Showing papers in "Journal of School Psychology in 1987"

TL;DR: The Behavior Intervention Rating Scale (BIRS) as discussed by the authors was designed to differentiate between the constructs of treatment effectiveness and treatment acceptability and investigate their relationship, and a multivariate analysis of teachers' ratings revealed two significant findings: a main effect for intervention, and an interaction between problem severity and effectiveness information.

TL;DR: In this article, the authors analyzed data from the standardization sample of the 1981 Wechsler Adult Intelligence Scale-Revised (WAIS-R) to determine the relationships of WAISR IQs to the demographic variables upon which the sample was stratified.

TL;DR: In this article, the authors investigated several measures of adaptive behavior, social skills, and peer acceptance, and found that the method of measurement was clearly the most important factor in the assessment of social competence.

TL;DR: For instance, this article investigated the acceptability of three types of group contingencies (dependent, independent, and interdependent) that entail a consequence of positive reinforcement for appropriate behavior.

TL;DR: This article used confirmatory factor analysis and 556 school-age children from the overlap of the standardization sample of the Vineland Adaptive Behavior Scale and the Kaufman Assessment Battery for Children to test three models of the relation between adaptive behavior and intelligence: as identical underlying constructs, as completely unrelated constructs or as separate but related constructs.

TL;DR: The Children's Depression Index (CDI) was administered to a group of 304 regular school students in Grades 3-12 as discussed by the authors, and it was found that 21% of the students reported mild to moderate levels and 7% reported severe levels of depression.

TL;DR: In this article, a sample of 250 mainstreamed school-age children from four different groups that were behavior-disordered, learning-disabled mildly mentally retarded/educationally handicapped, and non-handicapped was used to examine (a) rater, ratee, and sex biases in teacher ratings of social skills by teachers, (b) concurrent validity and reliability, and (c) factor congruence with a previous investigation of non handicapped children.

TL;DR: This article investigated the factor structure of WISC-R and K-ABC for a group of normal children who were tested on both instruments in counterbalanced fashion and found that there is a clear-cut correspondence between the two factors.

TL;DR: In this article, a series of studies exploring perceived control at school, comparisons were made of students attending regular and special education programs, and significant positive relationships were found between perceived control and most of the indices of attitude, affect, and behavior for the regular education sample; these relationships were considerably weaker for the special education samples.

TL;DR: This paper investigated the differential impact of various cooperative learning methods and the interaction of student characteristics with learning methods, and found that substantial differences exist in the effects of different cooperative learning techniques; what are presumed to be minor variations in the techniques may have major impact.

TL;DR: In this article, the authors focused on the concurrent validity of the Stanford-Binet Intelligence Scale, 4th ed. (SB IV) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in a homogeneous, nonexceptional sample of 32 early elementary school children.

TL;DR: School psychologists serving a national, systematic sample of public elementary and secondary schools were surveyed regarding recent referrals, finding that poor academic performance was of primary concern in 52% of referrals and social/emotional problems in 31%.

TL;DR: In this paper, a comparison between regression and standard score difference methods for determining IQ-achievement discrepancies has been made, and the results show that the standard score-difference method produces disproportionate racial representation, whereas the regression method produces proportionate racial representation in LD classes.

TL;DR: One hundred and sixty elementary school teachers rated the helpfulness of various types of information on test-based and observation-based reports as mentioned in this paper and found that interpretive material was consistently rated as more helpful than factual or descriptive information in all content areas.

TL;DR: In this article, the power of five measures to differentiate between children with Attention Deficit Disorder (ADD), children with Specific Learning Disabilities (SLD), and normal children was investigated.

TL;DR: In this paper, the developmental indicators for the assessment of learning (DIAL) was examined with regard to its effectiveness in predicting school success as determined by the subjects' first-grade performance on the California Achievement Test (CAT).

TL;DR: Prevention of school-related problems and improvement in the functioning of non-referred populations were the areas identified as most in need of research by both authors and practitioners.

TL;DR: In this paper, a study of 21 local education agencies (LEAs) that had LEP handicapped children mainstreamed in bilingual education classrooms was conducted, where the assessment instruments used were not normed on LEP populations and only a third of the LEAs incorporated multicultural pluralistic approaches in their assessment procedures.

TL;DR: In this paper, 139 black urban sixth-grade children were tested with the Child Depression Inventory and the results indicated that level of depression was significantly higher in black urban 6th grade children.

TL;DR: In this paper, a survey of practicing school psychological personnel regarding crisis intervention was conducted and the issues addressed were (a) previous training and interest in learning more about crisis intervention; (b) numbers and types of potential crisis situations being encountered; and (c) perceived adequacy of training in crisis intervention.

TL;DR: In this paper, school psychological services in 26 countries are summarized and three major problems inhibiting the growth and development of school psychology are discussed along with possible solutions to these and other questions.

TL;DR: In this article, depression and achievement attributions were examined in attention deficit-disordered (ADD) and normal schoolchildren and correlations reveal that the normal children's achievement attribution became more internal with age, whereas the ADD children became more external for negative events.

TL;DR: The authors examined the performance of Latino learning-disabled children of limited English proficiency on the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R).

TL;DR: The nature of school psychology programs and practices in Ghana are described, beginning with the historical development of these practices during the period 1529-1971 as discussed by the authors, based on the author's clinical experiences and research as well as a review of relevant literature, serves as the basis for a comparative analysis of past and contemporary school psychology practices.

TL;DR: In this paper, the general characteristics of education and the preparation and research of psychologists in the former Soviet Union are described. And current practices and emerging trends relating to the establishment of school-based psychological services as well as future developments that may lead to the enhancement of the profession of school psychology in the Soviet Union.

TL;DR: The relationship among two psychometric measures of nonverbal cognitive ability (1) the Wechsler Intelligence Scale for Children-Revised (WISC-R) Performance IQ and (2) the Reasoning Cluster score and two subtests, Analysis-Synthesis and Concept Formation, from the Woodcock-Johnson Psychoeducational Battery-Tests of Cognitive Ability (WJPB-TCA)- and a neuropsychological test of abstract reasoning and concept formation (Halstead Category Test) were examined for a population of 25 children referred for psychoeducational evaluation as

TL;DR: In this article, a sociometric rating procedure was used to classify 32 third-grade and 32 first-grade boys as peer-rejected and found that a significant portion of the rejected sample at each grade were rated as highly aggressive (t score≥65).

TL;DR: In this paper, the influence of emotional states on learning is shown to be very significant indeed when analyses are based on change scores rather than single-occasion measures (which include trait contamination variance).