The WISC-R and WAIS were administered to 16-year-old EMH students in a test-retest design to distribute practice effects. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups. (Author)

A variety of methodological and statistical problems in the Roffe and Bryant study of the McCarthy Scales' profile reliability are pointed out. Alternative procedures and more efficacious use of the Roffe and Bryant data are suggested. (Author)

Although integrating handicapped children into regular classrooms has become well established educational practice, clinical decisions to mainstream a given child should be based on systematic consideration of several factors. These criteria are discussed. (Author)

Investigated the teachability of 11 consultation-related skills. Concluded that experimental group subjects significantly outperformed the control group subjects in Verbal Consultation on the posttest but experimental and control groups did not differ significantly in Nonverbal Consultation. (Author)

Describes in detail an organizational consultation intervention designed to create a more effective learning atmosphere by improving intrastaff communication. This concrete description with emphasis on practical considerations is offered to stimulate programs of intervention at the organizational level. (Author)

Modeling and modeling with information feedback were employed as consultation strategies to change teacher behavior. Trainable mentally retarded children (N=7) and one teacher served as subjects. Results showed that modeling alone dramatically reduced the number of words in teacher commands, which had a concomitant effect of increasing the…

Considerations that are deemed important to the consultation process are described. Comments on how personal variables of the consultant can be trained or modified to become more effective are presented. (Author)

A survey was conducted to examine the role of state school psychology organizations in advocating for and monitoring the ethical practice of their members. Results revealed that 76 percent of the responding organizations had adopted a code of ethics, while only 43 percent had instituted due process procedures. (Author)

Examined the concerns of regular class teachers who were the primary instructors for educable mentally retarded pupils and educationally handicapped children. Different teacher response patterns were identified, and teachers were found to be somewhat less comfortable with the retarded than with the educationally handicapped child. (Author)

Presents an outcome study of a 14-session preadolescent peer-group therapy program conducted in an elementary school. Results indicated that group members improved significantly in task-oriented classroom behaviors; however, the relationship between this improvement and improved social skills in unclear. (Author)

Examined the effects of a token economy on off-task behavior occurring concurrently with the reinforcement of target behavior. Results indicated that while the token economy maintained effectiveness in terms of increasing the frequency of target behaviors, the frequency of off-task or inappropriate behaviors also increased as the year progressed.…

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

The issue of maintenance of changes in behavior produced by token programs is unquestionably important. This paper raises methodological considerations relating to the evaluation of such maintenance and offers suggestions for appropriate methodology. (Author)

Asking questions is the most common but perhaps not most effective technique for interviewing students. Selected clinical views and empirical evidence are reviewed from personnel interviewing, counseling and psychotherapy, linguistics and education to illustrate these drawbacks and to suggest a reexamination of practice. (Author)

Fourth-grade students were randomly assigned to either a treatment or a Hawthorne control group. The treatment consisted of participation in the Toward Affective Development Program. No treatment effects were noted, regardless of sex or class membership. (Author)