Two peer-imitation training procedures were applied to increase the imitation between retarded and nonretarded children in integrated preschool settings. Baseline observations revealed low rates of imitation and social interaction between retarded and nonretarded classmates under naturalistic conditions. A simple training procedure, consisting of adultdelivered prompts and social reinforcement, was employed to increase the retarded children's imitation of their nonretarded classmates' free-play behavior. Demonstrations of training effects were made utilizing both multi-element baseline and multiple baseline designs. Data collected under nontraining conditions indicated maintenance of peer-imitation effects. Increases in reciprocal social interaction between retarded and nonretarded children were also noted under taining and nontraining conditions.

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A report from the National Council of Teachers of Mathematics (NCTM) indicates that math word problem solving must be a fundamental part of mathematics, and underscores the interdependence between problem solving and successful conceptualization of mathematics across content and grade levels (Cai & Lester, 2010). However, math word problem solving continues to be a problem for many students. A report issued by the National Mathematics Advisory Panel (NMAP; 2008) cited an example in which 45% of eighth-grade students were not able to solve a word problem that involved dividing fractions. In response to the importance of math word problem solving and the continued difficulty students display in this area, the NCTM has given problem solving priority by listing it first in its 690116L DQXXX10.

Since the advent of PowerPoint and course delivery programs like Blackboard, more instructors in higher education are providing students with outlines of their lectures and expecting students to supplement these with their own notes. Although some have found that instructor-provided notes appear to enhance student learning, others suggest that students benefit from the act of taking detailed notes since it engages them in the learning process. While controlling for fidelity of lecture delivery, the present study examined the impact of three conditions on the posttest performance of 154 undergraduate and graduate students enrolled in an introductory special education course: (1) no instructor-provided notes were available, (2) instructor-provided notes were available immediately following lectures, and (3) instructor-provided notes were available before lectures. Analyses revealed that pretest scores were significantly correlated to posttest scores and that students who did not receive instructor-provided lecture notes received statistically significant lower posttest scores than students who received instructor-provided lecture notes before or after lectures. The implications for university instruction are discussed.

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