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A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also benefited learners. Implications for practice include the use of high-level curriculum with all learners to elevate instruction and enhance critical thinking. Implications for scholarship include the need for studies that examine the specific nature of gains for different types of learners and schools using hierarchical linear modeling techniques. (Contains 4 tables.)

This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently functioning with ability test scores greater than or equal to 120; comparisons also were made across the students' full ability range and according to their race/ethnicity. The Bracken Basic Concept Scale-Revised and the Naglieri Nonverbal Ability Test were contrasted with the CAB in terms of the proportions of culturally diverse students identified as high ability. A discernible CAB scale and cluster profile was evident for high-ability students, showing significantly better adjustment among the high-ability students as compared to the typical student from the general population. High-ability students evidenced adaptive strengths on the CAB Social Skills and Competence scales and on the Executive Function and Gifted and Talented clusters. (Contains 6 tables and 3 figures.)

Project Clarion, a Jacob K. Javits-funded project, focused on the scale-up of primary-grade science curricula. Curriculum units, based on an Integrated Curriculum Model (ICM), were developed for high-ability learners, but tried out with all students in Title I settings to study the efficacy of the units with all learners. The units focus on the development of students' conceptual understanding to undergird science content attainment. Teaching and learning models, such as concept formation and concept mapping were used to scaffold science learning and reasoning for appropriate curriculum differentiation. Science content mastery was measured using the Metropolitan Achievement Tests. Reasoning skills were measured using the Test of Critical Thinking. Understanding of macro-concepts and content attainment were measured by curriculum-embedded performance-based assessments. Students with the ICM outperformed students without the specialized curriculum in science content and reasoning skills, and showed greater growth in both conceptual understanding and content attainment.

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized "deep learning" though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

This article presents a historical description of and research related to the development, validation, and combined use of the multiple editions of the Bracken Basic Concept Scale and its companion curriculum, the Bracken Concept Development Program. In tandem, the scale and curriculum were designed to assess and teach more than 300 basic language concepts that are fundamental to understanding and describing the world in which young children live. Basic concepts are represented in early childhood educational standards across all 50 states, and this article provides the theoretical and practical basis for understanding conceptual domains, subcategories, and the manner in which psychologists and early childhood educators can effectively assess and teach these concepts. (Contains 1 table.)

The incidence of basic concepts in early childhood educational standards is explored across all 50 US states. Concept inclusion in state standards is described in terms of the representation of the universe of basic concepts, representation of concept categories, the depth and breadth of individual concept inclusion, and unique examples. Developmental basic concept acquisition and instructional sequence is illustrated for each of eleven conceptual categories to highlight the systematic nature in which concept instruction should proceed. A state by state examination of the extent to which more than 300 basic language concepts are embedded in early childhood state standards is made, with examples from a variety of states cited for each category. Conclusions are made about the need for comprehensive and systematic inclusion of the universe of basic concepts in early childhood education to ensure that all children have the basic descriptive language needed to describe the world around them and comprehend and discuss subject matter in all content areas.

This study considered depressive symptoms among a normative sample of 1,900 children, adolescents, and adults (950 males and 950 females) divided across four age-levels to investigate the developmental progression of depressive symptoms by age, race/ethnicity, and gender. The national normative sample of the Clinical Assessment of Depression (CAD) was used in this study, which provided a large, reliably assessed, representative sample for group comparisons. CAD age, gender, race/ethnicity analyses revealed that depressive symptoms appear to be experienced at fairly uniform levels across the age-span, by both genders, and among Whites, Blacks, and Hispanics. Specific differences within age, race, and gender groups and interactions are discussed. (Contains 3 tables.)

The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT-6) was administered. Teachers were asked to indicate whether they had concerns about each student's readiness for first grade and whether students had been retained or referred for other assessment(s) or services. The BSRA was found to be a good predictor of children's readiness ratings, as well as their retention or referral for services. It also predicted performance on the MRT-6. This study partially validated the use of the BSRA as a screening measure to predict kindergarten performance and kindergarten teachers' ratings of first grade readiness. (Contains 4 tables and 1 footnote.)

This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional development activities across 3 years. Employing an experimental design, this study compares experimental and comparison teachers' behavioral changes as measured by an observation scale of differentiated teaching strategies across 3 years. The results show that experimental teachers received statistically significant and educationally important higher ratings than comparison teachers on differentiated strategy use and effectiveness across 3 years. The study corroborates the research literature that shows that teachers' instructional improvement takes 2 years to manifest its effectiveness and to shape belief in student learning benefits. (Contains 7 tables.)

This study queried practicing school psychologists in the United States about the extent to which advances in the field have improved their individual service provision and fostered a desire for additional professional development. The researchers surveyed 1,000 members of the largest professional organization for school psychologists in the United States (NASP) and examined 336 survey respondents' perceptions as a total sample and by demographic subgroups. The results highlight the uniformity of US psychologists' perceptions, nationwide, regardless of respondents' demographic characteristics. The researchers conclude that school psychologists should more actively advocate for and influence the direction of future training initiatives and local, state, national and international organizations should provide professional development in alignment with the needs of practicing psychologists. (Contains 2 tables.)

