Surveyed 83 Montana school psychologists concerning use of computer-based regression discrepancy model for learning disability identification. Of respondents, 89 percent used model; 62 percent used model regularly. Nonuse was related to less agreement with model assumptions, lower perception of model's value, difficulty in locating input data,…

Presents new analysis of Planning-Arousal-Simultaneous-Successive (PASS) model of information integration and provides new results to support operationalization of model. Results of factor analysis of data from PASS test battery responses of 434 students in grades 2, 6, and 10 support utility of assessing planning, simultaneous, and successive…

Tested Greenspan's model of personal competence with data obtained from Early Screening Profiles of four, five, and six year olds (n=183). Of five models tested, three produced results indicative of good fit. Findings support use of Greenspan's model for understanding nature of developing abilities in young children and for improvement of…

Presents model of multiaxial empirically based assessment in case study of seriously emotionally disturbed child. Illustrates use of Child Behavior Checklist and related forms to obtain data on child's competencies and problems from teachers, parents, and direct observations. Describes combining measures with clinical interviews and…

Proposes a behavioral assessment model which specifies three types of assessment information: direct observations, rating scale data, and interview data. Discusses characteristics of these three types of assessment information, with recommendations for their use. Suggests two psychological models to guide school psychologists through the…

The use of grade equivalent scores contrasted against grade placement is widespread in the diagnosis of dyslexia and other reading disabilities. Discusses difficulties and distortions of this method. Presents an alternative method for reliably determining aptitude/achievement discrepancies. (Author)