Relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children culturally different by virtue of low family income and residence in mountainous areas of Virginia and North Carolina. (Author)

This study attempts to use a subtest grouping approach to analyze the WISC-R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC-R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic groups. (Author)

Demographically matched groups of normal, nonreferred children who had, or had not, experienced one of four family background problems (lack of educational stimulation in the home, family pressures to succeed, economic difficulties, and general family problems) were compared on teacher ratings of school maladjustment and competencies. (Author)

Differences on the MMPI for elopers and non-elopers from a mentally ill offender population were analyzed and a sign approach was developed. Implications of MMPI differences for the psychological status of elopers are described. (Author)

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. For this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. (Author)

Concurrent validity of the McCarthy Scales of Children's Abilities for 60 kindergartners was investigated, using the WPPSI and Columbia Mental Maturity Scale. Although correlations were of acceptable magnitude, the General Cognitive Index of the MSCA was significantly lower than major scores obtained on the other two tests. (Author)

During the DRL procedure, reinforcement was made available for inappropriate language that was less than a prescribed limit for each day. Data indicated that reinforcing low rates of behavior may be an effective alternative to the use of aversive contingencies to reduce the misbehavior of such children. (Author)

In a sample of 380 children, self-esteem as measured by the Coopersmith Self-Esteem Inventory became more stable and more highly correlated with school achievement as the children grew older. Children's self-perceptions appear less firmly established, and therefore may be more responsive to intervention, at earlier ages. (Author)

Two issues relevant to competency-based teacher training were investigated with 13 elementary teachers--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques. (Author)

The natural rates of teacher verbal approval and disapproval in ten grade 7 classrooms were determined and compared with those described by M. White. (Author/SBH)

The Delphi technique's short history in higher education is reported together with a brief introduction to the origins and principal characteristics of the method. The extent of recent attention to Delphi and its recent use in higher education in the U.S. is discussed. (Author/LBH)

This announcement outlines a one-year project in the South Hackney School. Funded by the British Library for one year, the project is designed to collect and organize materials relating to community information sources, and to evaluate methods of teaching pupils how to retrieve and use such information in daily problem solving. (Author/JAB)

Samples the inner feelings of young college women and their personal stand on work. The results indicate a general rejection of much of the traditional work ethic. (Author)

This study investigated a simulation game designed to improve relationship communication. Eight couples were treated for relationship difficulties by the use of the game. Results indicate that in the counseling session sample the couples' communication improved. (Author)

Examines the relationship between sex-typing and self-esteem in college women. Results support the major hypothesis that women who were not sex-typed would obtain higher self-esteem scores than sex-typed women. (Author)