Mainstreaming legislation requires that special-needs students participate in regular classroom activities to the extent possible. Studies indicate that neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. existing evidence supports the…

Compared intrachild variability of five-year-old children on the Primary Mental Abilities Test when subjects reached their fifth birthday after completing at least two years of preschool enrichment. Conclusions, although qualified on the basis of limited sample size, revealed wider intrachild variability with minority children. (Author)

The impeachment of a high school student council president highlights issues involved in an adolescent confrontation with adult authority. The school administration representing the adult majority tended to stereotype the council president as representing the rebellious, irresponsible adolescent minority. Adults in authority need to learn to play…

The Slosson Intelligence Test, unlike most current measures of intelligence, uses a ratio method of mental age divided by chronological age to obtain an IQ score. Standard deviations are not stable across age levels. It is concluded that the Slosson is inappropriate for use in the diagnosis of mental retardation. (Author)

Affective education programs have had an uneven impact upon children, teachers, and school systems, as have affective interventions. This paper describes an experimental intervention and two active control programs, and uses an Aptitude X Treatment Interaction analysis for reporting their impact in the affective domain. (Author)

The school psychologist often is viewed as a diagnostician instead of a remediator. The purpose of this paper is to stress the remedial role that school psychologists can assume without detracting from the importance of diagnosis. (Author)

The purpose of the study was to examine effects of social development programs on role-taking, problem-solving skills, and classroom adjustment. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance.…

The effects of self-determination vs teacher-determination of time-out duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. The effects of various time-out conditions did not differ. (Author)

An experimental study was undertaken with 120 educable mentally retarded students to examine the effect on performance of three types of test item response reinforcers (token, verbal praise, verbal neutral), and two levels of reinforcement schedule (fixed and continuous ratio). (Author)

It is shown that both moral judgment and interpersonal conceptions (two cognitive developmental domains) seem to be related to adequate social adjustment. Recent empirical studies have demonstrated success in raising children's level of reasoning in these areas. Direct applications of these recent findings to the mainstreaming problem are…

Groups of emotionally disturbed and nondisturbed elementary and junior high subjects were tested for ability to recognize primary emotions in facial expressions. Emotionally disturbed groups were found to be significantly less proficient both for over-all emotion recognition ability and for several individual emotions. (Author)

Investigated teacher responses to consultant's efforts to foster either a collaborative or an expert consultation relationship via a quasi-experimental study. Eight teachers were exposed to a collaborative approach, and seven to an expert. Teacher satisfaction with consultation and the extent of their implementation of the recommendations were the…

A group of 190 third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not recieve FCC instruction. FCC brought about improvement in reading scores. Nondisability children showed greater improvement. (Author)

The cognitive development of lower-class English-speaking monolingual and English-Spanish speaking bilingual children in kindergarten, third, and sixth grades was compared by means of standard verbal and nonverbal measures. The verbal ability of bilingual children was assessed in both English and Spanish. Their scores in both languages were low.…

A set of behavioral objectives was developed for the consultant role of the school psychologist, based on Meyers' consultation model. A Likert-type questionnaire was developed to assess the degree to which teachers and school psychologists agreed upon the desirability and the actual accomplishment of these objectives. (Author)