We hypothesized that hyperactivity defines the first stage and that antisocial problems define a second stage in a progression that leads eventually to early-onset delinquency. As expected, a structural equation model (SEM) showed that a latent construct for hyperactivity was significantly related to a latent construct for antisocial problems. We hypothesized that this path reflected a shared mechanism, disrupted parental discipline. A second SEM showed that the relation between hyperactivity and antisocial behavior really reflected a shared disruption in parental discipline. A third SEM showed that having antisocial parents was uniquely correlated with antisocial children but not with hyperactivity. A fourth SEM showed that early-onset delinquency was predicted by a latent construct for antisocial child; but when this was partialed out, the contribution for hyperactivity was nonsignificant.

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This paper examines the use of Curriculum-Based Measurement (CBM) to operationalize satisfactory achievement, one distinguishing feature of the Least Restrictive Environment. This feature then is used to identify students receiving special education as potential candidates for reintegration into general education. In two studies, local norms representing the reading skills of general education low reading group students on passages derived from their curriculum were used to represent satisfactory performance. Students in special education who read as well as or better than their low reading group peers on CBM tasks were identified as potential candidates for reintegration. Results, analyzed by idiographic and nomothetic approaches, showed that a substantial portion (approximately 40%) of the special education students could be candidates for reintegration using this approach. Implications for reintegration efforts are discussed.