A QUALITATIVE STUDY OF FACILITATORS AND BARRIERS RELATED TO COMPREHENSIVE AND INTEGRATED SCHOOL PSYCHOLOGICAL SERVICES     

Jose M. Castillo  Jennifer R. Wolgemuth  Chris Barclay  Amira Mattison  Sim Yin Tan  Sujay Sabnis  Amber Brundage  Leslie Marshall 《Psychology in the schools》2016,53(6):641-658

Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.  相似文献   

Mental attention in gifted and nongifted children     

Jose I. Navarro  Pedro Ramiro  Jose M. Lopez  Manuel Aguilar  Manuel Acosta  Juan Montero 《European Journal of Psychology of Education - EJPE》2006,21(4):401-411

The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted (n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants. An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted underperformed.  相似文献   

Two studies of low income parents' involvement in schooling     

Bonnie Klimes-Dougan  Jose A. Lopez  Perry Nelson  Howard S. Adelman 《The Urban Review》1992,24(3):185-202

An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research.  相似文献   

Psychologic implications of the maltreated-child syndrome     

Antonio Martinez-Roig  Francisco Domingo-Salvany  Jose Llorens-Terol  Jose M. Ibañez-Cacho 《Child abuse & neglect》1983,7(3):261-263

A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering.  相似文献   

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations     

Jose M. Castillo  Clark Dorman  Brian Gaunt  Beth Hardcastle  Kelly Justice  Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献   

OBSERVATIONS ABOUT HOW WE LEARN ABOUT METHODOLOGY AND STATISTICS     

Paul E. Jose 《Monographs of the Society for Research in Child Development》2017,82(2):140-151

  相似文献   

A PI controller configuration for robust control of a class of nonlinear systems     

Jose Alvarez-RamirezGuillermo Fernandez  Rodolfo Suarez 《Journal of The Franklin Institute》2002,339(1):29-41

The PI control configuration for stabilization and signal tracking of nonlinear systems is investigated. Semiglobal asymptotic stability and semiglobal practical signal tracking of the controlled system are proven using results from the theory of nonlinear singularly perturbed systems.  相似文献   

Encounters of the Traditional Kind: Reflections on the In‐Service Teacher Training of Traditional Filipino Arts     

Cynthia B. Loza  Allan B. De Guzman  Regalado T. Jose 《The International Journal of Art & Design Education》2010,29(1):61-71

This article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist‐teachers as participants in an in‐service teacher training programme that aimed to prepare the teachers for the trial integration of traditional Filipino arts in art and design courses. Taking the view of the participants, journals written by the artist‐teachers were sourced for their reflections about their encounter with traditional Filipino artists during field visits. This phase of the study takes the form of action research as it involves the participants in gathering data that could inform the methods and content of the learning of traditional Filipino arts in the schools of art and design. The findings reveal that artist‐teachers acknowledge the traditional artist as a valuable source of traditional knowledge and expertise. They also recognise their own essential role in the transmission of learning between the traditional artists and the students. The prerequisites of the course take the artist‐teachers beyond teaching in the classroom and extend their tasks to research.  相似文献   

Hierarchical linear dynamical systems for unsupervised musical note recognition     

Goktug T. Cinar  Pedro M.N. Sequeira  Jose C. Principe 《Journal of The Franklin Institute》2018,355(4):1638-1662

In this paper we develop a new framework for time series segmentation based on a Hierarchical Linear Dynamical System (HLDS), and test its performance on monophonic and polyphonic musical note recognition. The center piece of our approach is the inclusion of constraints in the filter topology, instead of on the cost function as normally done in machine learning. Just by slowing down the dynamics of the top layer of an augmented (multilayer) state model, which is still compatible with the recursive update equation proposed originally by Kalman, the system learns directly from data all the musical notes, without labels, effectively creating a time series clustering algorithm that does not require segmentation. We analyze the HLDS properties and show that it provides better classification accuracy compared to current state-of-the-art approaches.  相似文献   

Relationship between exchange block time in swim starts and final performance in relay races in international championships     

Jose M. Saavedra  Antonio García-Hermoso  Yolanda Escalante  Ana M. Dominguez  Raul Arellano  Fernando Navarro 《Journal of sports sciences》2013,31(19):1783-1789

Abstract

The purpose of this study was to investigate the association between relay exchange block time and final performance in 4 × 100-m and 4 × 200-m freestyle and 4 × 100-m medley relays as a function of sex (men and women) and classification (medallists and non-medallists) in international competitions. Nineteen international competitions covering a 13-year period (2000–2012) were analysed retrospectively. The data corresponded to a total of 827 team relay histories (407 men, 420 women). Kruskal–Wallis and Mann–Whitney tests were performed to determine any differences by sex, classification, and event. Similarly, the relationship between the exchange block times and final performance was examined by means of a Pearson correlation analysis. In the three events, the men’s exchange block times were shorter than those of the women (η² = 0.049–0.109; P < 0.001). The exchange block time was especially relevant for the women’s relay medallists in the 4 × 100-m freestyle (r = 0.306, P = 0.021) and 4 × 100-m medley (r = 0.385, P = 0.011), while for men the relationship was clearer for the non-medallists. These results suggest that the exchange block time should be considered as one of the performance parameters of swimming relay starts, and thus should be included explicitly as part of training. In particular, the coach could design training targeted at standardising an optimal exchange block time equal to or less than that expected for other teams in the competition.  相似文献