ED 096 974

DOCUMENT RESUME

40 IR 001 155

AUTHOR Lerner, Janet W.; Schuyler, James A.TITLE Computer Applications in the Field of Learning

Disabilities. Final Report.INSTITUTION Northwestern Univ., Evanston, Ill. Dept. of

Communicative Disorders.BUREAU NO BR-23-1769PUB DATE Aug 73GRANT OEG-0-71-3736(603)NOTE 102p.

EDRS PRICEDESCRIPTORS

ABSTRACT

ME-40.75 HC-S5.40 PLUS POSTAGEComputer Oriented Programs; Computer Science;*Computer Science Education; Concept Formation;Course Evaluation; Curriculum Enrichaent; Di.:gnosticTeaching; Individualized Instruction; InformationDissemination; *Learning Disabilities; Simulation;*Teacher education; Teaching Procedures; *TrainingTechniques

A study was made to investigate the uses of thecomputer in the field of learning disabilities and to improve theeducation and training of prospective learning disabilitiesspecialists. This was accomplished by applying the ideas, concepts,methods, and procedures of the computer sciences to the curriculum ofa program that prepares special personnel for the field of learningdisabilities. The specific objectives were: (1) to developinteractive computer programs that would simulate the diagnostic andclinical-teaching processes and to implement those procedures withinthe curriculum of the learning disabilities program, and (2) todevelop a mode for a course that would introduce the learningdisabilities specialist to certain fundamentals of computertechnology and to implement such a course within the learningdisabilities curriculum. This report describes those two aspects ofthe project, as well as several related computer developments,certain sample programs, and a report of evaluation and disseminationprocedures. (Author/WCM)

BEST CCIP'e

FINAL REPORT

Special Project 23-1769Grant No. OEG-0-71-3736 (603)

COMPUTER APPLICATIONS IN THE FIELD OF LEARNING DISABILITIES

Janet W. Lerner, Ph.D.James A. Schuyler, Ph.D.

Preparation of Personnel in the Educationof the Handicapped

Special Project Grant

U.S. Department of Health, Education, and Welfare

Northwestern UniversityDepartment of Communicative Disorders

School of SpeechEvanston, Illinois 60201

August, 1973

° 16.

4.Cr%

CD us DEPARTMENTOP HEROIC

C2itoucaTIONNIELPARENATIONAL INSTITUTE10$

ODUCATINNTHIS DOCUMENT HAS SEEN PEPRODuCED EXACTLY AS RECEIvEE FROMTrIE PERSON OR ORGANIZATION ORIGINAT ,tycl tT POINTS OF vsEIN OR OPINIONSSTATED 00 NOT NECESSARILY NEPRE4JENTOCrICIAL NATIONAL .111STITLITELO' ATION POSITION OR POLICY

FINAL REPORT

Project No. 23-1769

Grant No. OEG-0-3736 (603)

COMPUTER APPLICATIONS IN THE FIELD OF LEARNING DISABILITIES

Janet W. Lerner, Ph.0:, Director

James A. Schuyler, Ph.D.,Co-Director

August 30, 1973

The research reported herein was performed pursuant to a grantwith the Office of Education, U.S. Department of Health, Educa-tion and Welfare, Bureau of the Handicapped.

2:11Zo="i"c- ztirr.ni-'s--4/ ar.sermlsrmnia Ma* t ,1 sq.:, Iwo Yoe IWO et, 1** Matti...a...way.This docu-lent Lis processed for the Le.IC Docvoent Reproduction Service by.the ERIC Clarinhouse at Sta3f-ord. We are awary that some pia ;es probabliwill not be re,;:dable in microfiche or in itoqieoPyre,trrn . However,this is the best available copy, and we feel that the document should notbe withheld from interested readers on the basis of these unreadable pa ^:sMem.....s,..,.,,.. ,,..~~, ....NW00W100,111Maik1010#.UNII0041.,.. .'Y1I14 .04.1r:

ACKNOWLEDGEMENTS

OM,

We would like to express our appreciation to several of the

individuals who actively assisted us in the completion of the project.

Mrs. Connie Hayes a graduate assistant and specialist in computer science

palyed a key role in many aspects of the course, including the de4topment of

BASIC and FORTRAN workbooks and the evaluation procedures of the course.

Mr. Bruce Foster, a computer specialist at Northwestern University, was

helpful in the development of the clinical-teaching computer program. Dr. David 0.

Anderson helped in the development of the computer simulation. Typing was

ably done by Mrs. Carole Bruning and Merilyn Farella.

We would also like to mention faculty, students, and staff dthe

learning disabilities program as well as members of the Communicative

Disorders Department in the School of Speech. Dr. Harold J. McCrady and Dr.

Doris J. Johnson of the learning disabilities program Professor Benjamin

Mittman of the Vogelback Computing Center and Dean Roy V. Wood of the Speech

a

a

School at Northwestern University are all to be thanked for their help.

i

J.L.

J.S.

TABLE OF CONTENTS

4as

Abstract iii

ObjecUves

Sir. elation of the Diagnostic and ClinicalTeaching Process: A Method for TrainingLearning Disabilities Specialists 5

Development and Teaching of a Course inComputer Applications in Learning Disabilities...30

Related Developmente 37

Evaluation - .47

Supplementary Information (Appendices) 82Diagnostic processProgramsWORKBOOK for BASIC programming

ABSTRACT

The purpose of this project was to investigate uses of the computer in

the field of learning disabilities and to improve the education and training

of prospective learning disabilities specialists by applying ideas, concepis,

methods, and procedures of the computer sciences to the curriculum of a pro-

gram that prepares special personnel for the field of learning disabilities.

The specific objectives were (I) to develop interactive computer programs

that would simulate the diagnostic and clinical-teaching processes and to

implement such proceduriswn.hTh the:curriculum of the learning disabilities ----

progrum, and (2) to develop a model for a course that would introduce the

learning disabilities specialist to certain fundamentals of computer tech-

nology and to implement such a course within the learning disabilities cur-

riculum.

This report describes those two aspects of the project, as well as

several related computer developments, certain sample programs, and a report

of evaluation and dissemination procedures.

iii

ft

1

OBJECTIVES

The technological revolution created by the computer In the last decaddhas succeeded in revamping many areas of human endeavor. New ways to analyzedata, new ways to develop models, new ways to study relationships, new ways toteach and to learn, new ways to store and retrieve data, and new ways tosimulate experiences are now possible.

The computer, one of the most powerful and adaptable tools of technology,has made tremendous contributions tomany fields of endeavor. However, the im-pact of computer technology has been scarcely felt in the field of learningdisabilities. There have been few applications of computer technology, otherthan the use of library programs to analyze statistical data in research studies.Most students preparing to be learning disabilities specialists and researcherswithin college and university programs throughout the nation have not been ex-,posed to computer technology; consequently the potential applications of com-puter science to this field has been largely uninvestigated.

The field of learning disabilities is concerned with the analysis,diagnosis, and treatment of children who are unable to learn in a normal manner,In spite of the fact that the primary cause-of their-prOhtmm Is-not due_ to re---tarded mental development, sensory defects, emotional disturbance, or lack ofopportunity to learn. The definition used within the "Children with SpecificLearning Bisabililles Act of 1969" (P.S. 91-230) as recommended by the NationalAdvisory Committee on the3 Handicapped provides the concept of learning disabili-ties as used in this study:

The term "children with specific leerning disabilities" meansthose children who have a disorder in one or more of the basicpsychological processes involved in understanding or in usinglanguage spoken or written, which disorder may manifest itself inimperfect, ability to listen, think, speak, read, write, spell, ordo mathematical calculations. Such disorders include such condi-tions as perceptual handicaps, brain injury, minimal brala dys-function, dyslexia, and developmental aphasia. Such terms do notinclude children who have learning problems which are primarilythe result of visual, hearing, or motor handicaps, or mental re-tardation, of emotional disturbances, or of environmental disad-vantage.

It is likely that learning disabilities specialists will be located incareer positions that will prov!de access to computers. Whether they are lo-cated in public schools, clinics, hospitals, or universities, computer hardwareand software will probably be available for use in research, diagnosis, treat-ment, and in-service education. With a greater awareness of the potentialuses of the computer and certain fundamental knowledge end skill, learningdisabilities specialists could better communicate with computer science spe-cialists and encourage them to tackle problems in learning disabilities.

fr

2

The use of the computer requires the user to convert his mode of thinkingand analysis to terms that are objective, specific, and systematic. While ina field that deals with human problems of a child's failure to learn, it isessential to realize the importance of feelings, rapport, and the intuitiveskills of the clinician, we must also take advantage of the available techno-logical tools if progress is to be made.

The exploration of ways to bring this new technology to the field ofWarning disabilities was the purpose of an interdisciplinary research projectat Northwestern University. The work was a joint effort of specialists in thefields of learning disabilities and computer science. The focus of the projectwas the development of teacher-training applications. Three areas of computerapplications 9 developed: (1) simulation of the diagnostic and clinicalteaching pros. s; (2) a computer course for specialists in learning disabilitiesand related '.as of study; and (3) related applications of the computer to thefield of learning disabil;ties.

The project covered a period of two-years: September I, 1971 throughAugust 31, 1973. The first year was devoted to (I) the planning and writing ofthe simulation computer programs designed to enhance the skills of the learningdisabilities speci st, and (2) planning the course to introduce the computerto learning disabil4ties specialists. The second year of the project wasdevoted to (I) implementing the computer simulation programs into the on-goinglearning disabilities program,. and (2) teaching of the course on computerapplications in learning disabilities twice during the academic quartei-4the Winter and Summer quarters.

a. inter acfive C Si ul t on of f the Di &gnosis and C I i ni ca I-Teach ;jog

P cer_ama

The purposes of the project were to develop computer programs that wouldprovide graduate students who are preparing to be learning disabilities spe-cialists with the opportunity to have simulated experiences of the diagnostic andclinical - teaching processes as part of their educational training and to in-tegrate these experiences within an on-going learning disabilities program.

A primary aim of learning disabilities programs in colleges and univer-sitie: is to train prospective specialists to make a diagnosis of a child witha suspected learning disability a.id to plan and implement remediation within aclinical- teaching program. The process of diagnosing and teaching is an on-going dynamic process requiring the incorporation of many elements and variablesincluding test scores, observational data, medical reports, and case histrxyinformation. The selection of data, the functions to be tested, follow-upprocedures, hypothesis formulation concerning the nature of the problem, re-commendations and referrals, and the designing of a teaching plan are among thedecisions that must be made.

Typically the diagnostic and teaching process is discussed in a theorycourse, and the student gains practical experience while working with childrenin a clinic or practicum course. Students generally find such clinic experiencesextremely valuable. Unfortunately, this clinic practice is often limited withinthe training program because of the costs involved. There are several reasons

3

why clinical experiences are often insufficient to adequately train the spe-cialists: clinic space is often limited, college supervisory personnel are inshort supply, and student time that can be devoted to clinic work is insufficient.Moreover, students must be closely supervised so that mistakes are avoided forthey may be costly for the child involved.

Computer simulation can provide one way to supplement and enrich trainingexperiences for the learning disabilities specialist. Moreover, he can learnthrough the process of making mistakes while working with a computer simulatedchild. Simulation can bridge the gap between the theory course and the clinicexperiences, offer students the opportunity to learn by making mistakes, andprovide a simulated learning disabilities setting to participate in the decision-making process. The simulated cases provide additional experience for eachstudent in the training program at very low expense (15 to 35-cents per simu-lation when run in groups of three or four students). Details on the computercosts encountered in running these programs are given in the section on Evaluation.

b. r duction f nin b is C

The objectives of this strand of the project were to plan and to teacha one-quarter course presenting possible uses of the computerin the field oflearning disabilities, and outlining present uses in related fields.

The computer is so rapidly becoming an accepted tool in almost everyfield of endeavor that some knowledge and familiarity with the technology isconsidered to be part of a broad education of any sort. Consequently, it seemsimportant to us for leaders in learning disabilities to develop some computerbackground, both for their own benefit, and to help them deal with potentialdevelopments from related fields. Areas of development and application infields related to learning disabilities includes computer -based instruction,computer-managed or prescribed instruction, selection of teaching materials andmethods, simulation, record-keeping (part of information-retrieval), researchmethods and statistical analysis.

Learning disabilities specialists are more and more likely to find them-selves in career positions in hospitals, schools, clinics and other agendiesthat use computers and have available computer time. The electronic machinerycould well be used for investigating pertain problems of learning disabilities,for research, for diagnosis, for treatment, for record-keeping, for statisticalanalysis and for in-service education. With a greater understanding of thenature of computer capabilities on the part of the learning disabilities spe-cialist, he could better communicate with computer science specialists. Suchinterdisciplinary cooperation would promote the tackling of additional problemareas.

The overall purpose of the course introducing computer to learningdisabilities specialists was to provide future learning disabilities specialistswith this essential background. The course was planned for the specific back-grounds and needs of the learning disabilities specialists.

4

The specific objectives of the course include the following:

1. To develop an mama and appreciation among students of what

is happening to Computer technology, and to develop en open attitude

toward computersiand their uses, as well as knowledge of their limi- .

tations.

2. To develop familiarity with the ways the computer is being used

in fields related to learning disabilities.

3. To develop the tiLlityjasiegrjx_angtjaa problems and reduce them

to form easily handled by the computer. We would also like students

to be able to adequately evaluate promotional materials put out by

computer hardware and software manufacturers.

a) to learn about "systems analysis methods;b) to learn about tools such a flOw-charting, PERT, CPM and

related techniques for diagramming system relationships;

c) To learn about programming languages and their uses, plus

acquiring direct programming experience.

4. There are some Ski we feel are necessary for each student,

including:

a) The ability to discern what a "library program does,

given access to a write-up" or manual, or as a last resort,

by examining the program itself;b) the specific ability to use the Statistical Package for the

Social Sciences (SPSS) to perform various types of analysis,

or the ability to use the UCLA Biomedical programs;

c) the ability to write simple programs in FORTRAN or BASIC,

two of the more commonly available computational languages;

d) a knowledge of direct- interact'on techniques and experiences

with Computer-Assisted-Instruction (PLATO/LINGO systems);

e) a familiarity with time-sharing concepts, costs and benefits;

f) thorough knowledge of where to took for reference manuals,

consultants and other aids to computing.

5. To encourage and support student work on computer applications to

the field of learning disabilities and related areas. A number of

students pursued the computer further, and these individual student

projects were.supported within the course. These projects are pre-

sented in the section on Evaluation.

IL .1 OF.i.! 10

5

10 = I.Training Leanino Disabilities SoecialLsIs

Interactive Computer Simulation of Diagnosis and Clinical-Teaching Processes

This section describes the development of computer programs designed toprovide students with an interactive simulated experience of the diagnosis andclinical-teaching processes. The programs were developed during the first yeart of the project. These simulations were incorporated as part of on -going courseswithin the Learning Disabilities program at Northwestern University during thesecond year of the project.

Although the computer programs were designed to simulate the actualconditions of the Diagnostic Clinic at Northwestern University, the parameterswere developed in a general way so that they could be easily changed to fitconditions, of other diagnostic settings. For example, while the program sim-ulates the Learning Disabilities Diagnostic Clinic at Northwestern. University,where children attend the clinic for about three hours in the morning and anadditional two hours in the afternoon (a total of five hours for the day),these time limits can be easily changed to meet other clinic conditions.Moreover, although a large variety of tests, reports, and other assessment datawas inputted into this programa specific user may wish to substitute or addother informational data into the simulation. The program was written so thatsuch data can be readily added.

The operational simulation is designed to provide additional experiencein the making of a diagnosis during the training period; it is gat intendedto be a substitute for either the teaching of the concepts of making a diagnosisin a formal course or for the experience of working with real children in aclinic or practicum course.

The following computer simulations will be discussed: I) Simulationof the Diagnosis Process-Batch Mode; 2) Simulation of the Diagnosis Process-Shared-Time; 3) Simulation of the Clinical-Teaching Process.

I. 5JELIBfign_gfAIng ogn,...U1;E_U1)±26.P'rocessing

The operational simulation is Warmed for use as an integral part of agraduate course in Diagnosis of Learning Disabilities to enable students topractice making decisions related to the diagnosis of children with learningdisabilities. The diagnosis can be accomplished during scheduled class periods.The "computer" child "attends" the clinic for the same length of time thatchildren actually do attend the diagnostic clinic at Northwestern University andhe is subject to similar tests, reports, and observations. The clinic staff(students participating in the simulated session) actually meet to plan, todevelop hypotheses, to make decisions, to develop a diagnosis, and to recom-mend teaching procedures.

The computer program stores in computer memory extensive information ona specific child who is being diagnosed. Diagnostic teams, consisting of aboutfive student staff members, make a series of decisions concerning the simulated

6

case. Diagnostic decision-making requires the specialists to arrive at decisionsconcerning the case history, observations, and'tests to be given and interpreted.

Realistically, certain constraints limit data collection within anyorganizational setting, and these constraints affect decisions. Constraintsinclude variables such as time, money, and facilities. Some of these constraintsare built into the simulation program. For example, the scarce resource istime; each request or decision comes at a cost' of time. If Sillant Mvang Test &Is given in the morning session, the computer checks to find how long this parti-cular test takes to administer and if sufficient time remains in the diagnosticsession to give it. Either the score and other pertinent related informationis given In the print-out or the computer message in the print-out informs thediagnostic team that the time remaining is insufficient to administer that test.The computer, then, checks to find if another test requested by the team couldbe given in the remaining time. if not, the simulated child goes to lundh.

The teams participating in the computer simulation meet for severalstaffing sessions to make diagnostic decisions. A computer print-out based ontheir decisions is given to each member of the team at the following simulatedstaffing session. The routine of staffing sessions and computer print-outs isdiagrammed in the flow-chart shoini in Figure 1. There are four staffing sessicms:(I) pre-staffing; (2) noon-staffing; (3) post-staffing; and (4) a concludingsession.

$1egep of the Diagnosis Training Session

Dimilione-sffng. In the actual Diagnostic Clinic at North-western University the staff meets to plan the diagnosis several days before thechild is scheduled to come to the clinic. Information gathered about the childis reviewed and decisions about needed information are made: diagnostic infori-mation includes informal and formal tests, reports from other professionals whohave worked with the child, reports on behavioral characteristics, parent.inter -view information, etc. The morning diagnostic session is carefully planned.Similarly, at the simulated pre-staffing, the team receives preliminary in-formation about the child,, and the team decides what further diagnostic data isneeded. The team can obtain scores from a large variety of tests, either totalscores or subtest scores. In addition, medical reports, teacher behavior reports,case history data, speech, and language reports can be obtained. Each piece ofinformation, however, is

speechto a realistic time constraint. Since the morning

diagnostic session is schedtkled for the simulated time period of 9:06 a.m. to12:00 noon, the computer reuses only three hours of diagnostic information toa team.

The pre-staffing thus con ists of planning tnat morning diagnostic sessionwisely. Each member of the team sceives preliminary information on the child;in addition, he receives a list of ,the various kinds of diagnostic informationhe can obtain. Char.. I in the Appendix (D. A-1-4) shows 159 units of evaluationinformation on one child. Although each team is diagnosing the same simulatedchild, each team receives different information because each reaches differentdiagnostic decisions regarding the information needed. The Decision I Chart in

Figure 1.

7.

FLOWCHART OF SIMULATION OF THE DIAGNOSIS PROCESS

CLASSROOM

Pre-staffing

Decision 1

COMPUTER

132Program CREATEProgram SIMCASE

Noon-staffing

Decision 2

Foststaffing

tyoetayrsti.fnformatoe"

Program SIMCAS

Decision 3

ConcludingDiscuAsionTeatftng Plans

COPISIMP"diagaoses

Program DIAGNOS

Evaluation

o&IfigagProgram

8

the Appendix (p. A-5) shows the form used to record the staff decisions at thepre-staffing. In the batch processiag method, these decisions are key-punchedand the deck is submitted for processing.

ptcision 2: Simulated Noon-Siehting. In the actual Diagnostic Clinic at North-western University, the child goes for lunch from 12:00 noon to 1:00. Duringthis period, the diagnostic staff discusses the observations, scores, case historyreports and other findings gathered during the morning. The staff attemptsto organize these findings so that decisions lead to an efficient and usefulOfternoon diagnostic session. In a similar manner, at the simulated noon staffing,each member of the team receives a computer print-out of the results of the morningdecisions which enables him to plan for two hours of additional diagnostic examina-tions (1:00 to 3:00 p.m.). (See sample print-out for Decision 1 in the Appendix,

p. A-6,7).

At the noon-staffing, the team begins to develop a hypothesis concerningthe child's problem and decides on the information needed to test or substantiatethe working hypothesis. Fhe Decision 2 Chart (Appendix p. A-8) shows the formused by the team to indicate the noon-staffing decisions. Irrthe batch processing

method he team decisions are keypunched and the deck is submitted for processing.

Decision 3:_postmataffinci. In the actual clinic at Northwestern Universitythe staff meets at the end of the day to pull together the findings of thediagnosis, to formulate an analysis of the child's problem, to plan reports andto make referrals, and to develop appropriate teaching plans. This information

is also discussed with the parents. Similarly, at the simulated post-staffingthe teams evaluate the information obtainea during the simulated sessions anddevelop a series of diagnostic decisions. itesc include decisions such asdetermining whether the child has a disability, his level of development, hisareas of strengths and weaknesses, further referrals needed, and recommendedteaching procedures.

At the post-staffing session, each member of the team receives a computerprint-out giving the information obtained during the after000n diagnostic session

(see Sample rint-out, Decision 2, Appendix p. A-9) . Each team now has fivehours of diagnostic information to use in the formulation of a didgnosis. Eachteam develops a diagnosis of the simulated child and answers thirteen auentionE,which are shown on the Decision 3 Chart (Appendix, p. A-10,11 . ihr. decision

are keypunched and the job deck submitted.

Decision 4: Concluding ession. :n the actual clinic, the case is discussed

in retrospect. reports are written and follow-up discussions are held withschool personnel and other professionals. In the simulated concluding staffingeach member of the class receives a print-out showing the decisions made by allthe participating teams +see ',ample .rint-ouf for Decision Appendix, p.:)uring this class discussion, students have the opportunity to ouestion theJiagnosis made by other teams and they may be asked to explain the rationule fo,decisions made uy their teams. ihe diagnose made by the various teams

compared.

A second part of the concluding sessions involves the making of teachih(

decisions. All work thus far has been conducted as a team; however, at this

9

stage students individually make decisions concerning appropriate teachingstrategies for the child May have been diagnosing as a team. For each teachingtechnique, students decide whether they would or would not use the specificmethod in question. In addition, they specify the reason for their choice.The answers are keypunched and the job deck submitted. Their responses arecompared to tne decisions made by a Delphi Group, a group of staff and facultyresponsible for the diagnostic and teaching clinics at Northwestern University. -Each student receives a print-out showing his overall score, as well as sub-scores in seven different areas of teaching: visual processing, auditoryprocessing, reading, motor, cognitive skills and arithmetic, language and speech,and behavior. Decision 4 Chart (Appendix, p. A17-19) shows the form used formaking the teaching decisions. Sample rrint-out for DeRit.ions 4 (Appendix,p. A20 -21) shows a results of Decision 4 received by one ttudent and outputshowing the performance of the entire class.

garaut2remrams_Developed for the Batch Processing

Diagnosis Simulated iraininq Session

All computer programs for the Hatch Processing Diagnosis Simulation werewritten in FORTRAN IV. Four different computer programs are used. They are:

1. CREATE, creates random access file for provam 10MCASE.2. S1MOASE, Decision I and Decision 2 (re-staffing and Noon staffing).3. DIAGNUS, Decision 3 (Post-staffing).4. TEACH, Decision 4 (Concluding staffing).

Each pf these programs is discussed below.

CREATE and '4.1M(A51. I tre5t. programs are used for Decision I.and Decision 2,the pre-lafting and noon I.I.Iffing sessions. A number of different cases havebeen developed, each t,1 which is designed' 10 ru:,rebetil 0 different type oflearning disability: Ihu weiv develtiped tt.cmt artthil cdtAs of childrenwho have CCAIR.f hr 060 I fly 4 I i at Hni vet I y. !hey dry:

!. ' I MI .

I ! IMCW.31

(. N 1 I Mf A'

Arthur Sim,

The data mJI.itly up ehich cat,e i s shown im the %ppendix (pp. 44i-5/).

Ihe L:IMCAU. proyrdm ads develowd in 'Iwo '!4.0%ion I usesFORTRAN AI AY`,; vution W-0', 3 direct d(Ctl!) f i lu ,o1A .11AIF prom dm.Each version is described W.:1(m.

Version I. this program was written in FORTRAN IV, end is shown inPROGRAM 1, page A22-24. The program performs the following operations:

I. Reads the pertinent information regarding the child under studyfrom the data cards.

2. Reads the analytic test names and the child's grade or yearperformance on each of these tests from data cards.

3. Reads descriptive information regarding the diagnostic teamsinvolved in the analysis from data cards.

10

4. Prints the child's test results for those tests requested by eachdiagnostic team. Only the results from those tests which can be ad-ministered in a session of 120 minutes or 180 minutes are listed.The message, "There is too little time to administer Test 2" appearsfor those tests which take more time to administer than remains in thediagnostic session.

Version 2. Certain difficulties were discovered in using Version I of

the SIMCASE program.

All test names and performance information were contained in main-memoryand a double-dimensioned FORTRAN array. A fixed amount of core was used foreach test, no matter what the length of the description. The description of eachsubtest, which could be given both individually as a subtest or as a part of anentire test battery, was repeated in the main array. (For example, the FrostigEye-Motor Coordination could be given separately and/or could be given as partof the entire Frostig Developmental Test of Visual Perception.) Therefore, the

Frostig Eye-Motor Coordination test was repeated twice in the original version.This required that an exceSsive amount of main-memory be allocated to the pro-gram whenever it was run at Northwestern on the CDC 6400 Computer. Programs with

such large core requirements can only be run in the evenings, which makes theturn-around time unnecessarily long.

To eliminate this problem, the program was revised; the new versionplaced the descriptive information on direct access (random) file to eliminate

any duplication of information. This random file is catalogued as a permanentsystem file and therefore can be used often and need not be created each time

the diagnostic program is run. This revision cuts the core requirement of the

program to a reasonable level.

The new version also makes the amount of time allocated to a diagnostic

session a variable which can be read in at the time the program is run. In the

original program, two standard periods were included, 180 minutes and 120minutes. This change permits flexibility in the diagnostic time period so that

the session may last any length of time specified.

Version 2, therefore, was rewritten as two programs. The first program

is CREATE and does the following:

I. Creates a random file of analytic test names and performanceinformation from data cards.

2. Catalogs this file as a permanent file in the syster..

The second program is SIMCASE and is similar to Version I. The differences

include:

I. The number of minutes allotted to a diagnostic sessionand is read in from a data card.

2. A direct access file is searched to find the diagnosticrequested by each diagnostic team.

is variable

information

11

The computer.programs for both Version 1 and Version 2 of the diagnostaprogram as well as several computer print-outs resulting from team diagnosticdecision,, are shown in the appendix. CREATE (pp. A25-26); SIMCASE (pp. A27-32).

DIAQI0S. This computer program, written in FORTRAN IV compiles the responsesto the diagnostic questions made by each team. It provides a print-out of thedecisions to each question by all teams for each member of the class. Thismaterial provides a basis for the class discussion of the diagnoses made by thevarious teams. This program is shown in the Appendix (pp. A32-34).

TEACH. This program evaluates the teaching decisions made by various membersof the class, comparing an individual's responses to those of the other membersof the class and to the Delphi Group's,* the responses of a group of staff andfaculty responsible for the clinics and clinical teaching. From the teachingdecisions made by the Delphi Group, a weighting system was developed that oe-came the basis for the evaluation of student responses. In addition to anover-all score, the teaching questions were divided into seven categories:visual processing, auditory processing, speech and language, motor, cognitive-arithmetic, reading and behavior. In this way the student receives some ideaof how he is doing in each of these learning areas. Program TEACH is shown inthe Appendix (pp. A35-42).

Each of the four programs described above is written in FORTRAN IV.

2. Simulati.jmn of the Diagnosis: Shared-time Process. (OXINEI

The "batch processing" simulation requres separate computer-runs foreach stage. The participants decide on Ail tests for the morning session(for example), then these choices are entered for processing by the computerprogram. At Northwestern, processing takes from ten minutes to one hour, de-pending upon time of day .and the number of students using the computer. Thetransferrability of such a program to universities where this "turn-around"(job-processing) time is longer might require more time for one simulated step.We have gotten around some of these problems by creating an "Interactive"simulation of the diagnosis procedure.

The interactive simulation must perform several, tasks the "batch"simulation need not deal with. (I) It must be easy to use, since there willbe no programmer or instructor available to help when the students don't under-

Delphi is a technique for pooling the opinions of "experts" through severalcycles of revision and comment by participants in the group. This techniquehas recently evolved into something called Delphi-conferencing, in which thecomputer takes the role of information-storage device and moderator for theconferences. We have not used this technique in this study, but the nameimplies the ratings represent a pooling of the opinions of "experts".

12

stand instructions, (2) it must allow the student to learn about individual tests,their scores, functions and interpretations, and (3) it must record informationthe teacher needs to evaluate the students' performances and direct them towardbetter techniques.

These goals are f :Ilitated by writing the program for the CAI systemon our CDC 6400 computer. Each student can call the computer from the portabledata-terminal. The simulation program is accessed by name; the student needsno computer "system" knowledge. Once it is operating, it gives full instructionson its use, plus a sample run, if the student requests one. Whenever the stu-

dent aas trouble, he asks the computer for help. The computer will eitheranswer questions about the program's functioning, or answer questions aboutspecific tests from the list of available reports. The recording of information

for the teacher is semi-automatic'. The enclosed results (Appendix pp. A57-61)of student runs were produced by that recording facility. Statistics can bedeveloped from thesevrecords to show the diagnostic process in more detail.

How the Simulation Works

Information about a number of simulated children (Harvey, Sally, George,etc.) is stored in the computer, along with a single copy of the interactiveprogram. Any number of students may access the program at- one time; and a number

of them may be using the same child. Recording of student data takes place

independently for each student. The student calls the regular Computer-Assisted-Instruction system from a regular telephone, using the computer-terminal provided..

They tell the system that they wish to use the Diagnostic Simulation, and thentell it which child is to be examined. Normally the student examines only onechild at a time, formulating a final diagnosis before going on to another case.A morning session (or three hours) and an afternoon session (two hours) areprovided automatically. Short breaks are taken occasionally when the childneeds to take a drink, or when the phone rings. The student selects the testto be given, and tells the computer, either by typing the number of that test(from a mimeographed list provided) or by typing its name. The computer has alist of names it can search, and the system makes it possible to check formisspellings and "close" matches, then retrieve the proper test or report for

the student. The computer responds by typing the child's test-score (for either

a single test or a whole battery of tests) or a report, as requested. If time

is not' available, the computer teltells the student to select another test. When

results are received (usually in about 3 seconds), the clock starts again; timefor the test is subtracted, and the clock runs while the student decides whichtest to use next. In tests run recently we found that the simulated day (5

hours) takes about I hours at the computer-terminal, and costs about $1.50including phone and "connect" charges assessed for using groups of students from

two to five; this promotes discussion of the case under consideration and allows

the students to gain from the same kind of interaction they will experience in

the clinic. Thus, costs of the simulation can run from $.30 to $.75 per student.Because the entire interaction is recorded on the computer for later analysis,

each student can also receive a printed copy of the session when he next comes

to class.

A student may do the morning session altogether, then hold his position

(a function of the CAI system does this for him) and do the afternoon session

at some later time. Or a session may be interrupted and resumed later on.This allows the student to do any required library work before requesting more

13

tests. We view the simulation as a part of the learning process, and though wetry to simulate the clir;cal situation as closely as possible, we feel we mustallow each student some time to get outside information where required.

One advantage of having an on-line, interactive simulation, is that weare not limited to classroom situations. The data-terminal, being portable,can be carried anywhere a telephone is available. We can use our simulation incilass, at the clinic (during spare moments), at the computing center, or at ateacher-training session. We believe this will make it easier for summer andnight- school students to gain diagnostic experience, also.

