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1.
The extent to which information provided within the context of regular coursework affects acceptability ratings by prospective teachers of four common behavioral interventions (DRI, home-based reinforcement, ignoring, and time-out) was investigated. General learning principles as well as information about the specific interventions were covered in an educational psychology class (experimental group, n = 34), while control subjects (n = 39) did not receive these lectures. Prelecture acceptability ratings showed no differences between experimental subjects and controls, while postlecture ratings indicated significant increases in acceptability of all interventions except DRI for the experimental group. No increases were evidenced for control subjects. Implications for trainers and consultants are discussed.  相似文献   

2.
Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills.  相似文献   

3.
The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%.  相似文献   

4.
Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed.  相似文献   

5.
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6.
Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.  相似文献   

7.
Fifty-two graduate and advanced undergraduate students rated 23 of the domains of the Adaptive Behavior Scale (ABS) with respect to most appropriate method of measurement and to factors underlying their respective choices. For the items in Part One, most respondents indicated that the time necessary to obtain an adequate behavioral sample was the most important consideration for deciding whether naturalistic observation or interview was most appropriate. The relative severity of behavior was considered to be the most important factor for determining the method of measurement for the items in Part Two. In addition, most respondents indicated a slight preference for naturalistic observation compared to interview for Part One and Part Two of the ABS. The present findings further reflect the need for restructuring the ABS considering both the relative severity of the behavior and the ease in routinely observing each item.  相似文献   

8.
Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day care to 1st grade. Teacher ratings and peer nominations for prosocial and antisocial behavior were obtained for 248 children belonging to 2 cohorts: school transitioning (n = 118) and day care remaining (n = 130). Data were gathered again from all children 1 year later, following the older group's entry into school. Teacher ratings of prosocial and antisocial behavior significantly predicted teacher ratings of the same behavior at Time 2 for both cohorts. Peer reports of antisocial behavior also showed significant stability, whereas stability of peer-reported prosocial behavior varied as a function of behavior type. Practice or Policy: The results contribute to understanding of trends in early childhood social behavior that potentially influence long-term developmental trajectories. Identification of some behaviors as more stable in early childhood than others, regardless of school entry, provides useful information for both the type and timing of early interventions.  相似文献   

9.
Research Findings: At present, few resources are available to researchers, teachers, and practitioners who wish to quickly and reliably assess children's self-regulation within the classroom context, and particularly within settings serving low-income and ethnic minority children. This paper explores the psychometric properties of a teacher-report composite of 2 clinical measures of self-regulation—the Barratt Impulsiveness Scale (version 11; BIS-11) and the Behavior Rating Inventory of Executive Function (BRIEF)—in a sample of low-income African American and Hispanic children. Results of factor analyses revealed a 2-factor solution for the composite measure formed from the BIS-11 and the BRIEF that corresponded to the latent domains of cognitive and behavioral self-regulation. The composite scale was found to have high internal consistency, reliability, and concurrent validity compared to a previously validated measure of teacher-rated inattention and hyperactivity-impulsivity. In addition, results of multigroup comparisons provide evidence for measurement invariance of the composite measure across race, poverty risk status, and gender. Practice or Policy: The results support the usefulness of a teacher-rated combined version of the BIS-11 and the BRIEF for the assessment of low-income, ethnic minority children's cognitive and behavioral self-regulation. This study also helps to inform the theoretical relationship between the cognitive and behavioral subdomains of child self-regulation.  相似文献   

10.
Feldman (1977), reviewing research about the reliability of student evaluations, reported that while class average responses were quite reliable (.80s and .90s), single rater reliabilities were typically low (.20s). However, studies he reviewed determined single rater reliability with internal consistency measures which assumed that differences among students in the same class (within-class variance) were completely random—an assumption which Feldman seriously questioned. In the present study, this assumption was tested by collecting evaluations from the same students at the end of each class and again one year after graduation. Single rater reliability based upon an internal consistency approach (agreement among different students in the same class) was similar to that reported by Feldman. However, single rater reliability based upon a stability approach (agreement between end-of-term and follow-up ratings by the same student) was much higher (medianr=.59). These results indicate that individual student evaluations were remarkably stable over time and more reliable than previously assumed. Most important, there was systematic information in individual student ratings—beyond that implied by the class average response—that internal consistency approaches have ignored or assumed to be nonexistent.  相似文献   

