This reply responds to a paper by Frisby and Braden (EC 604 792), which criticized dynamic assessment, especially Reuven Feuerstein's theory and methods. Six critical points are raised and supported with examples from recent research. Criticisms center on theoretical and philosophical misunderstandings as well as failure to consider supporting…

This survey of 120 school psychologist trainers found that (1) there is widespread familiarity with dynamic assessment as a model of cognitive assessment; (2) few trainers are actually using the procedures; (3) most trainers do not mention it in their courses; and (4) trainers see the model's primary asset as its focus on learning processes rather…

This study, involving 16 intermediate-grade children with mild mental retardation, 29 children with learning disabilities, and 37 children without disabilities, found that all groups recalled cohesive story versions better than noncohesive versions. Statements in the stories' causal chain were better recalled than statements not in the causal…

This study of 439 pupils (grades 1-8) referred for special education evaluation found that both parents and teachers referred primarily for academic reasons. Parents referred higher functioning pupils than teachers referred. White parents were more likely than minority parents to refer their children, but teachers were more likely to refer…

This paper analyzes the methodology and effectiveness of the training approaches implemented in 28 empirical studies on basic motor skills instruction for children with neuromotor delays. For all types of training approaches (neuromotor interventions, sensory integration techniques, behavioral programing, and naturalistic programing), assessment…

Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)

Resource room teachers (n=878) indicated their extent of use of 19 strategies associated with promoting the success of mainstreamed handicapped students and indicated barriers to effective service delivery. Teachers attached a high degree of importance to use of the strategies, but reported only moderate use. (Author/JDD)

A nationwide survey of 263 parents, teachers, and other professionals and interviews with 24 teachers investigated the perceived importance of social skills instruction for students with disabilities. Both teachers and other professionals rated social skills as more important than did parents, regardless of student age or disability severity.…

Data from 80 deaf children and 190 hearing children, ages 5-15, indicated that there were no intergroup differences on the Draw-a-Person Test; deaf children in successively older age groups knew more internal body parts than younger subjects; and deaf children knew less about internal body parts than hearing children. (Author/JDD)

Birth weight above and below 2,500 grams was compared with intellectual performance and school achievement at ages 10 and 13 for 874 students in a Swedish community. Results indicated that low birth weight girls, but not low birth weight boys, suffered in their school performance. (Author/JDD)

Self-concept scores of 341 third graders (52 learning-disabled integrated, 164 nonhandicapped integrated, and 125 nonhandicapped nonintegrated) were lower among the integrated learning-disabled students than among their nonhandicapped peers. Results also suggest that integration may enhance the self-perceptions of nonhandicapped children,…

The study compared families with disabled children (43 families living in an Israeli kibbutz and 48 families living in an Israeli city) and similar families with nonhandicapped children. Findings revealed more dissatisfaction in parents of disabled children, greater differences between mothers and fathers of disabled children, and no mediating…

The study examined the range of reading skills in 2,812 general education students in grades 1-6 attending 34 elementary schools. Results documented a wide range of reading skills both within and across grades. Findings are discussed in terms of relations between general and special education. (Author/DB)

The study had mentally retarded and nonretarded perceiver children (n=40; 9- to 14-years old) converse with a child described as a special or regular education student. Results suggested that stereotypes about children with and without learning problems may become self-fulfilling prophecies by altering how children treat each other and how they…

Questionnaire responses from 286 Virginia teachers trained in special education but teaching in general education were analyzed. The primary reasons cited for leaving special education included administrative factors and stress involved in working with special education students. (Author/DB)