摘要:

AbstractThe test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups:ineligible(originally met discrepancy criterion, but not placed),resource class(originally did not meet discrepancy criterion, but placed in a less restrictive pull‐out program), andspecial day class(originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full‐time special education class). All of these placements were inconsistent with the nonregressed ability‐achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC‐R and one or more of the following achievement tests: WRAT, PIAT, and W‐J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<205::AID-PITS2310290302>3.0.CO;2-C

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

年代:1992

数据来源: WILEY

摘要:

AbstractTo investigate the validity of multidimensional models of self concept, 43 fifth‐and sixth‐grade students were administered the Self‐Description Questionnaire‐I and the Multidimensional Self Concept Scale, and 38 eighth‐grade students were given the Self‐Description Questionnaire‐II and the Multidimensional Self Concept Scale. Total scale scores were significantly correlated, reflecting the similarity in the underlying construct assessed‐global self concept. Correlations between subscales within and across instruments also provide support for the multidimensionality

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<213::AID-PITS2310290303>3.0.CO;2-E

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

年代:1992

数据来源: WILEY

摘要:

AbstractThose of us who work within the field of education are finding ourselves drawn to and mandated to work in groups, such as student study teams. However, most of the theorizing and research on consultation is focused on individual consultation. Yet it is clear that the more we work in groups the more important it becomes for us to understand the dynamics involved in group consultation. The purpose of this study is to examine some of the relevant dynamics in mental health consultation groups.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<224::AID-PITS2310290304>3.0.CO;2-7

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis project was designed to review and evaluate parent training research conducted between 1975 and 1990 and, based on the results, suggest some directions for future research. One hundred forty‐eight published studies were analyzed regarding the effectiveness of parent training as an intervention. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were represented in the review. The reviewed studies were classified as group or case studies and were categorized in terms of theoretical orientation adopted and methodology employed. Case studies exhibited several methodological shortcomings, including limited social validation and treatment integrity data and an over‐reliance on single, rather than multiple, outcome measures. Group studies also did not routinely collect treatment integrity information, and 50% of group parent training research did not employ control groups. Recommendations for future directions in parent training research are provi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<229::AID-PITS2310290305>3.0.CO;2-Q

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

年代:1992

数据来源: WILEY

摘要:

AbstractRecent federal legislation (PL 99–457) has authorized special services for handicapped infants, toddlers, and their families. School districts, their personnel, and in particular school psychologists must be prepared to facilitate the education and general developmental needs of a young age group with which they may be unfamiliar. Data on 437 children referred for services between 1988 and 1989 were collected and analyzed. Descriptive statistics were computed representing the pattern of service delivery provided to young children over a 2‐year period. The findings provide a realistic view of the type and intensity of services often needed by this age group, the frequency of specific handicapping conditions, and the types of recommendations made. The usefulness of the information to future planning related to both the evaluation process and service delivery is discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<237::AID-PITS2310290306>3.0.CO;2-S

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre‐post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess settin

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<248::AID-PITS2310290307>3.0.CO;2-L

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

年代:1992

数据来源: WILEY

摘要:

AbstractPeer tutoring is effective in increasing academic skills with both the regular and special education populations. Studies also have reported significant findings in the social/affective realm, such as social acceptance. In spite of the numerous studies investigating the effects of tutoring on social benefits, results are inconclusive. It is important to establish the extent to which peer tutoring can be used, especially as a technique for social change. The purpose of this study was to investigate the effects of a structured peer tutoring program on the social acceptance of students. Students perceived as not socially accepted were paired with students who were rated as well liked. Both had the opportunity to serve as tutors and tutees. Participants were administered a questionnaire, pre‐and postintervention. The results were significant for type of student, distinguishing between those students rated as liked and those rated as disliked. The results also showed that students in the control group were rated higher on the “dislike” category than were those in the treatment conditions. Significance was obtained for the experimental groups on a time variable, suggesting that regardless of role (tutor vs. tutee) change in acceptance would occur over time. However, evaluation by mean analysis suggested that the students who were rated as disliked and served as tutors were rated as liked more following trea

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<256::AID-PITS2310290308>3.0.CO;2-N

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe present investigation analyzed the content of all school psychology research published between 1975 and 1990 in terms of racial/ethnic minority topics. All articles from the three major school psychology journals,Journal of School Psychology, Psychology in the Schools, andSchool Psychology Review, were reviewed to see whether they contained minority issues information. The qualifying articles were systematically analyzed with regard to specific minority group studied, geographic area and population sampled, subject area addressed, and total number of articles published. Two hundred twenty‐five studies were included in the analysis. An examination of the data suggests that (a) African American children and youth were sampled most frequently (64%), followed by Mexican‐American youngsters(20%);(b) the majority of samples were drawn from southwestern populations; (c) most empirical studies (77%) dealt with psychoeducational assessment issues. Implications for training and practice in school psychology are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<267::AID-PITS2310290309>3.0.CO;2-G

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

年代:1992

数据来源: WILEY

摘要:

AbstractRecent investigations have established the importance of higher‐order thinking in the acquisition and application of learning skills in diverse domains of inquiry. Such findings have implications for enhancing the quality of thinking of all children but have particular significance for those minority students who historically have not performed as well as their more economically advantaged peers. Although much has been written about the construct, research is still needed to identify the specific processes underlying higher‐order thinking and to examine its use among minority populations. A principal‐factors extraction with varimax rotation analysis was used in the present study to clarify the nature and function of higher‐order thinking among minority students from economically disadvantaged backgrounds. The results allowed for a specification of the mental processes associated with the construct and the extent to which students reported an awareness and use of these processes in academic problem‐solving s

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<273::AID-PITS2310290310>3.0.CO;2-G

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

年代:1992

数据来源: WILEY

摘要:

AbstractWe investigated students' self‐concepts within a multidimensional and hierarchical model. Participants were 95 special needs students in grades 3 through 12 who received mathematics instruction in special education classes. Partial support was found for the hierarchical model in special needs students: The relationship between scores on the Piers‐Harris self‐Concept Scale and Mathematics Achievement (Iowa Tests of Basic Skills) was significantly stronger for elementary students (r=.53) than for secondary students (r=.04). Percent of the school day spent in special education had a negative relationship (p<.05) to scores on Piers‐Harris self‐Concept Scale and a positive relationship (p<.05) to an investigator‐developed mathematics self‐concept instrument. The results suggest that special education has a complex relationship to self‐concept. Possible implications for practice and future researc

ISSN:0033-3085    

DOI:10.1002/1520-6807(199207)29:3<281::AID-PITS2310290311>3.0.CO;2-I

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

年代:1992

数据来源: WILEY