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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D

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.


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.


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

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."

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.

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*

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NT

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ct

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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.

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-

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...a...-. .6-

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---- #-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


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.

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

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(..)

...........o.......wK -,

a g0 c,41 -.,., cz cit f0,- a): p- ,

4: ' 5

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ce

.,k ., ,, , 1 !,

- .. -..-4-1__, -. ..... _.......-

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....-....$- -.4.

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,.---

..- ----

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.- f.

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tt..--.--it 4- 4- 1_-4

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FIGURE 4

DATA COLLECTION (cont.)

Conientary:

SEEP Unit 1, Page 5


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.

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.

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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


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.

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.-

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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


C,,risnentary:

SEEP Uni t

1, Page 7


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.


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.


(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.


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

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.


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


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.

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Page 39

TABLE 3

FORMAT:

Divisions are identified


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.


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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Page 41

TABLE 4

FORMAT:

The academic levels of the trainees

are identified


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 starred items


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


The number

represents trainees who recieved any training via

the Division.

A zero indicates that there

were no trainees in a

particular classification.


The largest number of trainees

occur in the Education

Page 42


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


Disciplines of trainees are identified

on the

vertical axis.


axis (ADMINISTRATION through VOCATIONAL REHABILI-

TATION) includes starred items.

The starred items



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.


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


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,

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aEOUCAT ION COUNSELING )

EARLY CHILDI4D 1 100C. PSTCHOL 0

GENERAL 1 HEALTH o

PHYSICAL 0 READING 3 -SPECIAL 14n._

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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



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


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.


axis (ADMINISTRATION through VOCATiONAL REHABILITA-


The starred items



the table present the disciplines included in the

summary headings.

DATE ENTRY:


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.


This table numerically underscores the high

propor-

Page 46


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.


axis (ADMINISTRATION through VOCATIONAL REHABILI-

TATION) includes starred items.

The starred items



the table present disciplines included in the

summary headings.

DATA ENTRY:



The number

represents trainees who recieved training ranging

from nine to more than 300 hours via the individual

Divisions.


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


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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1*9

TABLE 8

FORMAT:

The academic levels of the trainees are identified



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


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 starred items



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.


The high proportion of preservice vs. in-service

training is evident here.

Approximately 75 percent

Page 50


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.

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age

ST

111

TABLE 9

FORMAT:

Divisions are indicated


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

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V.


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 particular setting

is not currently used.


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


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

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., 0-

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--

--

--

--

--

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_A

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_-

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Si+&

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caN

4:1

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4:1

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(2)

SETTIK

2Wea ofAssoc's

_X

--

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_-

--

--

-0

Brain injured

--

--

--

-0

Deaf

--

--

--

0Emotnly distbd

-X

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-2

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_x

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X-

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_-

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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

ilr

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4,*

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(i*7

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X AX

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A

A A A

UAF

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C)

C,.

4'_

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ci

4..

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4-

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4a'

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A A A 4

4t.

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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(

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ie

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f*"

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00

AX A

t

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a.

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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.


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


(3) Only 3 of

the 11 reporting have both K and S

objectives for

the setting used for treatment

training of Master


(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


In summary, across the six

training components,

most

divisions differentiate

knowledge and skill objectives

by setting for their Masters

training programs in

Special Education.

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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.


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

A A

Js

44

44

$c=o

.0

i-./. c..

og

o A A x A

X X

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.


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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OHIO 0 COLUMNS

f"re °HaNC

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TENNESSEE

-a 4

UTAN ,J

4'414 4 4 or MICHIGAN

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.


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


necessary for different training components in

terms of knowledge and skill areas.

L9 afed

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I:

1i

fc

ao

1e

tts

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s,,

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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.


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


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

Vt.-

Nei

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12

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Define

-A

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AA

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AA

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12

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Identify

AA

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A-

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Judge

4-

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Observe

A4

X-

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-x

11

Observe

Study

AA

AA

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ax

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Decice

,A

IA

AX

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Dr

up

AA

a

:T:: V

Qiaw

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ractos

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A1

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AA

XX

XA

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Order

%A

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AX

10

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e

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A*.

