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.

A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.

It is now known that autism is a lifelong handicapping condition. While some of the characteristic behaviors of autistic children remain unchanged in adolescence and adulthood, there is evidence that other behaviors change as a function of development. Assessment instruments for identifying autism are generally intended for use with. young children and may not accurately assess autism in adolescents. Two studies compared autistic adolescents with matched autistic children and nonautistic adolescents on two autism rating scales. The validity of the Childhood Autism Rating Scale for use with adolescents was supported while the validity of the Prescreening Checklist was questioned. The findings were discussed in relation to the age-related changes which occur in autistic adolescents.