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Increased education about prescription stimulant medications and closer management is needed to reduce side effects and minimize the risks of misuse.

The current study was an expansion of one by Cash, Novy, and Grant in 1994, in which responses of 101 female nursing students were examined for associations between reasons for exercise, frequency of exercise, and body-image satisfaction. In the current study, 78 male and 100 female undergraduates between the ages of 18 and 25 years (M = 21.2, SD = 1.9) from various majors completed a demographics/frequency of exercise survey, two body-assessment inventories, and the Reasons for Exercise Inventory of Silberstein, Striegel-Moore, Timko, and Rodin. Contrary to Cash, et al.'s findings, only health and fitness reasons were predictive of women's frequency of exercise, and women's dissatisfaction with specific bodily attributes was not significantly related to any reasons for exercising; however, like women in their sample, the current students who experienced more situational body dissatisfaction exercised for appearance and weight control. Sex comparisons indicated similar dissatisfaction with specific bodily attributes among men and women, but values were not significantly associated with any reasons for exercising. Women reported higher situational body dissatisfaction and exercising for appearance-related reasons more than men. Current participants may represent a more diverse group than previously tested, and the inventory's factor structure may not be generalizable to men and women.

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This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.

The assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n = 20) and mildly mentally retarded (n = 20) with a group of nonreferred students (n = 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems.

The purpose of this study was to compare scores on the Reynolds Intellectual Assessment Scales (RIAS) with scores on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) in a group of college students diagnosed with a Learning Disability, Attention-Deficit Hyperactivity Disorder (ADHD), or a combination of the two. The RIAS Composite Index score was significantly higher than the WAIS-III Full Scale IQ, although scores on both tests were in the average range. Correlations between the two tests were significant on all measures. Male students were significantly higher than female students on both the RIAS Composite Index and on the WAIS-III Full Scale IQ. Although the ADHD group was higher on IQ than the Learning Disabled and combined disorder groups on all IQ measures, no significant differences were found.

The present study (N = 30 female rats, 11 male rats) was conducted to determine the effects of prenatal stress on rat offsprings' learning ability. Pregnant mothers were stressed by exposure to an SD (light) which had been paired with shock. A second group of pregnant rats was handled an equivalent amount of time, and a third group received no treatment. The offspring of the three groups were tested on several learning tasks and the handled and stressed groups were found to be inferior to the control group on four of six learning measures.