A validational study of the structured interview of symptoms associated with sexual abuse (SASA) using three samples of sexually abused, allegedly abused, and nonabused boys     

Robert Wells  John McCann  Joyce Adams  Joan Voris  Barbara Dahl 《Child abuse & neglect》1997,21(12):1159-1167

Objective: With the rapid rise of sexual abuse allegations, there is a growing need to develop instruments to help clinicians determine the likelihood that sexual abuse has occurred.Method: This study evaluated the discriminant validity of a structured parent interview regarding emotional, behavioral, and physical symptoms by comparing results among three subsamples of age matched boys: 22 sexually abused boys whose perpetrator confessed, 47 boys evaluated in a sexual abuse clinic but without a history of perpetrator confession and 52 nonabused boys selected after rigorous screening.Results: In comparison with the nonabused (NA) boys, the sexually abused boys were significantly more likely to demonstrate sudden emotional and behavioral changes, frequent stomachaches, more knowledge about sex and sexual activities than expected for age, unusual agressiveness toward playmate or toy's private parts, crying easily, difficulty getting to sleep, and a change to poor school performance. The internal reliability of the SASA was determined to be .83 and scoring of an abbreviated 12-item scale demonstrated a sensitivity of 90.9% and a specificity of 88.5%.Conclusions: The findings suggest that Structured Interview of Symptoms Associated with Sexual Abuse (SASA) is an effective tool which may help in the comprehensive assessment of boys who may have been sexually abused.  相似文献   

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems     

Teresa Smith  Billy L. Smith  Joan B. Eichler  Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.  相似文献   

What Teachers and Headteachers Think about Inspection     

Joan Dean 《Cambridge Journal of Education》1995,25(1):45-52

This is a study of 14 inspections of primary and secondary schools carried out by local inspectors in five widely separated areas during 1992 and 1993. The inspection approaches varied and in two cases followed the new OFSTED pattern. Reactions to inspection were gathered through interviews with headteachers and discussions with groups of teachers. Teachers’ reactions are described in relation to: the preparation for inspection; the inspectors as individuals; the inspection process; reporting and follow‐up. It is suggested that some of the concerns associated with these issues will be met by the new OFSTED arrangements. However, OFSTED practice may be less satisfactory in meeting other concerns such as the provision of adequate teacher feedback and the organisation of follow‐up advice and support  相似文献   

Early Relationship Quality From Home to School: A Longitudinal Study     

Joan I. Vondra  Daniel S. Shaw  Laure Swearingen  Meredith Cohen  Elizabeth B. Owens 《Early education and development》1999,10(2):163-190

The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

Young Children, Questions and Nonfiction Books     

Joan Scanlon McMath  Margaret A. King  William Earl Smith 《Early Childhood Education Journal》1998,26(1):19-27

This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided.  相似文献   

Technology in the elementary school: Blind variation and selective retention     

Dr Joan Solomon 《Research in Science Education》1998,28(1):153-167

Teaching technology without reference to the human need which calls for it, not only gives students the wrong idea about the nature of technology, it also hides the importance of the testing of artifacts for operation in the relevant environment. The research reported in this paper began with the trialing of stories designed to show the social need which triggered new invention, in the appropriate period of history, through the eyes of contemporary children of our pupils' age. The pupils were asked to design their working models through drawings, to construct them, and then to test and evaluate them. The model used to understand the interplay between the ideas in the minds of pupils, and the selection process which decided on their worthiness, is one drawn from evolutionary epistemology. Data shows that some elementary school children do recognise the mental nature of the design activity as the combination of parts of remembered mechanisms, and the grounds for selection as fitness for the job in the chosen environment. This approach goes some way towards distinguishing aspects of technological education from scientific education, including the high value accorded to creativity and personal invention in technology.  相似文献   

Harder Than I Thought: A Qualitative Study of the Implementation of a Total Quality Management Approach in Business Education     

Granger Macy  Joan Neal  Karen K. Waner 《Innovative Higher Education》1998,23(1):27-46

After a brief discussion of the role of Total Quality Management (TQM) in higher education, this article analyzes factors impacting its adoption in the Management Department at Central Missouri State University (Central). In examining the program at Central a brief history of the program is presented along with the results of a qualitative analysis of interviews of the faculty engaged in the program. This information provides useful insights to the development of TQM processes in education. Several key factors are identified including outcomes, the educational process, and student assessment.  相似文献   

Chapter VI. Stability and Change in Infant Attachment in a Low-Income Sample     

Joan I. Vondra  Katherine Dowdell Hommerding  & Daniel S. Shaw 《Monographs of the Society for Research in Child Development》1999,64(3):119-144

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Encouraging Professional Reflection in Early Education     

Joan Menmuir  Donald Christie 《International Journal of Early Years Education》1999,7(1):61-75

This article examines the use of the Repertory Grid technique derived from personal construct theory as a tool to aid the reflection of teachers and other professional working in Early Education. The main focus of the article is a study of the constructs used to describe children, elicited at the start and again at the end of a module ‘Children's Development and Learning’, which formed part of a continuing professional development postgraduate award in Early Education. Completed grids provided a focus for reflective written commentary and informal group discussion by practitioners. Additional information was obtained by interviews with practitioners after the module had been completed. The approach was evaluated by quantitative and qualitative analysis of the participants' grids using the Rep Grid 2 package and by evaluation of the end of module interviews. The potential of the personal construct approach for supporting professional reflection in general and its particular application in Early Education is then explored.  相似文献   

Performance improvement interventions: Enhancing people,processes, and organizations through performance technology     

Darlene M. Van Tiem  James L. Moseley  Joan Conway Dessinger  Coley O'Brien 《Performance Improvement》2002,41(1):45-49

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