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We evaluated the effects of white noise played through headphones on off-task behavior, percentage of items completed, and percentage of items completed correctly for 3 students with attention deficit hyperactivity disorder (ADHD). Headphones plus white noise were associated with decreases in off-task behavior relative to baseline and headphones-only (no white noise) control conditions. Little change in academic responding occurred across conditions for all participants. [ABSTRACT FROM AUTHOR]

Focuses on a study which compared the exploratory behaviors used by infants who were congenitally blind and infants with normal vision. Background of the study population; List of exploratory behaviors used by infants; Similarities and differences between blind and sighted infants.

Thirty students with profound mental retardation (age range: 3–5 to 19–11) and 30 healthy, full-term infants (5–8 months) were shown 12 stimuli, three times each. Four patterned stimuli were presented one to a card and each pattern appeared in black-and-white, black-and-yellow, and red-and-yellow. Both groups looked significantly longer at face patterns than other patterns. Students with profound mental retardation looked longer at black-and-white patterns than other color combinations. Infants looked longer at red and yellow cards than did students with profound mental retardation. The measurement method was practical, reliable, and sensitive to both within and between group differences. Results from this assessment method may help determine the most salient visual stimuli for evoking active-alert states for students with profound mental retardation. Individual variability was evident in the data, which demonstrates the importance of examining preferences for each individual when planning intervention. Implications for future research and intervention are discussed. [Copyright &y& Elsevier]

Abstract. Purposes of the study were to determine the type and format of information pediatricians receive from schools regarding diagnosis and treatment of Attention Deficit-Hyperactivity Disorder (ADHD), their preferences for this information, and their opinions on referral rates and treatment. Results from a random sample of members of the American Academy of Pediatrics indicate that for both diagnostic and treatment information, significant discrepancies exist between what pediatricians prefer and the information schools always or usually provide. The majority of pediatricians believe schools overrefer and over one-third believe parents overrefer for ADHD. Pediatricians recommend behavior management at home and school more often than stimulant medication. To improve referral, diagnosis, and treatment, discussion of discrepancies in expectations between school psychologists and pediatricians could be helpful. Additional training in some areas for both groups also may be beneficial. [ABSTRACT FROM AUTHOR]

Presents a study which discussed ideas for role change for school psychology. Application of the science of psychology; Emphasis on prevention of academic and mental health problems; Importance of program evaluation.

Evaluates the Bracken Basic Concept Scale-Revised test for children two years six months through seven years eleven months. Norm-referenced results provided; Materials provided; Description of subtests; Examination of predictive validity with kindergartners.

Evaluates the revised version of 'Brigance Diagnostic Comprehensive Inventory of Basic Skills,' an inventory used in assessing speech, listening, study skills, reading, writing and math among students from 5 to 13 years of age. Description of subtests; Reliability and technical adequacy of the inventory; Evaluation of its validity.

Reviews the test `Mullen Scales of Early Learning: Circle Pines, MN: American Guidance Service,' by Eileen M. Mullen.

Reviews the school intelligence test `Comprehensive Test of Nonverbal Intelligence,' by Donald Hammill, Nils A. Pearce, and J. Lee Wiederholt.

Reviews the educational material `The Focused Classroom: Decoding Student Behavior,' by C.A. Berkeley.

This study examined the effect of a parent training program and its two components on the development of 48 graduates of neonatal intensive care units When the infants were 6 months of age, infants whose parents participated in either of the treatment groups that included the parent education class scored higher on the Bayley Mental Scale than the other groups of infants All treatment group parents were rated by the babies' physicians as providing better nutrition for their infants The developmental assessment component of the training program was not found to enhance infant mental development lmplications for intervention, program development, and research are presented. [ABSTRACT FROM AUTHOR]

Evaluates the reliability and validity of curriculum-based measurement (CBM) for Braille readers. Internal consistency coefficients; Test-retest reliability coefficients; Criterion-related validity coefficients; Overall teacher ratings of students' Braille reading performance.

Thirteen American Indian students in the fifth through ninth grades were administered the WISC-R under standardized conditions; another twelve were tested under standardized procedures, but received token reinforcement immediately following each correct response. Tokens were exchangeable for a variety of back-up rewards. Performance IQ scores were significantly higher than verbal IQ scores for both groups. The token reinforcement group scored significantly higher (12 points) than the control group on the full scale IQ. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Investigates the effect of tangible rewards in American Indian students through the Wechsler Intelligence Scale for Children (WISC-R) test. Performance IQ scores compared to verbal IQ scores; Score of token reinforcement group compared to control group on the full scale IQ.