3. al in; ca I -Teach ln9_ S ;mu 1 at I

The clinical-teaching simulation was designed to give a prospective learningdisabilities specialist the opportunity to make clinical-teaching decision.By interacting with a computer, he receives feedback to indicate the effective-ness of his teaching decisions.

in this context, clinical-teaching means the tailoring of (earningexperiences to the unique needs of a particular child. The initial diagnosisis a means of obtaining preliminary information, but diagnosis should not stopwhen treatment begins. A continuous and integrated diagnosis and treatment pro-cess becomes the essence. of clinical-teaching. The clinical teacher modifiesthe teaching procedures and plans as new needs become apparent. Clinical-teaching is also viewed as a test-teach-test process with the teacher skill-fully alternating his role between teacher and tester. First the child istested; a unit of work based on the resulting information is then taught to thechild and he again is tested to determine what he has in fact learned. If thechild passes the test, the clinital teacher is informed that the teaching hasbeen successful; and he plans the next stage of learning. if the child failsthe test, analysis of why he has failed is valuable for subsequent teaching.Clinical teaching differs from regular teaching because it is planned for anindividual child rather than for an entire class; for an atypical child ratherthan for the mythical average child. It is'continuous in that each responseto a teaching or testing situation gives additional clues about the child,which provide guidelines for subsequent teaching decisions.

Several models of clinical-teaching have been suggested (Chalfant,et al, 1970; McCarthy, et al, 1970; Schwartz., 1971; Robbins and others 1969;Adelman, 1971; Reynolds and Below, 1972; Sabatino, 1968, 1971).

An important aspect of clinical-teaching is the skill of interpreting.feedback information and the need for continuous decision-making. The clinicalteacher needs the following competencies:

I. Understanding the chilsl. Be able to specify how a particular childfunctions -- the things he '.an do and those he cannot do, his areas of strengthsand weaknesses, his developrental levels as they effect school"subjects.

2. Understanding the _task. Know the process of task development andthe components needed to perform specific skills.

14

3. Relate the task to the quid. Use data gathered from both testsand observation on information behavior in teaching to bring about improvement inthe child's performance.

4. Make appropriate_ decision. Be able to make appropriate decisions'using this information to bring about improvement in the child.

IN. LliniglIrTeAgbing_Radai

The diagram, shown "on the following page, represents the underlying modelof clinical tiaching used to program the computer simulation. The scores ohtypical tests are placed in the computer to create a simulated learning dis-abilities child. For each portion of a simulated clinical-teaching lesson, thestudent makes a lesson plan and can decide to either (a) administer a test tofind out something about the child, or (b) teaching something, using one ofmany possible teaching methods. The time spent on a test is pre-determined,while the time spent on a teaching technique is determined by the student.If a test is given, the computer program checks to see how much time is left ina simulated one-hour period (the actual time available in a single session witha child in the clinic). If a teaching method is selected, the appropriate timeis deducted and the decision enters the "effects" calculations. As a result,depending upon the present status of the child and the method selected, the child'stest scores and behavior index may be changed, either positively or negatively.The behavior change (index) is printed at each step, but the test score chang:sare not known unless the student decides to give the appropriate test (whichtakes more time, of course).

The "effects" calculations are the heart of the simulation program.It consists of a number of postulated connections betweep teaching methods andscores. The effect of a given teaching method is determined by the child'scores, but in addition, it is affected by the techniques used previously inthe case.

A student proceeds through the simulation as outlined below. He seesfinal results only after twenty simulated hours, which may require a week ormore of sessions on the computer (doing two hours' time a day). The studentmay investigate alternative teaching methods in the program's tutorial mode.

Th.s simulation is planned to be equivalent to twenty hours of clinical-teaching; two one-hour sessions per week for a IC) week quarter. This is roughlysimilar to the time periods cf the clinical-teaching clinic at NorthwesternUniversity. At the end of that period of time students can judge their clinicalteaching decision skills by noting the amount of improvement the child has madein academic areas. The experience can simulate a ten-week period of time thatcan be completed in about one hour of real time. A number of assumptions aboutrelationships and functions gathered from the research literature are used inbuilding this simulation, and these underlying assumptions are presented to theuser. Users' responses will be stored on tape and these responses will be usedto change, revise, and modify the program.

A sample of the output of the clinical-teaching simulation is shownat the end of this section.

O

LEARNING DISABILITIES CLINICALTEACHING MODEL

lon'set &me lot'e-noun sessilbn

teach

deduct timefrom session

Pritesfiggres

Primekehavior

yes Print methodsused

select ateachingmethod aaurae/onnd

ffects

calculate changein Behavior Indeand Test Scores

16

Development of the Clinical-Teaching 5imulation

In the development of the clinical-teaching simulation, a number ofproblems were encountered. These problems and subsequent decisions are brieflydescribed below.

ft.,.: 1.4, I,: of I Lk!

It c" I

The developers initially attempted to devise a generalized clinical-teaching model for the simulation that would handle .a variety of children with

learning disabilities problems. The complexity of such a system soon becameapparent, and this led the way for a decision that a more feasible initial

model would he one that could ..7.arefully analyze and monitor the progress of asingle child with one specific type of learning disability. Tony was selected

as the specific case for intensive work. Tony had a severe auditory perception0oblem which affected reading, spelling, and writing, as well as certain other

related areas of learning. It was determined that each additional type of aspecific learning disability. would thereby require separate program development.It is hoped that eventually a "generalized" system can be developed -- once anumber of specific models are developed.

The PostulatedIRodel of_Learning,Disabilitipp.

A second decision concerned the underlying assumption of the learning

disabilities model to be used! The program developers concluded that a"Teaching to the Deficits Model". would be easiest to program initially. The

framework for successful clinical-teaching was to first determine that child'sareas of strengths and weaknesses; then to work on areas of deficits--starting

with the lowest area. Improvement in this area became prerequisite for building

the next area of deficit it the hierarchy. The decision that a "Teaching to

the Deficits Model" was assumed in the simulation was made known to the user.

A hierarchy of needed skills for Tony was determined. Several alternative

pathways for reaching the top of the hierarchy were planned. Each level of

achievement was dependent upon improvement at the preceding level. To illustrate

this hierarchy, Tony's severe deficit in auditory perception had to be built

up to a certain level of performance before the deficit in phonics could be

attacked. Areas of integrities were not included in this hierarchy. The user

was told that task of the clinical-teacher in the simulation was to determine

the hierarchy of skills that needed improvement.

The Trigger and Booster concepts were built in the hierarchy model. The

assumption here was that within the hierarchy a prerequisite area had to build

to a minimum level of proficiency before work in the next level would be ef-

fective. This is referred to as the "triger" concept as it triggered possible

improvement in the next area in the hierarchy. However, before maximum growth

in the next level could be attained, a still greater level of proficiency had

to be reached in the prerequisite area. This was referred to as the "booster"

concept.

The Behavior index was created because test scores are insensitive to

small amounts of improvement. An index was needed that would be sensitive to

17

daily work that was appropriate for the child. Clinicians were queried as tohow they knew when the child was improving in a clinical-teaching situation.They responded that they noted the child's behavior improved -- he was morealert, interested, enthusiastic, had a longer attention spar., was less restless,etc, These clinical observations were lumped together into a number called a"behavior index". As appropriate teaching strategies were used, the child'sbehavior index improved. Testing did not affect the behavior index -- onlyappropriate teaching. The developers postulated that a "perfect behavior was'1000' ". Since. Tony had a learning disability his initial behavior was setat "500". With appropriate and efficient teaching it is possible to raiseTony's "behavior index" to "100C" by the end of the twenty sessions of simulatedclinical-teaching.

Length of the Simulation. The p!an of the simulation was to simulate theclinical-teaching practicum at Northwestern University. This practicum lastsfor one academic quarter r10 weeks) and the child receives instruction for aperiod of one hour two times per week. Therefore, in one quarter the childreceives 20 one-hour clinical-teachirg sessions. The computer program was setup to simulate this setting. The twenty hours of simulated teaching could becompleted in about one hour of real time.

Taste. Teachirms_azd.facfnrorr. At each session the clinical-teacher could decide to teach or lima. Initial performance scores in 17different areas were determined by the program developers. The user of thesimulation was unaware of the initial scores and had to determine performancelevels through astute teaching and testing.

Determining Ouantitative Relationships. A number of relationshipscrucial to the simulation had to be determined by the program developers. Onewas the relationship between time spent teaching an activity and improvementin performance. Another relationship between improvement in performance andimprovement in the behavior index had to be determined. By reviewing theliterature on learning disabilities remediation programs that reported preand post-test scores over a similar period of time, the developers determinedpossible improvement in the various areas over a ten-week session. Thesescores provided maximum improvement in performance scores.

References for Clinical-Teaching Sipulation

Adelman, Howard S. "Learning Problems: A Sequential and Hierarchial Approachto identification and Corrections: Part II," Academic Therapy VI, 3,Spring, 1970, pp. 287-292.

Chalfant, James, et. al., "An Enactive Method for Developing IndependentJudgment in Learning Disabilities Trainees," Advanced Institut, forLeadership Personnel in Learning Disabilities: Final Report. No.OEG-0.121013-3021 1031) . Department of Special Education, University ofArizona, Bureau of Education for the Handicapped, Unit on LearningDisabilities, U.S. Office of Education, 1970, p. 32.

18

McCarthy, Jeanne M. et. al. "Basic Teaching Model for Special Education(Learning Disability Specialist)," from Adynnosijzzorjaaskttablz

ng pi sabi kiiiiILLOALJIWILWA. No. 0EG-0-121013P-3021

(031). Department of Special Education, University of Arizona, Bureauof Education for the Handicapped, Unit on Learning Disabilities, U.S.Office .of Education, 1970. Group Report, p. 53.

Reynolds, Maynard C. and Bruce Below. "Categoreis and Variables in SpecialEducation," Exceptional Children 38, January, 1972, pp. 357-366.

Robbins, M. J. et. al. "Strategy for the Preparation of Clinical Educators,"Egg's on Exqacttional Qbildrap, 1969, I. 10-11.

Sabatino, David A. "The Information Processing Behavior Associated withLearning Disabi titles." Journal of Learning Disabilities, 1, August,1968, pp. 444-450.

Sabatino, David A. "An Evaluation of Resource Rooms for Children with Learning

Disabilities," alsjLelaingA)irteJoun 4, 2, February 1971,pp. 84-90.

Schwartz, Louis. "A Clinical Teacher Model for Interrelated Areas of Special

Education," xceptional Children, 37, 8, April, 1971, pp. 565-572.

The Design aka Imalementation of the Clinica}- Simulation

A general algorithm has been developed to simulate the "Teaching tothe Deficits" model incorporating a hierarchy of skills to control development.

Sixteen methods or skills were selected as skills pertinent to development.The clinical teacher (user of the simulation) can teach or,test these skill

areas and base his decisions on the computer-gererated feedback. Initial and

final test scores were then estimated from reported research in the literature.

The final test scores represent scores achievable only under perfect conditions.

These scores provide boundary values for the mathematical solution of the model.

The behavior index is considered to be a function of the teaching done

and is therefore a function of the test scores. Each method has.a designated

behavior index contribution associated with it: teaching the proper method at

the proper point in the simulation will produce an increase in the behavior

index. Improper teaching will produce no change in the behavior index.

Booster and trigger concepts were used to control develOpment through

the simulation and to provide a simple methodology of describing complicatedinterrelationships between various teaching methods and their application

to the specific case. It is an impossible task to describe in detail how each

of dozens of possible teaching combinations could affect the test scores and

behavior index. Booster and trigger concepts provide a simple and adequate

method of describing the situation.

rigger methods define the hierarchy of skills needed to fulfill the

simulation. If the hierarchy of skills were depicted in tree-form, each

19

node would be a trigger -- you may progress further down the tree if and'onlyif you have spent enough time on skills found higher in the tree. A typicalhierarchy of skills appears on the next page. Notice that each branch is notunique -- some branches join together further down the tree. Furthermore,skills appear more than once in a given pain down the tree, and progressappears to depend on your positke in the tree. The trigger concept eliminatesthe need to worry about exact positions in the system. Progress on a givenmethod merely depends on progress already made on other methods.

Booster methods control the rate of progress made through the simulation.Boosters help insure that prerequisite methods have been taught adequately.They provide the LO specialist a means of describing development in one skillin terms of other prerequisite skills.

A simple mathematical model has been developed to describe the simulationin terms of boosters and triggers. Two equations are solved each time teachingis simulated. First, a new test scores is computed:

S =So + T S(t) B

where S,, is the initial tes+ scores.

T is the trigger and is either zero or one.

S(t) is the new test score due to teaching t additional minutes.

B is the booster factor and ranges between zero and one.

Knowing the new test score, the behavior index contribution is computed:

BI = BIo

+ BI (S)

where BI is the behavior index contribution.

BI0

is the 'initial behavior index contribution.

BI(S) is the new behavior index contribution due to the new test score.

This model is general in the sense that it is composed of function.The trigger is a function of the method being taught and of related methodsalready taught. The test score is a function of the time already spent on themethod taught as well as the additional time being added. The booster is a

qbfunction of other test scores. These functions are arbitrary, but must beselected to satisfy the boundary conditions of the simulation.

The current simulation uses linear functions in all of its calculations.Simple list-processing techniques are employed in the trigger and boosterevaluations. Since test scores result from the product of a series of linearfunctions they are fairly sensitive to teaching technipues. In actual appli-.cation, improper teaching is quite obvious -- no behavior index change occurs.Proper teaching is usually rewarded with a generous boost of the behavior index.

20

TASK SYSTEM ANALYSIS

Tony S.

EXPRESS 1 VE -4 AUDI TORY

LANGUAGE 4---- PERCEPTION

1PHONICS

EXPRESSIVELANGUAGE

ORALREADING

SPELLING

SILENTREADING

WORDPROBLEMS

WRITTENEXPRE SIGN

SPELLING

./

21

METHOD

BOUNDARY CONDITIONS

Tony S.

TIME SPENT TEST(HRS) INITIAL

SCORESFINAL .

BEHAVIOR INDEXCONTRIDUTION

Auditory Perception 1.5 5.1 8.3 100

Computation Problems 10.1 10.1

Expressive Language 2.0 8.6 10.5 20Eye Training 11.4 11.4

Language Experience 6.3 6.3

Motor Training 11.0 11.0

Oral Reading 3.0 6.3 10.1 80Phonics 3.0 6.2 8.9 90

Receptive language 10.5 10.5

Silent R)Ading 4.0 6.8 9.8 90Speed Reading 6.8 6.8

Spelling 2.5 6.4 8.4 40Tachistoscope 6.8 6.8

Visual Perception 11.2 11.2

Word Problems 2.0 6.7 8.7 40Written Expression 2.0 6.3 8.7 40Full IQ Test 120 120 -.

20.0 500

22

The clinical simulation has beton written in two languages: FORTRANsubroutines do the test score calculations. The control program is written inLINGO a computer-aided-instruction language with strong response-checkingcapabilities. The simple structure of the model is reflected in the low costof using the simulation -- less than two dollars for the entire twenty sessionsin an on-line environment.

23

R. b41. ft mar a a.

. 4/13 RI .00411.THIS IS CLINOINANOTHER EXAMPLE OF

COMPUTER APPLICATIONSIN THE LEARNING DISABILITIES

VERSION 1.3WRITTEN IN ...LINGO....

GIVE NE YOUR NAME. PLEASESHARON NORTON

CLINICAL TEACHING SIMULATION

PFT rP",v rr:;! Ar.;

THIS IS 6 CONFUTER SIMULATION BANE TO ENHANCE

MIR SKILLS IN CLINICALTEACHING.

***FACTS

TONY S.. ASE 10.3 AND IN WADS 4.1aHAS an WNW MO THE SWIM DISTRICT

Alain MM. NIS . -*1 VOW 'AILED A GRADETWOWRONGAM...YEAR OLD WOULD NORMALLY RE IN

MADE S. TONY WAS RETAINED ONCE IN MADE 3.

TONY CANNOT KEEP UP WITH MIS WORK.HIS BEHAVIOR IS DISTUROIN4 TO OTHERS.HE IS INATTENTIVE AND DOESN.4 COMPUTE HIS.WORK.

NIS ACADEMIC RECORDS ARE NOT AVAILABLEFROM HIS PREVIOUS SCHOOL.

DO YOU KNOW HOW TO USE THIS PROGRAM? NO

IPPIPPARA3SIMULATED TIME

VOW CAN WON WITH TONY FOR THE EQUIVALENTIF ONE ACADEMIC QUARTER. MEETING TWICEA PEEK FOR TEN WEEKS. EACH SESSION ISAD MINUTES LONG.

NOW MANY SESSIONS DO YOU MEET WITH TONY

120VERY.GOODINPOPARA4

24

YOUR TASK. AS THE CLINICAL TEACHER.

19 TO IMPROVE TONY -S ACADEMIC SKILLS REST COPY MINIM!t

AS RAPIDLY AS POSSIBLE. EACH SESSION

PROVIDES YOU THE OPPORTUNITY TO

GIVE TESTS OR TEACH USING METHODS OR

TO DO A COMBINATION OF TEACHING AND --

? TESTINGRIGHT

TRY TO ANALYZE TONY-3 AREAS OF SVRENGTHS

AND WEAKNESSES. NOTE THE PROGRESS HE

MAKES AS YOU GO THROUGH THE SIMULATION.

***NOTE

ASSUMPTION,

SEVERAL ASSUMPTIONS WERE DESIGNED INTO

THIS CLINICAL TEACHING SIMULATION

- APPROPRIATE TEACHING IMPROVES TONY -S DEHAVIOR INDEX

- THIS 19 A TEACHING TO THE DEFICITS MODEL

- A SPECIFIC HIERARCHY OF SKILLS IS ASSUMED

***HEAVY

YOU SHOULD TRY TO RAISE THE BEHAVIOR INDEX FRO.% 500.0

TO 1000.0 WHILE OBTAINING AN OVERALL IMPROVEMENT

IN TONY-3 ACADEMIC SKILLS.

ASSUME YOU TEACH TONY PERFECTLY.WHAT IS THE AVERAGE DAILY B.I. CHANGE

? 25RIGHT***PARA6

DIRECTIONS

THIS PROGRAM RESPONDS TO YOUR COMMANDS

TO -TEACH- OR -TEST-. WHEN YOU TEACH

TONY. YOU MUST SPECIFY WHAT METHOD TO

USE AND HOW LONG TO USE IT. IN MINUTCS.

***TEACHTHE COMMAND:

TEACH SPELLING FOR 15 MINUTES

25

wiiiimes THE noonam TO SIMULATE A .SPELLING LESION IS MINUTES LONG. TEACHINGTONY WILL RESULT IN A CHANGE IN HISOEHAVIOR. THE CUMULATIVE BEHAVIOR INDEXIS PRINTED AFTER. EACH TEACH COMMAND IS GIVEN.NE AMOUNT AND DIRECTION OF THE CHANGEOF THE B.I. 19 YOUR INDICATOR OF TONYSmenu SUR ING TEACHING ACTIVITIES

NOW MANY THINGS DO YOU HAVE TO INCLUDEIN YOUR COMMAND TO TEACH TONYI.3RI GNI 3

an COPY4111111ABIE.

you TELL THIS PlleeRAN TO4U41114. A METINID NAME FOR SIMMAL MINDER- OF MINUTESImmo,

-

TIE COMMANDO

TEST SPELLINGI

WILL.. SIMULATE A SPELLING TEST .

O' GIVEN DURATION CIS MIN rolt.smume).TESTING DOES NOT EFFECT BEHAVIORDUCIT DOES SUBTRACT T/NE THATCOULD BE USED FOR TEACHING. .

EACH TEST HAS AN ASSOCIATED GRADESCORE..AND THAT SCORE IS COMPUTEDAND PRINTED WHEN YOU GIVE THE TEST COMMAND.

NOV MANY THINGS DO YOU INCLUDEIN .YOUR C OMMA ND TO TEST TONYT 1 -WONG. TWO***AN34

.

YOU MUST SPECIFY TEST -TEST NAME -

TEST SCORES SHOULD BE USED TOVERIFY TONYS ACADEMIC DEVELOPMENT.

PLEASE REMEMBER THATA L L TESelleiRES ARE A G E SCOWLS.

ALSO.PLEASE NOT ICE THAT THE TESTS AND METHODSHAVE THE SANE NAMES.

26

IfteNANESYOU WILL NAVE A CHOICE OF 16 METHODS AND 17 TESTS

NO. NAME ABRR TEST LENGTH

1 AUDITORY PERCEPTION C AP ) 15 MINe COMPUTATION PROBLEMS C CP ) IS MIN3 EXPRESSIVE LANGUAGE C EL ) 15 MIN

4 EYE TRAINING C ET ) 15 MINS LANG. EXP. APPROACH C LEA) 15 MIN

0 6 MOTOR TRAINING C MT ) 1.5 MIN

7 ORAL READING C GAL) 15 MIN

0 PHONICS C PH) 15 MIN9 RECEPTIVE LANGUAGE ( RL ) 15 MIN

10 SILENT READING C SR ) 15 MINLI SPEED READING t SPR) 15 MIN

120 SPELLING C SP) IS MIN

13 TACHISTOSCOPE C TP ) 15 MIN

14 VISUAL PERCEPTION C VP ) 15 MIN

15 men PROBLEMS C WP ) 15 MIN

16 WRITTEN EXPRESSION C WEX) 15 MIN.17 FULL IG TEST C 10 ) 45 MIN

TE$R OFF THIS INTRODUCTION FOR LATER REFERENCE

PRESS THE RETURN KEY WHEN YOU ARE READY

lowortuAL

REMEMBER' STRIVE FOR AN 0.V.ERALLIMPROVEMENT IN ACADEMIC SKILLS.

TYPE -EXPLAIN, NAME-'OR AN EXPLANATION OF A METHOD OR TEST.

CRT USERS CAN.TYPE -LIST- ANDRECEIVE THE LIST PF NAMES AT ANY TIME.

IF. YOU HAVE DIFFICULTY USING THIS PROGRAM.TYPE *HELP*

*** RESPONSES ARE BEING RECORDED ***

***SUMMARYDAY 1

YOU HAVE 60 MINUTESOEMAVIOR INDEX IS 300 .0

27

CMS VOWS FIRST COMMAND/MUWSW 6 SCORE IS 114YOU NAVE 4% MINUTES LEFT

COMMANDt TEST;TEST 1 SCORE IS

. 5.iYOU NAVE 30 MINUTES Lan

COMMAND .

t WACHS .

***INVALID COMMAND*** REPHRASE YOUR COMMANDt TEACH.1***INVALID COWHAND*** REPHRASE YOUR COMMANDtTEACH.AP***INVALID COMMAND*** REPHRASE YOUR COMMANDt TEACH .1 IS MINUTESmemo Ioto Dol. IS 5160YOU HAVE 15 vinous LEFT

TEACH3 1 5 MINUTESKUM. 3 .

NEW Rd IS 51.9.2YOUR T/ME IS UP

***WW2YOU ARE Dolma mix.

LETS REVIEW THE COMMANDS!MANE THE TWO COMMANDS YOU NAVE LEARNED? TEST TEACH

NO. TEACH- AND TEST31**IPTNERS

THERE ARE SYNONYMS FOR THESE COMMANDS.FOR EXAMPLE. YOU CAN TYPE

aOUIZ SPELLINS-

AND

-MTN* 3 RIM 30 MINUTES-MILL TEACH EXPRESSIVE LAMM".

wei AVAILABLE

28

se YOU .8utz. IS A SYNONYM FOR -Tea-AND - METHOD- IS A SYNONYM FOR - TEACH .

MRCSS THE ...RETURN:. KEY)

***SYNTAX-'REACH COMMANDS HAVE A SYNTAX.

TOW MUST BE CAREFULLS

'TEACH 30 MINUTES or EXPRESSIVE LANGUAGEIS N 0 T THE SAME AS- 'REACH 30 MINUTES OF METHOD 3...

**WHEN YOU USEAMETHOD NUMBER**/T MUST APPEAR BEFORE THE TIME.

MRCSS THE - RETURN- KEY)

***QUIZWHAT CAUSES THE BeI, TO CHANGE'AMESTINO OR ...TEACHING...? TEACHINGGOOD.NO. TEACHING 0 N L Y.

***AKOMMARYDAV 2YOB! HAVE 60 MINUTESBEHAVIOR INDEX IS 519.2

'ENTER TOUR FIRST COMMAND? TEST4TEST 4 SCORE IS t1.4YOU HAVE 45 MINUTES LEFT

COMMAND? TEACH 1 15 MINUTESMETHODNEW 11.1. IS 535.8YOU HAVE 30 MINUTES LEFT

COMMAND?TEST 8TEST 8 SCORE IS 6.2YOU HAVE 15 MINUTES LEFT

COMMAND? TEACH 8 15 MINUTESMETHOD 8MEW S.I. Is 543.3YOUR TIME IS UP

29

*MOATSA NEW COMMANDt

-maw via DAY.VITH PHONICS-

W ILL TEACH IiHONiCS DURING THE REMAININGTINE OF TIE SIMULATED DAY.

WHAT OEM KEYWORD HAVE WE INTRODUCED.? FINISH

EXACTLV.***GLOBAL

A REM I NDIER.....

THERE ARE 3 USEFUL GLOBAL COMMANDSi- !NOBLE.

.EXPLAIN461LIST

***SUMMARYDAY 3YOU .NAVE 60 MINUTESB EHAVIOR INDEX IS 543.3

EIDER YOUR FIRST COMMAND?TESTYTEST 7 SCORE IS

. 6.3YOM HAVE AS MINUTES LEFT

COMMAND . .

TEACH .I 15.MINUTESmum .

NEW 8.1. /0 550;7YOU HAVE 30 MINUTES LIFT

COMMANDTEACH 8 IS MINUTES

METHODNEW B.I. IS 566.1YOU HAVE IS MINUTES LEFT

COMMAND2 TEACH 7 IS MINUTESMETHIOD.7NO R.I. IS 57208YOUR TIM IS VP

30

Development and Teaching of a Course in Computer Applicationsin Learning Disabilities

The course in computer uses in learning disabilities and relatedfields was planned and taught during the course of this project.During the first year of the project, the content of the course wasexplored and discussed with a group of students from another course inLearning Disabilities who volunteered for a special section in whichFortran was taught and a number of related topics were aired. These

students used the computer at the Vogelback Computing Center to runa number of programming assignments, each related to problems which

might be encountered in Learning Disabilities. A FORTRAN workbook,containing information needed to solve these problems, was developedduring this time.

The objectives of the course were outlined in the introduction,and include 1) development of an awareness and appreciation of com-puter technology, 2) development of familiarity with ways the computer

is being used in fields related to Learning Disabilities, 3) develop-

ment of the ability to clearly analyze problems which might be solved

using the computer, and 4) the attainment of certain skills, discussed

below.

It is our belief that the Learning Disabilities specialist does

not need to know exactly how the computer functions, because few if any

of those who take our course will ever have to deal with the internal

functioning of any computer. However, mini-computers are prevalent inmany fields, and we did feel that specialists needed a brief introduc-

tion to the general functions of the major parts of the computer. For

that reason, one or two lectures were devoted to explanations of thefunction of the central processor, various memory devices and the ope-rating system of the CDC 6400 computer, in a very general way. The

discussion could be applied to PDP/8 or other similar laboratory compu-

ters as well.

Students participating in the course were introduced to applications

in two ways. First, a number of lectures were devoted to projects of

various natures, being carried out at Northwestern. During the summer

quarter, a number of articles were placed on reserve, to be read by the

students and discussed in class. These articles were to be reviewed in

the light of the students' knowledge of the process of systems analysis

and in the light of their knowledge of the field of Learning Disabilities.

In addition, as students in the course finished individual projects, which

were carried out with the help of the instructors, they were required to

give short reports during class time, which were discussed and analyzed

by class participants.

The students were initially introduced to the concept of Systems

Analysis during the first week of the course. Systems Analysis- was pro-

31

posed as a tool which was to be used to attack (and seek solutions to)any problem, not only those which could be solved by computers. Thegeneral outline presented to the students included:

1) determination of the goals or objectives to be attained by anysystem under consideration.

2) criteria for determining ullether a system is attaining its goals.These include concrete (usually quantitative) measures

3) an analysis of the resources available for building the system,and the constraints which would limit the possible solutions.

4) the construction of some sort of model for the system.5) the review-process, by which a model is tested in order to de-

termine whether :A faithfully represents the "real" system, and can beused to test proposed solutions to a problem.

Each of these points was discussed at some length in class, in con-junction with a sample systems analysis (we used the structure of theuniversity as the example). Throughout the course, whenever a problemwas presented for solution, we returned to the Systems Analysis model todetermine what was to be done.

Finally, we set specific goals with respect to skills we expectedeach student to have at the end of the ten-week course. These were modi-fied slightly after our initial experience with the winter-quarter course,so that the summer quarter goals would be more realistic for the studentswho were taking the course.

We emphasized "library" programs both quarters. The advantage of a"library" program is that the specialist needs to do very little program-ming -- the program is already written, and the specialist need only ad-:'ust the format of his data to fit the program's input formats. Duringthe winter-quarter, a number of students explored library programs atthe Vogelback Computing Center, and used them in projects.

The largest use of library programs was the SPSS (Statistical Packagefor the Social Sciences), which we used for two weeks each quarter. Eachstudent was supplied with data and formatting information, and was requiredto make a number of computer runs to analyze that data. The data consistedof test scores for 90 children from the Learning Disabilities clinic (alldata was anonymous). Because the students had been introduced to formattingconcepts during the Fortran portion of the course, we were able to concen-trate on the other aspects of data-description and analysis. During thesummer quarter, we changed the approach so that we did not cover Fortran,and therefore were required to discuss formatting when we reached the SPSSsection of the course. We found a widely varying statistical backgroundamong our students. During the winter quarter, most students had enoughstatistical knowledge to be able to interpret the SPSS output reasonablywell. However, during the summer, fewer students were acquainted with thestatistics, and some difficulty was encountered. In a department such asours, where a course which includes statistics is also available, it wouldbe reasonable to expect all students to have some knowledge of simplestatistical techniques before entering the computer course.

32

We found that the experience students had with writing their ownprograms (in BASIC or Fortran, during the first half of the course)helped them appreciate the concept of library programs, which had alreadybeen programmed and tested by other people.

Students were also expected to learn to write simple programs inthe BASIC or Fortran programming languages. Our initial approach tothis was to first teach Fortran, in class, to all students. Thiswas done primarily to show the students how a programmer would go aboutwriting programs to solve specific problems. A Fortran workbook wasprepared and printed, and used both to illustrate programming techniques,and to present problems for solution by the *students. Those studentswho were interested in becoming proficient programmers were given aseparate class in Fortran each week, and those who were more interestedin specific projects worked with the instructors on those projectsduring the same time each week. In this way we were able to tailorthe" content of the course to the needs of the individual students.

During the winter quarter, we emphasized Fortran. By the time of..

the summer quarter, however, the Vogelback Computing Center had adver-tized the availability of BASIC language on the CDC 6400, and we tookadvantage of this, using the computer terminals provided by our projectand by the department in the new communicative disorders building. We

concentrated on BASIC to the exclusion of Fortran during that quarter.Some of thb comments we got at the end of the winter quarter indicatedthat students would have been happier gaining complete proficiency ina single language than gaining just a smattering of knowledge about

two languages. During the summer quarter our students learned aboutBASIC using a workbook developed specifically for that purpose. The

problems used in this workbook were similar to those in the Fortranworkbook, and the content of each was related to specific problemsfrom learning disbilities. The decision about the type of programminglanguage to teach will vary from institution to institution, and ourdecision to use BASIC should not be taken as the last word. This wasour choice because of its ease of use (it runs directly from a time-

shared editor program) and because it is a simple language to learn.It contains statements or commands which represent all of the basicprocessing operations a computer can perform. WIC will also beavailable to those graduates who work with institutions or companieswhich have time-sharing services available to them, which we feel willbe the case within the next ten years. Fortran was initially used be-cause of its wide availability -- it is practically the only languagewhich has been widely used at Northwestern, and mor( people know howto program in Fortran than in any other languages. Institutions which

have a large number of mini-computers available might even choose toteach an assembly-language, to acquaint students with basic computerconeepts, an to show them how data-gathering devices would be connectedto the computer.

33

Students were introduced to other interactive languages in thecourse of their projects. One or more lectures were devoted to an ex-planation of the PLATO -IV and HYPERTUTOR Computer-Aided-Instructionsystems. A number of students each quarter chose projects which in-volved interaction with students or professionals.

By the time the students finished learning the BASIC language,they were quite familiar with time-sharing as viewed by the user ofthe computer system. Time- sharing was explained in conjunction withthe explanationof operating systems and computer structure. Wefound that some students were so interested in programming itselfthat they felt that these lectures were useless -- however, we feelthat every student thould be able to place himself in proper perspec-tive with respect to the computer and to time-sharing networks. Ourgoal of helping students understand the costs and benefits of time-sharing networks may help them deal with these systems when they must,but the student did not see the immediate need for such an introduction.

By the end of the quarter, each student already xnew where to lookfor more information at Northwestern. During the summer quarter, weconducted a tour of the Vogelback Computing Center, during which weintroduced some of the people who are available to help with programmingtasks. We showed the students where manuals and other publications areavailable, and gave them a short introduction to the indexing scheme.At the end of each quarter we introduced them to some of the major com-puter manufacturers and time-sharing services.

