .Instruction to: IMPACT TARGET .-
FIGURE 6
Nj
III. DATA COLLECTION (cont.)
C,,risnentary:
SEEP Uni t
1, Page 7
Words in capitals refer to items
on data
collection form.
Rationale:
UAF's are involved in clinical services
as well as training.
In many UAF Programs
the clinical service is used as
a training
vehicle.
In others the relationship is not so
dependent.
Service
to the client-patient may
be used for training programs emphasizing only
a knowledge expectancy.
In such programs, the
trainee only observes the CLIENT-PATIENT for
agiven purpose (e.g., knowledge in diagnosis).
Other training programs designed for higher
academic level trainees may include direct
service for a given purpose (e.g., treatme t).
Such a program is skill-based.
Recorded numerical data ieveals the actual
relationship between training and clinical service
(e.g., whether used for knowledge
or skill
expectancies).
This data also indicates the type
of service to the client-patient service activities.
Description:
The respondent indicates the number of
client-patients used as a resource in training,
for the defined population of trainees.
The respondent also describes the demographic
information of that client-patient population.
Page
28
IMPACT TARGETAcademic Level:PS !hp .4, II?
. %OM t.y fittPft7.1. ypn 1,0
. ' ,1"01Pllt f.1,,'0' I It, 'tit .ittnIt litIt tip ,tt
h., o. ,,t, 1611 / Ittttry
ern. /I4' ,
CIteul patient
t..
Degree ul handicap
Sem
Type ul H.etritcdp
10
Chem attllt mid f mollyen won't
Si ctu ei olut %Wu%
} v.11., HP.
PreService In-ServiceTRAINING COMPONENT
..--,...- TRAINING COMPONENT
-C0aart
P.
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Nt X 1 STt I' Helton to memo ked .tnt tu "GENERAL INSTRUCTIONS You writ betpu the.to.tiltt Si h Set tor the neat tevel t,,uore
FIGURE 7
IV.
OVERVIEW OF DATA ANALYSIS
1.
Rationale for Data Tables
The data tables were first desinged to assist
the program directors in establishing criteria for
their training programs.
The data tables in Unit
1
correspond to the conceptual framework which under-
lies it, that is, the components of an objective.
This unifying structure allows data to be organized
at various levels:
the individual trainee, indivi-
dual Special Education Division, the total Special
Education program in relationship to another total
program, settings used, type of evaluative
instru-
ments. Literally, thousands of data tables are pos-
sible.
Decisions regarding generation of data
tables were primarily based upon the regional
committee meeting held in November, the Washington
meeting with the BEH staff in December, and finally
the Dissemination Conference in Atlanta in May.
These data tables were also necessary to illustrate
quantitatively the type, amount, level, and breath
of individual training programs as well as serve to
present the total impact of the entire UAF Special
Education training supported by the Bureau for the
Education of the Handicapped.
The purpose of Unit II was twofold: to verify
the reliability of the data in Unit
1 and to gather
information of the social-political context in whicl
the Special Education division is working.
The need for site visits to obtain data was
reemphasized in December by Dr. Aaronson as signifi-
cant in both building relationships between
project
goals and individual UAF program directors; and
illustrating the context, "physically" and "affec-
tively" in which the programs must evolve.
Site
information gathered through interview and four indiv
dual data summaries are presented in Appendix B - by
individual UAF division.
2.
Scope of Data Tables
'!ithin Unit
Iboth summary and individual data
tables are presented.
The dimersiam. in both cases
include independent variables; such as, the number of
training programs, (N=16), numbers of disciplines
served, academic and professional levels including
parents, two service levels, training components,
(diagnosis, prescription, treatment, consultation,
instructional media, and research), skill and knowled
entries.
This listing follows the conceptual framewo
of an instructional objective in Unit I. Combinations
of these tables should assist UAF Special Education
Directors in the decision making process. The decisic
to be made involve the allocation of a limited set of
resources for the purpose of training.
More specifi-
cally, should the resources be allocated for training
large numbers of undergraduates superficially, or for
training proportionately smaller numbers of master's
students more intensively?
Unit II
is an instructional guide to the prepara-
tion of an instructional program for an entire UAF, a
Special Education Division, an individual, or group of
students.
It also serves as a vehicle to measure cu
current and projected communication networks between
individual UAF divisions and departments of Special
Education within a university.
Unit II
is based upon
a seven point rating scale.
It was completed by
completed by directors of Special Education divisions
within UAF; department chairmen, and directors of
overall training within UAF's.
Page 31
1V.
OVERVIEW OF DATA ANALYSIS
(cont.)
Standard Site visitation
protocols were used
in the interviews of personnel
at all UAF's in order
to provide a contextual frame of
reference for data
collected through Units 1 and 11.
3.
Data Treatment
All data collected via
Unit 1,11, and interviews,
will be handled erimarily
In a descriptive fashion.
Unit
1will be broken down by
components of an
objective:
Trainee Target, Conditions,
Setting,
Vehicle, Materials, and
Measures.
Criteria were not
included because projectpersonnel were unable
to
see criteria stated sufficiently clear
in ac .ial
proposals or gained through
discussion with Regional
Committee.
Some individual
summary tables indicate the
presence or absence of a particular
variable.
But
future data tables could
indicate frequencey charts,
percentages, etc.
Summary percentages, and rankings
are provided as well as total numbers
of trainees
and impact targets.
The strategy
was to discuss the implication of
the marginal frequencies in
establishing trends of
the Total UAF and to provide
Division directors
with a composite picture of
the Total UAF with
which to compare their individual
programs.
Page 32
Unit 11 will also be
analyzed in a descriptive
fashion through the
use of bivariate tables based
upon
responses of the three groups who respond
to the
selected items.
Marginal frequency for the
three types
of respondents
are compared.
Site visitation schedules
and interview protocols
are summarized individually by
UAF and can be found in
Appendix 8 along with
four Individual UAF data
tables.
V.
DATA PRESENTATION AND ANALYSIS FOR UAF'S
A. UNIT
IANALYSIS
A particular training program is designed for
aspecific target population.
As the population
changes so does the program.
Various descriptors
can be employed in the definition of a specific pop-
ulation.
This specific population is a
group of
trainees with similar characteristics relevant
to
the training process.
Most frequently the UAF Edu-
cation/Special Education Divisions define the homo-
geneity of the group in terms of acp,jemic identifi-
cation (discipline of trainees). academic experience
(class year), and employment experience (pre-
or in-
service).
A training program designed
on the basis of these
trainee descriptors can be thought of
as a skeletal
program, which should be the basic program for
trainees in the classification identified by the
descriptors.
The basic program would be designed
for the common needs of the trainees in the
group.
Individual differences not controlled by the classi-
fication scheme would result in the modification of
the basic program.
Specific elements would be added
to the training package to accomodate individual
needs on a rase by case basis.
A training program designed bya particular UAF Edu-
cation/Special Education Division is in realitya
module which integrates withthe trainee's overall
program.
The trainee's overall program is the
re-
sponsibility of the University and coordinated by
it.
The overall program would consist ofat least
two interrelated modules:
training programs offered
by the University departments, and the training
pro-
grams offered via the UAF Divisions.
The composition of the trainee's overall
program has
direct bearing on the amount of time the Education/
Special Education Division allocates to training
aspecific group.
The overall program also dictates the
content of the training.
Tables 1 and 2 identify training programs currecntly
offered by the division.
Tables 3 and 4 present the
numbers of trainees served by the divisions.
These
tables present all training contacts made; however,
the
training program may be, by design, either
very brief
or very long. Tables 5 and 6 present the number of
trainees who have overall programs that require minimal
contact with the divisions.
These tables include
one-
day workshops and other training experiences of brief
duration.
Tables 7 and 8 present the number of train-
ees who have overall program which require intensive
training programs offered by the divisions. Table
9identifies trainees by contact hours.
Tables 1
ihrough 9 each deal with the first element
oan instructional objective recorded in Unit 1, i.e. t
TRAINEE.
Page 33
TABLE
1
FORMAT:
Divisions are identified on the horizontal axis.
Disciplines of trainees are identified on
he
vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABIL-
ITATION) includes starred items.
The starred
items are summary headings.
The remaining portions
of the table present disciplines included in the
summary headings.
DATE ENTRY:
- Yes indicates that a particular division has a
training program for trainees from a particu-
lar discipline.
- Blank indicates that no training program is
currently offered for that trainee population.
- Sum of rows represents the total number of
Education/Special Education Divisions with
training programs for specific discipline
groups.
- Sum of columns indicates the total number of
specific discipline groups trained by the
Division.
DISCUSSION OF TABLE:
The first portion of the table illustrates the
similarity among the 16 UAr Education/Special
Education Divisions' training programs.
The
majority are involved in the training of students
from several academic disciplines.
Sixteen
divisions train students from at least
one
of the Education discipi nes.
Fourteen train
DISCUSSION OF TABLE (cont.)
students from at least one of the Psychology
discip-
lines.
The numbers of divisions training
students
from Medicine, Social Work, Communicative
Disorders,
and Nursing are twelve, thirteen, twelve,
and eleven
respectively.
Eleven divisions train students
from
at least one of the Therapy disciplines.
The rank ordering reveals that the trainees
served
by the divisions are those
most traditionally
aligned with providing service to "special
children.
Further examination of the first portion
of the
table reveals the variety
among divisions.
Some of
the divisions are attracting students
from discip-
lines which do not always
serve "special children"
in conjunction with Educators.
Such examples provide
training experiences which underscore
the educational
needs of the children, yielding personnel
with unique
and diverse experience whose influence
will result
in better coordinated service delivery.
The remaining portions of the table
also demonstrate
the variety of training
programs currently offered
by the divisions.
An inspection of the Education
disciplines reveals that each division
has students
from Special Education.
In addition, nine divisions
train students from other Education
disciplines.
It is apparent that
of the disciplines
comprisinn
Medicine, Pediatrics is most frequently
represented.
This portion of the table also demonstrates
that if
a division trains a particular discipline
group under
the heading Medicine, the division is
more likely to
train students from at least
one other discipline
un
Medicine as well
(Table
I continued on next page)
Page 35
Page 36
TABLE
1(continued)
DISCUSSION OF TABLE (continucd)
The portirin of the table representing training
programs for the various Psychology disciplines
indic.ts the divisic, -s most frequently train
students from general Psychology.
Only one
division contributes to training of Behavioral
Psychologists, and only one division trains
Clinical Psychologists.
The section under the heaJing Therapy illustrates
that the divisions most frequently train students
from Occupational or Physical Therapy, although
no more than half the divisions provide these
training programs.
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Pag
e 3
TABLE 2
FORMAT:
The academic levels of the trainees are identified
on the horizontal axis.
Each level has a sub-
heading PRE and IN refering to the service level
of the trainee.
The PRE column indicates the
trainee has only academic experience, the IN
column indicates employment experience.
The
heading MEDICAL refers to degree programs which
require internships or residencies.
The heading
PARENTS refers to groups of trainees who may be
from any disciplinary background (for accounting
purposes their discipline is identified as
Special Education).
The heading MIXED refers
to a category of training programs for trainees
of various discipline- at
he higher level of
academic training.
The disciplines of the trainees are identified on
the vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABILITA-
TION) includes starred items.
The starred items
are summary headir,N.
The remaining portions of the
table present the disciplines included in the summary
headings.
DATA ENTRY:
A numerical entry indicates the number of UAF Educa-
tion/Special Education Divisions which have training
programs designed for trainees from a particular
academic level and service level associated with a
particular disciplinary background.
A zero indicates that a Division does not currently
have a training program for that classification.
Page _Ai
DISCUSSION OF TABLE:
The largest number of Divisions have training programs
for the Education disciplines.
Heaviest concentra-
tion of programs is in Special Education for trainee
working toward a Masters degree with only academic
experience.
It is the only category in which all
sixteen Divisions are represented.
In general, the largest number of Divisions offer
training programs for trainees either working toward
a Masters of Doctoral degree, who have not been
employed in their disciplinary specialty.
In the disciplines headed MEDICINE, the largest numb
of training programs is for pediatritions.
Five
Divisions currently provide training for pediatritions
before their residency.
Other categories in the
typology describing MEDICINE are offered by
no more
than two Divisions.
In the most frequently represented disciplines ident
by TABLE I, this table provides additional informati
Training programs have been developed primarily for
graduate level students.
As a rule, no more than
three Divisions offer programs for B.A. trainees.
Noticable exceptions are Special Education, offered
by twelve; Nursing, offered by five; and Occupationa
Therapy, offered by five Divisions.
The last two
findings are not supervising since these disciplines
Nursing and Occupational Therapy, are primarily
undergraduate for five-year programs which do
not
include a Masters
degree.
i . e .
. r
I c 1.f.
sat v 2 #01#0, t c t IA r Gx c . ! z ! ,t L I at ! 'AK f ItIV UT V IS IUNS CURRENTLY PROVIDING TRAINING %P. r Is!r '' lit`C T0 T.1N1 I S.
1- 'It I* + I y :ct.t 1*1. It 6....4.11.P1.. IEVIt ANIA SERVIE.- LIVE( . t.A ASTFPs To0ATE POST-DM NEOICAL PARENTS
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NIXED
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EauCAT ION COUNSELING 0 il 1 C 1 0 0 0 0 0 0 0 0 0 ).1.1' CNILDIID 7 a 2 I 2 1 0 1 0 0 o 0 0 0 IOUC. PSTCHOL I 3 1 r 3 I 1 1 0 0 0 0 0 1 GENERAL
3 1 1 1 1 0 0 0 0 0 0 0 0 HEALTH 1 0 1 0 0 0 0 0 0 0 0 0 0 0 PHYSICAL 2 3 11 0 3 0 0 0 0 0 0 0 0 0 READING 0 0 1 0 0 0 0 0 0 0 9 9 0 0 SPECIAL I:, 4 16 7 10 4 0 1 0 0 0 3 0 3 TIE )1( INE
GENETIC% 1 0 0 0 0 0 0 0 0 0 0 0 0 0 ta j- rtt t.t.y t., 'I a 0 0 0 0 1 1 0 0 1 1 0^ TOR; itiy 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0/..)tztolc% 0 s3 0 C S 2 0 0 2 0 0 0 2 2 osvcdt Atir a 0 C 2 t) 1 0 2 0 0 0 1 1 t o'cl C :t My
00-0:.,./10RA1 1 I 0 0 0 0 0 0 0 0 0 0 0 -tit 0 u *3 I 0 0 0 0 0 0 0 0 0 0 0 r.1 1' ! t. St I 1 V 0 3 0 0 0 0 0 0 0 0 0 GEN+ 0.51. T 0 5 0 8 I 1 0 0 0 0 0 0 1 *ity
S 3 o 1 1 0 3 0 0 0 0 0 0 0 0 ,)cc,,,t17 ff,.AL 5 1 7 2 1 C 0 0 0 0 0 0 0 1 fil,4vni I( !,Li 1 1 2 0 I 3 o 0 0 0 0 0 0 0 ..r !rti t 1 - : 1 41 0 0 0 0 0 0 0 0
Page 39
TABLE 3
FORMAT:
Divisions are identified
on the horizontal axis.
Disciplines of trainees
are identified on the
vertical axis.
The top portion of the
vertical
axis (ADMINSTRATION
through VOCATIONAL
REHABILI-
TATION) includes
starred items.
The starred items
are summary headings.
The remaining portions
of
the table present disciplines
included in the
summary headings.
DATE ENTRY:
A numerical entry is
the number of trainees in
agroup identified by the typology.
The number
represents trainees who recieve
any training via
the Division.
A blank indicates that
there were
no trainees in a particular
classification.
DISCUSSION OF TABLE (continued)
The largest number of
trainees 12,203are from Education
disciplines.
Trainees from Communicative
Disorders ranks
second with 1,561 individuals.
The Medical disciplines
account for over a thousand
trainees.
The Divisions train
/)93 Social Workers.
The Nursing is represented
by 759
trainees.
The Psychology disciplines
have 591.
If child
development is included here,
Psychology then reaches
911
trainees.
The Therapy disciplines
account for 433 trainees.
Further inspection of the
first portion of the
table reveal
the ability of the Divisions
to provide training
experienc7
unique to trainees from
diverse disciplinary
backgrounds.
The majority of the
Divisions provide
some of those train-
ing programs.
An example would be
DENTISTRY; eight Divisio
train Dentists, yet, the
total number is 55
trainees.
Further examples of
promatic experimentationwould be the
development of training
programs for trainees inADMINIS-
TRATION, BIOCHEMISTRY,
or LAW.
DISCUSSION OF TABLE:
Inspection of the remaining
portions of the table,
again,
illustrates the variety of
trainees and the ability
of the
The table presents all
trainees served by
aDivisions to formulate
training programs for
individual
particular Division.
Hence each entry
can represent of unique
disciplinary backgrounds.
a variety of programs for that
group.
An entry
can contain trainees whose degree
program requires
minimal training by the
Division, or extensive
training by the Division.
This table is closely
related to TABLE 5,which
identifies trainees in
degree program requiring eight
or less hours contact
via the Divisions; and
TABLE 7 identifying
trainees
in training
programs of longer duration than eight
hours.
The Divisions contribute
to the training of
a grand
total of 18,315 individuals.
The first portion of
the table illustrates
the similarity
among the six-
teen UAF Education/Special
Education Divisions.
Page 40
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77
Page 41
TABLE 4
FORMAT:
The academic levels of the trainees
are identified
on the horizontal axis.
Each level has a subhead-
ing PRE and IN, refering to the service
level of the
trainee.
The PRE column indicates
a pre-employment
setting while in-service
means currently employed.
The heading MEDICAL refers to degree
programs
which require internships
or residencies.
The head-
ing PARENTS refers togroups of trainees who may
be from any disciplinary background (for
accounting
purposes their discipline is identified as Special
Education).
The heading MIXED refers to
a category
of training programs for trainees of various
dis-
ciplines at the higher level of academic
training.
The disciplines of the trainees
are identified on
the vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABILITA-
TION) includes starred items.
The starred items
are summary headings.
The remaining portions of
the table present the disciplines included in
the
summary headings.
DATA ENTRY:
A numerical entry is the number of trainees in
agroup identified by the typology.
The number
represents trainees who recieved any training via
the Division.
A zero indicates that there
were no trainees in a
particular classification.
DISCUSSION OF TABLE:
The largest number of trainees
occur in the Education
Page 42
DISCUSSION OF TABLE (continued)
disciplines.
The heaviest concentration of trainees
are in Special Education accounting for over 80perm
of the trainees in the education disciplines.
Of
the Special Education trainees, the largest number
of trainees are at the Masters level and
are pre-
service.
Table 2 identified that this category of
trainees is the only category trained by all sixteen
Special Education Divisions. The
next largest number
is for B.S. pre-service trainees in progress offered
offered by 13 Divisions.
The majority of the Divisions train primarilygraduate
students, yet, in terms of the number, trainees
in
B.A. preservice category is well represented.
Sub-
sequent tables describe the length of training for
these students.
In the disciplines headed MEDICINE, the
largest
number of trainees is for pediatricians prior
to
internship or residency.
Although the majority of Divisions offer
training
programs primarily for graduate students, those
Divisions which do offer
programs for undergraduate
students train large numbers of students.
Thus, the
SUPER-UAF trains students from
each academic level
although the responsibility for training
certain
academic levels is in effect delegated
to certain
Divisions.
Looking at the totals column for PRE- and IN-
service
for each discipline it
can be seen that the trainees
are more likely to be preservice.
The exceptions to
this trend are Special Education, Communicative
Dis-
orders, and Social Work.
The latter two at the
graduate level train twice
as many inservice personnel
than preservice.
These figures reflect the high
commu
based training of personnel in
many divisions.
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Pag
e 43
TABLE 5
FORMAT:
Divisions are identified
on the horizontal axis.
Disciplines of trainees are identified
on the
vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABILI-
TATION) includes starred items.
The starred items
are summary headings.
The remaining portions of
the table present disciplines included in
the
summary headings.
DATE ENTRY:
A numerical entry is the number of trainees
in a
group identified by the typology.
The number
represents trainees who recieved eight hours
or
less training via the Division.
DISCUSSION OF TABLE:
The table identifies those
groups of trainees in
degree programs requiring eight
or less hours
contact via the Divisions.
The training described
by the time frame would include
one day workshops,
two hour lectures to specify disciplinary
groups
with such topics as diagnosis and
assessment and
related topics included in
an orientation to dis-
ciplinary functioning.
It would also include
observations in clinical settings.
Training occuring in this time
span accounts for
two - thirds
of the trainees.
A rank ordering
reveals that the disciplines have the largest
number
trained in the time span of eight hours
or less.
The rank order is based on numbers; in
terms of
percentages, 74 percent of education trainees
recieve eight hours or less training
contact via
Page 44
DISCUSSION OF TABLE (continued)
the Divisions.
This table accounts for 88
percent of
trainees from Communicative Disorders,
91 percent from
Medicine, 68 percent from Social Work, 83percent from
Nursing, 57 percent from Psychology,
but only 30 percent
from the Therapies.
Certain disciplines only recieve zraining in
this time
frame.
They are Biochemistry, Maternal andChid
Health, Religion, Reading, and Genetics;
with the
exception of six trainees, so does Child
Development,
as does L.P.N. with the exception of two trainees
etN441,
,.;\? ...trato Ai. v .All. I . 5 44. nar.il of l'&43,1t.(1% St fan:, ria, Ai t Oaf I-011iftil )f./1PfC111. EDIJCATIOK DI v151106. ,ft 'Nei AQI- v,i ra If if 1 AY T 0F T'4 eisci Pt 1%t %NO 'Ai. .,t ND
V' <-;\
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PAP C.N d.L_N;
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aloAINTSTtAfIoN 0 a I 'I it ''r Y t ,11.simi4t:,, s. r .1; t 0 3..vf t -Por iu
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Vrr1T.1. 411.44. ,) Illet 354:"
aEOUCAT ION COUNSELING )
EARLY CHILDI4D 1 100C. PSTCHOL 0
GENERAL 1 HEALTH o
PHYSICAL 0 READING 3 -SPECIAL 14n._
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1,..0.11C s J NE '1 fillIr.`f
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prnifoRIcc 34C PSYrl ATLI, (1
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+ C Z` N: :1$ s. tt 4.11 th+ 4t. s. + + * +
t.+N
TOTALS Nit
\ -
* S.' tr ..til ' v fiN7 44 % +/' + Al.
n a a 0 0 0 0 o o o o o 0 0 0 0 % , i 0 0 0 a a o to o o 0 0 0 is . , , tr. n 0 a 0 0 3 0 0 2 0 0 2 u u u 0 0 0 3 0 0 260 0 0 0 16 0 306 0 0 25 0 0 0 0 0 0 0 0 0 0 0 0 13 q 2 G 0 0 0 o 0 0 0 a o 13 0 0 3757
164 377 1275 587 130 0 2450 34 200 308 650 20 370 008 155 9036 0 ,, 0 0 0 0 o 0 0 0 0 0 0 0 0 0 a 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .) 0 0 C 0 0 a o 0 0 0 0 0 0 10 to 144 1 25 o 0 0 0 22 0 18 1? 125 174 0 12 912 co 3 0 S a 0 0 6 e 100 o 0 159 0 0 0 0 0 o o 0 o 0 100 0 0 0 0 0 633 0 0 21 o S 0 0 3 22 0 0 0 0 IS 0 26
11°8°0
0 0 25 0 a 0 0 0 0 0 7 0 95 80 0 340 0 0 0 5 0 0 0 0 0 0 0 0 0 0 0 5 0 1 625 0 0 0 0 0 0 S 39 0 II 0 0 683 0 1? 0 IC 0 0 o 0 10 14 0 15 0 0 0 133 1 % 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15c) 473 1975 e12 130 0 2453 86 210 815 714 160 839 994 203 13767
0 0 0 C 0 0 3 0 0 0 0 3 0 0 0 0 ', n 3 0 0 0 0 0 0 150 0 0 32 0 0 182 o 0 0 0 0 0 0 0 0 0 0 S 4 0 60 69 1St) 0 0 530 0 0 0 0 0 0 28 15 0 0 38 731 0 o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 n a 0 0 0 0 0 0 0 0 0 0 0 0 0 0 n 0 0 0 0 0 0 0 0 0 0 0 14 0 0 14 14 1:7 W.) 57 130 0 2450 34 200 158 022 0 320 898 ST 8040
a a 0 C 0 0 0 0 0 0 0 125 0 0 0 125 0 a e 0 0 0 0 0 0 0 0 0 2 0 0 2 1 1 0 0 o o 0 0 0 0 o 0 0 0 0 0 9 3 25 0 0 0 0 22 0 0 12 0 170 0 0 609 144 0 1 0 0 0 0 0 0 18 0 0 2 0 12 176
J 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 C 0 0 0 0 0 0 0 0 0 0 0 0 0 o 3 n 0 0 3 0 0 0 0 0 0 0 o o 0 .: 1 e-, 4. r, 3 0 0 0 0 7 0 95 80 0 340
. ) 0 0 0 0 0 a 0 0 0 0 0 0 0 5 '2, 17 n 0 0 0 0 0 10 4 0 9 a 0 0 98 ., 3 0 , a a o 0 G 10 0 0 0 0 0 10 ) ) S 1 0 0 0 0 0 0 15 0 0 0 20 Page 45
TABLE 6
FORMAT:
The academic levels of the trainees
are identified
on the horizontal axis.
Each level has a subhead-
ing PRE and IN, refering to the service level of the
trainee.
The PRE column indicates a pre-employment
setting while in-service means currently employed.
The heading MEDICAL refers to degree
programs
which require internships
or residencies.
The head-
ing PARENTS refers to
groups of trainees who may
be from any disciplinary background (for
accounting
purposes their discipline is identified as Special
Education).
The heading MIXED refers to
a category
of training programs for trainees of various
dis-
ciplires at the higher level of academic training.
The disciplines of the trainees
are identified on
the vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATiONAL REHABILITA-
TION) includes starred items.
The starred items
are summary headings.
The remaining portions of
the table present the disciplines included in the
summary headings.
DATE ENTRY:
A numerical entry is the number of trainees in
a
group identified as having recieved eght hours of
training or less by discipline.
A zero indicates that there were
no trainees in a
particular classification.
DISCUSSION OF TABLE:
This table numerically underscores the high
propor-
Page 46
DISCUSSION OF TABLE (continued)
tion of orientation, introductory and/or short
intensive controls with more than two-thirds of all
trainees or the Total UAF.
Analysis of individual
UAF Special Education Divisions reflects a disprop-
ortionate emphasis or time commitment to this type
of training.
However, not all individual Divisions
contribute equally to this outcome.
In fact, two
programs account for almost 50% of the 13,707
trainees reported here.
A large Parent segment is
obvious here as well as significant numbers of
preservice B.A. and M.A. students.
What is
also interesting is that pre- and in-service
status is approximately equal 6671 and 7096
respectively.
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47
TABLE 7
FORMAT:
Divisions are identified on the horizontal axis.
Disciplines of trainees are identified
on the
vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABILI-
TATION) includes starred items.
The starred items
are summary headings.
The remaining portions of
the table present disciplines included in the
summary headings.
DATA ENTRY:
A numerical entry is the number of trainees in
agroup identified by the typology.
The number
represents trainees who recieved training ranging
from nine to more than 300 hours via the individual
Divisions.
DISCUSSION OF TABLE:
The table identifies those groups of trainees in
degree programs requiring an extensive clinical
or practicum placement.
These training activities
include repeated participations in supervised
assessments, development and implementation of
treatment plans, consultation and related training
attitudes of others.
Research and program consul-
tation are also included here.
The total number of trainees reported here reflects
approximately one-third of all trainees.
Except
for the highest number of trainees found in educa-
tion, the ranking noted earlier is somewhat reversed.
With Social Work (310) and Therapy (300) almost
at a tie for second with Psychology and Communicative
Disorder (184) third and fourth.
Nursing and
Page 48
DISCUSSION OF TABLE (continued)
Medicine run fifth (126) and sixth (95) respectively
In terms of percentages, 68 percent of education
trainees recieved nine or more hours of training
via the Divisions.
The remaining six disciplines
represent 6 percent or less of the training recieved
from Special Educators of nine or more hours.
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57P
age
1*9
TABLE 8
FORMAT:
The academic levels of the trainees are identified
on the horizontal axis.
Each level has a subhead-
ing PRE and IN, refering to the service level of the
trainee.
The PRE col'imn indicates a pre-employment
setting while in-service means currently employed.
The heading MEDICAL refers to degree programs
which require internships or residencies.
The head-
ing PARENTS refers to groups of trainees who may
be from any disciplinary background (for accounting
purposes their discipline is identified as Special
Education).
The heading MIXED refers to a category
of training programs for trainees of various dis-
ciplines at the higher level of academic training.
The disciplines of the trainees are identified on
the vertical axis.
The top portion of the vertical
axis (ADMINISTRATION through VOCATIONAL REHABILITA-
TION) includes starred items.
The starred items
are summary headings.
The remaining portions of
the table present the disciplines included in the
summary headings.
DATA ENTRY:
A numerical entry is the number of trainees in a
group identified by the typology.
The number
represents trainees who recieved nine or more hours
of training by discipline.
A zero indicates that
there were no trainees in a particular classification.
DISCUSSION OF TABLE:
The high proportion of preservice vs. in-service
training is evident here.
Approximately 75 percent
Page 50
DISCUSSION OF TABLE (continued)
of all intensive training is focused on pre-service
students.
The major difference here as compared to
training of a shorter duration, however, is that
more
intensive training is received by graduate students.
Graduate students account for more than 50 percent of
the training while undergraduates account for 43 percen
of the training.
The remaining 7 percent of the
intensive training performed by UAF Divisions is dis
tributed to the MIXED category of trainees.
Education trainees received approximately 68 percent
of the intensive training.
The remaining rank order
follows in the same fashion as described in Table 7.
SIm
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age
ST
111
TABLE 9
FORMAT:
Divisions are indicated
on the horizontal axis.
The vertical axis is
organized by contact hours
within quarter semisters
and annual time periods.
Within each time frame,
trainees are also separated
into pre- and in-service.
The table has three sub-
divisions:
trainees seen on
a quarter system, trainees
seen on a semister system, and trainees
seen on a
yearly system.
Each subsection represents
an annual
census of trainees.
This data display merely
reflects the differentiate
time periods in which training
occurs.
Approximately
one-third of the individual
UAF's fall in each of the
three time frames.
The significant implication for
training purposes
here is the length of time
that a trainee can
participate in an individual UAF.
Page 52
SiPm4Rw TAA;
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SPENT IN TPa -ING, !kW wHEN 19AINITiG OCCURS.
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TOTAL
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1431
V.
DATA PRESENTATION AND ANALYSIS FOR UAF'S
The pre\ious tables each described the
element of an instructional objective referred
to as TRAINEE in Unit I.
Tables 10 through 22 deal with the other
elements of an instructional objective.
These
tables present a detailed description of the Special
Education training program for
a specific group of
trainees.
The program is described in terms of
an
instructional objective.
The training program described is designed for
Special Education students working toward their
Master's
Degree who have not been employed
as Special Education
Teachers.
This type of data display and analysis is
possible for any group of trainees identified in the
typology described in the TRAINEE tables.
The tables are organized in the following
manner.
For each element of an instructional objective
there are two types of tables.
The first of these
tables identifies descriptors selected by the Special
Education Director in the design of the training
program
for these trainees.
An example is the identification
of settings used for this group of trainees.
The
second type of table identifies the expected minimal
Performance outcome.
Using the settings example
again, whether the settings are used for a specific
purpose such as
knowledge or skill training in Diagnosis.
The Special Education, Master's, preservice
training program was selected, because each of the
respondent Divisions, currently offer this
program.
Since each of the 16 Divisions have training programs
for these students, the analysis of these
programs
provide an example to which each Director
can
relate.
Page 55
'MO
TABLES 10, II, & 12
FORMAT:
The UAF Education/Special Education Division;
are
identified on the horizontal axis.
Settings of
the training program are identified
on the vertical
axis.
The list of settings was compiled from the
proposals of each of the eighteen Divisions.
The
Settings table continues for three
pages.
The
totals column presents frequency of
use among the
eighteen.
DATA ENTRY:
An X indicates that a particular setting is
currently
used by a particular Division for the training
of
students in a Masters program in Special Education
who have never been employed
as Special Education
teachers.
A blank indicates that
a particular setting
is not currently used.
DISCUSSION OF TABLE:
The selection of physical settings for training
is
a primary example of resource management linked
to training objectives.
Ninety-four settings derive
from the original proposals for initial
analysis.
These ninety-four settings
Jere grouped into fourteen
classifications.
These fourteen can be classified
into UAF-university related and community
related.
Examples of UAF-university related
are types of
clinics, types of university classrooms, and
labora-
tory vs. community related settings, such
as child
guidance and service centers, Association
owned and
operated facilities, day schools and
camps.
An inspection of the three settings
tables indicates
a number of trends which, when interrelated,
may
age 56
DISCUSSION OF TABLE (continued)
provide a series of different
interpretations.
Philosophy and faculties interact
to produce differen
training objectives for varying numbers
of students.
The tables indicate that UAF's which
report the use o
fewer settings tend to be those
institutions which
primarily rely on settings that
are UAF-university
related.
These institutions combined
account for app
imately 80 percent of the total number
of trainees
served.
The remaining six centers
account for approx
mately 20 percent of trainees.
These centers rely
on
community based settings.
Those institutions (N=10) which
use UAF-university
related settings account for approximately
86 percent
of the number of students trained in
the 8 hour or
less category.
The number of trainees fromcommunity
based facilitates (N=6) in the 8
hour category is
then 14 percent of the total.
More significant, however, is the ratio
of 8 hour to
9-300 or more trainees in
terms of this dichotomy.
The UAF-university ratio is 79
to 21 while
the
community based ratio is 55
to 45.
Apparently, size and comprehensiveness
of facilities
reflects the size of the
program and capacity to train
large numbers.
Also, control and maintenance
of train-
ing setting is more centralized in
these centers which
contributes to this outcome.
