This study expands upon the treatment acceptability literature by investigating the impact of various processes through which interventions are developed. Specifically, teachers were presented with a case study and informed that the recommended treatments for the presenting problem were developed in one of three ways: (a) by a teacher and school psychologist collaborating with each other, (b) by a teacher alone, or (c) by a school psychologist alone. The type of treatment recommended (positive versus reductive) and the seriousness of the presenting problem (mild versus severe) were also investigated. Results indicated that teachers found interventions developed via a collaborative model to be more acceptable than those developed by either a teacher or a school psychologist working in isolation from each other. As has been reported in prior studies, positive interventions were found to be more acceptable than those that were reductive in nature. Unlike prior investigations, however, treatments recommended for severe problems were not found to be any more acceptable than those recommended for mild problems. Implications of the findings for service delivery and limitations of the study are discussed. For many years, school psychologists have assumed that teachers would implement treatment interventions for children demonstrated t o be effective via scientific research.We know now that such an assumption was naive. Teacher decisions to accept or reject school psychologists' treatment recommendations are a complex phenomenon resulting from the interplay of a myriad of intrapersonal, interpersonal, and extrapersonal forces (Gresham, 1989;Gutkin & Conoley, 1990). Coping effectively with this reality must become a major research and practice agenda for school psychologists if they hope to be effective service providers for children. As noted by Witt (1986), "It is time to examine not only the content of what we do about classroom management (Le., the development of new, more effective interventions) but also the process by which we do what we do" (p. 37).The growing research literature in the area of treatment acceptability has highlighted the dilemmas faced by school psychologists as they make treatment recommendations to teachers with the hopes and expectations that those recommendations will be carried out faithfully. Comprehensive literature reviews (Elliott,

As part of a comprehensive preschool screening program, the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test‐R, and the Expressive One Word Picture Vocabulary Test were administered to 51 young children, who varied in age form 45 to 76 months (M = 57.5, SD = 4.9). The sample consisted of 21 females and 30 males, of whom 80% were White, 18% Black, and 2% Native Americans. Stepwise regression was used with the WPPSI Verbal, Performance, and Full Scale IQs as criterion variables (dependent variables) and the PPVT‐R and EOWPVT as the predictor (independent variables). The stepwise regression technique was helpful in identifying the specific combination of independent variables that could best be used to predict WPPSI scores. Results indicated that the PPVT‐R and QT can be used successfully as predictors of the WPPSI IQs for young preschool children. Implications and limitations for the use of regression equations by clinicians are discussed.

This study compares three different measures of intelligence used with preschool children identified "at-risk.'' Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale

Because the brief systemic approach emphasizes using time-limited methods to alter key response patterns in the child and others involved with him, this can be an efficient means by which school helping professionals can solve student behavior problems. REFERENCESAMATEA, E. (1987). DESHAZER, S. (1982). Brief family therapy: An ecosystem approach. New York: Guilford. FISCH, R., WEAKLAND, J. H., B SEGAL, L. (1982). PUP, P. (1983). WATZLAWICK, P., WEAKLAND, J . H., Grabbing the bull by fhe tail: Brief strategic intervention at school. Unpublished manuscript, Gainesville, FL. The tactics of change: Doing therapy briefly. San Francisco: Jossey-Bass.This article presents a two-phase group process that can be utilized to develop selfefficacy in minority youth. The process involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Modeling, role playing, and outside activities are the major components of the group process.

This study investigated the concurrent validity of the Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test with the Wechsler Preschool and Primary Scale of Intelligence for a sample of 15 language-delayed and 36 non-language-delayed children. The children's ages ranged from 45 months to 76 months. A 2 x 5 analysis of variance with repeated measures was used to analyze the data. The Newman-Keuls multiple-comparison test was used to identify pairwise differences between specific means. Pearson product-moment correlations were also computed for the two groups between scores on the Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test scores, Verbal, Performance, and Full-Scale IQs on the Wechsler Preschool and Primary Scale of Intelligence. The 2 x 5 ANOVA (group x test) yielded a significant main effect across the five tests, but no effects related to the groups. The interaction effect was not statistically significant. Implications for the use of the Wechsler Preschool and Primary Scales of Intelligence, Peabody Picture Vocabulary Test-Revised, and Expressive One-Word Picture Vocabulary Test with language-delayed young children are discussed.