This study researches the effects of examiner verbal utterances on the intelligence test scores of educable mentally retarded subjects. It assumes that examiner-examinee rapport is essential for accurate test results. Positive verbal statements by examiners do have a significant effect on test scores. (NG)

Investigated the relationship of the ITPA subtests to measures of academic performance (i.e., the California Achievement Test). Subjects were 137 nine-year old children. Results failed to support the hypothesis that psycholinguistic abilities, except those which contribute to the Grammatic Closure subtest, are related to academic proficiency.…

Study devised and tested a method for group administration of the Bender-Gestalt Test that would be feasible for screening large groups of beginning school-age children. Results indicate that the group method of presentation can yield results as valid and reliable as the traditional individual method of administration. (Author)

This study investigates the contributions of school classification (regular, EMR) and sex and ethnic status to domain scores from the Public School Version of the AAMD Adaptive Behavior Scale. The results replicated earlier findings that domain scores were valid for differentiating among children of different adaptive behavior levels. (Author)

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconimic status (SES). Subjects were 126 six-year-old students attending schools in a lower SES community. Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination. (Author)

The reliability and predictive validity of the WISC-R was investigated with 46 Mexican-American children. Approximately a year and a half after the administration of the WISC-R, scores on the Iowa Tests of Basic Skills were collected. Results indicated that the WISC-R meets minimum requirements of reliability and predictive validity with…

A scale designed to measure the extent of collaboration of pupil personnel services teams was validated against a judge's rating of collaboration and the existence of regular planning meetings between pupil personnel services teams and school personnel. (Author)

A study of cumulative records and psychologist files in 12 representative districts permitted a comparison of the EMR placement of those later decertified (D) with matched nondecertified (EMR). Records showed no systematic differences between D and EMR groups in pre-EMR reasons for referral nor in teacher marks. (Author)

Repeated measures of the frequency of paper towel litter, unflushed toilets, dirty sinks, and running water faucets were used to evaluate effectiveness of contingent teacher praise for appropriate bathroom use by preschool children. Contingent praise for appropriate bathroom behaviors resulted in markedly decreased frequencies of four target…

Investigates views held by senior state department of education administrators responsible for school psychology services relevant to acceptance or rejection of behavior modification procedures by educators, parents, and school psychologists. Significant results support the relationship between administrators' preferences and perceived functioning…

The results of the present study suggested that PPVT and SIT IQs are not directly comparable to the WISC-R IQs when the moderate to low correlation coefficents are considered. In addition, the SIT appears to be more comparable to the WISC-R than does either Form A or Form B of the PPVT. (Author)

The hypothesis that teachers are unaware of the pattern of their interactions with students was tested by observing dyadic interactions between teachers and students and having teachers estimate their interactions. Results indicated a general lack of awareness on the part of teachers of the frequency and types of their interactions. (Author)

Teachers in eight matched schools, four experimental and four control, were videotaped to examine the effects of a staff development program utilizing knowledge of objectives and immediate videotape feedback to modify the behavior of classroom teachers. Concomitants of teacher success in the program were also investigated. (Author)

Compared black (N=614) and white (N=1,162) children on the Behavior Problem Checklist. Blacks were judged to have a greater frequency of behavior disorders than whites. A number of interactions of race with other variables were found, and their meanings are discussed. (Author)

This research was done to determine if a random sample of normal first-grade children would demonstrate performance changes on a process assessment task when differential reinforcers were employed. A number of students improved under one of the reinforcers, but an equal number demonstrated depressed performance. (Author)