This study was intended to assess the effect of a psychoeducational computer-assisted and paper-and-pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3-months follow-up, 44 Italian second graders were presented with a battery of tests…

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published…

Presents data from a 1-year follow-up of school-age children who had received structure-based remediation techniques for demonstrated deficiencies in specific areas of cognitive control functioning. The significant improvement in cognitive control functioning resulting from cognitive intervention was maintained one year following discontinuation…

Evaluated effects of nonpromotion in 137 high school students who had been retained in a grade, had participated in a junior first-grade program, or were matched controls. Results indicated that participants in junior first-grade programs were at par with peers, whereas grade repeaters made less progress in high school. (NRB)

Performed a follow-up of a sample of children (N=24) to determine whether the McCarthy Scales administered during kindergarten is predictive of subsequent achievement test performance and predictive of course grades during the sixth grade. Results indicated that the McCarthy Scales have predictive value over a six-year period. (LLL)

Administered the Concepts About Print (CAP) test during kindergarten and first grade (N=56). Results showed the CAP to be highly correlated with various tests of school achievement obtained during the second through the fourth grades and to effectively predict those children who would later be retained in school. (JAC)

This pilot study concludes that if families still refuse to initiate contact with and/or are unable to benefit from services provided by outside agencies, school psychologists should initiate treatment programs for them in the school. (Author)

Findings support Koppitz's assertion that the total error score for the Bender Gestalt Test is stable and reliable. Working time is a relatively stable dimension of Bender performance, which may be of value in assessment activities. Perseveration and integration should not be used in differential diagnosis. (Author)

Conducted follow-up study of 43 subjects in mentally retarded residential population. Findings corroborated earlier findings that Wechsler Intelligence Scale for Children-Revised and Wechsler Adult Intelligence Scale-Revised (WAIS-R) cannot be regarded as equivalent testing instruments. WAIS-R yielded consistently higher scores for intellectually…

Investigates the ability of the HSRS to identify prekindergarten or prefirst grade children who will be academically unsuccessful. Results, based on a five-year followup study, indicate the HSRS accurately predicted school failure 81 percent of the time. (Author/HMV)

The results of this follow-up study indicate that, after intensive language programs, children who were economically and educationally disadvantaged upon entry to kindergarten were nearly up to par in reading with the exception of bilingual boys, by second grade. (HMV)

Presents data from 2-year follow-up of 52 elementary students which indicated that in fourth grade, as in second grade, language ability, as measured by the Wechsler Kntelligence Scale for Children-Revised Vocabulary subtest, was more strongly related to Achievement Test scores among high-actives than among nonhigh-actives. (Author/NRB)

Results demonstrate that the second-level screening procedure is an effective method for ferreting out children in need of full-scale psychological evaluation to determine areas of handicapping condition and generation of appropriate services. (Author)

Assesses the impact of a school-based prevention program by surveying high school students who previously had abuse prevention programs available to them. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse was…