It is hypothesized in this study that children reared with "concerned" mothers (N) will display significantly superior intellectual performance and less neurological impairment as compared with children reared with neglectful mothers (MN) and children diagnosed as failure to thrive (FTT, falling below the third percentile in height and weight). The FTT children will show significantly more deficits than both N and MN groups. The participants in this study were forty-five children rigidly matched on all possible variables. F-tests and Newman-Keuls' analyses reveal severe intellectual deficits in both MN and FTT groups. The FTT group displayed significantly more neurological deficits lending support for a nutritional basis of this syndrome as opposed to the traditional psychogenic explanation.

This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.

Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

Although most research has focused on adults, studies indicate that children also experience detrimental psychological effects as the result of natural disasters. The purpose of the present study was to determine if the tornado which struck Wichita Falls,, Texas, on April 10, 1979, had any negative effects on the academic performance or social behavior of school children. Three groups of students were studied: (a) victims of the tornado who suffered a significant loss, (b) observers of the disaster who did not suffer a significant loss, and (c) newcomers who arrived after the disaster. Achievement test scores, grades, and attendance over a 4-year period were studied. The overall results do not indicate significant differences among the three groups.

The present study was concerned with investigating children's generalized locus of control of reinforcement and its possible relationship to the demographic variables of birth order and family size. The sample consisted of 93 school children in Grades 6, 7, and 8. The analysis of data was by a 2 x 3 factorial design. Results indicated no significant differences in the generalized locus of control orientations of first-born, intermediate-born, and youngest children. Results also indicated that children of these different birth order positions from small families and from large families did not differ significantly in their generalized locus of control orientation. A correlational study of the data showed that the children's locus of control orientations were unrelated to sex differences.

Basic criteria for determination of Attention Deficit Hyperactivity Disorder (ADHD) include hyperactivity, impulsivity, and distractibility. Four scales of the Personality Inventory for Children have been found to be useful in the diagnosis of ADHD. Impulsivity and distractibility can affect scores on the Hand Movements, Number Recall, Word Order, Spatial Memory, Arithmetic, Riddles, and Matrix Analogies subtests of the Kaufman Assessment Battery for Children. Subjects were 100 children, aged six through 13 who were referred for psychological assessment. The purpose of this study was to determine if there was a correlation between scores on the four scales of the PIC and the designated subtest scores on the KABC. Four correlations were significant, but of low magnitude.

Periodic fluctuations in women's emotions during the menstrual cycle have been a continuing topic of research and discussion. The current study was designed to determine if premenstrual syndrome conditions in female teachers have any effect on reported classroom misbehavior and infractions. Subjects were twenty-one faculty members presently employed in the capacity of teachers in a public middle school. By utilizing a teacher's daily behavioral checklist, along with student misconduct reports, the changes in teachers' moods and behavioral symptoms over the menstrual cycle were studied in relation to reported student infractions. Based on the results of this study, it appears that menstrual cycle fluctuations have no recognizable impact upon a female's classroom demeanor and her ability to discipline in a professional manner.

The problem under investigation was the predictive value of a preschool screen. The subjects were 111 kindergartners. First, the need for a preschool screen was established. Second, the literature concerning other preschool devices was reviewed. Third, a specific screen was assessed in terms of validity. Fourth, a consideration of the predictive value of this screen in relation to scholastic achievement as indicated by the Metropolitan Readiness Test was made. A multiple regression analysis was performed, and the cross-validation of a number of prediction equations and cutoff scores was significant. Although statistical significance was achieved, high-risk youngsters could not be accurately identified. This research indicated that the instrument evaluated shows promise if refined by additional research.

Maternal or paternal absence in one- or two-parent families, the presence of stepparents, and reasons for the disruption of the original family were analyzed in relation to the self-esteem of 501 males and females in grades 3-6 as measured by Coopersmith's Self-Esteem Inventory. The study provided a review of the broken-home literature followed by the methodology, results, and conclusions pertinent to the investigation. A step-wise multiple regression analysis and two-way and three-way factorial analyses of variance revealed no significant differences in the self esteem levels of children from intact or disrupted families. Conclusions suggested that children from all family structures may have experienced both debilitating and nurturing environments. Recommendations supported parent training.

Autistic adolescents need direct, systematic training of social skills since major difficulties in communication, lack of empathy, and various changes during adolescence present major roadblocks to the acquisition of normal peer relationships and increasing independence. A case study approach was utilized to examine treatment effects of a social skills training program implemented with four autistic adolescent boys in a naturalistic setting. Findings based on objective measures and subjective reports indicated that each subject made gains in targeted social skills over the course of treatment. Treatment strategies such as modeling, coaching, roleplaying, one to one instruction, and in vivo procedures were found to be effective teaching techniques. Major benefits and limitations of the study were discussed.