Separating children out of the mainstream into special education classes has gained too much momentum. It is here suggested that special'' may be an iatrogenic disease, that is: caused by the presumed cure. (Author)

The author contends that there is an urgent need for school psychologists to do their part to help assess the problems in special education, to isolate those practices and theories of psychology which have contributed to the problems, and to provide dynamic leadership to eliminate the pitfalls of special education. (Author)

The impetus and logic for maintenance or reintegration of marginally inadequate students in regular class programs is discussed. (Author)

The author has surveyed the ways in which university school psychology programs accommodate their training to the handicapped students who apply, the kinds of differential experiences these students encounter, and the nature of professional positions they are able to secure. (Author)

It may be possible to reduce significantly the amount of consultation time required in applying behavior modification techniques to classroom behavior problems if modifications are made in certain procedures commonly associated with a behavioral approach, including recording frequency data, teaching behavioral principles in individual cases,…

Evidence was sought to test the claim that many young children lack the abilities prerequisite to taking standardized tests and therefore, perform poorly. Curricular materials were designed and implemented in an effort to increase the test-wiseness of children unfamiliar with standardized tests. The experimental group improved significanly after…

Describes a decision analytic approach for multidisciplinary teams (MDTs) in planning special service programs. Presents evaluation information on its application by MDTs in planning individualized education programs, and outlines a six-step process. Suggests utilization of approach allows a complex program planning situation to be disaggregated…

Two hundred selected teacher consultants, school psychologists, and supervisors and directors of special education and pupil personnel were trained in the effective utilization and application of reinforcement theory and directive and/or diagnostic teaching techniques with handicapped children. A state plan for utilizing limited sources to effect…

Placement decision committees (n=10) were given information on 12 referred pupils, half of which included social history information on the pupil and orthogonally half of which were recommended for special education services by an outside psychologist. The results are discussed in terms of information advocacy within the committees. (Author)