Several research studies conducted during 1971, designed to better understand and predict behavior variables related to a child's development of academic and social skills, are described. Nowicki Strickland IE scale, including 40 Yes-No questions readable at fifth grade level and understandable to younger children, was used. Reliability and…

A behaviorally specific motivational effort rating scale was developed and tested. The organizational specific scale results were examined and compared to those generated from the Landy and Guion scale. It was found that the organizationally specific and engineer relevant scale is a better predictor of two types of expectancies. (Author)

Adaptive behavior scales can be very helpful in the overall assessment of minority children. In some states they are mandatory. Their weaknesses, particularly with the AAMD Adaptive Behavior Scale, are sampling bias and appropriateness in the areas of culture, language, and socioeconomic status. (Author)

Three Scales of imitative behavior (nonverbal, vocal, and verbal) were administered to 28 Down's syndrome Ss (mean age 26 years) and 56 Ss (mean age 26.8 years) with other diagnoses in order to test the hypothesis that Down's syndrome individuals "are outstanding in their mimicry". (Author/PHR)

A simulation device described that measures a teacher's ability to identify verbal and nonverbal emotions expressed by students through the use of videotaped excerpts of teacher-learner interactions and accompanying multiple-choice instrumentation. (MJB)

Responds to Worobey and Brazelton's commentary on the author's assessment of a Brazelton-based newborn intervention by addressing two issues: (1) what the literature indicates with respect to this intervention technique, and (2) the significance of the process by which interventions are implemented. (HOD)

A structured behavior-observation instrument for studying supervision (mode of communication, function, content, tone, location, and target) had high reliability when used with five administrators in schools for severely mentally retarded children. Supervisors generally spent more time on administrative than professional or teaching-related…

The authors discuss the nature, use, and application of behavioral rating scales for students with behavior disorders. An annotated list of eight behavioral rating scales is included. (CL)

Teachers rated 63 first graders on three rating scales: the Quay-Peterson Behavior Problem Checklist, the Miller School Behavior Checklist, and a scale involving frequency estimates of disruptive behaviors. Data analysis revealed considerable independence of the major types of measurement (direct behavioral observation vs. global ratings).…

Modified the Behavior Rating Form-Revised (BRF-R), an inferred self-esteem rating scale, for use by parents of preschool children. The BRF-R was relatively internally consistent in two populations (N=38, N=44). The results suggested that across subpopulations, parents are able to utilize the BRF-R in a similar manner. (JAC)

Teachers and parents completed the Adaptive Behavior Scale-School Edition and the Adaptive Behavior Inventory for Children, and 57 mildly retarded and slow-learning students completed the Children's Adaptive Behavior Scale. Results indicated higher ratings for the slow-learner group on all three measures. Parents rated students higher than did…

The internal consistency and validity of three new scales for measuring assertiveness in children were tested. Two of the scales were able to "unbind" aggressive from assertive behavior, while the third was able to "unbind" submissive from assertive behavior. At present, a combination of the three scales is recommended. (KH)

The development of the Wisconsin Behavior Rating Scale was examined and the hypothesis supported that the extensive content of the scale as well as its arrangement of items with progressive difficulty would be effective in discriminating a rather homogeneous group of individuals functioning between 0 and 4 years. (Author/CL)