摘要:

AbstractStability of the WISC‐R subtest profile for 161 learning disabled (LD) children over a 7‐month test‐retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki,&Davis, 1977a) was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. A mean test‐retest increase was observed for Performance IQ, but not for Ve

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<4::AID-PITS2310150102>3.0.CO;2-S

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

年代:1978

数据来源: WILEY

摘要:

AbstractBehavior checklist and sociometric data on emotionally disturbed children in residential treatment were correlated. Behaviors found to relate significantly (and negatively) with sociometric status pertained mainly to physical and verbal aggression and to intrusive acts. A smaller group of items of a less interpersonal nature also were significantly correlated with status. Behavior incidence of groups identified as high, average, and low in status was also studied. Even where correlations were low, the data tended to distribute in ordinal fashion. Also, the Liked and Average groups tended to be much closer in behavior incidence than were the Average and the Disliked groups. The meaning of the focusing mainly on negative characteristics was discussed, as were implications for modifying status of children, the use of checklists, and of brief time sampling for monitoring behavior change.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<8::AID-PITS2310150103>3.0.CO;2-D

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

年代:1978

数据来源: WILEY

摘要:

AbstractSchool curricula are changing, most notably in the field of special education. One area which is increasingly receiving more emphasis is gifted education. The gifted student, who has too long been overlooked, is now eligible for placement in special education classes designed to further the development of his unique abilities. The role of the school psychologist in identification of the gifted student is discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<16::AID-PITS2310150104>3.0.CO;2-L

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

年代:1978

数据来源: WILEY

摘要:

AbstractThis study investigated the relationship between teacher referral and pupil self‐referral relative to perceived school adjustment of 417 4th grade pupils. Two major questions were focused upon: (a) To what extent do teachers and pupils agree relative to perceived learning and/or adjustment problems within the classroom? and (b) What are the relationships between teacher referral and pupil self‐referral relative tosexof the child andtype of problemindicated? The results suggest that a significant relationship exists between teacher referral and pupil self‐referral (p<,001). Further, a disproportionate number of males in the sample were referred by their teachers as compared to female students (38% to 12%). However, relative to pupil self‐referral, a much higher percentage of females (33%) “referred themselves.” It is suggested that greater consideration should be given by local school districts to including a pupil self‐referral component within their overall screening mechanism for the identification of children in need of special education services. Further, school personnel should consider the possibility that their screening results may reflect teacher bias relative to “pupil sex stereotyping” in that males may be over‐referred and fam

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<22::AID-PITS2310150105>3.0.CO;2-T

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

年代:1978

数据来源: WILEY

摘要:

AbstractProblem‐solving and creativity measures were administered to 127 gifted New York City school children from grades 4–6, in an attempt to relate these cognitive variables to the affective traits of locus of control, self‐esteem, and tolerance of ambiguity. A canonical correlation analysis indicated one significant canonical set (p<.05) in which 46% of the variability in a set of cognitive measures was explained by a set of affective measures. A factor analysis was performed on the creativity and problem‐solving tasks, with two factors emerging: Fluency and Rearrangement. Factor scores were used to analyze sex and grade differences. Sex differences on the cognitive tasks were consistent with those reported in the literature. No sex differences were obtained on the affective tasks. Grade 4 students differed significantly from grade 6 students on the Rearrangement factor only. On the affective tasks, grade 4 students differed from both grade 5 and grade 6 students only on tolerance of ambiguity. Results were discussed in terms of the importance of affective personality traits in the creative and problem‐solvin

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<27::AID-PITS2310150106>3.0.CO;2-B

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

年代:1978

数据来源: WILEY

摘要:

AbstractA sample of 435 junior education majors in a large Southwestern university were given the 16 Personality Factor Questionnaire and the Opinion Scale. Correlations were computed between these two scales, and a profile of personality factors was developed which defined the nature of authoritarianism or dogmatism. A step‐wise multiple regression analysis revealed that an accurate prediction formula for dogmatism could not be developed from the personality factor scores. Implications for teacher education programs include research to determine if treatment programs can be developed to change a student's degree of dogmatism, and the importance of screening procedures which include an assessment of open‐mindedn

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<33::AID-PITS2310150107>3.0.CO;2-J

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

年代:1978

数据来源: WILEY

摘要:

AbstractA comprehensive study was undertaken to investigate the “state of the art” in the training of school psychologists. The data indicate that the rate of growth in the number of programs is increasing, especially at thesixth‐yearlevel. Data are presented on student and faculty demographics and characteristics. While evidence exists for the notion of program proliferation, the impact of such growth cannot be assessed without accurata data regarding present and future market d

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<37::AID-PITS2310150108>3.0.CO;2-4

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

年代:1978

数据来源: WILEY

摘要:

AbstractA review of estimates of the incidence of emotional disturbance/problem behavior in school‐aged children leads to the conclusion that schools should anticipate a need for alternative programming for the 2–3% of their students predicted to have recurrent or persistent problems in adjusting to school situations. In addition, there is a need to assist teachers in dealing with the stresses created by the high incidence of transient problem behavior affecting 25–30% of the total school population. Some programming possibilities are sugg

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<45::AID-PITS2310150109>3.0.CO;2-6

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

年代:1978

数据来源: WILEY

摘要:

AbstractThe current concern for the extension of a free public education to the severely and profoundly retarded has precipitated a general assumption among many persons that the public schools will play a major role in providing educational services for this population. In view of the past failures of programs for the mildly (EMR) and moderately (TMR) retarded in the public schools, the authors advocate a new concept in delivery systems and teacher training that more appropriately reflects the needs of the severely and profoundly retarded.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<52::AID-PITS2310150110>3.0.CO;2-3

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

年代:1978

数据来源: WILEY

摘要:

AbstractSchool psychologists frequently are involved in assessment programs for children entering kindergarten. A comparison is made between screening and assessment related to norm‐based and criterion‐referenced assessment. Normbased testing can be eithercategoricalordeficit‐centered, while the criterion approaches tend to beacademicorcognitive‐developmental.In order to make appropriate decisions, we need to know the problems and outcomes related to each approach. It is also felt that assessment should be related to the underlying issues in developmental psychology and the type of kindergarten experiences provided for th

ISSN:0033-3085    

DOI:10.1002/1520-6807(197801)15:1<56::AID-PITS2310150111>3.0.CO;2-P

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

年代:1978

数据来源: WILEY