While implementation efforts using a Response to Intervention (RtI) model to increase reading instruction are becoming widely used, more administrators and teachers are looking to learn effective RtI practices to support learning in mathematics. This article explores some of the key elements of RtI practices in mathematics, including screening for…

Typical classroom management procedures designed to reduce inappropriate social behavior may adversely impact social development of students with behavior and/or social emotional disorders. Two alternative procedures where students are encouraged to monitor and report incidental prosocial behaviors are described and research supporting their…

Explores several controversial issues surrounding the identification of students as both gifted and learning disabled. Argues against the use of profile analysis to identify gifted students with learning disabilities. Proposes guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and provides…

Reports on a survey investigating the use of dynamic assessment and other nontraditional techniques among school psychologists (N=226). Results indicated that 39% of respondents reported using dynamic assessment techniques once a year or more. The most frequently endorsed reasons for not using dynamic assessment were lack of knowledge and time…

Tests of the validity of the Wechsler Intelligence Scale for Children Third Edition Arithmetic, Coding, Information, and Digit Span (ACID) profile among 612 students with learning disabilities revealed that the ACID profile does not efficiently separate children with disabilities from those without disabilities. No ACID cutting score significantly…

Investigated the effects of labeling bias on prognostic outlook for children as a function of diagnostic labels and professional group membership. Studied the reaction of professionals to the description of an elementary-school-age boy with behavior problems. Effect for diagnostic label on judgment of overall adjustment approached significance.…

This article describes a program which transformed a traditional kindergarten into a diagnostically oriented, developmentally planned experience that focussed on early assessment of children. In this model, the school psychologist serves as a program and teacher consultant. (Author/HMV)

A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)

This study examines the use of two diagnostic instruments in identifying children with a high risk of learning problems. The Meeting Street School Screening Test (MSSST) and the Myklebust Pupil Rating Scale are compared as educational screening devices for black children from urban areas. (SJL)

The cover test and the near point of convergence test are quick, easy tests to help the school psychologist determine if a child should be referred for professional vision care. Results from these tests should be reported to vision care professional to facilitate the determination of the child's visual status. (Author)

The Screening Test of Academic Readiness (STAR) and the Peabody Picture Vocabulary Test (PPVT) were administered to 52 kindergarten children to reveal the convergent validity of IQ scores derived from the STAR. The findings raise doubts about the validity of the deviation IQs derived from the STAR. (Author)

Correlation coefficients were obtained between the Kindergarten Auditory Screening Test (KAST), the Metropolitan Readiness Test (MRT), and the Gates MacGinitie Reading Tests, Primary Form (GMRT). Neither the coefficients obtained nor an examination of extreme groups indicated that the KAST was an effective predictor of reading disability. (Author)

Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…

The study investigated WISC-R subtest pattern scores of 58 learning disabled children. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the Verbal-Performance discrepancies as useful in the diagnosis of learning disabilities. (Author)