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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Assessment, 243-291, 305-306, 312-313, 363-364. See also Alternative approaches to assessment context, culture, and assessment, 279-291 cross-cultural psychological research on cognitive and intellectual ability, 280-282 disability assessment practices, 270-271 of emotional disturbance, 261-270 functional, and IEP relevance, 218 of gifted and talented, 271-278 of mental retardation, 251-261 psychometric views of culture and context, 282-291 research on test bias, 282-291 of specific learning disabilities, 243-251 Attention deficit/hyperactivity disorder, 59 Auditory Discrimination in Depth (ADD) program, 333-334 Authentic questions, 183 Autism, 60 Behavior, school social, cultural, and contextual issues influencing, 371-372 Behavior disorder (BD), 324, 327-328, 336-337, 340 perspectives on, 262-264 Behavior management, 367-369 recommendations, 316-318 teacher quality, 318 Behavior problem profiles, 109 Behavioral adjustment, universal assessment and multiple gating, 298 Behavioral development. See Cognitive and behavioral development Behavioral deviance, and reading skills, 201 Behavioral dimensions defining MR, 253-259 adaptive behavior, 257-259 comparison of classification as MR, LD, and ineligible using FSIQ and PIQ to estimate aptitude by ethnic group, 257 intellectual, 253-257 proportion of the population falling below certain IQ cutoffs and falling within certain IQ intervals, 254 “Behavioral earthquakes,” 229 Behavioral interventions in general education, 202-203 bullying prevention program, 202-203 through PATHS, 203 Benefits from special education intervention, 323-340 current classroom practice, 337-338 dropout rate among students with disability label by age, 341 evidence of effectiveness, 329-333 features of effective interventions, 324-328 minority students in special education, 338-340 number with disability label dropping out by age, 341 numbers of children who appear to benefit, 333-337 A Better Chance program, 351 Bias in referral and assessment, in terms of race or ethnicity, 5 Bias in the design and delivery of schooling, 181-188 cultural differences, 182-185 role of parents, 185-188 teacher judgments, expectations, and potential self-fulfilling prophecies, 181-182 Biological contributors to cognition and behavior, 97-117 contributors to early brain development, 98 exposure to alcohol during pregnancy, 102-104 exposure to lead, 111-117 Infant Health and Development Program, 103 low birthweight, 98-102 nutrition and development, 106-111 tobacco use and drug abuse, 104-106 Biological risk factors in early childhood, 11-13, 375-378 federal-level recommendations, 12-13 Biosocial developmental contextualism, 95 Biracial children, 38 Black students “acting white,” 185 in the category of emotional disturbance, 69, 88 in the category of gifted and talented, 71, 89
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