Several criteria are proposed for determining and communicating screening results. These criteria provide a context for judging prediction accuracy. It is argued that accuracy of prediction is of little value and cannot be considered sufficient unless the predictions lead to better educational opportunities for the students about whom they are…

A study of the status of underidentification of behaviorally disordered children in special education in British Columbia reviews provincial funding categories, identification guidelines for autism and behavior disorders, and data on total school enrollment, estimated and actual enrollment in programs for behavior disorders, district criteria, and…

The article analyzes research used to support the notion of selective attention deficits in learning disabled children. Conceptual and methodological issues involved are explored, indicating that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is…

A checklist is offered to help classroom teachers determine behaviors characteristic of dyslexic functioning (both visual-spatial and auditory-linguistic types). Tactics are then suggested for tailoring approaches to their characteristics--strong visual/weak auditory processing skills or strong auditory/weak visual processing skills. (CL)

Comparison revealed that the percentage of Ss identified differed between the two tests for articulation, vocabulary, language, comprehension, and language expression; higher than normal percentages of speech deficits were identified on both tests; and the same individuals were not always identified for diagnostic testing. (Author/CL)

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Traditionally, the contributions of school psychologists during the screening phase of preschool assessment have been minimal. The purpose of this article is to broaden the school psychologist's perspective regarding preschool screening and in the process introduce some specific screening activities which closely parallel the school psychologist's…

The problem of choosing educational and psychological tests to identify students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests is presented and the use of expert judgment and the cost-effectiveness ratio is demonstrated with a numerical example.…

Self-reported reading ability of parents of 174 reading-disabled children and of 182 controls was used to estimate the probability that a child will become reading disabled. Using Bayesian inverse probability analysis, it was found that the risk for reading disability is increased substantially if either parent has had difficulty in learning to…

Four primary issues are covered: the role of different measurement models in disparities of LD children serviced across states, types of students served as LD but not actually LD, components of severe discrepancies between aptitude and achievement, and state of the art in evaluating LD students. (CL)

The study investigated characteristics of 951 seven-year-old children identified as having behavior problems by a parent, teacher, or both. Results indicated differential associations between background characteristics and problem behavior, depending upon whether the parent, the teacher, or both perceived a problem. (Author/CL)

Tested the effectiveness of the Stanford Binet Intelligence Test and the Bayley Scales of Infant Development in assessing the development of 30 preschool children. Demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either test is a relatively frequent occurrence. (JAC)

Sampling problems related to the use of system-identified subjects in special education research are considered. Differences in criteria and selection of mildly handicapped students have resulted in limited generalizability of findings. Among suggested approaches are using rationally defined subgroups, cluster analysis, and marker variables.…

People with cognitive, intellectual, or developmental disabilities are a small but increasing portion of offenders in the criminal justice system. People with developmental disabilities are estimated to comprise 2-3% of the general population, but 4-10% of the prison population, and an even higher percentage of those in juvenile facilities and in…

This digest analyzes the definitions of disability in the Individuals with Disabilities Education Act (IDEA). It notes that, in order to be eligible for special education services under the act, the child must meet two criteria: (1) he/she must have one or more of the specific disabilities listed in the act, and (2)he/she must require special…