Recategorized WISC-R scores of learning disabled children and differential diagnosis

This study analyzed WISC-R profiles along a three-factor approach (Spatial; Verbal-Comprehensive; Attention-Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC-R profiles of 278 school-verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N = 141), Emotionally Impaired (N = 67), Otherwise Impaired (N = 61), and Nonimpaired (N = 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC-R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC-R profile. Analysis of WISC-R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three-factor analysis of WISC-R subtest scores for the purpose of differential diagnosis.     

Judgments Regarding Appropriate Child Supervision to Prevent Injury: The Role of Environmental Risk and Child Age

Parents, social service workers, and medical personnel failed to differ in the amount of time they estimated that children of 11 differing ages should be left without adult supervision within 5 different supervision domains. More hazardous circumstances dramatically reduced the amount of time respondents said children should be left unsupervised. Amount of unsupervised time increased with age, with clear developmental cutoffs that varied by level and type of risk. When the moderate center of the distribution was examined, 3 clear areas of consensus emerged. For most domains, constant supervision was recommended for preschool children. For early elementary school children, nearly constant (0–5 min without supervision) or close (0–15 min without supervision) supervision was recommended in safer locations, with constant supervision still recommended in high-risk situations. Only with older children was there an absence of consensus regarding supervision. The implications of these results for future injury prevention research are discussed.     

THE DEVON ETV SERVICE

The Devon Educational Television Service was established more than 10 years ago by the former Plymouth Educational Authority. In the production of its own television programmes the aim is to avoid competition with BBC or IBA and to concentrate on topics with a local flavour or to augment national programmes with local material. The provision of material on video cassettes is a service now covering the whole country, as is the 35mm slide, slide/tape and multi‐media pack service. Recent examples give some idea of the range of subjects covered.

Audio tapes are produced in co‐operation with several county advisory teams. Films produced for local needs have found national and international markets. Active support is given to CSE Mode 3 studies in film and television. A working party set up to examine the role of DETVS found that the Service has become an integral and valuable part of the resource network of the county