Showing papers in "Journal of School Psychology in 1976"

TL;DR: In this paper, the authors describe an investigation of consultant services rendered by school psychologists to teachers and analyze their success in achieving stated problem-solving goals using predictor variables measuring consultant efficiency, interviewing skills, and flexibility in applying psychological principles.

TL;DR: A review of the current school psychology literature reveals that the term consultation is increasingly used to describe a variety of intervention goals and processes as discussed by the authors, and the history of the consultation role in school psychology and the background and assumptions of three currently popular consultation models are discussed.

TL;DR: Kindergarten children were given opportunities to report to their class during sharing time the cooperative or friendly behaviors of their peers which had occurred during the day as mentioned in this paper, and children whose cooperative behavior was reported by a peer received a happy face badge as a reward.

TL;DR: In this article, an experimental group of 13 teachers who were taught behavior modification by means of an inservice workshop was compared with a no-treatment control group, and the experimental group scored higher on a paper-and-pencil test of behavior modification.

TL;DR: In this paper, the authors studied the factor structure of the Behavior Problem Checklist using children from a middle to upper-middle-class suburban school system, determined the extent to which factors generated from children in regular classrooms approximated those generated from special education, and examined the effects of class placement, sex, and the interactions of these variables on the average rating children receive on the generated factors.

TL;DR: In this paper, the authors describe emergent, needed roles for school psychologists, such as systematic screening of primary graders and parent interviewing to further early detection; consultation with teachers and other school personnel; and recruitment, training, and supervision of nonprofessional help-agents.

TL;DR: This paper found that children who had (terminators) or had not (nonterminators), successfully participated in a school-based project for the early detection and treatment of school maladaption were compared on teacher ratings of adjustment with a control sample having no prior program contact.

TL;DR: In this paper, general features of school phobia and specific clinical and familial traits and characteristics are discussed, along with theoretical explanations, types of schoolphobia, suggested methods of treatment, and their efficacy.

TL;DR: In this article, the interaction between teachers and individual students in 30 classrooms were observed and immediately following these observations teachers were asked to estimate the frequency of occurrence of various types of interactions.

TL;DR: In this paper, a non-categorical reconceptualization and two operational non-Categorical school programs for special education for children with disabilities are discussed, and three examples of the new orientation are discussed.

TL;DR: In this article, two dimensions of cognitive impulsivity, accuracy and latency, were assessed in fourth graders by the Matching Familiar Figures Test (MFF) and were related to teacher's ratings of adjustment and peers' sociometric preferences.

TL;DR: In this article, the authors discuss the increasing tendency of legal rules to shape school psychologist's conduct and suggest that the legalization of the school psychologist world may afford an opportunity to reshape, in more "non-formal" and collegial ways, relationships with other school professions, students, and parents.

TL;DR: In this article, the effect of relevant information on the decision to place pupils in special education services was investigated, and the results showed no significant relationship either between the psychologist's recommendation and the committee's decisions or between the presence of social histories and the decision.

TL;DR: A survey on school psychology services programs in the period 1966-1974 is presented in this paper, where rates of growth and rankings are given by state, as well as projected goals for responding states.

TL;DR: This paper examined four social development programs in elementary education and found that none of them have a clearly articulated developmental rationale, focuses heavily on a concern for others, has ongoing programmatic research, and has a rationale for its implementation strategy.

TL;DR: This article investigated perceptions of conduct and personality indicators of elementary school age children as perceived characteristics of emotional disturbance using a Q-sort, and found that teachers, school counselors, school psychologists, clinical psychologists, and psychiatrists demonstrated a significant preference for the personality indicators as characterizing emotional disturbance.

TL;DR: This paper investigated the degree of accuracy of five groups of judges (elementary school administrators, elementary school secretaries, primary school teachers, seventh grade students, and trained personnel in figure drawing interpretation) in inferring pathology in human figure drawings.

TL;DR: In this paper, the significance of scaled score differences between subtests on the WISC-R was investigated and the differences which statistically significant at the.05 and.01 level were presented.

TL;DR: This paper investigated the level of agreement among graduate students and school psychologists in scoring drawings for the 10 designs on the WPPSI Geometric Design subtest and found that significant scoring disagreement occurred within each group.

TL;DR: In this article, the authors examined the subtleties of the process of forming expectancies in terms of both the actual information that reaches teachers and the means that is used to convey that information.

TL;DR: In this article, four brief, interpersonal coping courses were conducted in a junior high school setting for early adolescent students who volunteered for the experience, and the intervention had significant impact on students' patterns of interaction: interactions were fewer, but longer; conventional interactions decreased, while speculative ones increased; and personal and relationship content increased.

TL;DR: In this paper, an approach to direct intervention with a pupil in a classroom is described based on consideration of the environmental role in determining behavior, and examples of the intervention approach and cautions in its use are presented.

TL;DR: The Child Resource Team has been in existence since January of 1973 as discussed by the authors and provides intensive therapy to school-aged children and their families in Jefferson County, Colorado, using a multidisciplinary unit.