Children (N=30) ages 6-10 were selected who had been referred for psychological evaluation from the public schools. WISC-R was significantly lower than WISC FS IQ's and similar to S-B L&M IQ's. The use of the WISC-R over the WISC will result in greater numbers of children being classified as retarded. (Author)

The Vane Kindergarten Test (VKT) is judged to have limited usefulness in early detection of learning handicaps for two reasons: (a) Its reliability is too low to allow discrimination between individuals, and (b) The ability of the VKT to predict problem behaviors is quite limited. (Author)

Multiple-regression procedures were used to assess effectiveness of the ABC Inventory and the Metropolitan Readiness Test (MRT) in predicting first- and third-grade reading achievement. MRT performance accounted for 11 percent of the variance in first-grade SRA reading scores. In predicting third-grade reading, the MRT accounted for 26 percent of…

Wallach-Kogan Tests of Creativity were administered to 129 second-graders and fluency and uniqueness scores were computed for each of five subtests. Evidence was obtained for the construct validity of the Wallach-Kogan measures of creative thinking. (Author)

A nine-step discipline process, which can become a profound learning experience for potentially disruptive students, provides numerous opportunities to become more responsible and to adopt more productive behavior for those who move through the system. (Author)

The series of events involved in implementing an innovative educational project in a fairly conservative community are outlined with particular reference to parental dissemination procedures, the role of the media, and staff response strategies. (Author)

This paper proposes a model of a process group conducted with elementary learning disabled students. The school psychologist is proposed as leader of the group. Five goals are identified and the process of the group is discussed. Specific procedures are mentioned to enable the school psychologist to conduct a process group. (Author)

The development of a model for more effective usage of group administered standardized tests is developed. A method is illustrated which uses item groupings from subtests allowing a more effective use of the data for program and curricular decisions. (Author)

The association between office referrals and the ethnicity and sex of 20 Grade 1-6 teachers and 567 (323 black, 130 white, and 114 Spanish surnamed) students was studied for two years. White teachers reported disproportionately more students and infractions, followed by Spanish surnamed and black teachers. (Author)

Teams-Games-Tournament (TGT), an instructional technique involving student teams and learning games, is proposed as an alternative classroom structure for children with special needs. TGT exceeded individualized instruction on students' attraction to one another, frequency of peer tutoring, and percent of time on task. (Author)

Three procedures to modify excessive absenteeism were implemented by an elementary school principal and assessed with an across-subjects multiple baseline design. Intervention with parents, approval for attendance, and disapproval for absences produced sustained increases in attendance and parent-initiated contacts with the school. (Author)

A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. (Author)

The present study investigated the effects of candy, social, and token rewards on the IQ scores of children of above average intelligence. The results showed that IQ scores increased considerably as a function of token rewards. Social rewards produced only minor changes, and candy rewards produced none. (Author)

This study examined the influence of family structure and school variables on behavior disorders of children (N=1,162). Results indicated grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. (Author)

Fourth, fifth, and sixth grade children (N=114) were tested on self- and other-concepts. Children who gave evidence of both high self- and high others-concepts showed a significantly better personality adjustment than children in other groups. (Author)