Reviews the test `Brigance Diagnostic Life Skills Inventory,' by Albert Brigance.

Reviews the publication `Test of Language Development-Primary: Third Edition,' by Phyllis L. Newcomer and Donald D. Hammill.

Children with ADHD were administered 75 dB of continuous white noise during independent seat work in the classroom and during bedtime in their homes. Compared to baseline all three students exhibited decreases in off-task behavior. Off-task behavior returned to original baseline levels when white noise was removed and decreased again when reintroduced in classrooms. White noise also decreased bedtime sleep latency and spontaneous night wakings at home. Both sleep latencies and night wakings increased during return-to-baseline conditions. Surprisingly, when white noise was reintroduced only in the classrooms sleep improved a second time. White noise in classrooms with or without simultaneous treatment during sleep at night resulted in lower levels of off-task classroom behavior as well as less disruptive sleep. Results were independent of whether children were on ADHD medication. Children, teachers, and parents all rated white noise favorably. [ABSTRACT FROM AUTHOR]

Continuous white noise played through headphones was used as a classroom intervention to reduce off-task behavior and increase assignment production and accuracy for a child with Attention Deficit Hyperactivity Disorder (ADHD). When listening to white noise the student's off-task behavior decreased from 89% during baseline to 62%. Subsequently, he began taking a stimulant medication for his ADHD. Pharmacotherapy alone (65% off task) was approximately equivalent to white noise alone. When medication was combined with white noise his off-task behavior decreased to 45%. Assignment production was also enhanced while listening to white noise, whereas accuracy remained high throughout. [ABSTRACT FROM PUBLISHER]

Continuous white noise played through headphones was used as a classroom intervention to reduce off-task behavior and increase assignment production and accuracy for a child with Attention Deficit Hyperactivity Disorder (ADHD). When listening to white noise the student's off-task behavior decreased from 89% during baseline to 62%. Subsequently, he began taking a stimulant medication for his ADHD. Pharmacotherapy alone (65% off task) was approximately equivalent to white noise alone. When medication was combined with white noise his off-task behavior decreased to 45%. Assignment production was also enhanced while listening to white noise, whereas accuracy remained high throughout. [ABSTRACT FROM AUTHOR]

Ratings by 23 parents and 21 regular education teachers on the Social Skills Rating Scale (SSRS) for elementary-age students who were blind were compared to ratings for the SSRS sighted norm group. No significant differences were found in the overall ratings of social skills or on the Self-Control or Responsibility subscales, but several important differences were noted on the Assertion and Cooperation subscales. Students who were blind were rated as less academically competent and higher on problem behaviors than the sighted norm group, even though stereotypical behaviors were not assessed by the SSRS. Implications for instruction are discussed. [ABSTRACT FROM AUTHOR]

Presents information on a study that compared the social skills ratings for children who were blind with those of sighted children with average social skills using the Social Skill Rating System. Details on the method used; Discussion of results; Implications of findings.

The National Assessment of Educational Progress found that only 25% of 4th, 8th, and 12th grade students were at grade-level writing proficiency (Greenwald et al. ). Insufficient writing skill is a major contributor to lack of school and college success. The current study evaluated a modification of Quickwrite (Maloney ), a strategic writing program that explicitly teaches students how to brainstorm, plan, draft, and revise within brief time periods. Teachers who did not have knowledge of the study or the participants rated the overall number of story elements included in second-grade students' stories higher after the intervention. The rate of student writing did not improve. Results were maintained 4 weeks after the intervention. [ABSTRACT FROM AUTHOR]

We discuss a systematic effect associated with measuring polarization with a continuously rotating half-wave plate (HWP). The effect was identified with the data from the E and B Experiment, which was a balloon-borne instrument designed to measure the polarization of the cosmic microwave background (CMB) as well as that from Galactic dust. The data show polarization fractions larger than 10%, while less than 3% were expected from instrumental polarization. We give evidence that the excess polarization is due to detector nonlinearity in the presence of a continuously rotating HWP. The nonlinearity couples intensity signals to polarization. We develop a map-based method to remove the excess polarization. Applying this method to the 150 (250) GHz band data, we find that 81% (92%) of the excess polarization was removed. Characterization and mitigation of this effect are important for future experiments aiming to measure the CMB B-modes with a continuously rotating HWP. [ABSTRACT FROM AUTHOR]