Showing papers in "Journal of School Psychology in 1977"

TL;DR: The authors found that attractive children received significantly higher report cards and, to some degree, higher achievement test scores than their unattractive peers, and the relationship between rated attractiveness and two measures of school performance was investigated.

TL;DR: One hundred and forty elementary school teachers completed a questionnaire on school referrals which asked them to rate the likelihood of referral of a child in five behavioral anecdotes as mentioned in this paper, indicating that teachers would be more likely to refer boys than girls with identical problems.

TL;DR: This paper conducted a survey with school psychologists in the state of Ohio and found that the priority level assigned by superintendents to particular tasks seemed contingent upon whether there was clear reference to children referred for evaluation or to the prevention of children's problems.

TL;DR: School-based and other mental health consultants are confronted with consultees who must adjust to the process of consultation by learning the parameters of the interaction by being aware of what it is that the consultee must learn.

TL;DR: The effects of the Program for Academic Survival Skills (PASS), a group behavior management program, on behavioral observation data and standardized achievement test measures were investigated by as discussed by the authors, who found that PASS produced significant gains in survival skills during its operation and one week following program termination in both reading and mathematics periods across grades 1-3.

TL;DR: A survey was conducted in spring of 1975 to elicit factual information concerning organizational characteristics and training emphases of the school psychology training programs in the United States and Canada as mentioned in this paper, which indicated a rapid growth of graduate education programs in school psychology in the past 10 years.

TL;DR: In this paper, the authors suggest that single subject research paradigms offer a promising supplement and, in some cases, an alternative to traditional large N between group strategies in school-based research, and argue that school psychology training programs must train graduate students in N=1 research and encourage this form of research methodology in practice.

TL;DR: In this paper, the authors investigated the association between need for achievement (n Ach) and academic performance, and found that high n Ach, low n Aff students earn higher grades than high n Afh, high n aff students.

TL;DR: In this article, an 11-year-old boy with a six-year history of elective mutism in school was successfully treated with operant reinforcement and contingency management techniques.

TL;DR: The amount of time devoted to seven professional activities by 15 school psychologists during a six-week period was compared with the perceived involvement in these activities of teachers who varied in psychologist contact (high vs. low).

TL;DR: The authors argued that this view point is fallacious because it is oversimplified and educationally irrelevant, and that instruction is rarely affected by knowledge of original etiology, and therefore elaborate pluralistic assessment procedures designed to unravel cause are not helpful.

TL;DR: The authors discussed two issues relating to assessment of preschool children: (1) whether assessments of children of this age should be attempted, and (2) the issue of what is a good assessment.

TL;DR: In this article, the expansion of the school psychologist's traditional diagnostic role is explored, and some guidelines from research and theory which will assist school psychologist to maximize the effect of consultative efforts are presented.

TL;DR: In this paper, the authors describe some of the key issues concerning four major factors of competency-based training: validity, reliability, logistics, and ethics, and three recommendations made to the Division 16 Education and Training Committee are presented.

TL;DR: The frequency of consistent, mixed, and inconsistent lateral preference patterns in 648 elementary school age children were examined in this paper, and no differences in IQ, reading, arithmetic, or spelling achievement scores among the three groups of children, at any age or for either sex.

TL;DR: This paper described an assessment procedure based on measures of actual learning, where first grade children (n = 120) learned five sight vocabulary words under feedback only, and were then assigned to one of five conditions where they learned five additional words either under feedback, praise, candy, praise and candy, or reproof.

TL;DR: In this article, a seven-year-old male was modified through implementing a program characterized by maximum parental involvement, restructing of natural consequences, and the use of a make-up period.

TL;DR: In this article, an educational strategy in which students counsel and help facilitate the growth and development of other students, was implemented in an urban high school, where counselors were assigned between five and 10 students for counseling for approximately nine weeks.

TL;DR: In this article, goal-setting conferences were employed to improve LOC orientation for academic achievement situations among junior high school students, and significant differences were observed between the goal setting conference group, the conference only group, and the control group on three measures of LOC orientation pertaining to academic situations: IAR+ and IAR- scores from the Intellectual Achievement Responsibility Questionnaire, plus the IA subscale of LOCITAD.

TL;DR: The Downing Program for Parent Training in Family Relationship and management Skills was introduced to the parents of students attending an alternative education school at the secondary level as discussed by the authors, with 58 parents completing all phases of the program.

TL;DR: In this paper, a review of the literature identifies major trends in the field of assessment in early childhood education and concludes that with increased emphasis on assessment of young children, there is an increased need to develop teachers' skills in both selection and interpretation of appropriate formal and informal assessment techniques.

TL;DR: In this paper, the role and responsibilities of a program evaluator, the programs of measurement, and the staff fear of evaluation are discussed, and a model for program evaluation is described with an illustrative example.

TL;DR: The Teacher-Pupil Interaction Scale (TPSI) as mentioned in this paper was developed for use by educational consultants to provide teachers with systematic data for analyzing and improving the learning of pupils.