The course was taught by a team. of instructors. Dr. Lerner conduc-ted sessions dealing with the simulations developed by this project, anddiscussed problems dealing specifically with learning disabilities. Theintroduction to programming was handled by Connie Hayes. Jim Schuylerpresented SPSS and the computer system concepts. In addition, anotherstaff member, Dr. Phil Freidman, participated in the course, advisingstudents and conducting an introduction to SPSS during the summer quarter.

Students apparently found it difficult to deal with this structure,primarily in the area of grading. Though we were telexed about grading(trying to help the student concentrate on learning\about the computerrather than on when the next test would be), we found that studentsneeded a clear cut evaluation system. Working in individual projectsseemed to be fine for a number ofetudents, but some were worried abouthow well they were doing with respect to the rest of the class, and theprojects provided little feedback in that area. We would recommend thatthe projects be carried out as we did, but that students be advised inadvance whether their projects will be graded on amount of work, origi-nality, etc.

The following page contains the course schedule for the summerquarter.

34 BEST COPY AVAltimiF

C07 Introduction to Computers in Communicative Disorders

June 26 T ORIENTATION- who we/you are - where are the compu-ters and terminals - outline of course- questions

June 28 Th (JL) Systems Analysis - do an anal. as homework

June 29 F (JL/JS) Discussion of analyses A

July 2 M (CH) Flowcharts

July 3 T (JS) Intro to facilities at Vogelback Computing Ctr.cards, keypunching, terminals, submitting jobs,consultants, ref. manuals, library, etc.

July 5 Th (CH) BASIC - flowcharting a problem in preparationfor programming on the computer

Jul 6 F (JS) How to run programs on-line. Editing. This isthe first LA3 session. Ilasz301

July 9 M (CH) BASIC programming10 T12 Th (OD13 F - open from 10 to noon.

July 16 M (CH) BASIC programming continues.17 T

20 F or QUIZ19 Th top

July 23 M (JS) Operating systems and library programs. Howthey all communicate and fit together.

July 24 T (CH) SPSS - intro. to necessary statistics - typicaloutputs for various procedures.

JUly 16 Th (CH/JS) Formats

July 27 F Discussion of SPSS procedures and haw to specifyan analysis.

JUly 30 M (JS) ther discussion and assignment to be made.31 T LAB at Vogelback - working on SPSS assignment.

ugGROAWL

2 Th (JL) NSIM & Harvey simulations in Learning pis.3 F (JL) run CLINSIM.-ma

Aug 6 M (JL run Harvey or other simulations.7 T (WG /lecture L.D. Materials file demonstration9 Th (CH presentation & analysis of an article or case10 F OS Computer Aided Instruction - PLATO slideshow

Aug 13 M ( Digital/analog conversion - control of experiments14 T ( Discussion of articles on reserve.16Th (

17 F ( ) u

REQUIRED: (by end of quarter) short (perhaps 3 pages) descriptionof a real problem including analysis, background. plan of attacka flowchart of the system and solutions and perhaps a short prog-ram illustrating partial solutions.

_P4C-14ViLee Z-ISC, UCABZ0-401JrP40E LERIJEIE la. 'SI TErtiNALs NJ EnoCivor Hfrits z -1342

35

We found during the orientation that students generally knew nothingabout computers when they began the course. Two students had used libraryprograms before, but had not programmed.

The students were immediately introduced to systems analysis. Wespent some time discussing an analysis of the University as a system, andtalked 0.'mut how one sets limits on a system to be studied and improved.Each student was asked to analyze one system (and report results in writ-ing the next day). These results were discussed as a group and any mis-conceptions were immediately cleared up. Systems analysis was used asthe model for discussion of each problem during the rest of the course.

It was actually in conjunction with the discussion cf systems analy-sis that model- building was brought up. We discussed models of many sorts,including trees, graphs, flow-charts, matrices, etc. We spent the greatestamount of time on flow-charts, because that is the type of model used torepresent systems most often when computerization is in mind.

Students were given an early introduction to the facilities of theVogelback Computing Center, even though they would not be using the key-punches and other equipment until well into the quarter. At this timewe also introduced them to the equipment located in the communicativedisorders building, which would be used for on-line (time-shared) pro-cessing during the first half of the course.

The students were then given two weeks of intensive training in theBASIC language. This began with a discussion of the problem-solving pro-cess, from flow-chart to final solution using the computer. Studentswere asked to flow-chart a number of problems which were eventually tobe solved using the computer and the BASIC language. A number of studentsused BASIC in individual projects, later in the course.

After student knew how to program, we introduced the concept of anoperating system and time-sharing, so that they would understand (to somedegree) how the computer was actually processing, jobs. There was notmuch emphasis on computer hardware, except for those parts which were im-portant to the computer user. We did discuss time and cost of variousinformation storage devices.

After a short introduction to the basic concepts underlying SPSS andlibrary programs, we plunged into a week and a half of SPSS usage. Duringthe summer quarter it was necessary to spend some time discussing Fortranformats (because this is what SPSS uses to describe the position of itsdata on the cards). It was found that the students' knowledge of BASICdid not help them understand Fortran formats at all. Following that, thestudents made their first SPSS run, using cards. They were aided at aninitial laboratory session at the computing center. This made it verymuch easier for those who had never even seen a computer card, let aloneused a keypunch. Students were required to make three SPSS runs, usingdifferent SPSS procedures, to analyze the data provided.

c

36

The end of the course was devoted to short lectures, explanationsand demonstrations of projects both at Northwestern and elsewhere. Thesimulations developed during the first year of the project were beingused in other learning disabilities courses, and were presented and ex-plained in detail in this course. Some of the projects developed duringthe winter quarter were also explained summer quarter, including aninformation-retrieval system for learning di abilities materials. Thelectures and demonstrations on computer-aide4-instruction were givenduring the last portion of the course, with a demonstration of the PLATOsystem at the School of Education.

The last week was devoted to analysis and discussion of a series ofarticles. These were analyzed in terms of what the students had learnedfrom the course, and using the general systems analysis framework.

Duzing the winter quarter, a number of sessions were devoted to thepresentation (by students) of project results. A number of students wereable to complete interesting projects, some of which will lead to Mastersor Ph.D. projects in communicative disorders. During the summer quarter,because of the sh ',rter duration of the course, the project were limitedto descriptions of problems and short programs which might be used in anactual analysis.

Instructors at other institutions will have different attitudestoward the use of the computer in learning disabilities, and we suspectthat a course such as ours could be modified by the addition of topicssuch as analogue/digital conversion, control of experiments, assembly -language programming, graphics, etc., as needed for individual insti-tutions. However, the fundamentals of programming, problem analysis anddescription, library program usage and basic knowledge about what thecomputer can do, must be the core of any approach to computers in thelearning disabilities.

37

Related Developments

This section explores some of the developments in learning disa-bilities which took place as a result of the project or the course.It begins with a discussion of student projects from the winter guar-course.

'Learning Disabilities Diagnostic Simulation: Ken James

Abstract: To help the novice learning disabilities diagnosti-cian understand the complexities of diagnosis, several cognitiveelements of the diagnostic process were assembled in a computer simu-lation of a learning disabilitiesdiganostic clinic. The programallowed the student to run through a simulated diganostic day inorder to formulate a tentative diagnosis of a "prOgrammed" child.The diagnostic elements which were stressed in this simulation weredata-gathering methods and techniques of analyzing those data. Thediagnosis is then compared by the computer to the diagnosis of theactual child as determinedby the Northwestern University learningdisabilities center, and an evaluation is made. Explanation ofthe program used, and the discussion of implications of the pro-ject are also given.

Comment: This simulation by Ken James is an additional casewhich he programmed, to be added to the existing cases programmedas a part of this project. Ken wrote his program in the TUTORlanguage, which made it suitable for use on PLATO-IV.

A comuter-aided-instruction ro -ram in a raxia: Christine StrikeA

computer-aided-instruction program' was written which helped astudent explore and review the basics of A^,--4a. It was intendedto be used by students, beginning speech . inicians or by establishedclinicians who have never experienced treating an apraxic. The prog-ram is not detailed and covers only the broadest, most general char-acteristics of apraxia.

Comment: This program was primarily multiple-choice questions,written in the TUTOR language. Students who learned TUTOR did so inaddition to their experience with Fortran and BASIC.

Diagnostic case of dysfluent child: Robert Pierce

On this project, I devised'a diagnostic case of a young dysfluentchild. Information was gathered from report forms and testing on achild seen in our clinics: The information was categorized and filedon the computer under headings devised for use at Northwestern. Prog-ramming was done in the TUTOR language. This simulation was devisedfor use in a class on stuttering.Following testing, the student is tofill out a profile on the child. A prototype was included in the prog-ram. Feedback and evaluation comes from the professor as the profilesare discussed in class.

38

Comment: This simulation received much thought, and was apparentlywidely used in the department during the quarter.

Mental Retardation and Strength of Grit: P. BannOchie & D. Gilbertson

We have data on approximately 1000 mentally retarded children whowere given a strength of grip test. We will use SPSS to analyze thedata

Comment: The data was analyzed during the course using a number ofthe more sophisitcated techniques available through SPSS. A final reportwas given in class.

Analysis of speech: Dan De Joy

Samples of spontaneous speech have been collected from 10 four-year-old children. What is termed a "loci" and a "non loci" approachon the childrene normal dysfluencies is being employed. Each sentencereceives a syntax score, a length score, and a vocabulary score. Thetotals of these three scores will be computed and three averages deri-ved. Then, Standard Deviations will be needed. Sentences will thenbe classified as follows. A sentence. which has a syntax score lessthan one-half S.D. below the average will be classified as Si. Asentence which has a score between -1/2 S.D. and +1/2 S.D. of the meanwill be classified S2. A sentence which has a syntax score greaterthan 1/2 S.D. above the average will be classified as S3. The samefor vocabulary and length scores. Childtens" performances will beanalyzed in terms of these S, L and V scores.

Comment: This study was expanded as the quarter progressed, anda final report was given to the class. The programming was done entirelyin the BASIC language.

Materials Search project: Wilson Guilianelli

Abstract: This program is designed to retrieve information. Theinformation is material which is available to learning disability clini-cians or any other teachers who wish to set up a remedial curriculum fora learning disabled child. All of these materials are to be found inthe two materials resource rooms of the learning disabilities clinic.

The list of materials is kept on a separate file along with threepart descriptions of each material. The first part of the descriptiontells on which age group the material can be used (i.e. primary, twoyears to second grade; intermediate, second grade to sixth grade; andadult, sixth grade and up.) The second part of the description in-cludes all the different abilities that the material stresses. Byabilities I mean the areas of learning visual, auditory, receptive,cognitive, expressive, lionverbal, etc. There are forty-five differentability areas which describe the materials. The final part of thedescription concerns what school subject the material affects in

39

remediation.

The user of the program first gets on line in computer-aided-instruction and asks for the program by name. The user is then askedthree questions about the type of material he or she would likelisted. One question is asked for each description of the material.The program then sesgches the long list of materials and prints out onlythose that pertain to the answers given by the user. All three des-criptions need not be used. If the user wishes only a list ofmaterial pertaining to visual motor, he need only answer tilt, abilityquestion and type "none" in the other two. This can also be done ifthe user only wishes two descriptions for his material.

Comment: This project has now developed into a proposal to bemade for funding. It would involve using the interactive computersystem to provide materials searches for teachers in neighboringschool districts, over a six month to one year trial period. Thedescription which follows is that given by the author of the program,at the end of the winter quarter course.

40

VAT7RIAII SEARCH

Ilron

rar 'h 11, 1 17-

BEST COPY AVAILABLE

The problem that my program was to solve Lnv one of speed and

accuracy. The materials of the Learning; Disabilities clinic now

number over two-hundred separate materials and new materials are al-

ways being added. The speed and accuracy problem co:aec in then a

clinician is searching the huff° list of materials to find Lhinrs

which can be used in rnmediation of a particular case.

All these materials are on file and are catalogued under various

hearings. This file of materials :ts made possible by Firs. Jane :tnd

a research grant which enabled her to classify and ontagorize each

material. The headin- she used for her file ccm under three *enerAl

catagories. The first set of filing headings concerned ame an3 her

headings were primary, intermediate, and adults. So, if a material

could be used for subjects from ape two to the second grade, then these

materials fit under tho primary heading. Vnterials that could be used

to remedinte sul.)kr,tr; rrom second to sixth !,rad, were! classified

interme'iate. Abovt, sixth mrade ere cdult materials.

The second set of file headims concerned vhich nbiliti-s the

materials could be u!::r.3 to remediate. fen h-:..inms in this

set that she chose. They 'ere cornitiye lnnmuame, auo-

itory processin7, spacial leerninr, cre&tivity, memry, tim. 1 ..rninm,

nonverbal learnin.m, and remedintion(vhich is r.,71t an alility ;.t all

partains to thce laterialc the climician erIn uce for r,-fr.r,nce)

The third c1081.,r nf hendinp.!: conslerns r1)1*--4-

1116 -1nr-ifi-d thr, Tptr,rials uhdr.A. th'

math, rewlinp, bow.1 render:;, rig(01-e-!, , I i

41 Par conAvAILABLE

In studvinx* this list of Ilarlinf's you :.an srbe that ,:,t;-h mat-

erial .ould he clacsified under more thin hp:-(lin!. A 7ini:ian

may have a first f,rader with visual perception ?rolqems -ho must h.)

taunt math. Instead of going into the materials room and looking

through hundreds of boxes for the right materiel, the clinician

would PO to Mrs. Jan's card catalogue and look first under the prim-

ary section, then sec if she could crossreference the materials in the

primary section with those in the math section and then out of those

'ateriels which are in both the primary and math sections she would

find how many pertained to visual perception making a third cross-

reference in the visual section of the card catalogue. If you are

confused, imaine the feelings of the poor.clinicirm!

Although th? card catalogue of materials ts:; a better system.

than searching the materials room, Mrs. Jane thought a better system

could be made using the computer. She also vented a more detailed des-

cription of each material.' She 'anted the headinls broken down

further by adding new and more detailed headings so not only would

a certain material fall under the visual headinr but it could as°.

be found tinder headings of visual reception and visual perception.

The problem was to take each material and decide which headings

it would fall under. All the different headin-s that a material could

come under became a description of that material. So, for example,

a game which could be filed under the headin-vs of primary, cognitive,

visual, reading, and language would he said to be described by that

list of headings. Flio, each material had a name and a description.

Of course, before we could dencribe each material -e hal to

break down the old hPadings and re,lefine our new list of headings.

42

7:CST COPY AVA:LOLE

The arse rfroup headings of -.)rimary, int rmdirte, end :dult remained

.hc? same. The ability group headines inereased fro :, ten to forty-

five. Items like viounl reception, visual perception, peOitory recep-

tion, auf'itory eeprecriens, critical thinking, eroLlem eolvinp,

visual-motor, syntax, anC. autlitory, visual nnl verbal co prehension

were added just to nme s fete. The headinms of ?rm.-mare hek: 1-.roken

'own into expressive and r-centive lawmare. This vn:i put in4o the

subject area croup while more specific h eA'rp-s f sntax, articulation,

and formation :'f tool: its :lace in the .hility area. The

Remerlinti,n hes'in- es also removed fro'n the ebiliter :woe. end l,leeer,

in the subject area for leek of a better nlace.

.The subject area inreased from seven hevaines to aleoet twenty.

?ilinps like written lanpumme, cursive and manuscript wri tin-, phonies,

and 7tructural analysi,3 were added.

All the materials and their descriptions vere stored in a perm-

anent file called inmeniously Tearninr= Disabilities aterials File.

The nrme of the material end description would make 1p a record on

the file. The l'escription in three parts. All the heedine

nsme of the description were divided into ape ability and subject

so that the propram can refer to any one of these three areas separately.

The proeram itself is done in tvo lnweiees, LI":10 and RIP1S.

RIQS stores and searches the materials file LINGO explains the

Drortram to the user, stores RIQS commands, and allows for the flex-

ability of the pr. omram.

The user 'wets on line in CAI and asks for the pro-ram called,

"Tearninm Disabilities Vnterials Pile" . M* then nrkn she user

43 BEn coil Awl/1w

throe questions; What rue level of mate-rials do 'iou want? Whit ab-ility of materials do rou wait? What nub je, t r.ror m&te.rials doyou want? The LIMO pror-ram then recoOes the zms...rs, Oillito the

material descrintions are r!odpcil and t en stores them. The LIMO

program has 71IQ-4 search -:ommanes on a file, 'lie rorfrr.m trcn jumpsfrrr, 'hc iri f.. rc ; n. .

7/1"..; commands ith it. The search then performed by theRI"S protrram an(' the answers to the three ruestir)ns are. -ut intothe file of RI "S commands at prover places to allow the searchto retrie'ie the ;nte-inls which are desired by the uoer.

I hr d mentioned tha-r; LIMO allows an amount of flexibilityto the prorram.. This is achieved through a LINGO corimaxid ca.led"Tri7SAURUS", This command contains lisl.s and lists of synonyms.

The therlaurus alloys t: e us- r to ty)o-in V. r:',"' "x ^,'1:::-TT'117,1, PE "7'"777, tr. VIS-AL 2T:',F.P-ir"' an 4.I,e proirrnio vill inter- -prey all thrso as :11 nine, visual oercrni.inn :'nd it 111. nr:hfor the ability' of visual perceptiun. This not only savoE tine,ut 13 also con. eni,.rit. -for t!.e

There is ow. pth-r o-4.ion to t!,is ..roirrPri. If the uscr under-r!t-nds the Irtn1 I Fin- to ;:nice zt vr h or hisn n he 'an Sr / 7 I "7'1,7.7" r! t.1:( first ru-;:tion.

In con': 11z:71 t I 72 tr P

!.0121,1 make t. tl file e

Ar. it i P11 t1;,-, h.s 1r) 4 ..c rOpPr

:nni!nt- r' t',-in.- a fe.e, / 4.

I. D. Mat' "in 1n V.P 11 sr\ r it; : : ;k ;$1... t r ion:;""!.. flr'"/Mlit" of ti 0 I rorry.-:qt ,If Lnr...ors

a wit -le rf.ne-e of A4*t.e thrcr. ;k d

the materials lict .rf.nt-d oto, fr).

44 BEST CIWI. AVAILABLE

I believe tht,t t e prohlen of :.pee0 and r-!ourr.f.y hen

overcEne b7 this prr'rernm. Speed is achieved in the sim!)li

speed of the prommi end the .omputrr. '7 nt lizAre

trk'n to seprh throuph 1h.1 file and In .hfl nvce::2:;. -rust; r rnr-

encinm. Accurcc7 an0 peroision as achieved b- tkrit t;:e

materiel des'ri tionsere carried out in preater detnil thin the

description of i A card catPlor. I bolieve that theEe tc noipts

attest to t,.e vnlue that this computer nromra.1 could have for the

masters students and ot'f-rs usinm the clinic facility.

Wilson

aftaftAANOLE

45

C.A.I. Phonics for Teachers Program

During the course of this project an additional program was de-veloped which helps classroom teachers review the fundamentals ofphonics.

This program was originally written in the LINGO language, whichwould have restricted its use to a small number of universities. Itwas later translated into the TU'rOR language, which made it availableto users of the University of Illinois' PLATO network (including theChicago campUs of that university, Northwestern, Purdue and IndianaUniversity).

A sample of the interaction with that program is included below.

WHAT'S YOUR NOWJIM

OKWHAT'S YOUR BACKGROUND ?1...EXPERIENCED TEACHER2...PROSPECTIVE TEACHER3...MEITHER7 1OKYOU MAY ALWAYS ANSWER BY TYPING WORDS INSTEAD OF NUMBERS.THIS IS YOUR CHANCE TO BRUSH UP ON PHONICS BEFORE THETHIRD GRADERS FIND OUT.WHAT IS THE STUDY OF HUMPH SPEECH SOUNDS CALLED ?? PHONICSNO

IT IS THE ANALYSIS OF ALL SOUNDS.MOWHAT 13 THE STUDY OF HUMAN SPEECH SOUNDS CALLED T? PHONETICSOKTHE STUDY OF THE SPEECH SOUNDS IN THE SPOKEN LANGUAGEOF THE ZUNI INDIANS IS CALLED? PHONETICSOKTHE APPLICATION OF PHONETICS TO THE TEACHINGOF READING IS CALLED? PHONIC :''OK

IS "PHONICS" THE STUDY OF SOUNDS IN(I) ORAL LANGUAGE, OR (2) WRITTEN LANGUAGE ' (WHICH ONE?)? 1

MOPHONICS DEALS WITH WRITTEN LAM Y (READING) .

46

WI COPT AVAILABLE

IS "PHONICS" THE STUDY OF SOUNDS IN(1) ORAL LANGUAGE, OP (2) WRITTEN LANGUAGE ? (WH/CH ONE?)7 2OKPROFESSOR HIGGINS, IN "MY FAIR LADY" STUDIED EITHERPHONETICS OR PHONICS - WHICH ONE WAS IT ?? PHONETICSOKTHE LETTERS OF THE ALPHABET ARE WRITTEN SYMBOLSOF SPEECH SOUNDS. A WRITTEN SYMBOL OF A SPEECH SOUNDIS CALLED A(PHONEME. MORPOIEME. GRAPHEME. SYNTAX OR DIPHTHONG)? PHONEMENO"GRAPH" MEANS "WRITTEN".YOU ARE WRONG.7 GRAPHEMEOKTHE BLACK SQUIGGLY MARKS ON PAPER ARE LETTERS.LETTERS ARE NOT SOUNDS. WHEN LETTERS ORCONBINATIONS OF LETTERS ARE WRITTEN TO REPRESENTSPCKEN SOUNDS. THEY ARE CALLED "GRAPHEMES".A "GRAPHEME' IS ...1) A SPOKEN SOUND. OR 2) A WRITTEN LETTER REPRESENTING SOUND? 23KTHERE ARE TWO KINDS OF SPEECH SOUNDS.VOWELS AND commotiTs.WHICH ONE IS DESCRIBED AS "PRODUCED BY THERESONANCE CHAMBER AND FORMED BY AM UNOBSTRUCTEDSTREAM OF AIR IN THE ORAL CAVITY' ?

47

EvDluetion

This section discusses the evaluation of the various phases of theprogram.

The first section deals with the evaluation of the diagnosis and clini-cal-teaching simulations; the second section deals with the evaluation of thecourse; and the third section deals with several related computer projectsresulting from this project.

Evaluation of the Djaanosis Simulations

One aim of the Learning Disabilities Department at Northwestern is totrain perspective learning disabilities specialists to diagnose childrensuspected of having learning problems and to plan and implement remediationonce a diagnosis has been made. It was with this goal in mind that both adiagnostic and clinical teaching computer simulation were developed. Withthe implementation of these simulations, it was necessary to develop a toolfor measuring both the general reaction of the class toward this method ofinstruction and the extent to which these simulations are in fact successfulas an aid in teacher training.

Diagnostic rqu !It i

To evaluate the diagnostic simulation in terms of these objectives,two attitude questionnaries were constructed. The first questionnaireshown on the following page measured general reactions to the specific diagnos-tic simulation developed and used at Northwestern. As part of the course,Psychological and Educational Fvaluation of Learning Disabilities. Thequestionnaire was constructed using a Likert type scale. Each student wasasked to place his opinion from strongly agree to strongly disagree on aseven point scale. The questionnaire was given to each student at the end ofthe course.

The questionnaire was given to 68 students. This represents classesheld in four different quarters: September 1971, January 1972, September 1972and January 1973. The questionnaire and results are presented on the followingpages.

The student opinions expressed in questions four and seven show thatthe class felt strongly that the computer simulation was a useful techniquefor training teachers. The major criticism of the simulation was that thediagnostic information provided was not adequate for making recommendationsto parents or teachers and for suggesting specific teaching techniques.This conclusion is based upon relatively low scores found in questions 2band 2c. Further in class discussion some members of the class felt that aclinician depends on seeing and speaking to a child to aid him both in makinga diagnosis and in planning remediation. As a result these students foundit difficult to feel that they were working with a real child when using the"computer child". Yet, 69% of the class viewed the case as a "real" childas shown in question I.

48

OVER-ALL EVALUATIONSIMITIATO DIAGNOSIS

Cheek the answer that most closely rates your opinion on each question.

1 2 3 4

strongly DOagree opinion

5 6 7

stronglydisagree

41111111111!=10 =0=fa1. Throughout the various sessions, I felt as though I were working with

real child and his problems.1 2 3 4 5 6 7

2. The diagnostic information provided was in a form that was adequate for:a. formulating the diegnoos

1 2 3 4 5 6 7

b. making iscommendecions to parents or teachers

1 2 3 4 5 6 7

c. suggesting specific teaching techniques

1 2 3 4 5 6 7

3. The interactions of the members of the diagnostic teams seemed to realisticallysimulate the real group experience of working with a diagnostic staff.

1 2 3 4 5 6 7

4. The simulation approach increased my awareness of various tests and the rolesthey might play in a diagnosis.

1 2 3 4 5 6

5. The computer simulation has aroused my interest in other povsible uses ofthe computer in the field of learning disabilities.

1 2 3 4 5 6 76. I think it would be helpful to work through another diagnostic simulation.

1 2 3 4 5 6 7

7. Overall, the computer simulation or the diagnostic process is usefultechnique for teacher training.

1 2 3 4 5 6 7

8. I have had some experience in a diagnostic clinic.

Yes No

9. Further comments, suggestions, criticises, etc. (use bock of page, if desired).

49

Quest ion(rating o)

TAPLE I

RESULTS (F OVERALL EVAIUMION

Agree

(f SIMU1ATED

No ( pinion

,41

DIACNCSIS

!)it.dgrue

Strongly(1)

Somewhat Total(2-5

Stronglyj71

somewhat(.)-(,)

Iota!

I

2a

2b

2c

3

4

.)5

6

7

20.6%

17.61

10.3%

10.3%

25.0/

44.1%

39.7%

58.8/

58.8%

48.5%

70. t4

63.3/

56.4%

48.5.:'

50.(,..

48..-"f

50.W

55.3;

69.11

1-41.2%

73.5%

67.61

73.5%

94.1%

77.9%

87.1

94.1/

1.5.;

2.9::

.....

I.'%

10.31

2 . ' l',.'

13.2'.'

I .51

I.',%

".1.9q*

1.Y1:

I.

4.4%

J.9.7

---- .. -

1. .., .,te

- --

'26.0%

7.41.

/.41,

35.0%

I5.2:.

!,.0','.

8.tr

7.4%

7.4/

29.4Z

5.0%

8.9%

36.5%

16.1%

3.0%

8.8%

0.9%

4.4%

50

On the average the group of students with no diagnostic experiencereacted more positively to using the computer simulation and in general hadmore "no opinion" responses than did those with diagnostic experience. Ihe

greatest difference in opinions between these two groups occurred on questions

2c and 6. The difference found on question 2c, suggests that the inexperienceddiagnostician depends more on objective information, such as test scores,when developing a remedial plan than does the experienced diagnostician.The results of question six suggest that the simulation approach in generalis particularly beneficial to the inexperienced group.

The second questionnaire shown on the following page, was designedto measure the extent to which the simulation was an effective methodinstruction, as well as to measure the extent to which the class couldforesee the advantages of using the computer as an aid to learning. This

scale was constructed in a manner similar to that used in the computer courseattitide questionnaire discussed in the next section. In this questionnairethe student- was required to choose between one of two statements. These

statements were not always polar (as was used in the computer questionnaire)advocating opposite opinions, but rather often dealt with the samc contentbut with a slightly different emphasis. We found that this format was notquite as successful a format as that used in the computer course questionnairefor it was difficult for the student to anchor his opinion (as measured bythe reliability coefficient obtained on the scale) and therefore moredifficult to interpret the results.

The questionnaire was administered twice to all the students enrolled

in the Psychological and Educational Evaluation of Learning Disabilitiescourse. 't was first administered before introducing the diagnostic simu-

lation to measure both the students understanding of the diagnostic processand their attitudes toward using the computer as an aid to teacher training.The same questionnaire was again givento the same group of students after

they had had the opportunity to use the diagnostic simulation. By observing

the attitudes expressed in both these pre and post-tests, it was possible

to assess the extent to which attitudes changed.

Various statistical procedures were used to insure that the scale

was mAaningful and that it was a reliable instrument for measuring attitudes.

The MLI program was used to check the internal consistency reliability of

the scale. A HOYT R = .5299 was computed by this program. This is slightly

low but by using the reciprocal averages techniques a reliability figure of

.7567 was achieved. The new weightings calculated by this reciprocal averages

technique should be used in all subsequent administration of this scale.

To analyze the change of attitudes as reflected by the entire in-strument a total score was computed for each student on both the pre and

post-tests. We were able to compute these totals by weighting the alterna-

tives of each question. The most desirable response or "ideal response"

was always weighted five and the least desirable response was given a weight

of one.

51

Student Background information (CHECK ONE)

Class: Undergraduate Graduate SpecialMajor: L.D. Speech Hearing Impaired Educ.

Psych Other (Specify)

Any Diagnostic Experience? Yes NoHave you been enrolled as a student in the Northwestern Diagnostic Clinic?

Yes NoHave you taken D88 Educational and Psychological Evaluation at N.U.?

Yes NoHave you had any computer experience? None A computer course

Familiar with computers

Each item consists of two alternatives, A and Bechoose by circling one of these indicators:

A - Statement A is entirely preferredexpression of my opinion

a - Statement A is somewhat preferred

? - cannot chwse between A and 3

b - Statement B is somewhat preferr-i

A - Statement B is entirely preferredexpression of my opinion

between which you are asked to

to Statement B as an

over Statement B

to Statement A

to Statement A as an

A a b q I. A. it is possible to create a "computer child" withlearning problems similar to those of the childrenwho are seen in our diagnostic clinic.

B. A "computer child" can never had'the same type oflearning problem as a real child.

A a ? b B 2. A. Diagnosing a "computer child" is a good techni,,que forteaching perspective I.d. specialists about thediagnostic process.

B. Classroom lecture and discussion is the best techniquefor teaching perspective' I.d. specialists about thediagnostic process.

Weights54321

54411

A a ? b 3. A. I can think of several ways in which the computer can be 54321used to aid in the field of I.d.

The only kind of computer application in the field of1.d. is the use of the computer as a technique inteaching diagnostic procedures.

A a : b .4 4. A. it is possible to present a greater variety of learning 5432 1problems with a computer simulation approach than anI.d. student would be likely to experience in a cliniccourse.

3. The computer method could never give as great a varietyof cases as one would experience in.a clinic course.

52

A a ? b .4 5.. A. unly standardized tests should be used when diagnosinga child suspected of having a learning problem

B. One can adequately make a diagnosis by using the casehistory and various other reports and informal tests.

11511

A a ? b 1i 6. A. An interdisciplinary team approach to diagnosis is that 54533individual opinions and experience are merged into agroup diagnosis.

B. A highly verbal and strongly opinionated member of aninterdisciplinary team is likely to influence thedirection of a group diagnosis.

A a ? b R 7. A. Time is a scarce resource that must be considered inplanning a diagnostic procedure.

B. Time should not be considered when making an adequatediagnosis of a learning problem.

A a ? b B 8. A. A diagnosis which results from interpretation of testresults should also lead to recommendations for aremedial plan.

B. The diagnostic process is separate from the remedialanalysis.

54321

54321

53

Statistical Analysis

NULL HYPOTHESIS The students enrolled in the course titled, Psychologicaland Educational Evaluation in Learning Disabilities exhibitno change in attitude regarding the use of the computer inteacher training and the understanding of the diagnosticprocess involved in studying a child suspected of havinga learning disability after completing the diagnosticcomputer simulations used as tools for instruction in thiscourse.

STATISTICAL TEST

A correlated T-Test was employed.

SIGNIFICANCE LEVEL

A .05 level was chosen as the probability level at which the nullhypothesis was to be rejected. The analysis was performed on 19 cases,although there were more students who used the diagnostic simulations.We were not able to obtain complete date on the other students.

RESULTS

We used the Statistical Package for the Social Sciences (SPSS)T-Test subprogram to analyze the data collected. From this program, wefound a significant change in attitude in the positive direction (or directionof "ideal response") at the .006 level. This means that generally aftercompleting the diagnostic computer simulations that the class felt moreconvinced that a computer simulatirn and the computer in general have aplace in teaching perspective learning disability specialists than beforecompleting the simulation and further the questionnaire indicated thatthrough the use of the diagnostic computer simulation that they were ableto learn about the diagnostic process.

