The Education for All Handicapped Acts of 1975 (Public Law 94-142) mandates that psychoeducational assessment instruments be validated in their use in identifying exceptional children who are in need of special services. However, the gap between the mandate of PL 94-142 and the current technology of psycho-ed-ucational assessment is often large. This is particularly true in regard to assessing emotional difficulties of culturally diverse children. The present study was designed to investigate the validity of two recently published measures of anxiety which have been developed for use with elementary school children. The essential questions to be answered in this study are: (a) Are there similar responses on self-report measures of anxiety among groups of Anglo, black, and Mexican American males and females in grades 1 through 3, and (b) Are the scores on these measures equally valid for all groups in question?
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