Examines the validity of picture-type parallel tests of aural ability as a measure of aural language dominance for bilingual students. Relationship with various criterion measures is explored, as is relationship to length of residence in continental United States. Results suggest that such testing is a promising technique. (Author/HMV)

Taking children off reinforcement programs apparently does not have the detrimental effects that many believe it to have. In this study, students who had been removed from a reinforcement program two years earlier made significantly greater gains in reading achievement than students who had not been involved in any reinforcement program.…

This paper presents an oberview of the etiology and treatment of anxiety in children. Cites two case histories as examples of two approaches to treatment. (HMV)

Suggests that school psychology is in need of a conceptual model or framework that encompasses the various sources of input with which a school psychologist must deal; i.e., a process for the systematic analysis and evaluation of these inputs and an output that is both relevant and appropriate for the needs of the schools. (Author)

Discusses the need of school psychologists to work with parents. Suggests that parents be viewed as consultees who seek assistance in dealing with their youngster. Hence, the primary function of the psychologist is to serve as a facilitator to the parents as they attempt to solve the child's learning problem. (Author/HMV)

Describes a multifaceted approach to pupil personnel services wherein the school psychologists, the school social worker and non-professional personnel combined efforts to provide maximum service with limited financial resources. Includes several case studies with discussion of how each was approached. (Author/HMV)

This study suggests that an integrated approach that uses behavior modification and relationship therapy is a useful procedure for young children who are disruptive in school. (Author)

The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)

Describes a token system for a fifth grader, designed to increase her ability to complete assignments. Study was conducted in four phases, with favorable outcomes. (HMV)

Discussed the effects of a relatively simple token economy that used group contingency in a regular fifth-grade class setting. Results were favorable. (HMV)

This article attempts to determine whether contingent access to a tutor would serve to motivate more positive academic behavior. Subjects were 16 fourth-graders. Results indicate that contingent application of individual tutoring did, indeed, increase academic performance in 15 of the students. (Author/HMV)

Forty eighth-grade students, all failing math, were divided into a control group and an experimental group. Control group received traditional treatment. Experimental group met with trained older peer tutors twice a week. Results indicate that experimental group improved significantly while control group did not. (HMV)

Study subjects were 180 fifty and sixth grade Catholic students. Results indicate that a positive relationship is always present in girls but not in boys. (HMV)

Examines the relationship between anxiety manifest prior to an examination and the quantity of study for that examination. Results indicate that they are positively related and that quantity of study had a near-zero relationship with performance on the examination. (HMV)

Discusses the relationship between peer popularity and perceived parental behavior of acceptance-rejection. Subjects were 100 children in grades six thru nine, and their families. Results, consistent with previous findings, indicate that children's perceptions of parental behaviors have a pervasive influence on their behavior. (Author/HMV)