Learner controlled instruction     

Frank T. Wydra 《Performance Improvement》1978,17(10):4-10

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Follow-up of high-risk children identified in kindergarten through direct classroom observation     

Steven R. Forness  Donald Guthrie  Robert J. Hall 《Psychology in the schools》1976,13(1):45-49

Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed.  相似文献   

Coleman,J. S. (Chairman) Youth: Transition to Adulthood. Chicago: University of Chicago Press, 1974, 193 pp. $1.95 (paper)     

Gilbert R. Gredler 《Psychology in the schools》1976,13(1):114-116

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Human Biology and the New Exhibition Scheme in the British Museum (Natural History)     

R. S. Miles  A. F. Tout 《Curator: The Museum Journal》1978,21(1):36-50

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Stability of pupil behavior in short-term classroom observations     

Steven R. Forness  Donald Guthrie 《Psychology in the schools》1977,14(1):116-120

In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed.  相似文献   

WISC and WISC-R correlates of academic achievement     

Lawrence C. Hartlage  Carol T. Steele 《Psychology in the schools》1977,14(1):15-18

WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales may be grossly equivalent as global predictors of school achievement, the individual subtests from the two scales may not correlate equivalently with specific external criteria such as school grades.  相似文献   

Eventual school placement of kindergartners observed as high risk in the classroom     

Steven R. Forness  Robert J. Hall  Donald Guthrie 《Psychology in the schools》1977,14(3):315-317

To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures.  相似文献   

The relationship of the WISC-R and WRAT: A study based upon a selected population     

F. Gene Schwarting  Kathleen R. Schwarting 《Psychology in the schools》1977,14(4):431-433

So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement.  相似文献   

Willis,J., & Giles,D. (Eds.). Great experiments in behavior modification. Indianapolis: Hackett Publishing Co., 1976, 288 pp., $4.45 (paperback)     

Gilbert R. Gredler 《Psychology in the schools》1977,14(4):519-520

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A management program for elective mutism     

Robert T. Nash  Harold W. Thorpe  Marlene Merrill Andrews  Kristi Davis 《Psychology in the schools》1979,16(2):246-253

Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. The length of the training period was two weeks for the first child, twelve days for the second, and six weeks for the third. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings.  相似文献