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A cohort of 2nd-grade students provided comparisons of academic and social competence based on school retention/promotion decisions. Sample groups were (a) retained, (b) at risk for retention, (c) special education, and (d) promoted. Findings suggested most children with academic deficiencies are identified by schools early and are sorted into educational treatments differing in intensity that represent a continuum of competence. The authors provide empirical evidence counter to the assumptions that retained students have the requisite ability to catch up and have more problem behaviors than other low-achieving students. The relevance of high-stakes test scores for promotion/retention decisions and the parallels between schools' implementation of retention policy and implementation of regulations for identifying children with disabilities are included in the discussion.

In this article, the authors introduce the construct of treatment integrity and illustrate the importance of treatment integrity as it relates to school-based intervention. Specifically, the authors address the following questions: What is treatment integrity? Why is it important to assess treatment integrity? How can treatment integrity be assessed? and What factors influence treatment integrity? Finally, the authors offer school personnel examples of ways to realistically assess treatment integrity at the classroom level. (Contains 3 figures.)

Three groups of fifth graders (total n=104) classified as either at-risk and with anti-social behavior/hyperactivity, at-risk only, or controls were contrasted on protective and risk factors from third-grade using multivariate analyses. Seven of eight variables were found to predict group membership including protective factors (e.g., academic and social skills) and risk factors (disciplinary contacts and critical events). (Contains references.) (DB)

A survey of intervention articles published in major learning disabilities journals over the past 5 years found only 18.5 percent of these studies measured the integrity with which treatments were implemented, thus casting doubt on treatment effectiveness. This article discusses treatment integrity logic, threats to experimental validity without treatment integrity assessment, and technical issues in treatment integrity. (Contains references.) (Author/DB)

Third-grade children with high or low social and academic self-concepts that were either consistent with or discrepant from external indices of social and academic competence were contrasted on a variety of measures using multiple assessment methods. Findings suggest the relation between self-concept and adjustment might be explained by the consistency or discrepancy between self and external appraisals. (Author/MKA)

Three groups of third-grade students classified as either Externals (n=30), Internalizers (n=55), or Controls (n=96) were contrasted on 19 measures in social and academic domains. Results indicate large differences between externalizing and internalizing groups compared with controls; however, both externalizing and internalizing groups had adequate academic self-concepts and social self-concepts. (Author/CR)

A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement decision and severity of academic referral. (Author/CR)

This response to Detterman and Thompson (1997) analyzes their criticisms of special education and presents evidence of the effectiveness of current instructional techniques for children with disabilities in contrast with the cognitive approaches favored by Detterman and Thompson. Assumptions about the significance of intelligence testing and cognitive approaches are questioned. (Author/DB)

This study evaluated 150 elementary students previously referred to school study teams for possible learning disability (LD) as defined by a discrepancy between IQ and performance on a standardized achievement test. Comparison with actual school-based decisions found fewer than half of students certified as LD by local schools evidenced the aptitude-achievement discrepancy required by the state (California). (DB)

A sample of 150 children referred to child-study teams were administered intelligence tests. One-third of White students and slightly over half of Black and Hispanic students scored in the borderline IQ range (71-85). Of those borderline students who subsequently received special education, the majority were served as learning disabled. (Author/CR)

Evaluates claims of the Early Intervention Project, an intensive behavioral intervention program for young children with autism. Claims include recovery from autism in 47% of cases and substantial improvement in an additional 42%. The article finds methodological problems affecting internal and external validity of the project's reported results. (DB)

A study examined the identification rate of mental retardation, learning disabilities, speech or language impairments, and emotional disturbance of 4,161 Head Start children as they completed first grade. Only 26% of the children meeting research diagnostic criteria in these four major categories were identified by the schools. (Author/CR)

In an attempt to identify the earliest, most efficient, and most accurate predictors of emotional and behavioral disorders (EBD), characteristics of 155 third-graders at risk for EBD were examined. Students categorized as high-risk experienced higher rates of peer rejection and poor social skills and exhibited hyperactivity and defiant behaviors. Functional assessment is discussed. (CR)

School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research criteria. (Author/EMK)

