The focus of responsibility for education of the severely and profoundly retarded

The current concern for the extension of a free public education to the severely and profoundly retarded has precipitated a general assumption among many persons that the public schools will play a major role in providing educational services for this population. In view of the past failures of programs for the mildly (EMR) and moderately (TMR) retarded in the public schools, the authors advocate a new concept in delivery systems and teacher training that more appropriately reflects the needs of the severely and profoundly retarded.     

A comparison of the WISC information and arithmetic subtests with a multiple choice procedure using kindergarten,first-, and second-grade children

Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing.     

Self-esteem and school performance

Self-esteem was found to have a moderate relationship with, but not a strong independent effect on, school achievement and behavior for a sample of 530 twelve-year-olds. From multiple correlation coefficients predicting school outcomes from measures of socioeconomic status, IQ, and self-esteem, it was concluded that much of the relationship between self-esteem and school performance for the general school population can best be explained as reflecting common underlying factors such as ability and background.