The process of identification of hearing loss in preschool children, including infant screening techniques, audiological testing methods, and other tests used to determine the kind and degree of hearing loss, are discussed. Appropriate habilitation and educational placement is also discussed, including hearing aid selection and parent…

Standardization of the Denver Developmental Screening Test (DDST) on 288 babies raning in age from two to 54 weeks in Yucatan, Mexico, yielded such findings as that subtest scores increased with age, and that the DDST failed to identify a "questionable" 16 or 17 babies with borderline scores on the Bayley Motor Scale. (Author/MC)

Analysis of scores on the Adaptive Behavior Inventory for Children completed by parents of 50 elementary educable mentally retarded students resulted in a two-dimensional model of retardation using IQ scores and adaptive behavior scores. The model resulted in an 80% declassification rate, with 88% of minority students declassified. (Author/CL)

Characteristics of the aggressive, severely behavior disordered (BD) child are discussed, with a focus on classification and identification criteria. Additional factors directly related to the behavior of an aggressive, severely BD child are also considered: biological factors, familial factors, cognitive factors, frustration (specifically…

The feasibility of using a community based high risk register to identify infants with hearing loss was evaluated. For all newborns at the hospital, information obtained from the hospital chart and from the mother Informed parents and physicians about children considered to be at risk for hearing loss. Testing was scheduled for 6 months from the…

The need for reliable, valid, and economical preschool screening measures to identify psychoeducational problems as mandated by P.L. 94-142 (the Education for All Handicapped Child Act) led to the development of the Minneapolis Preschool Screening Instrument (MPSI). (SW)

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in 116 second-grade, inner-city children identified as good and poor readers. Ss were basically healthy with few findings of physical or neurological abnormalities, despite significant group differences in the prevalence of "soft signs" and in all…

The trend to include mildly mentally retarded, emotionally disturbed (behavior disordered), and learning disabled children in the same generic category and in the same school programs is increasing. The author believes that the noncategorical trend in special education can endanger the appropriate education of many children. (Author)

H. Myklebust's Pupil Rating Scale (PRS) was administered to the first (N=92) and second (N=130) grades of a middle-class suburban elementary school to ascertain its effectiveness for predicting reading and arithmetic difficulties. (Author)

The author discusses how cataracts and glaucoma differ when they occur in children and why they may be more difficult to treat. While these conditions occur infrequently in children, they are more damaging and difficult to treat than when they occur in adults. (PHR)

The California Child Health Disability Prevention (CHDP) program provides direct patient care by pediatric nurse practitioners in a school setting. Guidelines for instituting similar programs are provided. (JMF)

The Koppitz Human Figure Drawing (HFD) Test was examined for use in early identification of academically not-ready kindergarten children. HFD scores of children who later "passed" the Metropolitan Readiness Test were compared with HFD scores of children who later "failed." Results indicate that HFD scores are useful in…

Teachers estimated the prevalence of emotional and learning disorders in 51,739 children aged 5 to 14 years in Vancouver City. A mean rate of identification of 8.2 percent of children in public schools was found. Boys preponderated substantially over girls except for those aged 14 years. (Author)

Drawing on data from a large epidemiological study concerning the definition and identification of learning disabled (LD) adolescents, the article discusses whether LD adolescents, as they are being identified in the public schools, are different from other low achieving (LA) peers, and, if so, how they are different. (DLS)

The article reviews the literature on the quantification of achievement-aptitude differences in learning disabled students, outlines and discusses criteria for new and more adequate procedures, and presents step-by-step procedures that can be routinely followed. (Author/DLS)