This study examines the creative ability of 39 elementary school children diagnosed as learning disabled. These children were in grades 1 through 4 and all were of average intelligence. They were administered the Torrance Tests of Creative Thinking and scored in the same range as average children on all constructs of creativity except elaboration. On this component they scored significantly below average. The learning disabled children seemed to have less task persistence, but on other creative strengths they were as capable as the average child.R ecent research has led to an increase in understanding of the cognitive and affective traits of the learning disabled child. It is well established that the child does not learn as readily as his potential ability suggests. More recently, with greater clinical insight and scientific inquiry, we have begun to understand why. Since the disability appears as a perceptual/ cognitive problem, it has been customary to study the antecedents of the learning process. However, it has recently become obvious to parents and educators that the learning disabled child's experience in school is related to affective states as well. Hence there has been an emphasis on investigating those responses of the learning disabled child that are not primarily cognitive.Bryan (1974) noted that learning disabled children may be more egocentric and less competent than their peers in perceiving the 30

One hundred and thirteen studies were reviewed to determine how researchers identify their LD samples. Populations were compared on academic, process, intelligence, exclusion, and discrepancy components as well as the demographic characteristics of age, sex, and grade. Researchers were found most often to select the academic and intelligence components and the demographic characteristics of age and sex to identify their populations. However, these components were described in a variety of ways. Less than half of the researchers used the process or exclusion components or included a description of grade placement. The article includes suggestions for obtaining more generalizability of research findings based on results of the review of existing research studies.

The resurgence of interest in recent years in the identification of gifted students has greatly increased referrals for individual assessment by school psychologists. Prereferral screening procedures that will neither overinclude otherwise noneligible students nor underinclude otherwise eligible students are needed. This study evaluated the efficacy of various cutoff scores on a group-administered intelligence test, the Otis-Lennon Mental Ability Test, for predicting gifted eligibility on the Stanford-Binet. Data are presented that point to limitations in the regression equation approach to establishing screening cutoffs by showing that errors of overinclusion and underinclusion must be considered.

This article explores the concept of adaptive behavior. It notes some of the problems in measuring adaptive behavior and focuses on the possible bias that occurs in relying on informed sources to report the child's adaptive behavior. Moderately or severely retarded children (30 Black and 30 White) were selected randomly from schools serving them. A teacher and parent were asked to complete two adaptive behavior scales on each child. Parents and teachers did not always agree on the child's level of adaptive behavior.

Correlations among scores on motor, visual, auditory, and language subscales of a primary device, Yellow Brick Road, with subsequent academic achievement on Comprehensive Test of Basic Skills were moderate (.35 to .81). Comparisons of the third grade boys (n, 113) and girls (n, 111) on the screening device yielded little difference. Implications for screening and educational strategies were discussed.