A survey of state education agencies with respect to the use of special education paraprofessionals indicates that these personnel are gaining widespread popularity in the provision of educational services. As a result, their importance in the development of state and local comprehensive systems of personnel development is apparent. The authors support their position with data relating to certification, training, and local programming variables that pertain to special education paraprofessionals.

No abstract

The purpose of this study was to determine the effects of trait anxiety (stable anxiety resulting from personality characteristics which predisposes an individual to anxiety) and test difficulty on state anxiety (transitory anxiety that results from particular situations which are regarded as difficult or dangerous) of 32 undergraduates. The Test Anxiety Inventory assessed trait anxiety, a modified version of the State-Trait Anxiety Inventory assessed state anxiety, and a specially developed Educational Psychology Recall Test assessed task difficulty. Results indicated that trait anxiety and test difficulty level affected state anxiety. Trait anxiety and test difficulty level did not interact to affect state anxiety.

This research provides additional data relative to the efficacy of self-contained delivery systems for learning disabled children. The effect of one-or two-year special class placement on academic achievement and intellectual functioning was investigated. The number of years in a self-contained class significantly affected arithmetic achievement, F (1.24) = 4.50, p< .05. Significant differences in regression in IQ scores of both groups occurred. These results suggest that additional efficacy research should be conducted prior to formulation of conclusions relative to the use of self-contained classes for LD youngsters. The concept of determining placement alternatives on an individual basis continues to be advocated.

No abstract