that the utilization of this newly acquired knowledge could aid them immeasurably in the development of solutions for these problems. The teaching of each of the courses embodied many like principles, and the procedures involved in the actual instructional methods of both, as well as the contents, were relevant to the procedures used for the students of the CASE project. The environmental design course, for example, involved programmed units, and the behavior analysis course used visual and other aids stressing its relation to the social and physical ecology. The NTSB staff often commented that they could not tell where one course left off and the other began. The CASE staff was pleased that such confusion could exist between what are often thought to be completely dissimilar areas of professional specialization. Some of the lectures were telephoned or taped, and the relationship of such methods of presentation to learning and consequences was discussed. CONCLUSION The increase in student educational activities, as evaluated by objective testing, and the change in the students' attitudes, with direct student modeling after the staff, as measured subjectively, encouraged the staff to expand the project into a 24-hour learning laboratory. It was evident during the project by the quantity of visitors and by the measurable effects on the NTSB staff that these procedures not only were workable as a technology to generate and maintain student growth but could, in fact, be taught and fed by degrees (through successive approximation) into an existing institutional setting whose mode of operation initially was contrary to that of CASE (CASE's procedures were based upon immediate reinforcement and delayed punishment; NTSB's procedures were based upon the standard penal system of immediate punishment and delayed reinforcement). On March 4, 1966, the CASE II-MODEL (Contingencies Applicable for Special Education--Motivationally Oriented Designs for an Ecology of Learning) was officially opened in a four-story building at the National Training School for Boys. Over two-thirds of its staff (including five correctional officers, four teachers and one caseworker who worked halftime on the project, a chaplain who assisted part-time, clerks, and typists) are directly from the Bureau of Prisons. It is planned that after CASE II is terminated in June 1967, the entire project, including its administration, will be completely in the hands of the Bureau of Prisons under the jurisdiction of the NTSB staff. APPENDIX 1 Pre/Post Tests Employed Standardized Test Measures Gates Reading Survey (Forms 1 and 2) Army General Classification Test (Civilian Edition) Flanagan Aptitude Classification Tests (1A and 11A) Tests of General Ability Basic Skills in Arithmetic Stanford Achievements Test (Forms L and M) Other Test Measures T.M. I. Grolier Program Pre/Post Tests: Punctuation and Spelling Elementary Arithmetic Multiplication and Division Basic Fractions Decimal Numbers Fundamentals of Algebra Science: Work and Machines Science: Measurement, Meteorology Science: Sound, Light, and Electricity CASE Orientation Exam (Devised for CASE) The Consulting Psychiatrist's Interview Personal Semantic Differential (Pre-test only) The Project Director's Interview and Taped Reading (Pre-test only) Verbal-Visual Concept Exam (Devised for CASE) World Association Exam (Devised for CASE) Application for Employment Form Paragraph of "Last Week at CASE" APPENDIX 2 List of Programs Most Frequently Used T.M.I.-Grolier Self-Tutoring Programs Spelling Punctuation Work and Machines Subject: Fundamentals of spelling. Vowelconsonant identification. Intensive practice on familiar spelling rules. Proofreading. Contractions. Homonyms. Basic rules for dictionary use. Age Level: Third-grade reading knowledge recommended. Also used for remedial work through high school. Subject: The use of punctuation in writing and proofreading. Use of capital letters, comma, semicolon, ellipsia, period, and exclamation point. Age Level: From seventh grade up. Subject: The 10-unit course covers: matter, energy and work, power and horsepower, introduction to machines' mechanical advantage; efficiency and friction, coefficient of friction, hydraulic machines, laws of motion, floating objects, Archimedes' Law, introduction to engines, and transportation and engines. Age Level: Junior high school. Review for higher grades. Addition and Subtraction Covers all addition and subtraction equations that contain mumerals 10 or smaller. Multiplication and Division Decimals This content was chosen because it was considered the best foundation for more advanced work and because it demands minimum background. Subject: Basic concepts of multiplication and division. Basic mumber facts. The collection of equal subgroups into a larger group. The division of a group into equal ་ subgroups. Basic mumber facts through 10 x 10 and 100 ÷ 10. Multiplication and division equations from a pair of factors or a quotient and a divisor. Systematic review. Age Level: Third-grade reading ability and knowledge of addition and subtraction are required. Excellent for higher grades. Subject: The study of decimal numbers and their use. How to add, subtract, multiply, and divide decimal numbers. Familiar ex amples, meanings, and applications of decimal numbers. Age Level: Fourth grade reading level plus facility in fundamental arithmetic skills. Useful for higher grades. |