School psychology trainers' identification of current stressors in the work lives of urban practitioners. A comparison study     

Eileen Kaplan  Jerry Wishner 《Psychology in the schools》1999,36(1):61-68

The focus of this study is to investigate school psychology trainers' identification of current stressors in the work lives of practitioners. Surveys rating 40 stressors on a Likert‐type scale were completed by 161 school psychology graduate faculty, members of the School Psychology Educators Council of New York State. Survey results were compared to the job‐related stressors identified by New York City Psychologists using an almost identical questionnaire. While there appears to be general agreement between faculty trainers and practitioners on the identification and relative ranking of work‐related stress, the faculty trainers consider those events to be more stressful than do the practitioners. Faculty's recognition of the environmental forces that negatively impact upon the experience of school psychologists should provide impetus for the development of graduate programs that address stress prevention and/or coping strategies. © 1999 John Wiley & Sons, Inc.  相似文献   

30-second interval performance on the coding subtest of the WISC-III: Further evidence of WISC folklore?     

Ron Dumont  Laurie P. Farr  John O. Willis  Peter Whelley 《Psychology in the schools》1998,35(2):111-118

Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device     

Joseph H. Evans  Louise Ferre  Laurie A. Ford  Judith L. Green 《Psychology in the schools》1995,32(3):210-219

Psychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off-task behavior in an 11-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on-task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response-cost consequence of loss of points. The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off-task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngsters with ADHD.  相似文献   

Ethics and HRD: A new approach to leading responsible organizations     

Tim Hatcher  Laurie Hoover 《Performance Improvement》2003,42(7):44-46

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Graphics for learning: Proven guidelines for planning,designing, and evaluating visuals in training materials     

Ruth Colvin Clark  Chopeta Lyons  Laurie Hoover 《Performance Improvement》2004,43(10):45-47

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