AA

4A

Alter. modify

XA

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A-

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AX

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Dvlo currclm

t-

AA

AA

AX

--

Follow through

XX

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4X

AX

XX

Give dirct srvc

X10 Nip currclm

7Follow through

AA

AA

A..

X-

Give ther'y to

AA

A-

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A-

Implement

AX

A-

X4

-a

fa

AA

XS

tin:74:rt"

to

Manage

--

-A

AA

4A

AA

Provide feedbk

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X9

Aa

AA

AX

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X-

X9

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feedbk

Remodiatc

44

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AA

A-

X-

-X

11

Paimediate

Use orescriptn

Advise

4-

av.

-A

x4

AX

8

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Confer on

(a

-A

A-

-4

Counsel

Deliberate

A.

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t-

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_a

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::::::I

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srv[

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2A

AA

4

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Communicate

-5

4.

AA

Alnform

aA

A-

X-

Prepare

aA

X-

Al

A-

Provide

A-

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A-

AA

-1404

Communicate

Transmit

a4

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-N

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XAnalyze

.A

%w

AA

Ia

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Inform

Compute

Xii

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Aq

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A ..''

-8

frls!7fect

-Synthesize

4.

4X

--

-X

.-

-ii

-A

'41:

Synthesize

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:


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.


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


TRAINING COMPONENT

RANGE

SUGGESTED TERM

Consult

0-40

advise, confer

Instructional Tech.

0-39

communicate, prepare

Research

0-14

analyze, synthesize

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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.


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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PA

44

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1

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10

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Erfrnmt is EV:Tua.4

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setting

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a XX

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10 fiehvtl. e.g. contin

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


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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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.


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


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 number of client-

patients seen by the individual

divisions (Nm15)

in terms of the typology

described above.

Only

summaries across age pre-reported.


no client-patients were

reported In that category.

An X indicates missing

data.


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


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.


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


to reduce training areas


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


three respondents

were

reduced to "yes,

no, don't know" categories.

This

procedure was used

to reduce the bulk of

the data.


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.


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


Director (based

on interview

summaries Appendix 8).

The Director communicates

information to theTraining Director

and to the


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


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


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


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


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


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


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:


possess more detailed know-

ledge of the UAF Special

Education Program than

do



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

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UNIT I

INSTRUCTIONS

I

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

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

INSTRUCTIONS 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



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


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.


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?


(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.


(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


(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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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.

HA

MASTERS

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PARENTS

MIXED

TOTALS

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261

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Page 165

rV

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INOIVIDUAL TABLE %.

3 FOR BIRMINGHAM. ALA.

CF TRAINFIS SFRvED

uAF Fl1t4IIOWSPECIAL EMICATION DIVISION.

TRAINIIS APF

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TOTAL

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GENERAL

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wuquicSr

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IDINTRIED IY

DISCIPLINioACADEPIC LEVEL.

INTFNSIvf RANGING FROM 9 HOURS TO MORE THAN 300.

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MIXED

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NUMBER 31 TRAINtE, SERVED BY THE UAF EDUCATION /SPECIAL EDUCATIONDIVISION.

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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.

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INVIVto4AL TAKE M'.

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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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Page 185 iff

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INIIV/DUAL TABLE NO.

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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.

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2

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.

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3


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

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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.

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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.

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Page


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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a(IA


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


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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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.

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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.

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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


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.

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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

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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.

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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

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


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.



2. Trainee - Discipline:

3. Trainee - Number of Contact Hours: Per:


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:


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


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


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


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



(Prepare your owninstructional objectiveon this page.)

2. Trainee - Discipline:

3. Trainee - Number of Contact Hours: Per:


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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J.: \:-.) tilt! ! : leve1o;-.2(1 to: per r.or::s

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11110-.10.1.......

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

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