This study was a formative evaluation of a peer tutoring package. The purpose was to investigate the effects of a peer tutoring package on the instructional performance of behaviorally disordered adolescents, directly trained by their teachers, and subsequent effects on the performance of their learners. Generative effects of the peer tutoring procedures were observed in successive peer tutor-learner dyads not directly trained by teachers. This study used an across subject multiple baseline design to study peer instructional behavior during daily training sessions and concomitant learner spelling performance. Results showed that learner performance on daily spelling tests increased considerably when intervention in the form of peer instruction occurred. Peer use of the instructional strategy varied greatly but all peer tutors consistently used the recordkeeping and graphing strategies as presented in the peer teaching package.

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EFFECTIVE SCHOOL-TO-WORK transition planning approaches for students with severe disabilities are based not only on empirical data but also on clear guiding principles. This article contains a description of a philosophical basis for schoolto-work transition among students with severe disabilities, organizes these values in a hierarchical fashion, and provides recommendations for the implementation of the principles. The resultant Principles of Shared Responsibility provide a direction as well as a basis for evaluation of future transition efforts.During the past decade, educators, families, and adult service providers have called for attention to the process of transition from educational services to integrated employment for students with severe disabilities (attention has resulted in the clarification of different approaches to transition planning. Wehman, Kregel, and Barcus (1985) described a three-component transition process that relies on educational services provided in integrated environments, comprehensive and longitudinal planning by a team, and on multiple adult service opportunities. Stark and Karan (1987) described a &dquo;pathways to employment&dquo; model that focuses on a comprehensive approach to transition planning, including an organized and systematic planning component. Will (1984) described a &dquo;Bridges&dquo; model that incorporates the use of three levels of support (time-limited, generic, and ongoing). Numerous demonstrations of transition approaches have also been developed over the past several years with funding from the Ofhce of Special Education and Rehabilitative Services (OSERS) in the U. S. Department of Education.Each of the approaches to transition planning described to date has been based on one or more philosophical bases or guiding principles. For instance, Will's at MOUNT ALLISON UNIV on July 20, 2015 cde.sagepub.com Downloaded from

Recent “Baby Doe” decisions and governmental rules have prompted a review of the quality of life afforded infants with severe handicaps. Several disciplines (psychology, education, social services) have been actively engaged in searching for methodology, technology, and service delivery models to improve the life experienced by these in/ants. This search has focused on work along several dimensions of a quality life, including educability, relationships, residence, access, and technology. It is critical for those making treatment decisions to be aware of advances that will help afford an improved quality of life to infants with severe handicaps. It is our duty to further these advances and make them more known to decision makers and the general public.

The pretest and posttest scores of eight professional and four paraprofessional staff were examined to determine the effectiveness of a preservice workshop. The results indicated that the didactic Instructional method employed was effective for building informational competency but only partially successful for performance competency.