The community based
facilities, however, providea rich resource for few
numbers of trainees.
These programs also tend to be
smaller and more decentralized and have
less control
and capacity.
The latter fact could also be
a functi,-;
of community facility size
as well as differences in
service vs. training objectives.
TABLE 10
THE IDENTIFICATION OF SETTINGS USED IN TRAINING
PROGRAMS DESIGNED FOR TRAINEES WORKING
TOWARD A MASTERS DEGREE IN SPECIAL
EDUCATION, WHO HAVE NOT BEEN EMPLOYED AS SPECIAL
EDUCATION TEACHERS.
(2)
SETTING
:Wes of Aasoo's:
Blind
Brain injured
Deaf
Emotnly distbd
Mntly retarded
Multihandicapped
Neuro'ly impaird
Sensory impaired
Socially disabld
Chid Gaidho
Servo Centre:
Crbrl Pisy Cntr
City & Cnty Pub.
Hlth Depts
Chldns Aid Soc'y
Chid OvImt Cntr
Chid Study Cntr
Counselg Cntr
Mnti filth Cntr
Neuro'cal Inst.
Percptl Dvmt Ctr
2Wes of classrms:
Private school
Public school
Hospital school
UAF (I.e. lab)
Types of Clinics:
interdiscpiny
Bilingual
Biochemistry
Birth defects
Cytogenetic
Disciplinary
Endocrine
Feeding
Genetic
Learng disblts
Metabolic
Neurology
Neuropsychiatrc
PKU
Well baby
ON
e°4-
0o
cee*
"r.
v ...
.4:
,T
r.N
., 0-
i,..,
,Po
...i.,
c".
c,t,
4,N
,
x
XA
X
P % 9PA
P
*..
+0
%
UAF
4.0
e-
--
--
--
--
--
--
--
--
--
_A
--
_-
__
Si+&
Ag4"
caN
4:1
NN
4:1
tOc,
(2)
SETTIK
2Wea ofAssoc's
_X
--
2Blind
_-
--
--
-0
Brain injured
--
--
--
-0
Deaf
--
--
--
0Emotnly distbd
-X
--
-2
Mntly retarded
_x
--
--
3Multihandicapped
X-
--
--
2Neuro'ly impaird
_-
-_
--
-0
Sensory impaired
_-
-_
--
-I
Socially disabld
Chid Cuilhc
+P
0+'-
.c4('
TOTALS
_ - - x -
- - X -
X x x X x A X X A x A X X X X 1 A
X A X - x-
X X A A - x X x K
- --
--
-X
-X
_x
--
_X -
_x x
-- X A
- - - - - _ A - - - X A
- _ - - - - - _ x - A - -
_ X _ A - _ ( A - A
X - - X - - - - X X x x
A - - X - - --
- X - X x
-X
--
-- - -
_- - -
-- -
- - - - - - - - - - - - X
- - - - - - - - - - X
- - - - - - - x X - - X
4 0 0 4 2 0 2 0 2 6 7 410 9 2 0 2 2 2 1 1 2 8 1 4 1 3 I
. Servo Centers:
Crbrl Plsy Cntr
City 6 Cnty Pub.
Hith Depts
Chldns Aid Soc'y
Chid Dvlmt Cntr
Chld Study Cntr
Counselg Cntr
Mntl Hith Cntr
Neuro'cal Inst.
Percptl Dvmt Ctr.
2Wee of olaserms
Private school
Public school
Hospital school
UAF (i.e. lab)
Types of Clinics:
Interdiscpiny
Bilingual
Biochemistry
Birth defects
Cytogenetic
Disciplinary
Endocrine
Feeding
genetic
Learng disblts
Metabolic
Neurology
Neuropsychiatrc
PKU
Well baby Page 57
TABLE II
THE IDENTIFICATION OF SETTINGS USED IN TRAINING PROGRAMS DESIGNED FOR TRAINEES WORKING
TOWARD A MASTERS DEGREE IN SPECIAL EDUCATION, WHO HAVE NOT BEEN EMPLOYED AS SPECIAL
EDUCATION TEACHERS.
(2) SETTINGS (cont)
.74or.runty P2?Ities:
Auditorium
Motel
Other (i.e. cnfrnc)
?l pea of
Ca7ps:
Blind
Brain injured
Deaf
Eno"..rly distbd
Mntly retarded
Multihandicapped
keuro'ly impaird
Sensory impai-ad
Socially disabld
7.epea
r
Blind
Brain injured
Deaf
Emotnly distb.
Mntly retarded
Multihandicapped
Pmurosly I--a:,ed
Sensor, ipa;red
Socially disabld
Types cf
Client-patient
Group
4pca of &opt lo:
General
Psychiatric
Other
VV c4
,,V.
,gt-
leP
JP S
tZ1
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04 Cr
(i*7
A
X AX
A
A
A A A
UAF
.
C)
C,.
4'_
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or
.
ci
4..
2,k
4-
4b4
4a'
toto
4
A A A 4
4t.
C.))
44'
4t.
X X
(2) SETTINGS (con"_
cr
TOTALS
Casty Fac2tiee:
1Auditorium
1Motel
Other (i.e. cnfrnc)
Types oj'Llov arnpa:
0Blind
0Brain injured
0Deaf
oEmotnly distbd
0Hotly retarded
0Multihandicapped
OMeurosly impaird
".J
Sensory inpaired
Socially disabld
43
Types ofDc Sch::
0Blind
2Brain injured
Deaf
3Emotnly distb.
6Mntly retarded
Multihandicapped
4Neuro'ly impaired
0Sensory impaired
Socially disabId
Types of Homes:
7Client-patient
1Group
Types ofhospt2e:
1General
1Psychiatric
1Other
Page 58
TABLE 12
Thi
IDENTIFICATIO% OF SETTINGS USED IN TRAINI %.
PROGRAMS DESIGNED FOR TRAINEES WORKING
Tn6:r,- A g.:STIRS DESREE IN SPECIAL
EDKATI1% 0) HAVE NDT Ur: EMPLOYED AS
SPECIAL
EDuCT.:,. TEACHERS.
(2) SETTINGS (cont)
itiper
Rez:nr:.
Blind
Brain injured
Deaf
Emotnly distil
Mntly retarded
Aultihandic4oped
Neuro'ly impa7,d
Sersory i-pri ed
Socially disabld
blind
Brain injured
Deaf
Ernotnil. s:stod
mntly retarded
Mul:ihandicanped
P.c.,,r0$1, J.-pairs
Sensor,. i,tnaired
Social!, .:isabled
Montessori Achcul
-A7
:-:-
Conference rco
Svninar room
Video r000
Auditoriu-
Classroom
Cnni.:enct
(;.c.
-CO
M
Adult day irvc cn:
Occupation rn!r
Sheltered workshos
Voc. reha. cntr
Other
Qv
4.;
a,>4,0
4,
,01
0(
4a
ie
a1:
a4>
%!It
v.a.
..t-
0...)...
L a)
t.4...
4%.
av"
PAP
0. A a
A 4 A
A
QS
A
4 A A
Ni
\a
CA
Nt
+st-tl
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N4
0c
Az,
s:4
,40
_.t.,
4,04
a ...
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a...
+ C
a2.
;O
f*"
+ -
00
AX A
t
4e".4
a.
41*
A
X
X
TOTALS 3 3 4
(2) SETTINGS (cont)
Types of Rese.:.
Care:
Blind
Brain injured
Deaf
Emotnly distbd
8Nntly retarded
6Multihandicapped
3Neuro'ly impaird
Sensory impaired
1Socially disabid
6 4.1 0 S
Tpets of Summr Ots:
6I1nd
Brain injured
Deaf
Emotnly distbd
Antly retarded
Multihandicaopec
Neuro'ly impaird
Sensory impaired
Socially disabled
Montessori school
Zypo Of (? FoLto:
Conference mom
Seminar room
Video room
Type of rev 7c2,-a:
4Auditorium
4rlassroom
4Conference room
C3ther (i.e. a-v)
21.,s
jAdult day srvc
cntr
2Occupation cntr
1Sheltered ....orksmps
1Voc. rehab. cntr
0Other
Pace 59
TABLE 13
FORMAT:
The horizontal axis indicates
UAF divisions and the
total number of settings used
in the training of
Masters candidates in Special
Education.
The
vertical axis indicates the
six training components
subdivided into knowledge and skill
training object-
ives.
DATA ENTRY:
A numerical entry indicates
the number of settings
individual divisions used
in the training of Masters,
Special Education by Comppnent,
and types of object-
ives.
DISCUSSION OF TABLE:
An inspection of Table 13 indicates
that settings
are used for both knowledge and skill objectives
across the six training components in 50
percent
of the divisions.
A closer inspection by training
coriponent reveals:
(1) Only 5 of the 16
reporting
have both K and S objectives for
the settings used
for diagnostic and prescription
training of Masters
students in Special Education.
(2) Only 6 of the
16 reporting have both
K and S objectives for the
setting used for treatment training
of Master
students in Special Education.
(3) Only 3 of
the 11 reporting have both K and S
objectives for
the setting used for treatment
training of Master
students in Special Education.
(4) Only 5 of the 13
reporting have bota K and Sobjectives for the setting
used for instructional technology
training of Master
students.
(5) Only 3 of the 8
reporting have both
K and S objectives for the
setting used for research
training of Master Students in
Special Education.
Page 60
DISCUSSION OF TABLE (continued)
In summary, across the six
training components,
most
divisions differentiate
knowledge and skill objectives
by setting for their Masters
training programs in
Special Education.
abed
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TABLE 14
FORMAT:
The horizontal axis
indicates individual UAF
divisions.
The vertical dimensio.i
indicates instructional
vehicles
and materials used in
the training of Master
students
in Special Education.
DATE ENTRY:
X indicates the
use of instructional vehicles and
materials by
an individual UAF division.
A blank
indicates lack of
use if those vehicles and materials
listed.
DISCUSSION OF TABLE:
Those instructional vehicles
most often used across
the sixteen divisions reported
are:
lectures (14),
practicum (13), staffin9 (12),
conferences (12),
demonstrations (12), and follow-upconference (M.
Clinical rounds was
uses. only by two divisions
in the training of this
level of student.
In terms of instructional
materials, videotape
(12), client
patient-recards (11), and overhead
transparencies (11)
were used most frequently.
Text books and diagnoxti.:
equipment followed with
a total of (9).
Page 62
TABLE 14
THE IDENTIFICATION OF
INSTRUCTIONAL VEHICLES AND
INSTRUCTIONAL MATERIALS
USED IN
TRAINING PROGRAMS DESIGNEDFOR TRAINEES WORKINGTOWARD A MASTERS DEGREE
IN
SPECIAL EDUCATION, WHO
HAVE NOT BEEN EMPLOYED AS
SPECIAL EDUCATION TEACHERS.
(3) INSTRCL VEHCL
Clinical rounds
Demonstrat.ons
Follow-up confrnc
Lecture
Practicum
Pre-apprsl :onfnc
Progrmd Instrctn
Seminar
Simulation
Staffg confrnt
Tutorial
Workshops
-(4) MATERIALS
Audio (rcds
playback)
Disc record
T4pe
Computers
Dlagnstc test
equirmt
Dscply apprtus
Microfilm
Photographic
S. iii
C'Zorcd elides
Overhd try:47pr=
Mot.: Pietro
Print Matrls
Leann nheeta
Workbooks
Tex.;.!,,oks
CZt-Fla. :c1.7
Refrnc mtis
Video mmdia
and ',Snot
Brdczt 77
Vdc.crp (re.,
d pZ7bkf
v-'
I"q-
+\
4
N
°-
42
it-
<N,
X - A A A X'''
X - A X X
- - A - -
A A A X X X A X A x A
A X X -' A A X
A A X A X A -
- X A X A X .. X A A A X
A A X A A
A A A A A A X A
A 4 A A A A A
A A A
A X X X X X X X
A A A A X
A A A
A A XX
A A A A A A A 4 A
A
A
A A
AX A A
XX
4A
a A
AA
A A A A X A
A A X dB
A A dB
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Js
44
44
$c=o
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X X
46.
Al4
X it
`3'
94
TOTALS
A X X X X
21211
14
13 B 4 12 5
13 9 B
(3) INSTRCL VEHCL
Clinical rounds
Demonstrations
Follow-up confrnc
Lecture
Practicum
Pre- apprsl confnc
Progrmd instrctn
Seminar
Simulation
Staffg confrnc
Tutorial
Workshops
X X
X-
AX
XX
AX
AX
X
AX
A a
AX
A
(4) MATERIALS
Audio (rcds
1playback)
2Disc record
A5
TCps
X2
Computers
XX
9Diagnstc test
equipmt
XS
Oscply apprtus
1Microfilm
0Photographic
2SttIZ
CaoretraL4.1as
itOcerkd trnspr=
ANot": Piotre
1Print Matris
X8
Less,: sheets
Xo
Workbooks
XX
9Textbooks
11
C7t-pat.
Bri
eX
SW
rite
mt i
s1
Video media
X4
CZed
circ
t0
ibqcot
12
Vdectp tree
S pZybk)
Page 63
TABLE 15
FORMAT:
The horizontal axis indicates individual IJAF divisions.
The total number of instructional vehicles used
is also presented by division.
The vertical axis
indicates the six training components subdivided
by knowledge and skill objectives.
DATA ENTRY:
A numerical entry indicates the number of instructional
vehicles used in the training of Master students in
Special Education by training component and type of
objective.
A zero indicates the absence of any
instructional vehicle.
DISCUSSION OF TABLE:
The number of different instructional vehicle:,
ranged from I
(practicum) to 11 types
ur vehicles.
There again a small number of divisions did not
differentiate knowledge and skill objectives for
various components.
Five of the sixteen divisions
did not differentiate "etween knowledge and skill
and the use of an instructional vehicle in the
diagnosis, prescription or treatment areas for this
level of student.
Three of eleven divisions did
not differentiate consultation vehicles, three of
thirteen instructional technology, and one of seven
research component training.
In summary, most divisions differentiated the
use of
instructional vehicles by the six training components
for Masters level Special Education students.
Page 64
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TABLE 16
FORMAT:
The horizontal axis indicates the individual UAF
divisions.
The total number of instructional
materials used for training in each of the six
component areas is also presented.
The vertical
axis indicates the six training components sub-
divided into knowledge and skill objectives for
Master level students in Special Education.
DATA ENTRY:
A number indicates the number of instructional
materials used by individual divisions for knowledge
and skill objectives within each of the six training
components for Master students in Special Education.
A zero indicates the absence ofany instructional
materials.
DISCUSSION OF TABLE:
The number of instructional materials listed by the
individual division ranges from a low of two types
to a high of thirteen.
Five of sixteen divisions
used five different sets of instructional materials
in the training of Master students in Special Educa-
tion across diagnosis, prescription, and treatment
areas without regard to difference in the focus of
the training, i.e. knowledge or skill.
Six of
the ten did not differentiate materials
on the
basis of consultation; five of the fourteen did
not differentiate on the basis of instructional
technology, and only two of the eight did not
differentiate in the use of instructional materials
on the basis of research training components.
In summary, most divisions again made clear distinc-
tions between the type of instructional vehicle
Page 66
DISCUSSION OF TABLE (continued)
necessary for different training components in
terms of knowledge and skill areas.
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TABLE 17
FORMAT:
The horizontal axis indicates the individual
UAF division.
The vertical axis indicates action
verbs organized by the six training
components of
diagnosis, prescription, treatment, consultation,
instructional technology, and research.
DATA ENTRY:
An X indicates the use of
an action verb for a
particular training component.
A blank indicates
the ansence of an action verb.
DISCUSSION OF TABLE:
The frequency of action verbs
across individual
divisions range from one to twelve.
Within the
diagnostic training component area, the most
frequently used terms are:
assess (12), evaluate
(12), observe (11)
to describe the knowledge and
skill objectives for Masters studying in Special
Education.
Within the prescription training, giving directions
(10), recommending (9), and writing(8)
are the most
frequently mentioned action verbs to describe
student objectives.
Within the treatment training component, the
most
frequently mentioned terms
were:
remediate (11),
develop curriculum (10), give direct service (9),
manage, (9), and provide feedback (9).
Within the consultation training
component, the
most frequently used action verbs were:
give
direct service (5), advise (4), and confer
on (4).
Page (8
DISCUSSION OF TABLE (continued)
Within the instructional technology trainingcompone
the most frequently used action verb
was to communicat4
(10).
Within the sixth, and last, training
component--rese
the most frequently used action verbs
were analyze (
and measure (8).
In summary, the project staff
was trying to determine
if an objective language could be developed
and used
by all program directors in the future preparation
otheir proposals to the Bureau.
t
(TABLE 1'
VCM
-N
4.;
THE IDENTIFICATION OF ACTION VERBS USED IK TRAINING PROGRAMS DESIGNED FOR TRAINEES
WORKING TOWARD A MASTERS DEGREE IN SPECIAL EDUCATION. WM6 HAVE NOT BEEN EMPLOYED
AS SPECIAL EDUCATION TEACHERS.
UAF
ACTION VERBS
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A.
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Others
Page 69
TABLE 13
FORMAT:
The horizontal axis indicates
individual UAF divisions.
The total number of action
verbs used in the six
training components in the
description of Master
and trainee levels in Special
Education is also
provided by divisions.
The vertical axis indicates
the six training components
subdivided in knowledge
and skill objectives.
DATA ENTRY:
A numerical entry indicates
the total number of action
verbs used by individual
divisions to describe know-
ledge and skill objectives
of the Master students
by the six training
components.
DISCUSSION OF TABLE:
The table reflects
a range of terms for each of the
training components.
Approximately twelve terms
are sufficient to describe
knowledge and skill objectives
in each of the six
training components, they
are listed below:
TRAINING COMPONENT
Diagnosis
Prescription
Treatment
Page 70
RANGE
1-40
1-40
1-40
SUGGESTED TERM
assess, observe
give directions, &
recommend
remediate, develop
curriculum
DISCUSSION OF TABLE (continued)
TRAINING COMPONENT
RANGE
SUGGESTED TERM
Consult
0-40
advise, confer
Instructional Tech.
0-39
communicate, prepare
Research
0-14
analyze, synthesize
-tati, 18
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24
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OUTCOmF
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34
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16
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21
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73
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23
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EXPECTED TRAINEE PEAF1gNANCE
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Page
71
TABLE 19
FORMAT:
The horizontal axis indicates individual UAF
divisions.
The vertical axis lists twenty-three
measures were
grouped into seven classifications.
DATA ENTRY:
An X indicates the use of this
type of measure by
individual division.
A blank indicates the absence
of an individual
measure.
DISCUSSION OF TABLE:
Within each of the seven classifications,
the measures
with the highest two frequencies have
been selected.
Under type written reports by trainees,
case studies
(9), and term papers
were most frequently used.
Within types of objective
exams, the most frequent
measurements were standardized exam (7) and self-
report inventory (6).
Within types of other written
measurement by others,
the clinical supervisor (9) ratingwas clearly the
highest frequency recorded.
Oral reports by clinical
supervisor (9) was also clearly indicated.
The variety of settings when students
are evaluated
include classroom, clinical, and conference
settings.
The measurement
of the effect of a trainee
on impact
target was recorded in two ways.
There were educa-
tional measurements (c,) and behavioral performance
records of student prc.gress.
Page 72
-
TABLE 19
THE IDEHTIFICATION OF
mEASURES USED IN TRAINING
PROGRAMS DESIGNED FOR
TRAINEES
WORKING TOWARD A MASTERS
DEGREE IN SPECIALEDUCATION, WHO HAVE NOT BEEN
EMPLOYED
AS SPECIAL EDU"TION
TEACHERS.
MEASURES
:ypa
writtvn
Plprte
trainee:
Essay
Research paper
Tenn paper
Case study
Type of "ajeatv"
E:=Tfo
nenee:
Questionnaire
Chicklist
Self-rprt Invntory
Self-ratg by stdnt
Standardized exam
Ore -Seam 7aken by
Trainee:
lirte
ftdnt
Feermn, PreFri
Faculty
Clinic! Supervitor
Others
Orel Arta an Stdht
PerPmno 3iven
by:
Faculty
Clinical Supervisor
Others
stage where Stdht
Prn.mo ie EeZuctd:
Conferences
Classroom activities
Clinical activities
On Job setting
Simultns (eg ri plyg)
Prfrmne of Pltot Trg::
m..!eica,
e.g. e;irv-s.
retorts. etc.
Eductnl, test measrt
Eehvrl. e.g. cont'nuos
Performance records
4. +9
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XS
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performance record
Page 73
TABLE 20
FORMAT:
The horizontal axis indicates the individual UAF
divisions.
The numerical entry indicates the total
number of measures currently used by each division.
The vertical axis indicates the six training
com-
ponents subdivided into knowledge and skill for Master
level students in Special Education by individual
divisions.
DATA ENTRY:
The number entry indicates the total number of
measures used to measure knowledge and skills by
training components within an individual division
for knowledge and skills.
The breakdown by training
component is listed below:
Diagnosis
6/16
Prescription
6/15
Treatment
7/15
Consultations
5/9
Program
Differentiate
btwn. K & S
Program
Differentiate
btwn. K & S
Program
Differentiate
btwn. K 6 S
Program
Differentiate
btwn. K & S
Instructional Tech.
6/11
Program
Differentiate
btwn. K & S
Research
3/8
Program
Differentiate
btwn. K & S
Page 74
DISCUSSION OF TABLE:
With regard to measures used by individual divisions,
the range is from a low of three in the research
component to six in the diagnosis and prescription
category.
No post-training measures were indicated
at this time.
In summary, a review of Tables 10
20 indicates a
uniformity of response to diagnosis, prescription, and
treatment.
In the remaining three components :
con-
sultation, instructional technology, and research in
all components of an objective, setting, vehicle,
materials, action verbs, and measures are found in at
least one-half of the individual divisions responk'ed.
Additional training components may be suggested but
these six meet at least a 50 percent criteria and provide
a starting point for a description of overall training
components of the Total UAF.
?ilk': 20
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TRAINING IN 1TAGM05/S
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SKILL
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75
13
98
15
11
69
14
98
710
10
70
11
96
15
66
914
98
510
19
15
13
96
IS
56
21.4
A7
59
310
8S
13
99
15
11
60
14
98
510
49
61
13
97
15
66
014
98
S10
18
55
13
97
15
S6
014
87
39
39
8S
13
910
15
11
50
14
96
610
410
70
13
97
15
65
014
96
610
18
5S
13
98
15
S5
014
85
69
310
10
13
90
15
00
014
95
J9
012
13
13
90
IS
00
014
9S
09
010
03
13
90
15
03
014
84
31
012
15
39
10
15
11
50
13
73
90
73
10
09
7I',
SJ
13
2A
79
02
15
09
8IS
63
43
?
60
13
0S
13
).-.
6)
IS
14
13
3'ci
13
?3
11
02
11
J1
11
13
33
07
10
02
)0
01
Page
75
TABLE 21
FORMAT:
The horizontal axis indicates individual UAF divisions.
The vertical axis indicates the demographic
character-
istics of client-patients
seen through clinical
activities related to training objectives.
Twenty-
five sep.Pr:,te characteristicsare organized into
six classifications.
DATA ENTRY:
An X indicates the
presence of a particular character-
istic of a client-patient
seen for training purposes.
A blank indicates the absence of
a particular
characteristic.
DISCUSSION OF TABLE:
The six classifications are summarized
across
individual divisions below.
The age of target children
and adults seen for training
purposes can best be
described as previously of school
age first, then pre -
school, and finally young adults.
All degrees of handicapped
are represented across
all sixteen UAF's.
Equal numbers of males and
females were also used for training
purposes.
Under types of handicapped, mentally retarded,
multi-
hdndicapped, and learning disorders children rank
one, two, three.
Two other categories emotionally
disturbed and physically handicapped children
were
also in large enough numbers
across the program to
.arrant mention here.
The race of client-patientswere also noted.
Almost
all programs have included black patients
in there
Face 76
DISCUSSION OF TABLE (continued)
training program.
Finally a rather even distributio
of urban, rural, and poor client-patients
were also
seen for training across the divisions.
(,4\
TABLE 21
oek
THE IDENTIFICATION OF IMPACT TARGET
POPULATION USED IN TRAINING PROGRAMS DESIGNEDFOR
TRAINEES WORKING TOWARD A MASTERS DEGREE IN
SPECIAL EDUCATION. WHO HAVE NOT BEEN EMPLOYED
1Wr
AS SPECIAL EDUCATION TEACHERS.
IMPACT TARGET
Z-4`4of
Age
0-2
2-6
6-12
12 -18
'R.
LW:rt;d0
Mild
Moderate
Severe
Se:
: :n: -. Its
Male
Female
Types of SmILp:
Emotnly distbd
Learning impaird
(e.g. nearaigcl)
mntly retarded
Hultihandicapoed
Physcly impaired
Sensory imPaired
(e.g. DInd, if)
Socially disabld
11..
a"4-
04t
V,N
0A
)N >
vL
cC
NZ
4c
4N0'
N
--
4X
XX
AA
AA
AA
44
4A
44
AA
4A
AX
AA
A%
XA
Type of :7-:!-7a:.
P.nr
Erlule ;r7e:
Black
Latin
Indian
White
Oriental
7,p:7 of Soci.7-1,771n
.:
Stars of C:nt-:ats:
lichen
mural
Poor
A A A X a
A A X 4
X X A
00
ON
IP42
/..
4611
'04
eA
A4
X4
IL
A4
-
A A A A A
UAF
4..'
N0
,ta
014
0'
J4
AN''
4,t0
0S
e:.
0 C
AN
00
44z
14
4..
41P
4.4S* * :?- e
4:-
"a
4X
-A
4X
AX
X4
AX
XX
4X
-X
IMPACT TARGET
4s
TOTALS
Tgps of C:nt-Pats:
7Age 0-2
X15
2-6
X16
6-12
X13
12-18
518+
Degrees ofiihdiep:
AX
AA
AA
XX
XX
xIS
AX
A4
AX
XX
Xx
X16
4A
A4
AX
XX
XX
XIs
AA
AA
4A
AX
xX
X14
AX
4X
XX
xx
x13
AX
XX
XA
AA
4X
AX
XX
X14
AA
AA
AA
AX
AA
XX
X15
AA
AX
XX
XA
AX
14
AX
XX
BX
4
A
aa
A
A A
A
AA
XA
-A
X
X
xX
4X
4-
Aa
-X
X X
A X
3
Mild
Moderate
Severe
Ser ofClet-Pate:
Hale
Female
Tgpee ofkW0Eop:
Imotnly distbd
Learning impaird
(e.g. neurolgcl)
Neatly retarded
4Holtihandicapped
Physely impaired
Sensory impaired
(e.g. bind, df)
Socially disabld
Toe ol'ant-Pdt.
d Pk7Zy EthneCipe:
14
Black
4Latin
4Indian
7White
2Oriental
Tgps ofSocio-Fean
Seats ofCint-Pdts:
14 Urban
9 Rural
11 Poor
Page 77
TABLE 22
FORMAT:
The horizontal axis indicates individual
UAF divisions.
The vertical axis indicates the demographiccharact-
eristics of a client-patient;
age, degree of handicap,
sex famialial type and/or race, and socio-economic
status.
DATA ENTRY:
A numerical entry indicates
a number of client-
patients seen by the individual
divisions (Nm15)
in terms of the typology
described above.
Only
summaries across age pre-reported.
A blank indicates that
no client-patients were
reported In that category.
An X indicates missing
data.
DISCUSSION OF TABLE:
The numerical entry indicates
client-patients seen
by individual division for training
or specific
groups or trainees defined by discipline, level,
time, and objectives throughout
Unit 1.
The
individual UAF see other
:7:eot-patients for service,
research, and other
reasons.
Those numbers are not
inclueded here.
Only totals
across age are reported here, since the
individual divisions have all
recorded this data.
Of the fifteen
centers reporting, 1,285 children and
young adults were seen as part of
a training unit.
Further inspection of the
table indicates
range or
Page 78
data recording practices
since some centers do
not
collect certain date; therefore,
column totals
are
not consistent within
some divisions.
Additional
descriptive data about thenature and breath of the
client-patient population
are evident.
First, trainees
in the individual divisions
reporting see primarily
children under 12
years of age and few young adults.
Trainees also see primarilymild and moderately
handicapped children.
The client-patients
appear to
more male than female.
They certainly
represent the
entire range of handicapped
types.
The mentally
retarded, multi-handicapped
and learning disabled
rank one, two, three.
These children are primarilywhite youngsters;
approximately 25 percent of the
population seen is
reported as black.
Due to confusionover socio-econo
level, only very tentativeobservations can be made.
In summary, it
can be said that UAF trainees under
Special Education
are exposed to a rich pool of clien
patients who represent
a wide range of handicapped
children primarily of school
age and younger.
NOTE *:
this table represents
additional data collec-
in part at the
Dissemination-Review Conference
in
Atlanta.
Due to previous commitments
the Special
Education Directors from
Kansas and Georgia
were unabi
to attend.
GO
BTABLE 22
T4(
3 -(E.A.(D0aN ^r twoACT TARr.ET POPuLATID%
:;SED IN T4A11!4 P20,RAmS DESIGNED FIR
THAI' EES
73:iARD A MASTERS DE1REE 11 SPE:IAL
EDUCATION, WHO PIA7E NOT BEEN
EmLOYED Ac SPECIAL EDUCATION TEACHERS.
IMPACT TARIC-
4R
NQo
IV-
4o
(?e
(.,
t. . C
c
cN. .
4!
CV 0 .
4Nt0
c)4
Tt
\
Ace
S-2
21
2-5
12
1e
3:
3A
14
20
340
12-13
60
30
27X
18
15
3
Degree.,
Mild
;2
30
87
3A
14
Moderate
20
39
426
Se.erc c,f
18
24
Male
71
40
30
Fe .ale
24
28
4A
10
Emotni, 1;s:bc
540
16
Ltdrrir7
(e.3.
12
23
32
12
Zr,
214
Hu
-r. 1,
457
3A
24
Prt; ,c1.
^ai
2:
St -:3r'
(e.g. ton.%
..L.t1
10
ScciA'
A
e'dc;
3...:
2x
2
542
1
4-
75
47
59
5x
38
:r:ental
C:.
7-1
102
x;45
10
icor
5
125
430
30
*Z.0
I,
iN3-
0-A
'..is
N'
I-
850
570
240 10
x90
x80
x2C
x61
x41 10
50
A75
20
13
11 5
I95
15
15
80
6060
60
Grand Total
Impact Target-Client Patien
for all age groups
1: A
P
40 '
4/ i''4%
.
:*N
, + (
F°f4
1'
,-a
ce
4.\ %
.1:
-
*ca
kv.
1285
IMPACT TAWIT7
cf7
55
5Aar
0-2
12
21
514
26
39
35
2-6
15
120
1.
278
24
56
16
16
6-12
310
-10
914
512-18
--
318.
Digress cfateiclo:
14
75
5200
13
22
7Mild
14
60
963
44
26
24
10
Moderate
215
229
826
99
Severe
Sec ofCint-Pte:
15
80
8180
40
60
23
19
Male
15
55
7112
25
52
10
7Female
TW:es of.7-13qp:
-10
1-
93
3Emotnly distbd
240
I15
_24 -
11 -
- -12
Learning i-laird
(e.g. ne6-c17c1)
14
4'
10
263
10
56
22
8PntIy rt.:adeo
1420
3/4
633
82
Pultiltandica
10
25
19
1Physcly
,....
11
Se -spry 1.1nclired
lo.g. bled, do.;
5Socially disabld
d PtT4
7r;s:
13
65
31
31
3etaz4
2-
Latin
S-
-Indian
15
65
12
292
64
81
33
18
White
--
-Oriental
.71.
a of
fio
ci..7
F.??
.:Su
ns o
fCZnt-Patat:
13
60
10
278
65
90
17
Uban
75
5-
17
33
3Rural
13
70
541
4Poor
Page 79
/i1P
B.
UNIT 11 ANALYSIS
The Unit 11 questionnaire
was designed to
provide two types of information.
The first type of
information was related to the
responses of the
Special Education Directors; whether they
conceived
their training programs
as a coherent package of
instructional objectives; and whether they
knew of
the potential uses of evaluation.
The second type
of information collected
was contextual in a different
sense, it provided an indication of communication
between UAF Special Education Division
and the
Department Chairman.
By examining these relation-
ships in communication (what
types of information
is conveyed by the Special Education
Director to
the UAF Training Direct)r, and
how that information
differs from what is conveyed
to the Department
Chairman) inferences
were made about the working
relationship of the three levels of
administration.
Those who reported having
objectives also had those ob-
jectives stated in terms of observable
behavior.
Only
two Directors reported not providing
trainees with state-
ments of the aforementionedobjectives.
With the
exception of two Directors,
the remaining reported usi
a pretest at least occasslonally
to determine the trai
entrance level in terms of knowledge
and skill.
In terms of the
usage of the evaluation of their
internal training
programs, the majority of Directors
perceived such evaluation
as a means of information fo
future planning.
The evaluation in each Divisionwoul
be based on the training
objectives and whether the
Directors fulfilled those
objectives.
If they did not
fulfill their outlined
objectives, they would modify
their training
programs.
The comprehensiveness
of the evaluation would
be
From Unit 11 alone, potentially 190
tables
based on a training
program which could be explained
could be drawn for analysis.
Selected items from
entirely in terms of objectives.
As a pre-requisite
ta sample of sections were drawn to illustrate
Directors must be able
to articulate all aspects of th
1) responses of 16 UAF Division
Directors 2) responses
instructional training
programs in terms of instructio
of UAF Division Directors, Training
Directors and
objectives.
Department Chairman; 3)
responses of Division
Directors and Training Directors.
The responses indicate
that each Director has
at
RESPONSES OF SPECIAL EDUCATION DIRECTORS
When examining the
responses of only the
Special Education Directors, these
trends became
apparent.
They all report having training criteria
based on clearly written strategies
and objectives.
When asked the specificity of the
training objectives,
only one Division indicated that
they had not specified
their objectives.