Forty-five gifted students and 45 regular education students without identified exceptionalities were rated by teachers and administrators on the Clinical Assessment of Behavior (CAB), a third-party behavior rating scale that rates students' adaptive and behavior problems. The gifted students in this study were rated significantly higher on three adaptive behavioral scales/clusters: Competence, Executive Function, and Gifted and Talented. In addition, the gifted students were rated significantly lower on several clinical scales/clusters, including Anxiety, Depression, Attention Deficit, Learning Disability, Autistic Spectrum, Mental Retardation, as well as the total scale score. The results indicated that gifted and talented students displayed overall better behavioral adjustment than their regular education peers and that the CAB may be useful as part of the identification process for gifted and talented students. (Contains 4 tables and 1 figure.)

Examines global and domain-specific self-concept differences among children and adolescents (N=815) of popular, rejected, neglected, controversial, average, and "unclassified" social status. Findings support the hypothesis that students in extreme status groups would differ in self-concept; however, fewer consistent differences emerged. Physical and academic self-concepts also contributed meaningfully. (Author/MKA)

Parents (n=64) rated their four- and five-year-old children's positive and negative behaviors so as to investigate interparent agreement. Results indicate low to moderate interparent correlations across all four scales. Absolute differences between pairs of mothers' and fathers' ratings were large and consistent across instruments. (RJM)

Ipsative subtest pattern stability was examined for 60 preschool children (31 males and 29 females) on the Bracken Basic Concept Scale and the Kaufman Assessment Battery for Children over a 4-6 week test-retest interval. The moderate level of profile stability found warrants cautious use of the ipsative interpretation approach. (SLD)

Investigated construct validity of the Spanish translation of the Bracken Basic Concept Scale (BBCS) in Latino children (n=293) including monolingual Spanish-speaking children from Puerto Rico and Venezuela and Spanish-dominant bilingual Latino children from Texas. Results provided support for construct validity of the Spanish version of the scale. (Author/PVV)

The minor outbreaks of measles in Mississippi in 1989 and 1990 were not attributable to low vaccination rates among children. Analysis of a statewide sample of 2,109 preschool-aged children born in 1987 indicated that 87% had been vaccinated against measles by the age of two. Vaccination rates ranged from 79% to 97% among the state's nine health districts. The vaccination rate among blacks and whites in each health district was statistically the same. However, significantly higher vaccination rates were detected in areas of lower population density as well as in areas with higher per capita income. Half of the measles cases reported in 1989 and 1990 were attributable to unimmunized children who were too young to be vaccinated. These findings indicate that a high rate of childhood measles vaccination is attainable in rural state with a largely poor and minority population., Objective.--To assess the measles vaccine coverage of 2-year-old children living in Mississippi during the national measles epidemic of 1989 and 1990. Design.--Survey of 2-year-olds randomly selected from the 1987 birth cohort. The status of measles-mumps-rubella (MMR) vaccination was determined by medical record reviews and family contacts. Setting.--A predominantly rural state in the southeastern United States with a large black minority population (35%) and a low per capita income ($9827 to $12 899). Approximately 80% of MMR immunizations are given by public health service nurses working in nine health districts. Subjects.--A total of 2450 preschool-aged children representing 6% of the 1987 birth cohort (n=41 279). Three hundred forty-one children were considered ineligible, leaving 2109 in the final sample. Main Outcome Measures.--Confirmed vaccination by the age of 2 years. Rates of immunization were calculated for the entire state, its health districts, and subgroups based on population density, per capita income, type of clinic visited, and race. Results.--The statewide immunization rate was 87% (95% confidence interval, 86% to 88%). Among the nine health districts, rates varied from 79% to 97% (median, 88%). They were similar for white and black children in each health district and within the state as a whole. The level of vaccine coverage was significantly higher in districts with lower population densities (89% vs 85%, P=.02) and in those with higher per capita incomes (89% vs 86%, P=.03). There were four minor outbreaks of measles during 1989 and 1990; half of the cases occurred in unimmunized children too young to receive the MMR vaccine. Conclusion.--A high rate of measles immunization is attainable among 2-year-olds living in a rural state with a large black minority population and limited economic resources. (JAMA. 1994;271:1417-1420)

Five milligrams (mg) of finasteride each day may be an effective treatment for prostatic hyperplasia. Prostatic hyperplasia is an increase in the number of cells in the prostate gland not caused by growth of a tumor. Among 895 men with prostatic hyperplasia who were treated for 12 months, 297 took five milligrams of finasteride each day, 298 took one mg of finasteride each day and 300 took a placebo, an inactive substance. Patients treated with either dose of finasteride per day experienced a significant decrease in urinary symptoms such as obstruction of the urethra, but those treated with placebo did not. Men treated with finasteride experienced an 18% to 19% decrease in the volume of the prostate gland, compared to 3% for those who received a placebo. Treatment with finasteride can cause decreased libido, impotence and ejaculatory disorders.