In examining the issue of overrepresentation of minority students in special education, this article distinguishes between the percentage of category or program by group and percentage of group in category or program, which provide very different perspectives. Caution in interpreting data from the Office of Civil Rights relating "race/ethnicity" to "placement in disability category" is also urged. (DB)

Assesses discriminate validity of teacher judgments in differentiating various groups of students who are at risk for learning difficulties based on referral to School Study Teams (SSTs). Large differences are found between controls and at-risk groups. Results from cross-validated discriminate function analyses shows teacher judgment correctly classified 91% of learning-disabled group, 100% of low-IQ group, and 95% of low-achievement group. (Author/JDM)

Responds to "The UCLA Young Autism Project: A Reply to Gresham and MacMillan" (Smith and Lovaas), which criticized a review questioning the effectiveness of an intervention for children with autism. The Smith and Lovass article is described as defensive, factually inaccurate, and as not adequately addressing the question of external validity. (Author/CR)

Critiques research findings on the effectiveness of the Early Intervention Project (EIP) for children with autism. The review finds sufficient threats to the experimental validity of the EIP to prevent unqualified endorsement of it as a validated treatment for children with autism. The review found in particular there were threats to external validity. (Author/CR)

Comparison of 150 children (white, black, and Hispanic) in grades 2 through 4 who had been recommended for prereferral intervention found that white children evidenced significantly higher verbal IQs and reaching achievement scores, black children had a higher incidence of behavior problems than Hispanic children, and behavior problems were more typically exhibited by males. (Author/DB)

This article examines the concept of mild mental retardation and the confusion surrounding its etiology, prevalence, diagnosis, and educational "treatment." It concludes that mild mental retardation should be redefined in contextual terms: a person's relative difficulty in responding to the environment's cognitive demands. It recommends that the term "mental retardation" be reserved for more severe forms. (DB)

A study of 150 students, who were referred to school study teams, investigated schools' classification decisions on low IQ students with academic and behavioral problems and found a decline in the identification rates of mild mental retardation. Compliance with the Individuals with Disabilities Education Act (IDEA) is discussed. (CR)

This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more restrictive" placements are never beneficial. (DB)

The 1992 American Association on Mental Retardation definition of mental retardation is critiqued. The definition is seen as lacking precision and necessitating identification dependent upon assessment of behavioral dimensions for which there are no reliable measurement instruments. These problems, which are attributed to advocacy concerns, are causing problems for researchers. (Author/DB)

This article explores the social context surrounding Lloyd Dunn's 1968 paper on educational reform for children with mild disabilities, noting the subsequent adoption of resource specialist services in place of special day classes, changes in numbers of students with mild mental retardation and their behavioral characteristics, and the current role of advocacy in policy formulation. (Author/JDD)

This paper examines the extent to which the 1992 American Association on Mental Retardation (AAMR) definition of mental retardation provides decision rules to guide clinicians and researchers in classification efforts. The paper examines concerns about the intelligence quotient criterion, the adaptive skill areas, and proposed differentiation by levels of needed supports. (Author/JDD)

Study administered to 1,140 eighth graders examined relationships between dimensions of adolscents' attitudes toward school and their academic level, ethnicity, and gender. Results indicated regular class students held more favorable attitudes toward reading and social studies than did the educationally marginal or those with learning disabilities; and Anglos were less favorable than the combined African-American and Chicano groups. (Author/BRM)

This article examines problems inherent in current federal criteria for estimating special education graduation and dropout rates. Proposed changes in reporting categories are presented. Exiting data included in reports by the Office of Special Education Programs may overestimate dropout rates and not be comparable to data reported by other governmental agencies. (DB)

This paper examines the impact of the court decision in Larry P. versus Riles, which declared that intelligence tests are biased and banned the overrepresentation of African-American children in educable mentally retarded programs. The paper discusses the educational situation of these children, now served in regular programs, and examines California assessment/evaluation practices. (Author/JDD)

Arguing that reliable and valid dropout rate estimates are prerequisite to establishment of causal factors and intervention programs, this article examines differences in definitions of dropouts, computational methods, and the complexities in defining cohorts, as well as the importance of sample attrition. Several sources of error are discussed. (Author/PB)