An additional Director reported this
level of specificity in few instances.
least some
segments of his instructional
training
program organized in the framework
of an instructional
objective.
On the basis of that
information, he could
use that section of his
overall program
as a model for
other sections.
The SEEP Unit
1 provided
a means for
the Directors
to organize the entire
instructional
training program in
an instructional objective
structur
Page 81
TABLE 23
FORMAT:
The verticle axis identifies
Special Education
Directors.
The horizontal axis
identifies selected
items from Unit ll, the
questionnaire on training
evaluation.
DATA ENTRY:
A numeric entry
represents a qualified "yes': the
degree to which tI-ese
items are true in
a particular
program.
A zero indicates "no"
or "don't know"
responses.
A minus sign indicates
missing data.
DISCUSSION OF TABLE:
The responses of the
Special Education Directors
can be examined in two
ways.
Reading horizontally
compares the Directors'
responses to a given item.
For example when responding
to the question, "Are
training criteria linked
to written strategies and
objectives," two Directors
reported that this is
true in all instances in their
programs, while
two reported this is true in
few instances.
Reading
vertically reveals the
extent to which the Directors
organize their training
programs in the format of
an instructional object.
Page 82
Pr
TABLE 23
RESPONSES rff ONLY SPECIAL EDUCATION DIRECTORS
Cell entry:
YES
responses
1= in few instances
2 = in some instances
3 = :n the majority of instances
4 = in all instances
- = no
response
PART 11, Q8 training criteria linked
written strategies & objectives
PART 11, Q46 objectives for each
instructional unit
PART 11, Q47 objectives in terms of
observable behavior
PART 11, Q49 trainees provided with
statements of objectives
PART 11, Q65 measurements derived
from training objectives
PART 11, Q66
pretest to
determine Knowledge and Skill
PART 111, Q15 evaluation results used
to expar4 training areas
PART 111, Q16 evaluation results used
to reduce training areas
PART 111, Q19 evaluation results used
to modify programs of instruction
fCr X < CO
<<
J0
C.,
< =
Z gal
CC CI J 2 C.,
el(
CI
CC 0 I La-
4:1r
C.7 Ce 0 Iii
C -
1
aC
ir2
Z I
n <
< <
-A
--V
I)0
-a=
cc
--/
VI
u) c:C X
(cC z
(11
....1
.=C
OC
IC
C Cr
=I
t..)
I-
0Z
it-I
2 = -- C-/
Z C,
C.2 sa CC 0
2 m 1.12
1.--
2 < LI
S =
cr
4_,
I = X
21
23
41
34
22
21
23
-3
3I_ 3
3_
14
42
20
21
3
-3
22
43
-1
24
23
02
11
-0
11
42
-
-1
33
44
-3
3_
42
02_
33
3
10
33
41
01
23
22
23
_1
22
30
-3
44
20
i3
12
-1
22
30
-3
04
20
21
12
_1
23
30
_3
24
20
23
33
Page 83
UNIT 11
ANALYSIS (cont.)
COMMUNICATION AMONG THE RESPONDENTS
The responses of the
three respondents
were
reduced to "yes,
no, don't know" categories.
This
procedure was used
to reduce the bulk of
the data.
The responses of the
three respondents
were then
compared.
This comparison yielded
the following trends.
These trends are indicated
on tables 24 through 36.
The Training Directors
posess more detailed infor-
mation concerning the
operation of the Special
Education Division than
do th:: Department
Chairmen.
The Training Directors
are more involved in
program
planning including
the modification of
training
programs on the basis of
evaluation.
This group
distinguishes
more between UAF functions and
Division functions
than do the chairmen.
The Department Chairmen
as a group agree
with the responses of
the Special Education
Directors, although there
are some Chairmen who
evidently do not receive
specific information
con-
cerning the Division's
relation to the
next level
of UAF administration
or other disciplinary
Divisions within the
UAF.
For the most part, this
group is aware of their
own input in training design,
yet unaware of specific inputs
of the UAF and
the
Special Education
Division.
Communication among the
three respondents is
evidently based
on role specialization.
The
primary responsibility
of the Divisior.
rests with
the Special Education
Director (based
on interview
summaries Appendix 8).
The Director communicates
information to theTraining Director
and to the
Department Chairman.
The Training Director
and
Department Chairman apparently
receive different
types of information.
The Training Director
possesses information primarily
of an administra-
Page 84
tive nature.
Since the responses
vary among groups
respondents, it can be inferred that
there is little
direct communication betweenthe UAF higher levels 0
administration and the Department
Chairmen.
If the UAF Special Education
training program
offers unique advantages in training
experiences, it
would seem that the Department Chairmen
should be
aware of environmental factors unique
to the UAF. Th
environmental factors would include
information con-
cerning the coordination of all
disciplinary trainin
within the UAF.
The two mcst accessable
sources of
this information would be the Special
Education Dire
for or the Training Director.
T%e tables representing
responses of only the
Speci:.1 Education and Training
Director indicate :ha
as a rule less than half of the Training
Directors
I
detailed information concerning
the Division's train
program.
Orly 6 report that instructional
objective
are designed at the course or practicum level.
Only
half report that the objectives
are stated in terms
desired observable behavior.
Less than half report
that the trainees are reportedwith statements of th
objectives.
Less bran half report knowing
about on
the job follow ups on former trainees.
The question to be asked whenviewing this data
is "Should the Training Director
monitor this level of
program specificity within the Division?"
If the
Training Director's role is training
program coordina-
tion, cuntroiling the interdisciplinary
training witl
the UAF, such detailed information
is required.
if
1
interdisciplinary training is unique
to the UAF, the
Department Chairmen should
possess this information,
that this information
can be employed in the Chairmen
decision concerning the Department's
use of the UAF
Special Education Division.
TABLE 24
RESPONSES TO UNIT 11 QUESTION:
ARE THE INSTRUCTIONAL OBJECTIVES AND CRITERIA FOR THE
E5
UAF's SPECIAL EDUCATION DIVISION EVER FORMULATED BY THE
UNIVERSITY SPECIAL EDUCATION DEPARTMENT?
.tr
ex.
UAF
UAF
University
c.)
Spec. F4
Training
Spef.... Ed.
WDi;
Director
Der-u:tor
Uairmen
TOTALS
144
N=14
N..14
N=15
N=43
..-
ANSWERED YES
-- frequency
13
13
12
38
Co!
%92.9%
92.9%
80.0%
88.4%
ANSWERED NO
frequency
11
13
7.1
I7.1%
6.7%
7.0%
frequency
M_ 0
0.0%
0
0.0%
2
13.3%
ANSWERED DON'T KNOW
2
4.7%
SUMMARY:
Agreement within UAF most answered YES.
It
is interesting to note that 2
Department Chairmen did not know if their instructional objectives
and criteria were used in the UAF Soecial Education D!vision.
Page 85
YES
--frequency
Col
P40
Col
DONIF
evow
frequency
Cot
TABLE 25
RESPONSES TO UNIT
11 QUESTION:
DOES THE UNIVERSITY SPECIAL EDUCATION
DEPARTMENT EVER HAVE
ACCESS TO THE RESULTS OF UAF SPECIAL
EDUCATION TRAINING EVALUATIONS?
UAF
Spec. Ed
Director
N-14
UAF
Training
Director
N-i4
University
Spec. Ed.
Chairmen
N=15
13
13
13
92.9%
92.9P
86.7%
.
-------, 1
12
7.1%
7.1%
13.3%
TOTALS
N=43
ANSWERED YES
39
90.7%
ANSWERED NO
ANSWERED DON'T KNOW'
SUMMARY:
The majority agreed that the
Department does have access to this information.
Four respondents replied don't know
indicating perhaps a lack of communication
or interest.
Page 86
4
9.35,_
YES
frequency
Col
NO
frequency
Col
%
DON'T
epow
frequency
Col
1.1
TABLE 26
RESPONSES TO UNIT 11 QUESTION:
ARE THE INSTRUCTIONAL OBJECTIVES AND CRITERIA
FOR THE UAF
SPECIAL EDUCATION DIVISION EVER FORMULATED BY
THE UAF?
UAF
UAF
Spec. Ed
Training
Director
Di rector
N=14
Ni.14
.University
Spec. Ed."
Chairmen
N=15
14
100.0%
13
1!
TOTALS
N=43
ANSWERED YES
38
92.9%
73.3%
88.4%
0
0.0%
.110
1111
1.11
.
10
7.1%
0.0%
0
0.0?.
0
ANSWERED NO 1
2.3k
ANSWERED DON'T KNO1
44
I2...7-4
9.3?
SUMMARY:
All of the Special Education Directors
responded that their UAF pa.rticipated in
the fGrmaticA
of instructional objectives and criteria
for the division.
One Training Director said that this
was
not an institute function.
Four of the chairmen did not know if this
was an Institute function.
Page 87
1
YES
---- frequency
Col
%
NO
frequency
Col
voNir
rpow
frequency
TABLE 27
RESPONSES TO UNIT 11
QUESTION:
ARE THE INSTRUCTIONAL
OBJECTIVES AND CRITERI!°,
rOa THE UAF
SPECIAL EDUCATION DIVISION
EVER FORMULATED BY
THAT DIVISION?
UAF
Spec. Ed
Director
N=lit
OAF
Training
Directur
N..14
.
University
Spec. Ed.'
Chairmen
N-
14
100.0%
-----1
14
100 8.
12
.a
o
0
0.01
0
0.0i:
3
20.0%;
TOTALS
Na.43
ANSWERED YES
40
93.0%
ANSWEPSD NO
ANSWERED DON'T 14:
SUMMARY:
All of the Special Education Directors
agreed with 'the Training Director in that the
formation of instructional
objectives and criteria are a responsibility of the Division.
Three
Chair-en did not know if this
was done at the Division level.
Page
1:18
3
7.0%
YES
---- frequency
Col
NO
frequency
Col
DON'T
wow
frequency
Col
TOOLE 28
RESPONSES TO UNIT II QUESTION:
WITHIN THE UAF SPECIAL EDUCATION DIVISION IS
TRAINEE PROGRESS
EVER MEASURED BY CHANGE OF ATTITuDE?
OAF
Spec. Ed
Director
N=14
UAF
Training
Director
N-1
4
University
Spec. Ed."
Chairmen
Ni=
15
12
85.7%
7
50.0%
10
66.7%
1
25
0
14.3%
35.7%
0.0%
.
02
5
0.0%
1
14.3%
33.3%
TOTALS
N=43
ANSWERED YES
2967.4%
ANSWERED NO
716.3%
ANSWERED DON'T IWO'
7
16.3
%
SUMMARY:
With the exception of two, the Special Education Directors
reply that they did measure
attitude change.
Of the Training Directors only half indicated that this
was true.
It is interesting
to note that one third of the chairmen stated that they did not know if trainee
progress was monitored
by
change of attitude.
Page 89
YES
---- frequency
Col
NQ
frequency
Col
DON'T
MOW
frequency
Cal
TABLE 29
RESPONSES TO UNIT
11 QUESTION:
WITHIN THE UAF
SPECIAL EDUCATION
DIVISION IS TRAINEE
PROGRESS
EVER MEASURED
BY CHANGE IN OBSERVABLE
BEHAVIOR?
UAF
Spec. Ed
Director
N-1
4
UAF
Training
Director
N=14
University
Spec.. Ed.-
Chairmen
N=
15
i
13
92.9%
11
78.6%
12
80.0%
01
0
0.0%
7.1%
0.0%
I
12
3
7.1%
14.3%
20.0
TOTALS
N=43
ANSWERED YES
36
83.7%
ANSWERED NO 1
2.3%
ANSWERED DON'T IC
SUMMARi:
The vast majority of Special Education
Directors report that they-measure observable
behavior.
The other types of respondents report
more frequently the measurement of observable
behavior, than the measurement of attitude
change.
Page 90
6
14.0%.
YESfrequency
Col
4()
frequency
Col
DON'T
rpow
frequency
Col
TABLE 30
RESPONSES TO UNIT 11 QUESTION:
IS EVALUATION EVER USED TO EXPAND
TRAINING AREAS?
UAF
Spec. Ed
Director
N.1
4
UAF
TrairOng
Director
NI4
.
University
Spec.. Ed.-
Chairmen
N45
12
I I
14
100.0%
7
46.7%
2
14.3?f
--
I
0
0.0%
I8
.
53.3%
TOTALS
Ni.43
ANSWERED YES
33
76.7%
ANSWERED NO
ANSWERED DON'T KM
SUMMARY:
Each Training Director reported that training evaluation could be
used as a basis
for expanding training areas.
This
group was more likely to make this response than the Special
Education Directors.
Of the Chairmen more than half
reported that they did not know of this UAF
operation.
10
23.3%
Page 91
YES
---- frequency
Col
NO
frequency
Col
DON'T
VVOW
frequency
c...,11
TABLE 31
RESPONSES TO UNIT 11
QUESTION:
IS EVALUATION EVER USED TO
REDUCE TRAINING AREAS?
UAF
Spec. Ed
Director
UAF
Training
Director
N14
University
Spec. Ed.
-
Chairmen
N -15
11
78.6%
12
85.7%
7
46.7%
12
0
7.i%
14.3%
0.0%
J..
.
2-
.0
8
14.3%
0.0%
53.3%
...._
TOTALS
N -43
ANSWERED YES
30
69.8%
ANSWERED NO 3
7.0%
ANSWERED DON'T KNOW
0
23.3%
SUMMARY:
Both the Special Education Directors and Training Directors perceived
training evaluation
as a basis for the efficient utilization of training resources.
Again, half of the chairmen did not
know of this operation with the UAF setting.
Page 92
YES
frequency
Col
NO
frequency
Col
DON'T
'Tow
frequency
Col
TABLE 32
RESPONSES TO UNIT 11
QUESTION:
ARE THE OBJECTIVES
EVER CLEARLY FORMULATED
FOR EACH INSTRUCTIONAL
UNIT?
( Course,
subsection, or practicum)
UAF
Spec. Ed
Director
N..1
4
UAF
Training
Director
N-I
4
'The Department Chairmenwere not asked
to respond to tnis question.
University
Spec. Ed."
Chairmen
N=15
I
13
92.9%
I
6
42.9%
t
---....
.
.....".-
--...
......
....-
....-
-...-
.4.
1
7.1%
.
...
8
57.1%
TOTALS
N=43
ANSWERED YES
19
77.9%
ANSWERED NO
ANSWERED DON'T KM
SUMMARY:
The Special Education
Directors reported'they were at this level of
organization.
However, less than half of the
Training Directors did not
know, implying that they did
not
monitor the Division's
training program at that level.
II!
9
32.1
%
Page 93
----frequency
Col
NO
frequency
Col
Dair
rmy4
frequency
Col
TABLE 33
RESPONSES TO UNIT 11
QUESTION:
ARE THE INSTRUCTIONALOBJECTIVES
EVER STATED IN TERMS
OF DESIRED
OBSERVABLE BEHAVIOR?
UAF
Spec. Ed
Director
N-14
UAF
Training
Director
N-14
*The Department
Chairmen were not
aske
to respond to this
question.
University
Spec.. Ed.
Chairmen
N- 15
......
..___
____ 13
92.9%
......
____
_ 7
50.0%
,
.........-....-
1
7.1%
7
I50.0%
LI
TOTALS
N=43
ANSWERED YES 20
81.2%
ANSWERED NO
ANSWERED DON'T K
8
28.8%
SUMMARY:
The vast majority of Special Education Directors
reported that they fcllowed this design
in the formation of instructional
objectives.
Half of the Training Directors did not, Implying
that they did not monitor the Division's training
program at that level.
Page 94
YES
-----frequency
Col
frequency
Col
DON'T
PPOW
frequency
r01
a A
...0.
....1
11.1
1110
,11.
1^M
PA
NII~
O M
OW
I LA
HN
Io.
ow.
INI
ON
1 .1
I IN
IA
O
ey
TABLE 34
RESPONSES TO UNIT II QUESTION:
ARE THE UAF SPECIAL EDUCATIONTRAINEES EVER PROVIDED
WITH STATEMENTS OF OBJECTIVES FOR
EACH INSTRUCTIONAL LIT?
VAF
Spec. Ed
Director
UAF
Director
N.,1
4
ti
The Department Chaiimenwere not asked
to respond to this question.
.University
Spec. Ed."
Chairmen
N.15
12
85.7%
5
35.7%
10
7.1%
0.0%
.....---
1
19
[7.1%
64.3%
I
TOTALS
N=43
ANSWERED YES
17
60.8%
ANSWERED NO
1
3.5%
ANSWERED DON'I KNOI
S-mMARY:
Over three-fourths of the Special Education Directors reported
this procedure.
Again
over half of the Training Directors did not know if this was true.
10
35.7%
Page 95
YES
-----frequency
Col
frequency
Col
DON'T
ypow
frequency
Col
TABLE 35
RESPONSES TO UNIT 11 QUESTION:
ARE THE MEASUREMENTS USED IN THE
ASSESSMENT OF UAF
SPECIAL EDUCATION TRAINEES EVER DERIVED
FROM TRAINING
OBJECTIVES?
UAF
Spec. Ed
Director
"1=14
UAF
Tratr;ng
Director
N44
.
University
Spec. Ed."
Chairmen
N..1
5
12
85.7%
9
64.3%
9
60.0%
14
2
7.1%
28.6%
13.3%
11
4
7.1%
7.1%
26.77
..
--,
TOTALS
N=43
ANSWERED YES
30
69.8%
ANSWERED NO 7
16.3%
ANSWERED DON'T IC
SUMMARY:
With two exceptions the Special EducationDirectors
maintain that'assessment of
trainees is based on training
objectives.
It
is interesting to note that two thirds of
the
Training Directors are unaware of this.
The Chairmen also lack this information in the
same
proportion.
3:e 96
6
14.0%
YES
---frequency
Col
NO
frequency
Col
DONIF
mow
frequency
.
Co1
TABLE 36
kESPONSES TO UNIT 11 QUESTION:
IS THERE EVER FOLLOW UP ON FORMER
SPECIAL
EDUCATION TRAINEES ON THE JOB?
UAF
Spec. Ed
Director
1,114
UAF
Training
Director
N-1
4
The Department Chairmen
were not asked
to respond to this
question.
. University
Spec. Ed."
Chairmen
N-1
5__-_--_-__
12
85.7%
....--
4
28.6%
I
13
7.1%
21.4%
-.0
17
7.1-4
50.0%
--,
TOTALS
N=43
ANSWERED YES
16
57.1%
ANSWERED NO 4
14.3%
ANSWERED DON'T KNOt
SUMMARY:
Of the Special Education
Directors the majority indicate
using this procedure.
Less
`Ilan a third of the
Training Directors are aware of this
practice.
8
34.6%
V1,
DATA DISSEMINATION
The Special Education Evaluation Project has
presented and discussed with five different
groups
during the American Association of Mental Deficiency
Annual Convention in Atlanta
on May 28-June 1st.
On May 28-29, the Evaluation project
was
first presented and discussed with special
educators
from 14 special education and early childhood
programs
within UAF's.
The major objectives of the Workshop
1.
to present preliminary summary data
as
provided by Units
1and 11
2.
to validate this data
3.
to suggest possible used of the data
4.
to present a data retrieval system and
its possible use in preparing proposals
and further evaluations.
5.
to assign to
future evaluation activities
A questionaire evaluating the workshop (see
Appendix C) was devised consisting of 10
questions
dealing with the content, discussion, and
presentation
of the workshop; one question concerning
possible
uses of .-he evaluation data as presented; and six
questi.;ns concerning individual benefits from the
...orLshop and suggestions for future cor:erences,
:roble-l-solving and priorities.
The individual completing the formwas in-
st-Jcted to rate the content and presentation of
the
.,orkshoo on a 5 point continuum froma low, negative,
Ito a high, positive, 5.
Of the 140 possible ratings
crly 8 .Jert. negative.
Eighty five, or over 60%
were
rated 4 or 5.
The majority of those completing
the evaluation
form indicated that the
evaluation data would be
most
useful in the following
areas:
I.
preparation of progress
reports
2.
preparation of future proposals
3.
settling priorities for the
component and
its relationship to the University
Training
Program.
A number of the respondents
suggested that fut-
ure evaluation be concerned with qualitative
judgments,
BEH input and areas of data
usage by government funding
agencies.
Tables mentioned in minutes do not coincide with
numbering of tables in this final
report. Data tables were
revised on the basis of the
group deliberations.
Four
examples of individual data tables
have also been 'n-
cluded for review in the appendices.
The major objective of these
meetings were to
share
the preliminary analysis of the
data, verify dis-
crepancies in data entries, review
site visitation data,
and consider recommendations.
An instructional object-
ives procedure and
a basis record keeping formatwere
also discussed and subsequently
revised after incorpor-
ating comments from those in attendance.(see
Appendix D )
A September meeting of
the Regional Consortium
group and project staff was suggested
by Dr. Aaronson
with Drs. Martin and Whelan
and other Bureau staff.
The
purpose of this meeting will be
a review of project re-
sults. further directions, and
the Bureau's position
on
UA7's development and
support.
Page 99
VI.
DATA DISSEMINATION
(cont.)
The second pre5entation of the UAF Evaluation
project was made by Dr. Forness
to the disciplinary
meeting of Special Educators (N=15) held
in conjunc-
tion with the Asso:iation of University
Affiliated
Facilitees meetings on May 29. (AUAF)
The third discussion of the project
was held
at the Evaluation Committee of the AUAFon May 30.
Approximately 25 people
were in attendance.
The
relationship of this type of "special
project" was
discussed by Mr. Tad Mayeda in relation
to his study
on Data Collection and Utilization (1973) of entire
UAF oroanizational structure and
basic data on
trainees and programs.
Drs. Burrello and Daley
were
in attendance at this meeting.
Minutes of this
meeting and subsequent correspondence
has been placed
in the Appendix C.
The fourth dissemination activity
took place
on May 30 as part of the AAMD program.
A workshop
entitled Interdisciplinary Evaluation
was shared by
Dr. Burrello.
Dr. Daley presented the preliminary
results of the Evaluation project
to approximately
75 people.
A copy of the panel and their projects
have been presented in the appendices.
A letter of
commendation was received by Dr. Daley from
a Director
of the Riley Child Development
Center, a UAF not
even included in the workshop.
It has been placed
in Appendix C.
The fifth and last presentation
of the Eval-
uation project was made by Dr.
Burrello and Mr. Siantz
the chief research assistant
to the staff, to the
interdisciplinary Council of Disciplines
on June 1.
The purpose of this meeting
was to share findings
Page
100
1
and discuss possible generalizations
of the format for
use by other disciplines as
a way to (1) develop a
common reporting format (2) assist other
program disc
lines to better articulate
training program objectives
and (3) describe other disciplinary
functions.
Hopefully the latter would lead
to a scheme to test
interdisciplinary evaluation activities.
Additional
funding will be
necessary to carry this plan out.
The
Project Staff will
see about additional funding this
fall.
V11.
MAJOR FINDINGS:
UNIT ONE
A summary of the significant
findings re-
ported in the analysis section
presented below.
These findings are presented In
a question and answer
format to stimulate additional issues
which may nec-
essitate further study and analysis before
final
decisions can be made by individual UAF
program dir-
ectors, center administrators, or federal bureau
personnel.
Recommendations will also be presented
where appropriate based
upon the data collected
only.
Speculations and assumptions will hopefully
be minimized.
It should be emphasized here again
that the purpose ct this evaluation
activity was to
describe UAF special educational
programs context-
ually in order to determine the
state of development,
to assist decision-making at the
program center,
and Bureau level.
Interpretations and conclusions
wilt obviously be different according
to the vantage
point of the reader.
Description of Trainees
(Tables 1-9) Unit 1
Who do special educators in UAF's
train?
How many centers have different training
programs?
Of the 16 centers reporting:
16 of 16 train special
educators
14 of 16
"psychologists
13 of 16
"social workers
12 of 16
"speech and language
specialists
12 of 16
medical personnel
11 of 16
1!
nursing personnel
11 of 16
physical, occupational,or
recreational therapists.
F
Which disciplines do
not receive training from
more than 50% of the Special Education division!
Of the 16 centers
eporting only:
8 of 16 train
Nutritionists
8 of 15
"Dentists
7 of 16
"Psychiatrists
6 of 16
"Audiologists
1 of 16
"Vocational Rehab.
How many different types of
trainees do speci
education divisions train?
Are they primarily pre-service
or in-service
personnel?
Of the 16 centers reporting only
# Divisions
Total #
within UAF's
of students
Service Level
Pre-
In-
16 spec. ed
12,203
6,17
66,031
14 psych
591
511
8:
(does not include
child Dev. (N:320)
13 social work
993
350
643
12 communicative
disorders
1,561
485
1,076
12 medicine
1,007
607
396
11 nursing
759
622
137
11 therapies
433
333
100
The total number for all trainees
is 18,315
Page 101
VII.
MAJOR FINDINGS
(cont.)
1!',at level of traineesdo the special
educ-
ation divisions train?
Divisions
Total No. of Programs by
within UAF's
Academic and Service Levels
BA
Master
Doctorate
Pre---In
Pre---In
Pre---In
16 spec.ed
12
416
710
414 psych.
47
11
13 soc. work
311
212 Comm. Dis.
31
11
41
12 medicine
16
211 nursing
64
31
1
11 therapy
71
63
2
UAF divisions focus more
on graduate level
training than on under-graduate.
Pre-service
training is also more heavily weighted
than
in-service training.
Disciplinary training and certification
standards influence level of trainees.
Besides numbers of trainees by discipline,
how much training does
a trainee receive?
Does the academic level affect
amount of
training?
Although undergraduates
are the largest
single group of trainees
across disciplines they
receive less intensive training than
graduate
students receive, proportionate
to the numbers of
trainees seen. (Seenext page for table 31)
Page
102
An analysis of the composite of
individual UAF's
as compared to the Total UAF finds individual
programs
obviously allocating
a differing proportion of their
resources to different disciplines in varying
amounts 0
time.
Decisions regarding this allocation
of resources
must be decided in terms of national
and state manpower
needs.
Factors which affect
spec. ed. contacts with
spec. educators and other disciplinary students
are de-
partmental relationships, rigidityof disciplinary
curriculum, faculty possessiveness
of students,
source
of student funding, setting,
and level of development
and support of the special ed.
component.
Each program will obviously need
to examine its
functioning in relation to the
above factors to deter
whether or not it will continueor modify its present
practices in relation to the
Total UAF.
Or it can be
argued that individual
programs primarily are respond
to unique statewide needs aad therefore
such a compar
is suspect.
Description of Instructional
Programs (Tables 10-22)
(Settings, Vehicles,
Materials, Action Verbs
Measures, Impact Target
Settings:
Tables (10-13)
Where training
programs located?
What facilities
are primarily used?
Does the location of the
training program
reflect philosophy,
facilities, and other
resources of the individual division?
Does size of center reflect
number and
types of trainees?
(cont.)
TABLE
31
Number of Trainees by Levels, Contact hours, & Division
Divisions
within UAF's
BA
8 or less
9300+
MASTERS
8 or less
9 - 300+
DOCTORATE
8 or less
9 -300+
Pre - In
Pre - In
Pre - In
Pre - In
Pre - In
Pre - In
16 Spec. ed
1354
71
697
222
1866
732
871
241
39
34
70
50
lk Psych.
130
95
115
58
45
50
2
13 Soc. Work.
100
29
80
600
165
40
72
12 Comm. Dis.
230
1072
27
63
149
84
8
12 Medicine
269
380
53
213
15
2
11 Nursing
607
85
73
96
26
11
11 Therapy
61
10
188
20
35
23
44
27
5
2651
1533
1172
249
2161
1451
1413
308
305
38
221
55
Page 103
VII.
MAJOR FINDINGS
(cont.)
In the reporting
group of 16, 80% use primarily
UAF-University settings.
They also service the
largest number of trainees,
pre- and in-service, 8
hours or less.
By and large these facilities
have
received construction funds and
have the newest and
largest centers.
Consequently, they
are also under
pressure to serve large numbers of
trainees and
client-patients.
The Community based Centers,
however, are unable to accommodate
large numbers
of students and apparently
maintain a small number
of students for longer
periods of time. (Tables 9-12)
The data form with regard
to set:ings used by
Special Education for training
can be significantly
reduced by 1/3 from 94 to 63
entries.
Thirty-one
entries were not chosen by 16 of
the 18 centers
reporting.
In fact, only 6 settings
were used by
50; of the 16 centers.
They were:
UAF classroom (10)
Interdisciplinary clinics (9)
Learning Disabilities clinics (8)
Residential Care facilities
for Mentally retarded (8)
Conference and Seminar Room (10)
From Table 13, it
was found that the number of
settings used ingredients from
a low of 1-39.
At
least 8 divisions used 10or more settings for
training master students.
More importantly, however,
is that 9 of the 16
centers differentiate between
knowledge and skill objectiveswithin training
components of diagnosis, prescription,
treatment
and consultation.
Page 104
INSTRUCTIONAL VEHICLES & MATERIALS (tables
14-16)
The major impact of UAF'S
Special Education Division
of training appears to Et through
use as a particular
site for sk11 training.
Typical Forums established
within UAF's are clinical activities
in the form of
assessment, disposition and follow-up
conference.
The
data form in these
areas would remain intact, hence all
but two entries
were not indicated.
The survey did
not attempt to record total number of
courses handled
by division personnel.
ACTION VERBS (table 17-18)
A list of suggested
terms to assist in the develop
ment of an objective language
to describe behavior
of trainees by training
components is reproduced
below from Table 18.
TRAINING COMPONENT
Diagnosis
Prescription
Treatment
Consultation
Instructional Tech.
Research
assess, observe
give directions,
recommen
remediate, develop curric
advise, confer
communicate,
prepare
analyze, synthesize
Other training components
may be added and subseq-
uent terms would then be determined.
The data form
on action verbs would be significantly
reduced from
39 terms to a list of 13
terms.
MAJOR FINDINGS
(cont.)
MEASURES
Tables (19-20)
While these tables reflect the primary measures
utilized to measure training by component, the
criteria to which training is measured against
success is still missing.
A major effort in the
redesign of the data forms would be establishing
ranges of criterion levels.
This was not found in
the data form becase proposals generally reflected
the absence of certain statements.
IMPACT Target
(Tables 21-22)
The number of handicapped seen by trainees
across 15 of the 18 centers reporting total 1285.
This data while incomplete, relects that UAF's are
meeting the clinical training goals developed in
the original legislation.
Special Education reported
seeing mentally retarded, multihandicapped, learning
disabled and emotionally disturbed children
as
their major clinical targets.
Theft client-
patient population also reflects a trend toward
preventative treatment of young pre-school children.
The need for adult services apparently hasn't
been met at UAF's.
Either UAF's are not getting
referrals or training program objectives have not
been established and case finding, therefore, is
limited.
Also Special Education, has only recently
in some states been ccnfront2d with client-patients
over 18 + years of age.
This form needs revision and discussion with
UAF training directors and special education regarding
entries and number of discipline contacts with ind-
ividual client-patients.
MAJOR FINDINGS
UNIT TWO
The analysis of the responses of the Special Educ-
ation Directors revealed the following trend.
Each of
them indicated that they had organized at least part of
their programs in terms of an instructional objective.
The responses indicated that the instructional objective
organization varied among UAF's in terms of specificity.
By specificity is is meant both the instructional objec-
tives underlying each instructional unit, whether that
be defined as a specific course of sub unit within
acourse; and the organization of these units in a program,
the program having the format of an instructional object.'
As a rule the Directors did have a skeletal
organ-
ization of their program based on objectives, in all
instances a portion of instructional units followed the
instructional objective organization.
A more detailed
organization of each program in the format of the instruc
tional objective is essential to a comprehensive eval-
uation.
The responses indicate that the Directors hay
an orientation necessary for programs organized in thi
format. During informal conversations at the time of the
site visit interviews there was a recurs-en. theme.
The
Directors pointed out that certair segments of thei
program vere evolving at such a rapid rate that paper
and pen could not keep up with subtle changes in obje:
ives based on their responsiveness to trainee needs.
point to be made ::ere is that the changes
a-e subtle,
even these instruction units are organized in terms of
instructional objectives although not articulated on
paper.
The Directors should organize these instructi=
units in objectives employing more generic terms.
Unt
such time as the instructional unit becomes more stabl
Page 105
MAJOR FINDINGS
(:_ont
)UNIT TWO
The Directors frequently
become lo:ked with
instruc-
tional objectives
at the individual trainee
level,
this individualization
is a positive
factor; vet in
terms of program organization
one must look at the
forest as well
as each tree.
The analysis of the
responses of the Special
Education Director, theTraining Director,
and the
Special Education
Department reveal the
following:
The Training Directors
possess more detailed know-
ledge of the UAF Special
Education Program than
do
the Special Education
Department Chairman.
The
Department Chairman is
aware of the objectives
gov-
erning :be operation of
the UAF Special
Education
Program; yet in general,
is
unaware of the detailed
operation of the Program
and the specific
instruc-
tional objectives accompanying
the instructional
un;ts.
SITE VISIT INTERVIEWS
The Sit- Visit Interview
provide a context,
or frame or reference for viewing the Special
Education Programs.
Each of the Programs
are de-
signed for trainees, yet the
administrative
structure of the UP F, and University,
the physical
Plant, the relationship
to the Department are
all factors affecting design.
The variation
among Programs can be attributed
to these
environmental factors.
This information from
site vi.-At interviews does
not yir-1d itself to
cansule summary.
As such each set of
individual
tables is accompanied by
a site visit summary
for that particular Special
Education Program.
(APPENDIX 8
=ace 1.716
NY
I
ADDITiONAL SOURCES OF
INFORMATION
During the Site Visits,
each lasting approximate
three days, the
project representatives
had opportunit
for many informal
conversations, as well
as the formal
interview questionaire.
In this category of
informati
two facts stand out.
The first was p.-eviouslymention
in the discussion ofUnit 11; that is the Directors'
hesitancy to generalize
instructional objectives for
a group of trainees.
