Differences in depression and self-esteem reported by learning disabled and behavior disordered middle school students.

Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.

An investigation of the relationship between color choice and depression measured by the Beck Depression Inventory.

The relationship between self-reported depression and color preference was investigated. It was proposed that a cognitive schema would be activated affecting negatively that part of the environment selected for cognitive preference. When requested to select a series of preferred colors, the 72 undergraduates scoring above 10 on the Beck Depression Inventory tended to choose black or brown. It is believed that internal schema represented in 3 questions may be reflected in color choice(s).

Gifted and nongifted race and gender effects on item functioning on the Kaufman Assessment Battery for Children.

This study examined differential item function on the K-ABC for gifted and nongifted subjects on the basis of race and gender using the technique for partial correlation proposed by Stricker (1982) and Reynolds, Willson, and Chatman (1984). It was determined that there were no items biased against gifted Black children and that 8 items were biased against gifted White children. Three items were found to be biased against nongifted Black children, while 4 items were biased against nongifted White children. When gender was considered, 2 items were found to be biased against gifted males, and 2 items also were found to be biased against gifted females. There were 10 items that were biased against nongifted Black males and 6 items biased against nongifted females. Systematic bias against race or gender was not found. It appears that the K-ABC is a relatively nonbiased test suitable for the evaluation of both gifted and nongifted children regardless of race or gender.