This study compared adaptation to college for students receiving counseling at a university counseling center with adaptation by control counterparts. Students receiving counseling initially reported lower adaptation scores as measured by the Student Adaptation to College Questionnaire. After counseling, scores no longer differentiated between the 2 groups. Results suggest that counseled students were affected positively by this experience.

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide alongneeded archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.

This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhandicapped (NH) ( N = 113), educationally disadvantaged.(ED) ( N = 189), and learning disabled (LD) ( N = 150). N H group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on &he verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The N H group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions.

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long‐needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.

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