The second fact frequently
mention-
ed by the Training
Directors, Department
Chairmen,
Special Education
Director, and other
Division Directors
is the relationship
between the Division and
Departmen
The Department Chairman
W45 most actively Involved
in
the original design
of tht, UAF Special
Education Program.
At that time relationships
were formalized, and the
major Program
responsibility
was defined to rest with
the Director.
Although Programs have
been modified
since that time
conceptually the Programs
have not
deviated from the
original design. The
question to be
asked is how cicfely
the Division's Prograr, should be
integrated with the
Department.
Viii.
MAJOR RECOMMENDATIONS:
A.
Federal
I.
The Bureau and other responsible agencies
who are committed to impact or product outcome
evaluation assist in the establishment of
a model
information rctrieval system to be used by
individual centers.
A subgroup of representatives centers be
selected to pilot a more generalized format, design
procedure, and training.
2.
The Bureau assist in the refinement of
adata bank developed out of SEEP to test its adeq-
uacy as part of a technical assistance system to
individual UAF Special Education Directors.
3.
The Bureau continues to support this and
other consortium activities related to interdiscip-
linary training at UAF's.
A specific recommendation
would be to support a showing of findings with
UAF
training directors, department chairmen and Special
Education Directors in UAF's.
A specific task
would
Iso involve Bureau personnel to assist in
developing a standard format to be used in data
collection and reporting impact data.
4.
The Bureau and other federal agencies and
associates of UAF support special studies to
determine what constitutes interdisciplinary funct-
ioning.
A special project design to determine the
indices of interdisciplinary functioning
to
measure the process and its effect on training
within UAF centers.
B.
"AF
I.
If interdisciplinary training is
to be facil-
itated, an initial statement of disciplinary and
interdisciplinary objectives for trainees
must be
developed and shared by program personnel.
UAF's
administrators should consider:
al
the commitment of staff time to the development
of these objectives.
b)
starting the development of
a management
information system.
Basic accounting data should
be available once the Mayeda recommendations
are
implemented.
Unit 11 provides a series of questi
which forms the basis of a
program statement.
c)
adopting the SEEP package for evaluating
inter-
disciplinary training to be coordinated by
the
Directors of Training at the individual
UAF.
d)
UAF training directors periodically bring
together department chairmen and UAF Special
Educ-
ators to review projected program statements and
determine their similarity
or difference with
regard to their implementation with the
UAF
program, in department, or use some other communi
facility.
e)
encouraging the AUAF association
to support
proposals to develop enabling skills
of program
personnel within UAF's.
Page 107
V111.
MAJOR RECOMMENDATIONS;
(cont.)
C.
UAF SPECIAL EDUCATION
1.
Develop a standardized reporting
format to
be completed by individual
trainee based upon the
components of an objective.
An example format iS
in Appendix
D
2.
Differentiate
between administrative
program objectives and instructional
unit objectives
in proposal statemttnt.
See Daley et al.
(1971 )
3.
Review data analysis and
individual data
tables in order to
generate a list of other questions
which the Project staff
could use in the development
of additional data tables
to assist than in decision
making within their
programs.
Page 108
BIBLIOGRAPHY
Btrison, F. Arthur M. "University
Affiliated
Facilities and Special Education---A position
Paper" as appeared in
peclal Education in
University. Affiliated Facilities, project report
of the 7.
Education Consortium, 1972.
Clark, Ann and Rotberg, Jay.
"Trainee Definition
Grid" form devised for use of the Special Education
Consortium, 1972
Daley, M. F., and Morreau, L. E. "Format for
Writing Educational Objectives." In
Design of
Instructional Programs for Cducation Developers.
Office of E..,,:ation Contract, 1971
Ma!eda, Tadashi.
Data Collection and 6cllization
in University Affiliated Facilities.
Prepared
under contract to o-We-WROnger Center of Ohio
State
University on behalf of the Association of University
Affiliated Facilities, Washington, D.C.
as part of
a grant from the Division of Developmental Disabil-
it;es, the Department of Health, Education, and
Welfare, 1973
aaCje
'151
APPENDIX
A
Unit 1
Data Collection Forms
Unit
1Instructions
Unit 11
Questionaire on Training Evaluation
Site Visitation InterviewProtocols
Site !nterview
Responses
Page HO
TRAINEE
Discipline Academic Level(Enter Hew)
Trainee-Pre-Service Trainee-In-Service
ttC-.
1..,
TOTAL CONTACT HOURS 08sy
9 20 21.60 61-300 301- 0-8 9.20 2160 61-300 301
'...>-:'
cc
/2
Number of contacts /Quarter
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Number of contacts/Year
6.0cn
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NEXT STEP: See "Instructions for CONDITIONS".
CONDITIONS
(1) Organizational Structurew,. would LINe to know the administrative of lice to which your c administrator directlyre4:1 t%
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CONDITIONS(Cont'd)
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CONDITIONS(Cont'd)
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SPECIAL EDUCATION EVALUATION PROJECT
FOR UNIVERSITY AFFILIATED FACILITIES
UNIT I
INSTRUCTIONS
I
Page 1
01°1
1GENERAL INSTRUZTIONS
eBy following the procedures outlined
in the instructions, you
are examining the Special Education Divisionof your UAF and writinga contextual
description of your instructional
programs.
This is accomplished by relating
the elements of instructional objectives
to the conceptual training
components of your UAF Special Education training
programs.
These components were identified
and agreed upon by the Regional Advisor%Committee as
representative components of all the UAFSpecial Education training
programs:
Diagnosis, Prescription, Treatment,
Consultation, Instructional
Technology and Research.
(See "Instructions" page 6 for
definitions).
Although these components refer specificallyto TRAINING, they may also be
analytically applied to the non-training
functions of CLINICAL SERVICES and
RESEARCH (See Benton, 1972).
The form.' --,..-!
chase of the evaluation project
corresponds to the following elements of
an instructional objective:
trainee. conditions. actions.
measures, criteria, anu
roet.
Objective
is a statement of intent describinga proposed change in a traineewhet knowledge
or skill a trainee must exhibit to demonstrate
successful completion of a learningexperience--"an intended outcome" (Mager).
Trainee
is the subject of thestatement of intent.
It answers the question "Who?" :Klein).
The t:ainee :s the direct recipient of
the
instructional training, e.g. students
or community personnel; not the impact
target.
Conditions
are the organizational structure, setting,
instructional vehicle, materials,
and supervisor which identify properties
of tile
situation in which a trainee's
training takes place.
Action Verb
describes a clearly measurable
or observable behavior (Daley).
"What will the learner [trainee] do?"
(Kiein).
Measure
is a specific statement of
the frequency, duration, and/or
quality of response (Daley).
Criteria
are standards by which measured terminal
behavior is evaluated (Mager).
Impact Target
is the intended final r,cipient
or beneficiary of the trainee's performance,
the recipient of services,
e.g. the handicapped
patient, sibling, mother.
For our purpnses an objective
can be stated as:
A given 'RANEE under certain
CON01TiONS, will eerforma particular ACTION, to be MEASURED in
certain ways, evaluated by specific
CRITERIA and affecting a given I'PACT
TARGET.
References:
Benson, F. Arthur M.
"University Affiliated
acilities and Special Educatioa--A
Position Paper" as appeared in Special
Education in University
Affiliated Facilities, project
report of Spec:al Education Consnrtium,
1972.
Boston. Robert E.
How to Write and Use Perfornance
Objectives to Individualize Instruction.
4 vols.
Educational Technology Publications:
Englewood cliffs. New Jersey.
1972.
Daley. H. F., and Morreau,
L. E.
Format Ir oriting educational
objectives.
In Design of instructional
programs for education developers.
Otfice of Education Contract.
1971.
Klein, Stephen P. et al.
Evaluation Workshop I:
Participant's Notebook, Center for
Study cf Evaluation. UCLA.
McGraw Mill:
Monterey,
California, 1971.
mager, Robert F.
Preparing Instructional Objectives.
Fearon Publisher:
Belmont. California, 1962.
Page 120
Page 2
GENERAL INSTRUCTIONS
unit
1Data Record f)rms are organized in the following
manner.
The Volume consists of several sets of identical forms.
Each set represents
a particular academic discipline.
There is a complete set (28 pages) for each discipline
represented in the OAF.
Each Discipline Set is
divided into 4 Academic level Subsets, each containing 7
pages:
Undergraduate, green paper; "re-Master's, grey
paper; Post Master's, blue
paper; and Others, white paper.
[1]
(1)
Pre-read an entire Discipline Set for Unit
I.
Become familiar with its organizatin-al
structure.
Note page 9, "UAF Disciplines".
Throughout Unit
Iplease use this list whenever instructions call for
use of this code.
Throughout the Discipline Set when the term "other" is
used, please X when appropriate and list at bottom of appropriate
page
specifically who and what "other" represents.
(e.g. other in TRAINEE Section,
page I
could
ar elementary public school teacher)
Sub-categories preceded by an asterisk
t..) are more fully explained in the
instructions under the appropriate headings.
(2)
Review your proposal of last
[I]
(3)
Complete the green Academic Subset describing
the Special Education training for Undergraduate Special
Education trainees.
Please accomplish this task by following the guide
outlined in step (4) below.
We prefer that you complete all elements of
the
objective for a pre-service trainee first,
then return and complete the section for the in-service
trainee.
[I]
(4)
Turn to page 4.
Pre-read the "Instructions for T-ainee", including
I.
Trainee and It. Supervisor.
Complete Trainee section of the Subset following the
steps indicated under "Instructions for Trainee".
Turn to page 6.
Pre-read the "Instructions for Conditions."
Complete Conditions section of the Subset following
the steps indicated in "Instructions for Conditions."
r1
Turn to page 7.
Pre-read :'e Ans:ractions for Action Verbs."
Complete Action Verbs section of the Subset following
the steps indicated under "Instructions for Action
Verbs."
Turn to page B.
Pre-read the "Instructions for Measures."
Complete Measures section of the Subset following
the steps indicated under "Instructions forMeasures."
Turr to page 8.
Pre-read the "Instructions for Impact Target."
?"-",
Complete Impact Target section of :he Subset following
the steps indicated under "Instructions for Impact
Target."
Move on to next item.
Page 121
Pas.,e 122
alI
Ii
Page 3
GENERAL INS/RUCTIONS (Cont.1
(5)
Cnmplete tie grey Academic Subset descritint? the Special
Education training for Master's Levet Special
Education tr.i!nees. as
indicated in step (10 above.
(6)
Complete the blue Academic Subset describing
the Special Education training for Post Master's Level
Specicl Education trainees, as
indicated in step (4) above.
r-1
(7)
Complete the -hitt Academic Subset describing
the Special Educati n training for Other Special
Education trainees, as indicated in
Step f40 ohnve (e.g. special st.,dents not
in an Undergraduate. Master's level
or Post-Master's level program
ofmedical in,tere..
residents, training aides
no college experience, doctcrs, or dentists in the f:e:C).
0 (8)
Complete the steps above in t.e samemanner for each discipline contacted by Special F.ucation.
List these di.ciplires below and place
an X
in the b)* when the subsets are comaleted.
C'isciplines
Pre - service
1-.-er-.ice
Undergraduate Undergraduate
Pre-service
In- service
Master's level Master's level
Pre-service
In- service
Post-Master's Post-Master's
Pre-service In service
Other
Other
I. 11.
ill.
Speclai Education
yI
4._
i!
ilt.
i1
--r
VIII,
Ix. _ x__.__
1.
X11.
m.
..._
..__
_
-
,
.
'7
_______
;
_-4--
_ ___ ____ __.
___
___
__ __
i 1
xlv:
xv.
ii. V 1 .
____
XVII.
___
-4--
__
_. ____ .
-r
___ -_ -1
1
11 I
INSTRUCTIONS FOR TRAINEE
Instr,,ctions
.Trainee
Choose the appropriately colored Academic
S..nset
(0.- a q;wen
Le.el fe.s,
5eginning or :,;e. I. read top t-
!motto,- of cart.
Cnmplete the sectilr for tte ;i.e-
CeT:ice
the steps boles.
1}
lore,
e ^s -a.t tee' provide,' to air vs
in
den
i( Le.el.
70r
t-e
progrars for 4 dissertat'on student
and a
stu.ent ..signed to clinical service
may
difer.
9ct'
tte Pre.-SerVile. oast-
master's le.el students in Special
Education.
rtcalc idica:e at
top of trainee section
the pen you are sing to indicatethe twos
of progra^s represented.
2)
Disciplieenter code nuriber (See
page 9.
"UAF Disciplines") or appropriate
line to
identify trairee's discipline.
V Aca1e-:c leveleter
level according to
color listed tel-".
Teenenter
Geer enter
s
9i.teente. 'ost-laster'
le.el
Whiteenter Others
4'
Total Contact moursf;11
of stale
tontacted by Special E.1ucetion
for each -hit acr-1..s fe,
:c,nr.,tct 01..Jr%
(e.s
0-3i.
or,/ rmr.e ti-e into -val
semeser; 4s appronriate.
:/rplet
co,:a.siycar
%.-he
he ,t-er ca:es-.ries
d,In
t apply ic.g. +a ve.trIv
J.
Terms Used
ilia
Page
.
Pre-ser.icea student not y,' "practicing"
in his field.
ln-servicea person "pruri -,mt" in
'field.
4cade7tic
Trainee not holding a eaccalareate
degree (regardless
discipline)
wa_..1" trainee
ar pest Bac.:-.41.34reate ;retiree :regardl.ssof :iscipline)
om.:.--any trainee holding
an MA degree tregardless of discipline)
Otter -- aides. redical interns.or trainees (uo rot q.alify in
one of the at'ove)
Total Contact elursrocai number of
hours in which a student is directly
under
special education supervision. within
specified t',1t-interval (i.e,
gearter.
se-ese-. of
:incle rontactA .nne time" trainingexperience for the trainee fromany
discipiim? for N number of hours.
Thi' would be a continuous
rather than
discontinuous esvcrience for
the trainee.
Examples are:
(I) a one-t
three-hour !ecture to a pediatrics fact,Ity.
(2) a concentrated
lasting
two consecutive days.
Page I
Page
5INSTRUCTIONS FOR TRAINEE (tont.)
Instructions
Terms Used
=for single contact only. circle number of
students contacted within Total Contact hours.
Refer back to "General Instructions" Item 4
for next step.
II.
Supervisor
Supervisor--the person directly :::.sponsible for evaluating
learner
perFOrWEe.
Continue from top to bottom for the given academic
level (e.g. Undergraduate) following the
steps below:
I)
Type--fill in code number for discipline(s)
of supervisor.
(See "UAF Discipline") for the
following:
Clinical Supervisor
Professor
*Other (e.g. advanced students. community
personnel such as administrators and teachers).
Please list others at bottom of "Trainee"
section.
Service Organizationmark an X in the box
appropriate to supervisor for the following:
UAF
University
*Other (e.g. public school system)
Please list others at bottom of "Trainee
section.
Refer back to "General Instructions" Item 4
for next step.
Page 124
Clinical S4tervisora person with at least
a Master's Degree, compeient
in diagnd,stics an.: supervision.
He may come from any discipline.
Service Organization- -the organization to vd.:ielthe supervisor has
primary affiliation.
1"
I
INSTRUCTIONS FOR CONDITIONS
Instructions
1At the bottom of
page 1 complete the request
for administrative officer.
mark an X in one of the appropriate
boxes
(i.e. within a college, withina doPartmen
or independent.)
Use code number to indicate disciplinewithin
a Department (See "UAF Disciplines".
page 9.)
If your
program is not described in the above
structure, please write in the appropriate
information.
2.
Turn to page 2.
Complete the section on
"Settings" following the steps below for
the given
Academic Level trainee.
Differentiateprograms
when appropriate by consistent
use of colored
pen.
Opposite the setting
in which training
takes place. mark an X in the K and/or
Sbox!es) under the appropriateTraining
Component(s).
Take care to distinguish
between knowledge and skill
outcomes.
A% settings may
vary across the Training
co-panant, mark an X in only thoseboxes
which specificall% apply
to each one.
If you have multio.e entries
which do not
fit into one box, 1) outline
t'c box in pen.
2) asterisk, and 3) indicate
with some
colored pen at bottom or back of
page.
Page 6
Terms Used
Organizational Structure--the hierarchy of
the UAF administration.
For example.
to whom are the UAF admioistrators responsible?
Setting- -the physical environment(s) wheretraining occurs within a gi.e.!+
Training Component (i.e. diagnosis. prescription,
etc.)
linailloils021:2mstrainee is able to dmonstratea verbal understanding or
comprehension within a training
component according to specific crit?rio.
Skill Outcome--trainee is able
to exhibit comOctency in performing
(doing) a
given action within a training
component according to specific criteria.
Training Components of Special Education
Program -- diagnosis, prescription,
treatment, consultation, instructional
technology, and research -- development
--dissemination--evaluation.
diagnosis--a descriptionutilizing tests
interviews, and observations to
determine the etiology and state ofan individual person. family, or
system
at a particular point in time.
prescription--a plan of intervention for an individual
person, family or
system within a specified time f:ame.
treatment--includes methods and
procedures to use in the implementation of
a program of client treatment for
an individual person, family or
system.
consultation--a process of
diving information to a co.nelee for
purposes
of improving (I) service
delivery programs and facilities and
(2) treatment
services for the individual
person. Lmily, or system.
instructional technology--thedevelopment of a set of trainingprocedures
and instructional materials
that evolve from a prescription foran individual
person, family, or system.
(An exampl, would bea behav'or modification
program.)
research--development--lissemination--evaluation--themethodology and
procedures used in research, development.
.!isseminatiorto and evaluation.
interdisciplinary - -a team of professionals
representin© two or more disciplines
working together ro establish
common problem solvingprocedures.
Page 125
INSTRUCTIONS FOR CONDITIONS (Cont.)
Instructions
3.
Opposite the Instructional Vehicleused in training
Continue to complete the form by marking
an X in
the K and/or S box(es) under
the appropriate
Training Component(s) for thegiven level trainee.
Take care to distinguish
between knowledge and
skill outcomes.
4.
Continue to complete the form formaterials by
marking an X in the appropriate
boxes.
Diagnostics tests and
Disciplinary apparatus --Use Code
number (See
"UAF Disciplines") for
disciplinary instruments
used in Special Education
program.
5.
Supervisorthis condition has been
completed as
part of the section of "Trainee".
Refer back to "General
Instructions". item 4 for
next step
INSTRUCTIONS FOP ACTION VERB
Instructions
This section includes
a list of verbs describing the
actions which typically
identify the training
components.
Mark an X opposite thoseverbs describing the Special
Education training under eachTraining Component.
Distinguish between knowledgeand skill outcomes.
Refer back to "General
Initr..::tions" item 4 for
next
step.
Page 126
Page 7
Terms Used
Instructional vehicle--the method of
training used for an intended
outcome.
Follow-up Conference--a disci;.linaryor interdisciplinary training activity
held
after suggested interventions
have been piloted in the
setting where the client('
is (are) being trained
or work(s).
Practicum --a supervised training
placement within a uAr or ina community setting
dealing directly with clients(i.e.
indiuiduals or groups).
Materials--media. soft-ware. etc.
utilized within a given trz!oingcomponent.
Tutorialthe method utilizing
a1to 1 ratio betwe'tn student and
supervisor.
Terms Used
AP
INSTRUCTIONS FOR mEASURES
Instructions
Terms Used
Mark an X in the box appropriate tomeasures used by Special
Education Training Program to evaluate student's knowledge
or
skill competencies.
Refer back to "General Instructions" item 4 for
next step.
INSTRUCTIONS FOR IMPACT TARGET
Instructions
Terms Used
Record in boxes the number of persons
seen by the trainee for
whom you are filling out the present form (e.g. Special
Education Undergraduate).
Use same time interval as chosen on page I. Trainee section.
If the time interval is yearly, please indicateby circling
the entry.
*Other--,lease specify if another ethnic group is important to
your training program.
You have now completed an entire Academic
Subset.
NEXT STEP;
Return to "General Instructions" to next unworked
tem.
Page
8
Client-patient--includes an individual child or group of children0.e. a class-
room group).
Page 1
U.A.F. DISCIPLINES
Page 12R
1.
2.
3.
4. 5.
6.
S.
Administration
Audiology
Biocher:stry
Child Development
Communicative Disorders
Communication Media
Community Medicine
27.
28.
29.
30.
31.
32.
33.
Nursing
Licensed Practical Nurse
Public Health Nurse
Registered Nurse
Nutrition
Occupational Therapy
Opthalmology
8.
Counseling
34.
Optometry
9.
Dentistry
35.
Orthopedics
10.
dental hygiene
36.
Otolaryngology
11.
orthodontics
37.
Pediatrics
12.
pedodontics
38.
Pharmacy
13.
Electroencephalography
39.
Physical Medicine
14.
Education
40.
Psychiatry
15.
continuing and adult education
Ir..
child
16.
early childhood
42.
community
17.
general
43.
Psychology
18.
physical
44.
behavioral
19.
reading, etc.
45.
child
20.
special
46.
clinical
21.
Genetics
47.
educational
22.
Home Economics
48.
Physical Therapy
23.
Law
49.
Recreational Therapy
24.
Maternal and Child Health
50.
Religion
25.
Music Therapy
51.
Social Services
26.
Neurology
52.
Sociology
53.
Vocational Arts
PRIMARY SOURCE:
University Affiliated Facilities,
an overview, Division of
Developmental Disabilities, U.S.
Department of Health, Education, and
Welfare,
1972.
Page 9
SPECIAL EDUCATION EVALUATION PROJECT
FOR UNIVERSITY AFFILIATED FACILITIES
UNIT II
Questionnaire on Training
The project is supported in part by a grant, 0EG-0-72-4321(603),
from the Bureau for Education of the Handicapped,
U. S. Office of Education, Department of
Health, Education, and Welfare.
PURPOSE: To provide UAt- Special Education Program Directors withinformation about their division which is basic to their decision-making in the training area.
Evaluation can be defined as the process of delineating, obtaining,and providing useful information for judging decision alternatives. Inthe simplest model, evaluation consists of three phases: 1) Decisioncriteria are formulated on the basis of specified objectives; inTinti-tative data are ccilected
; 3) the criteria and the data are compared.This information can be used in the decision-making process. Theresulting decisions may lead to program evolution.
DIRECTIONS:
Each of the numbered items in the following checklist is a separatequestion and requires an answer. Underscored terms are defined in theglossary on page 11. All questions should be answered by either a "yes"or "no" response if at all possible. In addition there is a "don't know"box for each question. This category should be used infrequently andshould be used only after the other options have been thoroughly reviewedand rejected. Any question answered with the "don't know" response willbe considered a prompt for further discussion of that item at the time ofthe site visit.
If the "yes" category is selected, enter a number 1,2,3 or 4 in the"yes" box. This number represents the extent to which the item holds truein your particular UAF.
1) in a very small portion of instances2) in some but not the majority of instances3) in the majority of instances4) in all instances
If the "no" category is chosen enter either a number 5 or 6 in the"no" box.
5) this feature does not exist in my UAF6) in addition, this feature would not be applicable to my UAF
If the "don't know" category is selected, enter the number 7 in thatbox.
PLEASE COMPLETE ALL ITEMS.
Part 1
BEST COPYAVAILABLE
Overview
Page
Where are the instructional objectives and criteria formulated:
I. the University School of Education?
2. the University Special Education Department?
3. the UAF?
4. UAF Special Education Division?
5. UAF other divisions?
1.
2.
3.
4.
5.
Who has access to the results:
6. the University School of Education?6.
7. the University Department of Special Education?7.
8. the UAF?8.
9. UAF Special Education division?9.
10. UAF other divisions?10.
Who uses the results of the evaluation in the decision making process:H. the University School of Education?
11.12. the University Special Education Department?
12.ki 13. the UAF?
13.14. UAF Special Education division?
14.15. other training divisions of UAF?
15.16. other training divisions acting jointly?
16.
Where are the results of decisions based on evaluation apparent:17. in the University School of Education? 17.18. in the University Special Education Department? 18.19. throughout the UAF?
19.20. in the UAF Special Education division?
20.21. in other training divisions of UAF?
21.22. Have procedures been established for process evaluation? 22.23. Have procedures been developed for the use of evaluation as a means 23.of adapting the instructional v:LILT:to current needs?24. Have procedures been established for product evaluation, the quality 24.control of th.' instructional unit?
Overview (Continued)
Page
BEST COPY111/41L118LE
Is the scope of evaluation limited to:
26. clinical services component of UAF Special Education division? 26.
27. research component of UAF Special Education division? 27.
28. training component of UAF Special Education division? 28.
IIs the evaluation built into:
129. each instructional unit? 29.
30. each instructional program? 30.
Is the evaluation of an instructional unit based on group achievement via:
31. gain scores? 31
32. average scores, e.g. medians? 32.
33. Is the evaluation of an instructional unit based on individual 33.achievement, where in each person is rated on mastery criteriaindividually?
34. Is there evaluation of instructional strategy and tactic? 34
35. Are instructional personnel monitored to determine if the strategy 35.Iis being executed?
36. Is trainee progress regularly monitored? 36.
37. Is trainee progress measured by change of attitude? 37.1
38. Is trainee progress measured by changes in observable behavior? 38.
39. Is the current evaluation thought to be comprehensive? 39.
I
Is evaluation regularly scheduled in:
m 40. the training division of the UAF? 40.
41. the training component of the Special Education division? 41.
42. each major instructional uAit in the Special Education division? 42.
43. Is the reliability of the performance data checked periodically? 43.
44. Is the reliability of the evaluation data checked periodically? 44.
1 45. Is the data summarized for decision making? 45.
6. Is the summarized data organized into a usable form? 46.
Once the information has been collected, how long before it is used inthe deLision making process:
47.
48.
49.
ISO.
4
every 3 months?
every 6 months?
r.?
47.
48.
4'
133
Overview (Continued)
111111111211=a.51. Are your evaluation procedures primarily a function of funding
considerations?
Is evaluation viewed as a methoi of program improvement?
52. for the entire UAF?52.
53. for the Special Education division of the UAF? 53.
54. for each major instructional unit within the Special Education 54.division of the UAF?
55. Are the results used for planning further instruction for the 55.same trainees?
56. Are the results used for modifying existing instructional 56.programs for a new population of trainees?
Is evaluation seen as a source of internal management budgeting by:
57. UAF administration?57.
58. Special Education Division? 58.
59. other division directors?59.
Is raw/summarized evaluative data presented:
60. to the administrative staff? 60.
61. to the Special Education training staff? 61.
62. to ti,e support staff, i.e. technical specialists from media 62.specialists to secretaries?
63. to the training staff of other training components? 63.
64. to the trainees?
Are decisions based upon and accompanying summarized data presented:65. to the administrative staff? 65.
66. to the Special Education training staff? 66.
67. to the training staff of other training components? 67.
68. to the support staff, i.e. technical specialists, from media 68.specialists to secretaries?
69. to the trainees?
70. Are the present evaluation procedures based on the UAF's past 70.experience with evaluation?
71. Are the instructional evaluation procedures reviewed periodically? 71.
Overview (Continued)
Page
Do your evaluation procedures meet current needs:
72. of trainee? 72.
73. of instruct:onal developers?73.
74. of Program Directors? 74.
75. of UAF organization?75.
76. Bureau for the handicapped? 76.
Are your evaluation procedures revised periodically:
77. every three months?77.
78. every six months? 78.
79. every twelve months?79.
C'
Part 11
Areas of instructional unit to be evaluated
Page 5
RATIONALE
1. Has a clearly written statement of the rationale underlying eachtraining activity been formulated?
2. Are the training objectives based on the statement of rationale? 2.
Is the statement of rationale mandatory reading:
3. by the instructional staff?3.
4. by the support staff, i.e. technical specialists? 4.
5. by the trainees?5.
6. Does the rationale reflect the current program development? 6.
7. Does the staff c each training development activity participate 7.in the formulation and refinement of tne statement of rationale?
CRITERIA: Standards for Assessment
8. Are the training criteria based on clearly written strategiesand objectives?
Are the present criteria suited to future needs for:
9. projected expansion of training units? 9.
10. projected consolidation of training units? 10.
11. projected reduction of training units?
12. diversification of operations of the Special Education division 12.of UAF?
13. diversification of production of training units? 13.
14. diversification of services offered by Special Education division 14.of UAF?
15. Are Le criteria specific, i.e. can trainee success or failure 15.be easily determined with criteria?
16. Are the criteria based on detailed and objective analysis of 16.trainee needs?
17. Are the criteria based on detailed and objective analyses of 17.impact target needs?
18. Are the criteria formulated so that certain criteria must be met 18.before others?
19. Are the criteria reviewed periodically to identify need for change? 19.
1
I
Areas of an instructional unit to be evaluated
(Continued)
If criteria are modified, where does this process occur:
20. outside UAF within the University, College of Education,Department of Special Education?
21. within UAF?
22. if the criteria are modified, is there appropriate instructor or 22.supervisor training and upgrading built into the training program?
PROGRAM CONTENT for training components of Special Education Division of UAF23. Do the content objectives of the Special Education program identify 23.
the basic purposes of the development activity for specificinstructional units?
Does the program content describe the interrelationships of the trainingactivities to other service and operating divisions:
24. of the UAF? 24.
25. University School of Education? 25.
26. University Special Education Department? 26.
27. Does the content of the Special Education program describe the 27.responsibilities of the training development activities to the UAFas a whole?
28. Does the program content prescribe responsibilities of the training 28.development activity to specific training components in the UAF?
29. Does the program statement contain specific directions for thecontent of training?
30. Does the program statement include a discussion of the nature and 30.needs of the trainees?
31. Does the program content include a discussion of the nature and needs)).of the impact target?
32. Does the program statement include justification for the types ofinstructional units being developed?
33. Does the program statement identify a direction in which the training33.development activities should move, i.e. sequential coarse work?
34. Is the rationa,e of the program easily identified in the goal 34.statements?
1INSTRUCTIONAL STRPTErIES
35. Do the training .trategies reflect performance outcomes of thetraining components of Special Education programs in UAF?
Page 7Areas of an instructional unit to be evaluated
(Continued)
O
36. Are the training strategies modified on the basis of feedback on 36.trainee performance?
Is there modification of instructional strategies based upon:
37. the needs of the impact target?37.
38. behavior changes in impact target?38.
39. critique from field supervisors?39.
40. the experience/performance of the trainees? 40.41. reports from community contacts in placements?
41.42. the continually developing experience of the instructional staff? 42.43. Does the "classroom" learning activity focus primarily on the 43.acquisition of knowledge as opposed to skill development?
44. Does the "laboratory" (i.e. practicum, placement, etc.) activity 44.focus primarily on skill learning?
45. Are the "classroom" and "laboratory" learning activities correlated? 45.
INSTRUCTIONAL PROCEDURES AND PROCESSES
46. Are the objectives clearly formulated for each instructional unit? 46.47. Are the objectives stated in terms of desired observable behavior? 47.48. 0, the unit objectives coincide with the program objectives for 48.
Ile trainees?
49. Pre the trainees provided with statements of objectives for each 49.nstructional unit?
50. Are the training sequence units clearly defined for trainees? 50.51. Are instructional units prepared on the basis of particular trainin? 51.
objectives?
INSTRUCTIONAL CONTENT
52. Does the content of instructional unit coincide with the objectives 52.of instruction?
Doe', the content of an instructional unit coincide with the desiredperformance:
53. job?
54. knowledge?
55. skill?
53.
54.
55.
Areas of an instructional unit to be evaluated
(Continued)
a e
56. Is the instructional content sequenced by reference to a model? 56.
57. Is the time allowed for an instructional unit appropriate to the 57.particular content?
58. Are the one contact instructional units employed because this format 58.is best suited to the content?
59. Are the one contact instructional units employed because there are 59.time constraints?
Is the content conveyed by the method of:
60. conference? 60.
61. programmed instruction? 61.
62. demonstration? 62.
63. lecture? 63.
64. performance contracting? 64.
ASSESSMENT OF TRAINEES
65. Are the measurements derived from training objectives? 65.66. Is a pre-test employed to determine knowledge and skills prior 66.
to the initiation of instruction?
67. Is the essential criterion mastery? 67.
68. Is the essential criterion familiarity? 68.
69. If a pre-test is emplcycd, and the trainee meets criterion, is the 69.instruction modified?
Does assessment of trainees provide information needed for developingor evaluating instruction outcomes on the following bases:
70. maturity of trainees? 70.
71. interests of trainees? 71.
72. terminal skills of trainees? 72.
73. terminal knowledge of trainees? 73.
74. educational background of trainees? 74.
INSTRUCTIONAL UNIT EVALUATION
75. Do the instructional units teach the trainee what was intended? 75.
76. Is there follow-up of former trainees on the job? ;6
IPage 139
Areas of an instructional unit to be evaluated
(Continued)
Page
Do the follow-ups provide the following:
77. detailed data pertaining to adequacy of trainee's jo'a performance? 77
78. periodic and cumulative information on same trainee? 78
Specific suggestions as to program modification of:
79. strategies? 7980. criterion measures? 80
81. content? el
82. sequencing? 82.
83. objectives? 83
84. Is this information stored in a data bank? 814
85. Is this information easily retrieved? 85
ON'T KNOW
Page 10
Part Ill
Information Usage
ALLRITY
SMALL
For Program Management
I. Is evaluation used for program planning in the Special EducationDivision?
2. Is evaluation used for organizational budgeting?
3. Is evaluation used as a basis for upgrading staff?
Is evaluation feedback used to improve communication linkages:
4. between university college of education and/or SpecialEducation department and UAF?
5. among training components of UAF?
6. between administrative and training staff?
7. between training staff and trainees?
8. between UAF and community?
Is evaluation used to improve program coordination:
9. pointing out unneeded replication of services?
2.
3.
4.
5.6.
7.8.
9.10. pointing out innovations in one UAF training component which are 10.
applicable to other UAF training components?
II. identifying appropriate decision makers? 11.
12. Is evaluation used to increase manpower efficiency? 12.
13. Is evaluation used to increase financial efficiency? 13.
14. Does evaluation provide comparative cost effectiveness 14.information for instructional units?
15. Is evaluation used to expand training areas?
16. Is evaluation used to reduce training areas?
For Instruction
15.
