The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678…

It was not known what recommendations were being offered by school psychologists to the teachers and parents of handicapped children. The investigator completed a survey and received 3,700 psycho-educational recommendations to aid such children. The concepts were classified, edited, and compiled into a manual for trainees and experienced…

This paper presents deficit grouping within a resource room as an organizational alternative to the creation of self-contained classrooms. (Author)

Sound academic screening can be done efficiently and effectively in the early elementary years. There are existing screening tools available and new ones being validated that collectively can address the need for universal and systematic narrow-band and broad-based assessment of students' academic enabling behaviors and academic skills in key…

Examined whether common factor structure was evident in Wechsler Intelligence Scale for Children-Revised and Adaptive Behavior Scale-School Edition for 171 children referred for evaluation of learning and behavior problems. Results indicated no common factor structure in instruments, Verbal Comprehension, Perceptual Organization, Independent…

Theoretical review provides psychologists with stronger etiological explanations for problematic behaviors they encounter in schools. Considers theory of gene-environment correlation to explain how behavior patterns can become more stable over life span and diathesis-stress theory to clarify how environment interacts with behavioral dispositions…

Assessed handwriting of first graders (N=95) with 10 measures of printing errors, then used printing errors to predict academic achievement 5 years later. Found Simner printing error measure effectively predicted academic achievement. (Author/CM)

Examined relationship between perinatal information and school achievement for 134 children and adolescents with learning problems. Perinatal information alone and in combination with Wechsler Intelligence Scale for Children-Revised subtests accounted for significant amount of variability in three achievement dimensions of Wide Range Achievement…

On basis of psychological and educational tests, 10 education students, 10 school psychologists, and 10 directors of special schools diagnosed learning problems in 4 children and gave prognoses for students' development over following 6 months in cognitive and social-emotional domain. On average, prognoses appeared very inaccurate when compared to…

Evaluated the psychoeducational reports of children (N=205) who were referred to the University of California at Los Angeles Neuropsychiatric Hospital for evaluation of academic achievement problems. Identified a medical factor, a school history factor, and a family factor. Found that the variable that allowed for the greatest accuracy in…

Focuses on consulting with teachers about using school-based interventions for control and prevention of learning and adjustment problems. Describes four factors that have been linked to teachers' decisions to utilize and to continue utilizing an intervention: effectiveness, time and resources required, theoretical orientation of the intervention,…

The authors point out the magnitude of the most critical of the Mexican-American child's problems, the loss of lexical and grammatical signals through underdeveloped perception of English phonology, and demonstrate how this faulty perception vitally affects not only his lexical and grammatical failings but also his ability to learn. They suggest…

Argues that Tourette's Syndrome and tic disorders occur commonly among school-age children; that students affected with the condition often experience recognizable school, behavioral-emotional, and interpersonal difficulties; and that they may benefit if school psychologists identified the disorder and participated in the treatment. Suggests that…

Provides practical advice about the methods to prevent reading failure that is grounded in the new knowledge that has been acquired about reading and learning to read over the past two decades. Concludes with a discussion of issues and procedures for the early identification of children who are likely to experience difficulties learning to read.…