2-Tail 2-TailVariable # of Cases Mean SD SE CORR Prob Value DF ProbPre 19 30.31 3.53 .809

.847 .000 -3.15 18 .006Post 19 31.68 2.75 .631

By using the MLI and cross-tabulation option of SPSS, we were furtherable to study each question of the scale individually and assess the attitudechanges as reflected by each question as well as by the instrument as awhole. From this analysis, we found that questions two and four were themost reliable both had a relability figure of above .60. As measured by theFishers Exact Test, there was no significant change in attitude at the .05level on any individual question. In the tables below, we have presented intabular form by question, the percentages of positive and negative responses.We have defined positive attitudes to be thf.se which are in the direction ofthe "ideal response" while negative attitudes are responses in the oppositedirection of the "ideal response". in some questions of this a no opinion

54

response was considered a positive aftitude while in others a negative attitude.The appropriate classification for each question will be indicated in thediscussion below. We further subdivided the positive attitudes into thosewho entirely agreed with the "ideal response" and those who somewhat agreed.We have presented two tables below. the first depicts the opinions of theentire class, and the second compares those who have had diagnostic experienceto those who have not. looking at the composite table, Table I, one notesa general shift in the positive direction from pre to post test in allquestions but number three where there was no change in the proportion ofpositive and negative opinions. Interpretating the runs of the SUSS computer

programs (Table C) both the group with diagnostic experience and the groupwithout diagnostic experience, showed an increase in positive attitudes.Lly using the Mann Whitney U Statistic we noted that that was a significantdifference in attitudes between those two groups on both the pre test(.02 level) and post test (.002 level', generally the group with diagnosticexperience, thus, expressed more positive attitudes.

Looking at each question in terms of its"ideal response" we find:

QUESTION 1

"Ideal Response"It is possible to create a "computer child" with learning problemssimilar to those of the children who are seen in our diagnostic clinic.

We have developed a number of different diagnostic simulation caseswhich can be used as teaching tools. For instance, Harvey (the case wefirst developed) simulates a child who has an auditory problem. During thequarter, the members of the class had the opportunity to work through both

of these cases. We hoped that by using more than one simulation, the classmembers would see the possibility of creating computer simulations studyingchildren with a wide range of learning problems, problems similar to thoseof children who are seen in a clinic. We found that 94.8% of the classfelt that the computer child can be created with problems comparable tothose of the children seen in our clinic.

QUESTION 2"Ideal Response"

Diagnosing a "computer child" is a good technique for teachingperspective learning disabilities specialists about the diagnosticprocess.

Although effective learning is accomplished through classroom lecturesand discussions, they do have their limitations, for the members of the class

come to the course with varying backgrounds and therefore have varying edu-

cational needs. Recause of these differences, i4 is difficult to find theappropriate level of instruction for one always runs the danger of boring

some students and losing others. A diagnostic computer simulation is an

aid in solving his problem. It offers the more experienced student anopportunity to practice his skills on a great variety of cases that he might

not study even in - clinical course and offers the less experienced student

the opportunity to learn from those with more experience without impeding

class progress. his gives the inexperienced diagnostician, the opportunityto ask more questions than he might otherwise not ask during classroom

lectures.

9

TABLE

I

RESULTS OF "POLAR QUESTIONNAIRE"

MEASURING ATTITUDES TOWARD THE USE OF

A 'COMPUTER DIAGNOSTIC SIMULATION IN

THE STUDYING OF THE DIAGNOSTIC PROCESS

PRE-TEST

POST-TEST

Change

Question

Positive

Negative

Positive

Negative

In

Entirely

Prefer

Somewhat

Prefer

Total

Positive

Total

Negative

Entirely

rrefer

Somewhat

Prefer

Total

Positive

Total

Negative

Positive

Attitude

142.1

36.8

78.9

21.8

47.4

47.4

94.8

5.3

15.9

257.9

31.5

89.4

10.6

42.2

52.6

94.8

5.3

15.4

347.4

42.1

89.5

10.5

52.7

36.8

89.5

10.5

-

447.4

26.3

73.7

26.4

26.3

52.6

78.9

21.1

5.2

547.4

36.8

84.2

15.8

47.4

42.1

89.5

10.5

5.3

621.1

36.8

57.9

42.1

42.1

42.1

84.2

15.8

26.3

731.5

47.3

78.9

21.1

42.1

47.4

89.5

10.5

10.6

878.9

15.8

94.7

5.3

94.7

5.3

100

-5.3

TABLE 2

RESULTS:

DIAGNOSTIC VS. NO DIAGNOSTIC EXPERIENCE ON POLAR QUESTIONNAIRE

PRE-TEST

POST-TEST

1 IChange

Question

Positive

Negative

Positive

Negative

in

Entirely

Somewhat

Total

Total

Entirely

Somewhat

Total

Total

Positive

Prefer

prefer

Positive

Negative

Prefer

Prefer

Positive

Negative

Attitude

1

Diag

53.8

30.8

84.6

15.4

53.8

46.2

100

-15.4

No Diag

I16.7

50.0

66.7

32.4

33.3

50.0

83.3

16.7

16.6

Diag

2No Diag

79.9

16.7

23.1

50.0

100

56.7

.

32.3

53.8

16.7

38.5

83.3

92.3

100

7.7

-7.7

43.3

3Diag

61.5

38.5

100

-69.2

23.1

92.3

7.7

-7.7

No Diag

16.7

50.0

66.7

33.3

%16.6

66.7

83.3

16.7

16.6

Diag

4No Diag

53.8

33.3

30.8

16.7

84.6

50.0

15.4

50.9

38.5

53.8

50.0

92.3

50.0

7.7

50.0

7.7

-

Diag

5No Diag

53.8

33.3

23.1

66.7

76.9

100

23.1

46.2

50.0

38.5

50.0

84.7

100

15.3

7.8

6Diag

23.1

38.5

61.6

38.4

46.2

46.2

92.4

1.7

30.8

No Diag

16.7

33.3

50.0

50.0

33.3

33.4

66.7

33.3

16.7

7Diag

46.2

38.5

84.7

15.4

61.5

38.5

100

-15.3

No Diag

-66.7

66.7

33.3

66.7

66.7

33.3

8Diag

76.9

15.4

92.3

7.7

92.3

7.7

100

-7.7

No Diag

83.3

16.7

100

-100

-100

--

57

The results show that 94% of the class felt that diagnosing a computerchild is a good technique.

QUESTION 3"'deal Response"

can think of several ways in which the computer can be used to aidin the field of Learning Disabilities.

Although the purpose of the diagnostic simulation was not to teach theclass about computer applications, we hoped that even with this limited exposure,the class members might see the possibilities of using the computer in otherways.

Generally there was a slight shift from a somewhat positive to anentirely positive opinion, although there remained a 10.5% negative opinionfrom pre to post test.

QUESTION 4"Ideal Response"

It is possible to present a greater variety of learning problems witha computer simulation approach than a learning disabilities studentwould be likely to experience in a clinic course.

Although effective learning is accomplished by real life clinicalexperiences, they too have their limitations. They are expensive in terms ofclinic space, student time and supervisory personnel. If students make errors,they may be costly for the children involved, if the student is closely super-vised to prevent such errors, he does not have an opportunity to learn throughhis mistakes.

Further within a one quarter clinical course, the student is apt tosee only certain types of cases, many of whom might have similar learning pro-blems. using a computer simulation, the student can study a greater varietyof cases and in less real time than one would spend in the clinic for with thesimulation, one need not wait for a child to complete a test. He need onlyrequest the test and the score is immediately available. There was only aslight shift to the positive direction, a 5.2% change.

QUESTION 5"Ideal Pesponse"

Standardized tests, case history information and various otherreports should be used to develop an adequate diagnosis of achild suspected in a Learning Disabilities.

Children with learning disabilities are a hetergeneous group. Ihewide range of both degree and type of learning disability requires a diversityof diagnostic techniques. We would hope that by performing the diagnosticsimulations that class members would find that it is necessary to have both

58

standardized test information and some informal information. We would expect

the class to express a "I cannot choose between the two alternatives" on this

question. There was a 89.5% positive opinion expressed in answer to thisquestion. This means that 10.5% of the class expressed an opinion which was

at one extreme or the other. It is interesting to note that negative opinionswere expressed by the group with diagnostic experience. One can hypothesize

that this resulted because of the biases that might develop with experience.

QUESTION 6"Ideal Response"

An interdisciplinary team approach to diagnosis is that individualopinions and experience are merged into a group diagnosis.

One of the goals of the diagnostic simulation was to show the members ofthe class that both experienced and inexpe-ienced diagnosticians with varyingstrengths and backgrounds, can work together and develop a group decision.We expected on the pretest that those without diagnostic experience might expect

that a highly opinionated and verbal member of a group might unfairly influence

the direction of the group. From the table, one can see that this is exactly

the results we obtained. We found that 50% of those without experience didindeed express negative attitudes on this question of the pretest. After thediagnostic simulation experience, however, 66.7% of this group (those without

diagnostic experience) expressed the opinion that a group decision can be

obtained by an interdisciplinary approach; while 89.51 of the entire class felt

positively.

QUESTION 7"Ideal Pesponse"

Time is a scarce resource that must be considered in planning a diag-

nostic procedPre. In the diagnostic simulation cases, the staff sees

the child for one day, three hours during the morning and 2 hours during

the afternoon.

The diagnostic simulation was designed so that only three hours of

information during the morning session and two hours of information during the

afternoon session are released, even if a team overestimates the amount of time

required to administer the tests that it requests. It is for this reason that

the staff must schedule its time carefully so that it may receive all the

information it needs for preparing a diagnosis. The class generally felt that

time was a scarce commodity. Only 10.5% still had negative opinions on thisquestion after completing the diagnostic simulation cases.

QUESTION 8"Ideal Response"

A diagnosis which results from the interpretation of test results

should also lead to recommendations for a remedial plan.

As part of the simulation, each student was required to make decisionsregarding the teaching strategies that he would use in a remedial program for

59

the child under study. Each student had to choose from some 60 possible tech-niques those which could appropriately be used for the child and indicate whythey should be used. Ihe entire class realized the importance of using thediagnostic information as an aid for developing a remedial plan. he biggestshift from pre to post test can be seen in the entirely preferred !deal responsecolumn.

Two versions of the computer simulation have been developed. One versionis run as a batch job, which requires a days turn around time and therefore thestudent does not receive the information that he requests until the followingclass period, and the se^ond version is run using the on-line facility of thecomputer where the student receives the information that he requests immediatelyat the computer terminal. The on-line version is particularly good for thosestudents who enjoy doing the diagnosis individually. We were interested indetermining which of the two versions the class found more helpful and there-fore we asked the following question:

I would prefer using a diagnostic simulation which would give meimmediate feedback. OR I would prefer using a diagnostic simu-lation which would allow for class discussion.

This was not used as part of the attitude scale discussed above but wasa general interest question. The results were as follows:

PRE-TEST l'OST-TEST

Indiv. No (pinion Croup indiv. No "pinion croupComposite 10.5 5.3 84.2 15.8 - 84.2

Diag 7.7 7.7 84.6 15.4 - 84.6No Diag 16.7 - 83.0 16.7 - 83.0

We therefore conclude that most students preferred the batch versionof the simulation, where diagnostic information was not received until, thefollowing class period. From the results we also find that the shift in opinionto the version which gives immediate feedback can be attributed to the groupof students who have had diagnostic experience.

Costs

Computer costs for running the interactive simulations are proving tobe quite inexpensive, making the use of these simulations quite practical.he following costs in running the programs were encountered at r:orthwestern's

vogelback computer Center.

60

Batch Processing

Program CREATE

Program SIMCASE(Decision 1) - 5 Teams

25 Students

Total

$1.05

1.17

Average cost,per student,

$.05

Program SIMCASE 1.00 .04

(Decision 2) - 5 Teams25 Students

Program DIAGNOS 1.00 .04

(Decision 3) - 5 Teams25 Students

Program TEACH(Decision 4) -22 Students

1.61 .07

Shared-Time: Diagnostic Simulation ON-LINE1

Hours of Real Time2 Teams - 7 Students

1.41 .20

61

Interactisot Comouter Simulation

1. Evaluation of the Simulation of a Diagnostic Clinic.

To evaluate the diagnostic simulation, a group of practicingand certified learning disabilities specialips was asked to spenda day going through the various parts of the diagnostic simulationof the diagnosing process to evaluate feasibility, practicality,and realism as a training technique. In addition to the diagnosissimulation, they participated in several other computer-learningdisabilities activities during the day.

. The evaluation session wad held on Saturday, December 11, 1971at the Vogelback Computer Center'of Northwestern University. Theschedule of activities for the evaluation sessions is shown below.

Schedule of Activities for Evaluation Session.

9:30-10:15 a.m.

10:15-10:4!.

10:45-11:30 a.m.

4(, 11:30-12:00 noon

12:00-12:45 p.m.

Orientation: Janet LernerDecision 1. Making diagnostic decisions for simulated

morning clinic session.

Computer Uses in Learning Disabilities:James A. Schuyler

Decision 2. Making diagnostic decisions for simulatedafternoon clinic session.

C.A.I. Time - staring Computer-Assisted-Instruction Program.Using PHONICS for teaohers.

Decision 3. Formulating the diagnosis.

12:45-1:30 p.m. Lunch. Interim evaluation.

1:30-2:15 p.m.

2:13-3:00 p.m.

3:00-3:30 p.m.

Discussion of the diagnostic decisions of the variousteams.Decision 4. Selection of teaching techniques.

ON-UNE inceinctiou computer simulation of diagnosisprocess. Using time-sharing terminal.

Final EvalunLion.

62

Description of the Evaluators

The public schools of Des Plaines, Illinois, agreed to par-ticipate in the evaluation activity. The Des Plaines school dis-trict is a large district located northwest of the city of Chicago.This district was selected becauie it has one of the oldest andbest-established learning disabilities programs in the area. Thnlearning disabilities program serves children from kindergartenthrough high school and learning disabilities teachers indistrict come from a variety of backgrounds and many differenteducational institutions. Six teachers volunteered to act asevaluators. The teachers were randomly divided into two teams.

The following educators participated in the evaluation:

1. Mrs. Estelle Bradley Reading/Learning Disabilities Coordinator

2. Mrs. Rita Deiengonski Ldarning Disabilities Teacher

3. Mr. Harold N. Harrison Learning Disabilities Teacher

4. Mrs. Marian S. O'Neil Learning Disabilities Teacher

5. Miss Janet G. Pigman Learning Disabilities Teacher

6. Mrs. Jo Szcaetiney Learning Disabilities Teacher

The participating evaluators filled out a Volta Survey

summary describes the background of the six evaluators.

Certification Number

Certification in Learning Disabilities 6

State of IllinoisElementary K-9 (Illinois) 4

Eledentary K-12 (Illinois) 2

Supervisory (K-14) 1

Adult Education 1

ExperienceNumber of years in regular education

Rang.: 0 - 25 Average: 8

Number of years in special educationRange: 1 - 16 Average: 6

Graduate EducationRange: From some graduate work to Ph.D.

evadnate wine (Lion receivvd nt 5and univei sities.

form.

candidate.different colleges

The following

Areas of training.The evaluators were asked to specify areas of intensive training.

following areas were indicated.

The

63

Area of Intensive Training

Learning DisabilitiesElementary educationReadingSpeciil educationPsychologyCounselingMotor developmentLanguage and Speech pathologyArithmeticNeurologyEarly ChildhoodSecondary education

Number

6

6442

2

2 -

1

1

1

1

1

In addition,,the evaluators were asked to rank their own areas of interest

and strength from a list of 12 areas. The following selections were made:

Areas of Strength

Number of evaluatorsHighest Ranking. Selecting it

Reading 3Learning Disabilities 1Special Education 1Early Childhood 1

Second Highest Rank

Learning Disabilities 2Special Education 1Arithmetic 1

Elementary Education 1Reading 1

Third Highest Rank

Special Education 1KcaJitv.

1

l'svehology

Carly Childhood1

Neurology1

Secondary Education

i.s

CHART A

64

TEACHER EVALUATIONof Simulated Diagnosis Svssion

We would like to obtain your opinions concerning the Interactive Computer Diagnosis

sessions. Please rate the following questions. We would appreciate any additional

comments and suggestions you might have.

1. How would you judge this method as one technique,

among others, to teach the process of diagnosing

learning disabilities poor

a. for college students in learningdisabilities programs? 1 2

b. for learning disabilities teachers as part

of an "in-service" course.?. . . 1 2

Comments

2. How likely do,you think the type of case

you worked with would be among children

in a typical learning disabilities program?

Comments

veYylikely

1 2

3. How would you judge this technique as a

simulation method for exposing students

to group interactions in professional

staffings?

Comments

poor

1 2

4. Do you think that it would be of value

and interest for other learning disabilities novalue

specialists to spend a day similar to

today's session? 1 2

Comments

3 4 5 6

3 4 5 6

3 4 5 6

3 4 5 6

3 4 5 6

excellent

7

7

veryunlikely

7

excellent

7

vaBble

7

5. Do you think it would bo valuable for,

students to work through another diagnostic value

case on an individual basis, using the

ON-LINE terminal?1 2 3 4 5 h 7

Comments

veryvaluable

6. Do you think that working through a.

case would be a fair examination forycs

students in a Diagnosis course? 1 2

Comments

7. Would you he interested in learning more vvs

about the computer and learning disabilities: 1

Comments

3 4 5 h 7

3 4 5 i, 7

no

no

nverall comments, suggestions, criticisms

use other side, if you wish

65

Evaluation Summary

Several different evaluation approaches were used. 1) An evaluation instru-

ment was designeduWnge Likert-type scale. Each participant completed the form

(See chart A on following page). 2) The decision-making sessions, as well as the

evaluation session, were taped. 3) Detailed notes were taken during the oral

evaluation session. These will be summarized below.

Summary of Teacher Evaluation of Simulated DiagnosisQuestion 1.

How would you judge this method as one technique among others to teach theprocess of diagnosing learning disabilities?a. for college students in learning disabilities programs?b.,- for learning disabilities teachers as part of the "in-service" course?

Rating scale: 1 through 7 (poor-l-through excellent-7).

Ratings of Evaluations Number

Part a.

Part b.

Rating 7Rating 6

Average Rating 6.8

Rating 7Rating 6

Average Rating 6.8

51

5

1

Question 2:How likely do you think the type of case you worked with would be amongchildren in a typical learning disabilities program?

Rating scale: 1 through 7 (very likely-1 through very unlikely-7).

Ratings of Evaluations Number

Rating 1 4Rating 2 1

Rating 3 1

Average rating 1.5

Question 3.How would you judge this technique as a simulation method for exposingstudents to group interactions in professional staffings?

Rating scale: 1 through 7 (poor-1 through excellent-7)

Ratings of Evaluations Number

Rnting 7 2

RaLlog 6 3Rating 5 1

Averapp rntinp 6./

66

Question 4.,Do you think that it would be of value and interest for ouher learningdisabilities specialists to spend a. day similar to today's sessions?

Rating scale: 1 through 7 (no value1 through very valuable-7).

Ratings of Evaluations Number

Rating 7Rating 6

Average rating 6.8

5

1

Question 5.Do you think it would be valuable for students to work through another diagnostic

case on an individual basis, using the ON-LINE terminal?

Rating scale: 1 through 7 (no value-1 through very valuable-7).

Ratings of Evaluations Number

Rating 7Rating 6

Average rating 6.8

5

1

Question 6.Do you think that working through a case would be a fair examination for

students in a Diagnosis course?

Rating scale: 1 through 7 (yes-1 through no-7).

Ratings of Evaluations Number

Rating 1 4

Rating 2 1

Rating 5 1

Average rating 1.8

Question 7.,Would you be interested in learning more about the computer and learning

disabilities?

rating scale: Ithro.40% 7 kye14-1 thcough no7).

Naclolla of Evidullifonn Niskubq.r

gating 1

Average rating 1

67

Eve_luation of the Couue

The specific objectives of the introductory computer course as setdown by the Special Projects Application Proposal made in August, 1972 are:

I. To develop an awareness and appreciation among students ofwhat is happening to computer technology and in this way todevelop an open attitude toward computers and their uses.

2. To develop the ability to clearly analyze problems andreduce them to a form easily handled by the computer.

Therefore with the introduction of this course in January, 1973, it was necessaryto develop a method of evaluating it in terms of these specific objectives. Toevaluate the computerl course in terms of the first objective, an attitudequestionnaire with multi-level responses was constructed. The scale used apolar choice format, where each question aas a choice between two statements,dealing with the same content, but with one that advocated the ao. positionand the other the con. This required the student to locate his attitude on ascale anchored by a statement at each pole. The question is shown on thefollowing page.

The questionnaire was administered twice. It was given to all the stu-dents who were enrolled in the course on the first day of class to measurethe class attitudes before taking the course and the same questionnaire wasagain given on the last day of class to measure class attitudes at the end ofthe course. By studying both the pre and post tests results, we were able toeffectively evaluate attitude change.

Various statistical procedures weer used to insure that the scale wasmeaningful and that it represented a reliable instrument. The ModifiedLanguage Input (MLI) was used to measure the internal consistency reliabilityof the scale. MLI was developed at Northwestern with the assistance of Dr.Phillip Freidman. This program computes a HOYTR as a measure of reliabilityand calculated a .7097 figure as a measure of the internal consistency ofthe questionnaire that was used in this analysis. This figure indicates rea-sonable reliability of an instrument that measure attitudes. Using the re-ciprocal averages technique a reliability of .8463 was computed. The newweightings computed by the reciprocal averages technique, should be used forall future administrations of this attitude scale.

To analyze changes of attitude as measured by the entire instrument,the alternatives of each question were weighted. The most desirable or whatwas considered the "ideal respoose" was weighted 5 and the least desirableresponse was given a weight of I. A total score was then computed for eachstudent for both the pre and post-tests and using these scores a statisticalanalysis was performed to determine whether attitudes had in fact changed.

68. . .

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"" r---,-' -ve? --vv. A cmcustor course Familiar011

f..enr1.:"; or t 0.i:el-nat.:loco, A end D, bet en :thick you are aolted tochooce by cirelins one of these indicators:

A - Ststmeat A 19 entirelywy opinion

A Statement A is somewhat? I crlanot chooses betmen

State ::t B its conetfintS - ntatemert B is cntirely

Tay opinion

preferred to Statement B as an expreset.a of

pr.aferred over StateReot BA and Bpreferred to Statement Apreferred to Statement A as an expression of

Aa?bB 1. A. I =old not be hesitant to use the computer in my research (54321)studies or in my job,

B. I would be hesitant to use the computer in my research studiesea=1" or in my job.

o.. A a ? b 13 2. A. I would feel hesitant in asking a computer consultant forassistance in solving a problem.

ra B. I would not be hesitant in asking a computer consultant forcla assistance in solving a psalm.

Aa?b B 3. A. I do feel that the computer has a good use in the field oflearning disabilities and in related fields.

B. I do not feel that the computer has a good use in the fieldof learning disabilities and in related fields.

(11245)

(54321)

A a ? b 13 4. A. I have same ideas of how the computer can be used by people (54321)in the field of learning disabilities and in related fields.

B. X have no idea of how one would use the computer in the fieldof learning disabilities end in related fields.

A a ? b 3 5. A. I :null prefer to analyze my statistical data using a computer (54321)program.

B. I would prefer to analyze my statistical data using a calculator.

Aatb I 6. A. If I were to use a computer, I would only use one which is (12345)similar to the one found at the Northwestern Computing Center.

B. If I were to use a computer, I would not be concerned with thetype of computer I was using.

BEST COPY AVAILABLE69rte--= 2

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.in.-;..1.:c1 auclottac in (54320

tko ccaputiam zreplicdas roluting to my field ofInLectizt.

B. If ee.:aa, i to/uld be afraid to get involved in assisting in theeolytlortAnt Co! =peer applications relating to ay field of interest.

14. a ? b B it. A. Only '1.,3e itto have a mathematical talent ebould get involved in (12345)taco study of computers.

8. Anybody with an interest in computer uses should get involved instudyteg its technology.

A a ? b 8 9. A. I feel that computer experts are eager to assist those mho are (543711Snexperienoed.

B. I feel that computer experts do not enjoy assisting those whoare inexperienced.

AalbD 10. A. I feel that one oust be a computer specialist to Plan computer (12345)applications in field such as /earning disabilities.D. I feel that someone who merely has a basic smderstanding of the capabilities of the computer can plan computer applicitions in a fieldsuch as learning disabilities.

Aatb1 11. A. I mould be hesitant to enter a department which reqoirkg that I ( 12345).take general computes course.

D. I mould not be hesitast to attar a department *ids required thatI take a general co prate course.Aatbi 12. A. I feel that a almpte error in ay program could cause a computer (12345)fai lure.

D. I feel that no error in my program could cause a computer failure.Aat b B 13. A. I mould consider dropping a course which required as to use the ( 12345)cosoutsc to solve my homemark assign:moats.

D. I mould not consider dropping a course ditch required as to on thecomputer to solve my homemork aseigaments.AatbD 14. A. I mould consider job W.& an wzganisation *Loh sakes extensive (54321)use of the computer as an aid to diagnosis and remediation.

D. I mould not consider a job with an organisation *lob makes extensiveuse of the computer as an aid to &mods and renediation.Let bIS 15. A. I mould consider keyponching my can research data. (54345)

B. I mould never consider keyponohing wy own research data.

70

Statisticl Study

NULL HYPOTHESIS: Ihe students enrolled in the Computer Course exhibit nosignificant change in their attitudes toward computersafter completing the course.

STATISTICAL TEST:Since each student was given both the pre and post test, it is safe to

assume that their scores may be correlated and it is for this reason that acorrelated t test was used for the analysis.

SIGNIFICANCE LEVELA .05 level was chosen as the probability level for rejecting the null

hypothesis. The analysis was performed on 15 cases, although there were morestudents enrolled in the class. We did not have both pre and post test scoreson the other students.

RES 1LTS

Using the Statisitical Package for the Social Sciences (S FOSS) T-testsubprogram developed at Northwestern, it was found that there was a significantchange in attitude in the positive direction or in the direction of "desiredresponse" at the .001 level. We feel from these results therefore that theintroductory computer course did contribute to encouraging an open attitudetoward computers and therefore that we have met the first objective as set downin the Special Projects Application. We do however, realize all the limitationsof such an interpretation. We know that in this kind of design, one grouppre-post test, that there are many factors such as history (events other thanthe class presentation which encouraged changes in attitude) and the effect ofthe instrument itself (the fact that the answers might simply reflect whatthe class felt was expected and not a true expression of opinion) which effectthe internal validity of such an analysis. However, we feel that this was thebest method of objectively studying attitude change that we had available.

2 -Tai I Mean

Variable # of Cases Mean SD SE Corr Prob Diff SO

Fre-Test I5 56.5333 8.331 2.151.570 .027 -8.6 6.998 1.807

cost-Test 15 65.1333 6.198 1.60

2-Tail

T-Value OF Prob

-4.76 14 .001

By using both the output from the MLI program and from the cross tabula-tion option of cI'S, we were able to study each Question of the scale individualliand assess attitude changes not only as measured by the entire inspArment butalso by specific questions. n the table below, we have presented in tabularform the percentages of positive and negative responses on each mestion bothon the pre and post tests. ositive attitudes are defined as th3se in-the direction

TABLE

3

RESULTS OF COMPUTER ATTITUDE QUESTIONNAIRE ADMINISTERED TO THE STUDENTS OF C07

QUESTim

.71RE-TEST

.

POST-TEST

i"ositive

Negative

Positive

Ne.ative

CHANGF

IN

Entirely

Prefer

Somewhat

-refer

Total

Positive

Total

Negative

No 0 in

Entirely

Prefer

Somewhat

prefer

Total

rositive

Total

Negative

. ro 0.

POSITIVE

ATTITUDE

I26.7%

33.3%

60.0%

40.0%

86.7%

13.3%

100%

-40.40%

253.3

20.0

73.3

26.7

53.3

6.7

60.0

40.0

13.3

366.7

13.3

80.0

20.0

80.0

20.0

100

-20.0

413.3

66.7

80.0

20.0

93.3

6.7

100

-20.0

553.3

33.3

86.6

13.4

93.3

6.7

100

-13.4

613.3

40.0

53.3

46.7

13.3

53.3

66.3

33.3

13

733.3

26.7

60.0

40.0

53.3

33.3

86.7

13.3

26.7

840.0

33.3

73,3

26.7

53.3

46.7

100

-26.7

920.0

13.3

33.3

66,7

20.0

33.3

53.3

46.7

20.0

10

6.7

53.3

60.0

40.0

40.0

60.0

100

-40.0

11

60.0

40.0

100

-100

-100

--

12

014,3

14,3

85.7

28.6

21.4

50

50

35.7

13

46.7

40.0

86.7

13.3

86.7

6.7

93.3

6.7

6.6

14

26.7

53.3

80.0

20.0

60.0

33.3

93.3

6.7

13.3

15

25.7

C6.7

93.3

6.7

45.7

53.3

10C

-6.7

72

of the "ideal response" while the negative attitudes are defined as those re-sponses of no opinion or with an opinion in the opposite direction of the"ideal response". It is obvious from looking at the table than. attitudesare primarily in the positive direction even on the pre test. This was ex-pected as the course was not a required one and therefore only those siudentswith essentially a positive attitude toward the study of computer technologywould consider enrolling in it. We further discovered from our analysis thatquestions one and thirteen are the most reliable, each of which had a reliabilityfigure greater than .70. As measured by the Fisher's Exact lest, there wasno individual question where there was a significant change of attitude at the.05 level from pre to post test. it should also be noted that only in questiontwo was there a shift to a less desirable response from pre to post test. This

will be discussed further below.

Looking at each question in terms of the "ideal response" we find:

QUESTION I

"Ideal Pesponse"' would not be hesistant to use the computer in my research studiesor in my job.

'n the past students it department of Learning Disabilities have notextensively used the statistic omputer programs available at Northwesternto analyze their data. Where 1-a data required simple calculations, they per-formed the analysis by hand or on an electronic calculator. often they wouldhire computer consultants to perform analyses which required complex calculationsand they rarely even considered such techniques as factor analysis which arebest performed on the computer. We hoped that after completing the intro-ductory course that we would find that our students would look forward to doingtheir own computer work and that in this way they would be encouraged to usesome of the more complex statistical techniques which are best performed on thecomputer. We found that from pre to post test 40% of the students enrolled inthe computer course changed from a negative position on this question to apositive one and that after the course the entire class felt that they wouldbe willing to use the computer in their research or on the job.

QUESTION 2"Ideal Pesponse"

would not be hesistant in asking a compeer consultant forassistance in solving a problem.

We were hoping flat by asking the students in the class to run theirjobs at Northwestern's Computing Center, that they would become more familiarwith its facilities and with the professional assistance one can obtain there..y looking at the attitude's expressed in this question, where there was a shiftto negative opinions, we can only assume that some of our students had unpleasantexperiences while working their assignments. 'he result on this question seems,however, to contradict those found on question 9 which has a similar under-lying concept, the request for assistance. We can only assume that the termscomputer consultant and computer expert are important to the opinions exprel,ed

73

in these questions. We should note that the computer consultants at thecomputing center are students themselves and that they might not be as willingto help as those who consult in other environments.

QUESTION 3"I deal response"

do feel that the computer has a good use in the field of learningdisabilities and in related fields.

A considerable portion of course was devoted to dicussing the waysin which the computer can be used in other than scientific fields. For in-stance, the students were shown how the computer can be used as a tool indiagnosis or how computer simulations can be used effectively as an aid ininstruction, it would appear from the results that we successfully exposedthe class to various computer applications for the entire class felt positivelywith regard to this question after completing the course.

QUESTION 4"Ideal Response"

' have some ideas of how the computer can be used by peoplein the field of learning disabilities and in related fields.

The comments regarding question three also apply here and the factthat 100% of the class also felt positively on the post test on this questionfurther supports the interpretation we presented above.

QUESTION 5"ideal Response"

would prefer to analyze my statistical data using a computer program.

During the course we not only assigned computer programs which wereto be written by the student himself but we also required that he run somepackage statistical programs such as SISS so that he might see how easy itis to analyze his data by computer. After completing the course we foundthat 100% of the class felt that they preferred using the computer to usinga calculator for statistical analysis. !his further supports our inter-pretation of question I.

QUES710N 6"Ideal Pesponse"

f were to use a computer, ' would not Le concerned with the typeof computer i was using.

We wanted to direct the class discussions to computers in general andnot specifically to the 'DC 6400 that is used by the students at t:orthwestern.

74

We were interested in teaching the students that all computers are easy touse and that similar packages are available on all computers.

Although there was a slight shift in attitude in the positive direction,the shift was not as great as we would have liked. 33.3% of the class stillpreferred using a CDC 6400. We were happy to see, however, that only oneperson actually said that he would only use a CDC 6400.

QUESTION 7"Ideal Response"

If asked I would not be afraid to get involved in assisting in thedevelopment of computer applications relating to my field of interest.