16.
Is evaluation feedback used to modify the following:
I17. instructional objectives (e.g. criterion measures)? 17.
18. Segments of the content for an instructional unit? 18.
1
19. programs of instruction?19.
20. content of instructional units? 20.
ft-
GLOSSARY
Criteria standards by which measured terminal behavioris evaluated.
Department a component of the University administrativestructure, e.g. the Special Education Departmentin the College of Education.
Division a component of a UAF, e.g. Special Education,Pediatrics, Audiology.
Evaluation data information employed in making judgementsconcerning decision alternatives.
Instructional Unit the equivalent of a formal course, a programmedworkshop, etc.
Instructional program an organization of instructional units to meetlarger, more long-range program objectives fora division or department
Objective
Performance data
Process evaluation
Product evaluation
a statement of intent describing a proposedchange in a trainee--what knowledge or skill atrainee must exhibit to demonstrate successfulcompletion of a learning experience; "an intendedoutcome".
information based on the products of humanbehavior, e.g. test scores or rate at whichtasks are completed.
the type of evaluation which provides periodicfeedback to persons responsible for implementingplans and procedures. Process evaluation hasthree objectives:(1) to detect or predict defects in the procedural
design or its implementation during theimplementation stated;
(2) to provide information for programmed decisions;and
(3, to maintain a record of the procedure as itoccurs.
the type of evaluation which measures and interpretsattainments at the end of the project cycle and asoften as necessary during the project term. Isassesses the extent to which ends are being attainedwith respect to change efforts within the system.
Page lh
SEEP
SITE VISITATION INTERVIEW PROTOCOLS
Spec t Lducat ion Program Directors
1. How difficult was it to decipher the instructions:to Unit I ? Explain:
very moderate slight none
to Unit II? Explain:
2. Disregarding the repetitious nature of the forms after completing onediscipline set, how would you rate the difficulty of the forms themselves:to Unit I Explain:
very moderate slight none
to Unit II Explain:
3. Do you feel that the forms allowed you to enter data that presented anadequate description of your program?
Unit I
Unit 11
411111111
yes no
4. Do you feel that the data is reliable for each discipline set conpleted inUnit I? Explain: (Ask about record systems - get samples)
yes no
5. In terms of potential uses for the data collected, which of the followingwould be appropriat.! ior your center?a) preparation of future proposalsb) procress reportc) determining training priorities within your training componentd) determining how your program meets the Bureau for the Education of
the handicapped tra:.!ing prioritiese) determining priorities for your component and its relationship to the
University Training Programf) determiring your training priorities with respect to state and local
and/or regional needs
WIFPage Two
6. How are your training priorities determined and what are the dynamics involved?
7. Specifically, what is your role?
8. Who else in the UAF training component participated?
9. List your Special Education training priorities within your UAF (estimated time):
10. Are the Special Education training priorities consistent with the overall UAFpriorities? If not, explain:
11. What is the input of the University Special Education Department with regardto thy formation of the Lire Special Education training priorities?
Page
Page 'Three
12. Identify those factors which facilitate the achievement of goals and objectiveswithin your training component. (e.g. building location with relation tocampus, friends in "useful" positions across campus, etc.)
13. Identify those factors which hinder the achievement of goals anc objectiveswithin your training component:
14. Generally, which kind of inter-relationship do you feel would be most bene-ficial for UAF centers? (e.g. independent; exchange ideas and information;some unification of the program - evaluation procedure - forms; centraladministration).
15. Talk through Unit II. Make notes on actual document.
16. What would you like to occur at the dissemination meeting (i.e. what topics,what types of information) at the Atlanta meeting in May?
Site Visit Interview
University Special Education Department Chairman
1. What are the UAF training priorities?
2. How are the UAF training priorities determined, and what are thedynamics involved?
3. Who is involved in the formation of these priorities and specificallywhat is their role?
4. What is the input of the University Special Education Department withregard to the formation of the UAF's Special Education training priorities?
5. In what specific way are policy and goal formation cooperativelydetermined by the UAF and the University Special Education Department(e.g. goals and philosophy committee)?
6. Identify those factors which facilitate the achievement of goals andobjectives within the Special Education training component (e.g. buildinglocation with relation to campus, friends in "useful" positions acrosscamous, etc.)
Page 150
Site Visit Interview
University Special Education Department ChairmanPage Two
7. Identify those factors which hinder the achievement of goals andobjectives within the Special Education training component:
Additional notes:
a
Page 151
Site Visit InterviewUniversity Special Education Department ChairmanPage Three
8. What Departmental funds are allocated to support the Special Educationcomponent within the UAF?
9. What proportion of time does your Special Education faculty spendin UAF Special Education training activities?
P.
10. What types of activities are your faculty involved in the UAFSpecial Education program?
Page 152
Site Visit Interview,
UAF Director, Director of Training
1. What are th.t. UAF training priorities?
2. How are the UAF training priorities determined, and what are the dynamicsinvolved?
3. Who is involved in the formation of these priorities and specifically whatis their role?
4. What is the input of the University Special Education Department with regardto the formation of the UAF's Special Education training priorities?
5. In what specific way are policy and goal formation cooperatively determinedby the UAF and the University Special Education Department (e.g. goals andphilosophy committee)?
6. Identify those factors which facilitate the achievement of goals and objectiveswithin the Special Education training component (e.g. building location withrelation to campus, friends in "useful" positions across campus, etc.).
153
Site Visit interview
UAF Director, Training DirectorPage Two
7. Identify those factors which hinder the achievement of goals and objectiveswithin the Special Education training component:
Additional notes:
e.
".
I
Site Visit InterviewUAF Director, Director of TrainingPage Three
8. If discretionary furds were available, how mig!,t you spend them as you lookat all components of the UAF?
9. Where does Special Education rank in that list?
10. What percentage of time do you spend in Special Education training programmingactivities?
11. Briefly describe your activities in regard with Special Education Trainng:
Page 155
STUDENTS:
Academic Level
Program
I. How did you initially become involved with the UAF? (e.g. word of mouth,poster, training stipends, recommendation of advisor).
2. State your involvement with the UAF (e.g. coursework, practicum, research).
3. State those with whom you work: those who supervise, and client population.
4. If forced to a choice would you describe your work as interdisciplinary ordisciplinary?
5. Did the University prepare you or your work at the UAF ? (e.g. If you workin a practicuM in diagnostics, did the University originally teach you how touse the instruments?)
The following is a section of a questionnaire concerning the evaluation of thetraining in the UAF Special Education Division. We are interested in the students'response to these items. There will be some items that you cannot answer, becauseyou do not have access to the appropriate information. This lack of informationis by no means a reflection on your competency. Please read the followingdirections and procede.
Py
SUMMARY OF RESPONSES FROM SIXTEEN
SPECIAL EDUCATION PROGRAM DIRECTORS
TO QUESTIONS ON SITE VISITATION INTERVIEW FORM
Question 3: Do you feel that the forms allowed you to enter data that presentedan adquate description of your program?
Response Entry UNIT I
Number RespondingUNIT II
Number Responding
Yes
No
No Response
8
6
2
6
4
6
Question 4: Do you feel that the data is reliable for each discipline setcompleted in Unit I?
Response Entry UNIT I - Number Responding
YesNo
No Response
10
2
4
Question #5: In terms of potential uses of the data collected, which of the followingwould be appropriate for your center?
158
Item"Yes"
Number of responses
a) Preparation of future proposals 12
b) Progress report9
c) Determining training prioritieswithin your training component
d) Determining how your program meets
5
7. BEH training priorities
e) Determining priorities for yourcomponent and its relationshipto the University Training
4
Program
f) Determining your training prioritieswith respect to state and localand/or regional needs
g) Other
4
0
No response = 4
..
-2-
APPENDIX
Individual Interview Summary
Individual Tables
per UAF
Alabama
P.
165
Mass.
P.
241
UCLA
P.
171
N. C.
P.
251
Childrens
P.
181
Columbus P.
261
Florida
P.
191
Cinci.
P.
271
Georgia
P.
201
Oregon
P281
Indiana
P.
211
Tenn.
P.
291
Kansas
P.
221
Utah
P.
301
Maryland
P.
231
Mich.
P.
311
Page 159
Interview SummaryFactors Relating to Training
Center for Developmental and Learning DisordersBirmingham, Alabama
The Birmingham campus of the University of Alabama containing the UniversityMedical facility has recently become independent of the main campus at Tuscaloosa.The affiliation of the Birmingham UAF with the Tuscaloosa campus has rapidlydiminished. There is some evidence of affiliation with the University of Alabama-Birmingham campus, though the UAF remains essentially autonomous and independent.The Birmingham campus has only recently initiated a Special Education Program andhired a Special Education faculty member who is essentially the Acting Chairman ofSpecial Education (without staff). Both the UAF Director and Program Head ofSpecial Education noted that the UAF has predated the Birmingham Special EducationDepartment and consider it to be the substance of the Birmingham Special EducationDepartment. It would appear that, at this time, the majority of the UAF traineesare from the Birmingham campus though many still come from Tuscaloosa. TheBirmingham campus has made some investment in the UAF program, contributing fundsfor one instructor and one secretary with partial funding for a Training Special-ist. It is felt that little input is given from either the Tuscaloosa orBirmingham campus in terms of determining Training priorities for the SpecialEducation division.
The UAF Training Program appears to have developed internally. There is noDirector of Training at this UAF, though the Program Director of the Special Edu-cation division fulfills this function to some extent. Training is planned bythree committees or teams with each rotating the chairman. Team One plans theone day orientation sessions which include a 1/2-hour slide presentation andvarious other orientation activities. Team Two plans the two-week student train-ing sessions which essentially involves working with and following speciallyselected "teaching cases" on the part of trainees. Team Three Plans trainingactivities for students who are to be at the center for an entire semester.Included in these activities are seminars and active involvement with the clientpopulation including both diagnosis and clinical service. The three committeesmaintain a loose relationship with each other and communication is informal interms of coordinating the training activities of the various teams. The indivi-dual UAF divisions essentially determine thcir own training priorities and atraining program for their practicum students. Department heads generally feelthat students undergoing practicum experiences should be receiving advanced, in-depth training in their own discipline and areas of interest. Interdisciplinarywork evolves out of these training activities.
The Special Education Training Program for Special Education studentsappears to be strongly classroom oriented with less emphasis on diagnostics andprescription. The large number and variety of classrooms housed in this facilityis conducive to the training orientation. Some of the classroom programs housedin this facility include Learning Disabilities, junior high and high school men-tally retarded, and a pre-school program for the severely retarded. Supportiveactivities for the older educable mentally retarded students include Driver's
Page 161
Interview Summary
Center for Developmental and Learning DisordersBirmingham, Alabama
Training, Shop, Ceramics, and Home Economics. The Special Education Divisionhas a very strong operant behavior modification program based upon a tokeneconomy system. This program appeared to be extremely sophisticated as pre-sented on paper and in a slide presentation. Special Education students arerather evenly divided between undergraduate and graduate; most graduates wereat the Masters degree level. Funding of the Special Education Division reliesheavily upon Vocational Rehabilitation who provides many of the services andfaculty for the program including a large percentage of the Special EducationProgram Director's salary. The State Department of Education finances theDrivers Education program along with a number of classrooms. One facultymember is funded through the State Vocational Education Division and one pre-vocational instructor and one secretary are funded through the University ofAlabama, Birmingham. The Birmingham campus also partially funds a TrainingSpecialist. The BEH monies appear to support a number of personnel though theexact division of the monies is not known.
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Pag
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INDIVIDMAL TAI LE NC.
2 FOR BIRMINGHAM. ALA.
ti'imAtF
tit
TDAINEFC SIAM!) JY THE UAF
FOUCATI1N/SPECIAL EDUCATION DIVISION.
144I%t:S Aoi
THtIQ OIS(IPLreetOCAOEHIC LEVEL.
AND SERVICE LEVEL.
TRAINING C3NSISTS OF 8 HOURS
LESS.
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133
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00
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47
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01
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Page 165
rV
s53*
g 400DISCIPLINE
conuP
INOIVIDUAL TABLE %.
3 FOR BIRMINGHAM. ALA.
CF TRAINFIS SFRvED
uAF Fl1t4IIOWSPECIAL EMICATION DIVISION.
TRAINIIS APF
TRAINING IS
ADm/NISTRATI1N
RuntmocY
BlocmEmisrey
CHILD DEVELOPHT
LummuNCTv DISOgt
DENTISTRY
EDUCATION
HOME ECONOMICS
tAw
mATRNL-CHLD HLTH
mEDICINE
NURSING
NURSING 11PN1
NUTRITION
'PSYCHOLOGY
RELI3ION
SOLIAL WORK
THERAPy
VOCATNL REHAB.
TOTAL
*EDUCATION
COUNSELING
EARLY CHILDND
EDUC. PSYCNOL
GENERAL
HEALTH
PHYSICAL
READING
SPECIAL
coFDICINF
GENETICS
wuquicSr
JPTOWiETRY
PEOIATPICC
PSYcNIATRIe
PSYCwILOSN
4FHAVIORAL
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c.f.of=itt
THrhAPY
NmJSIC
,TctiPATI.:%At.
PHYSICAL
occpca-11%%t
IDINTRIED IY
DISCIPLINioACADEPIC LEVEL.
INTFNSIvf RANGING FROM 9 HOURS TO MORE THAN 300.
EIA
NASTEOS
DOCTORATE
POST-00C
AND SERVICE
MEDICAL
LEVEL.
PARENTS
MIXED
TOTALS
PPE
IN
PRE
IN
PRE
IN
PRE
10
PRE
IN
PRE
IN
PRE
IN
PRE
IN
OISC
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194
171
157
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Page
IND1vIuuAl TeRLF Etna BIRMINGHAM, ALA.
.^4TACT
HO
W S
OuAoTER
3-3
PRE
IN
9-21
P4E
IN
21-60
PRE
IN
61 -330
PRE
IN
101
P3E
IN
SUB -TOTAL
SEMESTER
0-8
PRE
TN
9-20
PRE
IN
71-53
PRE
IN
61-?-
par
IN
101.
PRE
IN
SuB-TOTAL
YF Au
0-3
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thi
9-2q
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IN
21-51
PTR
IN
61-300
PlF
IN
Am.
PQF
Iv
sum-TITit
0- TT'It1
NUMBER 31 TRAINtE, SERVED BY THE UAF EDUCATION /SPECIAL EDUCATIONDIVISION.
TRAINEES AlE IDENEIFIED BY THEIR DISCIPLINE AND SERVICE LEVEL.
THE TRAINING IS IDENTIFIED BY THE NUMBER OF Hnuos
SPENT IN TRAINING. AND 0NEN TRAINING OCCURS.
DISCIPLINE
14,0
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4 o40
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Page 169
Interview SummaryFactors Relating to TrainingNeuropsychiatric institute
UCLA
The Neuropsychiatric Institute is chiefly involved in the training ofpsychiatrists and is clinically oriented. Before the Bureau for the Educationof the Handicapped (BEH) monies, the Special Education division was nothing morethan an in-patient school in a psychiatric hospital. Currently, the SpecialEducation staff, while continuing to work primarily in the clinical service mode,provides training for psychiatrists and related disciplines. The Special Educa-tion staff also provides research training via their client patient population.lost Special Education students have minimal direct contacts with other disci-plines. Their training is most likely a practicum, either direct service tochildren or research. In most cases, University Affiliated Facility (UAF)training is part of a formal numbered course in the School of Education.
The role of the Special Education division is defined by the context of itssetting. The division's top priorities are the training of psychiatrists andMedical students within the context of interdisciplinary treatment of children.In terms of training priorities, Psychiatry is first followed by Medical studentsand Special Education interns. The BEH monies officially fund only the ProgramDirector's salary, yet training is provided by other program staff (teachers)supported by other funding sources.
The UAF is currently expanding its outpatient service, thus increasing therole of the Special Educators, and insuring new training opportunities. TheTraining Director indicated that this was a high priority.
The relationship between the Special Education division and the UniversitySpecial Education Department is informal. The Department Chairman was originallythe school principal at the Neuropsychiatric Institute. In his original role,he was instrumental in programming, and he continues to hold a joint appointmentin Psychiatry. The Program Director has been consistent with the Chairman'sphilosophy. They are currently writing a textbook together. The Special Educa-tion division doe% not receive money from the Department.
Page 171/
INDIVIDUAL TABLE NO.
I FOR UCLA
NimDEP or TPAINEI4 SERVED FY THE UAF EDUCATION /SPECIAL EDUCATION DIVISION.
tozRINFIS 0At 10!talliftl 1.0 THE l4 11SCIPLINE.4Ct0f010 LEVEL. AND SERVICE
160.cok
000;
RA
MASTERS
DOCTORATE
POST-DOC
MEDICAL
OTSCIpinic
GRnup
PRE
IN
PPE
IN.
PRE
IN
PRE
IN
PRE
IN
LEVEL.
PARENTS IN
NIXED
PRE
IN
TOTALS
DISC
PRE
PRE
IN
ADMINISTRATION
00
00
00
00
00
00
00
00
0AUDIOLOGY
00
00
00
00
00
00
00
00
0RI3CHE4ISTRY
00
00
00
00
00
00
00
00
0CHILD DEVELOPMT
o0
00
00
00
00
00
00
00
0COMMUNCTV DISORD
o0
00
00
00
00
00
00
00
0DENTISTRY
00
00
00
00
00
00
00
00
0EDUCATION
162
03e
030
00
00
00
00
022
80
228
HD4E ECONDMICS
o0
00
00
00
00
00
00
00
0LAM
oo
00
00
00
00
00
00
00
0NAT4NL-CHLO HLTH
00
00
00
00
00
00
00
00
0MEDICINE
00
00
00
00
176
00
00
0176
017
6VURSING
00
050
00
00
00
00
00
0SO
SO
Nu0SIN0 (LPN)
o0
00
00
00
00
00
00
00
0NUTRITION
00
00
00
00
00
00
00
00
0PSYCHOLOGY
00
00
60
00
00
00
00
60
6RELIGION
o0
00
00
00
00
00
00
00
0SOCIAL WORK
00
20
00
00
00
00
00
20
2*THERAPY
00
00
00
a0
00
00
00
00
00
VOCAINL PEH40.
00
00
00
00
00
00
00
00
0TOTAL
.62
038
SO
36
00
0176
00
00
0412
SO
462
EDUCATION
COUNSELING
00
00
00
00
00
00
00
00
0EARLY CHILD0D
00
00
00
00
00
00
00
00
0EDUC. PSYCHOL
o0
00
00
00
00
00
00
00
0GENERAL
162
00
00
00
00
00
00
0162
0162
HEALTH
00
00
00
00
00
00
00
00
0PHYSICAL
o0
00
00
00
00
00
00
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00
00
00
00
00
00
00
00
0SPECIAL
00
36
030
00
00
00
00
066
066
mEDICINE
GENETICS
00
00
00
00
00
00
00
00
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o0
00
00
00
00
00
00
00
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oo
00
03
00
00
00
00
00
0PE0IATRICS
00
00
00
00
60
00
00
60
6PSYCNIATRY
00
00
00
00
170
00
00
0170
0170
opsyFHOL0GY
BEHAVIORAL
00
C0
00
00
00
00
00
00
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00
00
03
00
00
00
00
00
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00
00
60
00
00
00
00
60
6600EPAL
00
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00
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HE
RA
PYMUSIC
00
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00
00
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00
00
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00
00
00
00
00
0
Page 17
INVIVto4AL TAKE M'.
1 FOR UCLA
nomeFP fl
TR'ONEE'i S!'ciVt0 Hv Tut UAF E0UCATI3N/SPECIAL EDUCATIONDIVISION.
T4ACA;S A>f loLLTIFII0 PY TWIR OtSrIPLINEA.AUFNIC
LEVEL, AND SERVICE LEVEL.
TRAINING CONSISTS OF 8 moos OR LESS.
)!SCIPLIN
C.41uP
SA
PRE
IN
wASTERS
PRE
IN
DOCTORATE
PRE
IN
POSTDOC
PRE
IN
MEDICAL
PRE
IN
PARENTS
PRE
IN
NIXED
PRE
IN
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DISC
PRE
IN
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00
00
00
00
00
00
00
00
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00
00
00
00
00
00
00
00
00,13CHTNIsTRy
00
00
00
00
00
00
00
00
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00
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00
00
00
00
00
00
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00
00
00
00
00
00
00
00
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00
00
00
00
00
00
00
00
0'EDUCATION
150
00
014
00
00
00
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0164
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00
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00
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00
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00
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mATLINICHL0 HLT4
00
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03
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30
00
00
00
144
00
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0144
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00
050
00
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00
00
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00
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00
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150
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SO
358
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00
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01
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Interview SummaryFactors Relating to Training
Children's Hospital University Affiliated ProgramLos Angeles, California
The location of the UAF within a large urban periatric research, training,and service facility is ideal for the achievement of its objectives. The UAFis about three miles from the University of Southern California central campus.Much of the training occurs at other locales in the community. The UAF has aPolicy of community involvement. Because of this policy the UAF building can bekept small, insuring interdisciplinary contacts among staff. Students are trainedto work in a setting more conducive to future employment, namely the community.
Training priorities are determined through interdisciplinary problem solv-ing. All the Program Directors participate !ri yearly retreats, weekly administra-tive meetings and interdisciplinary teams which determine priorities. Trainingpriorities for Special Education students are interdisciplinary and include:development of clinical skills with input from other disciplines, sensitizingstudents to knowledge and skills of other disciplines, and research in a pediatricsetting. The Special Education Division offers two training programs - oneknowledge and skill based for Special Education students, and one knowledge basedfor trainees from other disciplines.
The UAF Director is a Pediatrician with an appointment and a strong interestin the Special Education Department. The institute is clinically oriented andinterdisciplinary problem solving is evidenced in clinical cases. Problemsolving regarding disciplinary development within the UAF is done through theinterdisciplinary group process model.
The Program Director in Special Education holds appointments in the USCDepartments of Special Education and Educational Psychology. USC provides themajority of trainees; however, education trainees have been accepted from approx-imately five other colleges and universities. In practice, the USC Special Educa-tion Department allows the Program Director to evolve his own training program.He also acts a facilitator for students, placing them in specialized communitylocales as they request. This UAF also has an Assistant Director of Training inSpecial Education who holds a doctorate and specializes in early childhood educa-tion for handicapped children.
Plans are being made for a demonstration pre-school class integrating handi-cappeJ and non-handicapped children funded by the Regional Headstart offices, tobe housed in the UAF. Such a classroom will offer a variety of observation andpracticum training experiences.
Page 181
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INO1v10uAL TABLE NO.
2 FCR CHILDRENS HOSPITAL.
NURREk OF TRAINEES SIRvEU BY THE UAF
EDUCATION/SPECIAL
CSP4,
APF
BY
THTIP DISCIPL/NF.ACA0ENIC
TRAINING CONSISTS OF 8 HOURS OR LESS.
A.C?
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DISCIPLINE
8A
MASTERS
.DOCTORATE
GROUP
PRE
IN
PRE
IN
PRE
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ADMINISTRATION
00
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00
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C3$MUNCTV 0150(40
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DENTISTRY
00
C0
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'EDUCATION
C0
317
1J
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00
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40
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03
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30
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21
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00
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n0
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00
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00
30
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THERAPY
')
014
33
0VOCATNL REHA-i.
00
00
00
TOTAL
00
358
13
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*EDUCATION
COUNSELING
00
00
00
EARLY CHILDHD
00
00
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00
00
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00
00
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13
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10
317
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GFN[TICS
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L.A.
EDUCATION DIVISION.
LEVEL, AND SERVICE LEVEL.
POST-00C
MEDICAL
PARENTS
PRF
IN
PRE
IN
PRE
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00
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MIXED
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21 0 0 314 0
360
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13
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Page 185 iff
"7::".
4-z,
INIIV/DUAL TABLE NO.
3 FOR CHILDRENS HOSPITAL, L.A.
1-...tV
NIP0!FP 0,'
TRAINEES SERVED BY THE UAF EDUCATION/SPECIAL EDUCATION DIVISION.
IL%
TJAINEFS ARE IDENTIFIF1 BY
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4.%
N.,
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00
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00
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00
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05
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03
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00
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03
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Interview SummaryFactors Related to Training
Mailman Center for Child DevelopmentCoral Gables, Florida
The training institute affiliated with the University of Miami is locatedin Miami proper -- a considerable distance from the campus at Coral Gables. TheUAF is housed in a new building which is extermely modern and well-furnished.Only part of the available space in the main building and the attached EducationalCenter is being used at this time. The entire Center is in a state of expansionand development of services. Instructional technology at the Center is nearcomp's:don and should result in an excellent, coherent communication system. Theadjacent school building contains three classes, one for learning disabled chil-dren, a diagnostic room, and a class for children with communicative disorders.Plans have been made to include a pre-school program in the fall of 1973.
The Center has a very sophisticated plan for delivery of the training pro-gram. These plans involve a clinical service sequence, a formal interdisciplin-ary training sequence, and asequence of training activities involving inter-action of service and training. Training activities in all three areas appear tobe well-planned and actively pursued. Although there is an inter-disciplinarytraining committee, division heads also gear their training program around theintra-disciplinary needs of their students. All graduate students in SpecialEducation at the University of Miami are required to undergo a half-day trainingand orientation experience at the Mailman Center. The activities involve class-room observations and lectures. A number of five-week full-time field experiencesand three-month part-time involvements are also offered to students. Additionally,three-day per week, ten-week placement is also available. The intent of thissequence is to provide a comprehensive "global" training experience. The Univer-sity Affiliated Facility (UAF) faculty feel the relatively short length of theseexperiences and practicums is a hindrance to adequate training. Most of theSpecial Education trainees are masters level students and their involvement Iscentered around diagnosis, treatment, and remediation.
There does not appear to be a urinal vehicle for cooperatively settingtraining objectives in conjunction with the University of Miami. The UAF SpecialEducation division functions relatively independent of the University and is quiteautonomous. The relationship between the Mailman Center Special Educationdivision and the University Special Education Department is somewhat "distant".Philosophical differences are evident regarding the UAF interdisciplinary approachto training as viewed from a clinical versus educational plane. Active super-vision of University practicum students placed at the Mailman Center is completedby both UAF and University Special Education staff. The UAF Special Educationdivision receives the typical grant from the Bureau for the Education of theHandicapped, which is applied to the salary of the Director. The Dade CountySchool System funds the classroom teachers for the school program, while a childdevelopment specialist is funded through development disabilities. A large sourceof periodic funding for the UAF in general is that of the philanthropist after whomthe clinic is named.
Page 1.2)//1
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Interview SummaryFactors Related to TrainingGeorgia Retardation Center
Atlanta, Georgia
The Georgia University Affiliated Facility (UAF) is located on an extensivesite outside Atlanta. The Georgia Retardation Center concentrates on the provi-sion of exemplary service to a difficult client population--severely and profound-ly retarded and multiply handicapped children.
It is independent of any one University, but has affiliations with sixteenuniversities and colleges throughout the state of Georgia. There is a centralGoals and Philosophies Committee, comprised of representatives of the dean fromeach affiliated university, faculty members from interested departments in eachaffiliated university and representatives from the UAF Director's office. Thereis no committee to coordinate training activities between the Special Education ---\,Department at the universities and the Special Education Training Component ofthe UAF. Each UAF discipline, however, has a Director of Training. This posi-tion has recently been added to the Special Education program.
When a trainee from a discipline other than Special Education comes to theUAF there is little relationship between his university department and theSpecial Education Program Director at the UAF. Because of the difficult nature ofthe client population served, it was felt that each discipline had to concentrateon the organization of its own program before an interaction between disciplinescould occur even in the provision of service. it was felt that disciplinaryactivities would begin in the fall of next year.
The major funding source appears to be the Department of Human Resourcesof the State of Georgia. The provision of educational services is funded by theschool district from which the client population is drawn. The amount of Bureaufor the Education of the Handicapped money is small and can only contribute partlyto salaries of the Special Education staff.
The main thrust of the training program has been in-service training in basicmanagement techniques for faculty and staff of the Center and other disciplines.Special emphask has been given to Training the staff of the Center charged withafter-school programming, and personnel from institutions where children are laterplaced. Community education is considered important to the Georgia UAF. ForSpecial Education this largely consists of in-service training for the staffinginstitutions and schools providing services to the severely retarded. Practicalexperience for students desiring exposure to the severely and profoundly involvedchild and knowledge and skill in basic management techniques, is also provided inpre-service training. The UAF Director expressed the view that the center consideredthe university departments responsible for the provision of the appropriate know-ledge background. The Special Education Program Director felt that such knowledgewas not available to trainees. The new Director of Training in Special Education isin the process of analyzing course offerings to affiliated universities and plans toenter into negotiations on the needs of trainees from such universities.
Page 201 .0/,
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3
Interview SummaryFactors Relating to Training
Mental Retardation Developmental Training CenterBloomington, Indiana
The UAF facility in Bloomington, Indiana, is a complex of buildings a fewilinutes by car from the central campus. The facility includes the Center itself,offices and classrooms, the residential quarters for the "live-in" clients, and alaboratory school. The laboratory school is itself composed of several unitsincluding an educational testing laboratory, a media center and several experi-mental classrooms. A facility for trainable children and the former UniversityLaboratory schools are also located nearby.
There is a Central Steering Committee charged with the formulation of goalsdna philosophy for the UAF. The committee is comprised of central administrativefaculty from the Bloomington Campus and the Medical Center campus at Indianapolis.The Director of the UAF has a professional advisory committee which assists inprogram development. This advisory committee is comprised of university facultywhose disciplines are represented in the UAF. The special education coordinatoris responsible for the development of training objectives and priorities with thecooperation of the special education department. These recommendations are presentedto the UAF Director for approval and adoption.
There is a close relationship between the UAF Special Education component andthe University Department of Special Education. The Chairman of the UniversityDepartment of Special Education wrote the first grant in 1969, for the UAF SpecialEducation program. He looks upon the UAF Special Education Program Coordinator ashis staff member, and feels that the University Special Education Department couldnot exist in its present form without the UAF facility. The relationship ofSpecial Education to the other disciplines appears cooperative.
The vast portion of the money available to the Center comes from the State ofIndiana. The Special Education personnel are instrumental in getting a great portionof those monies. The salary of the Special Education Program Coordinator isfinanced from BEH funds. The residential units and lab classes are funded by Statemonies and local school districts.
Interdisciplinary training at the Masters and Post-Masters levels is providedin Diagnosis, Prescription and Consultation. Each discipline represented in the UAFappears to receive much input from the corresponding University Department. It isfelt that the disciplinary training expectations of the University Departmentcaused problems in the implementation of the UAF's interdisciplinary training.
Experimental, Undergraduate and Masters programs in Special Education emphasizediagnostic prescriptive teaching. An alternative approach, integrating theory anddracticum experienk:es is currently being developed. The Undergraduate program isconsidered to be a "laboratory" available to advanced graduate students fo4. researchpurposes.
Page 21/7<iR
It-nit/1'11;AL TAHLE Nn.
Itom BLEOMINGTON. INDIANA
fyw&iti,
TwAIN1FS SrPVID ev THE WIT FOuCATION/SPECIAL
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Page 21
IkPIVIDuAt TAHLE 2 FOR RIC(1mINGToN, INDIANA N,tut fi T;AJFS tor THE UAF fOuEATIrA/SPECIAL EUUCATION DIVISION. fN4:NfS Ao: fir' rIFIi SY TrEIR OISCIPLINE,A14DEHIC LEVEL, AND SERVICE LEVE:.
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BIOCHEMISTRY 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 CHILD 0EvFloRmT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
COMMUNCTV ors,),:n 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 DENTISTRY 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 EDUCATION 60 0 0 70 0 0 0 0 0 0 0 0 9 0 60 70 130
HOME ECONOMICS 0 0 u 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LAm 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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Page 215
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Page 219 aaG
Interview SummaryKansas Center for Mental Retardation and Human Development
Factors Relating to Training
The UAF it Kansas is located in three facilities, one in the Departmentof Medicine in Kansas City, one responsible to the Director of the Bureau ofChild Research in Lawrence and another in the State Institutions for RetardedAdolescent and Adults at Parsons. The Director of the Kansas City Unit hasjurisdiction over all three units. Special Education is represented in allthree units. It is only in Lawrence, Kansas that the Special EducationTraining component receives BEH monies.
The Lawrence Special Education Program Director was orig!nally intendedto he the Snecial Education Coordinator for all three special education UAFunits. Such an arrangement proved impossible to implement. However, atraining grant for a Special Education Program Director for the Kansas CityUnit WAS turned down this year, on the grounds that there already was a SpecialEducation Coordinator.
The Lawrence unit is loosely organized. There is no .ventral organiza-tional committee and no Director of Training. The UAF Director in Lawrenceallows each department represented to organize its program in Its own way.'ome disciplines do not participate in any joint activity and interdisciplin-ary actvities are restricted to a few educational disciplines, includingSpeech Therapy, 'ccupational Therapy, 'lusic Therapy. The organization of theKansas City unit is rather different as the DirectL. ;7 closely involved withthe functioning of the entire unit. He is also keenl, aware of the necessityof a UAF funded Special Education Program in the Kansa City UAF.
In the Lawrence UAF, each discipline's work seems closely connected tothe allied University department. This is especially true of Special Education.Cooperation is enhanced by the fact that the two Special Education Prz.grams,that of the UAF and the University department, share one floor of the UAFbuilding.
The Special Education Program is funded by a BEH grant. The demonstra-tion pre-,:chool is funded by the local education authority. Funding for theLawrence unit seems to be a concern to UAF personnel there, it was felt thatproper programming can not be provided when programs are provided piece-meal fromdiverse sources.
Page 22/20
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9 438
Interview SummaryFactors Related to TrainingJohn F. Kennedy Institute
Baltimore, Maryland
The context of the setting determines the overall University AffiliatedFacility (UAF) training priorities. Th9 John F. Kennedy Institute is primarilyinvolved in the training of pediatricians, nurses, teachers, and Speech andHearing personnel. The Special Education staff provides service and training mostfrequently by neans of a clinical model. Special Education students have somedirect contacts with other disciplines. Other disciplines are used primarily asa resource for students in a practicum situation. Some students involved inresearch have intensive contacts with other disciplines as related to their pro-ject.
