摘要:

AbstractAn organizational, domain‐referenced approach to evaluation of public school special service delivery systems is offered. Derived from organizational and systems theory, related research in these areas, and the author's experience in special service delivery system evaluation, the framework focuses on the process of service delivery and is seen as useful to the improvement of service delivery within the context of Public Law 94–142. The paper delineates an organizational conception of a “School‐Based Special Service Delivery System,” identifies several “Systemic Domains” in which evaluation can occur, outlines evaluation questions, methods, and procedures relative to each domain, and specifies evaluation information derived from evaluation in each domain. The paper is presented for consideration by school professionals with the hope that it can be adapted by them to their local

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<60::AID-PITS2310170112>3.0.CO;2-H

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

年代:1980

数据来源: WILEY

摘要:

AbstractEven though the role of the school psychologist has become more diversified in recent years, many public school systems remain unaware of the range of potential competencies available. A number of suggestions are made pertaining to practitioner‐initiated activities that can serve to facilitate implementation of the desired rol

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<70::AID-PITS2310170113>3.0.CO;2-D

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

年代:1980

数据来源: WILEY

摘要:

AbstractCurrent procedures for diagnosing perceptual and language deficits in the face of academic underachievement have resulted in a categorical expression—learning disabilities. In this paper, the contention is offered that learning disabilities so ascertained constitutes, at best, an expression, not a diagnosable entity. Current definitions may be incapable of describing a meaningful population for research or providing data that are useful for instructional management or placement. Two features are described that could become central in a diagnosable entity termed a learning disabilit

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<76::AID-PITS2310170114>3.0.CO;2-T

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

年代:1980

数据来源: WILEY

摘要:

AbstractThis article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community‐based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<87::AID-PITS2310170115>3.0.CO;2-M

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

年代:1980

数据来源: WILEY

摘要:

AbstractThe application of Rational‐Emotive Therapy principles and techniques in in‐service education for school personnel is discussed. Teachers and counselors participated in a staff development program designed to: (a) help participants develop an understanding of how emotions work, (b) decrease irrational beliefs among participants, (c) provide participants with techniques to manage their emotions more effectively, and (d) provide participants with techniques useful in helping students to manage their emotions more effectively. All four program goals were met. Implications of these findings are discussed in light of previous resea

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<90::AID-PITS2310170116>3.0.CO;2-2

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

年代:1980

数据来源: WILEY

摘要:

AbstractStudents need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<96::AID-PITS2310170117>3.0.CO;2-I

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

年代:1980

数据来源: WILEY

摘要:

AbstractThe perceptions of 135 teachers of elementary, secondary, and mentally retarded students on the competency and interpersonal skill characteristics of teachers within their teacher subgroup and toward the two other subgroups were assessed by a semantic differential instrument. Two‐factor (3×3) analysis of variance indicated that teachers of mentally retarded students and teachers of elementary students were rated higher than secondary teachers on the Competency and Interpersonal scales. Teachers of mentally retarded students were rated higher than elementary teachers on the Interpersonal scale. Professional self‐esteem of teachers and its implications for school psychologists was discussed in light of these findings, and additional research was urged to determine the generalizability of the res

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<102::AID-PITS2310170118>3.0.CO;2-5

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

年代:1980

数据来源: WILEY

摘要:

AbstractA relationship between creativity and misbehavior in the classroom often has been presumed by educators, but actually has had little substantiation. The present study attempts to clarify the dynamics of that relationship by determining the extent to which creativity test scores predict identification of students by teachers and/or peers as misbehavers. Intercorrelations between creativity subtests and peer perception of creative behavior suggest that students high in elaboration and in originality are more likely to be described by peers as exhibiting creative behavior. Results generally failed to support that high creativity scores predict teacher identification of students as behavior problems. However, the sociometric variables of popularity and misbehavior were significantly correlated with high creativity scores. Implications for further study are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<106::AID-PITS2310170119>3.0.CO;2-R

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

年代:1980

数据来源: WILEY

摘要:

AbstractThirteen teachers from an elementary school in a rural community participated in a 16‐week university extension course on behavioral approaches in the classroom. Training was conducted in five successive phases: (a) Information, (b) Instructions to Practice, (c) Guided Practice, (d) Coding Practice, (e) Performance Feedback. Reading assignments, activity assignments, and discussion took place throughout most of the course. Teacher behaviors were coded in the classroom during the course, and 5 months and 12 months after the course. Performance Feedback was reinstated after the 12‐month follow‐up observations. Significant increases in positive teacher behaviors and decreases in negative teacher behaviors were observed by the end of the course; however, these changes were not maintained during the follow‐up observations or reinstatement of Performance Feedback. The implications of the findings for training are di

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<109::AID-PITS2310170120>3.0.CO;2-7

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

年代:1980

数据来源: WILEY

摘要:

AbstractThis investigation studied whether frequency of referral for special education services was dependent upon the sex of the teacher. The referrals for special education services for sixth‐, seventh‐, and eighth‐grade students of one school system were reviewed. The results indicated that male teachers referred proportionately significantly fewer students than did female teachers. Possibilities for the cause of this difference include different cultural expectations for both sex teachers and students, different abilities of male and female teachers, and the manner in which referrals are perceived by other school staff me

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<115::AID-PITS2310170121>3.0.CO;2-F

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

年代:1980

数据来源: WILEY