摘要:

AbstractPL 94‐142 mandates that students who are seriously emotionally disturbed be provided with a free and appropriate public education. Embedded in the federal definition of serious emotional disturbance is a clause that excludes socially maladjusted students from the diagnostic category. Although socially maladjusted children may therefore not receive special education services, their presence in the schools may have implications for society and particularly for the educational system. However, there is little data concerning the prevalence of socially maladjusted students in the schools. The purpose of this study was to investigate the prevalence of social maladjustment in two rural/suburban school systems in the southeastern United States. Results of the study indicate that the percentage of students reported as exhibiting characteristics of social maladjustment is sufficiently high to indicate that services beyond special education may be necessary to meet their educational and social need

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<285::AID-PITS2310280402>3.0.CO;2-9

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

年代:1991

数据来源: WILEY

摘要:

AbstractA review of the literature on school phobia reveals that the predominant view concerning its etiology is the separation anxiety theory. This theory is critically anlayzed on three major grounds: (a) methodological problems of the research; (b) its lack of generalizability concerning pathological mother‐child relationships; and (c) its lack of emphasis on possible external, etiological variables. A case is made for reexamination of school phobia, in light of recent research highlighting the potential role of environmental variables, thereby taking it out of the realm of neurotic behaviors. An alternative conceptualization is offered that views school refusal as a normal avoidance reaction to an unpleasant, unsatisfying, or even hostile environment. It is suggested that we shift our research attention to the school environment and personnel in terms of their contribution to the etiology and maintenance of school refusal behavior

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<290::AID-PITS2310280403>3.0.CO;2-K

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

年代:1991

数据来源: WILEY

摘要:

AbstractOne hundred thirty‐eight fifth‐grade students from three upstate New York school districts were administered a 1930s version of the Pintner General Ability Tests: Verbal Series. Scores from this test were compared and correlated with scores from current IQ and achievement tests. The Pintner means were similar to those of the current IQ tests; the correlations of the Pintner with the other tests were of the same order as those typically reported among contemporary measures; and item difficulty, as indicated by rank order, appeared similar for the current sample and the 1930s norm groups. The findings are discussed with reference to research that has shown sharp increases in IQs of Americans since the 1930s and questions concerning changes in mental ability measu

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<304::AID-PITS2310280404>3.0.CO;2-B

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe present study examines high school students with a prior history of grade retention (N= 38) compared to a matched control group of nonretained students. The retained students were lower on a number of scholastic variables (i.e., achievement, intelligence, grades), more often absent from school, and lower on three subscales of a self‐esteem measure (the Self‐Perception Profile for Adolescents). The authors explored the correlates of grade retained with the measured variables and found that the later a student was retained was associated with lower grades, less‐positive school attitudes, less time on homework, lower educational expectations, more discipline problems, lower self‐control, and a more external locus of

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<310::AID-PITS2310280405>3.0.CO;2-J

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

年代:1991

数据来源: WILEY

摘要:

AbstractA 3‐year catch‐up prospective study of 654 rural special education students was conducted to determine what proportion had a change in classification and/or programming. Information was gathered through a record review of all handicapped students from preschool through secondary school. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Changes in the type of program occurred for 33.1%, and changes in frequency of services occurred for 71.2% of the students in classroom programs. Rates of changes varied significantly between classifications. The relatively high rates of change stress the need for thorough reevaluation servi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<317::AID-PITS2310280406>3.0.CO;2-W

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study expands upon the treatment acceptability literature by investigating the impact of various processes through which interventions are developed. Specifically, teachers were presented with a case study and informed that the recommended treatments for the presenting problem were developed in one of three ways: (a) by a teacher and school psychologist collaborating with each other, (b) by a teacher alone, or (c) by a school psychologist alone. The type of treatment recommended (positive versus reductive) and the seriousness of the presenting problem (mild versus severe) were also investigated. Results indicated that teachers found interventions developed via a collaborative model to be more acceptable than those developed by either a teacher or a school psychologist working in isolation from each other. As has been reported in prior studies, positive interventions were found to be more acceptable than those that were reductive in nature. Unlike prior investigations, however, treatments recommended for severe problems were not found to be any more acceptable than those recommended for mild problems. Implications of the findings for service delivery and limitations of the study are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<325::AID-PITS2310280407>3.0.CO;2-Y

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

年代:1991

数据来源: WILEY

摘要:

AbstractWhen a crisis occurs in the school setting, school officials must be prepared to handle the situation effectively and efficiently. One of the ways school officials can handle a crisis situation is through the use of crisis intervention teams. The steps in establishing a crisis intervention team in a school setting include: determining goals, performing a needs assessment, finding model programs, developing a membership pool, developing a training program, preparing and maintaining a list of resources and plans for support services, establishing a communication network, designating a base of operations, planning team meetings, keeping records, and implementing the phases of debriefing. A crisis management scenario is presented and discussed in terms of the steps.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<331::AID-PITS2310280408>3.0.CO;2-5

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study analyzed the relationship between students' pre‐ and postprogram special education classification status and success in a level‐system program. Records of students identified as Severe Behavior Handicapped (the Ohio equivalent of Seriously Emotionally Disturbed) enrolled in a special school over an 11‐year entrance period were reviewed. Findings indicate no significant relationship between student outcomes and pre‐ or postclassification status. However, a relationship approaching significance was found between pre‐ and postprogram labeling. These results suggest that, at most, program outcomes had minimal influence on postprogram special education classification decisions. In addition, the seemingly unsystematic distribution of postprogram classification labels suggests that exit placements were largely a function of availability. Implications of these findings are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<340::AID-PITS2310280409>3.0.CO;2-4

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

年代:1991

数据来源: WILEY

摘要:

AbstractA common method used to interpret raw scores is to convert them into percentile rank. The broad application of percentile rank in almost all norm‐referenced tests, and the exclusive use in some tests, requires the conversion of raw scores. Because percentile rank is not a linear transformation of raw scores, percentile‐rank transformation in the lower and upper part of the raw‐score distribution relates percentile rank and raw scores differently than in the center of the raw‐score distribution. This paper describes the popularity of using percentile rank and offers an interpretation of the use of percentile rank with normal and skewed score distri

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<345::AID-PITS2310280410>3.0.CO;2-F

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

年代:1991

数据来源: WILEY

摘要:

AbstractAttribution theory recently has been applied to school psychology practice in general and to school‐based consultation in particular. Previous research has shown that consultants characteristically attribute responsibility for consultation outcomes, and particularly for failed consultations, to teacher consultees. However, these attributions may be a function of differential experiences. In this study, we hypothesized that the teaching experience of school psychologists is related to causal attributions of consultation outcome. A randomly selected national sample of school psychologist practitioners completed a questionnaire concerning reasons for successful and unsuccessful consultation outcomes. Results of the study showed that the teaching experience of school psychologists may mediate attributions of causality in consultatio

ISSN:0033-3085    

DOI:10.1002/1520-6807(199110)28:4<353::AID-PITS2310280411>3.0.CO;2-H

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

年代:1991

数据来源: WILEY