摘要:

AbstractSixty‐one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high‐risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<45::AID-PITS2310130112>3.0.CO;2-3

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

年代:1976

数据来源: WILEY

摘要:

AbstractSuccessful communication between the teacher and school psychologist is considered a vital factor in providing appropriate diagnostic and remediation services to a child with a learning problem. Although considerable attention has been given to the psychological report, whereby the psychologist communicates with the teacher, only minimal attention has been given to the referral process whereby the teacher provides the psychologist with important behavioral data. Experience in one large metropolitan school system has demonstrated that teacher‐psychologist communication is facilitated through: (a) providing the teacher with a clear understanding of her role in the diagnostic and remediation process, (b) employment of a theoretical approach to learning disabilities which is shared by both teacher and psychologist, and (c) use of a specific referral form—theoretically based—in order to communicate data about the child with a learning pr

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<50::AID-PITS2310130113>3.0.CO;2-E

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe use of sensory awareness training and the place of training (youth hostel or regular classroom) were systematically controlled in 4 fourth‐grade classrooms. The Horace Mann‐Lincoln Social Distance Scale was given. A 2‐way nested analysis of variance produced significant effects of intervention training in both settings. This supports the hypothesis that sensory awareness and personal contact promote lessening of social distance within groups. The training methods described in this study can easily be adapted for use in elementary classrooms as a part of group activities and as a counseling tech

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<58::AID-PITS2310130114>3.0.CO;2-O

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe authors present a quick and simple procedure for observing four behaviors relevant to classroom management: student disruption, student attention, and the teacher's use of both positive and negative events. Five paraprofessional teacher aides observed 28 elementary and middle‐school teachers and their classes on 10 occasions both at the beginning and at the end of the school year. The paraprofessional aides, quickly trained, manifested high interrater reliabilities. Stable estimates of all four target behaviors were obtained by averaging the data from only four or five consecutive observations. Strong, consistent intercorrelations between the four behaviors were found, and the intercorrelations were in the expected directions. Thus, the procedure yields reliable, stable measures of four important classroom behaviors, and it is practical to us

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<64::AID-PITS2310130115>3.0.CO;2-W

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

年代:1976

数据来源: WILEY

摘要:

AbstractThis study uses time‐out as the primary therapeutic intervention with a 13‐year‐old highly aggressive male in a public school setting. Specific behaviors were listed prior to beginning TO and were explained to the child and teachers. TO was used over a 10‐week period with extinction of the specified behaviors occurring after the seventh week. During an 8‐week follow‐up only three instances of the aggressive behaviors were observed. During the third and fourth weeks of TO the child began to show spontaneous interest in school work. Statistical analysis by an interrupted time‐series program revealed a t (102) = ‐ 8.290 (p<.0005) for change in level between baseline observations with intervention and follow‐up data. It is concluded that TO is a sufficiently intense aversive event of itself to alter some types of deviant behavior without direct application of positive reinforcers. It is most propitiously used when alternative response modes are made availa

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<72::AID-PITS2310130116>3.0.CO;2-Y

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

年代:1976

数据来源: WILEY

摘要:

AbstractThis article presents a theoretical overview of the complementary relationship between open education and environmental design. An elementary education program called the Open Corridor serves as a concrete example. The Open Corridor program dovetailed many aspects of open education and environmental design. Students, teachers, administrators, parents, and consulting psychologists served in the roles of planner and implementer. A review of open education and environmental design approaches is followed by a sketch of the Open Corridor program and a discussion of issues. A bright future exists for programs that carefully open their educational processes and plan their environments.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<77::AID-PITS2310130117>3.0.CO;2-G

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

年代:1976

数据来源: WILEY

摘要:

AbstractTwo observational systems were employed to measure the behavior patterns of two elementary‐age autistic children and their classroom peers during a free‐play period. Results obtained from the total behavior repertoire system indicated that the subjects spent the majority of the free‐play period manipulating various toys and objects. Data obtained from the social interaction system revealed that the subjects' encounters with peers typically were negative. Additionally, the subjects were observed to respond more frequently to vocal‐verbal social behavior by peers, than they were to motor‐gestural responses. The observational methodology employed and the results obtained were discussed in terms of their significance for the clinical treatment of autistic behavior, and the evaluation of such

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<82::AID-PITS2310130118>3.0.CO;2-R

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe relationship of creativity and intelligence to self‐concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The instruments were the Wallach&Kogan Creativity battery, a group intelligence test and the Tennessee Self‐Concept Scale. It was concluded that for children of superior intelligence, differences in creativity level were far more implicated in personal‐social adjustment than were differences in intelligenc

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<91::AID-PITS2310130119>3.0.CO;2-Q

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

年代:1976

数据来源: WILEY

摘要:

AbstractData were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer‐present condition and for an observer‐absent condition. Comparison of reinforcement rates for observer‐present vs. absent indicated significantly higher rates of token delivery (p<.025) in the observer‐present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher b

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<97::AID-PITS2310130120>3.0.CO;2-Y

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe deficit theory and the difference theory of linguistic competence are defined and reviewed. Evidence is drawn upon to support the notion of linguistic differences between the dialect of black children and that of the majority society. Implications for educational methods are discussed, culminating in a proposed “two‐way” bilingual approach. The difference and deficit viewpoints and the proposed approach are applied to the testing, education, and social functioning of congenitally deaf chi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<101::AID-PITS2310130121>3.0.CO;2-C

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

年代:1976

数据来源: WILEY