Showing papers in "Canadian Journal of School Psychology in 1994"
TL;DR: This paper examined the contributions of self-concept and intelligence to the prediction of academic achievement among grade 4, 6, and 8 students, and found that intelligence accounted for the most variance in achievement, and academic selfconcept added a small amount above intelligence.
Abstract: This study examined the contributions of self-concept and intelligence to the prediction of academic achievement among grade 4, 6, and 8 students. One unidimensional and one multidimensional measure of self-concept were employed to investigate which self-concept model would better predict educational achievement. Zero-order correlations between general self-concept and achievement were found; however, small but significant positive associations between academic self-concept and achievement were obtained. Regression analyses suggested that intelligence accounted for the most variance in achievement, and academic self-concept added a small amount above intelligence. Correlations between both global and academic self-concept and achievement were similar across grade levels.
35 citations
TL;DR: In this paper, the authors outline social factors that will coutribute to the evolving role of school psychology in Canada and future directions are then proposed, following cansultation at the 1992 BCASP/CASP conference in Vancouver and an attempt to generate further investigation and discussion on this topic.
Abstract: The authors outline social factors that will coutribute to the evolving role of school psychology in Canada. Future directions are then proposed. This article follows cansultation at the 1992 BCASP/CASP conference in Vancouver and is an attempt to generate further investigation and discussion on this topic.
21 citations
TL;DR: In this paper, the authors used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves.
Abstract: The present study was motivated by the Interagency Committee on Learning Disabilities (ICLD) recommendation that learning disabilities include social skills as a deficit area and by the fact few researchers have directly assessed specific social skills of students classified as learning disabled. This study used a national representative sample of students from the standardization data of the Social Skills Rating System (SSRS) to investigate social skills of students with learning disabilities compared with nonlearning disabled students as rated by teachers, parents, and the students themselves. This investigation also examined the relationships among social skills, problem behaviors, and academic competence of these students. The results indicated there were significant differences in the frequencies of social skills exhibited by LD and nonLD students. Consistent differences between the two groups of students were noted across parents' and teachers' ratings. Although students' ratings did not differentia...
18 citations
TL;DR: In this paper, the relationship between family disruption and suicidal behavior is integrated into a stress and coping conceptual framework, and the number of suicides, unsuccessful attempts, and suicide attempts is investigated.
Abstract: Research examining the relationship between family disruption and suicidal behavior is integrated into a stress and coping conceptual framework. The number of suicides, unsuccessful attempts, and s...
10 citations
TL;DR: In this article, a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducators is presented. But the focus of this study was not on the effectiveness of the recommendations.
Abstract: This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducat...
9 citations
TL;DR: In this paper, a reconceptualization of intelligence in terms of four major cognitive processes, Planning, Arousal-Attention, Simultaneous, and Successive (PASS), is discussed.
Abstract: The article establishes that a paradigm shift has occurred in assessment of intellectual abilities that may change the practice of IQ testing in school psychology. It discusses a reconceptualization of intelligence in terms of four major cognitive processes, Planning, Arousal-Attention, Simultaneous, and Successive (PASS), which have their base in neuropsychology and cognitive psychology. This PASS model is utilized for understanding reading. Specific reading disability is then considered for remediation. A remedial program, PREP (PASS remedial program), is described. Its success in improving both deficient word-reading and its underlying cognitive processes are examined. The advantage of first obtaining a cognitive profile of children who experience reading difficulty and subsequently proceeding with a rationally derived remediation program is discussed.
9 citations
TL;DR: Moskal et al. as mentioned in this paper conducted a study to test the prevalence of sexual abuse myths among potential educators, a true/false sexual abuse questionnaire consisting of 60 myths was completed by 191 students in their first or second year at the University of Alberta in Edmonton.
