Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…

Intermediate grade students (N=98) in behavior disordered and learning disabled classrooms were divided into experimental and control groups and were administered pre- and post-tests of the Torrance Tests of Creative Thinking. Experimental subjects who participated in the Purdue Creative Thinking Program made significantly greater scores than did…

Gifted elementary students (N=54) completed the Kaufman Assessment Battery for Children. Factor structures for mental processing and achievement subtests were compared to factor structures for children from the standardization sample, revealing similar structures. The most parsimonious structure, however, accounted for under 40 percent of shared…

Administered the What I Think and Feel test to 224 fifth- and sixth-grade children in the United States, Canada, and Mexico. All children expressed similar levels of anxiety, and there were no significant differences attributable to national, grade, or sex differences. (JAC)

Examined coping strategies employed by 187 fourth and fifth graders who encountered academic failure. Results indicate that positive copers were more likely to have an intrinsic orientation to success, to experience less negative emotions following failure, to attribute failure to unstable rather than stable factors, and to have higher perceptions…

Presents discussion of basic components and characteristics of contingency contracts. Includes case study in which contingency contracting procedures were integrated within a behavioral consultation model used by a school psychologist consulting with a classroom teacher to modify personal hygiene of 12-year-old male. (Author/ABL)

Administered the Survey of Reading Attitudes to 613 fourth- , fifth- , and sixth-grade Canadian students. Means, standard deviations, coefficient of alpha reliability estimates, and standard errors of measurement were computed for the eight dimensions of reading attitudes. Results indicated reliability estimates comparable to previous samples.…

Applied drill and practice intervention in small-group (n=5) setting to improve fifth-grade students' fluency with basic mathematics facts. Cover, Copy, and Compare intervention was modified and implemented with Chapter I mathematics class. Results provide practitioners with ideas about implementing group interventions using drill for mathematics…

Examined usefulness of independent group contingency system for decreasing inappropriate behaviors. Twenty-five fourth graders in regular classrooms participated in intervention, which involved public posting system using positive reinforcement for desired behaviors. Targeted behaviors showed marked decreases across eight-week treatment period and…

Administered 1930s version of Pintner General Ability Tests: Verbal Series to 138 fifth grade students. Compared to scores from current intelligence and achievement tests, Pintner means were similar. Correlations of Pintner with other tests were of same order as those typically reported among contemporary measures. Item difficulty appeared similar…

Kaufman Assessment Battery for Children (K-ABC) processing and achievement subtests were administered to 41 gifted students in grades four through six. Scores were compared to concurrent achievement measures from the California Achievement Test and other mental ability measures. Patterns of intercorrelations suggest that the K-ABC achievement…

Examined the relationship between Kinetic School Drawing responses and academic achievement in 100 normal fifth-grade students. Significant correlations were found for a number of measures, generally supporting the validity of the technique. (JAC)

Used the Stroop Color-Word Test to measure selective attention in learning disabled (N=45) and nonLD (N=50) children. Results indicated that LD children have a significant weakness in the process of selective attention compared to the nonLD children. Findings suggested that the Stroop is an effective screening measure. (JAC)

Compared the performance of normal and remedial reading groups (N=48) on intersensory and intrasensory tasks requiring paired and serial recall. Results showed all readers exhibited similar patterns in the processing of bisensory information; however, unique differences were found among normal, primary, and secondary readers. (WAS)

Curriculum-Based Measurement silent reading (CBM-SR) items have been found to be reliable and valid for measuring reading comprehension skills. This generalizability study reports the findings from administration of three CBM-SR passages to fifth through eighth grade students in one school district. Implications for the use of CBM-SR items for…