Nonmanagement employee turnover has long been a major concern to acade micians and business professionals. The general purpose of this study is to develop a more complete understanding of the employee turnover process for full-time and part-time employees by identifying job satisfaction determinants. The identification of specific job satisfaction determinants can be used to develop organizational strategies to control restaurant employee turnover and increase employee retention rates.

This study reports changes in parents' abilities to assess their children's status in five developmental domains while participating in a parent-child training project. Thirty-one developmentally delayed children between the ages of 1 and 27 months at the time of the initial assessment were included. Each child was assessed four times at approximately 4-month intervals by two sources: his/her parent(s) and a team of professionals. No differences were found between parent and professional scores at any time in the motor, social, and language domains. Differences found in the initial test of the self-help domain disappeared after 4 months of parent training, while differences in the cognitive domain took an average of 12 months to resolve. The results support the hypothesis that parents tend to overestimate their child's developmental status.

The purpose of this study was to investigate the extent to which various factors (demographics, intervention, and test score derivatives) were associated with observed developmental gains in a sample of 83 developmentally delayed children. The Early Intervention Developmental Profile (Rogers et al.,1981) was used to measure child progress. The differences between the pre- and posttest ratio scores (developmental age divided by chronological age) on each scale were the dependent variables in six regression analyses, one for each developmental domain (perceptual/fine motor, cognition, language, social, feeding, and gross motor). Each developmental domain generated a unique set of significant predictors. Potential predictors of overall child progress Included the two test score derivatives, the number of assessments and home visits, the mother's age, and the child's age at initial testing and medical risk status.

Six and 12-month stability of teacher ratings of temperament was studied in four samples. For the two samples retested after a 6-month interval, the same teacher provided the original and retest ratings. For the two samples retested after a 12-month interval, different teachers provided the retest ratings than provided the original ratings. Four indices of stability were investigated for each sample: cross-rank stability, within-person stability , absolute score stability, and factorial stability. Factorial stability was demonstrated for all samples. For the other three indices of stability, 6-month stability was moderate to high, and significantly higher than the 12-month stability. The general pattern of results is comparable to temperament rating data from parents, with specific coefficients being somewhat higher.