Comparisons were made of Stanford Achievement Test Scores over a five year period for children receiving treatment and equally handicapped children who received no treatment. Rate of improvement in achievement over the five year period differed between groups. Implications for diagnosis by school psychologists and alternative ways of improving…

Investigated the importance of psychosocial factors in understanding the processes and developmental trajectories affecting academic achievement from school entry to 16 years of age in a high-risk sample. Based on an organizational-developmental perspective, school achievement was conceptualized as a salient developmental issue. Results are…

Research concerned with the analysis and correlates of mathematical abilities, conducted primarily during the past decade, is reviewed. It is concluded that certain specific abilities, in addition to general intelligence, affect performance in mathematics. (Author)

Presents results of confirmatory factor analysis of the Kaufman Assessment Battery for children which is based on the underlying theoretical model of sequential, simultaneous, and achievement factors. Found support for the two-factor, simultaneous and sequential processing model. (MCF)

The Wide Range Achievement Test scores of educable mentally handicapped children in primary and elementary classes were correlated with their Binet or Wechsler IQ scores. It was found that the WISC was a better differential predictor of achievement in reading, spelling and arithmetic at the elementary level only. (Author)

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

Compared z-score discrepancy and regression procedure for determining severe discrepancy between ability and achievement among 236 learning-disabled (LD) referrals. Contrasted results with policy dictating that lowest achieving of referrals be considered LD. Evaluated each student with individual intelligence scale and achievement test. Results…

Recorded performance of children (N=311) between ages of 6 and 14 by summative ratings of test-session behavior. Results indicated test-session observations were critical as cross-checks of the validity of test scores obtained during test sessions, but provided considerably less insight into children's adaptation and achievement outside the…

Examined the effects of early identification and psychological services on underachievement through a follow-up study conducted six years later. One hundred and seventeen fourth-grade underachievers were divided into experimental and control groups. The experimental group received psychological services. Follow-up studies were made of them at high…

A field experiment tested whether teachers change their behavior when they receive student ratings as feedback on their own behavior and on the behavior of a fictitious ideal teacher (from the students' perspective). It was concluded that effectiveness of feedback on behavioral changes in teachers is not especially high. (Author)

The scope of behavior modification may be expanded by the interaction between the modification of social and academic behaviors, manipulation of antecedent conditions in order to evoke reinforceable responses, use of controlling variables on a school-systemwide basis, and use of standardized tests as an additional dependent measure. Portions…

Used scores from 86 elementary school students referred for learning disabilities to compare four methods of determining a severe discrepancy between ability and achievement. Found high degree of agreement between z-score and estimated true score difference approaches. Less agreement was found between unadjusted regression procedure and other…

Studies the association between parent involvement in early intervention and children's later school competence. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of…

Examined relationship between components of vigilance and differences in verbal intelligence in children (N=63) in grades 5-7. Found a number of significant correlations between measures of vigilance and intelligence, as well as achievement. (Author/ABL)

Examined depressive symptoms and achievement attributions in 51 attention deficit-disordered (ADD) and 51 normal school children. Found that ADD children acknowledged having more depressive symptoms and displayed more external attributions both for positive and for negative achievement than did normal children. (Author)