It is important when developing computer application that one haveboth a computer expert and a subject matter expert working on the develop-ment and implementation. It would be ideal if one person had both capabilities,however, most often this is not the case. We hoped that through classdiscussion we would encourage more of our students to get involved inapplication development and implementation. After completing the course,86.9% of the class felt that they would be willing to assist in the develop-ment of computer applications which is a significant change from the opinionsexpressed on the pre test where only 60% expressed positive opinions.

QUESTION 8"Ideal Response"

Anybody with an interest in computer uses should get involved instudying its technology.

We wanted to dispel! the myth that only individuals with a specialtalent for mathematics can be successful in computer studies. We wantedthe class to learn there are various levels at which one can study computertechnology and that one need not possess any real talents to study computertechnology at the basic level. need only have an interest in doing so.We found that entire class expressed the opinion that interest is enough.

QUESTION 9"Ideal Pesponse"

feel that computer experts are eager to assist those who areinexperienced.

The comments made regarding question two apply to this question also.t would appear from the responses to these two questions that on the wholethe class members are still not generally eager to request assistance fromcomputer professionals.

75

QUESTION 10"Ideal Response"

I feel that someone who merely has a basic understanding of thecapabilities of the computer. ..:an plan computer applications in afield such as learning disabilities:

The underlying concept of this question is similar to that found inquestion seven, that subject matter experts should not be afraid in gettinginvolved in developing computer applications and that development does notnecessarily mean that one must have the technical expertise needed forimplementation. There was a great shift in opinion from pre to post teston this question. On the post test, the entire class felt that one need onlyhave a basic understanding to plan computer applications while only 60% ofthe class expressed this opinion on thelore test. It would appear from theresults on question seven and ten that we were successful in encouraging themembers of the class to get involved in computer applications.

QUESTION II"Ideal Response"

I would not be hesistant to enter a department which required thatI take a general computer course.

'n general we assumed that even on the pre test the members of theclass would answer this question in the positive direction. This was indeedthe case with 100% of the class expressing positive opinions on the pre test.It is interesting to note, however, that of this 100% only 60% were entirelycertain that they would enter a department which had a curriculum that re-quired their students to take a general computer course while of the 100%which answered positively on the post test, all 109% were entirely certain.We feel that this indicates that we were successful in developing a coursewhich presented material at the appropriate technological level.

QUESTION 12"Ideal Response"

feel that no error in my program could cause a computer failure.

We were interested in teaching the class about both he interdependenceand the independence of the computer operating system and the computer pro-grams written by the student. Most beginning programmers feel that throughtheir programs that thy can direct the operation of the computer that errorsin their programs can in fact even cause computer failures. The generalinexperience of the class is reflected by the opinions expressed by themon the pre test. More of the class expressed negative opinions on the pre-test on this question than on any other on this attitude questionnaire. iythe end of the quarter we were able to change the opinion of 35.71' of the class.

76

QUESTION 13"Ideal Response"

would not consider dropping a course which required me to usethe computer to solve my homework assignments.

The underlying concept expressed in this question is similar to thatexpressed in question II, that the student should not fear studying the com-puter as part of their academic program. 93.3% of the class felt positivelyon the post test and there was a shift from pre to post test of 40% from prefer

to entirely prefer.

QUESTION 14"Ideal Response"

I would consider a job with an organization which makes extensive useof the computer as an aid to diagnosis and remediaticm.

We feel that with the technological rtIvolution created by the computer,

a Learning Disabilities Specialist, more than ever before is likely to find

himself applying for positions in hospital clinics and other agencies which

make use of the computer. Our department is interested in preparing ourgr.aduates both psychologically and academically, to accept positions, in such

institutions. We found that 93.3% of the class would consider such a positionar.4 that there was a 33.3% shift to the entirely preferred opinion from pre

to post test.

QUESTION 15"Ideal Response"

would consider keypunching my own research data.

We tried to show the class that keypunching was no more difficult

than typing and it appears that we were successful and that the class did not

find keypunching difficult, for they all felt that they would consider key-

punching their own research data.

To further study class opinion, we asked the members to comment on the

open-ended question, "What was your overall reaction to the introductory

computer course?" Here are some of the comments that we received. In gener-

al, the members of the class felt that the course was worthwhile and a

valuable learning experience. 't would appear from the comments that thestudents were particularly interested in programming and computer applications

and less interested in learning about computer hardware.

To evaluate the computer course in terms of the second objectivedevelop the ability to clearly analyze problems and reduce them to a

form easily handled by the computer-) we are including some of the computc:

problems designed by members of tta class and also some of the projects that

they actually completed.

The class was divided into two groups, those who were in+ereE,ted in

learning FORTRAN and those who had personal computer projects they wantod to

77

complete. The class met as a whole two days a week and was divided into thesetwo groups for the remaining class meeting. Those students who chose tolearn FORTRAN were required to complete three FORTRAN programming problemsand to design a problem which they felt could effectively be solved bycomputer, either using FORTRAN or some other computer language. Everyonewas able to complete the assignments"with minimum assistance. The, actualassignments and example solutions as completed by the class members are in-cluded below. Also included below are three of the original problems designedby the members of the class. Ihe problems relate to the fields of learningOisabilities, speech Pathology and Audiology.

78

COURSE EVALUATIONS

I generally feel that the course was a worthwhile one, especiallyconsidering the experimental nature of the course. I do, however, have some

suggestions which might serve to make the course better (at least for someonelike me) if it is taught again.

First of all, I would have liked to do more work with r. Y. and -tasic.

t feel that my knowledge of these areas is far from complete. .erhaps less

time could have been spent talking about the mechanicc:, of the computer system

itself, (something we rarely come into contact with ,ind more time spent in

discussing the capabilities of SFSS and Basic.The same is generally true of FORTRAN, but 1 realize that seldom doe,,

one (even complete) course furnish the perspective programmer with all the

tools of this language.guess what t'm trying to say is that yes, have a gener..11 under-

standing of these three systems but don't feel entirely competent in any.Perhaps this is all '

need, though, for my present work and for my later

research.I enjoyed the informal nature of the class and the class participation.

Also, I enjoyed my contact with the computer (even when it didn't run my

programs the way would have liked) and feel much more confident about my

"analytical" abilities.

Hav: ig known relatively nothing at the beginning of the course, I can

now safely say ' have learned something, in fact must boastfully.say "a

great deal."Now for a consideration of the course itself. Overall the course be-

gan at a great pace. Ithink proper consideration was given to those of us

who knew nothing and I really mean this, it was important that we not be

scared away . . . which we weren't.the lectures and assignments for basic language were good, and the

decision to use the basic first was a good one. "warmed" us up to the

confrontation of SPSS.wish more demonstration of programming would have taken place. That

is, more of a lab atmosphere within the class. Perhaps once a week onesession could be devoted to presenting a problem to be solved by the group

in the language being studied at that time. A few on-line terminals could be

available.I thought the weekly group meetings were excellent. I personally

learned a great deal about FORTRAN and it was becaL(.,e the t( f'MAN lectures

were relevant to programming problems. There was a freedom to make a "fool"

of oneself if a question was a bit elementary.Frankly, the lest third of the course was weake,A. would have pre-

ferred discussing and analyzing problems and their interpretation intolanguage than be exposed to "national digital analogue programs". Hence the

lectures toward +he end faded. Cest la vie! More practice in elas would

have been helpful.

First, improved 200f in my understanding of AR()

happy that ' was given the opportunity to program, , to err. tp tno,,t

79

valuable portion of the course. Further, the workbooks were excellent.My criticisms would include the following:I. The last weeks of the course dealt with subjects that

I hadlittle interest in. This would include discussion oicomputers in the U.S.A.

2. More specific work was needed on the section of SPSS.3. Other tibrary programs, including some introduction to the MD

system should have been included.4. It appeared that the objectives of the course and a clear course

outline had not been clearly formulated at the beginning of the quarter.While ' understand that this is the first year for this course and further,while I am not opposed to courses with flexibility, it seemed that assignmentswere thought up, or altered at the spur of the moment. This was not fair tothe students.

The course was useful in giving us exposure to several languages andin allow.ng us to try out various ideas. Before this course I had not givenmuch serous thought to using the computer in C.D. The two fields seemed asfar apart as possible. However, the course made me see that not only arecomputers relevant in many subfields, but in a few years they will be rele-vant in everything we do. Discussions of other computers, incompatibility,and the. like served to show how widespread computer technology is. I now feelthat a new level of "literacy" is required that of being literate on acomputer.

The course was not relevant to the program if 1;1.you read was thedesription. This is a real drawback. If people only Knew how important thisarea is !!! :'hen I view research being done by +he "unenlightened" I feellike I have travelled back in time. (See last paragraph below)

No fault could possibly be found with course organization. It was verywell organized and taught.

'f somehow we could make this course NECESSARY for all doctoralstudents (at least) it would be a great thing. If some, even devious, waycould be found to make computer "literacy' a requirement, this course wouldget a real boost. It would well become the most -falcon course in the SpeechSchool.

This was the most refreshing course ''ve had in years. Perhaps its thechange of pace from heavy reading, but the organization and .ectures certainlyadded to my enjoyment. Frankly, the content was more than I expected. I

really think that we covered a lot of ground and amazingly, were ablelobecome relatively proficient in several techniques. I really feel very com-fortable about using the computer now. Yes, Connie, the flow charts shouldprecede the programming.

I think this was worthwhile experience and I tend to be a skeptic . . .

All in all it was a good experiment.This course really shouldn't have been Compu.,-Ir Applit.:ations in Com Dis

but just programming 1.

felt that the course was well orgeni...ed and well taus' . I would haveliked to have gone into BASIC in a little more detail. I felt that someonewas always willing to help me with a problem on my project or to

80

sources of information for further interest on a topic. I felt that I learnedquite a bit in the course, although I thought that having a background inFORTRAN made certain aspects of the course boring. I was glad of the addi-tional exposure to computers and programs as it made me less frightened ofthem. On the whole, t thought the course was very good.

' feel the course offered a variety of bits and pieces from severalareas related to computes. That is, we learned some programming, someinformation about the computer system and something about how computers canbe of praqtical use.

Personally, I hadn't expected much programming to be taught and wouldhave preferred a greater emphasis on CAI and computer applications. However,

4, the way the class was handled left a great opportunity for the student toenlarge upon the area he was interested in - which is good - and with such avariety of interests and backgrounds, necessary!!

This was a valuable learning experience,. In terms of the out of

the course, ' would have liked to'have covered some other languages in theformal class setting. I felt that I really learned a lot from the course.When entered the class ! knew nothing about computers or computer programming.Now i feel I have a basic understanding of how I could utilize a computerservice in research. In terms of instructional techniques, I felt that thesection of how a computer operates could have been explained in a clearermanner. I really enjoyed this course.

The class seemed to be at first disorganized, at first - why was towhat, when, how --- after some initial trial and errors things though pickedup - considerably. I would have liked to see more demonstrations, use ofaudio visual materials to explain content, i.e. slides, overhead, etc.

t liked the idea of individualization, and individual projects. I

would have liked to have had more time for individual needs in solvingproblems, lab sessions.

The instructors were positive and enthusiastic in their approach andthey knew what they were talking about - especially Jim, I liked having

special speakers on various topics.t was/am a little vague on evaluation (grades).i learned a lot. I knew nothing when 1 came to the class about computers.

he class was beneficial to future research.

think the course was very interesting, and useful. I particularly

appreciated the fact that it involved both an introduction to programming in

more than one language as well as general background regarding computer soft-

ware and hardware.I considered the instruction to be very adequate. And I felt that

benefited greatly. The course did very definitely accomplish he goal of

introducing the wide variety of opportunities for computer applications.

Itook the course for the purpose of doing some kind of project on my

own. I learned three new languages, I began to feel comfortable with on-line

processing and I did a project which t believed was valuable. ' learned much

from doing my project and enjoyed doing it.

81

My expectation of this course was that I would learn different ways of applyingthe computer to Com Dis. and that I would try some unique application myself.My expectations were met.

That's how the course applied to me. Trying to be objective,i think'

that there was enough programming, there was a wide variety of options whichcompliment the wide variety of backgrounds of the class.

found the course. to be challenging, as I had previously had nocomputer experience. I em leaving the course with a knowledge of where tolook in order toapply computer to problems.

I found the workbooks to be quitehelpful in explaining procedures. I feel more confident in programming,although in the'case of FORTRAN I find that I rely heavily on referencing,in the workbook each step along the development of the program. I would havebeen interested in doing more work with SPSS than what was talked about duringclass time.

feel now both a need and desire to study computer applications further.

Excellent course - t feel the varied interests and computer experienceof the class members was handled well by interest groups. I would have likedhaving a little more experience with SPSS as well as FORTRAN, and perhapsuse of BASIC by interest only. Project reports were helpful.

Programming experience was valuable.Generally I feel I learned quite a hit, and do not dread using the

computer for my dissertation as! had prior to the course.

My only complaint was with the few lectures on the computer availa-bilities, thought-they might have been condensed into fewer lectures allowingmore class sessions for lab.

One other suggestion is to have computer terminals available on Saturday,and evenings for those of us with scheduling problems.

believe that you should state that some knowledge of statistics wouldbe helpful. I also believe some suggested readings should have been offered.No matter what my letter of evaluation of work done in this course, I knowthe I have learned a great deal - most important to me is on improvementin my ability to think +hrough a problem step by step.

' received more than my share of assistance from everyone. I enjoyedputting myself through the wringer of hard work.

' enjoyed getting the programming information of BASIC, FORTRAN, Tutor,as well as SPSS and the on-line experience. I feel the handouts on the pro-gramming methods were good.

I feel the major question is how important to us was the last few weeksof class. in doing a project in Tutor ' missed the experience with theFORTRAN labs. ' feel ! would have liked to have gotten both. The informationcovered in the last few veeks ' don't find too helpful.

I would have liked more in-depth sludy in FCPTPAN or iACIC or C enddone more programming for experience.

82

Supplementary Information (appendices)

CONTENTS page

Chart 1. Diagnostic Information Available AlDecision 1 Form A5Sample Output--Decision 1. A6Decision 2 form A8Sample output--Decision 2. A9Decision 3 Form A10Sample Output -- Decision 3. Al2Decision 4 Form A17Sample Output--Decision 4. A20

Programs

Version 1 Program (Batch) A22CREATE program (Batch) Version 2 A25SIMCASE program (Batch) Version 2 A27DIAGNOS program (Batch) A33TEACH program Batch) A35Simulated cases for Diagnosis A43Time-shared Interactive Diagnosis (on-line) A63

WORKBOOK for BASIC programming

Al

DIAGNOSTIC INFORMATION AVAILABLE Sally Simcase

1. Wechsler Intelligence Scale for Children.(entire.test) 60 minutes

2. WISC Information3. WISC Similarities4. WISC Comprehensidn5. WISC Arithmetic6. WISC Vocabularly7. WISC Digit Span8. WISC Picture Completion9. WISC Picture Arrnagment10. WISC Block Design11. WISC Object Assembly12. WISC Coding13. WISC Mazes

14. Stanford-Binet Intelligence Scale 60 minutes

15. Illinois Test of Psycholinguistic Abilities (entire test). . . 90 minutes

16. ITPA Auditory Reception17. ITPA Visual Reception18. ITPA Visual Association19. ITPA Verbal Expression20. ITPA Manual Expression21. ITPA Grmmatic Closure22. ITPA Visual Closure23. ITPA Auditory Sequential Memory24. ITPA Visual Sequential Memory25. ITPA Auditory Closure26. ITPA Sound Blending27. ITPA Auditory Association

28. Detroit Tests of Learning Aptitude.(entire.test) . ....

29. DTLA Pictorial Absurdities30. DTLA Verbal Absurdities31. DTLA Pictorial Opposites32. DTLA Verbal Opposites33. DTLA Motor Speed34. DTLA Auditory Attention Span for Unrelated Words

35. DTLA Oral Commissions36. DTLA Visual Attention Span for Objects

37. DTLA Orientation38. DTLA Free Association39. DTLA Designs40. DTLA Auditory Attention Span for Related Syllables

41. DTLA Number Ability42. DTLA Social Adjustment43. DTLA Visual Attention Span for Letters

44. DTLA Disarranged Pictures45. DTLA Oral Directions46. DTLA likenesses and Differences

. . . 144 minutes

2 A2

47. Frostig Developmental Test of Visual Perception (entire test). . .25 minutes48. Frostig Eye-motor Coordination49. Frostig Figure-ground Perception50. Frostig Form Constancy51. ,Frostig Position in Space52. Frostig Spatial Relationships

53. Beery-Butenica Developmental Test of Visual-Motor Integration . .20 minutes

54. Goodenough-Harris Draw-A-Man Test

55. Heath Railwalking Test

56.Purdue Perceptual Motor Survey Test. . (entire test)57. Purdue Walking Board58. Purdue Jumping59. Purdue Identification of Body Parts60. Purdue Obstacle Course61. Purdue Kraus-Weber62. Purdue Angels-in=the-snow63. Purdue Chalkboard64. Purdue Rhythmic Writing65. Purdue Ocular Pursuits66. Purdue Visual Achievement67. Purdue Imitation of Movement

10 minutes

. . 15 minutes

68. Picture Store Language TestPSLT Productivity--Total WordsPSLT Productivity - Words per SentencePSLT Productivity - Total SentencesPSLT Syntax QuotientPSLT Abstract-Concrete Scale

74. Peabody Picture Vocabulary Test

75. Templin-Darley T'st of Articulation

76.Wide-Ringe Achievement Tests (entire test)77. WRAT Spelling78. WRAT Arithmetic79. WRAT Reading

55 minutes

20 minutes

15 minutes

15 minutes

30 minutes

80. Vfnelmnd Social Maturity Scale 5 minutes

81. Gates-Russell Spelling Diagnostic Tests (entire test) 60 minutes82. Gates-Russell: Spelling Words Orally83. Gates-Russell: Word pronunciation84. Gates-Russell: Giving Letter for Letter Sound85. Gates-Russell: Spelling one-syllable86. Gates-Russell: Spelling two-syllable87. Gates-Russell: Word Reversals88. Cates-Russell: Spelling Attack89. Gates-Russell: Auditory Discrimination90. ''rtes- Russell: Visual-Auditory-Kinesthetic

92. Gates-McKillop93. Gates-McKillop94. Gates-McKillop95. Gates-McKillop96. Gates-McKillop97. Gates-McKillop98. Gates-McKillop99. Gates-McKillop

100. Gates-McKillop101; Gates-McKillop102. Gates-McKillop

3 A3

Reading Diagnostic Tests. . .(entire.test). . . . 55 minutesOral ReadingWords - Flashed PresentationWords - Untimed PresentationPhrases - Flashed PresentationKnowledge of Word PartsLetter SoundsLetter NamesRecognizing Visual Form of Sounds

Audiotry BlendingSupplementary Tests

103. Lincoln Oseretsky Tests 15 minutes

104. Gates-MacGinitie Reading Tests (entire test) . 40 minutes105. Gates-MacGinitie - Vocabulary106. Gates-MacGinitie - Comprehension

107. Metropolitan Achievement Tests (entire test) 45 minutes108. MAT Word Knowledge110. MAT Reading111. MAT Arithmetic Concepts and Skills

112. Metropolitan Elementaryb Arithmetic Tests (entire test) 30 minutes.113. MEAT Arithmetic Computation114. MEAT Problem Solving and Arithmetic Concepts

115. Gilmore Oral Reading Test 10 minutes.

116. Durrell Analysis of Re.tding Difficulty (entire test) 65 minutes117. Durrell Oral Reading11$. Durrell - Silent Reading119. Durrell - Listening120. Durrell - Flash17.1. Durrell - Word Analysis122. Durrell - Spelling123. Durrell - Handwriting124. Durrell - Naming Letters125. Durrell - Visual Memory of Words126. Durrell - Hearing Sounds in Words127. Durrell - Spelling - Visual Memory128. Durrell - Spelling - Phonics129. Durrell - Spelling Test

130. Gray Oral Reading Test

131.Monroe Reading Aptitude Test

132. Monroe - Visual133. Monroe - Auditory134. Monroe - Motor135. Monroe - Articulation136. Monroe - Language

15 minutes

25 minutes

4A4

137. Medical Reports (entire medical battery) 50 minutes138. Psychiatric Report ( 10 minutes)139. Neurological Report (10 minutes)140. Ophthathological Report (10 minutes)141. EEG Report ( 10 minutes)

142. Keystone Visual Screening 10 minutes

143. Audiometric Screening 10 minutes

144. Sequin Form Board 5 minutes

145. Knox Cube Test 5 minutes

146.Wepman Auditory Discrimination Test 5minutes

147. Dynometer 2 minutes

148. Language and Speech Report 15 minute's

149. BenderVisual-Motor Gestalt Test 7 minutes

150. Laterality Preference Test 7 minutes

151. Primary Mental Abilities Test (entire test) 28 minutes152. PMA Verbal Meanings153. PMA Spatial Relations154. PMA Percpptual Speed155. PMA Number Facility

156. Case History Report 5 minutes157. Behavior Rating Scale 10 minutes

158. Informal Reading Inventory 15 minutes

159. Oral Mechanism Examination 10 minutes

AS

41.MULATED DIAGNOSIS

Case: SALLY SIMCASE2C.A.: 8 years 8 monthsGrade: 3.1Reason for Referrall-Reading difficulty in school

This child has been referred to your clinical team for a diagnosis of her

problem. Your team will have an entire day for the evaluation. The child

will be in the clinic from 9:00 a.m. to 12:00 noon. After an hour lunch

break she will retrun to the clinic at 1:00 p.m. and remain until 3:00 p.m.

Your team will meet for a staffing and the making of diagnostic decisions

four times: (1) before the child arrives, to make plans for the morning

session; (2) during the lunch hour to plan. the afternoon session; (3)after the evaluation session to formulate the diagnosis; (4) as individuals

at a final session to make decisions concerning appropriate teaching plans

for the child who has been diagnosed.

DECISION 1. (pre-staffing)

Each team will estimate the time that each evaluative instrument will take

in planning the morning session. You may give an entire test battery or

select to administer subtests. In addition you can obtain information onthe case study report, me"ical reports, speech and language evaluations,

teacher rating scales, etc. If you plan for more evaluations that thetime allotted, the program will not accept the test and will instead

select an alternative recommended test that can be given in the remaining

time.

Fill in the form for DECISION 1 at the end of the pre-staffing session.

1. Diagnostic team name (maximum of 8 spaces)

2. Members of Diagnostic Team. ( maximum of 56 spaces)

3. Assessment information desired in the morning session (plan for three

hours). Put down the numbers for the diagnostic information desired.

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PAGE 2

A8SIMULATED DIAGNOSIS

Decision 2. (noon- staffing)

Your team now has three hours of diagnostic information. At this staffingyou team will decide on what additional information you wish in the remainingtwo hours of the diagnostic session. Try to develop a tentative hypothesisand use the afternoon to test your ideas. The form below should be filledout in the same manner as DECISION 1.

Fill in the from for Decision 2 at the end of the noon-staffing session.

1.. Diagnostic team name (maximum of 8 spaces)

2. Members of the Diagnostic Team. (maximum of 56 spaces)

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3. Assessment information desired in the afternoon session. (Plan fortwo hours.) Put down the numbers of the information requested.

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NCRTHwESTEom UNIVERSITY

LEARNING DISABILITIES

SIHJLATION

DiAGNOSIS PROGRAM

SALLY SIMCASE

8.8 YEARS GRADE

3.1

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Dzcision 2. (noon-staffing)

Your team now has three hours of diagnostic information. At this staffingyou team will decide on what additional information you wish in the remainingtwo hours of the diagnostic session. Try to develop a tentative hypothesisand use the afternoon to test your ideas. The form.bi..low should be filledout in the same manner as DECISION 1.

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1. Diagnostic team name (maximum of 8 spaces)

2. Members of the Diagnostic Team. (maximum 0.: 56 spaces)

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NAMEDate

Al 7

Team No.DECISION 4.. SELECTING TEACHING STRATEGIESStudent No.

You have now spent an entire simulated day and several simulated staffing sessionsevaluating and diagnosing the child under study. In this portion of the diagnosisyou are asked to make decisions concerning teaching techniques.

Directions:

1. Read each of the teaching techniques listed below. Decide if it is atechnique you would use (A); or you would not use (B) for the childyou have been diagnosing.

2. If you choose (A) would use, indicate with a check (0 whether you wouldchoose the method to build a deicit area (D); or to teach the subject byusing an intact modality or asset (A); or you would select the techniquefor other reasons (0).

3. If you choose (B) would not use, indicate whether you would choose thisbecause (NA) the method is not applicable to this child; or (U) unknown--you do not know what the method is or you never heard of it.

t

Summary: D--deficit; technique chosen to build a deficit areaA A--asset; technique chosen to teach by using an intact process

0-- other; technique chosen for other reasons

B applicable for this childU---unknown

. B

1. Use much practice in intersensory tasks

Use (Would t Use)

U5

,,,,mould

1

A2

03

NA

1(3

2. Use tachistoscope to increase rate ofrecognition of words

2 03. Intensification and structuring of sounds

by therapist IMN.,3

(2

4.

...Pm. MM.

Give much practice in putting puzzlestogether

4(1

5. Teach child to revisualize tasks beforehe 'erforms

5 06. Go from gross to fine motor movements

6 (4

7. Use of experience simultaneously withsounds

7

.

(:

G. Begin with letter sounds, blending towords when teaching readin:

8 6

9. Develop awareness of the differencebetween sound and no sound

9 6

LO. Have the subject imitate sound andrhythm patterns

10(%

1. Use the Schuyler method to teach cognition 11

.(:

.2. Have the child do exercises in visual

ist%Annino 12J (1

1

Decision 4---continued.

Name Team No. Student No.

A18

(2)

A(Would Use) (Would Not Use)D A 01

NA U

13. Have the child practice copying designs 13

14. Help the subject localize sounds 14 (

15. Use the Fernald method.

15

a

(

Develop awareness and recognition of16.

non-verbal audito ,atterns16

., .

(

17. Use experience stories to teachreadin:

17 (

18.Develop awareness of rhythms in se-quences of words

18

19.Use traditional orthography to teachreadina

19 (

20.Do work on lengthening the child'sattention span

201

(

21.Use care in the selection of spokenv.cabul,l,

21 (

22.Therapist should accept and thenexpand the subject's sentence

22 (

23.Give the subject tongue and blowingexercises

23 (

24.Teach subject to reauditorize before hePerforms arithmetic problems

24

.

(

(3)

25.Therapist should encourage Oralresponses

25,

(

26. Build basic number concepts 26 (

27.Go from part-word to whole-wordapproach to teach reading

27,

(

28.Therapist should reduce sentencelength and complexity

28 (

29.Go from concrete to abstract conceptsas child can grasp them

29.

(

30.Use whole-word approach rather thana part-word approach

30(

31.Go from concrete to abstract partsof speech

31

32.Therapist should structure theenvironment to help the child learn

32

33.Teach the subject to monitor hisown errors

33

34.There should be lots of verbalrepetition in the therapy

34

35.Practice rapid naming ofobiects

35

36.Give the subject motor coordinationexercises

36

1)

2)

7)

2)

7)

2)

7)

6)

5)

5)

4)

3)

5)

3)

7)

5)

3)

7)

5)

6)

6)

5)

5)

4)

Decision 4---continued.

NameAl9

Team No. Student No.

A 8

(4)37. Reduce the complexity of sounds 371

mouse WIFJ tWOULO.POC useD1

A2

0 NA U5

38. Capitalise on the motor movements

0121LM...skinix&3$ .

(4

Give the subject large letters to3

manipulate39 Ci

40. Have the child work on syllabicationof wprds and recosnition_pf multiatllables

40 (1

41. Go from working on inner language towok on verbal rat 1 ,.

41 (!

Help the child develop reading skills42.

n th con ent as42 (1

Subject should imitate therapist's43.

speech patterns43 C

44.Use the language master for

2.

remediati!n44 0

Teach reading using phonics45.

approach45 (:

46. Practife cross - pattern crawling--------......,

46 0

Do much training of-letters and47.---.4ktilleL.........--.............

47

-

0

Teach the child to quickly recognize48.

body parts and body awareness48 0

(5,

49. Work on visual discrimination , (

50. Work on visual memory 5' (

51. Work on visual sequencing 5

._

------...........-------..--..----(

(52.Help subject with non-verbalorientation skills

53.Use "individualized reading"approach

5

54.Use behavior modificationtechniaues

.

55.Find the subject's area of interest andbuild curriculum around interest i

56. Do work on social skills 5. I

57.Immediately work on improving readingrate to devq/op great 'peso

5

I

58.Develop subject's reading comprehensionskills

59.Use basal reader to teachleading

5 1

60.Use Jones method to teachreading,

i

- .

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)

)

)

)

)

)

)

)

)

)

)

7)

6)

6)

6)

7)

7)

7)

7)

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02/23/72

PArsE

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50

75

100

1.23.4)XXXXXXXXXIXXXXXXXXXIXXXXXXXXXIXXX----

( 87.1)xxxxxxxXX1xxxxxxxxx1xxxxXx

09.3)XxxxxxxxXIxxxxXxxxxIXxxxXxx

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02/23/72

1401

23

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AM

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fottFLEN0

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82.9

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SEANSU

SEAkSU

53.4

61;.0

65.7

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37.1

37061

100.0

57.1

SEA

NSU

CATEGORY SCORES

MR CENT)

34

83.7

017.5

71.4

100.0

71.4

87.5

71.4

87.5

57.1

87.5

71.4

75.0

57.1

100.0

57.1

87.5

_

57.1

71.4T87.5

65.7

80.0

94.3

SEA

NSU

TE

APF

OU

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TEAF0UR

TEAmF1U9

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68.6

65.7

88.6

65.7

91.4

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L900000000 _

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57.1

85.7

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74.3

100.0i

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900000000

80.0

80.0

65.7

40.0

28.6

62.5

71.4

100.0

85.7

100.0

57.1

100.0

57.1

87.5

85.7

100.0

28.6

75.0

84.7

75.0

100.0

100.0

71.4

100.0

100.0

62.5

89,1

TOTAL

(POINTS).-

56

7

47.5

S7.1

S3.3

208.

0

45.0

42.9

60:0

203.0

57.8 42.9

58.7

108.0

72.5

57.1

53.3

188.0

57.5

42.9

53.3

104.0

57.6

28.6

31.0

150.0

»-

62.7

206.0

95.0

42.9

85.0

71.4

73.3

224.0

-

68.0

208.

057.5

711.4

57.5

20.6

54.7

162.0

70.0

28.6

52.0

203.0

45.0

28.6

53.3

199,0

45.0

85.7

80.0

215.0

60.0

28.6

80.0

190.0

32.5

57.1

69.3

213.0

50.0

71.4

66.7

185.0

75.0

42.9

69.3

62.5

57.1

62.7

226.0

47.5

26.6

53.3

190.0

25.0

71.4

41.7

'174.0

WI

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57.2

49.3

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300.0

POINTS

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000121

20

compiul

C***** ****** so. ****************04114109000000.4000.00044/900941100e00411041190

C C C C

REau 1% A0.0 PRINT OUT bPOUPNAME, GROUP MENRERSt &NO 'MICR

SESSION,

bRftm(1.) s vRCUP hAmE

icnalu s e IF AF'ERNOON SESSIUNs I

IF MOANING SESSION

COkPLAIL/ 2 hAmE5 OF GAWP mEmE05

C C

M s NCh/fRO IF GROUP IS Tht LAST

ONE REAL IN

mNumoE4 OF mINuI

IN niAPASIIC SESSION

IITT:AA:

ES

CMRIR OF MINUTES

LEFT IN OIAGNIISTIC SESSION

C*****

C00012*

I.

a )

...... 00000=0 0 0 0 a 00000 00s 00 0 00 0 00 0f 0 00 00004. es 0 es 0 0 0 0 0 0 0 0 0 0 40 0000000 00000 WWWWW 40 40 10 000 N iv N no ft N000000000 WWNN0c 0.44141000 01010000000000

n.r 0 44 0 0 iv. 0 0 0 0 0 0 404 0 0 tit

O 0 0 0 4140 4.4

.d0

0 0 IN 0 le 00 0 0 0 0 0 0 a 0 4.00

000 0 aP 40 0 0 IP 0

irs An A el 1 AA Airs A A OA r A 00 0 0 0 0 0 0 0 Oh . 01 tat 0 ra 004.

0 Co 0 0 0 a 00440000 x 00470004.10 0 0 0 '0

34 all IS 31i

0

0.4 0 0 0 710 '00 t. 0 XI 0 0 .0 ... ... P 112

Cl X 0 10 0 0 V 0 0 V 0 .4 0. 0 A+ C. 0 Mi O.+ e. 0 4. 441 0 c. Z0 0 I .4 2 fr Zr. X f 0.3 oti r 0 re 02 oti '. 'gill 7

..e ..X2....ZZ.e. is 13 0 0 * .4 Z2Z 0411 30 U100 Z 0I2 V1ZZ Olt 0 000 02.00 000.4=44101 0 a 00 000.42011 0 0CM0 0000 001 000

0 000 .4 0 41 0 0 2.42% .4222 42 e 2 4 0 01 0 0 a -4 do ns 0 3.

