Showing papers in "Psychology in the Schools in 1986"
TL;DR: The need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area and as discussed by the authors addressed itself to this need by discussing the process of Peer tutoring from the various psychological, educational, and social perspectives.
Abstract: The need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area. This paper addresses itself to this need by discussing the process of peer tutoring from the various psychological, educational, and social perspectives. The main areas covered in the paper are: definitions of the peer tutoring process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring in terms of a cooperative social system and as a group reward structure. This theoretical discussion provides both the researcher and practitioner with a framework for studying and implementing peer tutoring for enhancing specific academic and social goals.
93 citations
TL;DR: In this article, the authors compared the differences in divergent thinking fluency, flexibility, and originality scores between gifted and non-gifted intermediate school children in terms of standard and explicit instructions.
Abstract: Explicit instructions to “be creative” often are used to estimate the role of task-perception in divergent thinking test performance; however, previous research on this topic has employed only nongifted individuals. The present investigation compared gifted (n = 97), talented (n = 53), and nongifted (n = 90) intermediate school children in terms of divergent thinking fluency, flexibility, and originality scores elicted by standard and explicit instructions. Results indicated that the scores of all groups were significantly different in the two instructional conditions. More importantly, there was a significant interaction between this instructional effect and children's level of ability. The explicit instructions enhanced the originality scores of the talented and nongifted children more than those of the gifted children; and the same instructions inhibited the fluency and flexibility scores of the gifted children more than those of the talented and nongifted children. These results have important implications for testing creativity and for our understanding of giftedness.
79 citations
TL;DR: In this article, cross-age and peer tutoring interventions conducted within special education settings were compared, where learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students.
Abstract: In two experiments, cross-age and peer tutoring interventions conducted within special education settings were compared. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students acted as tutors of younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited academic gains. Only in Experiment 1, however, were attitudinal gains observed. Implications for future research and practice are given.
71 citations
TL;DR: The degree of correlation between teachers' ratings of vocabulary, comprehension, mathematics, and verbal intelligence with scores from the Progressive Achievement Tests (PAT) plus the Peabody Picture Vocabulary Test-Revised (PPVT-R) was assessed with 120 boys and 110 girls aged 8.6 to 10.5 years in three southeastern suburban state schools in Melbourne.
Abstract: The degree of correlation between teachers' ratings of vocabulary, comprehension, mathematics, and verbal intelligence with scores from the Progressive Achievement Tests (PAT) plus the Peabody Picture Vocabulary Test-Revised (PPVT-R) was assessed with 120 boys and 110 girls aged 8.6 to 10.5 years in three southeastern suburban state schools in Melbourne. Teachers' ratings of students' general attitude also were collected. While results indicated that significant correlations did exist between data from the two sets of measures, these accounted for only small amounts of the total variance, suggesting that two almost discrete domains of information were being tapped. The need for reconciliation between these two domains is discussed and the presence of sex bias in teachers' ratings is raised for further study.
58 citations
TL;DR: In this paper, the authors classified children by birthdate and sex, and compared their performances on the Gesell Screening Test, the GSRT, and the Stanford Achievement Test.
Abstract: School readiness has been measured in many ways; chronological age, sex, and developmental age all have been used, with varying success, to predict young children's readiness for school. One hundred and fifty-two children were classified by birthdate and sex, and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. The Gesell measures were sensitive to the different birthdate groups; however, these differences diminished as the children aged. There were no significant differences between birthdate groups on the Stanford Achievement Test. Females scored higher than males on the GSRT at the end of kindergarten, but no interactions between birthdate and sex were found. Implications of the varying ways to determine school readiness are discussed.
46 citations
41 citations
TL;DR: The Conners Teacher Rating Scale was completed as part of a comprehensive psychological evaluation of 138 children who were subsequently placed into one of four special education classrooms in a large metropolitan public school system as mentioned in this paper.
Abstract: The Conners Teacher Rating Scale was completed as part of a comprehensive psychological evaluation of 138 children who were subsequently placed into one of four special education classrooms in a large metropolitan public school system. The questionnaires were subjected to principle components analysis with varimax rotation, and comparisons were made between the newly created factor structure and Conners' (1969, 1973) original factor solution. Finally, comparison of behavioral profiles of the four special education groups was done according to both factor solutions.
36 citations
TL;DR: In this article, the authors investigated the perceived stressfulness of life events by 53 gifted adolescents in a rural southeastern area and found that they rated life events as similar except for items related to achievement, social status, and career aspirations, which they rated as more stressful.
