Investigated with 258 regular or special education teachers was the effect on teacher expectations of describing mildly handicapped children in terms of labeled (learning disabled, retarded, or emotionally disturbed) behavioral descriptions or of non-labeled behavioral descriptions. (MH)

The Illinois Test of Psycholinguistic Abilities was administered to 22 children (mean age=90 months) with petit mal epilepsy and 28 children (mean age=85 months) evidencing mixed seizures to determine whether any differences would be found when these two groups were compared either with each other or with a randomly selected group of nonepileptic…

Described are the methods used in a revision of the special education teacher training program at Wayne State University in Detroit, including development and revision of the curriculum, impelementation and initial readjustment, and faculty and student response. (IM)

Investigated with six highly active 4- and 5-year-old Caucasian boys (three Ss labeled by teachers as hyperactive and three controls) was the extent to which inappropriate behaviors and differences in attention span provoked teachers to differentiate between highly active and hyperactive children. (IM)

A research checklist was submitted to 2664 regular classroom teachers in kindergarten through grade 12 in 13 Florida school districts to determine their individual perceptions of the behavioral status of their students. (IM)

Discussed are implications of recent studies investigating procedures for structuring peer imitation and peer reinforcement with retarded preschool children in a mainstream setting. (Author/IM)

Reviewed are trends (from the 1800s to the present) in training special education teachers. (SB)

Because the teacher spends more time with the child than any diagnostician, the teacher's judgment, based upon observation and formal and informal measures, should be considered- in the decision making process regarding the individual instructional needs of the handicapped child. (Author/SB)

A questionnaire was submitted to 192 special education teachers in the Richmond (Virginia) Public School System to obtain information on teacher's understanding of and attitudes toward behavior modification. (SB)

It is asserted that behavior modification principles (such as using behavioral objectives, positive consequences, and individualized adaptations) should be employed in teaching behavior modification techniques to parents and teachers. (CL)