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This paper describes a research study that assessed young children with a low incidence disability, specifically Cri-du-Chat Syndrome (CDSC). A description of the concerns of assessing individuals with low incidence disabilities is described. Parent reports (using the Development Observation Checklist System) on the functioning of their children are analyzed and compared to data collected from more formal assessment (specifically, the Battelle Developmental Inventory). Data collected from parent report and formal assessments are included. A result of the analysis shows that parents' reports are congruent with formal assessment data. (Contains 3 tables.)

This study investigated the effects of two levels of intensity (one lesson per day or two lessons per day) of a spelling intervention on students at risk for school failure. A quasi-experimental group design with random assignment was used. Elementary-level participants (n = 39) enrolled in a 4-week summer remedial program progressed through the study in homogenous groups. Student performance was assessed using both standardized and curriculum-based measures. Findings indicated no significant difference on standardized measures between or within participants across levels of intensity of spelling instruction. However, on curriculum-based measures, a significant difference was found within participants over time, but no significant difference was found between those who received one lesson per day and those who received two lessons per day. (Contains 3 tables.)

Completed the Minnesota Infant Development Inventory (MIDI), a parental report instrument, for 168 infants of Hispanic migrant workers and performed factor analysis of the MIDI scores. Results suggest that the one-factor solution is best for infants from Hispanic migrant families until future research supports other practices. (SLD)

The Minnesota Child Development Inventory-Spanish Version, a parental report assessment, was completed for 1,043 Hispanic migrant worker children (ages 12-71 months). This assessment is widely used for screening and assessment within migrant early intervention programs. Overall, the assessment was a reliable instrument for children in the 24- to-71 months age range. (Author/CR)

Standard scores on the Woodcock Reading Mastery Tests—Revised may be used to diagnose strengths and weaknesses in reading achievement. However, decisions regarding discrepancies that are based on visual inspection are tenuous because apparent differences may be a function of the unreliability of the tests being compared. A table was produced to facilitate paired comparisons between Woodcock Reading Mastery Tests—Revised standard scores. Use of this table can assist in determining intra-individual strengths and weaknesses, and thus, contribute to instructional planning. [ABSTRACT FROM PUBLISHER]