摘要:

AbstractOne hundred and seventy‐two emotionally disturbed children ages 7 to 12 in self‐contained classrooms were nominated by their teachers as potentially highly creativein either verbal or performance creativity. Eighty‐three of the 172 were found to be highly creative as assessed by the Torrance Test of Creative Thinking. The discussion focuses on the behavioral differences among groups of highly emotionally disturbed children as revealed through factor ana

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<301::AID-PITS2310290402>3.0.CO;2-J

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

年代:1992

数据来源: WILEY

摘要:

AbstractAn easily administered 16‐item scale was developed to measure attitudes toward inclusive education. Principal components analysis yielded four discrete dimensions of inclusive education with satisfactory internal consistency, including physical, academic, behavioral, and social dimensions. Cross‐validation procedures provided further evidence of the factor structure and internal consistency of the sc

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<306::AID-PITS2310290403>3.0.CO;2-1

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe influence of sociocultural factors (ethnicity, socioeconomic status, father absence, and family size) on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze the data on 300 students referred for evaluation and found to be either not eligible for services or eligible for services as mentally retarded or learning disabled. Results indicated that only socioeconomic status and ethnicity made a significant contribution to the prediction of all three groups. Individually, father absence and family size did not contribute to the prediction of special education eligibility. Results of this study suggest that legislative mandates to control for sociocultural factors in the determination of special education eligibility have been only partially successful.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<313::AID-PITS2310290404>3.0.CO;2-6

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe difficult task of distinguishing between students with serious emotional disturbance (SED) and those with social maladjustment (SM) continues to present a problem for educators. Although many researchers in the field of special education and school psychology have strong opinions about the feasibility of differentially identifying these groups of students, very little information is available about how this distinction is actually made by educators in the field. The purpose of this study was to investigate the factors that multidisciplinary team (MDT) members, specifically school psychologists, special educators, and school principals, consider in making the distinction between SED and SM students and the degree of confidence they have in their ability to make this distinction. Although no significant difference in reported confidence was found between the three groups of professionals, there was a moderate degree of disagreement between the groups on the behavioral or background descriptors that differentially characterize SED and SM students, especially in regard to the diagnosis of conduct disorder. Overall, school psychologists tended to differ from special educators and principals in the number of descriptors identified as important and the relative number of respondents that endorsed each descriptor. Implications for special education decision making and recommendations for future research are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<320::AID-PITS2310290405>3.0.CO;2-B

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

年代:1992

数据来源: WILEY

摘要:

AbstractThree controversial issues surrounding the differentiation between the socially maladjusted (SM) and the seriously emotionally disturbed (SED) are examined. The first issue addresses the question whether treatment methods should differ for these two groups. Some have argued that the same treatment methods should be used with both groups, while others advocate that differentiated treatment is necessary if these two groups are to receive an appropriate education. The second issue focuses on whether the SM are truly handicapped. Drawing upon professional opinion, research findings, and rational analysis, it is argued that the socially maladjusted as a group are free from serious emotional disturbance. The third issue pertains to the education of the SM. It is pointed out that many provisions for the SM are already available, although perhaps overlooked. The call for a continuum of services is made.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<331::AID-PITS2310290406>3.0.CO;2-4

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine whether retention of kindergarten and first‐grade children is associated with long‐term beneficial effects. Thirty‐one children who had been retained were compared to 31 children who had similar grades but had never been retained. The dependent measures were grade point average in the second through fifth grades and four teacher‐assessed areas of functioning in the fourth and fifth grade: social competence, cognitive competence, externalizing problems, and internalizing problems. The results indicated that retention was not associated with long‐term beneficial effects but rather, especially for White children, appeared to be associated with poorer academic and social functioning. Implications and limitations of the study are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<342::AID-PITS2310290407>3.0.CO;2-Y

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis study describes a community‐wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth‐, fifth‐, and sixth‐grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirty‐three classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small‐group settings and the other in whole‐class settings, and one control (no program). Classroom climate was measured twice (pre‐and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz‐Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small‐group program in all grade levels. The whole‐class treatment showed improvement in higher grades, whereas the no‐program control classrooms showed a significant decrease in classroom climate during the year.Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<348::AID-PITS2310290408>3.0.CO;2-D

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis single‐subject, experimental research design examined the efficacy of treating severe, long‐term selective mutism in a 9‐year‐old male using shaping, multiple re‐inforcers, natural consequences, stimulus fading, and mild aversives. Different treatment regimens were implemented in the home and school environments. A multiple baseline design across settings with changing criterion was used to evaluate the home intervention, and an A‐B‐A design was used for the school intervention. The home intervention resulted in an increase in the number of verbalizations in each setting and prompted generalization to additional settings. The school intervention increased the number of people spoken to, but the results were not maintained at follow‐up nor did they generalize outside of the training situation. Possible explanations for the discrepancy in maintenance and generalization data between the two program

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<359::AID-PITS2310290409>3.0.CO;2-6

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe termselectively mutedescribes children who actively choose to speak to a few people in selected environments. It is most commonly used to describe nonverbal behavior in the school setting. In this paper, the literature from both the psychoanalytic and learning theory approaches is first reviewed and then the intervention strategies used with two selectively mute children are presented in terms of the underlying principles upon which the interventions were based. Implications for the school psychologist are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<367::AID-PITS2310290410>3.0.CO;2-0

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis report examines the community‐based mental health preventive measures undertaken by the school psychology services in response to the missile attacks on Israel during the Gulf war. It attempts to report and delineate the major assumptions and components of some of the key intervention

ISSN:0033-3085    

DOI:10.1002/1520-6807(199210)29:4<376::AID-PITS2310290411>3.0.CO;2-#

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

年代:1992

数据来源: WILEY