摘要:

AbstractThe legal definition of “emotional disturbance” proposed by the Federal Government under PL 94–142 is Bower's 1957 definition with some modifications. The modifications do serious damage to the integrity of the research and conceptual base from which the definition is drawn. The difficulties inherent in a definition of this type of handicapped are delineated. It is suggested that where policy makers and researchers join together, such relationships are best enhanced when each respects the assumptions and concepts of the

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<55::AID-PITS2310190112>3.0.CO;2-2

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThis review examines the issue of whether individual intelligence tests such as the WISC‐R are biased against Hispanic school‐aged children. Three common but faulty notions of test bias are discussed, and a psychometric definition of bias is advanced. Evidence regarding external and internal validity is analyzed. Guidelines for the intellectual assessment of bilingual students are presented, following a discussion of possible language b

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<61::AID-PITS2310190113>3.0.CO;2-A

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThe research on the outcomes of school desegregation has been generally disappointing. This paper briefly reviews the historical role of social science in desegregation, and reviews some of the current research on cooperative learning in the desegregated classroom. A comprehensive role for the school psychologist is outlined, in which goals and subgoals, means for achieving them, and anticipated outcomes are clearly delineated. It is proposed that implementation of this role would lead to a much more positive school desegregation experience for all students.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<72::AID-PITS2310190114>3.0.CO;2-3

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractMost LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<78::AID-PITS2310190115>3.0.CO;2-J

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractA model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services is described. Requirements of the model include: (a) having funds available for contract testing, (b) having conferences with teachers prior to formal referral of children, and (c) having qualified contract evaluators available. Benefits, as well as obstacles to be expected in implementing the model, are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<86::AID-PITS2310190116>3.0.CO;2-L

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to compare various cognitive treatment approaches for ameliorating the difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy. Differential training techniques comparing training in attention to inhibitory control indicated that a combination of attentional and inhibitory control strategies was most efficacious in enhancing cognitive performance of these children. The findings from the present research further were interpreted to support the hypothesis suggesting that problems with impulse control and attention occur concurrently in hyperkinetic children, although remediation in attentional deploying strategies is necessary for enhancing cognitive performance of these children. The results from this study further indicated that training hyperkinetic children solely in inhibitory control simply is not sufficient for enhancing cognitive performance.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<92::AID-PITS2310190117>3.0.CO;2-T

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThe present paper presents current psychological and educational literature associated with the behavioral characteristics of the mentally retarded adolescent. Empirical constructs including adaptive behavior, motivation, reinforcer effectiveness, locus of control, and social discrimination skills of the mentally retarded are discussed. Current literature is translated into practical strategies for working effectively with the mentally retarded adolescent in the secondary classroom.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<98::AID-PITS2310190118>3.0.CO;2-8

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractThirty‐five studies relating to D. E. Hunt's notion of matching environments to learners were reviewed. The studies were grouped according to their outcome measures into affective, behavioral, and achievement outcomes. Empirical support for the matching principle was found for all three outcomes, but varied from strong support for affective and behavioral criteria to moderate support for achievement. The article discusses these differences, and advocates that future research studies give greater attention to the conceptualization and measurement of teaching environments. It concludes that there is empirical validation for the matching principle, and that matching is a meaningful way of describing the process of adapting instructional approaches to student difference

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<106::AID-PITS2310190119>3.0.CO;2-5

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractA brief behavior rating scale consisting of 28 items divided into 7 categories was developed for use in a school setting. Reliability coefficients for each of the categories ranged from.79 to.91; total reliability was.92. Test validity was based upon the successful discrimination between neurologically impaired, socially maladjusted, emotionally handicapped, and normal children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<113::AID-PITS2310190120>3.0.CO;2-2

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY

摘要:

AbstractFifty‐two graduate and advanced undergraduate students rated 23 of the domains of the Adaptive Behavior Scale (ABS) with respect to most appropriate method of measurement and to factors underlying their respective choices. For the items in Part One, most respondents indicated that the time necessary to obtain an adequate behavioral sample was the most important consideration for deciding whether naturalistic observation or interview was most appropriate. The relative severity of behavior was considered to be the most important factor for determining the method of measurement for the items in Part Two. In addition, most respondents indicated a slight preference for naturalistic observation compared to interview for Part One and Part Two of the ABS. The present findings further reflect the need for restructuring the ABS considering both the relative severity of the behavior and the ease in routinely observing each ite

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<117::AID-PITS2310190121>3.0.CO;2-O

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1982

数据来源: WILEY