Abstract: In an effort to test the prevalence of sexual abuse myths among potential educators, a true/false sexual abuse questionnaire consisting of 60 myths was completed by 191 students in their first or second year of the Bachelor of Education program at the University of Alberta in Edmonton. Only five out of the 60 myths (8%) were consistently recognized as false statements by all the students. Furthermore, only 12 students (6%) recognized all the statements were gross overgeneralizations. Those items to which 10 or more per cent of the students responded as true are discussed and some possible reasons for the tenacity of these particular myths are explored. Moskal advocates that student and practicing teachers, administrators, and their school boards are in need of inservice training both on how to recognize the subtle signs of sexual abuse in children and adolescents and to receive the encouragement they need to report it to the proper authorities. Perhaps most importantly, educators cannot even begin to either recognize or report sexual abuse if their own stereotypical myths and biases shroud their perceptions of reality.
7 citations
TL;DR: In this article, an overview of the current issues impacting service delivery to preschoolers and their families, such as assessment, intervention, and training, are presented, and several role functions pertinent to the emerging profession of preschool psychology are presented.
Abstract: The traditional roles of school psychologists have included the tasks of assessment, consultation, intervention, and program planning and evaluation. These roles have focused primarily on service delivery to school-aged children and youth. With the new focus on early intervention, school psychologists must expand their roles to include service delivery to infants, toddlers, and preschoolers in order to effectively identify and treat the special needs of these young children and their families. This article offers an overview of the current issues impacting service delivery to preschoolers and their families, such as assessment, intervention, and training. Finally, several role functions pertinent to the emerging profession of preschool psychology are presented.
7 citations
TL;DR: This article conducted a comprehensive evaluation of a peer helping program in a high school setting and found that although students have confidence in one another for helping, few students said they would seek help with a problem from a peer counselor.
Abstract: The purpose of this study was to conduct a comprehensive evaluation of a peer helping program in a high school setting. Opinions were obtained from students, staff, peer support members, their parents, and their “clients.” A large sample was obtained for the general student survey (204 students, or 73% of the student population). The results validated the basic assumptions on which peer helping programs are founded, namely, that students most often seek out other students for help with problems and that students are thought to be capable of providing help for their peers. The results indicate that although students have confidence in one another for helping, few students said they would seek help with a problem from a peer counselor. It is thought that existing peer counseling programs are perhaps too small to adequately represent all peer groups within the school and that attempts should be made to expand membership in the program in order to reach more students. It was also indicated that students have ...
7 citations
TL;DR: In this article, the theoretical model underlying a research program designed to validate process measures for writing assessment is described. And the implications of the findings for the model and for the assessment of writing disabilities by school psychologists are discussed.
Abstract: Process assessment, which is directed toward identifying why a child's writing achievement is discrepant from IQ, is contrasted with product assessment, which is directed toward measuring the amount of discrepancy between writing achievement and IQ. Whereas process assessment is theory based, product assessment is not. The theoretical model underlying a research program designed to validate process measures for writing assessment is described. An overview of the findings of that research, in which 300 primary grade, 300 intermediate grade, and 288 junior high students participated, is provided. The implications of the findings for the model and for the assessment of writing disabilities by school psychologists are discussed.
6 citations
TL;DR: In this article, the three co-authors of this article are all involved in professional service to a Native community comprising four bands (Samson, Ermineskin, Bull, and Samson) and their combined experience of over 30 years working in teaching, assessing, counseling and consulting to Native people is the backdrop to the advice offered in this article.
Abstract: Cross-cultural teaching, testing and counseling are complex tasks regardless of which cultural groups are crossed. Every interaction is bound by intrasocial and extrasocial variables, notwithstanding the uniqueness in the individual. It is unlikely that teachers, counselors, psychologists, social workers, or any other professional can avoid working with individuals from various cultural societies. The three co-authors of this article are all involved in professional service to a Native community comprising four bands (Samson, Ermineskin, Bull, Montana). Their combined experience of over 30 years working in teaching, assessing, counseling, and consulting to Native people is the backdrop to the advice offered in this
TL;DR: In this article, a review of selected studies and their own study in Edmonton of early school leavers suggested that preventive measures that are most effective must consider four factors: (a) community-school relationships, (b) restructuring of the school program, (c) changing the school climate, and (d) changes in procedures for evaluating student performance.
