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A Consultation Feedback Questionnaire was designed to examine subjective perceptions of consultees as related to assumptions regarding school-based consultation. Subjects were 191 teachers who had utilized psychological consultation services in diverse school settings. Results showed consultee's perceptions of consultation outcomes to be highly significant from statistical and clinical perspectives. (Author/LMO)

This study, conducted in three elementary schools, examined several merit pay issues: (1) the congruence of teachers' ratings of themselves and their peers with principals' ratings; (2) teacher confidence in the ratings by themselves, their peers, and their principals; and (3) the relationship of teaching experience, teacher rating, and teacher attitudes toward merit pay. (BS)

Two tasks are necessary for successful practice in school psychology: (1) to educate school psychologists to provide state-of-the-art psychological services; and (2) to teach psychologists to change their work environments to support comprehensive psychological services. Domains of knowledge, programmatic considerations, and practical guidelines are suggested to trainers and practitioners. (Author/LMO)

Elementary school teachers (N=104) were sent brief description of common classroom problem and information designed to alter their sense of control over the problem. Results indicated that increasing teachers' perceptions of control over the problem resulted in an increased preference for consultative rather than referral services. (Author/NB)

Investigated whether consultees' problem definition skills could be enhanced by increasing their awareness of processes during consultation. Assigned undergraduates (N=195) to consultation with or without cognitive modeling or to control group. Results revealed that subjects in cognitive modeling group wrote better problem definitions and were better able to describe process for defining children's problems than subjects in other groups. (Author/NB)

Analyzed the WISC-R verbal-performance, full scale IQ, verbal IQ, and performance IQ scatter indices of verified special education students. Results indicated none of these measures discriminated among emotionally disturbed, learning disabled, minimally brain injured, and educable mentally retarded children. (Author)

Reports on a study that used positive reinforcement on a group of fourth and fifth graders to underscore the contingent relationship between student behavior and environment and thus develop a more internal locus of control. Shows that experimental subjects were significantly more internal than their placebo or control group counterparts following the treatment. (RL)

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning disabled children. (Author)

Regression lines for the prediction of achievement were compared across race through the Potthoff analysis, which provides a simultaneous test of slope and intercept values. Results of these comparisons generally supported the predictive validity of the Wechsler Intelligence Scale for Children-Revised across race with this referral sample of young children. (Author)

Investigated the impact of consultation services on teachers' preferences for consultation v referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems. Results supported the consultation model. (Author)

When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)

To test the validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for minority groups, factorial similarity across race was investigated with separate principal-factor analyses for White and Black children from the nationally representative WISC-R standardization sample. On every measure, the White and Black groups were highly similar. (Author/AEF)

Principal factor solutions to the WISC-R were compared across race for Anglo and Chicano children. Additional comparisons of factor solutions were made with those for Anglo, Chicano, Black, and Papago students and the WISC-R standardization sample. Substantial congruence occurred across race. The two-factor solution was most appropriate for this sample. (Author/BEF)

Results indicated that despite very high correlations between deviation quotients and traditional measures, changes of potential diagnostic significance occurred in scores of over half the sample (N=2,200). Discusses the potential utility of the factorially pure deviation quotients. Presents a table for translation of scaled scores into these deviation quotients. (Author/JAC)

School psychology consultants rated the primary consultee problem for each of their consultation cases. Findings indicate significantly more consultation cases resulted from consultee lack of knowledge, skills, and confidence than from consultee lack of objectivity. Findings question the practical utility of psychodynamically oriented Caplanian techniques for consulting school psychologists. (Author)

This exploratory study investigated the impact of school psychologists' consultation skills, schools' organizational climates, and principals' leadership behaviors on elementary school teachers' usage of school-based consultation services. (Author/PN)

Presents an overview of this special journal issue, designed to provide a current snapshot of the accomplishments and controversies pertaining to evidence-based intervention in school psychology. (GCP)

This study examined selected pyschometric properties of the Health Locus of Control Scale (HLOC) (Wallston, Wallston, Kaplan, and Maides, 1976). Specifically, the HLOC factor structure, factor score reliabilities, and correlations with social desirability were investigated. (Author)

The apparent stability of the three-factor solution across sex and age supports the interpretation that Wechsler Intelligence Scale For Children-Revised (WISC-R) factor scores are independent of child's sex and age. Construct validity is documented across numerous demographic variables. (Author)

A verbal comprehension deviation quotient and a perceptual organization deviation quotient are presented as alternatives to the Verbal and Performance IQs when attempting to measure the Wechsler Intelligence Scale for Children-Revised verbal comprehension and perceptual organization factors. The freedom from distractibility deviation quotient should be used primarily for research. (Author/BEF)