This paper presents the results of a two-part survey that investigated elementary classroom teachers' awareness of the relevance of students' spelling performance to the identification of reading disability. In part one, 61 of 84 surveyed teachers of grades 2, 3, 4, and 5 (73%) and 16 of 22 school psychologists (73%) indicated that they do,…

Violence at school can have a significant impact on young people, affecting their mental health, academic achievement, and socialization and adjustment. This brief examines that impact. It begins by defining school violence and examining the prevalence of exposure to, and victimization from, violence at school within a developmental framework. The…

The authors distributed questionnaires about the role of school psychologists to teachers, psychologists, and principals. They found that experienced teachers have higher expectations for more novel interventions such as in-school and in-class services, and that psychologists make different kinds of treatment recommendations depending upon…

Discusses the sexism inherent in the socialization of boys and girls by reviewing some of the research on sex differences in intellectual functioning, stereotypic sex roles, and sexism in the schools. Suggests ways in which school psychologists can help effect the liberation of both sexes. (SF)

With an increasing number of cases currently coming to the courts' attention to examine the conditions under which educational and psychological testing practices violate one's constitutional rights, this article considers the responses from school systems, professional organizations, the Federal Government, school psychologists, and the testing…

This study questions the use of a general IQ score as a basis for conclusions relating to studies of intelligence, especially with minority children. Instead, it looks at item-responses from Stanford-Binet tests. Using Guilford's Structure of Intellect Model applied to organismic responses, the authors tallied the item responses. (Author/LA)

To aid the staff of a public school for trainable mentally retarded elementary and secondary aged students, a consultant clinical psychologist was employed for a 2-year period. (Author/DB)

It is argued that developmental task analysis is of primary value in the psychoeducational programming of children with learning and behavioral problems. (Author)

Categorized, specific. (CJ)

Relates personal, largely unsuccessful, initial attempt at group therapy, with view toward lending support to novice counselors trying similar experiments. (CJ)

The paper presents data relating to changes in teacher choice of classroom management procedures, the frequency of passive, disruptive, and attending behavior for 20 criterion children over 26 days, and pre-post mean-gain achievement testing results on these children. (Author)

An educational program for a group of predominantly black high school students enrolled in a summer "Upward Bound" program is described. A curriculum based on a learning or "psychobehavioral" perspective and a style of delivery for use with "disadvantaged" students are presented. (Author)

This case study presents an example of how one school psychologist helped a child and an entire class solve a problem. Although the techniques used are not unique to school psychological practice, the problems presented by their use are. The procedure consisted of a desensitization process lasting ten weeks. (Author)

Subjective discussion of specific ways in which school psychologists should take initiative in policy change, facility improvement--whatever is necessary to create more relevant learning climates. (CJ)

Surveyed school psychologists (N=856) to determine the impact of PL 94-142. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. Two clear changes may have negative implications (e.g., an increased focus on handicapped children and increased paperwork).…