Abstract: The present study investigated the perceived stressfulness of life events by 53 gifted adolescents in a rural southeastern area. In comparison to previous samples, these youths rated life events as similar except for items related to achievement, social status, and career aspirations, which they rated as more stressful. Pressure to perform was rated as stressful, but actually being labeled gifted was rated as a relatively low stressful event.
35 citations
TL;DR: In this paper, eight learning disabled (LD) junior high school students were trained to set realistic goals, develop plans to achieve these goals, monitor and evaluate their own behavior, and accept responsibility for the outcome of goal-directed activities.
Abstract: Eight learning disabled (LD) junior high school students were taught goal-setting and self-regulatory skills in a resource room setting. The training program was designed to help students set realistic goals, develop plans to achieve these goals, monitor and evaluate their own behavior, and accept responsibility for the outcome of goal-directed activities. The goal-implementation strategy was effective in increasing some students' rates of assignment completion in the resource room and the regular classroom. Following the training program, students attributed success to effort; failure was attributed to effort, luck, and task difficulty.
31 citations
23 citations
TL;DR: This article investigated parents' comprehension of psychological reports, employing the same method used by Wiener (1985) in a similar study of teachers, and found that parents preferred reports that organized information by functional domain, described strengths and problems in clear behavioural terms, and described the child's learning style fully.
Abstract: The purpose of this study was to investigate parents' comprehension of psychological reports, employing the same method used by Wiener (1985) in a similar study of teachers. Forty-five parents of handicapped children completed questionnaires and semantic differentials to assess their comprehension of and preference for three formats of psychological reports. As in the earlier study with teachers, it was found that parents comprehended better reports that organize information by functional domain, that describe strengths and problems in clear behavioural terms, that describe the child's learning style fully, and that state specific and elaborate program recommendations. Parents preferred these reports over shorter reports that did not have the above features. They especially liked reports that explicitly respond to the referral questions.
TL;DR: One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed as discussed by the authors, with specific research questions focused on parents' participation level and their role in the IEP process.
Abstract: Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.
TL;DR: In this paper, the authors examined referral information for 269 LD students in grades one through five and classified them according to three major types: (a) academic, (b) behavior, and (c) academic and behavior.
Abstract: Referral information for 269 LD students in grades one through five was examined. Referral reasons were classified according to three major types: (a) academic, (b) behavior, and (c) academic and behavior. These major referral types also were analyzed according to particular concern (e.g., reading deficits, attentional problems, etc.). The results indicated that the majority of students were referred for either academic (42%) or both academic and behavioral (41%) reasons; referrals initiated solely for behavior problems accounted for only 17% of the total. The grade level analysis revealed that academic concerns were less likely to be noted in the first and fifth grades, and that the number of referrals diminished as grade level advanced (51% of the sample was diagnosed by second grade). Referral statements within each major referral type tended to be general, as opposed to specifying particular concerns to be explored in the evaluation. Preservice and in-service training recommendations are given.
TL;DR: This paper conducted a survey of 231 psychologists from a midwestern state and found that rural psychologists appear more satisfied with working environments and job policies than urban colleagues in most regards, while being less satisfied with job stability and quality of professional life.
Abstract: A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions.
TL;DR: In this article, the authors argue that, with increasing numbers of learning disabled students entering postsecondary institutions, there exists an opportunity for school psychology training programs to aid in the servicing of these legally handicapped adults, while, at the same time, providing valuable experience to school psychology students in servicing the adult population.
Abstract: In recent years, increased attention has been devoted to the applicability of school psychological services to the adult population. Despite such attention, few school psychologists currently are being prepared to service adults. This paper argues that, with increasing numbers of learning disabled students entering postsecondary institutions, there exists an opportunity for school psychology training programs to aid in the servicing of these legally handicapped adults, while, at the same time, providing valuable experience to school psychology students in servicing the adult population. Specifically, this paper provides the reader with an overview of services provided to college learning disabled students, discusses the relationship between such services and school psychological services, and identifies numerous and service possibilities that exist for the profession of school psychology.
TL;DR: In this article, the noncompliant behavior of a severely multihandicapped 6-year-old boy was modified through systematic manipulations of an instructional antecedent.