The Special Education division differs significantly from other divisionsat the Institute. The other disciplines have John Hopkins University as theirprimary affiliation, whereas Coppin State is the primary affiliation of theSpecial Education division. Before a change in personnel, Coppin State monitoredclosely the training program at the Institute. This relationship was most intenseduring the period of the initial grant. Since that time, the role of Coppin Statehas declined. The Special Education Program Director has direct control over hisprogram. There is minimal input from the Department Chairman, and the departmentprovides no direct funding.
The Special Education Program Director has identified the advantages of aclinical setting. The major advantage is that direct service increaF,es theeffectiveness of the training by providing an additional source of motivation forthe students. Because the Program Director is in the Institute, he has been ableto attract additional funding sources, which can contribute to the training pro-gram. The Institute provides other resources. The Day Care Center (all levelsof retarried children) provides one setting to evaluate siadent success, via theperformance of the child. The Special Education division utilized the VocationalRehabilitation Lab. The UAF Director, a pediatrician, and the Special EducationProgram Director have as a priority the development of an in-patient school. TheUAF Director perceives this as an expansion of clinical services, where the ProgramDirector sees this school as an additional setting for training provided by theInstitute.
Th.:, entire Institute is exploring models for improved interdisciplinarytraining. The position of Special Education Training Director has been filledrecently, and a Training Coordinator is being sought. All Program Directors areparticipating in a project exploring interdisciplinary training.
Page 23,1 0? lak
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/Pag
e 23
Interview SummaryFactors Relating to Training
Developmental Evaluation ClinicBoston, Massachusetts
BEST COPY AVAILABLE
The Children's Hospital Medical Center University Affiliated Facility (UAF),called the Developmental Evaluation Clinic, is affiliated with the Harvard MedicalSchool and several other Boston area universities and colleges. It is one of twoUAF's located in the Boston metropolitan area. The Clinic was established in thebuilding which houses the outpatient pediatric clinics, making it necessary toconsider the patient service component a priority. For the first three years,Special Education was the only discipline to receive federal funds; since 1971other disciplines have been funded, also. The disciplines within the UAF haveevolved as trainee-oriented. Each discipline cooperatively participates in thetraining of students.
Administratively, the Curriculum and Policy Committee, composed of onerepresentative from each of the eleven disciplines, consider and decide upon thetraining structure. The Associate Director of the UAF and the Director of Trainingreported that the training priorities are determined by the directions taken bythis committee, formulated and coordinated within th* Training Committees. Thereis a Training Committee for every discipline whose membership consists of arepresentative from the affiliated university department, the Medical Center, aUAF staff person wi-thin that specific discipline, various consultants with practi-cal experience in the field, and, where possible, a recent alumnus of the trainingprogram. The Core Curriculum has a central position in the training program; itconsists of a 2-semester course of lectures, seminars, planned observations, andfield trips. When the trainees are assigned responsibilities for studies withchildren, they become supervised members of the clinical team. About five newchildren are staffed each week, with these conferences attended by the trainees, aswell. There are also staff seminars and smaller con;erences in which one candiscuss the implementation of the interdisciplinary modals and approach decision-making policies. This integrates the disciplinary input for the students andpromotes interdisciplinary dialogue. The experienced students develop a mature andcontributing relationship with the staff. Solution of the complicating factorsinvolved in operating a training and service facility within a large metropolitanarea is facilitated by a dynamic involvement of the staff in the community. Suchinvolvement also provides a broader population to be seen by the trainees.
The relationship between the UAF and the university (Boston College, forSpecial Education trainees) is well coordinated and cooperative. Although theUniversity Department Chairman was out of town, the positive feedback from traineesas well as from the UAF staff who teach full time at the University, indicates thatinput is received and training priorities are consistent. The daily dialoguebetween the department and the UAF Special Education professors, and the Universitydepartment representative on the Training Committee facilitates active participa-tion in goal setting and objectives to be pursued. The trainees are provided awell integrated variety of experiences and theory. There are five universitiesthat send trainees to the LJAF which are working with the interdisciplinary approachto training. Most of the UAF staff hold teaching positions at one of the universi-ties, a5 well advisory positions at the community level. Therefore, all are;wrsonally committed to the training component, and act individually t) foster
Page 24>
Interview SummaryDevelopmental Evaluation ClinicBoston, MassachusettsPage 2
rapport among trainees and staff.
Funding cuts from the Bureau for the Education of the Handicapped are constrain-
ing the Special Education staff and prohibiting hiring needed personnel. The
staff would welcome more funds for audio-visual aids for training, uata collection,
and the service component, as the Medical Center is providing fewer services tothe UAF clients.
1
1%0IvtouAL TAFLE Nn.
1 FOR BOSTON, MASSACHUSETTS
slro 14
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Page 243 411
06
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Page 247
4
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Page
Interview SummaryFactors Relating to Training
The Division for Disorders of Development and Learning
Chapel Hill, North Carolina
The Chapel Hill UAF is located in a relatively new, large building.
The Special Education Division has available space for classrooms, offices,
etc. The UAF Special Education Program Director's time is divided between
the University of North Carolina and the UAF: 75% at the UAF and 25% in
the University Special Education department. The diagnostic, prescriptive
teachers who do not have specific classroom assignments constitute the
remainder of the Special Education staff. There are three classrooms in the
Special Education Division, including a Prescription Generating Center which
is a diagnostic classroom. In addition to preservice training within the
facility, inservice training takes the form of workshops in local schools,
institutions, diagnostic centers, etc. The classrooms are associated with
UAF Special Education Division. The Special Education faculty work on a
consultant basis with teachers in the field. Due to the nature of the
training program and the physical accomodations, these classrooms are used
primarily for diagnosis and treatment, secondly for demonstration.
Special Education training within the Special Education division is
geared primarily to master's level students who specialize in the area of
educational diagnosis. Activities invPlving teaching, service, and research
are included in training. Several students are given a semester's practicum
experience in some depth, becoming involved with diagnosis, service, case
studies, written reports, oral presentations, and participation in workshops
sponsored by the Special Education Division. Selection of these trainees is
based upon demanding criteria, and only the more interested and qualified
students are accepted for a practicum placement. Again, Special Education
training geared toward those students outside the Special Educatim Department
is done on a short-term basis including inservice. The staff participates
in twenty to thirty workshops per year. The University of North Carolina
r4pecial Education Department contributes some money for travel and supports
one secretary. Some departmental monies are also given for supplies for the
UAF Special Education Division Head. The Chapel Hill system funds two of the
classrooms with additional money obtained from the State Department of Public
Instruction.
A rather involved process is used in the formation of training priorities
within the UAF. A UAF Training Committee composed of representatives from
five disciplinary areas has been fomd. All recommendations for policy chances
in the area of training are processed through this group. Recommendations of
thi; co'nmittee are sent to the Section Head Committee for consideration. These
recommendations are then disseminated to the total UAF staff for evaluation. A
formal checklist is used to gather data on training policies and needs within
each discipline. The section heads have a great deal of independence in setting
training priorities within their own discipline, as well as establishing overall
training priorities within the UAF.
Page 251
Chapel Hill, North CarolinaInterview SummaryPage Two
Special Education training priorities are set within the Special
Education division by the section head with input from the above-mention ed
sources. The University Special Fducation Cnairman has input directly through
the UAF Special Education Division head as there is a faculty appointment and
considerable time is spent at the University. The University Departmental
Chairman also has input through BEH funding procedure, as the application is
channeled through the University Special Eduction Department. The Chairman
also participates in a UAF Advisory Committee, which is composed primarily of
people ono -,ide the UAF. However, this committee is more concerned with broad,
general topics and with overall policies.
"ft,t, Division for Disorders of Development and Learning is administratively
responsible to the Biological Sciences Research Center of the Child Development
Institute. The Child Development Institute has another division called the
Frank Porter Graham Child Development Center. The emphasis in this center
appears to be clinically oriented, and emphasizes research. However, there is
a school program containing classes from grades one to six as well as pre-school.
I'iIHV rItIAL TABLE NO. 1 FOP C-IA0EL HILL. N. CAROLINA, T:.14 .St -!Vit: 014* T0- uAr 044(' AT 10N/CPtiCIAL ICAT ION DIVISIUN.
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/Page 253
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/Page 259
a(IA
Interview SummaryFactors Relating to Training
Nisonger CenterColumbus, Ohio
The Nisonger Center has a large facility with flexible classroom space,large observation rooms, and a gym which attracts community people. Tht Center
is close to other facilities serving a variety of handicapped clients: the
Psychiatric Hospital, and the Rehabilitation and Physical Therapy Center. The
University Television Studio is also housed nearby and is used for simulationprojects 'oy both Psychology and Special Education. The Center also has exten-sive media facilities. In certain instances the architectural design of thefacility yields traffic patterns not conducive to interdisciplinary trainingaoals.
:sraduate students in service delivery to the mentally retarded and otherhandicapped are top priority. Another important target group is communitypersonnel in the service fields. Applied research training to improve service
delivery is also emphasized. Training priorities include: (1) interdisciplin-ary problem-solving around model definition, treatment, and curriculum develop-
ment; (2) behavior modification training; (3) performance based criteria fortrainees.
Overall training priorities are set by the total staff; disciplinary goalsare set by members in each discipline. The purpose of a retreat in the Fall, 1972was to develop means of implementing interdisciplinary-multidisciplinary train-
ing. The Program Directors have equal input in developing priorities. The
University Affiliated Facility (UAF) has served an open invitation to the UniversitySpecial Education Chairman to participate in this development. The Chairman
also has recourse through the Policy Committee and the Advisory Council. He sees
the UAF as only one of a number of placements for his students. In fact, while
the number of University Special Education trainees has decreased, students fromChild Development and Early Childhood Education have increased in programs gearedto Special Education trainees. These University disciplines also participate inSpecial Education training. Therefore, Special Education is well representedwitlin the UAF.
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Page 269
Interview SummaryFactors Relating to Training
University Affiliated Clinical Programfor the Mentally Retarded
Cincinnati, Ohio
BEST COPY AVAILABLE
The Cincinnati University Affiliated Facility (UAF) is presently locatedin two separate buildings. The main section is housed within a seven-storystructure shared by other agencies and businesses. Two small Special Educationclassrooms without windows are located in the central part of the building. TheUAF division.) are located in clusters as each discipline has its own series ofoffices located physically together. The Medical Services division of the UAFis located in a large house several blocks from the main section of the center.A new facility in which the entire UAF will be housed is expected to be completedby September. Many service-oriented community agencies such as the CerebralPalsy Center will also be located in this facility along with other medicalfacilities. This housing arrangement will allow several special classroomspresently housed in other centers in the city to be placed under the direct super-vision of the UAF Special Education Program Directors, though still financedand run by other agencics.
Within the UAF, there are three committees whose responsibility relates to theUAF training program. There is a Training Committee which reviews all suggestionsregarding training and makes final recommendations to a committee made up of theUAF Director and Program Directors. The Training Committee is also responsiblefor formulation of it; own recommendations regarding training. An Evaluationand Advise ,y Committee was established to evaluate the effectiveness of presentUAF training program and to make recommendations to the Training Committeeregarding innovation or change in training procedures. There is also an Inter-disciplinary Service Committee whose interest is primarily centered around thequality of the service program. This committee is presently involved in a compre-hensive evaluation of clinical services. Overall training priorities appear to beset primarily withil the UAF through cooperation of the three above-mentionedcommittees. A University Advisory Council has been established and is made up ofa Vice Provost, several deans, and the chairmen of University departments who havestrong relationsh4s with the UAF facility. Their function is one of coordinationand information exchange, which includes giving advice on matters such as housing,funding, academic edvancement and tenure of UAF faculty, etc. It functions some-what as a "protectcr" of the UAF and its faculty.
Though the UAF and UAF Special Education component remain relatively indepen-dent of University control, the Cincinnati UAF Special Education component appearsto be well-integrat.A into the University Special Education Department. All UAFSoecial Education faculty, with the exception of classroom teachers, have facultyAD;)oint:onts in the University Special Education Department and participate intheir vekly departrrvItal meetings. The University Special Education Departmenttunas one full-time 'acuity member to work with the UAF Special Education programin the Area of learning Disabilities. All UAF Special Education faculty appoint-emnts are processed tirough the University Special Education Department.
1-11. ;.%7 ,,ervice-oriented and serves a minimum of 550 cases per yearexclusive: of re-evaluations. The Special Education component attempts to provideservices to the community which are not available elsewhere. Classrooms for the
Interview SummaryUniversity Affiliated Clinical Program
for the Mentally RetardedCincinnati, Ohio
Page 2
Educable Handicapped are not housed in the facility as it is felt that a numberof adequately functioning classrooms are available in the community for traineesto observe and for active involvement. The Learning Disabilities room and aPre-school program were established as there are few, if any, such programs inthe community. It is felt that these programs should constitute a model for thecommunity schools in their attempts to provide better service for children. It
would appear that emphasis upon interdisciplinary training varies somewhat amongthe UAF components. However, interdisciplinary training appears centered pri-marily around case conferences and internal contacts with other disciplines.Training in Special Education for Special Education students appears to focusat the graduate level with emphasis upon diagnostics, case management and research,and service. The major UAF training methods include a lecture and discussion series,"teaching cases", in-service orientation at the beginning of the year and aluncheon film series.
Special Education funding sources other than BEH include the funding of onefaculty member through the University Special Education Department, two throughMaternal and Child Health, one teacher funded by the local school system, oneteacher funded by a local community agency, and one staff member funded throughDevelopmental Disabilities as a Liaison Educator. The Learning Disability class-room was initially funded by a community group who donated $90,000 to initiate the
program. The program has subsequently been sponsored by the University SpecialEducation Department.
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Interview SummaryFactors Relating to TrainingCenter on Human Development
Eugene, Oregon
The Center for Human Development is housed in a very new, large facility.The physical facilities are vary moaern. Four classrooms are located withintois unit including two rooms for Multiply Handicapped and Downs Syndrome chil-dren and a voluntarily staffed day care center for children of university'tudents and raculty. As of next September, the University day program willoe replaced by a Head Start unit to facilitate an active Head Start teachertraining program. The Director of the Institute is interested in beginninga classroom for Physically and Mentally Handicapped youngsters. A large room
also u,s,ed for developmentelly oriented physical education activities. Eightrooms for individual t..toring and/or diagnostic work are arranged in a semi -
:ircle, interior of which allows a large number of students to view thesecorn,, sHultaneOuSly. Without leaving the room, a student can walk from ober-va..:on post to observation post and view speech therapy, diagnostic twotinc,renedial reading, etc. This UAF also houses a Regional Materials Cen,e serv-ing a large area including Guam and Hawaii. The Center also houses a SpecialEducation instructional Materials Center, A Research and Training Center inmental Retardation, and the Center at Oregon for Research in Behavioral Evalu-ation of .he Handicapped (CORBEH). The Training Center is located upon thecampus in a convenient site. This accessibility allows a free flow of studentsoetween the University Affiliated Facility (UAF) and University, allowing someuniversity classes to be held at the UAF in the large lecture halls located there.Both University and UAF meetings, conferences, workshops, etc. are held at thefacility.
The Center is administered as a division of the College of Education andboth the Director and Special Educato- have faculty appointments in the Depart-ment of Special Education. The Clinical Services division of the UAF, however,appears to contribute the majority of the clinical services with the exceptionof those of an educational nature. It is administered and funded by theCrippled Children's Association. As the UAF does not receive Maternal andChild Health funding, it was necessary to obtain monies and services elsewhere,and the cooperation with the Crippled Children's Association has proved-utually beneficial. The medical services of the UAF are provided through thisagency. A; a result of this mutually beneficial alignment there is no directadrnink,trative line between the Director of the Center and the Clinical ServicesDirector. However, an adequate and cooperative working relationship was devel-oped.
''le (JAE Special Education division does not receive the full $30,000 fromthe Bureau for the Education of the Handicapped (BEH) and operates upon a $20,000to-Inc. Classroom teachers are sponsored by local school districts and money forone socretary, some travel expenses, and some supplies is obtained from the Uni-versity Special Education Department. Funding for other needs of the Education
3;wciai Education divisions are drawn primarily from state and local sources.-.)wevor. *4nding is of major concern at this UAF, and much energy bo:h within the
Page 281
Interview SummaryCenter for Human DevelopmentEugene, OregonPage 2
Center and the University Special Education Department is consumed in programdefense and little energy, 4ntil this year, has been directed toward obtainingadditional funds and :ncreasing program size and adequacy. The UAF Directorhas made a concentrated effort to increase funding and program development duringthe current year, and has established all of the present classroom programs,during this period of time.
The necessity for obtaining local funding has resulted in a highly service-oriented UAF geared toward meeting community needs. There is no formal committeeor method of establishing training priorities at this time, and this function islargely carried out within the UAF by the Center Director, the Special Educatorand the Special Education Department Chairman. The relationship between the UAFSpecia Education division and the University Special Education Departmentappears somewhat reserved. However, several University Special Education Depart-ment staff are involved in providing direct service to the Special Educationdivision as it is in an early stage of development. The University Special Edu-cation Department also has a practicum coordinator who coordinates the place-ments of all Special Education students including those involved at the UAF.However, to date no formal placement of students in the UAF has bean effectedthrough this position, possibly due to the fact that the UAF is just becomingcapable of providing more traineeships and practicum experiences. No staffmembers from the University Physical Education Department have on-going programswithin the UAF and offer consultive services to the UAF classrooms. One or twofaculty also serve as program consultants, assisting in supervision and place-ment of practicum student.s.
The training program in its present state of development at Eugene, doesnot appear to house well-defined formal components; basically, all training isdone with an intradisciplinary emphasis in conjunction with diagnostic andclinical services. This may be a result of the relatively recent development ofUAF educational activities and insufficient time for the development of moreformal interdisciplinary training. However, there do appear to be many avenuesfor interdisciplinary training, especially for classroom teachers. Nevertheless,few trainees from disciplines closely related to education were observed. Therewas a distinct lack of trainees from the medical profession, as might be expectedin terms of tne behavioral orienca,ion of the Center and the lack of Maternal andChild Health training program support.
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Page 289 Mo
Interview SummaryFactors Related to Training
Cnild Development CenterMemphis, Tennessee
Tr: my-v.1;s dniversizy Affiliated Facility (UAF) is housed in an extremelyioern ;a::,ity. Thera are several large lecture halls, a library and a rathere0-7;lete of instructional technology. Both the training and serviceD7'0.)(3m e'y interd:s:iplinery in nature. Facelty must conform to t1 s
ebility to Fuection in an interdisciplinary manner is erere-,:e;;;L, er ooLoidaries are not definitive and mere iscorsi,:e-.eH -...yerlap in terms of knowledge aid service. The universi:y
Mer'ophis S;.ete University as the Special Education Departmentat .ne (D. Tennessee is located at the Knoxville campus, several hundred
se.),eceentIv, 7iiost of the UAF Special Eeucation trainees are Memphis-;thoegn some are elaced from Knoxville and other uni-
vor)i, u) ,..kansus ',tate and the University of Mississippi.
71c :reioie program is gearec to community needs as well as to the needsof Lne S,ecial Euucetion Department at Memphis State. Most of the Special Edu-cat:on UAF trainees are placed on a short-term basis, and more long-ter:, dre needed. Student teachers from Memphis State usually spendrine weee at tne UAF as well as take a nine-week placement elsewhere. The corecourse oferdc at the UAF is said to be excellent and very popular with MemphisState st:eents. it is offred through Memphis State, and Child Development:enter eer.,onnel participate in instruction, The University Affiliatea FaClity hasnine eemonstration classrooms including the Acoustically Handicapped, LearningDkable'!, Handicapped, and Educable and Trainable Retarded. Theuniversi: of Tennessee-United Cerebral Palsy Day Training Center is administrative-ly a par. ',he Special Education unit. This program provides educational trainingactiyi:ei ror about 40 severely retarded multiply handicapped children. Uniquely,the !Ac.;icel Center pool is located one block from the Center and is accessible to
;n tneie demonstration classrooms.
_ e.e.:ear that overall UAF training goals and policies are set by a
of department heads. Each department is somewhat independentin de its own training program. The Coordinator of Training serves as a1;a:=,on ,7,o,nunication oetween the students, the individual disciplines, andother c)0,:i,..oes or individuals influencing the overall UAF training program.Tee Coorn actively facilitates feedback on trainee satisfaction with theirexnerie.;:e ;o tne individual departments, acting somewhat as a sounding board.
,tazt! has no formal input regarding the training program. However, the'Theciai Education Chairman is quite satisfied with the impact he has
:nrcu: recommendations. The UAF Special Education division appears to betunc;.: ,Ao;:erJtively witn both Memphis State University and the community in
training programs. The Special Education division training programap.)ea, 00 pr;merily geared to training students who will be performing
such as teaching. Much time is also spent in formal trainingeetivit, w;:e ctudencs from other disciplines. At this time little emphasis is
Page 291
Interview SummaryChild Development CenterMemphis, TennesseePage 2
placed upon research. Most of the trainees are undergraduates or masters degree
students. Although there is a Memphis State University advisory committee forSpecial Education comprised of representatives from a wide variety of agenciesand institutions, the responsibility for designing and implementing the Center'sSpecial Education service and training programs lies with the Program Directorof the UAF Special Education component.
UAF Special Education funding utilizes the typical major funding sourcesas well as a large number of independent sources. There are three SpecialEducation staff members including the Director, a Curriculum Specialist whoalso acts as "principal" to the classroom teacher, and an Educational Diagnos-tician. Six classroom teachers and their aides are funded through the ShelbyCounty School System. Three additional teachers are employed by the University of
Tennessee, and Day Training Center aides are funded through the United Way ofGreater Memphis.
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Interview SummaryFactors Relating to Training
University Affiliated Exceptional Child CenterUtah State University
The Utah State University Affiliated Exceptional Child Center located inLogan, Utah, was primarily initiated by the Special Education Department at theUniversity. The broad parameters of training priorities are determined by theBoard of Directors. The Board insures the autonomy of the University AffiliatedFacility (UAF) with representatives from the UAF staff, the local school districts,and parent groups. Collective decision-making rests with the Program Directorsthrough staff meetings. The UAF Director is ultimately responsible for coordin-ating training.
The Special Education component exerts an influential force within the UAF.A positive relationship between the UAF and the University Department of SpecialEducation facilitates cooperation and communication. The Special Education Depart-ment funds approximately one third of the entire UAF. The UAF currently reportsto the Dean of the College of Education. The UAF Director, the Special EducationProgram Director, and Instructional Technologist all have tenure in the SpecialEducation Department. The Special Education Department Chairman is on the UAFBoard of Advisors. The UAF utilizes the University laboratory school.
The Special Education priorities are pre-service practicum in a clinicalor community setting, behavioral management through casework and practicum programdevelopment, and evaluation of the Special Education program. Those studentsparticipating on a team are the only ones insured of specific interdisciplinarycontacts. The other disciplines are seen basically as resources for the trainees.
Page 3011,41...4
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BEST COPY AVAILABLE Interview Summary
Factors Related to TrainingInstitute for the Study of Mental Retardation
and Related DisabilitiesAnn Arbor, Michigan
The institute for the Study of Mental Retardation and Relatud Disabilities
located in Ann Arbor, Michigan evolved primarily outside of a specific univer-
sity department. Administratively, the University Affiliated Facility (UAF)
reports to the vice president of academic affairs. The UAF Director has a
background in Clinical Psychology. The Policy Committee, composed of seven
deans, recruited the Director. The Director set the initial training prior-
ities and they were ratified by the Executive Committee. The Executive
Committee is composed of University faculty from various disciplines who are the
primary link to departments. The basic priority is manpower development , with
equal priority on pre and in-service trainees. These broad parameters are refined
through staff meetings. There is a Director of Training. He perceives his role
as implementing the coordinator of training amongst the disciplines.
The Special Education Division is conceptually integral; it has existed
since the UAF's conception. Its original Director is now the University Special
Education Department Chairman. The present Program Director shares a joint
appointment with the UAF and University. He receives no monies from the depart-
ment. University Special Education staff are represented on the executive
committee. Training is in the clinical service mode. The Clinical Service
branch is expanding. This expansion will warrant an additional Special Educa-
tion staff member, and will accomodate a larger number of trainees. Training
through this mode makes the UAF a unique placement for Special Education students.
ApproximciLely one third of the University Special Education students partake in
training offered by the UAF.
Both the Program Director and the Department Chairman agree as to the
benefits of UAF training, and each would like to define a more comprehensive
training program -- one which would maximize the potential of UAF and Depart-
ment resources. Some progress has been made. The Department Chairman would like
a more comprehensive definition of training responsibilities between the Depart-
ment and the UAF. The Program Director has kept communications open with the
Department.
Page
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Pag
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:
APPENDIX C
Agenda
May 28-29
Sample Feedback Forms
(N=11)
Minutes
May 28-29
Evaluation of Conference
Minutes
AUAF Evaluation
May 30
Disciplinary and Interd'sciplinary Evaluations
Panel
May 30
Letter of Commendation from Indiana
Page
321/
3,2.
.2-
28, 1973
9:00 - 9:10 a.m.
9:10 9:30 a.m.
9:30 - 10:30 a.m.
SPECIAL E EVAL PROJLLI
FOR UNIVERSITY AFFILIATED FACILITIES
UISSLMINATION -REVIEW CONFERENCE
Atlanta, GeorgiaMay 28-29, 1973
AGENDA
WelcomeIntroductory comments
L. Burrello
Workshop review:Objectives and activities
L. Burrellu(Collect Feedback #1)
Summary analysis of Special EducationProgram within UAF's
10:30
10:45
11:30
10:45 a.m.
- 11:30 a.m.
- 12:15 p.m.
M. Daley, J. Siantz, J. Shrage(Collect Feedback #2)
Coffee Break
Individual analysis of Special EducationPrograms within UAF's
M. Daley, J. Siantz, J. Shrage(Collect Feedback #3)
Discussion and feedback on Data Collection
forms.Total group with Project Staff(Collect Feedback #4 and #5)
1?.15 12:30 p.m. Summary comments by Workshop Recorders
12:33 1:30 P.m. Lunch
1:37, 2:45 p.n. Development of Standard Data Report Forms for
Evaluation, Decision Making, Proposals, andReport.
M. Daley, J. Siantz(Collect Feedback #6
:./ ) 3:00 p.n. Summary of First Day's ActivitiesM. Daley
Page 323
AGENDA (cont'd) page 2
tidy 29, m/3
8:30 10:00 a.m. Development of Criteria for use by BEH and
Field ReadersM. Daley, J. Shrage(Collect Feedback #7)
10:00 4 10:15 a.m. Coffee Break
10:15: - 11:15 a.m.
- 12:00 p.m.
12:00 - 1:30 p.m.
Potential Utility of Special EducationEvaluationProject Data BankPresentation and Discussion
M. Daley, J. Siantz, J. Shrage(Collect Feedback #8 & 9)
Future Consortium Activities for SpecialEducation Program
L. Burrello, Clark, (Drs. Aaronson,
Whelan)(Collect Feedback #10)
Lunch
1:30 - 3:00 p.m. Discussion with BEH personnel.
3:06-3: 40 p.m.
3 : 4 4: 15 p.;;1.
Specia! EJucation Pruett Staff
Dr. Lf.nnard C. BurrelloDr. Mav:n F. DaleyMr. Jr'" Siantz
Recommendations for Future EvaluationActivities
L. Burrello, M. Daley(Collect Feedback #11 )
Summary of Workshop activitiesL. Burrello
Project DirectorPrincipal Investigator
II a. reji
Feedback Form #1
Co;:r.ents on listory of Evaluation Project
Content
Procedures
UAt
Page 325
MINUTES FROM EVALUATION WORKSHOP
May 28 - 29, 1973AAMD Convention
Atlanta, Georgia
BEST COP( AVAILABLE
Monday, May 28 A.M. Session
Attending the first session were the following:
Bender, John Hopkins UniversityMitchell, University of North CarolinaMagary, Childrens Hospital, Los AngelesForness, U.C.L.A.Clark, University of WisconsinRotberg, University of MiamiHinton, University of CincinnatiGardner, University of TennesseeCavin, Ohio State UniversityStone, University of OregonHerron, University of AlabamaBurrello, University of MichiganProject Staff
Introductions were made at 9:20 a m. The session started at 9:30 a.m.
Dr. Burrello oriefly mentioned the evaluation consortium and its previous contri-
butions. He listed the objectives as they were given in the project proposal and
then mentioned the objectives agreed upon at the regional meeting in November,
calling attention to the help that the regional committee offered in development
of tne data form, Unit I. Unit I was revised accordingly, and data collection
was begun in March. The last two months time was spent in coding the data, punch-
ing the key cards, correcting the mistakes on the cards, and programming the data
into a retrieval system. Eighteen summary tables were completed. The agenda
was discussed, and it was mentioned that participants would have the opportunity
to provide feedback in small groups. The Evaluation Workshop packet was described.
Dr. Burrello asked if the Program Directors had received their field readers
guides from Washington. If not, copies were made available. The question was
asked as to whether minutes would be available. It was decided that the minutes
would either be included in the final project report as an appendix, or be mailed
to the workshop participants.
Dr. Daley discussed evaluation as essential to decision-making in a training
program. Thc UAF regional committee at an earlier meeting had formulated questions
in the form or objectives and had suggested that additional questions be asked in
order to supply the information they needed to make decisions in their program.
Previous consortium rationale was considered valuable as a basis for developing
tree larguage used in the data collection forms.
- 1 -
Page 327
Dr. Daley elaborated that the focus of the project was on training.. Three
areas might have been included in this evaluation project (i.e., research, clinical
services, and training) but the former two were omitted becaus- eenstraints on
budget and time. It was dicided, with the input of Cie consortium and the region-al directors that the focus for this particular evaluation project was training.He labeled the evaluation as an approach focusing on the training of the Special
Education Division. He said that data tables resulting from this project shouldbe used by each Program Director for establsihing criteria concerning their pro-grams. In addition, the information should be used for writinc proposals, esta-
blishing training programs, etc. Unit I was defined as a conceptual framework
using the concept of an objective as a unifying structure; data can be gatheredat many and various levels: the individual trainee, individual Special Educationprogramming, the total Special Education program in the context of a specificUAF, or in the context of the UAF network and its relationship to the federal
government. He discussed the components of an objective, stating that one impor-
tant component, criteria, was not included because the project personnel were
unable to see in the proposals or to gain through the regional committee the basesfor specific criteria; therefore that particular dimension was excluded from the
data collection forms. D -. Daley mentioned possible outcomes of the project, one
being to establish major. eimensioa, to w"',..h criteria could be systematically
added, Another outcome could be showing the relationship of a specific UAF pro-gram to a common UAF program. Possible uses of the data were mentioned as esta-blishing communication networks between the UAF and the university Special Edu-cation divisions, and between the UAF and funding sources. Dr. Burrello mentionedthat for years Special Education people have been asking the Bureau for the Educa-
tion of the Handicapped for criteria which could '')e used to evaluate UAF's, that
Dr. Whelan has been a supportive member of the Bureau, but chat no criteria has
been forthcoming. Dr. Burrello suggested that the UAF Directors of Special Edu-cation might be helpful in suggesting criteria for federal evaluation. He said
the majc, focus of the project was to get a fix or a status quo statement concern-ing where the programs are in their development. This project was not interested
in the product outcome focused on client-patients, but only as the impact targetrelates to a particular trainee (that is, the client-patient as a function of
training). Dr. Clark mentioned that BEH did want number of clients, that officialrequest forms have been sent, and that they were product oriented. Dr. Burreilo
mentioned that because the focus was on training, this project is concerned with
the client-patient only as affected by the trainee.
Dr. Daley then moved on to a discussion of Unit II, indicating "Unit II
Summary" containeA in the packets. How responses to Unit II might be used to set
up instructional programming was mentioned. He pointed out that in reality itcontained a very coDlete guide or checklist which could be used for systematically
developing training programs in the UAF's. Further, it could be used to improve
communications betie.cen the university Special Education Deparment and the UAF
Special Education Divis ons.
Other data that could De available in the final report was alto mentioned.
One is Unit data specific to a UAF. Dr. Daley mentioned that the purpose of
unit i I c35 twufOld: to verify the reliability or the data in Unit I, and to
(lather information on the social-political context in which the Special Education
Division is wor.ing. He mentioned that specific site visit interview data would
Pa(,. 328-2-
be available .n a final report, and discussed the data bank now in operation
based on data from Unit I and Unit II. Dr. Daley then discussed the summary
cables in general, the dimensions (the "independent variables") which are included,
the number of training programs included (two UAF programs had not completed their
data forms), the number of disciplines involved, academic and professional levels,
two service levels, the training components, skill and knowledge entries, listing
the elements of an objective as divisions of Unit I. Dr. Daley stated that a com-
bination of these variables should allow for programmatic decision-making in S,.ecial
Education Divisions. He explained that on some tables entries indicate just the
presence or absence of a particular variable, but that future tables could consist
of numerical data which could be converted to frequency charts, percentage charts,
etc. He explained that Unit II was based on a rating scale. He began a discussion
of the individual summary tables.
Dr. Rotberg was concerned with Table 1. He stated that the wording "Indepen-
dent of the college or school" might lead people to believe that the UAF's were
.setonomous and not responsible to anyone. Or. Clark agreed. Mr. Shrage suggested
rewording "independent" to say something about "administrative responsibility".
Dr. Daley pointed out the importance of the UAF context and how it relates to the
training objectives, that a medical context might lead to particular priorities
and objectives not present in another context. Table 11 was explained as showing
a pattern of training programming concerns for the network of UAF's. It serves
as i prompt to lead people to training students of other disciplines such as
Communication Media. Dr. Mitchell objected that completion of the form might be
a matter of defining "communication media" and the whole semantic problem involved.She mentioned they had communication experts, but It was pointed out to her that
this project deals only with student contacts. Dr. Cavin mentioned this, and he
said not all disciplines represented in the total UAF are being studied here, but
only the contacts that Special Education has with given disciplines. Dr. Rotberg
mentioned that Unit I does not reflect potential trainees.
