IQ = 69 = mildly retarded?: Factors influencing multidisciplinary team recommendations on children with FSIQs between 63 and 75     

Michael J. Furlong  Lynette Ledrew 《Psychology in the schools》1985,22(1):5-9

Discriminant analysis was used to examine factors that influenced the educational diagnoses of a sample of 80 referred students in grades 1 to 6. All students had WISCR Full Scale IQs between 63 and 75, which includes the range of scores that is ±2 SEm around the cutoff value of 69 used by the student's school district to define the upper limit of the mildly retarded classification. The results indicate that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ.  相似文献   

Parents as cotherapists in think aloud     

Jan N. Hughes 《Psychology in the schools》1985,22(4):436-443

Results of two case studies in which parents served as cotherapists in a social cognitive problem-solving program are presented. Larry, nine years old, was referred due to distractibility, immaturity, and impulsivity. Robert, eight years old, was referred for aggressive behaviors. Training occurred once a week for 50 minutes for 17 weeks for Larry and for 15 weeks for Robert. Parents were included in training in an effort to promote generalization and transfer of training outcomes. The parents' role included cognitive modeling, reinforcing, providing problem situations from the prior week, and extending training through generalization tasks at home. The following dependent measures were obtained in a pre-post design: Conners Teacher and Parent Rating Scales, Sociometric measures, WISC-R Mazes and Block Design, tests of consequential and means-end thinking, and observations of task-relevant and irrelevant self-verbalizations during Mazes and Block Design: Treatment effects were found for both boys on the parent and teacher versions of the Conners questionnaire. Larry improved in task relevant self-verbalizations, Mazes performance, and consequential and means-end thinking, but he did not improve on the sociometric measures. Robert improved on the sociometric measures, but not on task-relevant self-verbalizations, Mazes, Block Design, or consequential or means-end thinking. While these results are encouraging, limitations of the study limit generalizability of findings. Studies of the long-term benefits of training are needed to determine the cost effectiveness of incorporating parents as cotherapists in social cognitive problem-solving therapy.  相似文献   

Bloomington NSPI invites you for some serious fun and games     

Michael Molenda 《Performance Improvement》1985,24(5):C10-C10

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Improving performance appraisals. Confronting subjective factors that influence ratings     

Michael J. Kruger 《Performance Improvement》1985,24(10):2-4

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Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity     

Michael J. Furlong  Jay B. Fortman 《Psychology in the schools》1984,21(3):289-293

A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.  相似文献   

Factor analysis of the metropolitan readiness test on first-grade children     

Ernest O. Watkins  Michael J. Wiebe 《Psychology in the schools》1984,21(4):429-432

The factor composition of the Metropolitan Readiness Test was investigated, using 1st-grade subjects in a suburban school district. In this analysis, a total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas (auditory, visual, or quantitative abilities) or a distinct prereading measure were identified for this sample.  相似文献   

Park visitors' understandings,values and beliefs related to their experience at Midway Geyser Basin,Yellowstone National Park,USA     

Michael Brody  Warren Tomkiewicz 《International Journal of Science Education》2013,35(11):1119-1141

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Collaborative Caring: Stories and Reflections on Teamwork in Health Care     

Michael Heyd 《Journal of the Medical Library Association》2016,104(1):85-86

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School Violence and Disruption in Perspective     

Michael D. Wiatrowski 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):220-225

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Persistence to Graduation among At‐Risk Criminal Justice and Criminology Students: Experiences in Intervening with a Sophomore Cohort∗     

Gregory B. Morrison  Michael P. Brown 《Journal of Criminal Justice Education》2013,24(2):358-376

A Seminar targeting academically at‐risk sophomores was developed and introduced in 2002 to address weak connectedness to the university and poor academic abilities. We measured changes in approaches taken to college studies by those at‐risk sophomores who enrolled in the course, as well as employed a longitudinal, quasi‐experimental design to track this experimental group (n = 29) and the remainder of the at‐risk cohort as a comparison group (n = 36). Our preliminary findings suggest that the Seminar has had a variety of positive outcomes, the most impressive impact being that the experimental group had dramatically better retention and graduation rates than the comparison group.  相似文献