摘要:

AbstractThis study examined the relationship between extra‐year programs and later school achievement. Ninety‐five children were identified as being either retained in kindergarten, placed in a transition classroom, recommended for an extra‐year program but went into first grade, or as being in a control group of children who went from kindergarten to first grade without reservation. Results indicated that children retained in kindergarten performed significantly lower on a standardized achievement test than did children in the other three groups. Despite an extra year of schooling, children placed in transition classrooms did not differ significantly in their performance from children who were recommended for an extra year but went onto first grade and children in the control

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<5::AID-PITS2310310102>3.0.CO;2-6

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

年代:1994

数据来源: WILEY

摘要:

AbstractThe assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n= 20) and mildly mentally retarded (n= 20) with a group of nonreferred students (n= 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<13::AID-PITS2310310103>3.0.CO;2-E

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

年代:1994

数据来源: WILEY

摘要:

AbstractThis study examined the relationship between the Matrix Analogies Test‐Short Form (MAT‐SF) and the Stanford‐Binet Intelligence Scale: Fourth Edition and academic achievement as measured by the Kaufman Test of Educational Achievement‐Brief Form (KTEA‐BF). The subjects were 71 referred students who were attending a large urban school district. The results supported the concurrent and criterion‐related validity of the MAT‐SF. This brief nonverbal intelligence test correlated significantly with the Stanford‐Binet Areas and Test Composite (r= .73) and with the Math, Reading, and Spelling scores of the Brief Form of the KTEA (rs= .44, .44, and .38

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<20::AID-PITS2310310104>3.0.CO;2-J

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

年代:1994

数据来源: WILEY

摘要:

AbstractCourt cases, Office of Civil Rights enforcement activities, and Department of Education policy statements have signaled new interpretations of Section 504 of the Rehabilitation Act of 1973. A summary of those portions of Section 504 most pertinent to school psychological practice is provided. Special attention is given to the similarities and differences between 504 and the Individuals with Disabilities Education Act regarding school responsibilities to students with special needs. Implications of 504 for school psychological practice are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<26::AID-PITS2310310105>3.0.CO;2-Z

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

年代:1994

数据来源: WILEY

摘要:

AbstractTo determine whether student characteristics might influence the misclassification of pupils with respect to LD status, the racial, gender, intellectual, achievement, and grade‐level status of 344 subjects who had been referred for LD diagnosis was examined. In one fourth of the cases, students were declared either eligible without a severe discrepancy or ineligible with a severe discrepancy regardless of method used (standard score vs. regressed standard score) or cutoff value employed (15‐point vs. 22‐point discrepancy). Being White, older, and of higher intelligence and achievement were characteristics of those found ineligible despite a severe discrepancy. Being female and less academically able were characteristics of those declared eligible without a severe discrepancy. Implications are pres

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<40::AID-PITS2310310106>3.0.CO;2-B

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

年代:1994

数据来源: WILEY

摘要:

AbstractThere has been growing research and clinical interest in children who meet the criteria for Posttraumatic Stress Disorder (PTSD). A rise in family violence, violence within schools, and a variety of other stressors are suspected of leading to the characteristic PTSD symptoms of reexperiencing the trauma, psychological numbing, and increased states of arousal. Despite our increasing awareness of childhood PTSD there is some confusion over the nature and causes of this disorder. This paper examines the characteristics of childhood PTSD and its causes.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<49::AID-PITS2310310107>3.0.CO;2-I

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

年代:1994

数据来源: WILEY

摘要:

AbstractAlthough shown to be effective, group contingency procedures have been assessed for their acceptability by individuals responsible for implementation in only one empirical study to date (Elliott, Turco,&Gresham, 1987). The present investigation assessed teachers' acceptance of the Good Behavior Game (GBG), an interdependent type of group contingency, in two analogue studies. The GBG was found to be as acceptable as individually based procedures (positive reinforcement and response cost). Neither age of target children, severity of behavior problem, nor the stated rationale for the procedure affected teachers' ratings of acceptability. A positive relationship was found between acceptability and usage for positive reinforcement and the GBG, and between acceptability and effectiveness for all procedures. The results of the present investigations are compared to those of other studies of intervention acceptability.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<57::AID-PITS2310310108>3.0.CO;2-K

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

年代:1994

数据来源: WILEY

摘要:

AbstractThe hypothesis that proportionately more boys than girls experience reading failure was tested on a sample of 708 children using both test‐identified and teacher‐identified criteria. Test‐identified reading failure was defined by low scores on standardized reading achievement tests given at the end of first and third grade. For Severely Reading Disabled (total reading score at the 10th percentile or lower), the ratio of boys to girls was 1.4:1 at first grade and 1.3:1 at third. At both grades equal proportions of boys and girls were represented in the Reading Disabled category (total reading score between the 11th and 30th percentile). Teacher‐identified reading failure criteria consisted of enrollment in LD and Chapter One (remedial reading) programs at first and third grades. Teacher‐identified ratios of boys to girls in LD were 2:1 at both first and third grade, exceeding the test‐identified ratios, while identification for Chapter One services did not show a gender

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<66::AID-PITS2310310109>3.0.CO;2-J

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

年代:1994

数据来源: WILEY

摘要:

AbstractCollege students (N= 446) and faculty (N= 97) completed a survey examining views of cheating. Agreement was noted on most situations. When differences were noted, students tended to be stricter than faculty in their evaluations and were more likely than faculty to label a situation as cheating. Opinions and views of cheating were influenced more by behavior, whether “premeditated” or “opportunistic,” than by in

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<72::AID-PITS2310310110>3.0.CO;2-J

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

年代:1994

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199401)31:1<83::AID-PITS2310310113>3.0.CO;2-6

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

年代:1994

数据来源: WILEY