Auto-Graph: considering the utility of student behaviour self-monitoring for inclusive schools     

Stephen K. Jull 《Journal of Research in Special Educational Needs》2006,6(1):17-30

This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD).  相似文献   

The literature of educational psychology and the literature used by writers in educational psychology     

F. W. Lancaster  K. Konopasek  Tina Owens 《Contemporary educational psychology》1985,10(4):314-328

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.  相似文献   

Conditions underlying parents' knowledge about children's daily lives in middle childhood: between- and within-family comparisons     

Crouter AC  Helms-Erikson H  Updegraff K  McHale SM 《Child development》1999,70(1):246-259

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The Development of Gender Stereotype Components   总被引：2，自引：0，他引：2  

Carol Lynn Martin  Carolyn H. Wood  Jane K. Little 《Child development》1990,61(6):1891-1904

Developmental research has been limited by a narrow concept of stereotypes. A more complex model is presented, and developmental changes in gender stereotypes were investigated using the new model. In 2 studies, children were told about several sex-unspecified children, each described as having 1 masculine or 1 feminine characteristic. The children then predicted the likelihood of each story child having other masculine and feminine characteristics. In Study 1, 56 children (4–6 years) were told about target children who liked either a masculine or feminine toy, and then children predicted the targets' interests in other toys. In Study 2, 76 older children (6, 8, 10 years) were told about target children with a masculine or feminine characteristic from 1 of 4 categories (appearance, personality, occupations, toys), and then they predicted the likelihood of targets having other masculine and feminine characteristics from the same and from different categories as the cue. 2 developmental trends emerged: ( a ) children appear first to learn associations among characteristics relevant to their own sex and, later, to learn them for the other sex, and ( b ) older children's stereotypic judgments are more extreme than those of younger children. The implications of these results for the development of stereotypes, assessing gender knowledge, and understanding social judgments are discussed.  相似文献   

The determinants of progress to the doctoral degree     

Lisa Gillingham  Dr. Joseph J. Seneca  Michael K. Taussig 《Research in higher education》1991,32(4):449-468

The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it.  相似文献   

Rhymes and phonemes in the common unit task: replications and implications for beginning reading     

Philip H. K. Seymour  Lynne G. Duncan  Fiona M. Bolik 《Journal of Research in Reading》1999,22(2):113-130

Theorists and practitioners in the field of reading development are currently debating the importance of rhymes and phonemes in beginning reading. In a recent study, Duncan, Seymour and Hill (1997) provided evidence that explicit or meta- awareness of sound is closely linked to reading strategy. Meta-awareness was measured by asking beginning readers to identify the ‘common unit’ shared by two spoken words. Results showed that meta-awareness of phonemes emerged prior to meta-awareness of rhyme, and that reading strategy followed a similar small-to-large progression. This study reports on a replication of the ‘common unit’ task which includes modifications to the original procedure (randomisation of conditions, increased practice, removal of positional references from instructions). The results confirm the pattern observed in the original study. Beginning readers learning by a mixed method can identify shared phonemes but not shared rimes in the common unit task. The implications of this and similar replications are discussed.  相似文献   

Childhood sexual abuse: impact on a community's mental health status.     

K D Scott 《Child abuse & neglect》1992,16(2):285-295

Epidemiologists have used impact fractions (e.g., attributable fractions) to study the influence of various risk factors on the rates of physical diseases within the community. In this study, impact fractions are applied to a psychiatric epidemiologic problem in order to examine the impact of childhood sexual abuse (CSA) on the mental health status of a community. Analysis of the Los Angeles Epidemiologic Catchment Area (LAECA) data indicate that a history of CSA significantly increases an individual's odds of developing eight psychiatric disorders in adulthood. On the community level, however, it is estimated that 74% of the exposed psychiatric cases (i.e., those with a history of CSA), and 3.9% of all psychiatric cases within the population can be attributed to childhood sexual abuse. Intervention implications are discussed.  相似文献   

Taste-sickness associations in young rats over varying delays,stimulus, and test conditions     

Gerard M. Martin  W. K. Timmins 《Learning & behavior》1980,8(4):529-533

We showed, as had previous investigators, that young rats formed taste-sickness associations that were weaker than those of mature rats; associations were not formed over a delay greater than 45 min, and aversions did not survive a 60-min test session. The difficulty young rats had withholding consumption and their poor sensitivity to taste and sickness contributed to the weak aversions. Choice tests revealed aversions that had apparently extinguished during a no-choice test, and animals that were allowed to mature prior to the first test readily withheld consumption for 60 min. Furthermore, young rats formed an aversion over a delay of 2.5 h when the concentrations of saccharin and lithium chloride were increased. Aversions to the stronger saccharin did not extinguish over two one-bottle tests and were retained for 52 days.  相似文献   

Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators     

Cynthia H. Brock  Dorothy K. Moore  Laura Parks 《Teaching and Teacher Education》2007

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The Trauma Symptom Checklist for Young Children (TSCYC): reliability and association with abuse exposure in a multi-site study     

Briere J  Johnson K  Bissada A  Damon L  Crouch J  Gil E  Hanson R  Ernst V 《Child abuse & neglect》2001,25(8):1001-1014

OBJECTIVE: The Trauma Symptom Checklist for Young Children (TSCYC) is a 90-item caretaker-report measure of children's trauma- and abuse-related symptomatology. It contains two reporter validity scales and eight clinical scales [Post-traumatic Stress-Intrusion (PTS-I), Post-traumatic Stress-Avoidance (PTS-AV), Post-traumatic Stress-Arousal (PTS-AR), Post-traumatic Stress-Total (PTS-TOT), Sexual Concerns (SC), Dissociation (DIS), Anxiety (ANX), Depression (DEP), and Anger/Aggression (ANG)], as well as an item assessing hours per week of caretaker contact with the child. This paper introduces the TSCYC and describes its psychometric properties in a multisite validity study. METHOD: A total of 219 TSCYCs administered by six clinician/researchers across the United States were analyzed for scale reliability and association with several types of childhood maltreatment. RESULTS: The TSCYC clinical scales have good reliability and are associated with exposure to childhood sexual abuse, physical abuse, and witnessing domestic violence. The PTS-I, PTS-AV, PTS-AR, and PTS-TOT scales were most predictive, followed by SC in the case of sexual abuse and DIS in the case of physical abuse. There were a small number of age, sex, and race effects on TSCYC scores. CONCLUSIONS: The TSCYC appears to have reasonable psychometric characteristics, and correlates as expected with various types of trauma exposure. Subject to continued validation and the development of general population norms, its use as a clinical measure is supported.  相似文献