Crossbreak analysis showed that, when teachers consider students with high levels of problem behavior for special education referral, male teachers are much more likely than female teachers to decide not to refer. (Author/DB)

Results of the comparison of 34 learning disabled and 37 low achieving fifth grade students on curriculum based assessment of reading, spelling, and written expression found significant differences between the two groups suggesting that norm-referenced tests which find no differences may reflect an inefficient procedure for confirming teacher…

Examines referral information for 269 learning disabled students in grades one through five. Referral reasons were classified as academic, behavior, and academic and behavior and were analyzed according to particular concern (e.g., reading deficits, attentional problems, etc.). The majority of students were referred for either academic or both…

The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB)

Investigated strengths and weaknesses on Wechsler Intelligence Scale for Children-Revised (WISC-R) Subtest Scores between 278 students evaluated and placed in special education programs and 307 students evaluated but not placed in special programs. Findings revealed that the groups were similar in pattern of relative strengths and weaknesses on…

Public health nurses (N=5) were administered questionnaires to examine their perception of their assessment skill and referral behavior. Results showed continuing education courses, years since graduation, and work experience affected perceptions. Concluded that chemical dependency classes and experiential training are needed. (BH)

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…

Elementary school teachers (N=140) completed a questionnaire on school referrals which asked them to rate the likelihood of referral of a child in five behavioral anecdotes. Results indicate teachers would be more likely to refer boys than girls with identical problems. (Author)

Clients' reasons for coming to a vocational counseling agency are presented, together with sources of referral, educational level, and number of client visits. (Author)

The methods compared in an attempt to identify a practical means of working with disciplinary referrals all became obsolete by the time the study was completed. The changing nature of the college scene and the demise of the concept of in loco parentis probably have negated any practical value of this study. (Author)

A survey of 84 day care programs compared staff who participated in child abuse intervention and prevention activities with those who did not. No differences were found on intervention activities, but staff in the trained group were significantly more involved in prevention and high risk referral. (CL)

It is suggested that the Child Study Team develop alternative educational plans (AEP's) for those referred students who are ineligible for special education. The AEP would be similar to the individualized education plan (IEP), except that the regular classroom teacher would be responsible for implementation. (Author/BW)