4.6 m*. ..202.40424 m72 2 cr2-2242,111124 C %.41c 000 000 C

vanT24.0 2 2 42 4.. 10 0 .4 0100.100 .0400 .0. 0 0210 el 4. 0 0 4. 01 00 11 in 21 0 0 00 0 44 400 .4 0 0 7 0 0 02. 000* 1000 a.

C 70 7 c o V' 0 0 I. 0 0 .... 00 0 C 7 NC cm- I A so . N. JE

0 . .. . . .. 01 0, .4 . 0 .4 CP 0 an, a r es

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0 000. 07 0000 2 2 ..4 ...4 0 0 O.2/ 110.

el II :1 PI

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2 0 2 ... 0 t. I. 0 .1.1...4.0r. '''' IP

a... 0 0 a 0 4 .0 0 10 0 a 0 02 0090

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0 440 a a 44 IV L0; .0 0 0... 4.4z AI :14 0.4 ill . N. 4 0 0 0 4.,

21 20220 0' 10110 0 0 V 0 PI 0 0 S. 0 0 .4 ati 1111 fl: 010 0 01011 r 000 a

Z 00. 0 01 00 a. .4 0 .4 o 0 .o a 04 - 0 .. . in - - 0 0 . 0 0 c. cm 0 0 0 0 0 0

10 C * 10 41 0 01 0 0 0 44

g 0 0 II 0 5 7 0 0 0 440 In 011 .4 0 0

V CI I 4 60 0 0 0 0 0' 0 2 0 r N 0 4. 0 C 2 C Ila It 0 i1 s6 .N a C Ca . .. .0 0 0 C 0 vow es si . n . Z.+ O+ 0 0 Ca 0 2 00 0 0 0 ill

10 0 0 0 0 X .mi es. r . 0 01 0

0. 0 Cl 11) 0 X UP .4 rut 0 o ar oil 70 or

4.2 a o 0 0 0 C a 0 0 ww 2' IP 0 0 10 0 0 0 0 2 0 II * 0 0 0 10 01 .4' 0 50-1 41. C

...". 44 a 11.19 ;I loa . .. C.

Vs Cl 4 .4 0

m is

co a fri a c 0 7 0 0 C. 0 .44 444 2 Z 0 100 r 0 x a CI Z a

00 0 IC 01 0 0 fr 0 0 40 V 040

44 It 440 0 0 JD 0 as * 4142 s) i ... uo - . 01 0 0. 0000

A In aft .. 0 0 2 0 al 110 0 0 0 0. 0 0 I I 10

0 41 0 0 0 PI Pi 2*

4. :11 La, 44 ...1.

j 0 2 o 0 0 0 r o 0,

.. ;7, -1 -0 el

O a

o .41

a 01

4/1 0 g

50 Ct.., Cos mr

V A 0 0 - 0 a

01% %... V

00 1 : in 0 0

2 I IV 4.

0 g 0 IX 01 au 810.111 Lill

2 .4 0 0 a 24 ut 42 to g a sa

4 ..... 7 m o 0 *0 0 0 r I .4 4

1111 4 e

a 0 .4 01 0 0 0 .4 N4 a 2 ftt., 4:

I 01 7 4* 1 0 Cl 1 414 N Z0 A

0 0 0 a :10 0 171 0 24 0 IV

O MI 01 40 0 0 0 a 0 0

0 22 2

X M I C

0 1 2 000 .6 P 2 0001

7 l 4 t

Z 02 I 0 O. ..... r 3 m

, I

to

10,

a

4a31.

tr..a t9ZX 2

e.440.4

E. of-g

Ear

a X 4

P1a t- 0

De

P a . 4 -Z -05- 5 5 . . -a o0 4

L0,1

Oa la 0 . a 0 inta tl

s- 2T2 rXa.4 - - 4 r a .10I. I- 0- 2I 0-2222-02 4.0000EX 001.. 02E.0 LE a. z -

01

C V' 0 0a et v. a 0

Os 0 P......el en el el0 0 0 0 0 00000 0 00 0 0 a a

et al In0 v0

O C 0 00 0.500 000

It % 1

A24

Croon:,

C /006?

,CO?nT

:3Cn1C

,OC ?2

C.ZE

.1:m6C

thlr,m45

CW

OF

fm C

RE

AT

Ef:%

:"..7

,:".-

.1W

RIs

INR

IJT

.TA

PF

2,co

*9w

****

900*

0490

0009

c3 9

**09

9 04

7990

00s4

000

004

0041

0000

1141

1**0

9410

0040

.1**

4141

4900

4.41

04.0

0410

C CTwig Pacsol ::75a-E5 A FO C -'+ ACCESS

FILE KEYED ON TEST

N1,101.1FR

RILE IS THE TEST NAmp AND

Mividra Ahr:

440' PE:TINE%T INFORmATTON PEGARDIN

THE STUDENT =S

PEz;.McilmAkCE.

C Ce4o*o06**oopeospootsos000moo.....soo,pooesoei.o******.msee.04.*************erno,

c,,e400stanos00000**********4),..o.000000mitmorneumoottosernmornomerno,

C CTHr FILE TS

rf:'%0 rATA CAW'S WPICH ARE

EWERED AS

PACT CF T/S OF":r4;g4.,

T..r CARD FIRmAT /S

CCOL. ?..2

v*r:

ONE'S OF TEST DESCRIPTION

CCL3S

-r w:hertEs NECESSARY TO ANIIM/STER

C_r

COL.6

Loor

COL.TSt

"Tr4TR OEScRIRTIVE INFORMATION

("IL. c7-cq

'.45F.=

55" jr TmcmT/FY T"E TFS!

CAL. AG67

PSgT.E4.T Tn TkE cTi1CFNTAS

Fr=F-11-.4%:F C% T...% TEST

CCni., A0.72

ASr PEOFOOMAP,CF ON ToE TEST

CTNr FOLLCwING IS A 64"PIA

C 14060 wECHSAFR IhTFILIa!Kr! SC':LE Frio

CH/LIRFN

CC1FULL 120.0

CwTSC VFQPAL 125. win opQrripmANcE 110

CwTSC TrFO=mATT:N

00235

144

C c4,0,000****Dt,000.00000000000900**.****09,004m0.m.rn40o9sop***Aommoomoiwit9g

rIvrh51r% TKMEx 1601)INF (116)9ImuT 114I

Pc=C

rsivmr

(ILL OFFNI'S (ZtIhDEXO6c19C)

:T40 (lel)

trout f.:),J=11:2)

FncmAT (I'IpT?,X.IEAe,A2.13.4P.F.S.1)

IF fEOFtlt) leCCilp

ir

PrAl",

C1.1) (!APtw),J=1,12:

IF (CCF11)/ ler7.21

Pr

IF (/.D(1") 'EC.

CO Tri 50

7c.=^

cooemomooera*Do00000p000mir00000.6,4944041,00900****000.11D44WOOOMW000040,0*.494,

an I%rcx

tc:

==Ek Ts-3.7.:.1.4E- FOP THE CANDOH FILE.

T04. rIPcT 2,1.; .=^5:"T..5

:Tr crs:=.5.1 FC0

TH

EFIP1T LINE OF

CfcmFIFTIvE

:TSIT:'!%5 n00 TO 600 VIE RESERVED

FCR

L:I710%a- _:Fc ^v "S !:ESCRIPTION+

.:e*,,,00accoo4o400voo41.00660,0****Doofootootem000**o********4qmolmostoowei*******0

IF

tIP.F111)

.07, Egq)

c.

TC 43

T^'I (17)=r

Trr(14):')

75

CtLL wRITvS 12.ICL:T49TCUT1101)

"g0IICUTt.)._=1.241!

PPP

PCPvIsTilX.1201,

64eloA2.13.A;sF=0,!Sorq1

Uooel000pecop00000s000e.,..e.p0000fotoomeloo...000mmomosomoeo........esoe0000,

CIECC0r PECC::=T:C, CF

F:1.E

CFIFA.'

I1401:.E' r'r L!NES Mr TEST DECRIPTICN

CFIE LO 2

awoRFP (IF mINOE5 %FCESsaRY IC aOmMISTER

CFIELC

3FIELD 9

TEcT NlmF AND nTi.ER OF5.:RIPTEVE

CFIELD

IC

NorotlEP InENT/Evpo TEST

CFILE0

11

IhFr.A,Heir±i PFPTINEO- In THE 5THOEhTatS

CPEPFnmANCF ON THF TEST

CFIFLn

12

STurFNIsc anE FFRFOomaNrE Of

TEST

C CFIELD

13

POINTFR TO ALTERNATE AkFA CF TAF RAA0Cm FILE

wHEQE ADDITIONAL TNEORmaTIO% PEPTA1h/%6 TO.

CT4"

Tr!! TEST CAS. RE Fot,Nns

THIS AOCITIONAL

CINFORHATION IC vOT iTcELF AhOTHFQ TEST.

CFIELn

14

A COWNT OF THE NOmtirR OF LIKES WHICH ,SILL

C

.0

FE FOUND IN AN ALTERNATE pORTION OF TE

pasmom FILE

C

00067

101"71

...)0c74

::;0175

toC07e

000104

C00104

00010e

)C107

C(s0)11

C(10112

c00112

:v0116

t.(013:,

0(0132

0:0121

CC0136

400147

CC0152

030154

00015e

02015e

C301g:4

00016E

0)017G

030173

t110?n!

0)0207

03021C

00021C

iWirae

000230

..'

000232

000044004.04109***o00000000***0000400000000004000004.00**.olgoim00000000000000001..004.

3NI 35 J=1.1?

iol.T(J)=TKP(J)

Tqw=1

a' Tr

I

4C

PPIr 3,INF(10)

2FORMAT (110OvE;FLOw OF INDEX.,13)

1000 CTOP

SO

IOLT ()3).2K

Iv.7=r

60

/NP (131=1

PP(14):1

CALL 0Pf7mS (2.1nP,14)

PR/NT simsiTKP(J),J=/914)

pspc+1

Ir%T=TCNT*1

IF (x07. (On) GC 7n 45

',Fan (I.))

(IN (_),J =1.1 ?)

IF 0(.4(1)) 101%1.65

65

IF (INP114') .E0. 0) Gn TO 60

icuT(14)=Tvo

cn 7c 2c

45

cPINT 20(

10C1 IrliT(14)=TCNT

CALL 0,FITP05120OLT1140nuI(10))

cp!NT 8P14,(/OUT(0,J=1,14)

'vIDP

1CO2 Inur(13):0

TOUT(16) =1

IF (IS'

,En. I) CALL wRITmS(2,IOnT.14,IOUT(16)

PPfNT 898,(ICUT(OJ=1,14)

STOP

END

SP4CASE

cog000vo7vo*.yoo.oespoogoo,oe,0**oop000docomm000rnstool.to******,**********.oeelose,

Ts-.c PRC440, PP1'4TS

--E 7EiT sEt_Er-E0 BY E4Cm DIAGNOSTIC

'NFACA'ES 'NE

-=

CF TESTING Ti TEAM

C C Ctoo nEcx 5=-.2 :c

C_

CC 1-2

C.*ILD THAT. IS TO CE _

s. ..r..

CAL.T. 3

THE wAX:MUm ACCEPTABLE

_

CTEcT IO. k.'4r=8. INFOq"ATIOK REGARDING

CcESC: N'.7°=E:7

Ah:D THr '.qH13Ela OF MINUTES

CIN TH= DIAGP.OSTIC SESSION IN CUESTION

Ccalm 4

INF::="iT:^04 ==140)1.G Tw, 01AGNOSTIC TEAM _

sTESTS =E. E:72.:

.cf

nIAGAOSTIC TEAM

CAR',

A t:tc 'rS"

AP=:4 AS THE LAST TEST

CRE=.=57r; F"

C7"rAF. 15 4 CARO 3 F:= E::- 7::'%7STIC TEAM ANC THERE APE

_

men CAPC 4q F'=

'Et"

C.

.-

C0000*,100 00000 ****** fIC0900004)*0%99ollo ********** 104.114014M9M040,..****00114,4.411#

CCo-":',%0E/GHPN,-.C:PPL.?:7).:'.C*."

F.

cIe"N

ITEST(20)

PEAL IA(IF..

C CO0f00*40*42,04/00e09904040009090,900094144MM#9009004.1#4.09.0M04.%0434.9**.,90..

C Cf-FAC

I'

ANC PRI411. Cu

CF

NAvE,

GRADE, AGE. AMO

.

CREASc% F(

PFFE=RAL

CwC1, CP.02 = CHILC+S %svE

r.reinc = CHILD'S ("7ft: E :N

I-7;v 41.

C10.E = CHILC'S AO= I'

TP-E.

F.:7;"

C!ocy = 'ESC N FCP ofFr.PPE.

CTL's /"..CPHAT/ON 1= PEAr' th r2Cks 7PITA CARCB.

INC CARD

Cr 4,1,1T IS.

CrAco..)

1

.C

C^L. 1-16

T1-E C-ILDtS NC

CC74...

17

PLANK

CCr!_. le-21

TH.; C"IL:sS 7217=

CCrl.. 22

PLAN°

CCCL. n-26

7": CWILC*S

«1.. 77

C7c1-$1,1

Pre."..\ 17=

CAP1 CCL. leQ

1.04- 2EAS:b FDP PErEPPA!

I. C C*9*00:10*09 0404**0404000009940000911,011.0900009990,990041.0999.4440940900,0944441010.*

C.

."FF

RM

S(2.

IPIT

X.A

c1.e

)t1

.1)

:QA

:E,:a

Gr.

;4:4

0. 0

=1.

141

XI

F41,

191,

F4,

1eV

e 5=

1703

/931

7):=

'FO

()))

et

7ft

Or'

sc.NN

Culiaalilavvv**044004****11**Ogo*itolVAU*44444R***M01,00*g9ou044.1001aoll*.240994My.**490

CREAD IN THE SESSION Num4ER AND THE NUMBER

OF MINUTES

1LLOCATED TC 7H

SESSIOU,

CLIMIT = HAxIVUN 10FNTIFYINO NUNIER

GIVEN TO TI,E TESTS THAT

CAN SE RFOIJESTED

CICOCE = 2 IF AFTER monN =ESSIOA!, 1

IF vORNIN6 SESSION

C= NUH8ER OF MINUTES IN

DIA6NOSTIC SESSION

.._

CTrF CARL; FOFmAT IS-

__

___C

COL. 1-4

_.HAX/mot, TEST ICENTIFTING NUNOER

CCOL. S

THE SESSION NumaFP

_C

COL. 6-e

IMF; NimWER OF mINUTES ALLOCATED TO THE_

__

CSESSION

- -

-C04*.i,****Qiaoo*******a*********0*****oogooskoo*****441*00419.4-0041109440.0419*000004,0#

:34

10

FEAC 1103) LIMIT.1CODF.ITmAX

14f

FOP?A6Ti7491113)

.14e

IF (EnFII)) 999,

S

C C-30.2oc***40**.,C391.04***ilD***4*00,30******00**09940000*00444*D*0.00*0000424000444104

CIN An PRINT OUT Gr4OUP NAMF, GPOUP mEHRERS

..0

_ _

5r551ON.

O'Pt.v =

LAmE

_C

(-FP1_9(1)

= KAFEs OF winitp oFms4Eqs

CIT . KlimmER CF MINUTES IFFY INCIAGNOSTIC SESSION

THE CAGE.

FcAm114is

C.

coL. 1-e

DIAGNOSTIC TFAm NAME

CCCI. 9

PLANK

CCOL. IC-6f.

NAP15 CF TFAM mEMPEPS

c4e4toc*20,4000-.)4***01140.04*****3 ***c.**:*Iveo00o44o*0*********4**********4o064

C5

FElp (1.71) cRpr., (oRFLR(m), KmilpT)

:(.FE.

34:1

FC-7"AT ilg, x$7AP)

.CO46

IF lEf:Fi1i)11601-5

IC5

IT =

;2174_

PPV/T 379 CP1019 Cr'.

"614.5Dr. (%(O. X=1,14)

:Al=

31

FC.-"AT

11X. *,.O!=TI-ItiF.STF;-/N AINIVckSITY0/

12X,0LEARNING DISABIL

SIvILATIr.N0/ 12X, onua4.11Sts PpoGRApiqi

12x921,Ps2xF4,1.

Y.A. *NEA145*9 Ke ttigACF*11, F4.11/ 12A,

*PEAS( % FCR ;.:EFERRAL*,

A0A1'",/s3/1xaAlQI

,I1i

PmIvT ?Sp (1,P.,Mi1f=4PLU(N), h=1,7)

jI31

_35

F0,7,maT (Irm. 11.1.90N4PE OF Ti E .1:1AGNCSTIC_TEAmo.2x+As4/12FmRERS__

ZTrE 1FV" APE0, 2x. 7AP)

.3131

)132

IF (IccrF

1, GO TO 7C0

:JI34

PRI%7

'WAX

!-F

Win.

Fu;-AT;//".'.1(.07?..IS IS THE

GATHERED D. ME *9/3.

C * '''Y1.:TFS Of ThE AFTERNCON SESSTON*/)

:14?

PPI%T

F(.

-(1%.cNOTES*)

_14E

g=;.:INT Fir2

.IEi

Fc4,.!AT 10-141Lto.

FLusi

PfoRFSvNTS THE TFST'rEILING-THE

CEST°/12%,0SCC1 F CRTAIt4AHLE ON ThE' TEST LIsTED01

.1.42

FPIP1T er3

. .-.. ...afte,0****111041WWW11

4O01'11

sz,-3

rro.ATilmft,ts.40.

..

'7

-..:1::::..r.f',.'S TI-E SASE LEVELTHE LOWEST

Co/i2wIlicC^or cqTA:%::,: .71

'.=

rE"

-5=:41,.

Gzulse

CELL ovnFol!!)

Co4Oorpa0o*****09900.0416.6*** ***** 44041410,004000000000*440000***000094100400004044

C_

C

_C

'TEST = TEST NU94EcS 5rLEC'r:

C C:T0*0 Cnr FCtimA7 I%

CCCL. I3

'SS! %:jv=E2

_

_C

C1L. 4

7.

,,,,of

Crri, sm7

'75- N..10'

_t

COL. 9

=!,(14.1

CAt..r SC CN

Co***cc0004 904000000000000009****Oe00o0M4,900004141440***41**1194104100900.**904109000

;Fla, TN AND PRI''.7 CT7 'vc*

..0.01EPS SELECTED PY THE Trio..

C

CuG15:

1.5

UC'j177i

4r

07f!17-:

00017f

C4.121t

ocom

occ21.1

C2021:;

(1.4".)

::=:.!:.

fn4t'AT '2'1113. X)

)

IF fECF(I)) 996,50

coo4oppo*oolpooe, ***** m000..41,m4oso.poornivernoomeel...4a4voilvrnivrnii.....****

C C CoPI%7 CUT TmE NAK4FS AND SCC=ES OF THE TESTS

SELECTED

-C

.04.

****

*000

afee

ocro

ts**

*Ao*

orno

s000

0foe

ws.

(90.

1***

****

****

***A

smow

.m.o

.mso

.mo

CWit

_r

= 'TEST IKK)

.

KK= 1.?,)

:r (ITFcT ((.) .E0.01 GO TO 95

:7 (ITEST(KK) .EC. 990) GO TC 96

I'(IITFST(1W) .31. LIm/T).C9 (TTEST(KK) .LE.

0)).

GO

TO

59rsu. PFAireG (R. INPo 14, :TES" 4w)())

C C000000,.00000 ***** .00000. ***** 0 ********

C C C C C C C C

TP-or TFcT Ne6Ec s==

A Ovi.Ort FILE.

--

EArm PrCC00

''r QA"."'

CCI.TA:%5 TME FCLLOWI%G

/PF(t) = N.L'qi1CP

LI'Fc .:5=0:7.1FC or. TEST %PARER-

I'12(7)

= TI"E I-FCEcS12v =:= "=S :: :kISTRATIC%

/NP(1) .(%Pfs)

sElEcTE:

7r4:.

Ik=111)-Potlr, =

=F:=":.E%T TO TEST !COPE.

7,,X113)

= 0CINTE; "r :"'"7°

L:N.E5

INc(14) = ALv=== "=

co***0e1.********0000e900 o000000000f0900000s900to009ett00000000001e***********00044-

C,CCP2,7,

i3Geln

)COP7.4

70

:074T

75

ic0247

;ZS;4C

9P

407-4E

P3

100P6e

77

IF

(IT - IND (7)

.L'.C) GO '1

#.!.:

IT =IT -

Tr

(2)

IF

(t)yo(IP.)

.Ea. P)

r:".!

"7=/TF=T(KA),(:".=(/) :=3; .(9%P1.),I=1

_lei

._

Fe.:4=AAT

1,0,^o2x,

A3h.o.L:.rs.:.

cr Tr 77

cINT

F^umAT (1(.112X, 13,6X, teetA2Azi

("ALL OYcF1(7)

27C

/F (P.P (11 ,FO.11 GS

: :5

L;r272

IE

I'vo

(1)

eft

1..0;72

jr (INi.(13) .%S, c) c: T:

2::

v.10;74

wCU637!

S

11:K

.1A

CALL REArvg

IF IINP(12) srle C)

fv. TA q7

v;C101

FPIVr F*. (V.F*!-.::

a.: If:NP(:1,/211.12)

C,J0221

PP

FoomPT (cPx.4;coatzE.rc,.1

T.L1F1

no TC P4

97

FPI%e 91, ii:),::

Al

FF1PPT 12Z,',:7,

LLOlt

24

CALL 1v9FL(II

IF::F-1

L,CL-14E

fie

IF tTF

*Ft:.

(')

Gt TO 9!

IF (INPti,)

',NE. 0) GO 73

200

KtK1

CO Tr Pc

21:

.!=T(1')

tu0c7

ICI.J=1kc(14)

ro. 97

CALL PFAPvSt:t ryks

IF tp,.P117, .ES.

"ql,

(:-,(/1917. a.; 41:'PtIT.I=11.1?)

fp.,

Tr p

etCzolt

Qs

ppl:%7 ml, (7%;:),:=

R8

CALL ^,AFL;11

IE=:E1

R7

IFITF FO. 01 CO IC 95

CO IC 6R

,..

2?

SI

PQ!" 1q19 ITEST(KT

106

fATilo-P,°T...E TEST %.4:E.:

TA,

WAS NOT A CCRnECT ICEWTTiYING

cC:LL rbi:FLi2)

ne, Tr ut

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40

FRP./

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47

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TimE_TO_ApmIN:SIER_TNISAFST*)

CALL rvo;;02,

R5

CO%TiNI;t

V.),:tt4

SO "C 4S

;PINT lAris ITvax.:T

.

Ine

FrIseiAT fl6P.11xl*Cr /6.11A,

x. 0, Ks imINUTES AVAILABLE

FOR TESTING

_Z+ T"EuE :0;EO.

x, :3, X,

AI"4164191

'O Tr 5

"icy

cpI4T

121;

F("."1T (//3'+;,0Tw:s :s w6E

:1_;:roATII% GATHERED

THE ,I3,

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01;ur4

GO TP

11C

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CL:2,7

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L2024-,

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Lt.e.c4r=,

41: cc.1./Nuc

rdoca';:

sTop

EN:.!

-

ec

PROGRAM

mcmitumecumnoApcsptupuummecuml. o ott.aoca,

s,...,....v.........,.....

C C C 1-.

.....

. ....

.....

......

......

......

......

.

JCS DECK STRUCTUPE

111

JOB CARS WITH CONTROL

CARDS FOUJOING

7.59 ENO OF RECORD

C-----$0RT/NEROE CONTROL CARDS

---------

7119 END Of RECORD

BINARyOEck

THIS PROGRAM

C C7199-9 ENO OF RECORD

PROGRAM INITIATION CARD

CCATEGORY OFFINITION CARDS

tTEAM DEFINITION CARDS

CWEIGHT DEFINITION CARDS

C.7614 '60 OF RECORD

C.

...STuOENT RESPONSE CARD$

C C_6189 END OF INFORMATION

11.8

1110

1=1.

.....e

./...

r I

p Mat

iln

4...1

..

C C C4.4mw

PROGRAM INITIATION

CARD

664066

CCOL! PI

THE NUMBER OF CUESTIONCATEGORIES_

C___

Col.! 5-6

THE NUMBER Or TEAMS

CCOL. 9

THE NAGIMUN NUMBER OF QUESTIONS INSERTED BETWEEN

ANv TWO Or THE ORIGINAL GO QUESTIONS. _

CCOL. *19 THE NAPE OF THE SIMULATION STUDENT

C.

___

_(USED AS A TITLE FOR. THE REPORTS). - ___ _,. ____

_.

CCOL. ST

BLANK

IF YOU WANTIHE PROGRAM TO

IN THE EVENT

1or MINT EMIRS

.

NONZERO

CAUSES THE PROGRAM TO GENERATE REPORTS

1OMITTING THE SCORES OF THE STUOENTS.VHOSE

INPUT

WAS IN ERROR

E...

......

1L

eCATEGOBY DEFINITIONCARDS mom

C CFOR EACH CATEGORY, AS DEFINED_IN

THE WEIGHT DEFINITION CRAM

CCOL. I-20

THE CATEGORY NANg

C CEXPLANATION)

THE FIRST CATEGORY CARD READ

THE FIRST

CCATEGORY NANE, If THE NAME OF.CATEGOR1_I_AS CODEILINtHE

CWEIGHT DEFINITIONS

CTEAM DEFINITION CARDS

iliomme

COWE CARD FOR EACH Mani

C CCOL. 1.3

THE NUMBER Of-THE TEAM

COL! 15.24_ Tmg

C C!4

WEIGHT DEFINITION DARDS

44www

...

a.w

m. d

blow

"IC

IMM

IN

%t:

CCOLE 1G

THE PRINCIPLE QUESTION NUMBER

CCOL!

THE NUMBER OF THE INSERTED QUESTION CORRESPONDING

CTO TNE CORRESPCNOING PRINCIPLE QUESTION.

%LANK IF

CNO INienT/0N)

CCOL! 4

AN INTEGER DIMING THE fATE00RY NUMBER 01, THISQUESTION

CCOL! 16.1 THE WEIGHTS FOR EACH ANSWER

CANSWER WEIGHTS ARE ASSUMED TO OE IN NUMERIC ORDER

4.ww A ELK END OF RECORD.HUST.FOLLOILTHE LASLIIIIGHT

_

DEFINITION CARD

Ce STUDENT RESPONSECARDS .4i

CFOR EACH STUDINTI

t'--

FIRST CARD;

CCOLE 1

10 OENOTING THE FIRST CARD._

tCol.! 2.4

THE STIJOENTOs TEAM NUMBER

eCOL! S.11

THE STUDENT IDENTIFICATION NUMBER

*C

-

COL. 929 THE NAME OF THE STUDENT

CSECOND THROUGH Nets CARDS$

CCOL. 1

THE CARD NUMBER, ANY INTEGER OTHER.IHRN 6 OR

la

CDENOTING AN ANSWER CARD

CCOL! 1.4

THE STUDENT TEAM.NUNDEn_

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THE STUDENT IDENTIFICATION NUMBER

CTWELVE SETS OF RESPONSES FOLLOW ON EACH CARD;

CCOL! 9

BLINK

C-

-COLE 16-11 THE PRINCIPAL QUESTION NUMBER tk THRU Be ONL/1

CCOL! 12

THE INSERTED QUESTION NUMBER um OR BLANK IFNoNELL

CCOL! 13

THE LETTER CODE OF THE STUDENT RESPONSE

..(LEGAL CODES APE I 2.3.4 S OR.ELANNi.

C-----coL. 1

BLANK

CIN FORTRAN;

FORNATtil.19.14.124I3.11,R1,0);

CSINCE THE STUDENT RESPONSES FORM THE LAST LOGiCACRECok- 40".

CTHE J09 A 3TS9 ENO OF

INFORNATION.CARD,SMOULPMLLOW

THE LAST stUaENT RESPONSE CARD.

m-

CNOTE;

RESPONSES.ARE ALLOWED IN ANY ORDER,

A BLANK QUESTION

CNUMBER SIGNALS THE ENO oP THE RESPONSES.

..--

CIF RESPONSES SHOULD RUN OUT TO THE LASTFIELD OP THE LAST CARD,

THE OCCURRENCE OF A CARD MINDERE° l_NILL

SUFFICE TO START

THE PROCESSING OF THE NEXT STUDENT.

01~1

1111

1.

C

OUESTIONS 44

-

C. C

THIS PROGRAM IS WRITTEN TO ilANDLE.THE.INSERTION-OC OELETION.

-

COF QUESTIONS INTO THE EXAMINATION.

CTHERE WERE 63 QUESTIONS INITIALLY.

IT IS ASSUMED THAT ALL

CNEW QUESTIONS WILL RE INSERTED BETWEEN ANY TWO ORIGINAL OR

C-

PRINCIPAL QUESTIONS.

CMS, OUESTIONS WILL RE NUMBERED

-100 11,, 11,1, 12, AND SO FORTH.

CIF AN ORIGINAL QUESTION IS TO BE REMOVED FROM THE

GRADING

CTHE USER NAY LEAVE OUT ITS DEFINITION CUP,

THE USER MUST

C'

BE AWARE THAT SUCH AN ACTION WILL PRODUCE AN ERROR IFUSED

Cmpg STUDENTS WHO TOOK THE 0RIGIN44.1W8SiOMACRIENV,....

KIONT OEFINITIONB ems

CWEIGH? oEFINITIONs PROrIDE THE ABILITY

TO GIBE PARTIAL CREDIT

CTO ANSWERS ONLY PARTIALLY

CORRECT.

CANOTmE11 HMOS OF ILININATIOS ON! OFTHE OPISINAL QUESTIONS IS

CTo RIVE ALL OP ITS ANSWERS

ZERO WEIGHT.

SUCH AozzOB WILL

CRESULT IN LOWERING moo STUDENT

ScIME usIRRORLT

ootsairFoe.

C'NAT THE PRESENCE OF A Rg/oNT

DEFINITION CARO AUTOMAT CALL,

CRESULTS TA THE ADDITION of O POINTS

TO 7RIROSSIOLIE

COf ANT STUDENT.

C ---

TERN DEFINITION CAROB :44

C CTEAM GPM:TUN COOS AM SET UP

NUN TEAM NURSERS SO THAT

EACH CLASS may NAVE TEAMS WITH

UNIQUE NUMBERS. Tmose.spoorTo__

CIN 14172 RAI, NAVE TEAMS WITH TNE BANENAMED' AS Moog or 1075

CBUT ARE STILLDISTINSUISNAILEATECAUSETNET_NOVO DIFFERENT

e----NuNUITS.

C041

CNOTICE THAT THE METED STRUCTUPC

OF THE RESPONSE PILE

CMAKES IT SORTABLE.

SIMPLE PROGRAM HAY SE WRITTEN TO

INT

IIIin

frC

---

INFORMATION FROM TN! FILE.

IT NAY et SORTED RONASSITtRUT

*t

BT SMENT NAME. NT TEAM NUMBER,'AS IT IS FON:fun Maim.

C -' ON BY BrotENT

IDENTIFICATION NUMBER

COMMON

CONNON/1100504STIP`

Cc

um IS THE SORTED RESPONSE FILE

CTAM Ts A SCRATCH FILE

.

'C

INITIALIZE PROGRAM

R6A0PROIRN_ORINIUMSEN_____

mM

IIIM

IMM

1171

1111

111M

I

READ (MOO'

MCATOTIO.ITITLEsENS

slit FORMAT 4INERINIXII.EA1611,1001

CNC IS TN! NUMBER Or QUESTION CATEGORIC;

CNT IR THE NURSER or TERNS

.6

---

NTo IS THE mAAInum NUMBER

0, QUESTIONS INBBNTB0 BETWEEN imr

CTwo Or THE GO ORIGINAL QUESTIONS

C CSET UP STORAGE

FO

RT

ittija

St

8 C

HTO

NIG

I

WRITE to.o6O, NC04WISIIITLS

000 FORMAT TImISTOIEORTENENTMITECHNIQUE; ZNITIALIZATZ011 SAM+

altilomoNset OP QUESTION tATIOOPIEST_RINI

a1 OPEOANURSEM OF MAPS. 2

awEgomAAIMoN NUMBER op_guEsTioNs

INSERTED ectvetwANT tvo_outt___

OAK QUESTIONS'

'ID

a1itE0ANAHE OF SIMULATION STUDENT'

68A10/

C COPTIMIZE STORAGE

CCALL MEMORF 42.1.ENOTNt

MCA

NM

NTN

NC*

NT

NTA

NTN

NIE

NTS

NTA

NC

wrsH

NTs

NC

"I"

WINN

NC

NW

hills

6ONTOS

_AMU

kw

60ftio

CSET UP STORAGE FOR THE REPORT ROUTINE

'C

LENG7N

NM,

A0ND

CALL PEMORF 12tLENOTH)

CALL REPORT 1A11),AINCA,1),AINT101),A(NTA01)1A(NTS01);AINTSP*111

CALL S!MCASE IA11),A( NCA lPtAINTN 1),AINTAIGAiNriliAINTSN1/t

,AINTPM*1)1AINWelltHC,NTAID)

AINTRM).NCoNTI

END

SUBROUTINE SINWE 4eNANE MoS NANE,T3301ReuRwaiNCTIPNI0!

