摘要:

AbstractSchool personnel are involved in the diagnosis and treatment of hyperkinetic children in many important ways: (a) schools identify and refer the hyper‐kinetic child to the physician, who then relies on behavioral reports provided by teachers and parents in making a formal diagnosis and in evaluating treatment; and (b) more recently, schools have begun to administer behavioral intervention programs which may well be as effective as drug treatment in reducing the off‐task classroom behavior of many hyperkinetic children. There are many hyperactive children in classrooms who are not referred for medical evaluation and treatment. A group of teacher‐identified hyperactive boys was rated significantly higher on the Hyperkinesis Index of the Conners Teacher's Questionnaire than a group of non‐hyperactive classmate control boys, but the mean Hyperkinesis Index scores of teacher‐identified hyper‐actives and clinic‐diagnosed hyperkinetics did not differ from each other. The teacher‐identified hyperactive boys were observed to be off‐task 33% of the time in their classrooms, and the clinic‐diagnosed hyperkinetic boys were off‐task a comparable 37% of the time. It was suggested that if school personnel use their expertise to identify hyperactive children in the classroom and begin behavioral intervention programs at the earliest possible time, medical referral and treatment will be unnecess

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<388::AID-PITS2310120402>3.0.CO;2-0

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

年代:1975

数据来源: WILEY

摘要:

AbstractTwenty‐two school psychologists participated in a year long institute designed to test the use of a multiplier effect in the continuing professional development of school psychologists in Michigan. Participants, representing 12 geographic regions, attended six days of in‐service meetings on the topics of behavior modification strategies, models of continuing education, affective education, life‐space interviewing and consultation strategies. Participants were then responsible for conducting two, one‐day workshops in their regions on topics discussed in the institute. The impact of the intervention model was evaluated using personal interviews, questionnaires and tape recordings. Results indicated that 550 school psychologists attended two in‐service meetings with generally favorable reactions. Specific evaluative data, conclusions and suggestions for modification of future models are

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<393::AID-PITS2310120403>3.0.CO;2-B

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

年代:1975

数据来源: WILEY

摘要:

AbstractThis experiment examined the impact of achievement motivation on the accuracy of self‐reported grades. Since subjects high in achievement motivation have a greater need for success than subjects low in achievement motivation, we predicted that they would also be more likely to overestimate the degree of their success than low need achievers. This was tested by comparing the grade point overestimations of high and low need achievers. Although there was a general tendency toward oyerestimation, this tendency, as predicted, was significantly greater for individuals high in achievement motivation. The present study considered the implications of this finding as well as the validity of the self‐reported grade point aver

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<402::AID-PITS2310120404>3.0.CO;2-H

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

年代:1975

数据来源: WILEY

摘要:

AbstractRemediation has long been the primary emphasis of the applied psychologist. In the schools the focus has been traditionally on identification and treatment of learning and behavior problems. Recently there has been a shift toward prevention and mental health. This paper presents an approach to in‐service training for teachers, as change agents, which attempts to be relevant to their needs in their environmen

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<404::AID-PITS2310120405>3.0.CO;2-8

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

年代:1975

数据来源: WILEY

摘要:

AbstractForty‐three regular classroom teachers were provided with four one‐hour inservice sessions related to the field of learning disabilities. Pre‐ and posttest administrations of the Learning Disabilities Information Inventory were utilized to measure change resulting from these sessions. Twenty‐four control subjects did not participate in these sessions but did complete the dependent measure. An analysis of covariance with pretest scores serving as the covariate indicated that the inservice treatment did result in improved performance on the dependent measure. Approximately 50% of the experimental subjects completed a follow‐up questionnaire and most indicated that the sessions increased their knowledge of learning disabilities and provided them with techniques and materials useful in their classroom settings. It is concluded that such inservice sessions are a viable means of increasing classroom teachers' information concerning learning disabilities and the Learning Disabilities Information Inventory is sensitive to the effects of such

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<409::AID-PITS2310120406>3.0.CO;2-R

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

年代:1975

数据来源: WILEY

摘要:

AbstractThe present study investigated number and nature of school psychological referrals in a black, lower socioeconomic, “inner‐city” school system. Unlike earlier investigations, this study demonstrated statistically significant sex and/or developmental differences in stated reason for school psychological referrals. Results were examined in terms of suggestions for the training of school psychologists as well as in light of several theoretical issues in urban educ

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<412::AID-PITS2310120407>3.0.CO;2-7

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

年代:1975

数据来源: WILEY

摘要:

AbstractInspection of the 1972 revised norms for the Stanford‐Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provide

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<421::AID-PITS2310120408>3.0.CO;2-6

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

年代:1975

数据来源: WILEY

摘要:

AbstractNinety‐four disadvantaged, Upward Bound students were administered a test battery of theOtis Quick‐Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests ofExpressional Fluency, Alternate Uses, and Consequences;and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P<−025), PSAT‐Verbal (p<.01), and PSAT‐Quantitative (p<.001). Females excelled males on the figural elaboration score from the TTCT (p<.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p<.05) and higher than their black counterparts on the PSAT‐Quantitative (p<.01). White students also scored significantly higher than their Indian counterparts on Guilford‐Consequences — Obvious (p<.05). A varimax rotation of the correlation matrix resulted in a two‐factor solution defined by intelligence‐achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence‐achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity‐i

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<423::AID-PITS2310120409>3.0.CO;2-Y

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

年代:1975

数据来源: WILEY

摘要:

AbstractThe authors investigated whether the constructs measured by the Kindergarten Screening Inventory (KSI) were the same for males and females and for Anglo American, Negro American and Mexican American ethnic groups. The factor relating procedure proposed by Kaiser, et al., (1969) to determine the extent to which the same constructs were measured with different groups was used. The correspondence between the constructs measured by the KSI for males and females and for the Anglo American and Negro American and Mexican American ethnic groups was found to be very similar, with mean cosines ranging from.85 to.95. These findings were interpreted as an indication that substantially the same constructs were being measured by the KSI for both sexes and all ethnic groups.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<428::AID-PITS2310120410>3.0.CO;2-8

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

年代:1975

数据来源: WILEY

摘要:

AbstractThe Quick Test, Form 1 (QT) and the Stanford‐Binet Intelligence Scale, Form L‐M (SB) were administered to 70 preschool children. A low significant correlation of.36 for the MA scores and.39 for the IQ scores were found. However, the mean IQ achieved on the QT was 73 which is at the borderline intellectual level, while the mean IQ achieved on the SB was 111, which falls in the bright‐normal range of intelligence. This 38‐point difference is highly significant. These findings raise serious doubt about the validity of the QT for the intellectual estimation of preschool children with above average functioning. Further research with a group that also includes children of below average intelligence is in

ISSN:0033-3085    

DOI:10.1002/1520-6807(197510)12:4<430::AID-PITS2310120411>3.0.CO;2-S

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

年代:1975

数据来源: WILEY