The paper considers the appropriate and inappropriate use of estimated true scores for normative comparisons and concludes that for normative interpretations of individual scores and class averages, the use of estimated true scores or average estimated true scores is not recommended. (Author/DB)

Relationships between teacher characteristics and their ratings of problem behavior and likelihood to refer students to special education were explored with 230 Dutch primary teachers. Teacher self-efficacy and pupil problem type (learning or behavioral) proved to be significant predictors of problem ratings and referral chances. (Author/DB)

A study of 373 students with suspected learning disabilities found that different measures for calculating discrepancies between aptitude and achievement and for measuring achievement resulted in relatively little agreement on appropriate classification. A second study, using computer-simulated data, provided a framework for generalizations to a…

Twenty prelingually deaf students, aged six-eight, were able to identify words better when presented in a print-plus-graphic-sign condition compared to a print-only condition. The initial use of the graphic representation of signs with the printed words also facilitated the children's immediate retention when reading the printed word only.…

Eight direct scoring indices of written expression were intercorrelated, factor analyzed, and used to predict holistic judgments of writing samples of 172 middle-school students in compensatory/specialized education programs. Strongest predictors of holistic ratings were percentage of words correctly sequenced and percentage of correctly spelled…

Thirty-four elementary and 22 secondary teachers were assessed on teachers' expectations regarding students' behavior and the types of problems for which they require technical assistance. Results are analyzed in terms of differences between special and regular education teachers, and teacher dimensions of experience, demandingness,…

The economic and political factors maintaining the large numbers of residents with developmental disabilities in public institutions are reviewed from the perspective of Minnesota. Alternatives are presented to lessen the economical and political impact of institutional closures, in order to advance the process of deinstitutionalization.…

The categorical stability of 523 students with mild handicaps was investigated in a retrospective study of special education records. Results indicated that many students had at least two different classifications during their school years. Analyzed were the stability of various categories, student age when changes took place, and predictors of…

The progress of 30 mildly handicapped students in grades 3-8 was monitored simultaneously in alternative levels of a reading curriculum, and students' slopes of improvement and variability of performance were compared. Regardless of the level of the curriculum in which progress was assessed, the slope of improvement was similar over time.…

Forty-nine states and the District of Columbia responded to a survey about early school screening, giving information about timing, sources of data, and content areas of screening programs. Responses indicate great variation at the state and local district levels, and confusion of screening with evaluation. Results are discussed in relation to…

Students (N=147) referred for special education evaluation by curriculum-based and traditional methods were compared. Numbers referred through each method were similar. Academic achievement was almost the sole criterion in teacher referral and Ss referred through weekly achievement measurements were as likely as teacher referred Ss to demonstrate…

Hearing-impaired students (N=508) were administered a language-arts achievement test containing 25 items drawn from a computerized item bank developed with hearing students. Results showed that the items did not form an adequate Rasch-based test. Furthermore, the difficulty order of the items differed in the hearing and hearing-impaired…

The paper describes the development of a coin-skills curriculum for educable mentally retarded (EMR) children via the application of cluster analysis. Special emphasis is given to two clustering techniques employed to verify clusters of coin skills, and the sequence in which a group of 100 EMR children acquired selected coin skills. (Author/CL)

The article asserts that self-management training can provide a crucial component in the education of educable mentally retarded (EMR) individuals. Strategies of self-monitoring/reinforcement and self-instruction are defined and related to increased performance on academic/vocational/self-help tasks. Combined behavior-management and…

Correlational analysis revealed no significant relationship between performance on the Social Interpretation Task and behavior rating scores for 24 learning disabled, seriously emotionally disturbed, and educable mentally retarded students (seven-17 years old). Results do not support many of the clinical observations made by leading professionals…