Hypotheses were examined. The first posited a direct relationship between teachers' perceptions of student threat to teacher status and custodialism in teacher pupil control views. The other two proposed that secondary school teachers would perceive greater student threat to teacher status. None of the hypotheses could be rejected. (Author)

Investigated effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Analyses of the data showed a significant treatment effect for achievement across treatment groups with the goal-setting group having significantly higher achievement than the conference and control groups. (Author)

The appropriateness of the starting points for Peabody Individual Achievement Test subtests as suggested by the test authors was investigated. For a sample with an average IQ of 98, there was an average difference of nearly eight points between suggested starting points for the mathematics subtest and the actual basals. (Author)

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…

Compared the WISC-R performance of children ranging in age from 6-6 to 15-10, referred to a university center for suspected learning disabilities, with that of clinically-defined groups of learning disabled children. The university center children were bound to have WISC-R profiles similar to those of the learning disabled children. (Author)

The purpose of this study was to measure the relationship between the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) IQs and subtest scaled scores of preschool children and their reading achievement in grade one. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested. (Author)

Individual and group management programs have been reported to be effective methods of reducing off-task behaviors; however, few studies have empirically contrasted the two intervention programs. Utilizing a multi-element design, individual and group contingency systems were found to significantly reduce disruptive-unacceptable behaviors in a…

Academic self-concept as measured by the Student's Perception of Ability Scale (SPAS) was compared for 81 learning disabled and 81 normally-achieving control children. The results show that learning disabled children hold more negative self-perceptions of ability in reading, spelling, and arithmetic than do controls. (Author)

This study compared the factor structure of parents' and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3-13 years. Three factors emerged based on parents' ratings, and highly similar factors were obtained from teachers' ratings. (Author)

This study examined the impact of affective education on elementary school underachievers who were referred by their teachers for behavior problems or randomly selected for treatment. The experimental subjects showed a greater increase in reading skills, and were more warmhearted, emotionally stable, venturesome, and vigorous after the group…

The purpose of this study was to survey state departments of special education regarding their terminologies of behavioral disorders. The results were discussed in terms of variations, changes, and current status of state terminology. It was suggested that behavioral disorders may be the emerging state-level terminology. (Author)

Complementary Program and Service System (COMPASS) serves as a guide for multidisciplinary teams charged with planning, implementing, and evaluating programs for children with special needs. This paper describes COMPASS so that school professionals may consider its usefulness in relation to their local circumstances. (Author)

Questionnaires asking for actual and ideal perceptions of the role of school psychologist were completed by 80 school psychologists, 37 directors of pupil personnel services, and 29 superintendents. All groups desired a reduction in the time spent in assessment, but they differed as to what intervention levels should be increased. (Author)

Little attention has been given to areas within school systems to which school psychologists might contribute. This paper examines special education as one such area. Special education program evaluation is explicated; and issues of units of program evaluation activity, data aggregation, and delivery of special education program evaluation are…