A correlational analysis between the PPVT-R and Woodcock-Johnson achievement cluster scores for nonreferred regular education and learning disabled students

Both forms of the PPVT-R, along with the reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery were administered concurrently and in counterbalanced order to 28 nonreferred regular education and learning disabled students. With the exception of correlations between form M and the reading and written-language subtests for the LD group, values did not reach significance. Alternate form reliability coefficients for the RE and LD groups were .70 and .65, respectively. Mean standard scores for forms L and M were comparable for the RE group, but form L yielded a significantly higher score than M for the LD population.     

The influence of diagnostic labeling on special education placement decisions

The present study investigated the possible bias of diagnostic labeling on special education placement decisions. Two groups of child study team members were given the task of either placing or both labeling and placing ten exceptional children. Results showed that the labeling process did not lead diagnosticians to place children in more restrictive educational programs. A comprehensive assessment-intervention-follow-through model that would minimize some of the potential dangers and abuses of labeling is proposed.     

An intern's experience: Only the name school psychologist remains the same

Describes an intern's experience in a diversified field training program for school psychologists and how the role and function of the school psychologist in each setting changes. Also discusses the benefits of the “extended diversified” model training program as seen by 15 second-year students in such a program.     

Patterns of perceptual deficits in academically deficient juvenile delinquents

Patterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with a group of youthful offenders with adequate academic skills. Auditory perceptual deficits appeared to be a more significant factor in accounting for the severe academic deficiencies observed in the delinquent subjects than did visual-perceptual deficits. However, multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social maladaptation. The results indicate the potential ill effects of an undiagnosed and untreated learning disability on subsequent emotional development. Prevention of delinquency may begin with the preschool child who is at high-risk for developing behavioral problems in later years.