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After taking base rate measures of verbal behavior, using a specially devised Story Telling Test and selected sub-tests from the Illinois Test of Psycholinguistic Abilities, 34 children with a mean age of 4-4, attending a year-round Head Start program, were assigned to matched experimental and control groups. The children in the experimental group participated in daily half-hour group sessions for a period of seven weeks during which they were given systematic language training, based on reinforcement principles. The children in the control group continued to participate in the regular Head Start program. Upon conclusion of the training period, all children were re-tested, with the measures used in the pre-test. Significant improvements in scores on the part of the experimental group were found for decrease-in-verb-omission on the Story Telling Test and for the vocal-encoding sub-test of the ITPA. Pronounced sex differences were apparent. Girls in both groups showed improvement for decrease-in-verb omission and for vocal-encoding. Among the boys, only those in the experimental group improved; those in the control group showed some decrease in scores. Discussion of results suggests the possibility of a cross-sex effect. (Author/NH)

The performance of poor readers and control children (grades one, three, and five) was compared on an incidental learning task involving short-term memory. (IM)

THE BOOK IS CONCERNED WITH THE ADJUSTMENTS PARENTS MAKE WHEN AN EXCEPTIONAL CHILD IS INCLUDED IN THE FAMILY STRUCTURE. THE DYNAMICS OF FAMILY INTERACTION ARE DESCRIBED. THE FAMILY AS A SOCIAL SYSTEM IS DEFINED, AND ROLES OF FAMILY MEMBERS ARE DISCUSSED. PARENTAL ATTITUDES AND BEHAVIORS ARE PRESENTED AS CLOSELY RELATED TO ADJUSTMENT OF THE EXCEPTIONAL CHILD IN THE FAMILY. THERE ARE DESCRIPTIONS OF SOME OF THE COMMON PSYCHOLOGICAL DEFENSES USED BY PARENTS AS THEY ATTEMPT TO ADJUST TO A CHILD WITH A DEFECT. THE AIM AND PROCEDURES OF COUNSELING PARENTS OF EXCEPTIONAL CHILDREN AND THE PRINCIPLES AND PURPOSES WHICH APPLY TO INTERVIEWING PARENTS AND ESTABLISHING AN ACCEPTABLE RELATIONSHIP BETWEEN COUNSELOR AND PARENTS ARE EXPLAINED. THE INFLUENCE OF EXCEPTIONAL CHILDREN (MENTALLY RETARDED, SENSORY DEFECTIVE OR PHYSICALLY HANDICAPPED, EMOTIONALLY DISTURBED AND MENTALLY ILL, GIFTED, AND ADOPTED) ON THE FAMILY ORGANIZATION IS PRESENTED. THE FINAL SECTIONS INCLUDE A CASE HISTORY, AN ANNOTATED BIBLIOGRAPHY OF 21 SELECTED GUIDES FOR PARENTS, AND A 159-ITEM REFERENCE LIST. THIS DOCUMENT IS AVAILABLE FROM GRUNE AND STRATTON, INC., 381 PARK AVENUE SOUTH, NEW YORK 16, NEW YORK, FOR $6.75. (UM)