Current norm-referenced cognitive measures (the Battelle Developmental Inventory, Bayley Scales of Infant Development-Second Edition, Cognitive Abilities Scale, Leiter International Performance Scale-Revised, Mullen Scales of Early Learning, and Stanford-Binet-Fourth Edition) were reviewed and evaluated in terms of their use with children from birth through 2 years of age. Also, relevant literature on issues critical to appropriate use of the tests is discussed. Careful evaluation of the strengths and problems of each test is critical to accurate diagnosis and evaluation of children's progress. To aid psychologists responsible for assessing the youngest children, variables relevant to test selection and interpretation are discussed.
Calls for change in the role of school psychologists have appeared in the literature over a period of nearly 50 years. Evidence of change exists for some outstanding individual school psychologists and in a number of model programs, but not on a widespread basis. This paper discusses ideas for role change that have appeared rather consistently in the literature: an emphasis on indirect service, application of the science of psychology, an emphasis on prevention, systematic evaluation of services, involvement of various stakeholders, and consideration of diversity from a broad perspective. Hopefully the 21st century will bring more widespread implementation of these ideas because there is likely to be an even greater need for such services in the schools.
We evaluated the effects of white noise played through headphones on off-task behavior, percentage of items completed, and percentage of items completed correctly for 3 students with attention deficit hyperactivity disorder (ADHD). Headphones plus white noise were associated with decreases in off-task behavior relative to baseline and headphones-only (no white noise) control conditions. Little change in academic responding occurred across conditions for all participants.
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