A model designed first to identify and encourage available resources and then to provide consultation and direct services within the school is described. An example of how the model was utilized to respond to a crisis situation within a particular elementary school is given. The resulting program is then evaluated and implications for future…

The authors distributed questionnaires about the role of school psychologists to teachers, psychologists, and principals. They found that experienced teachers have higher expectations for more novel interventions such as in-school and in-class services, and that psychologists make different kinds of treatment recommendations depending upon…

This article describes the use of tape-recorded staff conferences (staffings) in a clinic for elementary and junior high school children with learning disabilities. The tape-recorded staffings provided rapid feedback to teachers and counselors so that recommendations could be implemented immediately. Written reports were later supplied.…

School psychologists must abandon their traditional ties to tests. Instead, psychologists must develop consultative and training skills. To communicate more effectively with teachers, psychologists must become more knowledgeable about the learning process. In this way they will be able to recommend particular educational strategies to teachers.…

Initial findings in a study of school readiness are reported. Three groups of immature middle-class five year-olds matched on cognitive, psychomotor, and affective indices of readiness participated in three types of school programs: (1) delayed admission (2) experimental readiness class (3) traditional kindergarten. Significant differences…

This article describes the methods and initial results of a pilot program (conducted by a team of psychologists and special educators in a rural school district) to demonstrate and evaluate the feasibility of a multidisciplinary, early-identification assessment program for handicapped children. Families were interviewed and on Community Clinic Day…

Subjects were 30 boys aged 9-12 with learning disabilities. Lower socioeconomic status (LSES) learning-disabled boys scored lower than the normal population on both verbal and performance scales of the WISC while upper-middle socioeconomic status (USES) boys scored lower only on verbal tests. USES boys scored higher than LSES boys in Performance…

This study determined reliability of the Boehm Basic Concept Test (designed to assist the primary teacher assess basic conceptual knowledge) for rural kindergarten and first grade children. They found the rural reliability to be less than that reported for urban samples especially for middle and upper class children. The reduced reliability was…

This study is designed to add to existing reliability information about the Peabody Individual Achievement Test (PIAT) when used with first grade children only. Internal consistency and item-total correlations for each sub test are investigated. Test-retest reliability data are reported, and the coefficients obtained as measures of internal…

The Behavior Problem Checklist was seen as a useful way to quantify teacher judgments of first and second grade hyperactive boys' classroom behavior. The activity recorder score and vigor of play ratings (independently obtained from an experimentally designed free-play setting) were seen as salient variables in the behavior judgments that their…

Teachers at a school for emotionally disturbed children were given the IPC--i.e. they checked those characteristics that describe the "ideal" pupil and double-checked the five most important characteristics. When these teachers' responses were compared with those of fourth and fifth grade teachers in two public schools, a remarkable concensus was…

The Petriel Reading Comprehension Test was administered to four sixth grades. Two of the classes were not allowed to turn back after reading passages, and the test was monitored during administration. The other two classes were allowed to re-read while answering questions. Results indicate that it makes little difference whether students are…

The authors describe the University of Pennsylvania's new program in school psychology. The philosophy of the faculty, a description of the context within which the program is offered, and a detailed description of the experience component of the student's education are given. (EK)

Performance differences between students given preorganizers and those given postorganizers in a university course (Mathematics in Early Childhood Education) were compared. Organizers were stated in performance terms (i.e. "Given any number of stimuli the students will be able to build sets of objects having like and unlike properties").…

A conceptual model and unit of analysis were constructed to guide the systematic observation of the consequences of four modes of teacher verbal activity on the verbal performance of students. (Author)