Intellectual disability originates during the developmental period and is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. In this article, we present a brief history of the diagnostic criteria of intellectual disability for both…

Emphasizes need to systematically identify gifted children. Defines the term "gifted" and considers three groups in detail: children of high intelligence, children of high academic aptitude, and talented children. Offers strategy for educational diagnosis of gifted children. (DST)

Characterizes intelligence in terms of learning processes and uses the concepts and methods of other disciplines to understand how the conditions responsible for the development of its constituent processes and the manner of their organization lead to variations in effectiveness of intellectual functioning. (Author/JM)

Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)

This teaching guide suggests practical ideas for encouraging intellectual talent in preschool children. It is part of a series of similar guides, developed by the RAPYHT Project (Retrieval and Acceleration of Promising Young Handicapped and Talented) for educating young gifted/talented handicapped children and gifted children with no handicaps.…

A twenty-six-month follow-up study was made of 75 Anglo- and Spanish-American primary school children who were examined on the Wechsler Intelligence Scale for Children, the Illinois Test of Psycholinguistic Abilities, and the Bender Visual-Motor Gestalt Test in order to determine the specific cognitive deficits which might account for the poor…

A total of 211 kindergarten children, aged 63 to 81 months, were classified into two groups according to the risk of failure in first grade predicted for them on the basis of their performance on the Wide Range Achievement Test (WRAT) and the Draw a Person (DAP) test. According to prediction, Group I children without intervention would probably…

A committee under the chairmanship of Benjamin Bloom met in June 1964 to discuss research findings about disadvantaged populations and the prospects for educating them. Many of the things talked about then have been realized: More money has been spent. Better than half of the colleges and universities train teachers for disadvantaged children.…

Two paper and pencil group tests were assessed for their ability to classify subjects as concrete or formal operational. The two group tests, Sheehan's (1970) version of Longeot's three subtests and set of three puzzles, were administered to 607 students from ninth- and tenth-grade science and mathematics classes. A subsample of 69 students was…

This report presents results from three research studies that were designed to explore both the definition and the structure of the adaptive behavior construct. The first study investigated the structure of adaptive behavior as a function of age, developmental level, and type of handicap through an exploratory factor analysis of both the…

This paper reports on data collected during the 7-month pilot operation of a diagnostic and counseling service for intellectually advanced children and their families established in conjunction with a longitudinal study of such children. A summary of data on the first 24 cases handled by the service (involving children aged 3 to 11 years)…

This paper describes the development and use of the Casey-Monahan Screening Instrument, designed to assess kindergarten readiness. The instrument consisted of various tests and evaluation procedures chosen from previously published tests. The instrument was designed to measure ability in five areas: (1) motor integration and motor development, (2)…