Or. Daley pointed out the disciplines where training is focused throughout the
UAF's: Social Services, Communication DisorLrs, and Special Education. Dr. Clark
pointed out that she would rather the listing be labeled as degrees that are offered,
rather than as disciplines, and suggested that such things as Vocational Arts
might not be appropriate in this particular table. Magary indicated an addition
to the table -- a column indicating program length (i.e., vocational arts, 12-month
course). Dr. Burrello suggested that Psychology, which is currently presented by
specific subgroup only, be totaled 'n addition, the total representing all UAF's
naving any category of Psychology trainees. Dr. Mitchell suggested another divi-
sion, School Psychology. Dr. Daley mentioned that although the majority of
schools are medically oriented, Special Education seems to be training few medi-
cal personnel. Dr. Forness said that although they are administratively responsible
to the Department of Psychiatry, U.C.L.A. is limited because even the Department
of Psychiatry does not branch out into other fields of medicine. Dr. Magary noted
as an example that Dentistry is well-represented where Orthopedics is not. But he
stated that fellowships are much more available for this type of student. Dr. Daley
mentioned that similar ;.atterning occurs on all of the charts which might be useful
in dtveloping a total UAF description. Mr. Shrage mentioned the concentration of
graduate trainees was in the Master's programs. Or. Forness suggested that numbers
at' trainees uc listed by discipline in Table 2. The suggestion was made that time
distribution for each table, i.e., 1972-73 be included. Dr. Daley mentioned that
-3-
Page 3251
finer breakdown was appropriate and the project staff wanted some requests from
the Program Directors for information leading to future planning. Dr. Clark
suggested labeling academic levels "Masters" rather than "pre-Masters".
Dr. Magary suggested regrouping the non-degree people all together. Dr. Cavin
mentioned the Special Education programs are focusing on undergraduates. Do
the funding sources really want higher level people trained?
Mr. Shrage made a significant point regarding the disciplines of the trainees,
stating that these are the characteristics of the trainee, not of the Special
Education program. A!1 of these basic Tables 1-6give trainee characteristics,
which might be included in the titles. Table 4 shows that almost half of the
trainees spent limited amount of time (0-8 hours) in the UAF's with the exception
of several training programs, and that this reflects such things as workshops,
orientations, or lectures. Mr. Siantz made the point that numbers are important
to the government agencies and so all students should be induced when represen-
tation of the Total UAF is given. Dr. Daley said that sometimes these one-time
contacts may serve an alerting function for Program Directors or be used in
awareness training for trainees, but Dr. Rotberg mentioned that there were hundreds
of trainees participating in orientation or short workshops, which he did not
include in his 0-8 hours, and that he could not really see them as a part of tCis
training program. Dr. Forness indicated that he had completed this section in the
same manner. Dr. Herron brought out that indeed it is training.; that it is just a
different type and intensity of training. Dr. Mitchell suggested that indeed these
people are important. Dr. Herron mentioned that his 0-8 hour contacts helped to
pressure the University of Alabama to begin a Special Educatioe program.Dr. Daley again pointed out that the table on numbers of students does not allow
for a cost effectiveness analysis or a quality analysis. It is numerical data.
Dr. Forness stated the difficulty of completing all of the Unit I for the 0-8 hour
contacts. Cr. Magary suggested perhaps two tables, one for 0-20 hours, and one
for above 20 hours, to be considered a special type of training. Dr. Herron said
P. had the opportunity to report what form of training it took through the very
mechanism of Unit I, that being the elements of an objective, including the setting
and what the purpose was cor that particular orientation. Dr. Clark emphasized
that these numerical data entries should be consistent across the UAF's and that
there was a mechanism needed to correct any errors in the number of contact hours
such as those reported by U.C.L.A. and the University of Miami. Dr. Cavin again
mentioned the fact that these data tables should be taken in light of a given
time frame, i.e. 1972-73. Dr. Daley pointed out that Table 6 indicates an emphasis
on classrooms, clinics, dayschools, and UAF facilities. Mr. Shrage mentioned the
number of community settings and UAF settings that are being used as being impres-
sive. It was -entioned that associations or other agencies often are not housed
in a separate
Dr. Daley discussed Table 13, revealing that the same settings used for
Special Education were also being used for other disciplines. This data might
suggest that new settings be considered when objectives are being written. He
showed how one could compare the data tables for Special Education with the data
tables for the other disciplines.combined. Table 7 listed the source of the
vehicles, that being the proposals the UAF Special Education Directors had writ-
ten. Tie cUeotiOn r;Cl'a uskec, "What do we mean by simulations?" Dr. Daley answered
by saying "?raining in programs other than direct training in the activity itself",
the use of simulation technology.
Conc..' fable 8, Dr. Daley asked "Are the materials that are used infre-
quently rable for the particular instruction or the particula- training you
are usi If so, perhaps the training program should be adjusted somewhat".The materials used most commonly were diagnostic tests, photo equipment, transpar-encies, textbooks, cl ient- patient folders, case reports, and videotape. It was
indicated that lecture and videotape sessions were most common. Dr. Daley also
encouraged that in the future, use be made of this data in writing proposals, thatstaff expertise be developed in the areas of instructional technology, at the sametime realizing that monies may not be available for such expansion. Dr. Cavin
mentioned the simulation project which had 'been developed by Ohio State University,but which had not been funded.
Dr. Herron said that he used the same action verbs for all disciplines indi-cated on Table 9. Dr. Daley pointed out that this language is written on the pro-gram level rather Phan on the individual or instructional level. He mentioned
the relation of the action verbs to the training components and asked, "Does thelanguage used sufficiently communicate the objectives which you are trying toachieve?" Dr. Clark asked how the action verb might be used. Dr. Forness
answered by asking for a taxonomy of terms, perhaps employing the action verbsthat were most frequently used in filling out Unit I data. Dr. Daley indicated that
he thought this was a good idea but asked the question about some of the terms
that were not used frequently such as "synthesize". Dr. Forness answered by say-ing he thought Unit I divided the action words according to training component andtherefore "synthesize" was to be considered descriptive of research, so he did
not check it. Perhaps others did the same thing.
Dr. Daley pointed out that most measures used in the funding proposals in-volved judgements and that clearly articulated program objectives were not seenrepresenting specific behavioral outcomes. He warned that the Bureau for the Edu-cation of the Handicapped is going to expect this criteria in the future. Adding
to the idea of professional accountability to the trainee, he stated that trainees
should know the expectations and criteria and he suggested again that Program Dir-ectors tap the expertise available in the evaluation field. Dr. Herron pointed
out that the University of Alabama and Peabody College have developer' a pre-post
behavioral management inventory and that it is available to anyone who would care
to have it. It correlates management with achievement, but it is primarily know-
ledge-based criteria.
Dr. Daley pointed out how the data in Table II is generalized beyond the
training program. Mr. Siantz suggested that numerical entries would allow forreporting more accurately to the Bureau. He said a number rather than just apresence-or-absence entry might be useful. Dr. Magary stated that the social-econ-omic status categories were misleading, suggesting there are other poor thanrural.
-5
Page 331
Monday, May 28 P.M. Session
Present were the following:
Gardner, University of TennesseeBender, John Hopkins UniversityCavin, Ohio State UniversityForness, U.C.L.A.Rotberg, Univt,.sity of MiamiMagary, Childrns Hospital, Los AngelesMacCubrey, Children's Hospital Medical Center, Boston
Hinton, University of CincinnatiBurrello, University of Michigan
Callahan, University of NebraskaProject Staff
Dr. Daley demonstrated the possible uses of the blank summary tables for
generating a total UAF description and also for individual pro;ramming. Several
people brought out that the table titles need rewording. The question was asked
of the Program Directors, "What data information do you want as UAF Special
Education Directors?", and it was pointed out by Mr. Siantz, Dr. Daley and
Dr. Burrello that there are a number of possible uses and that the generation of
data tables is almost unlimited. There are two general uses one concerns indi-
vidual programming -- different. UAF's may need and want different information;
another concerns summary data of a composite UAF for establishing criteria within a
given UAF, or for establishing criteria to give to the Bureau for their evaluation.
Again it was asked "What information do you want?" The session broke up into small
groups at 1:40 p.m. Dr. Sontag and Dr. Aaronson from BEH entered the room while
the small groups were in session. The group reassembled and the small groups
reported.
The report from the group consisting of Dr. MacCubrey, Dr. Hinton and
Ms. Lilly of the project staff: The tables were found to be an asset for what was
being done in a particular UAF. How much this would affect change for the total
UAF was questioned. Would this help in further developing UAF's? The question was
asked that if the UAF objective is interdisciplinary training, it may be diffi ult to
isolate Special Education training. Is this valid for accountability? Secondly, they
asked for a clear-cut statement of priorities. "What number of other disciplines
should be included in the training program? How many Special Education people should
be included?"
The report from the group consisting of Dr. Bender, Dr. Callahan anc Ms. McKenna
of the project staff: It was stated that Tables 2,33, 4, and 12 have good summary data,
which will allos UAF Directors to persuade the power in the university as to its
effectiveness. It was suggested that Special Education and the other disciplines be
presented on the same table, which ,:ould be used for internal programming and
evaluation comparisons.
The report from the group comprised of Dr. Gardner, Dr. Aotberg, Or. DaleyMr. Alters of the project staff: The group found the data meaningful in compar-
ing one UAF with another, and for re-evaluation in a particular area. It was
suggested that the tables be made more meaningful and relevant, but it was notspecified how this would be accomplished. The group suggested not lumpingtogether the 0-8 hour contacts, but rather defining the types of activities.Dr. Daley suggested that the objectives should define both the activities andthe time frame. He also suggested that the data base be corrected, that thecriteria for effectiveness be agreed upon, and that the data be compared with theeffectiveness.
The report from the group comprised of Dr. Forriss, Dr. Magary, Dr. Cavin,Dr. Burrello, and Mr. Siantz of the project staff: The group was concerned withthe utility of the tables in the report. They discussed the impact target and thenumerical data system, and stated they needed individual tables meeting individualneeds, such as a component break-down by disciplines for each center. This wasgenerated as an idea for a new data form. Dr. Burrello then suggested that someof the numerical data needed correction on Unit I, and that it would be done in theweek of the convention, or that the Program Directors could take it home and do it.Dr. Forness also suggested that the final report should include the summaries ofthe individual UAF's along with the individual data forms.
-7-
?age 333
Tuesday, May 29 A.M. Session
Present were:
Dr. Gardner, University of TennesseeDr. Bender, John Hopkins UniversityDr. Gavin, Ohio State UniversityDr. Gillespie, Indiana UniversityDr. Rotberg, University of MiamiDr. Hinton, University of CincinnatiDr. Forness, U.C.L.A.Dr. Stone, University of OregonDr. Magary, Childrens Hospital, Los AngelesDr. Clark, University of WisconsinDr. Zadick, Children's Hospital Medical Center, BostonDr. Mitchell, University of North CarolinaDr. Rickert, Utah State UniversityDr. Callahan, University of NebraskaDr. Burrello, University of MichiganProject Staff
The first item on the agenda was to review the purpose of Unit II. It was
stated that Unit II data could be used to operationalize decision-making and toimprove communication between the two responding groups, that is, the IIAF and
the university. An assignment was given for small groups. They were asked whatdevices can be used for improving this communication, as both Washington and theregional committee considered this an important item. Dr. Clark questioned thevalidity of any statistical analysis regarding the two, stating that the samplewas too small. Dr. Daley had pointed out that the high number of "don't know"responses might have indicated a lack of communication bet-men the UAF and the
university program. Dr. Magary stated that most of us do not have this level of
specificity. Dr. Rotberg said, "But if we were suppoced to be working together,then we should know what one another is doing". Dr. t'ark also questioned the sem-antic difficulties, say ng there were a number of terms that needed to te definedon just one page of Unit II. Dr. Hinton stated that data on the last page mightbe indicative of the human fatigue factor. Because of the length of the form,
those completing Unit II might not have been as thoughtful and accurate on the finalsections as tney vivre uo the firSt few pages. Mr. Siantz pointed out that the de-gree of consensus indicated hy this table may not be as strong, for there are grad-
ations in the "yes" and "no" responses which were collapsed in the Unit II summary..
Mr. Shrage asked if the discrepancies are consistent within a given UAF. If so,
this data could be more statistically sicrificant. Dr. Hinton suggested that theDepartment Chairman may not be the appropriate person to complete Unit II. Other
persons, those assigning students to the UAF, may be more appropriate. Dr. Rotberg
also mentioned that the level of specificity was too high, thct if a Chairman issatisfied with the program at the UAF, he may not become specifically involved in
it. Dr. Clark saij that the data indicated a valid statistical analysis of thecloseness of the relationships between the university and the UAF, and perhaps thiscould be given to the Office of Education as data. Mr. Shrage said that perhaps
-8-
Pao 334
this Unit II will serve to prompt the University Chairman to become familiar withimportant questions. He then asked "What are the questions important in yourprogram?". Dr. Daley suggested that the project was only to give some data toevaluate their own program and their own data. Dr. Clark asked what happened tothe responses from students and from the Director of Training. Mr. Siantzanswered by saying that the students had varying degrees of contact with theSpecial Education Division. Variance in responses may be a function of contact.When categorized along this dimension the resultant N was too small for formalanalysis. Mr. Siantz also said that the Training Director is not a consistentposition throughout the UAF's. Variance in responses may be attributed solely totheir formal administrative position. This information is still available forincorporation into some type of tabulation.
Mr. Shrage described the summary of the site visit interview form.Dr. Burrello and Mr. Shrage both asked for input as to where the Unit I did notrepresent the program. They assumed that the information was reliable, but thatthere might be additional dimensions. Unit I, representing only the first step,might not be a comprehensive representation of the program, but there are some indi-cations as to how Unit I might be used. It might be used in developing futureproposal writing and identifying areas not covered in other programs, as well asareas where the UAF does indeed have impact. Dr. Daley again stated that the focusis on training, that service and research are not reflected, and this of coursecolored some responses on the summary of the site visit interview. Dr. Burrellosuggested that an evaluation response might be completed after they do receive thefinal report from this project. Dr. Clark stated that the frequency of response toQuestion 5 indicated they were asking for some help on paperwork for their ownrecords and for funding agencies. Mr. Shrage said paperwork involved reporting tothe Bureau, but that the other questions were indicative of internal programming.Dr. Burrello said that this is the first data ever collected on what the total UAFSpecial Education programs are doing. Dr. Clark then asked what the group consideredthe future of the consortium. She suggested that a group should continue, and notto let this particular item on the agenda be lost.
Mr. Shrage introduced an exercise concerning standard data reporting forms.He stated that the purpose of the forms was to describe training programs in acommon way, to save time and efficiency, and to complete the total description onone form. He then discussed the dimensions of the form: the elements of an ob-jective, the interbehavioral orogramming, the common training elements -- that is,the level and the ditc.iplines of the students, and the activities they might beinvolved in. He ,,uggested that, this be used for individual programming, or fortraining -type proelramming, sta':ino that the information was not all computer treatablp.
He then explaintI.d the elements of an objective. Dr. Burrello stated that it
offers a common language for reporting. With regard to impact target, additionalinformation may be useful that is not called for on this particular data form
The project staff stre'..sed using this data form for objective description of pro-gram goals.
-9
Page 335
Assignments were given for the small groups: to work on information not
previously included in Unit I, and to complete the standard data form exercise.One group suggested that the word "intervention" be substituted for "treatment",that the word "assessment" be substituted for "diagnosis". They noted that there
was a language problem in Unit 1 in the definition of words; that the labels chosen
were too medically oriented. Instead of "additional comments", the words "relateddescriptives" should be included at the end of the standard data form.
After the group assignments were completed, Dr. Burrello handed out the FieldReaders Guide, stating that the Special Projects Field Readers Guides were not
available. Dr. Clark then asked how future evaluations and consortium activitiesmight be funded. Dr. Cavin asked if work might begin on an inter-disciplinarymodel evaluation. Mr. Siantz and Dr. Daley mentioned the complexity involved, andthat first of all validity of the model's generalization should be ascertained.Dr. Burrell° stated that he thought the form could be generalized to other disci-plines, as other disciplines are doing similar activities. He stated that an
inter-disciplinary evaluation must begin with disciplinary evaluation.
Long-range objectives for the consortium activities were suggested: One,
data colleLtion and activation which was begun this year; two, validation of the
data collected; three, treatment efficacy, tnat is, accountability from an inter-
disciplinary aspect involving the trainee's impact on a client-patient. Measuring
the client-patient over a long period of time in a classroom environment or place-
ment was suggested. Dr. Forness stated that actually the committee had asked forcriteria from this project, but perhaps they were a little naive about evaluation.
Dr. Clark stressed that three years had already been spent in preparation for eval-
uation, and that the current project could be considered only a first step in long-
range evaluation programming. Dr. Burrello suggested that a fourth step might in-
clude model generalization, and criteria formulation. Dr. Forness asked why the
Special Education discipline has to lead the pack in evaluation when Special Edu-cation has such difficulty getting funding in the first place. Dr. Magary stated
that 1/10 of one percent of the total UAF funding was going to Special Education(whether this was in his particular UAF or across the board was not stated).
Dr. Burrello said the reason is that Special Education people are anticipatingthe accountability issue and its relationship to funding which is going to come
from BEH.
Dr. Magary asked if UAF expansion was threatening to the university depart-
ments. The group seemed to agree that indeed the UAF's are a threat.Dr. Burrello asked if it would be threatening if this evaluation process wassuggested to be generalized to university departments. Dr. Mitchell suggestedtaking only one element of an objective, i.e., action verb, to begin a modeldevelopment for generalization within the university at the UAF, with a move
toward behavioral objectives. Dr. Burrello stated that a future activity should
be a trial meeting in a given UAF: the Director of Training, the DepartmentChairman and the Program Director of Special Education might meet as part of
Step 2 in the future agenda. Dr. Mitchell suggested that perhaps next year the
project might include other disciplines. Dr. Magary stated that in a large urban
area such as Los Angeles, a Department Chairman may have 50 practicum placements
from which to choose; that the UAF is viewed only as one of these many placements
-10-
Page 336
and that the Department Chairman cannot possibly relate to all of them. Dr. Clark
suggested that we ask BEH to fund the UAF's Special Education program as a separate
entity with its own identity on a more permanent basis. Dr. Burrello suggested that
we submit criteria for Washington's evaluation of the program. Dr. Forness stated
that the Special Education Directors have never been given any criteria at all from
Washington. Dr. Hinton asked if we were moving toward block funding. He said
he felt he had been placed under some pressure to go to block funding a couple of
years ago and indeed he had. Dr. Magary stated he did not think it was good zo doit on a national basis and that it should be made optional, as some UAF's weredffiliated with a number of universities. Dr. Clark asked the group if they though:
line item funding was imperative. Dr. Magary said this is essential. Dr. Cavin
said that we currently have a tenuous relationship with funding sources. Dr. Forness
stated again that he wants to know BEH's expectations, and if there is a rationale
for current funding procedures. Dr. Burrello asked for a group consensus concern-ing a discourse with the Bureau. Dr. Clark suggested that the group should takefirm stance. The indication was that the group favored this strategy.
Page 337
Tuesday, May 29 P.M. Session
Present were:
Clark, University of WisconsinMacCubrey, Children's Hospital Medical Center, BostonStone, University of OregonCavin, Ohio State UniversityBender, John Hopkins UniversityRickert, Utah State UniversityMitchell, University of North CarolinaRotnerg, University of MiamiHinton, University of CincinmatiMagary, Childrens Hospital, Los AngelesGardner, University of TennesseeGillespie, Indiana UniversityPatterson, University of North CarolinaBurrello. University of MichiganAaronson, Bureau of Education for the HandicappedProject Staff
Dr. Burrello brought Dr. Aaronson up to date on the project, and the floor was
opened for discussion It was stated that the purpose of this project was to
generate some quantitative data, but that it was not intended to be product outcome
data. Dr. Aaronson stated that quantitative data was needed on trainees and impact
target. Dr. Burrello asked him to respond to the past three years of evaluation
effort. Dr. Aaronson responded to the work as a foundation for re-application for
funding. He spoke of the bureaucracy and stated that if the project merits funds
it will be funded. Dr. Burrello asked him to commit himself personally.
Dr. Aaronson stated that he was an advocate of the UAF programs, but that he could
not commit himself further with regard to funding. He spoke of himself of a liaison
between the bureaucracy and the UAF. He spoke of fair independent readers to review
the proposal. Dr. Clark suggested that since the selection of field readers was not
random, perhaps he would be of help here. Dr. Aaronson stated that he would try
to hand pick three people who have identity with UAF programs, that is, who are
familiar with the UAF concepts -and that he would follow up with phone calls.
Dr. Burrello asked how the final report might be used. He spoke of the tenuous
nature of the relationship, and if this grant helped to promote a more stable rela-
tionship between the UAF and the Bureau. Dr. Burrello also asked for criteria to be
sent to field readers in evaluating proposals and projects. Dr. Aaronson claimed
that he could do nore through a phone call. Dr. Cavin suggested a descriptive narr-
ative for redder; to begin with before reading a proposal. Dr. Aaronson said that this
might be possible if used consistently for all proposals. Dr. Burrello asked if such
a statement 'ight be prepared. Dr. Aaronson agreed to prepare it mutually with UAF
people, to be Processed through the bureaucracy. The narrative is to be concerned
with long-range planning, not just the consortium or evaluation. Dr. Burrello asked
if Special ucation -light not be considered as a distinct program rather than a
special project. Dr. Aaronson stated that the bureaucracy doesn't understand UAF's,
-.12-
anu that thor r d number of service agencies who are prohAdy utilizing moneyju,t as wisely. or. Burrello asked if any other group had Laken on a self-examin-ation across universities. Dr. Aaronson responded, "Not to my knowledge".Dr. Burrello spoke of the cohesiveness and the cooperative nature of the SpecialE.iucation UAF group. Dr. Cavin asked how visibility might be gained at theBureaucracy .end who fright he able to help. Dr. Aaronson stated that things todayare ai!'ferent because there is no higher level of commitment for legislative imple-r,entation and priorities, and that he does not know anyone who would take on theresponsibility. He suggested that we first be certain to keep what we've got.Dr. Burrello asked, "Is the Bureau aware of the UAF?" Dr. Aaronson stated yes.Dr. minton suggested that the basis of the rationale for this Special Ed,.cat:c.-Eial,.ation Project was three fold: 1) the personnel changes in government2) the information could be used for evaluating proposals submitted, and 3) theBureau :id not have data on the activities of the UAF. Dr. Hinton asked, "Do youintend to use the evaluation for these purposes?" Dr. Aaronson answered that''unacrientally, it is of a bureaucratic nature. Dr. Hinton asked, "Will you use myOd:d to evaluate my future proposals?" Dr. Aaronson said yes. Dr. Hinton asked,"Do you see it useful as a leverage of future expansion of funding?". Dr. Aaronson
,-e-died only in number of kids served. Dr. Clark said that we are doing this at therequest of BEN on our own, in addition to all our other responsibilities.Dr. Aaronson suggested that it is a reflection of priorities. Dr. Burrello suggested
that the long-term pay-off meant evaluation. We were asked to do this to providedata, not produce evaluation. Dr. Aaronson stated that he would forward the data
:n.'(:)rmation received on to the Bureau, and that is all that he could do.
Dr. Aaronson suggested a symposium, composed of just BEN administrators inter-actirg with UAF representatives to "let you speak for yourself" in the early fall.Dr. Cavin asked for the format. Dr. Aaronson suggested a general discussion of theconsortidi-1, a brief history concerning the model program, the problematic, theorogrIl officers. He stated that this should be a loosely knit, very brief agenda:ont, ri-.).4r for the presentation, one hour for the discussion and questions, andoerha..)s something might be added concerning future planning. Dr. Mitchell asked ifit wc,J1d be useful to have the ideas for potential proposals at that time.
Aaronson stated it was up to the group. Dr. Burrello asked about the regional
comnittc. he asked for the O.K. from the Program Directors. The following people
are to !)t.: d pert of this symposium with BEN: Forness, Hinton, Rotberg, Clark,Cavin, Burrello, and Guthrie, with input feedback from all Program Directors.Dr. B,:rr,Ilio a,,umed responsibility for this meeting. Dr. Clark suggested thatDr. A:ror,,m, by ,uggesting this meeting, might be funding such trips. Dr. Aaronson,d.d di(: no! know. Dr. Aaronson then gave a brief history that he volunteered.or r d,n,ipility as an advocate of the uAr. Dr. Burrello then asked if cuts
are :-y,tor,J Kmcv bc.0rAeS looser, will we get the money back. Dr. Aaronson0 "Jr. Burrello asked if the funds go to the lowest level of the
'uhJ;nq ,r,:qcir-. Or. i,uronson said that would be a natural thing. Dr. Clark
ir!e! 3r, 3urrllo that he was speaking for himself. Dr. Burrello respondedye. rC :dir he was asking the group to decide on funding priority
asked for a show of hands. Dr. Clark maintained that a new
A;en,:d iter' L)(41.! bot, ha ",oven now -- it needed discussion. Dr, Hinton seconded the
-13-
Page 339
motion to get it on the floor for discussion. Dr. Cavin said that he hated to see
one of the programs fall for he felt that the whole goes down with the pieces of the
UAF network. Dr. Mitchell suggested that they would be restored 15% across theheard just as they had been cut across the board. Dr. Aaronson stated that this
was probably right. It was decided that the meeting would end as Dr. Whalen had
not come in due to flight delays.
Appendix: Letter sent to Special Education Program Directors following
Evaluation Workshop at AAMD Convention.
A ,
. is, 1 '7 ?
. ., . . ."11,1.4'. ..1 41 I fk....h .
;..1,avt,Ate.
) ,v; .L c,11 ir,fortrkit ion
2 Yc!:.:.
2%,i. 3 4
14 ) .
! irif::rmat ion
__i2 3 14
1
1
t ; : :;
5
Ly...:11ent
2 8 1 1 loo ler));3 3271.
_ 3_ _
1.!- -J..:
4.
4 4 t11
2 8 enow-h reaks
1,
Page 3141
( 7 )
lo3rly
'; ,11!" w:.n?
3 4
4 Very well
8) 1i.314 well were your (!xpectations filled?
Not at all 2 Very well
1 3 5
D)
10)
ev*J.,yonfl together wera:
1 11 2 Excellent
3 4 5
proup cliz:cuasions were:
1 8 4 Excellent1
1. 2 3 4 5
11) Will !:,e pr...:;ented at this conference help you in
(a) :Teparat.i::n ,)1 -tul'l'e:; .1 report(s):
Not a! s 6 Very iliuch
1 2 3 4 5
(*: ) :'re: f'..iture proposals
N t
2 3 4 5
5.Very much
(c) De...rmnin traning prioritiea within your trstining component:
N .* :: All 3 5 2 4 very %luch
1. 2 3 4 5
2 3
::t.irou for the iAuc,it*on
train:ne
3 a very much
(. . : I .
.,
._ Ali 5 2
1 3
(:)
All I 3
5 2 Very much
BEST COPY AVAILABLE
prior:tieL with rv.-,pet to stcitr! zu:d
4 I Very
7 3 4
;:;:' to t1:::. ot
bati11 profile status of UAF, indication of BEN :support, next step
i11.):1
eo,
Pr"''ite .data (iLainartle_Lactisicival.riata_shaetnext_st..241s.,Litilizatign of
Special Ed..EvaluationL summarization of data need for evaluation 9f
.:-.;t4nd,aci. Report form, Aaronson discussion, no _particular item
. r.-,1.1-01, 0:: c future, siini1,1'.
utilization of UAF _by the Consortium. utiliza/ipn of the dau byBEH, next nhase validation, summary data, scope of UAF Spec. Ed. affects on
----TrAt;..-trw,--f'Grr/Avrtrell-nemerTt, duality ev-aTuation, no sift-Mr one nee-TEB;the development of progress report system and data bank developed,
tf, of
xampleEd.__Depts use as ane universofity wide evaluation activitiel
hel;. onanife report writing, help organize proposal writing, help organize
collect!on, progress reports, help establish training priorities,ja: .sdr reports, discuss with "significant others", feedback to UAF and
to-identify strengths and weaknesses.
Page 343
,.,f J. -du
to wore: o;.: refining and operationalizing data collection system
sharing of update data,how to evaluate professional competencies, elaborate on
data perimeters, gather data, and clear up forms, activate data bank for eval.,
validifT5W76TOutpt-it me5-411T-ii7-iiimmarriatiiins;-prWal outa55E-evalliarons, trainee
evaluation, model for qualifying evaluation.
17) Wilz:t :;:.Duld the 3pecial Educatim Evfauation project
erV-1-1__Deqns_of_communication in UAF work with University and UAF,
continue work on data bank for product evaluation, continuation of UAF activities
of Cr"r-tl'Irrr Need to exlJR-eviiTZT6T-67oVariTT-ZapitaTTF6-6F-77.71751developmentmomentum__ _utilize data need for continuation of support.
AIM IMO CL FOR .1:1 EITAIIDED
JACK H. RUBINSTEIN. M.D.Arida,
July 9, 1973
275 ERKENBRECHER AVENUE
CINCINNATI, OHIO 43229TELEPHONE 221.8282
TO: embers of the Evaluation Committee of the Association of UniversityAffiliated Facilities
FROM: Jack H. Rubinstein,M.D,, Chairman
RE: Report of Committee
. On Wednesday 5/30/73 a Committee meeting was held from 8:30-10:00 A.M. in theEl Greco Room of the Regency Hyatt Hotel during the AAMD meeting in. AtlantaGeorgia. Committee members present (those that signed in) included, A.R.Vartgrove, H.G. Schulte, M.C. Schultz, J.M. Throne, and J.H. Rubinstein,others present included L. Rex Ehling (MCRS), T.A. Mayeda (AUAF Consultant),P.P. McNeill (AUAF), L.C. Burrello (U. Michigan), M.F. Daley (U. Michigan),D. Cavin (O,S.U.), J. Smith (U. Oregan), I. Emanuel (U. Washington) R.S.Jordan (U. Tennessee).
.. Mr. Mayeda summarized his report on Data Collection and Utilization inUniversity Affiliated Facilities which he has just completed.
The report consists of four parts:(I) Introduction and Administrative Recommendations
(II) Results of Four Data Surveys(III) Details of Proposed System(IV) Utilization of Data and Special Studies
.. Mr. Mayeda suggested that clearly printed copies of the report beprepared (including printing of data sheets on double pages) and sentto all. UAF Directors, Administrators, Data Coordinators, and DepartmentChiefs (and to members of the Evaluation Committee)
.. He pointed out that the report represented a Systems Model. The presentformat for Goal Attainment Models could be served by superimposinggoals on the system model.
.. There are many other areas that are not dealt with by the present datasystem. The most obvious And important includes the evaluatica of theeffectivenes6 of the training and services rendered by the UAFs; however,this would fall in the domain of "special studies "that could be carriedout on a sample basis by one or several UAFs.
.. Data must still be obtained on the follow -up of trainees. This mightinclude placement data, information on skills and knowledge attained,and changes in trainee attitudes. The placement data might be obtainedfrom all UAFs; however the latter two areas might best be handled asspecial studies.Tt must be stressed that the data obtained by Mr Mayeda represented afirst attempt and the figures cannot be taken as absolute fact. Theremay be many errors tue to misunderstanding of terms or directions. There
A/M;(0.d with
UNIVERSITY OF CINCINNATI, CHILDREN'S HOSPITAL AND INSTITUTE FOR DEVELOPMENT RESEARCH
Members of Evaluation CommitteeReport of CommitteePage 2
is still the need to be certain that all definitions and methodologiesin collectity; information are completely clear and understood by allJata Coordinators
The UAFs are still plagued by the multiple demands for data and information(often-time!. all different or in significantly differani. format) that comefrom national, regional, state and local agencies including funding sources,as well as self-generated projects of various professional disciplines andstudents. Every attempt should be made to reduce this to a Oinimun andto classify which requests are "official" and require accurate response.
One recent area of confusion has arisen regarding the MCHS Mental RetardationClinic Services Report. As the members of the Evaluation Committee areaware, the Committee, originally at the request of HSMHA-MCHS, revised theform and the manual, and this revision was approved by the participants ofthe meeting of 11/15/72, in Rockville, Maryland. Copies of the revisedReport form were included by Mr. Mayeda in his fourth data survey packetso the UAFs might gear up to respond to the revised form. It was understoodthat MCHS would be utilizing the form as soon as they obtained therequired approval. The old forms were circulates by MCHS to gather1972-1973 service statistics. In addition, MCHS Division of Researchhas just sent out a revised form for 1973-1974; however, the revision isnot that approved at the meeting of 11/15/72. It does utilize the newAAMD Classification which was not available to us in 1972. The otherchanges that were desperately needed appeared never to have been considered.When the form arrived last week, I called Mr. Hormuth and he is checkinginto the matter. (The problem is further compounded by HSMHA being inthe throes of reorganization). How all of this confusion will be resolvedis unclear.
. Drs.Burello and Daley have gathered evaluation data on the Special EducationTraining components within the UAFs.
In tEat study, information we.. obtained not only on the numbers, levels,and contact hours of trainees in Special Education in the UAFs,but alsoon details of their training.programs.
.. Because of the time and effort that has been expended in the SpecialEducation btudy, and to avoid the proliferation of different systems bydifferent disciplines, Dr Burrello was requested to explore the possibilityof utilizing their format with the other disciplines. This will beattempted on a limited trial basis through the AUAF InterdisciplinaryCouncil.Dr. Burrello also met with Mr. Mayeda to see whether there was any needto clarify terms (e.g. if different terms were used by Mayeda and byBurello to mean the same thing, then agreement should be reached onone term).Copies of correspondence with Dr. Burrello is attached, and, as you can see,it is hoped that a joint meeting can be held at the AUAF meeting in LosAngeles to review the results of the trial run by the other disciplines.
