The study investigated characteristics of 951 seven-year-old children identified as having behavior problems by a parent, teacher, or both. Results indicated differential associations between background characteristics and problem behavior, depending upon whether the parent, the teacher, or both perceived a problem. (Author/CL)

Tested the effectiveness of the Stanford Binet Intelligence Test and the Bayley Scales of Infant Development in assessing the development of 30 preschool children. Demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either test is a relatively frequent occurrence. (JAC)

Sampling problems related to the use of system-identified subjects in special education research are considered. Differences in criteria and selection of mildly handicapped students have resulted in limited generalizability of findings. Among suggested approaches are using rationally defined subgroups, cluster analysis, and marker variables.…

People with cognitive, intellectual, or developmental disabilities are a small but increasing portion of offenders in the criminal justice system. People with developmental disabilities are estimated to comprise 2-3% of the general population, but 4-10% of the prison population, and an even higher percentage of those in juvenile facilities and in…

This digest analyzes the definitions of disability in the Individuals with Disabilities Education Act (IDEA). It notes that, in order to be eligible for special education services under the act, the child must meet two criteria: (1) he/she must have one or more of the specific disabilities listed in the act, and (2)he/she must require special…

Information about early intervention was disseminated via mass media and group meetings. Findings revealed that parents attending group meetings learned specific information about available services and legal educational rights. Mass media stimulated requests for information but did not measurably affect parents' knowledge of early intervention.…

The article posits that emotionally disturbed (ED) children routinely are diagnosed as learning disabled (LD), a situation deriving from diagnostic problems and inadequacies of definitions. Among suggestions made for special educators are knowing ED and LD definitions, and becoming assertive as evaluation team members. (MC)

The bivariate normal distribution can be used to determine the prevalence of reading disabilities when the primary variables are reading achievement and IQ and when the correlation between reading and IQ is known or can be estimated. The advantages and diadvantages of the bivariate normal distribution are discussed. (Author/CL)

Data from reports of the federally funded Child Service Demonstration Centers (CSDCs) are said to show that only three CSDCs adhered to all criteria in the federal definition of learning disabilities. The author suggests that LD should be adopted as a generic term for all mild handicaps. (CL)

A screening method for distinguishing speech and language disordered children (2 to 15 years old) with and without psychiatric disorders (N=256) involved cutoff scores for an easily administered parent and teacher behavior rating questionnaire. (CL)

Study evaluated sensitivity of two independent rapid naming tests--Naming Pictured Objects and Producing Names on Confrontation--in differentiating 16 children (7 and 8 years old) with language and learning disabilities from 16 age peers with normal language development and academic achievement. The interrelationship between total naming time and…

The Pediatric Examination of Educational Readiness, a standardized observation system which combines a prekindergarten physical examination with a neurodevelopmental and behavioral assessment, was field tested on 386 children, of whom 22 percent revealed a "definite concern" in one area of development or behavior, 8 percent in two, and…

The article addresses assessment of the young handicapped child and describes development of the Competency Assessment Profile. Journal availability: see EC 133 846. (Author)

Issues concerning physical and occupational therapy in the school setting are discussed. Questions as to appropriate types of therapy, methods for determining need, and desired outcomes are raised. (CJ)

A study was made of the usefulness of the Infant Rating Scale (IRS) in the early identification of learning difficulties. Thirteen hundred five-year-olds were rated by their teachers after one term in school. The structure of the IRS, its reliability, and predictive validity are examined. (Author/SJL)