INTEGER DNAmE INC 21 TNOS MT) 'TRAK INT, ai SUPiINCI

011000104)41660#10)

DIMENSION TSCNORSUMINC)

r!

INTEGER 01121,0112)04112)ANS10)

DIMENSION NW(3),NOEI21,NA(0)

COMMON/WOROSASIUDIFSCORE9171TLE(WEFLD

e,

DA

TA

(ANSII),111 01/1111,142,1R3p110PIRG,__

DATA NSTUO/0/

DATA PSCORE /0/

i6

DATA NERR/0,

DATA IENOFI/0/

DATA NCO /0/

16

DATA

IZER0/0/

C CREAD CATEGORY DEFINITION CARDS

:E2

tWRITE 16,666)

---400 FORMAT 41,412( 1)*0x*C67000RY Rovoll/I)

c00 ICI /

IIINC

RFAO 15.500/ ICNNRati.000j62)

500 FORMAT 42610)

4PWRITE 16.661) It(ONMEII#0021

FORMAT 123111240610)

RSUM(I)

0SUM!)

0TS(I)

010 CONTINUE

to

CREAD TEAM DEFINITION.CARDS____.

CCo

WRITE 16,602)

000 FORMAT 151/)20IATEAM

NAP624/))

00 0C 1

I,NT

f3

RFAO (5115011 TROSTIPII(TNARCIIj1+1a)

501 FORMAT (I3,Ix2610)

._

WRITE (6.603) TROSIII.4TRANECI.J).401.2,

Q603 FORMAT 1201303A2A10)

.

20 CONTINUE

C-

f,

CREAD WEIGHT DEFINITION CARDS

CDO 30 i

1,611

00 30 J 111 100i0

_

DO 30 K

ItS

WtI.J,K)

.1

40

30 CONTINUE

WRITE (6,60)

.____

--Do FORMAT (1N1241/120KPWEIGMT DEFINITIONS'

41.

I.2(/12011

I410UESTON.Ro1 m

23

6__5

_CATEOORWRI)

READ maim

.J

5e2 FOR' -T 412161021)3011)

IF 1 EortS) Res 6 ) 00 TO 2

.W !MX P. i

,..

.._....

..

, ..... ......-... .....

.. ...

. dr.

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-4.

. --a

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111.

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111

11.

J

...wo 4 0w a0 019 .0woo .1 m 0uo wow . .0 0.0..1 202oftw W0 o ...us.0. 5445 wW2160W 10ozw. w110w wit wowootOWinw2 oZww024.0 20 0..0..000isa"tOW")02000.2.0

0

4.

O

1i '; A -I

1

ts

i t 1 . NI, . L. Miv.

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11 I IA. 1 ....

S lk%2.

. .

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1 eir

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. p. 0 1430op 02111 a

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le 1

401 VP

W 0 ;5%01NX4 w ...WOO 0 mo t e 0a.t.t 4Es "'

. 0 ,.., 0 0riza-, it0 . 0-0ft 0 Ow 41o1Will=1 !Wall:, 020 '

go Itt IL w. w 00 00 I1 60 40002 w0 w w ww a. 0. -0. 0000- 000.".. 00.000 a Iboo. ZOW0Wilte0 ZZ 1 P. 0..44,0 120211,

Zw 0wOow004000 wZowW w 4 Zfo0 00Z2a. .- w0.0400 so02* 0.°0011wWw 000 Z g. a0...w... rprworoW 0«...... Oh-40 ott UR 0 0 4 cob ag a IR a ljs In 00 few 0... ow

ens 0Wwww=w w wso 4200w0b.wowtoloww%200 It wowlmoww249woofs* sc./a...mai...a 12..... .5.

S.1

A39

i

C

5.

0

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w N0

I8.

0O .007 .:,-; :I= 6' 300 04.10.0 0 00

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V*171?4 fits040 Oofte w ZOzOw0 OftwOwZOww00WZ5 lowsttl W t.wwwWww40 oww0000fto%zz

ma ..-gg.

ill01 waroo ow ttw 2

Ow 2we20W440.411Owww 0...m.a 1.1P,O.,4 111...*--...aw..ft00 10.1 "gt........0m...eez«arm,..11.01.-0.ges..ae........ ...az0.33. ft.,..... .0 ... ....ouromm=mwY 0uo 1414 JWOlim 000w Not.W.- KW*w www22W WOO asw-o-wrs 0.049 s -no 608- 00 10zo 5-04" 0 5015

t " wwejj.mozwwww.xwwwww2www0x0w wwftw2K4w0wooWt-wwatoW4Nfte a W4MNO W4Nft00010 0 t04000w wowottwwwiwwZ QM al..a..........j.a mem... m...moo ... 5m241.% 020 wome.....0a0.........owoomoariv..0ma0...0...00... ......mcftolmouo00ms..%V aw.........maumu mmmmmmm moso...mmolft000m...,.....asoll.g.00a0v....,.

Il 0 of 1 i 0 et 0 5-2 ; 1 ..8 i 4, 2 ' 4016 0ri ;0

'YU eaI 1

,

1 I I i I ri I 1 1 I 1 1 i I ;

I 11 ; t

tio

Ni

1

WRITE 1696091 NAlorN0604II.OS111.0A1I1

600 FORMAT 121//106410/0AgAR0R IN ANSWER CODE

STUDENT 1A1e

.120A0STUDENT AUMBIRIS OWSTION NUMPICRIS.01 RAD CODE) RI

. /20110TUDENT CROPPED FROM REPORT)

SA DO SS

IINC

SUNtx)

0SS CONTINUE

_36 READ 11.100) NC0oNOTNOSANE

IF

I E0F111 .AE. O.

) 00 TO 71

IF

I NOS ,E0, NSTO ) S6.3

--

SE $0

Ott)

IOA

04(I)

IF

I 111101JeI041 *NE. 1 ) 00 TO SS

IF

I NERR AO. 0) WRITE 46,6061

.._

NERR s NEpn

WRITE 40.609) NAINE00041)011)

600 FORMAT 124/110ASIIM120ERROR IN QUESTION NUMBER

WEIONT-WAS NOT

' BEEN DEFINED,

0.11/204STUOENT 2610

. 120XSTU0ENT NUMRIS 060 °NOTION NUOMER) _41S...il

/204STUDENT DROPPED FROM REPORT)

00 TO S4

33 IC

0100J)

SUMIIC)

SUNITO

WI/004/04)

--

30 CONTINUE

00 TO s

t.C

_

CWRITE THE SCRATCH FILE

4 DO 60 I

1,NT

IF

1 NOT *NE. TNOSII)

1 00 TO 60

NOT

I00 TO S

.60 CONTINUE

--

IF

4 %ERR 40.6 1 WRITE 44,6901

NERR

Aim

1

WRITE 16,610) NANEINOS,NOT

610 FORMAT 424/110XSI1M*1211ERROR tN TEAN,NUNBER .... TEAM IS NOTpu

ma_

41/20R+STuDENT *2410*

STUOENT NUMBER *IS OAD TEAM NUMBER IS

./20113TUOENT DROPPED FROM REPORT+)

-.41

4.-

DO 61 /

1NC

4;

summ

0

61 CONTINUE

00 TO 6

WRITE (2) NOUNAMfoNOT,SUP

NSTUO-15 NSTUO

1

00 70 T

104C

Ls

ROUNgI)

RSUMII/_ SUOMI

SUM!)

0

70 CONTINUE'

.d

IF

I IEN0F1 E0.1

00 TO t

6IF

I NOD .NE. 1

) 00 TO 2

NOS

NSTO

U-.

NOT

NTw

NANEI11

NA411

NAME12)

NA421

60 TO 3

.7 REWIND 2

IF 4 heRn M. 0 ) RETURN

ZO -

_IF

I EFLO orEOr O. 0 SO TO

WRITE 46,612) NEAR

on FORMAT 61/01SEE4, EROORE0

RETURN

71 W

en 4

ic0949$ 3111111

f 01 00 1 L Or 30, f AI

Omticss a

t 01 00

(a. MOH dn0d0 14030x0Z(/)2

.(

oLaxs

1391,N3Air SW10x02(/12°

9/411 111101 LN30(11041x021/12

01NI0d42,4,1c) 1lr-41AU.1 209

3UO

3Ses3sS

03613(1026161209V) 311AN

3n14116440 02

(I1101 I a SA1(0100141IfiAixfOIllx/1 LVIONJ 109

cOt letrc/tro) iIINAS093A0301261rtre1)3NvO) 00969) 3i!

IC

inslIN03

10i

0110 (9002 1 /10.0f03(44/002020060MPr 1

AI

irre

12 01 09

I11N

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11:

'WI

t2 00

62i3d0Js

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129GRADE

3.5

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1313/0 1LE

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135010 ILE

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PSYCHIATRIC iEPDxT

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1.jTm FAm16Y F,R FIFTEEN YEARS

MCUROLOGICAL REPORT

NORMAL

OPm7HAIMOLOGICAL REPORT

NORAAL-

EEG REPORT

03010 PSYCHIATRIC REPORT

ImMAILR4

Ti.,

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TmE FAYILY FuR FIFTEEN YEARS

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Shared-time Interactive Diagnosis (ON-LINE)

The following printouts were taken from the

permanent records which is made of each student or group by theLINGO system. These records may be scanned by the teacher, orby a program, to produce statistics showing which tests areused by which students during the diagnostic procedure.

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WORKBOOK,

for BASIC Programming

for

620-007

INTRODUCTION TO COMPMER APPLICATIONS

Janet W. LernerJames A. SchuylerConstanCe M. Hayes

a

IN COMMUNICATIVE DISORDMS c-

Northwestern University

Developed for Project:

Computer Applications to Learning DisabilitiesGrant # 0EG-0-71-3736(603,

Bureau of Education for the HandicappedOffice of Education

Revised June, 19 73

INTRODUCTION

The purpose of this workbook is to present to the student the fundamental

grammar and vocabUlary of the BASIC computer programming language. It is

geared to the student who has not had extensive computer experience and has

drawn its illustrations from the fields of communicative disorders, learning

disabilities, speech pathology, hearing impaired, audiology and education.

Within the last decade the electronic digital computer has been trans,formed from a machine used primarily by business and science to a device

which is considered a necessary tool in almost every field of endeavor.Some knowledge and familiarity with its technology is considered part of

a broad education of any sort today. Universities are now taking account ofthe importance of the computer by offering more courses on programming,systems analysis, simulation, and have even instituted departments of

computer science. A great many students, however, for instance those in thefields of learning disabilities and related areas, need not gain an in-depth

understanding of the computer, but need only a general understanding sothat they might use it in their work and more importantly, learn enough to

effectively communicate with computer people. It is for this reason that

we feel each student should learn the BASIC computer, programming language,

for it is a simple language which can be learned in a minimum amount of time,

and by learning to use it the student can get a far better understanding of

the capabilities and limitations of the computer.

BASIC was developed at Dartmouth College under the direction of Professor

J.G. Kemeny and was implemented on a C.E. system. BASIC is a language which

can be used and is most commonly used in a time-sharing envirrnment where the .

student sits at a computer terminal (a type-writer like .unit) and a number of

students gain access to the computer simultaneously, or it can be used in a

batch processing environment where the user places his instructions and data

on punched cards which are submitted to the computer for processing.

CONTENTS

INTRODUCTION - page 1

TECHNIQUES USED IN DEVELOPING A PROGRAM - page 2

BASIC VOCABULARY AND GRAMMAR - page 4

FUNDAMENTAL ELEMENTS OF THE BASIC LANGUAGE page 4

INSTRUCTION SEQUENCE - page 4,GENERAL INSTRUCTION FORMAT - page 5CONSTANTS - page 5VARIABLES page 5

IBASIC INSTRUCTIONS page 8

1) INPUT2 PRINT3) STOP4) END5) BASIC EXPRESSIONS AND REPLACEMENT STATEMENTS6) GO TO7) IF8) DIM If

9) FOR -NEXt

APPENDIX A

PROGRAMMING ASSIGNMENTS

APPENDIX B

ANSWERS TO EXERCISES

TECHNIQUES USED IN DEVELOPING A PROGRAM

To.make a computer do your work, you must provide it with control in-formation (certain information which is used to identify you, the account

which is to be charged for. the computer time used, the programming language

you plan to use), the program (this tells the computer what work it is to

do), and data (information the computer needs to do its work).

To enter a program into the CDC 6400 at Northwestern University for

on-line processing, for instance, one would code:

ControlVJOB, Student's Name

InformationEDITOR.7.E

MODE=BASIC0 REMARK -- CONVERT IQ AND CHRONOLOGICAL AGE INFO INTO MA INFO

2Program

0 C1=030 IF C1=3000 THEN 9040 INPUT A,I50 C1=C1+160 Mii(A*I)/10070 PRINT M80 GO TO 3090 STOP

Control 100 ENDInformation

48Data (110

108

X

When developing a computer program it is important that the student:

I) Completely understand the requirements of the problem being

studied and the procedure needed to obtain the desired results.

2) Be familiar with the capabilities of the programming language

he has chosen. This is necessary so that the student can readily

determine whether the procedure developed for solving the problem

can be translated easily into a computer program. It might be deter-

mined that the procedure developed needs to be altered or a new

programming language chosen to most efficiently achieve the desired

results.

3) It is convenient, especially for a beginning programmer, to next

translate his procedure for problem solution into a conceptual diagram

(flow chart).

4) It is then a relatively simple matter to convert this diagram in

an orderly fashion into a grammatically correct computer program.

2

5) Next the student should execute his program to verify that thefinal results calculated by it actually meet the problem requirements.This step might require that the student use dummy data (data for whichhe knows what results to expect) to check out his procedure and program.before using his real data (data for which he is interested in findingan apswer).

***EXAMPLK***

The Ann Arbor Psychological Evaluation Center wished to use some of thedata gathered by an outside research firm for one of their studies. Theirstudy required mental age information but unfortunately the research teamonly recorded the chronological ages and Intelligent Quotients of the3,000 children they tested. The Center decided that by writing a BASICcomputer program they could easily use the punched cards prepared by. theresearch team to obtain the information they needed.

Using the above model one can see how such a program would be developed.

1) Completely the understand the problem and. procedure needed--

a) Mental age can be computed with chronological age and IQinformation using the formula MA CA x

100

b) There are 3,000 children so the procedure will have to berepeated more than once.

2) Be familiar with the capabilities of the programming languagechosen--

a) Multiplication and division can be easily performed in BASICby using the * and / operation.

b) Repetitive operations can be easily performed in BASIC byusing the GO TO or FOR NEXT instructions.

3) Prepare a conceptual diagram--

START

HAVE000 RECORDEEN READ

NO

READSTUDENTRECORD

COMPUTEMENTALAGE

PRINTMENTALAGE

STOP

4) Convert the diagram into a computer program--

10 REMARK--CONVERT IQ AND CHRONOLOGICAL AGE INFO INTO MA INFO

20 C1-030 IF Cb.300u THEN 9040 INPUT A,I50 ClC1f1

Ma(A*I)/10070 PRINT M80 GO TO 3090 STOP100 'END

5) Verify final results--

This step might require a hand calculation to insure that the

procedure is correct and that the program if working as expected.

EXERCISE - Techniques used in developing a program.

The Saginaw Public School System was interested in preparing a list of

what they termed "gifted children", using as their criterion those children

with IQ scores above 148.

Prepire a flow chart which would depict the procedure you would use to

get the necessary information. (Assume that the school system has IQscoreeavailable and that it has an enrollment of 5000 students).

List the programming language capabilities needed to solve this

problem.

BASIC VOCABULARY AND GRAMMAR /)

A programming language must have faLilities which 1011 allow information

to be entered into the computer (INPUT CAPABILITIESA, must have the the ability

to instruct the computer to manipulate data once has been entered (PROCES-

SING CAPABILITY), and must finally be able to inform the student of the

answer to his problem (OUTPUT CAPABILITY). In the above program, line 40

is a BASIC input instruction; lines 20,-30, 50, 60, 80, 90, 100 are processing

instructions, while line 70 is a BASIC output instruction. It is with these

capabilities in mind that we plan to discuss the vocabulary and grammar of

BASIC.

Fundamental Elements of the BASIC Language

INSTRUCTION SEQUENCE. The computei will process each instruction in

the order written in a user's program unless one of the instructions in the

sequence directs non-sequential execution.

5

GENERAL INSTRUCTION FORMAT. Each BASIC instsruction must be numberedand the numbers must be unique and in ascending order. Note in'the programdiscussed above, the instructions were numbered 10, 2C, 30...100. They couldhave just as easily been numbered 1, 2, ...10, or 2, 4, ...20. It is generallya good idea to leave gaps when assigning numbers so that additional instructions .

can be inserted easily without the need to renumber all of the existing instruc-tions. The line numbers 7an contain from 1 to 5 digits, i.e., from 1 to 99,999.Blanks have no significance except within string constants and string variables.A BASIC statement may contain up to 72 characters.

CONSTANTS. A constant is a quantity that has a fixed value throughout aprogram. BASIC recognizes two'types of constants, the NUMERIC constant and theSTRING constant, . ois4

NUMERIC CONSTANT is a signed or unsigned number withor without a decimal point.

Examples: 1, -1, 105.2, .3, -.016.

STRING CONSTANT - is a collection of numeric, alphabetic orspecial characters enclosed in quotation marks.They often serve as messages.

Examples: "THIS IS A BASIC STRING CONSTANT""201"

VARIABLES. A variable is a quantity referred to by a name because itmay change in value during the processing of a program. A simple way ofviewing computer memory is to think of it as a collection of containers.Each container can hold a number or alphabetic information. However, newdata can be placed in the container at any time, so for convenience a name isassigned to the container and this name is used to refer to the number whichis currently in it. For instance, the variable A refers to a container withthe name A. This container may have the value 3 at one point during the pro-gram execution and 8 at still another time. It is for this reason that A istermed a variable.

BASIC VARIABLES. There are certain conventions for naming variables whichrepresent numeric information in BASIC. They are named with a one or two char-acter identifier. The first character must be alphabetic, while the secondmust be numeric. There are 286 acceptable variable names. Can you name them?

Examples: A; Z, AO, B3

STRING VARIABLES. There are certain conventions for naming variableswhich represent alphanumeric or string information in BASIC. They are namedwith a two character identifier. The first character must be alphabetic andthe second must be a dollar sign. The alphanumeric information may not con-tain a quote and can only have a maximum length of 72 characteis.

Examples: A$, 2$

EXERCISES - Fundamental Elements of the BASIC Language

1) Check whether the following items are considered constants or variables

by the BASIC programming language:

a) 123.1

b) "123.1"

c) AO

d) G

e). -3

f) "variable"

g) X9

h) 0.079

i) M

i) M$

Check one

CONSTANT VARIABLE

eallluMMI=1

.11

1mam wm

2) Identify the correctly coded variables and constants. Ft:tr those which

are unacceptable to the.BASIC programming language, specify the rule

which makes them unacceptable.ACCEPTABLE UNACCEPTABLE WHY UNACCEPTABLE

a) 0.34

b) "-7.31"

c) A32

d) -A

e) MA

f) "-A"

g) 754

h) $N

i) "rum, SCALE Ille100

j) 3G

k) P$

1) 0

M0=M11==1.111m

11111

111./.1.11111...,

.m...=11.1=1.=

3) Number th\statements in the following program so that additionalinstructions can be added if need be.

..11.0.1=101. INiTT A.0

C=AtC

PRINT

STOP

END

4) Has the following program beets numbered correctly? Why?

11 INPUT A,C

C.A +C

21 PRINT C

31 STOP

37 END

- 5) True or False:

a) Statement numbers must be consecutive

b) Statement numbers may consist of one. to five digits

c) It is valid to assign the same statement number toseveral statements in a program

d) Every BASIC statement need not be. assigned a number

e) Statement numbers must be assigned in increasing orderof magnitude.

4

7

Basic Instructions

1) INPUT.

FORMAT: line number INPUT V1, V2 where Vi are variables.

EXAMPLE: 10 INPUT A, G2,

The INPUT statement alloya-the programmer to inforib the computer of thedata which is to be used during program execution. Signed or unsignednumeric constants as well as string information can be entered by means

of the INPUT instruction. String information entered in response to

an input request should be enclosed in quotes.

2) PRINT

FORMAT:

EXAMPLE:

line number PRINT VC1, VC2... where VCi are variables

or constants (numeric or string).

20 PRINT "The value of the variable A- ", A30 PRINT 200, G2.

The PRINT statement allows the user to see the current value of a

or to output messages atthe computer terminal.

8

variable

FORMAT OF PRINTED OUTPUT

The print line of a BASIC program is divided into five zones. Eachzone has fifteen positions. The comma in the PRINT statement indicatesto the computer that the printer is to move to the next print zone.. Ifthe fifth print zone has been filled before the comma is encountered, theinformation will be printed in the first position of the ftalowing printline.

For instance, PRINT 10,20,30,40,50 causes the following to print.

o 10 -- X20 30 40 50o .

00

and PRINT 10,20,30,40,50,60 causes the following to print.

o 10 120 30 '40,

50

o60..o

,

o

Note that each time a PRINT instruction is encountered, printigg will beginin the first zone of a print line.

For example: PRINT 10,20PUNT 30,40 causes the following to print

o 10 20o 30-- 40

TERMINATING PRINT STATEMENT WITH A COMMA

A comma placed at the end of the PRINT statement causes the printerto continue printing in the next print position of the line previouslywritten.

For example: PRINT 10,2U,PRINT 30,40 causes the following to print.

o 10 20 30 140oco

.

Titles which contain more than 15zone.

For example, PRINT "SCALED SCORE

o SCALED SCORE INFORMATIONo

9

characters will occupy more than one print

INFORMATION"

10

SHORTENING SIZES OF A PRINT ZONE

A semicolon can be used in a PRINT statement in place of a comma toshorten the size of a print zone (remember each print zone contains fifteenpositions). The following will result when a semi-colon is included.

If the number printed contains 1-3 ihaiacters, the zone is shortened to6 spaces; if the number contains 4-6 characters, the zone is shortened to9 spaces; if it contains 7-9 characters, the zone is shortened to 12 spaces;for numbers of 10 or more characters, the zone is not shortened and contains15 spaces. .

Number Size -,Zone Size1-3 6

4-6 9

7-9 12

)10 15

For example: PRINT 20; 3578; 30 would cause the following to print.

1i

o 20---- 3578 30----

o

Semicolons and commas may be intermixed in a PRINT statement..

TABULATION

A TAB command used in a PRINT statement causes the computer to print information beginning in the position specified. This somewhat resembles atab stop on a typewriter. Tab arguments from 1 to 72 may be.used. If theargument is less than the current print position TAB has no effect. Thesemicolon has to be used as a separator.

EXAMPLE: 20 PRINT TAB (10);2;TAB(20): "IS THE ANSWER"

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 202 IS THE ANSWER

3) STOP

FORMAT: line number STOP

This instruction is used to stop program executionand may appear at any point in the program.

EXAMPLE: 325 STOP

4) END

11

FORMAT: 11".*number END

The END statement indicates the termination of a program.Every program must have the,END statement as the last andhighest line number.

EXAMPLE: 25 END

You are now ready to write a BASIC program which will enter chronologicalage and IQ information into the computer and then prift,it so that it maybe retained as a permanent record. This, of course, is a trivial programand not one that would ordinarily be coded. However, we only have,a limitednumber of instructions at our disposal at this time and thus this is all weare capable of doing so far.

10 INPLIT---CLI

20 PRINT "Chronological age =", C, "IQ=", I'

30 END-$

When this program is executed, a question mark will be printed on the terminalwhen the INPUT instruction is encountered. The qu6stion mark is requestingthe user to enter the value of the chronologcial age and the IQ. Assumingthe child is 109 months and has an IQ of 118, the titer would type 109,118 after

the question mark. (Note that the us#r,Must'enier chronological age beforeIQ to ensure correct processing; Why?) The computer would then print on the

terminal:Chronological age = 109 IQ =1113-..

as a permanent record for the user.

At this point we are now ready to learn the processing instructions providedthe user by the BASIC programming language.

5) BASIC EXPRESSIONS AND REPLACEMENT STATEMENTS.

There are five basic arithmetic operations which can be perform-Aby the BASIC programming language: addition, subtraction, multi-plication, division and exponentiation. The symbols used are:

addition +subtraction -

multiplication *division /

exponentiation f

Parenthesis are often used to make explicit the order.in which anexpression should be evaluated, although there are specific ruleswhich are used by the computer that make the inclusion of parenthesisunnecessary. For instance, theexpression A/B+C 'might seem ambi-guous; is A divided by B and then added to C, or is B added to Cand then A divided by this sum? The order of operations rules clarifythis apparent problem. The rules state:

12

1) All exponentiation is done first.2) All multiplication and/or division is done second.

3) All addition and/or subtraction is done last.

4) Ordering within each level is from left to right.

5) Parenthesis may be used to modify or simply clarify

the ordering presented above.

What then is the meaning of A/B+C?How would you change this expression so that the entire sum 5+C is

divided into A?

It is meaningless to simply compute a value without placing the value

in one of the containers of the computer, printing it or using itto direct instruction 'execution. ArE/F*3 is a replacement instruc-

tion or assignment instruction. It is termed this because the numberfound in the container named E is divided by the number found inthe container named P. This quotient is then multiplied by three

and the result is placed in the container named A. What is the

meaning of .C142*C3142/6 and in what order are the operations performed?

10 Arl20 A -A +230 A-A +2

This sequence shows more clearly why this type of instruction iscalled a replacement instruction.

1)" 10 Aml The container. named A will have the value 1.

2) 20 AaA +2 A+2 means take the current value found in the .

container named A and add two to this value.The result would be 1+2. The instructionfurther requires that the result be placedback into the container named A. So afterthis instruction is executed, container Ahas the value 3 in it.

3) 30 A-A +2 What will the value of A be after this instruc-tion is executed?

Basic Instructions

EXERCISES

1) True of False

a) Each print line has five print.zones.b) Every print zone of a print line must contain information before

the line can actually be printed.c) A semicolon is used to change the size of the print zone.d) A PRINT statement may never end with a coma.e) The, comma in the PRINT statement indicates that the' printer is

to move to the next print zone.f) Printing ends whenever the fifth zone has been filled.g) PRINT 10,20,30 and the sequence PRINT 10,20 PRINT 30 will both

cause the same information to print in the same format.h) Titles can only contain 15 characters because they must not

overrun print zone boundaries.i) Semicolons and commas can be intermixed in any PRINT statement.j) A semicolon reduces the size of the print zone to 6 spaces,

2) On the imaginary output forms show what would result from each of thefollowing:

a) PRINT 99,732,55.

0

13

b) PRINT "AVERAGE SCALED SCORE", 32

c) PRINT 1053; 32; 521, 10

d) PRINT 10,5534,PRINT 925,36

0

e) PRINT 25,7532PRINT 671,11

14

f) PRINT TAB(2);"THE ANSWER=";TAB(30);7

00 11=1INFINEM=.011,1111=1

g) PRINT "THE ANSWEW;TAB(20);P where P contains the value 10

3) What will A and $G contain after the statement 10 INPUT A,$G is executed.

Given the students enters 25,"SALLY SMITH" at the terminal

4) List the order in which the operations in the following expressionswould be performed.

a) BA+C-3.0

b) CmI*5+J/K

c) 104*(Y+Z)

d) Irm(G+105.0-7)*.321

e) PoG+105.0m7*.321

5) What is the meaning of each of the following:

a) B..0+0.5

b) DmiD4-3

6) What will be the value of A after the following instructions have been

executed?Bm3

C=5

a) APA+B+C

b) MA+3

c) MB*C/5

d) A-A+A

e) A.R(B+C*2)/412

7) Write a program which will compute and print a child's IQ when his

chronological age and mental age are available.

(Hint: MA=(Chronological Age X IQ)/100

15

8) Kenny was referred tothe Northwestern Learning Disabilities Center be-cause of an apparent Language problem. The Picture Story Language. Test

was used as one of the diagnostic instruments, Write a program which

will produce a neat record of his test results. Compute the words per

sentence (TW/TS), Total Unit (NW+TO), Total Correct (TU-TE) and Syntax

Quotient (TC/TU x 100). Your printed output should resemble the followingwith the appropriate WPS, TU, TC, SQ information included.Productivity

Total Words (TW) 63Total Sentences (TS) 5

Words per Sentence (WPS)

Syntax ScoresNumber of Words (NW) 63Total Omissions (TO) 3

Total Units (TU)Total Errors (TE) 3

Total Correct (TC).. Syntax Quotient (SQ)

9) George was referred to the Northwestern Learning Disabilities Center be-

cause of his apparent reading dif:iculty. He was given the WISCas part of his diagnostic test batte'ry. Write a program which willproduce a neat record of his WISC results and which will compute anaverage scaled score of all of his subtests, an average scaled score

for his verbal subtests, and an average scaled score for his performance

subtests.

VERBAL PERFORMANCE

Information 12 Picture Completion 10

Comprehension 12' Picture Arrangement 13

Arithmetic 7 Block Design 15

Similarities 10 Object Assembly 17

Vocabulary 6 Coding 9

Instructions of a program are normally processed in order; however, there

are a few BASIC statements which can be used to alter this normal sequential

processing. The GO TO is used to execute an unconditional transfer (trans-fer automatically to another section of the program) and the IF is used to

execute a conditional transfer (a transfer somewhere only if a specified

condition is met). These two transfers are analogous to the sentiments

presented in the statements:

1) I am going on vacation this summer. (Unconditional).

2) I will go on vacation this summer only if I have saved $1,000

by that time. (conditional)

16

6) GO TO.

FORMAT: line number GO TO line number

EXAMPLE: .10 .G0 TO 30

This instruction causes an unconditional transfer. This statementcauses the instruction at the .referenced line number to be executed.next. Normal sequential processing will .continue from that point.

10 BaO20 INPUT A30 BligA+B

40 PRINT B50 GO TO 20

BP()

/ RE"/ DATA

ACCUMU-LATE DATA

B=A+B

i( PRINT ACCU-MULATION

Statement 50 causes statementa 20-40 to be repeated. This is aclassic example of a "loop". This looping operation is the mainreason it pays people to write computer programs. A series ofinstructions need only be coded once but can be executed severaltimes.

It is important to follow the value of B each time the sequence20-40 is executed. Let's assume that the data entered is

Ap2, Ap8, A =9

First Execution Second Execution Third ExecutionA AB A B

10 Bmg0 0 2

20 INPUT A 0 2 2

30 B=A+B 2 2 10

40 PRINT B 2 2 10

50 GO TO 20 2 2 10

8

8

8

10 9

19 9

19 9

19 9

17

7) IF

FORMAT: line number I r THEN n

where r is a relational expression and n is a line number

EXAMPLE: IF 1=8 THEN 165IF J 2 THEN 20

The IF instruction causes a conditional' transfer to the line number speci-fied. The relational expression is the portion of the instruction that speci-fies the condition which must be satisfied if control is to be transferred. Ifthe condition is judged true, the program control_ transfers to*the statementnumber specified, but if it is judged false, the next sequential statementis executed.

There are six conditions which can be tested in a relational expression.Relational expressions can be used to test whether the value of two expressionsare equal, not equal; can be used to test whether the value of one expressionis greater than a second, greater than or equal to a second, less than asecond, or finally, less than or equal to a second.

The codes used for these relationships are:

= equal to.er, or ;PIC not equal to

7 greater than= or = greater than or equal to

I. less than4' = or = less than or equal to

The IF instruction is often used to determine when all the data has been pro-cessed. If the programmer knows the exact count of his data cards, he might code:

10 IF C1=20 THEN 30

30 STOP40 END

where Cl is a count of the number of records processed. There are 20 recordsin this example.

A more flexible method, however, for terminating program execution is toenter as the last record one which contains unreasonable data and then to testfor this condition. For instance:

10 INPUT I20 IF 1=999 THEN 30

30 STOP40 END

where I contains IQ scores and an IQ score of 999 is unreasonable and thereforeit is used to signal to the program that it has processed all the data records.

18

With this explanation you should be able to thoroughly understand the

following program.

