There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Indices of item difficulty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children-Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Evidence indicates increase in the number of items on the WISC-R helped increase its internal validity. (Author)

Predictive validity of a school readiness test (Preschool Screening System (PSS)) was investigated through a teacher rating scale (Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N=245). The most powerful predictor in every group was the "Information Processing" score of the PSS. (Author)

This study describes and compares visual encoding processes and copying performance of normal children and children with perceptual and neurological disabilities viewing the Bender-Gestalt designs. Designs of the neurologically impaired children were significantly different from those of either of the other two diagnostic groups. (Author)

The study compared the performance of 35 lower SES black kindergarten children on the WPPSI and the 1972 Norm Edition of the Stanford-Binet. Contrary to the findings of previous investigations before the restandardization of the Binet, the WPPSI was found to yield a significantly higher mean IQ than the Binet. (Author)

Both the WISC and the WISC-R were administered to 54 children, with one half taking the WISC first and the other 27 taking the WISC-R first. Differences between mean subtest scaled scores and mean IQs were found to be influenced by the sequence of the tests. (Author)

The Peabody Individual Achievement Test (PIAT) was administered to matched samples of 30 Mexican-American and 30 Anglo-American children. Indices of internal consistency and standard errors of measurement were generally equivalent for groups. It was concluded that the PIAT is as reliable with Mexican-American children as with their Anglo…

A 60-item short form of the Mnnesota Teacher Attitude Inventory (MTAI) was compared to the present 150-item form to determine whether the same constructs were common to both sets of items. Five factors were found to be highly consistent for each group and with the results reported in the literature. (Author)

Perceptions of elementary principals were compared to findings of supervisors of psychological services on a 13-item questionnaire. Both groups rated generalist skills and individual diagnostic testing and consulation as important, and remedial instruction as unimportant. Implications for university trainers and field psychologists were noted.…

This paper presents a system consisting of report cards, instructions for students, parents, and teachers, designed to provide effective classroom behavior management techniques. Application of the daily report card in a regular fourth-grade classroom is presented. Results indicate rapid improvement with a minimum of teacher time and effort.…

Children (N=45) identified as learning disabled were rated by teachers on academic progress and personal-social adjustment using the Myklebust Pupil Rating Scale. Student attitude toward school was assessed using the Describe Your School inventory. Learning disabled students receiving special programming were rated significantly better than…

The present research was undertaken to test the effectiveness of beginning training at the motor level for children having difficulty with the symbolic system of reading. Reading gains of first-grade children were significantly greater than those of second-graders beyond the .01 level, a result not explainable by ceiling effects. (Author)

The effects of teacher-delivered social reinforcers on the task persistent behavior of children enrolled in an intermediate class for the educable mentally retarded were studied. Increases in the level of task persistent behavior and the administration of social reinforcement were functionally related. (Author)

Subjects were 345 first-, second-, and third-grade children of low SES attending inner city schools in a large metropolitan area. The Purdue Self Concept Scale was the measure of self-concept. Analysis of black second-grade children's scores indicated race difference was due to high scores of those with welfare status. (Author)

Students in an experimental and a control high school were compared in the fall and spring on their locus of control scores. An Open Campus policy was instituted in the experimental school. The experimentals increased significantly more than controls in internal control. (Author)