An investigation was conducted to link Big‐Five personality traits with behavior problems identified in childhood. Eighty‐six children ranging in age from 9 to 13 were rated by their respective classroom teacher using an experimental ratings instrument developed to measure Big‐Five personality constructs and behavior concurrently. Big‐Five Personality and Behavior Problem scales were correlated. Results show distinct patterns of behavior problems associated with various personality characteristics. Children with low scores in Agreeableness and Conscientiousness exhibit social problems, conduct problems, attention deficits, and hyperactivity. Children with low scores on the scale, Openness to Experience, exhibit problems in social behavior, conduct, and attention. The Neuroticism trait was associated with anxiety and depression. Potential implication for clinical practice and future research study was provided. These preliminary data indicate that identifying Big‐Five personality trait patterns may be a useful dimension of assessment for understanding underlying motives and predispositions associated with children's problem behavior. © 1999 John Wiley & Sons, Inc.

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The WISC-R subtest profiles of 113 children classified as severely emotionally disturbed (88 males and 25 females; 71 Caucasians and 42 Negroes) ranging in age from 6 yr., 11 mo. to 13 yr., 8 mo. was examined. Diagnosis was based on psychological testing and quantitative assessment of behavioral deviations by parents, teachers, and psychologists. Scores for Caucasian children were significantly superior to those of Negro children, on the Information, Similarities, Vocabulary, and Picture Arrangement subtests. However, all subtest means foe both races were significantly lower than those in the standardization sample. A multivariate test of interaction and a Hotelling T2 suggested that the profiles of Caucasian and Negro subjects were not “flat” as those in the standardization sample and also not parallel. Investigation of the shape of the profiles of the races showed an elevated Picture Completion score for the Negro children and a depressed Coding score for Caucasian children. No evidence supported a discrepancy between Verbal and Performance abilities.

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A national survey investigating the use of dynamic assessment and other nontraditional assessment techniques among school psychologists (N ϭ 226) was conducted. Results of the survey indicated that 42% of respondents were at least "somewhat familiar" with dynamic assessment. However, of those familiar with dynamic assessment, only 39% reported using the techniques once a year or more. The most frequently endorsed reasons for not using dynamic assessment (if familiar with it) were lack of knowledge and time restraints. Learning disabled students were the population of students most often evaluated using dynamic assessment and the dynamic assessment was most often used to determine processing strengths and weaknesses. The majority of those familiar with dynamic assessment became so through independent reading. Only 10% reported learning about dynamic assessment through course work. In response to questions regarding assessment techniques most often used with minority students the majority of respondents reported using traditional assessment tools including the WISC-III (Wechsler Intelligence Scale for Children-Third Edition), BINET IV (Stanford-Binet Intelligence Scale-Fourth Edition), or KABC (Kaufman Assessment Battery for Children). Overall, the results of the survey suggest that although the population is becoming increasingly more diverse and changes in PL94-142 (Public Law 94-142) demand functional assessments, school psychologists continue to rely heavily upon traditional assessment techniques to address referral concerns of all students. This may in large part be due to weaknesses in graduate training programs.

The diagnostic category of “emotionally disturbed” is extremely difficult to define. This study attempts to use a subtest grouping approach to analyze the WISC‐R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC‐R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic groups.

A home-based behavior-management project can be effectively maintained to ensure maximum behavioral change in a child with minimum involvement by a consultant if an effective reinforcement network is established to monitor and reinforce significant adults in the child's environment with the focus being the primary child “shaper.” One case is presented and this concept is applied to care facilities outside the home.

An argument is presented in favor of always administering the optional Digit Span subtest of the WISC-R. Use of Digit Span in conjunction with other subtests in a subtest grouping schemata--according to factor loadings--will substantially increase the usefulness of the WISC-R. Data show that often the Digit Span is not being given.