Assessed handwriting of first graders (N=95) with 10 measures of printing errors, then used printing errors to predict academic achievement 5 years later. Found Simner printing error measure effectively predicted academic achievement. (Author/CM)

Explores relevant research on appropriate use of adaptive behavior measures as assessment tool with handicapped children in institutional settings. Presents issues in adaptive behavior assessment and guidelines for practitioners to provide an empirical rationale for test interpretation. (Author/CM)

Three appendixes, B, C, and D, to an article titled "A Process Analysis of Nonprofessional Intervention with Children," are manuals for the use of Process Activity Forms and for Referral Category Rating, including instructions and examples of both and Derivation of Aide Characteristic Factor Scores. (LH)

Examines current educational reforms and their influences against a backdrop of historical change in education. Suggests future directions of school psychology and proposes a renewed emphasis on science. Assessment is reexamined with a focus on empirically based intervention and a systematic evaluation of outcomes. Discusses the implications and…

In consonance with previous articles advocating change in school psychology role/function change efforts, this article places the burden for change on individual practitioners. Offers preliminary suggestions for how to bring about change through strategies at multiple levels--college/university, professional organization, school…

Despite an attractive set of premises, the article "Where Will...?" (this issue) fails to identify the reasons for school psychology's frustrations with role and function. Many wonderful ideas and blueprints have appeared in previous literature with little accompanying revolution in practice. The reasons for these failures are outlined. (Author)

Questions concerning school psychology services for children of diverse ethnic groups have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions and the preparation of professionals to deal with multicultural and cross-cultural practice. Reviews models of ethnic validity and examines…

Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…

Examines the performance characteristics of 83 school-identified learning-disabled children on the Differential Ability Scales. Sixty percent showed a significant standard score discrepancy between the General Conceptual Ability and at least one achievement test. Implications regarding the educational diagnostic and intervention processes…

Implemented structured cooperative-learning strategy for reading, Cooperative Integrated Reading and Composition (CIRC), in nine third-grade classes (n=198) and compared with nine control group classes (n=194). CIRC group outgained controls on Reading Comprehension as measured by California Achievement Test. When groups were divided into reading…

Investigated effectiveness of behavioral consultation in changing children's (n=20) and teachers' (n=20) behaviors in consultation cases that involved children identified by teachers as manifesting symptoms characteristic of attention deficit-hyperactivity disorder. Children who received consultation improved significantly more than students in…