11.
Pupils’ appraisals of their own ability have been found to be important in their school progress. This paper examines the accuracy and stability of academic self assessments from 7 to 16 years, and the effect of two factors on developments over time: domain/school subject (mathematics or reading/English) and social comparison group (general to children of the same age or specific to own class). Results come from a major longitudinal study of pupils in London schools. An overall lowering in self assessments from 7 to 16 years was accompanied from 11 years by greater accuracy. But systematic differences were found between domains; overall ability ratings were higher in reading/English, and there was more stability in ratings from 11 to 16 years. There was a marked drop in self assessments from the general to the own class social comparison group. But again there were domain differences: there was a greater drop at 11 and 16 years in reading/English.

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12.
The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample. This scale was developed to assess the child's perception on cognitive, physical and social domains. Thirty-two children, aged 4 to 9 years, were tested twice. The results indicate good test/retest reliability and good internal consistency. The results on the intercorrelations between the four sub-scales supported internal validity of the pictorial scale. It is concluded that the pictorial scale for young children with cerebral palsy is a reliable and valid instrument for determining the perception of children with cerebral palsy, and application in clinical and class settings is discussed.  相似文献   

13.
The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

14.
Generics (“Dogs bark”) convey important information about categories and facilitate children's learning. Two studies with parents and their 2‐ or 4‐year‐old children (N = 104 dyads) examined whether individual differences in generic language use are as follows: (a) stable over time, contexts, and domains, and (b) linked to conceptual factors. For both children and parents, individual differences in rate of generic production were stable across time, contexts, and domains, and parents' generic usage significantly correlated with that of their own children. Furthermore, parents' essentialist beliefs correlated with their own and their children's rates of generic frequency. These results indicate that generic language use exhibits substantial stability and may reflect individual differences in speakers' conceptual attitudes toward categories.  相似文献   

15.
Recent research has pointed to the role of learning-related social skills in academic achievement and school success [Cooper & Farran, 1988; McClelland, Morrison, & Holmes, 2000]. Learning-related social skills tap the domains of independence, responsibility, self-regulation, and cooperation. The present study examined the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later. Confirmatory factor analysis (CFA) using structural equation modeling (SEM) revealed that a construct labeled “learning-related social skills” emerged in ratings of preschool children and showed moderate variability. Further, ratings of children’s early learning-related social skills were relatively stable over a 1-year period. Discussion focused on the emergence of learning-related social skills during the preschool period and possible role of these skills for early school success.  相似文献   

16.
Two groups of scorers were used to investigate the effects of in-service training in scoring and the reliability of scorers with the AAMD Adaptive Behavior Scale, Public School Version, Part One. A mean scorer reliability of .55 was found. There was a significant difference between the coefficients of agreement computed for the two groups. This established the efficacy of in-service training in scoring. Additionally, most frequent scoring errors were delineated.  相似文献   

17.
Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented.  相似文献   

18.
Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.  相似文献   

19.
ABSTRACT

This is Part Two of a two‐part article, the first part having been published in The Vocational Aspect of Education, 44, pp. 211–231. Part One discussed the literature concerning small business management and its implications for the development of an instrument for identifying the training and development needs of small business managers. Part Two explains the assumptions underlying the instrument we have created before describing the instrument and its use in interviews and small group situations. The instrument is considered to be valid, but to require further validation trials and development.  相似文献   

20.
This paper reports an investigation into the method described by Hertzig et al. (1968), for measuring the response style of pre‐school children performing cognitive tasks (the Stanford‐Binet Intelligence Test Form L). The inter‐observer reliability of the major variables proposed as parameters of ‘cognitive style’ is examined, as well as their stability over time, and their association with level of test performance.

It was not found possible to record behaviour in adequate detail using the original method of a handwritten protocol so a modified procedure was adopted in which observers classified responses directly by their type and recorded them in code. Using this method, reliability was found to be high. Moreover, over a period of four to six weeks there was substantial consistency in the style of behaviour shown by these children when dealing with test demands.

Since there were ethnic differences in the small sample of children studied (N=32), it was also of interest to discover whether children of immigrant and English‐born parents would show differences in behaviour comparable to the differences between Puerto Rican and middle‐class American children reported by Hertzig et al. Some behavioural differences were found, but these appeared to be wholly a function of differing test performance.

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