Examined factors that influenced the educational diagnoses of a sample of referred students (N=80) in grades one through six. Results indicated that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ. (LLL)

Performed a follow-up of a sample of children (N=24) to determine whether the McCarthy Scales administered during kindergarten is predictive of subsequent achievement test performance and predictive of course grades during the sixth grade. Results indicated that the McCarthy Scales have predictive value over a six-year period. (LLL)

Presents statistics for the six subscales of individual children (N=2,085) on the Adaptive Behavior Inventory for Children (ABIC). Concludes that the ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement. (LLL)

Studied a sample of emotionally disturbed children (N=100) beginning day psychiatric treatment to compare standard and abbreviated versions of the Weschler Intelligence Scale for Children-Revised (WISC-R). Results demonstrated the efficacy of using an abbreviated version of the WISC-R with severely emotionally disturbed children. (LLL)

Examined the Wechsler Scales as predictors of academic achievement for a sample of Native Americans (N=75) from the Columbia Basin area. Results indicated significant Verbal-Performance discrepancies with mean Verbal scores significantly below the normative mean and Performance scores at or above the normative mean. (LLL)

Administered the Kaufman Assessment Battery for Children (K-ABC) to fourth-, fifth-, and sixth-grade students (N=44). Six months later, all students received the California Achievement Test (CAT). Results supported the predictive utility of the K-ABC, and also provide support for the differential validity of the K-ABC achievement versus mental…

Assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male (N=254) and female (N=227) students. Results indicated that the KTRS was a significant predictor of reading achievement for both boys and girls. Differential predictive validity for boys and girls was not found. (LLL)

Tested the utility of the Wechsler Intelligence Scale for Children-Revised (WISC-R) subscales in differentiating between children with Attentional Deficit Disorder (ADD) (N=24) and children with other problems (N=19). Results indicated that scores on three WISC-R subscales--Arithmetic, Digit Span, and Coding--were significantly lower among the ADD…

The California Test of Mental Maturity, Short Form (CTMM-SF) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared in a sample of Black and White children (N=155). Results indicated that ethnicity was the only significant effect, with Black children obtaining lower scores than White children. (LLL)

Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)

Presents the Kinetic Drawing System as a logical integration of the Kinetic Family Drawing and Kinetic School Drawing techniques. Reviews the literature of these two projective techniques and provides a rationale and process toward their combination into a single approach. (LLL)

Investigates the effect of report-writing format and style on teachers' (N=81) comprehension of psychological reports. Results indicated that teachers better comprehended reports that organize information by functional domain, describe strengths and problems in clear behavioral terms, describe the child's learning style fully, and state specific…

Examines the perceptions of the usefulness of the Individualized Education Program (IEP) by teachers (N=150) of emotionally disturbed and learning disabled children. The majority of respondents indicated that although the IEP does have some utility, it does not usually assist them in planning day-to-day instruction. (BH)

Examined parents' and teachers' views of each others' competency through a Parent and Teacher Attitude Questionnaire completed by mothers (N=150), fathers (N=114), and teachers (N=127) of children in grades kindergarten through five. Results confirmed parent and teacher differences--each viewed their own group as more competent. (BH)

Reviewed information regarding 215 students referred to school psychologists. Results showed 74 percent were males and one-half were referred while in third through sixth grades. Referral reasons presented by classroom teachers corresponded to the four major characteristics of behavior disorders: conduct disorders, personality disorders,…