Mi:.nber5 of Evaluation CommitteeRel)ort of CommitteePnze 3
It 4-5 imperative that each member of the Evaluation Committee review withtheir Data Coordinator the data form used by Mr. Mayeda to make certainthat each term used and question asked is comnletelv clear and is not inneed or Eurcher derinition. Please send in to Mr. Robert P. McNeil, AUAFExecutive Director statements or suggestions about any term or questionsin the Four Data Surveys that are at all ambiguous.
Page 3,4,7////"'
JACK H. RUBINST:IN,12;1CIOP
June 29, 1973
Leonard C. Burrell°, Ed. D.Program Director for Special EducationInstitute for the Study of Mental
Retardation and Related Disabilities-The University of Michigan13C South First StreetAna Arbor, Michigan 48108
Dear Dr. Burrello:
:93 E.I.IF.41R.,:tt,SR AVENUE
CINCINNATI, OMIO 4322?TELEPHONt 221-8232
I have just discussed your letter of June 11, 1973 with Drs. Weal andHinton and was most pleased with the steps that you aad the Interdis-ciplinary Council have taken regarding the Special Education EvaluationProject and its trial run with other disciplines.
Since you mentioned in your last paragraph the desire for the AUAF EvaluationCommittee to endorse this activity and since you mentioned that Dr. Wohlwill prepare the cover letter for the pilot study, I suggest that,if itsagreeable with you, this cover letter requesting ( ?deuanding) the Councilmembers to complete the forms be cosigned by Dr. Wohl and by me.
I believe that it would also be useful to have a combination meeting at theLos Angeles meeting of the Evaluation Committee and tie InterdisciplinaryCouncil in order to review the findings of the trial run.
I would also suggest that copies of the trial run for and the cover letterbe also sent to the dLrectors of the UAFs that have Cuncil representativeswho will be participating in the trial run in order t,3 add the strong supportand encouragement of the directors for maximum reply 'luring the trial runendeavor.
Please let me know if these suggestions are agreeable with you. Thank youso mutt for your cooperation and interest.
JICA/c ltl
Sincerely yours,
Jack H. Rubinstein, M.D.Director
okr d w4h
i 11. I l: l in( in 4 NIENT 11. liETA141)V1ION
%ND 1:1..1A11.1) 1)111IS11.1"1 !KS
June 11, 19/3
Jack H. Rubinst:2in, M.D.
Di rector
Univer5ity Alfili.ited Clinical Program
for the Mentally Retarded
295 Erkenbrecher AvenueCincinnati, Ohio 45229
Dear Dr. Rubenstein:
Ti,,. loam,.
i '30 l'irqt Streeti Ann Arbor, !tliehigats .181(01
I{I)I
Thank you very much For your note and your attempt to get back to me on
Wednesday in Atlanta. Ireturned your call the following morning and was Wad
that you had already checked out.
I do appreciate your note and your interest in seeing what did occur. I
did take up your suggestion with the Interdisciplinary Council. During the
Friday meeting the following was decided. The Council will support the pilot
testing of the Special Education Evaluation Project forms. They will test the
format with regard to its appropriateness to other disciplines. The major point
is that this action is an attempt to help each discipline develop a contextual
evaluation for its training programs.
We will be asking each Council member to complete a much abbreviated form
in contrast to what our Special Educators completed for the project. They will
be asked to describe the training programs they have for speciFic academic levels
of their stud nts or trainees, and a general description of the training they give
Special Education trainees regardless of academic level.
We will, upon completion of our final report in midsummer, act upon the deci-
sivi of the Council. We will send a package containing a'revised set of directions
and appropriate forms to the disciplinary representatives on the Council for their
completion. We will do an analysis, presenting our findings at the October meeting
so that the Council can outline its next steps.
I should also add that before our interdisciplinary Panel presentation on
Wednesday afternoon, Dr. Daley and I had an opportunity over lunch to discuss with
Dr. Mayeda some of his comments about our project and his concerns about our data.
At that time he did indicate to Dr. Daley that our data was at least as reliable as
his. But more importantly Ithink, we did get a sense of perspective in terms of
the relationship of our project to Dr. Mayeda's. Using his terminology, ours is
rore in the special projec: category which he indicated in his closing comments at
the panel presentation. Ws is an evaluation with a level of specificity designed to
Telephone 313/763..3171
I]
(cont.)
Page 351
Page 2
achic!ve ultiindt. changes in !)rogram statements. Dr. Mayeda indicated that there
thi, typc !Ita. We will be Sending o: our
data.
You were concerned about the question of definitions. To a certain extent this
can be accomplished through the mails. We have sent Dr. Mayada all of our materials.
If there is a special meeting of the evaluation committee before Los Angeles wherewe can get together and spend more time with this, we will at your request, certain-
ly, call him and discuss this further before we distribute our final report.
Returning to our activities with the Council, Ted Wohl, who is now Chairman ofthe Interdisciplinary Council and on your staff, agreed to discuss this action insome depth with you. As I understand it, he will prepare a cover letter for theCouncil members. From our point of view, the pilot study is the most logical movebecause we are aware that most of our disciplines have not taken the time to developa statement of program which is easily subject to evaluation. A standardization ofreporting format is imperative in terms of evaluating interdisciplinary programming,
I am enclosing a letter we received from an observer who attended the Inter-
disciplinary panel presentation. We are presenting this as what we like to thinkis an objective comment about the project.
If you feel this activity with the Council warrants your attention as Chairmanof the Standing Committee on Evaluation of the Association, I certainly think it
would help if you endorsed this activity. Once we have our materials together andyou have had a chance to review them, let's discuss your endorsement again.
Sincere y yours,
Leonard C. Burrello, Ed.D.Program Director for Special Education
kr
I The tetivenit? tof Miehi:tan.- 130 :Nu; iitt 1 tr.! ,-rerl
NI) liELVI El) 1)1S.%1111.ITIES 1 {I)]11%..1 irl;TE uoii I io I
Aim .1rIwr, .11118
June 12, 19%3
Dr. Tadashi A. Mayeda234 Arnsley SquareOntAr4), California 91762
Dear Dr. Mayeda:
JUN 1 8 1973
We are pleased that we had the opportunity to discuss our evaluation project
with you over lunch in Atlanta. Each of us appreciate the scope of the potential
data that could have been collected, and each of us chose different areas of focus.
Our primary interest was training program development. Our major data collection
instrument prompted the respondents to organize their training program in the
format of an, instructional objective.-.. Judging from your closing comments at the Evaluation Panel, you indicate the
need for detailed disciplinary evaluations. I believe that you understand the
nature of our project. Ibelieve we both feel that there is a need to coordinate
our specialized evaluations.
I should also add that during our stay in Atlanta, the Interdisciplinary
Council decided to aid our project in a pilot study. Each member of the Council
will complete our data collection instrument entitled Unit I. They will enter
data describing the training program for students from their respective disciplines.
In addition, they will complete a set of forms describing the training they give to
Special Education students.
Their first task will aid us in the modification of our format with regard to
particular disciplines. The information they give us concerning Special Education
students will provide us with additional information leading to refined methods of
collecting data of an interdisciplinary nature.
The Council's decision was very much in keeping with Dr. Rubenstein's sugges-
tion to coordinate disciplinary evaluations. The next logical step is to coordinate
more closely our activities with your project. I'm sure Dr. Rubenstein would
support this improved coordination.
As a step in establishing a, hopefully, continuing dialogue, we are sending
materials which will give you supplementary information concerning our project. I
believe we have previously forwarded some of our materials. The package accompany-
ing this letter is the most current information.
(cont.)
Tolephono 313/ 7ft.34171 Page 353
Page /
Enclosed is one section oF our data collection instrument (Unit I). Unit I
is composed entirely of duplicate sections. Each section corresponds to the trainingprolrlm For one academi: level for a particular d-ci?line. This is the formatthat, with minor modifications, will be used by the Interdisciplinary Council.
Our second form, Unit II, has two purposes: to verify the reliability of thdata in Unit 1, and to define the social-political context in which training occurs.The latter point results from the fact that three administrators per locale com-p'eted this form: the Special Education Training Director, the person at the nexthigher level of administration involved in training coordination at the UAF, and theUniver.;ity Special Eduzation Department Chairman.
Additional information concerning the social-political context was alsocollected through interviews. A sample summary has been included in your package.
We have also enclosed materials distributed to the Special Education ProgramDirectors in Atlanta. They include a tabulation of responses to selected interviewquestions; the workshop agenda, the workshop evaluation questionnaire, and a copyof the project history.
. We are.,currently in the process of completing our analysis of the data, andare well into our writing of the final report.
I am planning a trip to California the week of July 16th, and would hope tomeet with you at the end of that week. I will contact you by phone for furtherdetails. If you have any questions concerning the materials we have sent, do nothesitate to write.
kr
Leonard C. .turrelloProgram Director for Special Education
Enclosures:
(1) set of Unit I forms(1) Unit II
(1) Interview Summary(I) table of responses to select items(1) workshop agenda(1) workshop evaluation questionnaire(1) copy of Project History
/cc: Or. J. Rubenstein
354
OV0CIPLINARY AND INTERDISCIPLINARY EVALUATIONS IN UAF's
Panel
AAMD ConventionHyatt Regency Atlanta
Atlanta, GeorgiaMay 30, 1973
1:30 3:00 p.m.
1. OBJECTIVES FOR THIS SESSION1. To provide for the general membership information regarding the status of
disciplinary evaluation in UAF's in order to illustrate the vario'd,
approaches to disciplinary evacuation that are currently employed for
evaluating selected disciplines.
2. To identify that common elements in disciplinary evaluation that can be
appropriately utilized in other disciplinary evaluation.
3. To report and identify issues regarding interdisciplinary evaluations as
exemplified by a private evaluation study involving three disciplines.
4. To summarize and note the implications of disciplinary evaluation as it
relate; to interdisciplinary evaluation.
5. To provide information regarding the results of the administrative study
of the organization and structure of UAF's as conducted by the Association
of University Affiliated Centers.
II PANELISTSI. Dr. Calvin Knobelock, Principal Investigator, Institute of Speech and
Hearing Sciences, University of North Carolina"Evaluating Speech and Hearing Components in IJAF's"
2. Marian Chase, Project Director, Nisonger Center, Ohio State University,
"Descriptive Evaluation of the Family-Centered Practicuum"
3. Dr. Marvin Daley, Principal Investigator and Research Associate, Institute
for the Study of Mental Retardationand Related Disabilities
"Evaluation of Interdisciplinary Training Programs in Special Education
UAF's"
4, Toda-di i A. Maycda, Principal Investigator, Consultant AUAF
"Review and Assessment of UAF's"
5. Or. Arnold J. Capute, John F. Kennedy Institute, Baltimore, Maryland
:)ro,,eriting an evaluation by Dr. Geoffrey Woo-Ming of the Nisonger Center
cat Ohio State University.
Page 355
II SUMMARY OF EVALUATIONS BEING UNDERTAKEN
A. Title of P;oject:Principal Investigator:Department:
Description of Project:
B. Title. (fl Project:
Priclioll Investigators:Depar!7-ent:
i56
Evaluating Speech and Hearing Components in UAF'sF. X. Calvin Knobeloch, Ph.D.Institute of Speech and Hearing SciencesUniversity of North CarolinaCLapel Hill, North Carolina
The ultimate objective of this proposal to
establish a procedure for the evaluation 0- theeffectiveness and efficiency of the speech andhearing components currently in operation in thesystem of University Affiliated Training Programs.In order to achieve the stated purpose it is pro-posed to organize a working group of professionalsrepresenting the major elements involved in train-ing speech and hearing personnel. The programobjective of the working group will be to producea strategy for evaluation which can be applied tovarious programs, taking into account their simi-larities and differences. The implementation ofthe evaluation package which will evolve for thisproposal will necessitate the formulation of anotherworking group or task force.
Evaluation will be formulated from the following data:1. Data regarding present and contemplated eval-
uative procedures for the individual programs.2. Data from individual UAF's regarding evaluation
of interdisciplinary training.
3. Data from local consumers evaluating the UAFproduct.
4. Data from UAF trainees evaluating speech andhearing.
5. Data from UAF administrators regarding costs oftraining components.
Descriptive Evaluation of the Family-CenteredPracticuum -- Developmental DisabilitiesMarian ChaseThe Nisonger CenterOhio State UniversityColumbus, Ohio
(cont.)
-2-
II. SUMMARY OF EVALUATIONS BEING UNDERTAKEN
8. Title of Project: Descriptive Evaluation of the Family-CenteredPracticuum -- Developmental Disabilities (cont.)
Description of Project: The goals of the original FCPDD Project are:
(1) to give students the experience of dealing withchildren who have a developmental disability,(2) to assist students in their professional train-ing, and (3) to expose students to the home environ-ment of the developmentally disabled child.
Primarily, three disciplines are involved with theproject -- medical dietetics, occupational therapyand physical therapy. Staff within these disciplinesalso interact with several departments of the OhioState University, the Community Health Care ServicesDivision of the Columbus Health Department, and othercommunity agencies. This interaction involvesreferral of clients to the project, assignment ofstudents within the three allied medical professionsof the project, and the use of community agenciesin providing training experiences to students andservice for FCPDri clients.
The evaluation objectives of this project include:1. To provide continuous monitoring and feedback
of project activities.2. To consider training activities.
3. To document the number of mental retardationcases identified and served.
4. To describe the students' training experiences.
5. To present student evaluation of trainingexperiences.
6. To present family evaluation of service received.
7. To consider community assumption of responsibilityfor care of clients discharged from the project.
Categories of data collected include client service,student training and evaluation, staff consultation,community agency interaction, university relations,report writing, professional development and projectplanning. Staff were requested to record the numberof hours involved in each category.
3
Page 357
II. SUMrARY OF EVALUATIONS BEING UNDERTAKEN
C. Title of Project:Principal Investigator:
Depariment:
Description of Project:
D. Titlo of Projt.;:t:
Pr i nc .),11 1 nye-, t ;gator:
Do,,cr;:oion of Pro;ect:
Special Education Evaluation at UAF'sDr. Marvin DaleyInstitute for the Study of Mental Retardation
and Related DisabilitiesUniversity of MichiganAnn Arbor, Michigan
This evaluation project was designed to provide acommon knowledge base on which program directors
of UAF's can redefine their goals and object:vesand thereby improve their program, and to aid theBureau of Education for the Handicapped in makingthe present and future funding decisions concerningUAF's. This process can be further simplified intothree tasks:
1. To develop a format which describes the presentstatu', of each individual UAF program andpresents quantified data for all programs toeach Program Director.
2. To develop a scheme for evaluating each programby the data gathered as a result of data collec-tion forms and site visitations.
3. To identify possible future individual andcooperative programs for UAF's.
4. To develop and implement an instructionalpackage to facilitate UAF Program Directors'program development.
The project staff has conducted site visitations ateach of the eighteen UAF's. They have interviewedUAF staff and students as well as Universityadminktrators to determine the kinds of trainingconducted in each facility.
Review and Assessment of UAF'sTadashi A. MayedaConducted for AUAF
The Association of University Affilliated Facilitieshad retained Mr. Tadashi A. Mayeda as a consultantfor toe purpose of initiating an evaluation of theUAF's. Mr. Mayeda has begun with a series ofquestionnaires sent to each UAF asking for descrip-
(cont.)
II. SUMMARY OF [VALUATIONS BEING UNDERTAKEN
D. Title of Project: Review and Assessment of UAF's
Description of Project:(cont.)
tive data, including organization, stafcs, physicalfacilities, case loads, trainee output, anafinancing. From this data, a clearer picture can bed3rived of what the UAF's presently are doing, whichwill then make it possible to design and i.nplemantthe evaluation process for them.
Simultaneously, and independently, d pilot projectis being planned to compare a selected sample of UAFtrainees with a matched sample of trainees withoutUAF experience to see what differences, if any,distinguish the '-wo groups. This pilot project isbeing planned and conducted at the University ofKansas Center for the Mentally Retarded, inLawrence, Kansas, by Or. John M. Throne.
-5-
Page 359 Go
INDIANA UNIVERSITY HOSPITALSUniversity Reber! W. Long Wii; ern H. Coleman James Whitr.o^., Riley
1100 WEST MICHIGAN STREET 0 INDIANAPOLIS, INDIANA 46202
IAMF ssertitcrPVH F)ii.E V Hi-v,itAL CHILDRENCHILD DI VI LOPMt N NIP H
June 5, 1973
Dr. Marvin DaleyPrincipal Investigator and
Research AssociateInstitute for the Study of
Mental Retardation andRelated Disabilities
611 Church StreetAnn Arbcr, MI 48104
(3171 264- 4464
Dear Doctor Daley:
I was most. Impressed with your presentation at the UAF
meeting on ealuation in Atlanta. Altiough we are not funded
through BEE and, therefore, 'presumably are net included in your
study, I am wondering if it would be possible to obtain a copy
of the evaluative protocol which you Ilive developed.
I share Dr. Rubinstein's feeling that your evaluative
schema might be useful in other than the special education
context.
Once again, I thought it was st)erbly done. Thank you
in advance for any portion which you may be able to share with
us.
Sin:erely yours,
4
StErling D. Garrard, M.D., DirectorRi)ey Child Development Center
viz
Page 36 1/30..2,
APPENDIX
D
Individual Trainee Data Record
Exercises for Instructional Objective Preparation
SPECIAL EDUCATION EVALUATION PROJECTFOR UNIVERSITY AFFILIATED FACILITIES
Standard Data Reporting Form:Individual Instructional Objective
TRAINEE:
1. Name: 40
2. Address:
3. Phone. Soc. Sec. No.
4. Acade-lic Level: Undergraduate Masters
Other:
Post-Masters
5. Discipline: Code No.
6. Time in Training: A) Number of Contact Hours:
B) Academic Period: Quarter Semester Year
7. Type of Activity: Pre-service In-service
8. Supervisor's Position and Affiliation:
9. Training Component(s): Diagnosis Prescription Treatment
Consu-tation Instructional Technology Research
10. Type of Behavior: Knowledge Skill
11. Settinq(s):
12. Instructional Vehicle(s):
13. Instructional Material(s)
Action Vernts):
15. Measure(s):
18. Criteria:
17. I-pact Targes):
lg. .%Jditional Comments:
Page 365L
Dissemination-Review Conference
Atlanta, Georgia
May 28-29, 1973
Exercises for InstructionalObjective Preparation
BEST COPY KNITBLE
These exercises are designed to assist you in the development and
instructional objectives. The following pages each contain
an "exa,nple" instl:uctioLal objective; your task is to .1:)cate the elements
of that objective, and to write in eech element on the appropriate line
below the objective.
Please complete C,C6C exercises in the sequence described below:
1. First, attempt to locate the elements for each objective; write in
each element oa th.i appropriate line.
InPOItTAT: If an objective does not identify or accurately describe
a particular eleent, leave the line for that element blank.
After completing each problem, check your responses and make any
necessary corrections. Then go on to the next objective.
2. After completing all the problems and checking your responses, go
hack to each objective vhich has missing elements, and for each of
the,;e missing elenents unerate your mn.
3. Finally, prepare a complete instructional objective of your choice,
using the fair: on page 10. (It may be easier to define each element
fi)sc, and the;'. to write out the cemplete objective in narrative
fol.w.) Yon way wi,:b to evaluate the adequacy of your objective by
co:npleLieg ti:. :-.0ekliLt on page 11.
1 Page 367
BEST COPY AVAILABLEAUNAL 1
Post-Masters level personnel in general education, vocational education,and counseling will participate in a one-se;lester in-service training programdesigned to inprove their krowledge and skills in the consultation of mentallyretarded young adults. Each trainee will havc a total of approximately fortycontact hours in the progra, which be conducted and supervised by anAssociate Professor of Education from the University Department of Education.
Training, sessions will be held in University classrooms, UAF conferencerooms, and will include visits to local child guidance service centers, clinics,
and day sci.,u1s. Instruction will be provided through workshops, seminars, lectures,and demonstrations. Materials used will include reports published by localschool;;, clinics, and agencies which provide resources for mentally retardedyoant; au;t6, client/patient recor6s, and journal articles.
Tne trainee will demonstrate successful completion of the program bysmaittini; a '.iricten report which (a) describes the needs of at least five..vntally retarded clients, and (b) identifies available community resources toLeut reports will be judged either "satistactory" (indicatingLuce :sful cuplction of the program) or "unsatisfactory" (indicating unsuccess-
ful cL.ipletion of the program).
ELEMENTS OF THE OBJECTIVE
1. Trainn - Academic Lc.vel:
2. Traincc -
3. Trdince - !,umber of Contact Hours: Par:
4. Trair&e. - Type of Activity (Pre-service or In-service ):
5. Yraihee Supervisor's Position and Affiliation:
I I 1 I
6. Training CG:..poni!nt(s):
Y. Type of i;.:LJvior (K:..wlede and/or Skill ):
8. Cond:1;cns - Sottinj;*
9. - VoiicMs):
10. Condit'Rrs - rxteci...1(s):.
11. Act-ftr,
12. ::asur(:.):
13. Critf.ria:
1 mismI .m w.. .
I 1 1 1
ea 0, .
1
r .1. 1.1.1
THE ANSWFRS To -MIS rROBLEM
Grdduate stude.ats in Masters degree programs in the disciplines of Special
Lduc.Ition, CLik; P5ycho1ogy, and Early Childhood i:ducatirn will participate in
an experiental, pre-service, one semester program, designed to improved the
trainee's Knowledge and skill in diagnosing neurologically impaired children.
The program will be jointly supervised by the UAF Director of Special Ed-
ucation, ancl a Professor of Education in the University Department of Education.
Trainees will s.)end approximately dO contact hours in the program, which will
be conducted la University and UAF classrooms and laboratories, and at a local
Day School for Neurologically Impaired Children.
Instructional methods will include lectures, seminars, demonstrations, and
supervised praetic=. Instructional materials will include textbooks, reference
Llatcriah., clic:IL/patient records, diagnostic tests and equiplp.ent, and closed
circuit TV.Acnievemont in the program will be assessed by the performance of testing
by the tr:tinee, on five neurologically impaired children, at the completion of
the prora:I. The trainee will be required to correctly select, administer, and
interpret the tests for at least four of the five children tested.
ELEMENTS OF THE OCJECTIE
1. Trainee - Academic Level:
2.. TrainLe, biscipline:
..M
3. Trainee - N;..!-.,er of Contact Hours: Per:
4. Trainee - Type of Activity (Pre-service or In-service):
S. Ifainee Supervior's Position and Affiliation:
6. iralnin:: Cx:ponent(s):
7. 1ype of [,ch.:vior (Kroledge and/or Skill):
8. Colditions SettinG(s):
9. Condition - ItistrJctizTal Vehicle(s):
10. Cc;.iitione.: -
11. Act.Ln Veli(s):
!2.
73. Cri:_cria:
" t r -
...
...
gegIgmairw.
3
THE ANSWERF TO THIS PROZLEM
ARE ON PAGE 7.
INSTRUCTIONAL OBJECTIVE 3 tour440,
"etedi
Graduate students in Special Education will demonstrate the abilie4A,47.1"
to evaluate school pr!rformance in children with a variety of handicaps,and to report and recommend education intervention to an interdisciplinaryteam and to community personnel. Trainees will achieve this knowledge andskill through Course 412 and through clinical activities. Trainees willbe evaluated in terms of child educational growth.
ELEMENTS OF THE OBJECTIVE
1. Trainee - Academic Level:
2. Trainee - Discipline:
3. Trainee - Number of Contact Hours: Per:
4. Trainee - Type of Activity (Pre-service or In-service):
5. Trainee - Supervisor's Position and Affiliation:_
6. Training Component(s):
7. Type of Rehavior (Knowledge and/or Skill):
8. Conditions - Setting(s):
Condition:, - Instructional Vehicle(s):
10. Conditions - Xaterial(s):
11. Actin V:!rb(s):
12. Measure(s):
13. Criteria:
14. Iripact laryt(s):
THE ANSWERS TO THIS PROBLEM
Undergraduate students in nursing, physical therapy, and
occupational therapy will develop an awareness of and skills in the
utilization of special education in the rehabilitation of the handi-
capped, through seminar activities and simulated case demonstrations.
Trainees will be evaluated by their responses to disciplinary and
special education requests, in terms of appropriateness for typical
com-,unity resources.
LLEaNTS 07 1TE 0::,JECTrE
1. Trainee - Acade :.tic Level:
2. Trair.r: - Disciplihc:
3. Trai,:ce - number of Contact hours: Per:
COTIM40
elCP----_-___
4. Trains :e - Type Of Activity (Pre - service or In-service):rm
5. Trair:ee - Supervisor's Position and Affiliation:
6. Trainij Ccaponent(s):
7. Tyi.;:! of' L:ehavior (KnoAcdge and/or Skill):
8. Col:(!itions - Sutt-;n9(s):
9. Cohk!iticans - I6struetionol Vehicle(s):
10. -
11. Act '.'!0(s):
12. :.;:-,a(s):
13. Critt-c',1:
111
5
THE ARSt:ERS TO TUIS PROBLEAARE ON IV,C;
Page 371
ANSWERS TO INSTRUCTIONAL OBJECTIVE 1:
ELEMENTS OF THE OBJECTIVE
1. Trainee - Academic Level: Post-Masters
2. Trainee - Discipline: GenerD1 Education, Vocational Education, Counseling
3. Trainee - :;u;:ter of Contact Hours: 40 (approx) Per: semester
4. Trainee - Type of Activity (Pre-service or In-service): In-service
5. Trainee - Supervisor's Position and Affiliation: Associate Professor of
Education, University Department of Education
6. Training Cmponent(s): Consultation
7. Type of Ediavior (Knowledge and/or Skill): knowledge and skill
University classrooms, UAF conference rooms, local
8. Conditions - Settirig(S):ebild guidance service centers, clinics, day schools
9. Conditions - Instructional Vehicle(s): workshops, seminars, lectures, demonstrations
reports publishf.d by local schools, clinics, and agencies,
10. Conditions - ;:aterial(s):cliont/patient records, journal articles
11. Action. Verb(s): describes, identifies
written report which (a) describes tree needs of at least 5 mentally re-
12. :leasure(s): lieut,s_t_and all identifies available community resources to meetthese needs.
13. Criteria: rating of written report by Supervisor
14.Lientally retarded young adults
6
ANSWERS TO INSTRUCTIONAL OBJECTIVE 2:
ELEMENTS OF 7HE C,::JECTIVE
1. - Acadc;.jc Masters
bjsciu: Special Education, Child Psychology, Early Childhood Educaticit
3. of kontadt. Pours: SO (approx) Per: 1-; VIM? Si Cr
. o.- ; ; 4 P)-servico or In-v2rvicc):____Pr.V-Ser ViCC
SJ;;;:rvic:r's Nsit:.r.m and Affiliation: Joint sup,:rbriion: University
Prr.fc:-,f)r of 1.,:.,.1e.ttioa, and UAF Director of Speci:-.1 Yucation
G. Cc..i.:r.t(s): Diagnosis
/. o; an/or SLill): knowlvd and s1, L11
University and UAF conforclic.:. roo;ls Tin:; laboratories,
- Settln-;W: iocal Day :ichool for ::cmirolo-lcollylripaircdChildren. ,
Lectures, st ::!inars, de,nonstrations,
9. - Vehicio(s): ,;11.2orvisedyrs!cticut:
r'..ferenct!s, client/patient. rccotds,
1 (1! 11v:!Lic & eqhipi.!1.;* cloged circuit TV
.i I . i t
I. . 1
terprv'.
,-1.:4.11T:tuk-o of by traince on 5 nourologically imp:Irred i!1ti;t1
: c,rcc !ot. od.rink,tration, :tact interpretationinterpretation fo: ..t.. ..__ __. - n- . -I. -
four t fAvo vhi!..1.011 iuded by progra.1 r.upervisors.
14. I: p,c; ;Ltpaired children
re:).
Page 373
ANSWERS TO INSTRUCTIONAL OBJECTIVE 3:
ELEMENTS OF T E 0.1,.7ECTIVE
1. - Acal:ic Lev:: t.issing; not adeqnPtely identified
2. - Discipline:....Special Education..=.1*. O.
3. -ftaince c.f Centact liours:missing
4. iro:11,-.:e Type of Activity (Pre-service or In-service): missing
5. T. z.ince S4ervisor's Position and Affiliation: misi..;ng
6. Irzlinin,j Ce;:onent(s); missing; not adequately identified
Y. Ty; ,2 of .c.i.r.:!vior (Knuwledce and/or Skill): knowledge! and skill
0
.0.1%
- SettinYs): :Assing; "Course 412" does not adequately specify setting.
- Instr:Jctirwel Vehicle(S): missing; "clinical activi-.s" not adequate
10. 1(s): missing
11. ev;.luatc, report and reco:-......end
eduation growth. _
CrIcri ),!
- var et.; W. 1.:.11..1::%,s
;. t ( ) ; t ,v i", ly
ANSWERS TO INSTRUCTIONAL OBJECTIVE 4:
ELD1ENTS OF TFF. 03JECTIE
1. - Lev; c:1: Undergraduate
TrainNursing, Physical Therapy, Occuational Therapy
3. Trair,ce - 4...5er of Cunt6ct Hours: missing Per: missing
4. Irainee Type of Activity (Pre-service or In-service): rtissi
5. Trair.ee - Supervisor's Position and Afffliaticn; missing_
6. Trainino Co..;,onehtM: missing; not specified
7. Type of 1,,..sh:..vior (;not..ledrje and/or SI:i11): sid11:3
8. Cow:itions SeLtirr;(s): not specific0
.-1110
,41
9. Conditicns - Instructical Vehicle(s): seminar activities, simulated case demon-stration:,.
1C. Co',; iens - missing
11. ALti,o VcrhM:rvspooseS (to rcnuests)
1?. v:issing
1.
r't: nao.L.Aced° (not very s.acificd)..
-9 Page 375
INSTRUCTIONAL OBJECTIVE
ELEMENTS OF THE OBJECTIVE
1. Trainee - Academic Level:
(Prepare your owninstructional objectiveon this page.)
2. Trainee - Discipline:
3. Trainee - Number of Contact Hours: Per:
4. Trainee - Type of Activity (Pre-service or In-service):
5. Trainee - Supervisor's Position and Affiliation:
6. Training Component(s)
7. Type of Behavior (Knowledge and /or Skill):
8. Conditions - Setting(s):
9. Conditions - Instructional Vehicle(s):
10. Conditions - Material(s):
11. Action Verb(:):
12. Measure(s):
13. Criteria:
14. Impact Target(s):
Page 376 10
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BEST COPYAVAILABLE
CO'," ;VW 6
aN
d
APPENDIX
E
Listing of Centers &
Names and addresses of Program Directors
Pag
e 3
71gC
EVALUATION PROJECT
Addresses
ALABAMADr. Charles HerronCoordinator, Special Education and Vocational
RehabilitationCenter for Developmental and Learning Disorders
university of Alabama191 Seventh Avenue, SouthBirmingham, Alabama 35233
CALIFORNIADr. Steve FornessSpecial Education DirectorNeuropsychiatric InstituteUniversity of California405 Hilgard AvenueLos Angeles, California 90024
CALIFORNIADr. James MagaryDirector for Training in Education
University Affiliated Training Program
Childrens Hospital4650 Sunset BoulevardLos Angeles, California 90027
FLORIDADr. Jay RotberqDirector of Special EducationMailman Center for Child DevelopmentUniversity of MiamiBox 6, Biscaynne AnnexCoral Gables, Florida 33124
GEORGIADr. Alan ReppDirector of Special Education Program
Ge3rdia Retardation Center47;'0 Peach Tree Road, N.E.
Atlanta, Georgia 39341
Page 381
OHIO
OHIO
OREGON
Dr. Donald CavinSpecial Education DepartmentNisonger CenterThe Ohio State University9 West ButtlesColumbus, Ohio 43215
Dr. Milton HintonUniversity Affiliated Clinical Program
for the Mentally Retarded295 Erkenbrecher AvenueCincinnati, Ohio 45229
Dr. Nonda StoneClinical Services DirectorCenter of Developmental DisabilitiesUniversity of OregonEugene, Oregon 97403
TENNESSEEDr. Tom GardnerChief--Special EducationChild Development CenterUniversity of. Tennessee711 Jefferson AvenueMemphis, Tennessee 38105
UTAHDr. Devoe RickertEducational DirectorExceptional Child CenterDepartment of Special EducationUtah State UniversityLogan, Utah
WASHINGTON, D.C.Dr. Betty H. SimmsDirector for Special EducationUniversity Affii:lted Program for Child Development
Georgetown UniversityCG54 Bles Bldg.Washington, D.C. 20007
WISCONSINDr. Ann ClarkSpecial Educator; Center of Mental Retardation
and Human Development2304 'Jniversity Avenue
Madison, Wisconsin 53706
INDIANA
KANSAS
Dr. Henry SchroederDirector (Acting) and Pat Gillespie, Dr.
Mental Retardation Training Center
Indiana University2853 East 10th StreetBloomington, Indiana 45401
Dr. Nancy PetersonSchool of EducationKansas Center for Mental Retardation and
Human DevelopmentUniversity of Kansas9 Bailey HallLawrence, Kansas 66044
MARYLANDDr. John GuthrieAsst. Professor of Pediatrics and Education
John F. Kennedy InstituteJohn Hopkins University707 North BroadwayBaltimore, Maryland 21205
MASSACHUSETTSDr. Jean MacCubreyDirector of Special EducationDevelopmental Evaluation Clinic
Children's HospitalHarvard Medical School
300 Longwood AvenueBoston, Massachusetts 02115
MICHIGANDr. Leonard C. Burrello
Director of Special EducationInstitute for Mental Retardation and
Related DisabilitiesUniversity of Michigan130 S. First St.Ann Arbor, Michigan
NORTH CAROLINADr. Marlys MitchellDirector of Special EducationChild Development InstituteUniversity of North Carolina121 Peabody HallChapel Hill, North Carolina 27514
Page 383
r n