High levels of disgust and perfectionism co-exist in some clinical disorders raising questions about the relationship between the two. This research evaluated socially-related and physically-related disgust in people with varying levels of perfectionism. In Study 1, 120 college students participated in a state emotion-eliciting scenario task, then completed both the Almost Perfect Scale-Revised and the Three Dimensions of Disgust Survey (TDDS). In Study 2, 380 Qualtrics users completed the scenarios, along with the TDDS and Multidimensional Perfectionist Scale. Both studies showed that state emotions differed from each other in ways that were unrelated to perfectionism. Gender differences were seen in the perfectionist groups, state disgust responses, and trait sexual disgust. However, Study 2 also showed relationships between trait perfectionism and disgust. The differing state emotional responses show that contextual interpersonal factors are highly important in disgust behaviors. Additionally, the findings suggest that gender could be important in the relationship between disgust and perfectionism.

The long-range efficacy of the regional demonstration program (RDP) was assessed by examining a sample (N=66) of the 171 students who graduated from the program from January 1976 to May 1980. The major purpose of the study was to determine if handicapped preschoolers who participated in the program would be able to make a successful transition to school age placements and function adequately in those placements. The RDP project is a nationally and state validated program that provides early intervention services to children of all handicapping conditions from birth to age 5. It serves a consortium of 18 school districts and is a noncategorical program primarily designed for children who are mildly or moderately impaired. The academic and social functioning of former RDP students were assessed through three data collection techniques. A review of students' cumulative records provided information on grade retention, special services received, and yearly grade reports; a 25-item teacher questionnaire assessed students' cognitive, academic, communication, and soclal skills as compared to other children; and a parent interview measured parent perceptions of their child's performance in school and the impact of the RDP program. Results indicated that, in general, RDP graduates made a successful transition to elementary school. Particularly impressive were the following findings: (1) 53% of the total graduate sample are placed in regular education programs and none of these children have been held back a grade; (2) one-third of the graduates enrolled in regular programs required no additional services; most of those who did require services received speech and language intervention; (3) teachers rated RDP graduates in regular classrooms similar to or slightly better than their peers in specific skill areas and attitudes towards school; and (4) parents of graduates were very satisfied with their children's performance in school; 98% indicated that their child would not have done as well without participation in the regional demonstration program. These data substantiated that participation in the regional demonstration program provided preschool handicapped children with the skills necessary to perform successfully in the elementary grades.

Circadian changes in CFF thresholds of 28 children, 14 boys and 14 girls, were investigated. Binocular thresholds were obtained by the method of limits from 9 a.m. to 9 p.m. in 5 sessions, spaced 3 hr. apart. A diurnal effect was found, namely, a rise and a decline in CFF values with a peak at 12 p.m. ( p < .01). Though an additional rise in CFF was noted at 6 p.m., this trend was not significant. It was concluded that CFF fluctuated with time of day and that these fluctuations should be explored in relation to other physiological and psychological functions subject to circadian effects.