Our purpose was to assess the impact of NCAA Bylaw 5-1-(J), pre-facto, on admission and graduation rates of student athletes at the University of Michigan by answering two questions: (a) [1974][1975][1976][1977][1978][1979][1980][1981][1982][1983]; the measures were SAT verbal and math scores (SATSUM), high school grade point average (HSGPA), and first semester college grade point average (CGPA). SAT scores were unrelated to CGP A for black athletes and were weakly related for non-blacks; HSGPA alone predicts CGPA. SATSUM of 700 would have resulted in nonadmission of 60% of blacks (of whom 86% actually succeeded). Graduation rates would have been affected similarly. Limiting admission had no positive effect on GPAs or graduation but a severe negative effect due to nonadmission of blacks.
Does the SAT predict equally well for blacks and non-blacks? and (b) Does limiting admissions have an effect on grade point average (GPA) and on graduation rates? Subjects comprised all grant-in-aid football players entering the program from
Two groups of seven autistic children wore an auditory trainer for an average of 24 minutes per day over two 5-week periods interspersed with 5-week control periods in a time series design. Videotapes were coded for three attentional states (normal, withdrawn, attacking), for verbalization and signing, and for appropriate and acceptable behaviors. Results demonstrated a decrease in time spent withdrawn and increases in signing and in school-appropriate behavior. Results are interpreted as congruent with Katz's theory of reduced attention due to deficits in auditory conductance.
Katz (1978) has suggested that mild, fluctuating conductive hearing loss due to middle-ear anomalies may account for the language and attention problems of learning-disabled children. His position was extended here to include autism. Normal, learning-disabled, and autistic children received repeated impedance measures over 5 weeks. A repeated-measures ANOVA of central tendency and variability values led to the conclusions that (1) fluctuating, negative middle-ear pressure greater than normal characterizes both autistic and learning-disabled children, (2) the negative pressure is greater in autistic than in learning-disabled children, and (3) the condition is typically bilateral for autistic children.
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