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The responsibility to secure pension funds in investments which provide safety, income, and growth has been particularly difficult since the late '70s, mainly because of the extreme volatility experienced in the financial markets. New developments in diversification strategies can be separated into three areas: overseas investments, real estate, and the re‐enterprising of American corporations.

Students with extensive supports needs (ESN) often require pervasive and intensive supports to access the full benefits of educational programming. In this chapter, the authors describe the application of both established and innovative technologies for promoting equitable access and opportunity for these students. They provide guidance for the use of technology across the areas of academic instruction, social communication, behavior supports, daily living, and employment.

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

This paper synthesizes existing experimental research in the area of investor perceptions and offers directions for future research. Investor-related experimental research has grown substantially, especially in the last decade, as it has made valuable contributions in establishing causal links, examining underlying process measures, and examining areas with little available data. Within this review, I examine 121 papers and identify three broad categories that affect investor perceptions: information format, investor features, and disclosure credibility. Information format describes how investors are influenced by information salience, information labeling, reporting and accounting complexity, financial statement recognition, explanatory disclosures, and proposed disclosure changes. Investor features describes investors’ use of heuristics, investor preferences, and the effect of investor experience. Disclosure credibility is influenced by external and internal assurance, management credibility, disclosure characteristics, and management incentives. Using this framework, I summarize the existing research and identify areas that would benefit from additional research.

This study examines the impact of different Balanced Scorecard (BSC) formats (table, graph without summary measure, graph with a summary measure) on various decision outcomes: performance ratings, perceived informativeness, and decision efficiency.

Using an original case developed by the researchers, a total of 135 individuals participated in the experiment and rated the performance of carwash managers in two different scenarios: one manager excelled financially but failed to meet targets for all other three BSC perspectives and the other manager had the opposite results.

The evaluators rated managerial performance significantly lower in the graph format compared to a table presentation of the BSC. Performance ratings were significantly higher for the scenario where the manager failed to meet only financial perspective targets but exceeded targets for all other nonfinancial BSC perspectives, contrary to the usual predictions based on the financial measure bias. The evaluators reported that informativeness of the BSC was highest in the table or graph without summary measure formats, and, surprisingly, adding a summary measure to the graph format significantly reduced perceived informativeness compared to the table format. Decision efficiency was better for the graph formats (with or without summary measure) than for the table format.

Ours is the first study to compare tables, graphs with and without a summary measure in the context of managerial performance evaluations and to examine their impact on ratings, informativeness, and efficiency. We developed an original case to test the boundaries of the financial measure bias.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). ¹ Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

This chapter differentiates stress from generalized anxiety, discussing the nature and prevalence of each among college students. The chapter then delves into generalized anxiety in detail, covering instruments that measure generalized anxiety, cultural considerations associated with generalized anxiety and the causes, consequences, prevention and treatment of generalized anxiety among college students. The next section of the chapter focuses on social anxiety among college students, similarly addressing its defining characteristics, prevalence, cultural considerations, causes, consequences, prevention and treatment. The final section of the chapter follows a similar structure in discussing posttraumatic stress disorder (PTSD) among college students. Throughout the chapter, attention is devoted to neurotransmitters and brain structures that are involved in anxiety and its treatment through antianxiety medications. Case examples are used to help bring theoretical concepts and research findings to life.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.