This study explored the use of stealth assessments within a digital game to assess second language (L2) Chinese learners' reading comprehension. Log data tracking learners' in-game behaviors from a game designed for Chinese dual language immersion classrooms (Poole et al., 2022) were used to construct Bayesian Belief Networks to model reading…

Research in the genetics of behavioral traits, undertaken by family studies, twin studies, and adoption studies, has revealed information on normal variation in cognitive abilities as well as specific learning disabilities (primarily dyslexia). Genetic evaluation of learning disabled students have implications for counseling and recurrence risk…

Three term analysis (a format for viewing a student in relation to other people and to the physical environment) is proposed as a way of providing teachers (including those of the handicapped) with a vehicle for viewing all behavior and recording all aspects of the planning process. S. Sapon's behavioral formulations are presented followed by a…

Described is the Hahnemann High School Behavior Rating Scale (HHSB), a 45-item rating scale which includes a simple rating guide for the teacher and a detachable profile sheet. (SBH)

WISC (Wechsler Intelligence Scale for Children) and WRAT (Wide Range Achievement Test) data from the first sample of 60 children with uncomplicated meningomyelocele (a neurological condition) were examined to determine their deviation from test norms. A second sample of 46 children was tested with the WISC-R, WRAT, VMI (Visual Motor Integration)…

Described is an ecological assessment technique which combines an ecological philosophy with a teacher centered method of data collection for assessing and intervening with the learning disabled or behaviorally disordered child and his environment. (DB)

A study examined the role of functional analysis as the basis for development of behavior management programs for three preschool boys with developmental disabilities. The maintaining factors for all three boys were relatively easily identified during formal functional analysis assessment and effective intervention programs were designed and…

The manual examines issues in determining eligibility criteria for students with serious emotional disturbance (SED). Educational and clinical definitions of SED are compared, components of the educational definiton are examined, and the issue of differentiating behavioral disorders from serious emotional disturbance is considered. The assessment…

Described in the interim report of the Children's Behavioral Classification Project (CBCP) is the CBCP instrument, a duplicated list of 274 behavioral items and three demographic items which provides a profile of the emotionally disordered child based on observations by the parent or parent-surrogate. (SBH)

This article introduces some approaches that educational practitioners can use to assess the academic skills of students with Asperger syndrome (AS), while emphasizing the need for a comprehensive assessment system involving both formal and informal assessment methods as part of educational interventions. Academic characteristics of students with…

The manual details an observational code designed to track a child during an entire day in a preschool setting. The Eco-Behavioral System for Complex Assessments of Preschool Environments (ESCAPE) encompasses assessment of the following three major categories of variables with their respective subcategories: (1) ecological variables (designated…

Functional analysis of the aggressive behavior of 2 boys (ages 10 and 12) with autism involved 20 brief functional assessment trials in the classroom under 3 conditions. Results showed a clear pattern in each child's aggressive behavior and suggested logical intervention strategies. The discrete-trial approach presented a practical, ecologically…

The use of an observational assessment instrument designed for autistic children is described. The Behavior Rating Instrument for Autistic and other Atypical Children (BRIAAC) measures behavior in eight developmental areas: relationship to an adult, communication, drive for mastery, vocalization and expressive speech, sound and speech reception,…