Abstract: The noncompliant behavior of a severely multihandicapped 6-year-old boy was modified through systematic manipulations of an instructional antecedent. Responding to teacher requests within 5 seconds was measured under three conditions: decreased rate of commands, increased rate of commands, and unconditional rate of commands, coupled with contingent consequation. A multielement design was employed to evaluate differential effectiveness. Increasing the density of instructional commands and reinforcing discrete compliant responses was found to be the most effective treatment package for controlling behavior. Commands issued at a frequent and consistent pace reduced inapproriate responding to zero, suggesting the viable potential of this antecedent as a variable in programming for noncompliant children.
TL;DR: The validity of the Kaufman Assessment Battery for Children (K-ABC) was investigated with a sample of preschool-age children as mentioned in this paper, and the validity of K-ABC was examined using the Slosson Intelligence Test (SIT) and the Classroom Behavior Inventory-Preschool Form (CBI) as criterion measures.
Abstract: The validity of the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983) was investigated with a sample of preschool-age children. The sample consisted of 50 subjects aged 21/2 through 4 who were distributed roughly equally by age, sex, and race according to the 1980 census. The validity of the K-ABC was examined using the Slosson Intelligence Test (SIT) (Slosson, 1982) and the Classroom Behavior Inventory-Preschool Form (CBI) (Schaefer & Edgerton, 1978) as criterion measures. The SIT and CBI-Preschool Form Verbal Intelligence Scale were found to correlate significantly (p<.01) with the global scales of the K-ABC. The K-ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity studies (Kaufman & Kaufman, 1983) and two-factor theories of intelligence (e.g., Das, Kirby, & Jarman, 1975).
TL;DR: A sample of 63 gifted elementary school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development.
Abstract: A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools.
TL;DR: In this article, the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.
Abstract: Increasingly, professional psychologists are extending their services from school-age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area.
TL;DR: In this article, the extent of curriculum bias was analyzed using seven standardized and criterion-referenced reading achievement tests, relative to five widely used commercial reading programs at the third-grade level.
Abstract: The extent of curriculum bias was analyzed using seven standardized and criterionreferenced reading achievement tests. This bias was examined relative to five widely used commercial reading programs at the third-grade level. Results from the analysis indicated that the degree of bias varied widely depending on the specific test and program used for reading instruction. The practical and ethical implications of this bias effect are described in relation to the placement of children into reading programs and identification of students as exceptional.
TL;DR: Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9-5 (SD = 1-10) as mentioned in this paper.
Abstract: Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed.
TL;DR: In this article, the Kaufman Assessment Battery for Children (K-ABC) was used with severely hearing impaired children at a public residential school for the deaf and significant correlations were found between K-ABC and Wechsler Intelligence Scale for Children-Revised (WISC-R).
Abstract: The purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K-ABC)–Nonverbal Scale with severely hearing impaired children. The K-ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K-ABC scores. Also, neither group scored significantly different from the K-ABC norms. Both groups scored significantly lower than K-ABC norms on the Spatial Memory subtest. Significant correlations were found between the K-ABC and Wechsler Intelligence Scale for Children-Revised (WISC-R). A significant correlation also was found between K-ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K-ABC than they did on the WISC-R Performance Scale. The study provides support for the appropriateness of the K-ABC for use with deaf children.
TL;DR: In this paper, Beery's Developmental Test of Visual-Motor Integration was individually administered to 193 school-age children and four factors were obtained, indicating that the test does not measure a unitary dimension of perceptualmotor development, but rather four distinct levels or stages for the age range of children investigated.
Abstract: Beery's Developmental Test of Visual-Motor Integration was individually administered to 193 school-age children. Test protocols were factor analyzed by a principal component solution. Four factors were obtained, indicating that the test does not measure a unitary dimension of perceptual-motor development, but rather four distinct levels or stages for the age range of children investigated. The structural features of the designs that make up the test were used to define the factors. It is argued that a more useful interpretation of performance on this test would be one that designates visualmotor processing in terms of levels, not age equivalents.
TL;DR: In this article, the degree of comparability between the WISC-R and WAIS-R over time was assessed for two samples of referred adolescents of borderline intelligence intially administered a WISCR and retested on the WAIS -R after three years.
Abstract: The degree of comparability between the WISC-R and WAIS-R over time was assessed for two samples of referred adolescents of borderline intelligence intially administered a WISC-R and retested on the WAIS-R after three years. Results indicated that the WAIS-R significantly overestimated the WISC-R IQs by 3 to 5 points. Differences were most marked at the lower ability levels; as IQs aproached average, scores were increasingly comparable.