The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.

A multiple-baseline design was used to investigate the effectiveness of using self management strategies and reinforcement to increase the on-task behaviors of a high-functioning second-grade student with autism who was fully included in a general education classroom. Results of data collected over 9 weeks indicated that when self-management and reinforcement procedures were implemented, rates of on-task behavior were significantly higher than during baseline. Improvements in independent academic and behavioral functioning were also noted. Further research is recommended to determine the viability of using self-management procedures in full-inclusion settings for students with a wider range of skills and deficits.

This study had two purposes: (a) to identify the characteristics of high-quality classroom assignments and how they are best explained, as indicated by teachers, students with learning disabilities (LD), and students without LD; and (b) to determine the effects of training teachers to use an assignment completion routine based on these characteristics. Multiple-probe and comparison-group designs were used in combination to show the effects of learning the routine on the teachers' planning, explanation, and evaluation of assignments. Results indicated that the teachers initially performed few of the behaviors associated with the assignment characteristics and explanation factors, but could effectively be taught to use them in an assignment completion routine with their students.

This article presents examples of desktop videoconferencing used as a tool for supporting teacher training, particularly in rural settings. The accessibility of videoconferencing desktop systems makes it possible to directly observe and supervise students in actual teaching situations. Videoconferencing presents unique opportunities for working with students in rural settings, as well as other students with limited access to university programs. The benefits and challenges of using desktop videoconferencing are discussed. The discussion section addresses the need for additional research to determine the appropriate application of desktop videoconferencing systems as the technology becomes more available for school use.

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