The Minnesota Multiphasic Personality Inventory (MMPI) has been v recognized as a helpful tool to the psychologist in identifying abnormal characteristics (Leverenz, 1956; Modlin, 1956; Hathaway and Mckinley, 1967; Hock, 1970). Likewise the Shipley-Institute of Living Scale for Measuring Intellectual Impairment (S-H) has also been recognized as a helpful tool in identifying emotional impairment (Pollack, 1942; Halstead, 1943; Fleming, 1943; Wright, 1946; Garfield and Fey, 1948; Lewinsohn, 1963) . Despite the research which suggests both tests are capable of helpful diagnosis in the general area of psychological impairment (Welch, 1956; Lewinsohn, 1963), little if any work has been done examining the compatibility of the two instruments. Therefore, a correlation study was made between the two tests. Sixty-one male in-patients of the Wyoming State Hospital, between the ages of 18-45 (Garfield and Fey, 1948) and having a verbal IQ of 14. 3 years (Shipley and Burlingame, 1941), were administered both the S-H and the MMPI. The conceptual quotient (CQ), "a measure of intellectual impairment based upon the assumption that where there is intellectual impairment, vocabulary is less affected than is the capacity for abstract thinking and that in such cases there will be a discrepancy between vocabulary level and the ability to handle abstract problems" (Lewinsohn, 1963, p. 444) of the S-H, was correlated with the number of Peterson's Psychotic Profile Signs (Peterson, 1954) a patient might acquire after taking the MMPI. Peterson's model was chosen as the criteria for discriminating MMPI profiles because of its relative case of use and successful experimental value (Peterson, 1954). Secondly, the CQ score was correlated with each individual subtest "T" score of the MMPI. Analysis of the experimental data was achieved statistically by use of Pearson's product-moment correlation. The results of the study showed no significant correlation between S-H's CQ and Peterson's signs. Further, no significant correlation was found with eight of the ten subtest scores on the MMPI and Shipley's CQ. However, there was a low but significant correlation between Shipley's CQ and the Hy and Mf subscales of the MMPI. No determining factor was found to explain the common variance in these two correlations.

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Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.