摘要:

AbstractLegal considerations and implications for the utilization of behavior modification in the schools are presented. A limited number of applicable judicial proceedings and accompanying legal principles are explored. Special attention is focused on the derivation of disciplinary authority, the procedural and substantive rights of students, and the possible implications for several specific behavioral interventions within the classroom setting.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<46::AID-PITS2310200112>3.0.CO;2-G

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

年代:1983

数据来源: WILEY

摘要:

AbstractRecognizing that issues associated with the disproportionate representation in special education programs of culturally and linguistically different children will remain of vital concern to school psychologists and special educators in the decade ahead, a three‐tiered response model is proposed. The intent of the model is to organize a variety of strategies along dimensions of the focus of implementation. Level one relates to the individual practitioner, level two to the educational process, and level three refers to a larger scaled systematic response to the issues. Effective practical suggestions are offered by the author

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<52::AID-PITS2310200113>3.0.CO;2-O

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

年代:1983

数据来源: WILEY

摘要:

AbstractViewing children's behavior from a systems perspective allows the school‐based consultant an expanded perception of the contextual function of the behavior. The two key systems in a child's life, home and school, often overlap, and what occurs in one system can affect the child's behavior in the other system. By considering the relationships of the child to both home and school, a more holistic view of the child is obtained, and greater opportunity for family involvement is provided. This article explains the differences between systemic and linear approaches to behavior, and provides examples of how the school‐based consultant can intervene from a systems perspective, using interviews, short‐term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented, and the need for data‐based research is e

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<59::AID-PITS2310200114>3.0.CO;2-0

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis investigation compared the cost effectiveness of two approaches—the social learning approach and the social learning approach with reinforcement—to increase the frequency of targeted social skills with socially withdrawn/isolate children. Twelve grade three subjects were selected whose mean score was higher than 2.00 on the social withdrawal subscale of the Walker Problem Behavior Identification Checklist. The frequency of four behaviours—asking questions, giving directions, praising and encouraging, and social other—were observed and compared to the frequency of behavior of an “average” peer. The results indicated that the social learning approach paired with reinforcement for teaching targeted social skills was more cost effective, thus more feasible for classroom

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<67::AID-PITS2310200115>3.0.CO;2-2

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

年代:1983

数据来源: WILEY

摘要:

AbstractTwo recently qualified teachers were experiencing difficulty in teaching high school English. They participated in Kelly's (1955) Fixed Role Treatment by first writing professional self‐characterisations. These were analysed clinically and then indexed to provide the bases for two alternative scenarios embodying quite different pedagogical constructs. The teachers were encouraged to adopt these roles as fully as possible for five consecutive teaching days. One teacher was reported as more successful and satisfied than the other. Explanations for this include the nature of the classes involved, school assessment, the time of year, and the need for constant consultation with the teacher educator. However, seeking change may be of significance in itsel

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<74::AID-PITS2310200116>3.0.CO;2-7

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

年代:1983

数据来源: WILEY

摘要:

AbstractA practical reinforcement hierarchy was proposed for classroom‐based behavior modification programs. The seven‐level hierarchy ranged from primitive consequences (Le., Infantile Physical Contact and Food) through the more abstract consequences (i.e., Praise and Internal Self‐Reinforcement). Suggestions were made for using the hierarchy in teacher consultation and behavior modification pla

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<83::AID-PITS2310200117>3.0.CO;2-6

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

年代:1983

数据来源: WILEY

摘要:

AbstractWhile studies have revealed the widespread use of corporal punishment in families, it remains an area of some controversy among parents and professionals. When corporal punishment becomes an issue in a family, such as in suspected child abuse, the involved professionals have tended to view the situation in a linear, cause‐effect fashion. This paper proposes that a family systems perspective of corporal punishment can cast the behavior in a more comprehensible light and offer some fruitful directions for educational or therapeutic help. Some case examples and different kinds of interventions are presente

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<85::AID-PITS2310200118>3.0.CO;2-Y

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<93::AID-PITS2310200119>3.0.CO;2-#

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

年代:1983

数据来源: WILEY

摘要:

AbstractAn observational study of 34 children in a Midwest rural two‐room school yielded several insights into a unique school environment. Teacher strategies are described, as well as child behavior, as they differed from urban schools. Five environmental characteristics were striking: (a) school routines, (b) group learning, (c) interdependence, (d) independence, and (e) community involvement. Comparison of the Metropolitan Achievement Tests and the Science Research Associates (SRA) scores yielded little or no differences in performance between urban and rural children. The only significant difference was on the Social Science subtest. Positive aspects of a rural school environment were highlighted by this study's observational and test dat

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<99::AID-PITS2310200120>3.0.CO;2-7

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe effects of orally presented storybook models on children's cognitive achievement behavior were assessed in two experiments. Experiment I involved 100 preschool‐age children who were given one exposure to either a story depicting achievement behaviors by a male/female model, or a control story describing no achievement behavior. Subjects then were asked to perform a related achievement task. No significant modeling effects were found, but a significant relationship existed between the children's recall of the story content and their performance on the subsequent task. Experiment 11 employed 60 preschool‐age children who were given repeated exposures (3 to 4) to, and group discussion of, the same achievement stories or non‐achievement control story. A significant relationship was observed between type of story and type of solutions to the subsequent achievement task. These findings are discussed in the context of modeling theory, with practical implica

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<105::AID-PITS2310200121>3.0.CO;2-G

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

年代:1983

数据来源: WILEY