10 REMARK CONVERT IQ AND CHRONOLOGICAL INFO INTO MENTAL AGE INFO

20 C1=030 IF C1=3000 THEN 9040 INPUT A.I50 C1=C1+160 His(A*I)/10070 PRINT M80 GO TO 3090 STOP100 END

20 C1=0. Cl is initialized to zero in step 20. Cl is being used as a

counter so that the program can terminate execution after it has completed

the mental ages of thirty children. All counters are first initialized

to O.

19

30 IF C1.3000 Imal9o. Directs a transfer to statement 90 only after thevariable Cl has the value 30. if Cl equals anything other than 30 state-ment 40 would be the next instruction to be executed. This is the situationthe first time statement 30 is executed because Cl will have the value 0at that time. How many times will statement 40 be executeein this program?

40 INPUT A I The INPUT instruction requests the chronological age andIQ information from the user.

50 C1 -C1 +1. Counts the number of children'who have been processed.The first time this instruction is processed,the value of Cl will be changedto one, i.e., C1.0+1.

60 M.(A*I)/100. Computes the mental age score from ttie child's chrono-.logical age and IQ information. The chronological age is multiplied bythe IQ score. This product is then divided Uy 100.

70 PRINT M. Prints for each of the thirty children the mental age valuewhich was computed by the program.

80 GO TO 30. Transfers control to the IF instruction to check whetherall thirty children have been processed by the program.

20...aasp Terminates program execution and is executed only after C1.30.

100 END. -This must be the last statement in every BASIC program.It is important that the student realize that there are usually many

ways to solve and program his solittion to the problem.. This program couldhave been coded:

10 REMARK CONVERT IQ AND CHRONOLOGICAL AGE INFO INTO MENTAL AGE INFO20 C1=030 INPUT A,I40 .C1=C1+150 M.(A*0/10060 PRINT M70 IF C1<3000 THEN 3080 -"STOP90 END

Do you see why? How does this program differ from the original one?

A

EXERCISES -- BASIC INSTRUCTIONS

20

1) Write the BASIC instruction which will cause an unconditional transferto statement number 25.

AbollMbmsNans

2) Write the BASIC instruction which will cause a conditional transfer toto statement number 25, based on the conditioi that the value of the

variable B is less than the value-of the variable A.

.IIIRMIMON.1..!

3) Write the BASIC instruction which will multiply the sum of E and F

by MI, and place the result back in L.

4) List the six relations which can be tested in an IF instruction,

.11114 mill.=1".

5) Write two BASIC instructions which will cause an conditional transfer

to statement number 36, based on the condition that the value of the

variable Z is greater than the value of the variable X.

6) Describe briefly in wcrds what is being done in each of the following

programs:

a) 10 X=020 INPUT A,B,C,D30 X=X+1

.40 Am(A+B+C÷D)/450. PRINT A60 IF X4r50 THEN 2070 END

21

b) 10 INPUT G,C,M,R20 G=G+5.230 L=(G+C+M)/340 Q21(R,L)*10050 PRINT Q ^

60 es. END.

c) 10 CO =20 INPUT S30 C=S+C40 PRINT C50 GO TO 20 '

7) , a) How many times will instructions 20 through 50 be executed inprogram 6a?

.b) How many times will instructions 10 through 50.be executedin program 6b?

C

mmINIIIMMIIIINIMP =MEM O.*

cY. Nowmany times will instructions 20 through 40 be executed inprogram 6c?

=1/=IMIIMIN.NIMPI!!...MMl===

8) a) Given that the initial values entered into program.'6a areA=6 B=10 C=12 D=8, what will the value of A be afterstatement 40 is executed for the first time?

6

W hat numerical value will beprinted by 50 PRINT A4 the first time it isexecuted?

b) Given that the initial values entered into program 6b areG=5.5 C=10.3 M=10 R=2.5 what will the value.G he afterstatement 20 is executed?

What will thevalue of L be after statement 30 is executed?

What numerical value will be printed by 50 PRINT Q?

VIMMINIF

c) Given S=2 the first, time statement 20 in program be isexecuted, S=10 the second time, and S=9 the third, what willbe printed the first time statement 40 PRINT C is executed?

; the second time?-r

; the

\1/4.

third time it is executed?

22,

9) Identify the correctly coded instructions. For those which are unaccep-

table to the BASIC. programming language,specify the rule which makes

them unacceptable.ACCEPT. UNACCEPT. wily UNACCEPT.

a) 10 AZ2.224-1

b) 20 INPUT "This program computers IQ scores", I

c) 2535. INPUT B,C2,C3,C5

d) 342 PRINT "IQ SCORE", Q

e) 210 IF A>=4 GO TO 20

f) 210 GO TO "NEXT INS :RUCTION"

g) 310 STOP PROGRAM

h) 310 PRINT 20,30,40

.i) 270 INPUT 20,30,40

j) IF B2sotZB3 THEN 991

.11MIIM=UMIIMI=1411MOMIIIINNIW,

.1

=111

10) a) The Illinois state regulations considers a child to have failed the

Audiometric Screening Test if he does not respond at two or more'fre-

quencies in the same ear at the screening level. The state regulation

require- that screening be done at the frequencies of 500, 1000, 2000

4000 at a hearing level of 25 dB. Because the frequency range500-2000

is critical for the acquisition and use of language and speech, it

appears that the failure criteria should be more stringent. For example,

s child is considered to have failed if he .does not reapond at one or

..ore frequencies in the 500-2000 Hz range.

Write a program which will list those children who have.not passed the

screening test, babed on this more stringent criteria. ("HINT": You

must enter as data a student identification number and.a pass-no pass

indication for each'freqUency at the 25 dB lewd. 'Try usin§ 1,2,3 as astudent identification number and use a.code of 0 for no pass and a

code f 1 for a pass indication.)

DATA: LtlistlLar 500Hz 1000Hz 2000Hz 4000Hz

Child 1 - Pass 'Pass Pass Pass

Child 2 No Pass Ho Pass Pass Pass

Child 3 No Pass No Pass No Pass No Pass

Child 4 No Pass Pass Pass Pass

5 Peas Pass No Pass No Pass

Child 6 Pass Pass Pass - No Pass

23

If you choose to use an input statement of the form INPUT, LAV,H,C,Dthen you would enter 1,1,1,1,1 based on the above HINT for child oneand 2,0,0,1,1'for child two and so on.

b) Using the aboVe data write a program which will list thosechildren who have not passed the screening test using the IllinoisState regulations as a screening criteria.

24

FURTHER INFORMATION ABOUT THE BASIC PROGRAMMING LANGUAGE

(for those who want to be slightly more accomplishedBASIC programmers)

SUBSCRIPTED VARIABLES

Basic allows the programmer to define one variable name to enter a

large list of information. This is_done with a BASIC subscriptedvariable. A subscripted variable takes the form of variable namefollowed by parenthesis which encloses an integer constant. (NOTE the

variable name must follow the same naming conventions as presentedabove for unsubscripted variables, le, one alphabetts or two characters, the first.

of which must be alphabetic, and the second a numeric Character).

EXAMPLES: K(2)K3(4)I(8)

The above examples represent only stodgy subscripted arrays. However, BASIC does also allow doubly K(2,3) and triply

subscripted K(1,3,7) arrays. To better understand subscripted variables,

let's study how iheycan be used to reference a list of numbers. Suppose

44, 48, 46, 48, 45, 32, 36, 36, 30, 38 represented the scaled scores that

a child received on the ITPA. One might define array S and have:

S(l) 44S(2) 48S(3) 46S(4) 48S(5) 45S(6) 32

S(7) 36

S(8) 36

S(9) 30S(10) 38

where the variable name S(1) would be used'to reference the first scaled

scores (44), S(3) to reference the third scaled score (46). How would

you reference the last scaled score?

DIM

As long as you only plan to reference a list of ten items, you need not

tell the computer cxplicitly that a variable is subscripted. If, however,

you plan to use the subscripted variable to reference more than 10 items

you must include a DIM statement.

DIM V1(4), V2(L2)...Vi(Li) - where Vl,V2...Vi is the list of arraynames which will contain more than 10

items.

- 1.1,L2,...Li is the maximum number ofitems each array might contain.

X25'

EXAMPLE: DIM A(25), A3(50)

The DIM is the way of explicitly telling the computer that a variable issubscripted.. It may appear anywhere in a program.

FOR and NEXT Statements

FORMAT: FOR V = S1 TO S2 STEP S3 - where V = any variableSrinitial value apsigned VSrmaximum value V can reachSymvalue by which V is in-

creased each timethe NEXT0 statement is executed.

SI,§2,S3 can be any expression.NEXT V - where V is the same variable specified in the FOR

statement.

EXAMPLE FOR X=1 TO 10 STEP 2 FOR S=1 TO N

NEXT S

NEXT X

The FOR -NEXT statements greatly facilites the definition and control ofrepetitive operations. In general most information processing procedureshave repetitive processes inherent in them. It is for this reason thatthe FOR-NEXT is such an important BASIC instruction. The FOR-NEXT may be.best understood by looking at the following examples:

EXAMPLE 1.10 C=020 S=030 IF 0=10 THEN 8040 INPUT J50 C=C+160 S=S+J70 GO TO 3080 next instruction

is equivalent to:

EXAMPLE 2. 10 C=020 S=030 FOR K=1 TO 10 STEP 140 INPUT J50 C=C+160 S=S+J70 NEXT K80 next instruction

The FOR-NEXT causes the repeated execution of the instructions following theFOR and preceding the NEXT. In general terms, the FOR statement causesV to be assigned the value Si, the first time it is executed. Each time theNEXT instruction is encountered the value of V is incremented by 83 and a testis made to see if the value of V=S2. If this limit is reached, the next sequentialinstruction is executed. If the limit has not been reached the instruction

, following the FOR is reexecuted. Therefore, in the above example K is setto 1 and each time NEXT K is executed the value of K is increased by one and a testis made to see if 10 (the limit value). The FOR-NEXT can be shortened when incredtmenting is to be by ones. You can simply omit the increment partici..., FOr example:FOR 14.1 TO 10 could have been used in the above AXIS 'Le,

To further study the FOR instruction, let's recode the example presentedon page 19.

10 REMARK--CONVERT IQ AND CHRONOLOGICAL AGE'INFO INTO MA INFO20 C1-030 IF C1a3000 THEN 9040 INPUT A,I50 CluC1 +1

60 Ms(A*0/10070 PRINT M80 CO TO 3090 STOP100 END

would become:

10 REMARK--CONVERT IQ AND CHRONOLOGICAL AGE INFO INTO MA INFO

20 FOR Cl ml TO 3000

30 INPUT A,I40 M.(A *I) /100

50 PRINT M60 NEXT Cl70 STOP.80 END

Do you see why ?,

b

EXERCISES - SUBSCRIPTED VARIABLES, FOR NEXT

27

1) Identify the correctly coded subscripted variables. For those which areunacceptable in BASIC,. specify the rules which makes them unacceptable:

a) J(B)b) K2(6)c) 2K(6)d) R33e) M(3,3)f) L(;05)g) Q(18)h) F(3,7,1)i) G9(3,2)j) GM(5)

Acceptable Unacceptable

1..MIMIIMMEN.

.1111MMMIM

11.11m111.11.111

IMMUNINVMPINM11.1.00

MMEIMMINIONE,==

Why Unacceptable

2) Code the DIM statement for the subscripted.variable T so that the followinginformation can be stored in T:

.5, 9.6, 10.5, 6.51 13.3, 10.4, .01, 9.25, 15.7, 17.3, 18, 21'

3) In the above array T what would be the value of

T(7)T(3)TX12)T(15)

4) Identify the correctly coded FOR instructions. For those which are unacceptablein BASIC, specify the rule which makes them unacceptable.

Acceptable/Unacceptable Why Unacceptable

a) FOR S=1 TO 20 STEP 2

NEXT S

b) FOR S=1 TO X

NEXT 2

c) FOR S=1 TO X STEP 1

NEXT X

d) FDA T=2 TO 10 STEP 3

NEXT T

28

5) how many times will the instructions within the range of the FOR -NEXT be

executed?

a) N*3 answer

S*0FOR X 1 TO 19S*S+XNEXT X

b) N*3 answer

Sto0

FOR X=1 TO NS S+XNEXT X

c) N*3S*0FOR X*1 to 19 STEP 2 answer

S*S+XNEXT X'

6) Code the FOR'NEXT sequence which would be equivalent to:

10 I*020 INPUT J30 ImI+140 PRINT J50 IF I )1:5 THEN 2060 STOP70 END

PROGRAMMING WITH SUBSCRIPTED VARIABLES, DIM AND FOR-NEXT INSTRUCTIONS

EXAMPLE: Write a program which will process the READING ACHIEVEMENT SCORESfor 50 children. Compute the mean Reading Achievement Score andprint this mean as well as the test record for each child.

Hint: You cannot compute a mean of all the children until allthe records are read.

10 S.,0

20 FOR Ioal TO 5030 INPUT M$,R40 PRINT M$,R50 SS-F.R

60 NEXT I70 MR/5080 - -PRINT A

90 STOP100 END

. 146.1110

. .... _.... .

INITIALIZE.ACCUMULATOR

READ50

RECOR

yes

COMPUTEACHIEVEMENTAVERAGE

AVERAGE/PRINT

_ .

PRINT ACCUMULATE

STUDENT ACH I EV ENE.

RECORD SCORE

30

How would this program be altered if one was working with an unknown population

size?

5 cling

10. Sm020 INPUT N$,R30 IF R -999 THEN 8040 C1a,C14-1

50 PRINT N$,R60 S '.S +R

70 GO TO 2080 AmR/C190 PRINT A100 STOP110 END

Looking at a more difficult version of this problem:

Example: Write a program which will process the READING ACHIEVEMENT SCORES

for 50 children. Compute the mean reading achievement scoreand print only the test records for those children who fall

below this mean.

HINT: 1) One cannot co.*pute a mean of all the children until

all the records have been processed.2) One cannot determine those children whose scores

fall below the mean until after the mean is computed;

therefore it is necessary to save this informationsomehow. It would be difficult to save this informationin 50 different variables; therefore one shouldchoose to use subscripted variables..

ACCUMULATORI NIT TALIZEJ

No

Yes

-

TONSTORE

INF{ ACCUMULATE

ACHTUEMENTSCORES

YES

YES

31

10 DIM I$(50), R(50)20 Sam0

30 FOR Jog TO 5040 REMARK - -I$ is the identification, R is the score50 INPUT I$(J),R(J)60 REMARK ACCUMULATE THE SUM OF READING SCORES70 SaS+R(J)80 NEXT J85 REMARK -- COMPUTE THE AVERAGE90 A.S /50

95 CHECK FOR CHILDREN BELOW THE AVERAGE100 FOR JP1 TO 50110 IF R(J) :PP)pA, THEN 130120 PRINT I$(J),R(J)130 NEXT J140 STOP150 END

What changes would you. make to this program if the population size wasunknown?

32

BASIC PROGRAMMING PROBLEM 1

Jim was referred to the Northwestern Learning Disabilities Center fordiagnosis. It was reported that he had difficulty reading. The clinic staffdecided to administer the entire Illinois Test of Psycholinguistic Abilities(ITPA) to check for possible auditory or visual processing problems.

Write a program which produces a neat record, with the appropriatesubtest names. Compute and,ptint his, overall ITPA scaled score average,his auditory-vocal average and a visual motor average.

Auditory Reception 44Auditory Association 48Verbal Expression 46Grammatic Closure 48Auditoiy Memory 45

Use these to compute theAuditory-Vocal scores

Visual Reception 32

Visual Association 36Use these to compute the

Manual Expression 36visual-motor scores

Visual lamory 30

Visual Closure 28

33

BASIC PROGRAMMING PROBLEM 2

The Almac School system requested that all their teachers complete apupil behavior rating scale for each member of their class. The schoolsystem hoped touse this as part of a total diagnostic battery to aid inthe identification of children suspected of having a learning disability.Write a program which will produce a neat record of the pupil rating scalecompleted by Mrs. Donothing for Tommy Monster, and which computed anaverage total rating and an average rating for each of the five areas ofbehavior, i.e., Auditory Comprehension and Listening, Spoken Language,Orientation, Behavior, and Motor.

The rating scale is attached.

DATA for Tommy Monster

Auditory Comprehension1. Rating of 32. Rating of 4

Spoken Language1. Rating of 22. Rating of 2

OrieitationI. Rating of 42. Rating of 2

Behavior1.

2.

Motor1.

2.

Rating of 5Rating of 4

Rating of 2Rating of 1

4Ft

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avio

r sh

ould

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ders

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iscu

ssed

1wIn

II.

SPXEN LANGUAGE

Ability to srzlk in contact° coot encns usino

stvv-tw...)

1

usoi incomploto

r::.toncos rith cram-

crrors

.

rze.;

rinvf

p(%

to S

A4

UP

vocab- *

2

frequently uses incem-

plot° sentcncos & /or

nmorous

errors

limitod vocabulary

includins

sinplo nouns; few

Fvociso, d?scripivo

vurdas

'%

AP

,so

.

III.

ORIPNTATION

1

lncks

crAsp of tho

:% f..aig of ciao;

Elvsys ;ate or

confused

.

2

poor time concept;

tonds to daudlo;

often lato

....

2.

Artial oriontntion

Llvays confused;

vrTJI.Alo to navicdto

trclInd c1ossroom

01' Eelools plv-

.L:ouAd er.neighbor-

hood

%

Mow

3

rsos correct crerunr;

fcm errors of c..lission

or incorroct use of

proposW,ns, verb

Unso, py0.10uns

.ft

..

ecvnto vocabulary

for cfr; end vtada

; m. a

s.6-

ILW

.-

0 ;

4.

ebov e awren Gra

r:rnly

s.

4..8

...

3

Everett) understanding

of.timo fortco end

credo

4

provt; late

only uith good

vonson

_

C

t.

.

; 'Vo.

.

.k.r

1

..

:

vcry

tt L5n.:1!1t.

tclzeul-4-

-p.. .-

trA c

4.,

qm

r.c.

.....o

r m

Im

.... .

.1.

.V

.

frequently gets 1st

in relatively familiar

surroundings

..can mlncuver In

femiliei locations;

(*memo few ago

craft

4s

L ovvo bvcrccrl

cbility; rarely

3.0:;t cr confuscd

t.

dr.

.

..10':f 1

, 4

0

I

4:1 c)

Iv. ramiou

Con.:eratien

1

continually disrupts

classroom; unable

to inhibit mpoases

2

fruquontly denands

tho "prat lidit;"

often s;eaks out

of turn

3

v.l&t3 his turn;

tveroge

for rgo

end grade

4.4

"-2. Attror.inn

is nevor attentive;

rarely listens;

tttends Ldt:stmtely

I..........

vry

distractible

..........,............................................ror.....f.

....,.

....

......

.....

...-

-c t ten t i on finuntll

valesra

07-e a6.:

c. d gro.dol

.... - ...

........

...

..

6 IV.

EGMt

Conch-al Coordination:

-1

very poorly

coordinated;

clusy

running. aliribing,

hopptngs vnlking

Ma-

-2

bolow average

coordination;

awkward

3

average

coordina-

tion for ago;

outstanding but

.greceful

4

v:1.1;

Lverce3

Ts

....s

rIv

IT

Pb.

-I..-

L': 31':x;

}'

(.3 1.);.4t

31:':

AyS

4

abovo averago

coordination;

door well in

the,re3cctivitics

5

Cf:

%1.

4f5

!!tl-

cut telo.t.

1-

y. rtt

to

ufeJL ir

u...?ctf; lc.ag

ta

.s

.r,

5

(--; opt3onal

LI,M1=Yls

in the.:, crca

c

sfIO

sw14

+~/

swT

ie...

Wef

ts .

2. rice

very poor

hr.:lance

below avorne;

falls frcauently

avoragobalance

for ato; not

outstendIng,but

adcluate

abovo avorago;

vc11 in

cotivitios

rpqr.t7ing bnlcnce

-Iva

Saw

.cxerlicgra

cb:Ottyl a -('4s

St. L-1.1ns11,1;

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aa s

wor

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a

37

BASIC PROGRAMMING PROBLEM 3

Writq.one program which analyzes the_ records of live children and which

1) will report a neat record (with appropriate subtest names) of eachchild's Illinois Test of Psycholinguistic Abilities (ITPA)

2) will compute and print an average ITPA scaled score

3) will determine and print those subtest scores which fall 8 points or morebelow the child's average scled score

for each of the five children.

DATA:

Child 1 - A.R. 44 Child 2 46A.R. 45

48 A.A. 29

V.E. 46 1TTE.4G.C. 48 C.C. '48

A.M. 45 A.M. 43

V.R. 32 V.R. 41

V.A. 36 V.A. 51

M.E. 36 M.E. 40

V.M. 30 V.M. 46

V.C. 28 V.C. 39

Child 3 - A..R 33 Child 4 - A.R. 20

A.A. ,42 A.A. 16

V.E. 45 V.E. 19

G.C. 48 G.C. 18

A.M. 43 A.M. 27

V.R. 36 V.R. 47

V.A. 37 V.A. 14'

M.E. 43 M.E. 27

V.M. 46 V.M. 6

V.C. 35 V.C: 13

Child 5 - A.R. 27

A.A. 17

V.E. 25C.C. 25

A.M. 33V.R. 23

V.A. 28

M.E. 29

V.M. 24IP

V.C. 25

a

NW

38

BASIC PROGRAMING PROBLEM 4

TO.. Administrators at the Northwestern Speech Clinic would like to evaluatestudent clinic performance by computer. They are interested in computingeach student's average grade as recorded by their supervisors on their ClinicEvaluation Forms. The administratorssare also interested in having a listof those students who are performing below average work in one or wore ofthe categories of evaluation.

Write a program which will:

a) Compute and print a student's average score based on the scoring:Superiors5, Stiong=4, Averages3, Fair2, Inadequatesl

b) Compute and print an average score for each category of evaluationusing the above scoring technique

-

c) Note on the'printed output all students' who have performed belowa3.5 average in one or more categories of therapist evaluation.

d) Compute and print a count of the students who will receive A's, B's,

F's, based on the grading criterion.

4-5 s A3-3.9- = B

2-2.9 = C1-1.9 st P

The following is a sample of the evaluation form used.

THERAPY PLANNING

1. Ability to evaluate patient needsand formulate appropriate quartergoals.

2. _Determining rationale for therapy

procedures

3. Utilization of baseline measures inplanning.

THERAPY MANAGEMENT

1. Preparation for therapy sessions(lesson plans)

2. Selection and use of appropriate'materials and activities (consistentwith goals, age, interest)

3. Selection and use of appropriatereinforcement procedures (reinforcerschedule, obvious, meaningful)

DIAGNOSTICS

1. Ability to determine pa "tinence of

pretest information2. Ability to interpret test results3. Overall rapport in interviewing

Superior Stron Inadeguate

39

The following data should be used:

Super. = Superior Str. = Strong Ave. - Average Fair

THERAPY PLANNING THERAPY MANAGEMENT DIAGNOSTICSI 2 3 I 2 3 I 2 3

Therapist 1 Supr. Str. Super. Str. Str. Str. Str. Ave. Str.

Therapist 2 Ave. Str. Ave. Ave. Ave. Ave. Fair Ave. Fair

Therapist 3 Str. Ave. Ave. Str. Str. Str. Fair Fair Fair

Therapist 4 Str. Supr. Supr. Supr. Supr. Supr. Str. Str. Str.

Therapist 5 Fair Ave. Fair Fair Fair Fair Str. Str. Str.

40

BASIC PROGRAMMING PROBLEM 5

Write a program which analyzes the files of five children and which will

1) prepare a neat record (including titles) of each- child's file2) compute and print the average verbal, perforMance, and full scale IQ scores

on the Wechsler Intelligence Scale for Children (WISC).

HINT: (Verbal IQ score child 1 + verbal. IQ score child. 2 + verbal IQ scorescore child 3 + verbal IQ score child 4 + verbal IQ score child 5)15

Verbal IQ AVERAGE

3) Label in.some manner records of the children who had a discrepancy ofmore than 6 points bAtween their verbal and performance IQ scores on the WISC.

DATA WISC ScoresName ..411 Verbal Performance Full Scale

C. Hanes 7.3 94 100 98

D. Field 6.5 100 100 100

H. North 9.3 110 120 115

E. Start 10.5 94P110 103

P. End 12.3 100 94 97

BASIC PROGRAMMING PROBLEM 6

Mrs. Mary Jones, a mathematics teacher at Jordan Jur. High, has hired you to

assist her in processing her class information by computer. Her mast recent

request is-for you to analyze the results of the class mid-term exam. You are

to write a program which will:

1) compute and print the class mean on this midterm2) Prepare two lists, one which will contain the test information of those equal

to or above the mean and second, which will contain the.test information of

those below the mean.

DATA NAME TEST SCORE

HANES 83

PROOF 94

MEAN 100BELT 63SALTER ,76

SEAL 94

GRANT 100

CIDER 61

HANKS 73

SIDES 89MIDDLE 98HODGE 43CARLS 79

HALL 96CHAR 98END 65

ANSWERS - to problems found on page

1) a) constantb) constantc), variabled) variablee) constantf) constantg) variableh) constanti) variablej) variable

2) a)

b)

c)d)

e)

1)

h)

acceptableacceptableunacceptable.unacceptable.

JulAgMPSAllie.

acceptableacceptableunacceptable.

i) unacceptable.j) unacceptable.k) acceptable1) acceptable

3) 10 INPUT A,C20 Cm,A+C

30 PRINT C40 STOP50 END

41

A variable nameA variable nameA variable namesecond character

A string varialisafter. The fithe second mustA stiringconstaA variable name

y only contain two characters.y not contain' any special characters.

an only contain a (digit as thei.e., 0-9

I.

e is named with a two character iden-st character must be alphabetic andbe a dollar signt must be enclosed in quotes.must begin with an alphabetic character.

Any number ng would be acceptable as long as thenumbers a e assigned in increasing order of magni-tude and o two statements are given the samenumbers.

4) No, the statement C=A+C must bbe numbered.

5) a) Fb) T

c) Fd) F

e) T

numbered. All BASIC statements must

41%

I

I

ANSWERS - to problems found on page 13

1)

a) Tb) Fc) Td) Fe) T1) Fg) Fh) Fi) T3) F

2)

a) o 99

tr-AVERAGE- SCALED

c) o

d) o 10

e) o 250 671

42

534 25

75321

f) o -THE 1NSWER.

g) oTHE ANSWER 10

3) A will contain 25

$G will contain SALLY SMITH

4) a)

b) *,/,+,=c) +,8,=d) /,+,-,*,=

e) /9*,+9-pm

7

5) a) Means take the current value found in location C and add to thisthe current value found in location D. Subtract 5 from the sumand place the results into location B.

b) Means take the current value,found in location D and add 3 to it.

Place this sum into location D.

6) a) 9b) 12c) 3d) 6e) 13/16 m .8125

7) 10 REMARK - PRINT IQ, GIVEN.CA and MA20 REMARK - IQ = MA/CA*10030 INPUT M,C40 ImM/C*10050 PRINT "INTELLIGENCE QUOTIENT ",I60 STOP70 END

8) 10 REMARK - PRINT PSLT RESULTS20 INPUT W,S,N;04,E25 REMARK COMPUTE WORDS PER SENTENCE30 W2mWIS35 REMARK COMPUTE TOTAL UNITS40 U=N+O45 REMARK COMM TOTAL CORRECT50 C=U-E55 REMARK COMPUTE SYNTAX QUOTIENT60 QmC/U*10070 PRINT "PRODUCTIVITY"80 PRINT "TOTAL WORDS (TW) =",W90 PRINT "ram ,SENTENCES (TS). ",S

100 PRINT."WORDS PER "'''ENCE (WPS)=",W2110120 PRINT "SYNTAX SCORES"130 PRINT "NUMBER OF WORDS (11W) = ",N140 PRINT "TOTAL.OMISSIONS (TO)=",0150 PRINT "TOTAL UNITS (TU)=",U166 IRINT "TOTAL ERRORS (TE)=",E170 PRINT "TOTAL CORRECT (TC)=",C180 PRINT "SYNTAX QUOTIENT (SQ)m",Q190 STOP200 END

C

43

44

9) .10 REMARK COMPUTE AVG TOTAL SCALED SCORE-WISC20 REMARK COMPUTE AVG VERBAL SCALED SCORE-WPC30 REMARK COMPUTE AVQ PERF SCALED SCORE-WISC40 INPUT V1,V2,V3,V4,16,P1,22,123,P4,P550 Tia(V102+V3+V4+1/54-11102+P3+1,4+P5)/1060 V6m(V1024134V405)/570 P6m(P14.P2+P3 +P44+5)/5

80 PRINT "VERBAL"90 PRINT "INFORMATION",V1100 PRINT "COMPREHENSION", V2110' PRINT "AR1THMETIC",V3120 PRINT "SIMILARITIE8",V4130 PRINT ""VOCABULARY ", VS

140 PRINT " ", "VERBAL 168/RAGEs",V6

150 PRINT160 PRINT "PERFORMANCE"170 PRINT "PICTURE COMPLETION",P1180 PRINT "PICTURE ARRANGEMENT",P2190 PRINT "BLOCK DESIGN",P3200 PRINT "OBJECT ASSEMBLY",P4210 PRINT "'CODING ", PS

220 PRINT " ","PERFORMANCE AVERAGEm",P6230 PRINT240 PRINT.

250 PRINT " ","TOTAL AVERAGE SCALED SCORE="a

ANSWERS to problems found on page 19

1) 10 TO GO 25

2) 10 IF seA THEN 25or

10 IF B THEN 25

3) (E+F)*M

4).. in, X 4 .7 >

5) IF ZiPX TWN 36or

IF X42 MN 36

6) a) The program prints an average of the values entered by the INPUT

Statement. It has been written to process fifty data cards.

b) The program_adds 5.2 to the value originally entered in G. It

computes an .average of the new value of G and the values of C and M

entered with the INPUT statement. It divides R as entered by the

INPUT statement by this average and multiplies this quotient by 100.

c) This program accumulates all the data that is entered and prints

out each new sum.

457) a) 50 times

b) 1 timec) indefinite number of times

-8) a) 99

b) L= 10.43

(=24.27

:) 212

21

9) a) unacceptable. Variable names can only contain two characters, thefirst Must be alphabetic and the second must be a digit..

b) unacceptable. Only signed or unsignedentered by the INPUT instruction.

c) acceptable

d) acceptable.

numeric constants can be

e) unacceptable. The IF statement requires THEN 210 1F A)=2 THEN 20It will not accept a GO TO

f) Unacceptable. The GO TO statement must have a statement numberfollowing it, it will not accept a string constant.

g) Unacceptable. The STOP statement requires that nothing followthe word STOP.

h) acceptable.

i) unacceptable. Only variables caWbe used in the INPUT statement

j) unacceptable.

10)a 10 C=020 IF C=6 THEN 11030 INPUT, I, Fl,F2,F3,F435 C=C+140 IF F1=0 THIN 8050 IF F2=0 THEN 8060 IF F3=0 THEN 8070 GO TO 2080 PRINT I,"500Hz=",,F1, "1000Hz=",F2,"2000Hz.",F3,"4000hz-",F490 PRINT100 GO TO 20110 STOP120 END

e

I

4610) b

10 Sa020 0.030 IF 0i6 THEN 170

P40 INPUT, I,F1,F2,F3,F445 0.0+1

4. 50 IF F100 THEN 10060 IF F200 THEN 11070 IF F31.0 THEN 12080 IF F400 THEN 13090 GO TO 30100

GO TO 60110 IF Sol THEN 140

do TO 70120 IF S1.1 THEN

SodGO TO SO

130 IFS 1 THEN 30140 PRINT I, "500 Hz ",F1, "1000Hzu",F2,"2000fts",F3,"4000Hzu",F4150 PRINT155 . SO160 GO TO 30170 STOP _

4'

O

180 END

ir

ANSWERS - Exercises Subscripted Variables, For-Next, page 27:

1) a) acceptable_ b) acceptable

c) unacceptable

d) unacceptable

e) acceptablef) unacceptableg) acceptableh) acceptablei) acceptablej) unacceptable

2) DIM T(12)

- a two character variable name must begin with analphabetic character

47

V

- subscripted vadWbles must have their dimension enclosed inparentheses either R3(3) of R(33)

- the dimension must be a whole number

- a two character variablj name must begin with analphabetic character and can only have a numericcharacter or dollar sign as the second character.

3) T(7) a. .01

T(3) 10.5T(12)=1, 21

T(15)13 undefined, no such variable

4) a) acceptableb) acceptablec) unacceptable. The variable used in the NEXT must be the same as that

directly following the FOR. In this example, one shouldcode NEXT S

d) acceptable.

5) a) 19b) 3c) 10

1,

6)

10 POR Iml TO 520 INPUT J30 PRINT J40 NEXT I50 STOP60 END

3, 5, 7, 9, 11, 13, 15, 17, 19

f

o