This study attempted qualitatively and quantitatively to assess sex-related differences on fine motor tasks performed by 132 first-grade students, 56.8% boys and 43.2% girls. The results of two criterion-referenced probes, involving accuracy and rate, were analyzed with the SPSS programs oneway and anova. Both sexes performed equally well on a task involving dotting a circle but boys performed significantly worse on a task involving symbol copying. It was hypothesized that the difference might reflect a difference in information processing of symbols.

This article describes a model transdisciplinary graduate leadership preparation program that trains personnel to serve young children with potential or manifest handicapping conditions. The program is competency-based and provides coursework and a variety of field experiences to prepare graduate students from nine university departments to fulfill leadership roles in service delivery, teaching, and research.

This article provides an overview of this issue of TECSE and identifies key issues that emerged from the First Annual Gulf Coast Early Intervention Conference in May of 1986. Issues such as identification of the parameters of effective early intervention, the degree of attention to family and societal concerns, the impact of ecologically based models on the quality of intervention, and establishment of the social validity of interventions were among the critical topics presented. The concepts and ideas presented in this and other articles are intended to challenge current and future thinking regarding early intervention. Health Professions. The current social and political climate has created an increased demand for the provision of effective and efficient early intervention services. The conference was prompted by the need for qualitative descriptive input from national leaders which would translate into specific strategies to enhance optimal development for infants and toddlers with established or biological risk. The primary objectives were (a) to add impetus to the explicit and widespead adoption of best practices in the area of early intervention; (b) to invite leaders in the field to share state-of-the art information with persons involved in early TECSE 7(2), 1-5 (1987)

The study was designed to examine the potential of using repeated rate-of-response measures to identify students exhibiting difficulties in arithmetic. Thirty subjects were followed over 2 years. Pearson product-moment correlations were computed to determine the ability of rate-of-response measures to predict achievement in arithmetic. A follow-up evaluation indicated that the predictive accuracy of the rate of response was 97%.

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