A selective review of various conceptual positions within a historic framework is used to address four issues: whether an empathic response is an understanding or sharing of affect; whether an empathic response is a response to an object, another’s affect, and/or circumstance; which mechanisms explain empathy, and is self-other differentiation required by various definitions. This discussion is related to an examination of representative, predictive and situational measures. Comments are made regarding the reliability and construct validity of certain measures. The implications of this evidence for the use and the development of measures are advanced. A cognitive theoretical perspective is applied, in which variables that influence empathic learning are discussed with several applications of data, to assist in our understanding of empathy.

Videotapes of two preschool children were observed by 24 raters. Raters were given diagnostic reports suggesting hyperkinesis for one of the children but not for the other. Twelve raters used a rating scale to assess hyperkinesis, while the remainder used a time-sampling method. Within each of these groups, half of the raters received training on the instrument they used. The results indicate that training had the effect of reducing the biasing effect of the diagnostic label when the rating scale was employed. No biasing effect was noted for the time-sampling results. Discussion centered on the use of observational training and time sampling as methods of obtaining minimally biased data on labeled populations. apidly accumulating evidence indicates that R diagnostic labels influence observers to assess the behavior of labeled individuals differently than nonlabeled persons (e.g., Foster, Ysseldyke, & Reese

A DMINISTRATORS, supervisors, and teachers responsible for successfully delivering early special education services must engage in effective management practices so that desired programs are actually implemented by preschool staff. Otherwise, they have no reliable means of directing the day-to-day work of their staff and will be hard pressed to demonstrate to funding sources, parents, and others that quality services are actually reaching the children.Of the numerous aspects of the preschool environment that need to be managed, perhaps staff performance is the most crucial. As with virtually all human services, early special education is still labor intensive and, therefore, program quality depends heavily on effective staff performance. The need for systematic development and management of staff performance increases exponentially with the number of nonprofessional staff (e.g., aides, volunteers, and parent helpers) involved in program implementation.Many staff management procedures seem to be based primarily on tradition (Quilitch, 1975). One administrator might send out a TECSE, 1982,2(l),73-83

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There is sufficient reason to believe that drugs are inappropriately prescribed for and used by children who demonstrate learning and behavioral problems. The shortcomings of an exclusively medical or clinical approach to the administration and supervision of drug therapy are discussed. To insure precautions in the prescription and surveillance of drug treatment, certain minimal standards are proposed: (1) translation of the clinical diagnosis into measurable naturalistic behaviors; (2) collection of data by parents and teachers on behaviors to determine severity of the syndrome; (3) situational validation or disconfirmation of the clinical diagnosis; and (4) when indicated, formative assessment of drug treatment. The use of these four standards is illustrated with a preschooler who was scheduled for drug treatment. Resulting data permitted reconsideration of the clinical diagnosis and preempting of drug treatment.

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