Abstract: Keeping students in school is a major concern today for educators, parents, and politicians. It is not a new problem. Although much has been written about why students drop out, few preventive measures have been successful. A review of selected studies and our own study in Edmonton of early school leavers suggested that preventive measures that are most effective must consider four factors: (a) community-school relationships, (b) restructuring of the school program, (c) changing the school climate, and (d) changes in procedures for evaluating student performance. Specific interventions relevant to the four-factor model are presented and discussed.
TL;DR: In this article, the authors identified 24 children with learning disabilities (LD) having a lower Verbal-Higher Performance (LV-HP) WISC-R IQ profile and 33 children with slower learning (SL).
Abstract: IQ-achievement discrepancy criteria identified 24 children with learning disabilities (LD) having a lower Verbal-higher Performance (LV-HP) WISC-R IQ profile and 33 children with slower learning (SL). The majority of children were white males of lower to middle-class background and ranged in age from 77 to 159 months. Except for predetermined Performance scale group differences, children with LD were not found to be otherwise distinguished by differences on WISC-R subtest scores, subtest scatter, or variation among Kaufman and Bannatyne category scores. Only one of the WISC-R profile differences that was an advantage for the children with LD satisfied test criteria for clinical significance. None of the differences predicted their reading, spelling, or aritlunetic achievement. Results suggest that children who are differentially identified as LV-HP LD or SL based on IQ achievement discrepancy criteria may not be distinguishable on any other aspects of their WISC-R profile that are related to their basic a...
TL;DR: In this article, the authors present some things to say that have concerned me for several months, and they hope that their comments will concern you as well, and that we can all get upset together and have an opportunity to listen to a different perspective on school psychology's future.
Abstract: I have some things to say that have concerned me for several months. I hope that my comments will concern you as well. Perhaps you will agree with me and be upset about the things I see as upsetting; or perhaps you will disagree with me and be upset that I have discussed what upsets me. At least we can all get upset together and have an opportunity to listen to a different perspective on school psychology’s future; one that I believe is not being widely discussed. Several versions exist of the folk tale about &dquo;Chicken Little.&dquo; In each version a
TL;DR: It is concluded that the evidence supporting the external validity of Attention Deficit Disorder without Hyperactivity as a distinct clinical entity is lacking, although psychophysiological research is emerging as a promising area of research in this regard.
Abstract: The research evidence for the external validity of Attention Deficit Disorder without Hyperactivity as separate from Attention Deficit Disorder with Hyperactivity is examined. The history of the association between these two diagnoses is summarized, as is the clinical significance of examining this issue. Research on the behavioral characteristics, family history, psychiatric comorbidity, test performance, treatment response, physiological and neuroanatomical correlates of these two groups is reviewed. It is concluded that the evidence supporting the external validity of Attention Deficit Disorder without Hyperactivity as a distinct clinical entity is lacking, although psychophysiological research is emerging as a promising area of research in this regard.
TL;DR: The authors conducted an observation study in French immersion elementary programs and found that French was the predominant language used for asking, telling, and discipline/acting out communications, while English was used for social communications and both languages were used for discussing communications.
Abstract: This observation study in French immersion elementary programs was carried out in six class rooms over an eight-week period. An observation grid was developed for use in order to determine the predominant language and the type of communication strategies used by teachers and students. The results indicated that: (a) communication in French was maximized in the whole-class classroom grouping; (b) the greatest variely of communication in both French and English occurred in student-to-student interactions; (c) the greatest number of student-initiated interactions occurred in the small-group classroom grouping; (d) student-initinted interactions predominated in discussing, social, and discipline/acting out communications; (e) French was the predominant language used for asking, telling, and discipline/acting out communications, while English was the predominant language used for social communications and both languages were used for discussing communications; (f) French was the predominant language in all sub...