摘要:

AbstractOur knowledge of infantile autism, albeit inconclusive and controversial, has improved since Kanner's initial description in 1943. However, there is still no agreement regarding etiology, diagnosis, or methods of treatment for these children. As a result, autism remains an obscure, ill‐defined and poorly understood child psychopathy. Efforts directed at diagnosis and etiology are often far removed from issues of necessity for educators in planning day to day instructional activities for autistic children. Educators require information that is specific and focused, and which directs the teacher in his selection of methods and materials. With time and more research targeted on techniques and agents of change, specific methods appropriate for educational, social and behavioral remediation will emerge. This article discusses general aspects of our knowledge about autism, as well as behavioral and cognitive characteristics of autistic children. Attention is also directed toward treatment techniques, especially those of direct use for the educato

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<248::AID-PITS2310130302>3.0.CO;2-2

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

年代:1976

数据来源: WILEY

摘要:

AbstractAn argument is presented for grouping retarded children in school by developmental level rather than by chronological age or IQ. The potential advantages of this scheme are discussed in terms of the effects on: teaching, social acceptance and self‐esteem, motivation, parental acceptance, and general benefits to society at larg

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<257::AID-PITS2310130303>3.0.CO;2-1

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

年代:1976

数据来源: WILEY

摘要:

AbstractUsing a published review of 1965 as a comparison point, this article presents an opinion on the evolution of the school psychologist as a behavior therapist (encompassing the period of 1965–1975). Over the past ten years, it was noted that the role of being an individual therapist has been replaced by the role of being a consultant to the schools and the community, that assessment of change due to behavioral interventions (while some progress has been made) is still a major problem, and that the use of behavioral methods in the educational context is screened on an individual technique basis. In terms of the future, it is posited that there will be increasing support for the use of behavior modification activities, and specific areas of preparation for the schools and colleges are suggested. Special emphasis is placed on the relationship between professionalism and public policy, particularly as relevant to the ethics inherent in the use of behavior modificatio

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<266::AID-PITS2310130304>3.0.CO;2-0

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

年代:1976

数据来源: WILEY

摘要:

AbstractData were collected from a sample of school psychologists and teachers after termination of a teacher consultation experience. Stepwise regressions were performed on the data to determine which psychologist and teacher variables were related to teacher satisfaction with the school psychological consultation. The single most significant main effect on teacher satisfaction was the teacher's perception of the psychologist's facilitativeness.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<269::AID-PITS2310130305>3.0.CO;2-P

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe present study examined the relationship between the psychological evaluation reports of test examiners and the referral questions of classroom teachers. It was hypothesized that there would be an interaction between examiners' reporting of test data and the information that was received from school personnel. Data were analyzed using a 2 X 2 chi square analysis. Results indicated a biasing effect when examiners were knowledgeable about the reasons for referral.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<275::AID-PITS2310130306>3.0.CO;2-X

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

年代:1976

数据来源: WILEY

摘要:

AbstractBased on many years of training students in both school and clinical psychology, the authors have formulated some impressions of differences and similarities found in these trainees. While generalizations remain tentative and call for research, the students in each of these disciplines seem to present different patterns in cognitive styles, perceptions of clients, conceptions of professional role, and personality characteristics. In personality, the students in these fields often display differences in need for structure, need for external support, social maturity, and desire for autonomous professional functioning. Differences seem to be related to variations in previous work and educational experiences, and to differences in age, sex and marital status. Implications for quality of service offered and training needs are outlined.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<279::AID-PITS2310130307>3.0.CO;2-I

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

年代:1976

数据来源: WILEY

摘要:

AbstractScatter on the five specific scales in the McCarthy was examined for the standardization sample to explore the types of ability profiles exhibited by normal children. Contrary to the common stereotype of “flat” profiles, normal children aged 21/2 to 81/2 years evidenced much variability in their performance on the various cognitive and motor dimensi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<284::AID-PITS2310130308>3.0.CO;2-T

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford‐Binet intelligence scores was examined using a preschool sample. The results revealed a curvilinear (quadratic) relation between total average deviation and Stanford‐Binet intelligence scores. The use of average deviation as an index of “learning disabilities” was di

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<285::AID-PITS2310130309>3.0.CO;2-N

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

年代:1976

数据来源: WILEY

摘要:

AbstractWISC‐Rs and Stanford‐Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is u

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<288::AID-PITS2310130310>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:

AbstractIn order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product‐moment correlations were computed for all subscores and total scores for 26 normal‐range public school third‐grade girls and boys. The reading comprehension subtests correlated.81, spelling.88, and PIAT Mathematics with MAT Total Math.64. Correlations were computed for the Otis‐Lennon Mental Ability Test and the PIAT General Information subtest as.77, and the Otis‐Lennon and the PIAT Total Test scores as.79. Concurrent validity of the PIAT with both tests is tentatively considered adequate except in the area of mathematics, in which the PIAT, relative to the MAT, appears to be reflecting ability to handle math concepts (.68) more accurately than math computation (.41) or math problem solving (.56). Correlations with IQ partialed out suggest the PIAT Total Test, and PIAT and MAT reading and spelling measures, are relatively uninfluenced by IQ variations, whereas with IQ held constant, the weak positive correlations between the PIAT and MAT math subtests became essentially random rela

ISSN:0033-3085    

DOI:10.1002/1520-6807(197607)13:3<291::AID-PITS2310130311>3.0.CO;2-K

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

年代:1976

数据来源: WILEY