Cognition and aging: A Practical analysis     

J. J. Johnson 《Performance Improvement》1994,33(1):33-35

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Social skills interventions across school settings: Case study reviews of students with mild disabilities     

Gregory K. Torrey  Stanley F. Vasa  John W. Maag  Jack J. Kramer 《Psychology in the schools》1992,29(3):248-255

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.  相似文献   

Can ability-achievement regression to the mean account for MDT discretionary decisions?     

Michael J. Furlong  Marcy G. Feldman 《Psychology in the schools》1992,29(3):205-212

The test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups: ineligible (originally met discrepancy criterion, but not placed), resource class (originally did not meet discrepancy criterion, but placed in a less restrictive pull-out program), and special day class (originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full-time special education class). All of these placements were inconsistent with the nonregressed ability-achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC-R and one or more of the following achievement tests: WRAT, PIAT, and W-J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy are discussed.  相似文献   

Multimethod behavioral treatment of long-term selective mutism     

T. Steuart Watson  Jack J. Kramer 《Psychology in the schools》1992,29(4):359-366

This single-subject, experimental research design examined the efficacy of treating severe, long-term selective mutism in a 9-year-old male using shaping, multiple re-inforcers, natural consequences, stimulus fading, and mild aversives. Different treatment regimens were implemented in the home and school environments. A multiple baseline design across settings with changing criterion was used to evaluate the home intervention, and an A-B-A design was used for the school intervention. The home intervention resulted in an increase in the number of verbalizations in each setting and prompted generalization to additional settings. The school intervention increased the number of people spoken to, but the results were not maintained at follow-up nor did they generalize outside of the training situation. Possible explanations for the discrepancy in maintenance and generalization data between the two programs are presented.  相似文献   

Intervention with the selectively mute child     

Michelle D. Porjes 《Psychology in the schools》1992,29(4):367-376

The term selectively mute describes children who actively choose to speak to a few people in selected environments. It is most commonly used to describe nonverbal behavior in the school setting. In this paper, the literature from both the psychoanalytic and learning theory approaches is first reviewed and then the intervention strategies used with two selectively mute children are presented in terms of the underlying principles upon which the interventions were based. Implications for the school psychologist are discussed.  相似文献   

The Effect of Functional Flow Diagrams on Apprentice Aircraft Mechanics' Technical System Understanding     

Scott D. Johnson  Richard E. Satchwell 《Performance Improvement Quarterly》1993,6(4):73-91

Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided.  相似文献   

Identifying Expectations for Service Quality in Training and Education Through Process Needs Assessment     

Michael F. Cassidy  Barry J. Schimmel  Kathleen&#x;Ann C. Brady 《Performance Improvement Quarterly》1993,6(2):3-16

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Promoting teacher behaviors that promote student learning     

Greg Clark  Roy Steele  Richard P. Niemiec  Herbert J. Walberg 《Performance Improvement》1992,31(4):22-24

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A skills matrix and its implications     

Steven D. Tripp 《Performance Improvement》1992,31(6):28-31

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Schoolchildren's Reactions to an Interactive Science Center     

CATHERINE J. TUCKEY 《Curator: The Museum Journal》1992,35(1):28-38

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