Investigated the relationship between applied behavioral training and reinforcement preferences of classroom teachers. Data obtained from the Positive Reinforcement Observation Schedule, a paired comparison task, indicated minimal differential reinforcement preferences for classroom teachers with no training, limited training, or extensive…

Research is reviewed on nonverbal behavior, in particular that related to the glance, facial expression, bodily movements, and personal space. Some implications for communication between teacher and students are considered and some suggestions are presented to teachers for eliminating nonverbal cues by which they may unwittingly communicate…

Teachers from eight schools responded to an extensive questionnaire designed to reveal their perceptions of the roles, functions, and helpfulness of school psychologists. Results indicate that teachers from upper income schools viewed the psychologist as most helpful to a greater variety of children. (Author)

Results provided support for the notion that parental retrospective report of these conditions is more reliable than has previously been reported and is also associated with indices of greater adaptive difficulty. (Author)

In one study, a teacher who looked attractive was rated as more competent and better able to stimulate and motivate students than when she looked unattractive. In the other, close behaviors by the teacher produced more positive ratings than distant behaviors. (Author/BP)

Using both end-of-course achievement outcomes and long-term cognitive retention as criteria, this study provides comparative data on the effectiveness of mastery and nonmastery approaches to instruction. Results indicate that mastery students performed significantly higher on several levels, and equally well on others. (Author)

Effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the Peabody Individual Achievement Test mathematics and reading recognition subtests were examined. Items on the math and reading recognition subtests were significantly easier or harder than test placements indicated. (Author)

This research addresses the question of the comparability of equal scores on the same test from children in different grades. The results indicate that the scores are comparable, and support the assignment of Iowa Tests of Basic Skills levels that match the child's developmental level. (Author)

This study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools. Results indicated 70.9 percent of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. (Author)

Patterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with youthful offenders with adequate academic skills. Multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social…

This study investigated sex differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQ's. Sample consisted of 126 children. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest…

A group of 135 children with adjustment problems, referred to a semiresidential educational setting, were evaluated using the Children's Nowicki-Strickland Scale of Internal-External Control. Pretest scores were factor-analyzed, revealing two correlated factors: general feelings of helplessness in interpersonal relationships, and general feelings…

The purpose of the study was to establish developmental norms for maternal-rated problem behaviors within a disadvantaged group of preschool children. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschool child. (Author)

Bilingual children with possible handicapping conditions must be assessed to determine their dominant language, and that further testing must be conducted in their primary mode of communication. This paper explores the issues involved in assessing bilingualism and handicapping conditions of bilingual, culturally different children and evaluates…

Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored), which appear to determine assessment interview structure and format, are described and operationally defined, and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords…