The Santa Monica Project: Evaluation of an Engineered Classroom Design with Emotionally Disturbed Children.
Six public school classrooms of children with learning and behavior problems were studied to assess the effectiveness of an engineered classroom design. The experimental condition consisted of rigid adherence to the design while the control condition provided any type program the teacher chose excep...
| Publicado en: | Exceptional Children Vol. 35; no. 7; pp. 523 - 530 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Mar1969
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19647045&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19647045 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Mar1969 vid: 35 iid: 7 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19647045 10.1177/001440296903500702 ppf: 523 ppct: 7 formats: tig: atl: The Santa Monica Project: Evaluation of an Engineered Classroom Design with Emotionally Disturbed Children. aug: au: Hewett, Frank M. Taylor, Frank D. Artuso, Alfred A. affil: Associate Professor of Education and Psychiatry and Chairman, Area of Special Education, University of California, Los Angeles Director of Special Services, Santa Monica Unified Schools, California Superintendent, Santa Monica Unified Schools, California su: Education of children with mental illness Child psychiatry Children with intellectual disabilities Children with developmental disabilities Child psychopathology Learning disabilities Cognition disorders Teacher educators Teachers Santa Monica (Calif.) California sug: subj: Santa Monica (Calif.) California Education of children with mental illness Child psychiatry Children with intellectual disabilities Children with developmental disabilities Child psychopathology Learning disabilities Cognition disorders Teacher educators Teachers ab: Six public school classrooms of children with learning and behavior problems were studied to assess the effectiveness of an engineered classroom design. The experimental condition consisted of rigid adherence to the design while the control condition provided any type program the teacher chose except use of token and tangible rewards. Task attention and achievement gains in arithmetic fundamentals were found to be significantly correlated with the presence of the engineered design. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1969 holdings: @attributes: islocal: N |
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