Analysis of scores of 1,664 hearing impaired students (12 years and older) on the Special Education for Hearing Impaired students of the 1973 Stanford Achievement Test revealed that growth in reading achievement of typical hearing impaired students over a five-year period was approximately one-third that of average hearing students. (CL)

The paper reviews research on normally hearing students that has implications for understanding the motivation of hearing-impaired students, suggesting that classroom motivational orientation of students depends upon which orientation is rewarded and encouraged. This paper focuses on three orientations: autonomy, competition, and cooperation.…

The paper describes recent research investigating the relationship between speed with which individuals can execute basic cognitive processes and performance on tests of intelligence and mental ability. Results are discussed in terms of three properties of the working-memory system which limit the amount of information for simultaneous storing and…

The paper addresses teacher-judgement measures of pupil behaviors, aptitudes, and achievement levels. Analyses relating to reliability and validity of the measures are reviewed. Conclusions are drawn regarding psychometric properties of these judgment measures, suggestions regarding future research on the measures, and statements about their place…

This study examines the model typically used in item analyses of bias with Hispanics. It is shown that the model fails to demonstrate bias even for children who come from the Spanish-speaking homes. The author suggests that the model's implicit assumptions about how cultures interact may be incorrect. (Author/CL)

Although rated similarly by peers and teachers on cognition and behavior, resulting social status for some children was quite different, ranging from acceptance to rejection. Also, within a subset of profiles characterized by social acceptance (or toleration or rejection), great variability in patterns of cognitive and behavioral characteristics…

An investigation of the relationship between effective intelligence, as conceptualized in the Adaptive Behavior Scale and Wechsler Adult Intelligence Scale subtest scatter for 102 mentally retarded subjects, revealed that increased scatter was inversely related to some adaptive behavior domains and directly related to certain maladaptive behavior…

Significantly more positive first impressions were formed about nonreferred than referred children and about minority, particularly minority-referred children, than nonminority-referred children. There were no relationships between positivity of initial impressions or likeability of referred children and adjustment status at referral or…

Research on the acquisition of language demonstrates that children can easily learn context-free grammatical structures and that children universally generate nonoccurring utterances. On the basis of this research, a prototype for instructing writing-disabled students is developed. (Author/CL)

The review characterizes the phases of compliance and details research on behavior-management strategies that have been endeavored at each phase. Differential approaches helpful for establishing or enhancing compliance in varying populations, ranging from the nonhandicapped to the severely and profoundly handicapped, are proposed. (Author/CL)

Four primary issues are covered: the role of different measurement models in disparities of LD children serviced across states, types of students served as LD but not actually LD, components of severe discrepancies between aptitude and achievement, and state of the art in evaluating LD students. (CL)

The paper examines three models still considered useful in identifying achievement-aptitude discrepancies: the prediction model, true score regression model, and prescore partialling model. Data are cited to provide support for the regression model as the simplest to use and most efficient statistically. (Author/CL)

A multivariate model is proposed for assessing a severe discrepancy between intellectual ability and actual achievement in learning disabled (LD) children. Formulas for computing universe difference score variance, the standard error of the difference score, and its generalizability coefficient are given. (Author)

Analysis of teacher ratings, referral, and special education placement data on 74 hyperactive and 101 control Ss revealed that hyperactive Ss were more likely to be served by special education than control Ss. Aggression among hyperactive but not control Ss was associated with receiving services. (CL)

The paper presents strategies for conducting research helpful to community instruction for students with autism. Research issues in setting variables (including heterogeneous/homogeneous groupings and instructional environments) are addressed as well as the use of the discrete trial format (including prompts, responses, and consequences). (CL)