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Terry A. Stinnett Kay S. Bull Danel A. Koonce Jennifer O. Aldridge 《Psychology in the schools》1999,36(1):51-59
Across the United States, children with behavioral and emotional problems receive one of a variety of labels if they are determined eligible for special education services. Labels like SED, EBD, and BD can result in lowered or negative expectations that others have for these children. This study investigated the effects of label, child's gender and race, child's educational placement, and availability of definitional information on prognostic judgments for children with behavior problems. Three‐hundred‐sixty‐three undergraduate students enrolled in teacher education courses read a vignette and completed a prognostic outlook questionnaire. The questionnaire items asked for judgments about the likelihood of further behavioral disruption, the likelihood of developing and maintaining adequate interpersonal relationships, and requested an estimate of overall adjustment of the child. The vignette described an elementary school child with behavior problems and its content was held constant. Gender (boy vs. girl), race (African American vs. Caucasian), educational placement (receiving special education services full‐time through inclusion vs. self‐contained), diagnostic label (BD vs. EBD vs. SED) and definition of the disorders (present vs. absent) were varied. There was a label × race × placement interaction and a label × definition interaction for the behavioral disruptiveness dependent measure. Under the inclusion condition White children who had the SED or EBD label were rated to be significantly more likely to be disruptive than children with the BD label. For the 2‐way interaction when no definitional information was given children who had the SED label were rated more likely to be disruptive than children who had either the EBD or BD labels. There was also a significant gender × race × definition interaction on the overall adjustment measure. However, post hoc contrasts were not significant and no conclusions were drawn other than that the effect was minimal. There was a significant main effect of gender on the interpersonal relationships variable. Girls were judged as significantly more likely to develop appropriate interpersonal relationships with others than were boys. No other significant effects were noted. © 1999 John Wiley & Sons, Inc. 相似文献
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Nunzia B. Giuse Sheila V. Kusnoor Taneya Y. Koonce Christopher R. Ryland Rachel R. Walden Helen M. Naylor Annette M. Williams Rebecca N. Jerome 《Journal of the Medical Library Association》2013,101(4):261-267
Objective:
This paper offers insight into the processes that have shaped the Eskind Biomedical Library''s (EBL''s) strategic direction and its alignment to the institution''s transformative vision.Setting:
The academic biomedical library has a notable track record for developing and pioneering roles for information professionals focused on a sophisticated level of information provision that draws from and fuels practice evolutions.Strategy:
The medical center''s overall transformative vision informs the creation of a fully aligned library strategic plan designed to effectively contribute to the execution of key organizational goals. Annual goals reflect organizational priorities and contain quantifiable and measurable deliverables. Two strategic themes, facilitating genetic literacy and preserving community history, are described in detail to illustrate the concept of goal setting.Conclusion:
The strategic planning model reflects EBL''s adaptation to the ever-changing needs of its organization. The paper provides a characterization of a workable model that can be replicated by other institutions. 相似文献6.
Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function 
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下载免费PDF全文 Michael J. Sulik Clancy Blair Roger Mills‐Koonce Daniel Berry Mark Greenberg The Family Life Project Investigators 《Child development》2015,86(5):1588-1603
Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self‐regulation, which in turn reduces children's externalizing behavior. 相似文献
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Danel A. Koonce Michael K. Cruce Jennifer O. Aldridge Courtney A. Langford Amy K. Sporer Terry A. Stinnett 《Psychology in the schools》2004,41(2):221-234
Two hundred fifty‐nine preservice teachers at a medium‐sized university in the Southwest participated in the current study. The participants were randomly assigned to a labeled condition, Attention Deficit Hyperactivity Disorder, or nonlabeled condition, and were presented a vignette in one of three forms: a written case study, a video clip, or a written case study with a video clip. The vignette described an elementary school aged child displaying disruptive behavior, while the video portrayed a similar aged child exhibiting disruptive behavior in the classroom. Following the presentation of the vignette, participants made judgments about the child's social skills and attentional skills by completing an examiner‐made rating scale. There was a significant main effect for the label condition on judgments of attention; participants in the labeled condition made significantly more negative judgment than did those in the nonlabeled condition. There were also significant main effects for the participants' high school location and vignette treatment. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 221–234, 2004. 相似文献
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The trend in the curriculum design of programs for young children with developmental disabilities has been toward an approach
which emphasizes everyday skills taught in regular routine activities. With the enactment of Public Law 99-457, the Individuals
with Disabilities Act (IDEA), states were mandated to provide services for three-to five-year-old preschoolers with developmental
disabilities. 相似文献
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