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11.
ABSTRACT This short report is about the experiences, views and perspectives of eight parents whose children experience difficulties in learning or have disabilities. These parents have been involved in or innovated parent groups around England. Their views are presented in the light of education policy which relates to school choice and to children and young people with statements of their ‘special educational needs’. These parents’ perspectives on integration emerged as one of the main themes from the interview data 相似文献
12.
Joshua C. Felver Erin Doerner Jeremy Jones Nicole C. Kaye Kenneth W. Merrell 《Psychology in the schools》2013,50(6):531-547
Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and application of mindfulness provides a theoretical foundation to those unfamiliar with the topic. We then discuss the application of mindfulness technologies to various forms of service provision in the professional practice of school psychology. The innovative and novel avenues that mindfulness psychology offers to psychological science 相似文献
13.
Kenneth W. Merrell Angela L. Streeter Eric W. Boelter Paul Caldarella Amanda Gentry 《Psychology in the schools》2001,38(4):313-325
Three separate studies focusing on convergent and discriminant validity evidence for the Home and Community Social Behavior Scales are presented. The HCSBS is a 65‐item social behavior‐rating scale for use by parents and caretakers of children and youth ages 5–18. It is a parent‐rating version of the School Social Behavior Scales. Within these studies, relationships with five behavior‐rating scales were examined: the Social Skills Rating System, Conners Parent Rating Scale–Revised‐Short Form, Child Behavior Checklist, and the child and adolescent versions of the Behavior Assessment System for Children. HCSBS Scale A, Social Competence, evidenced strong positive correlations with measures of social skills and adaptability, strong negative correlations with measures of externalizing behavior problems, and modest negative correlations with measures of internalizing and atypical behavior problems. HCSBS Scale B, Antisocial Behavior, evidenced strong positive correlations with measures of externalizing behavior problems, modest positive correlations with measures of internalizing and atypical behavior problems, and strong negative correlations with measures of social skills and adaptability. These results support the HCSBS as a measure of social competence and antisocial behavior of children and youth. © 2001 John Wiley & Sons, Inc. 相似文献
14.
Peter Tymms Christine Merrell Katharine Bailey 《School Effectiveness & School Improvement》2018,29(2):242-261
This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for baseline assessment, deprivation, sex, and ethnic status, showed that classes in the 1st year differed substantially in their progress but did not vary in their impact on equity. Those classes defined as effective and students from those classes were tracked on 3 further occasions up to the age of 16 and compared with others. Being in an effective class in the 1st year of school, when the children were aged 4 to 5 years, was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at age 16. 相似文献
15.
Kenneth W. Merrell 《Exceptionality》2013,21(1-2):3-18
This article provides an overview of some of the recent developments in assessing social skills of children and youth, as well as a discussion of "best practices" in conducting assessment and linking assessment to effective intervention. Naturalistic behavioral observation and behavior rating scales are proposed as the 2 assessment methods that should be considered primary or "first-line" choices for social skills assessment. A review of some specific tools that have been developed within these 2 assessment methods is provided. Interviewing and sociometric techniques, although not necessarily primary methods of assessment for children's social skills, sometimes may be an important part of an assessment design, or "second-line" choices. Projective-expressive techniques or objective self-report instruments for assessing children's social skills sometimes may help illuminate the overall assessment results but should never be used as primary assessment methods for social skills; thus, these methods are considered "third-line" methods for this purpose. Six best-practices recommendations, all of which are supported by previous empirical research, are offered for improving social skills assessment efforts. Finally, conclusions are drawn regarding the current state of the art in social skills assessment, as well as implications for future directions in this area. Clearly, the challenge facing researchers and practitioners who are concerned with this area will be to make assessment "functional" and link it to intervention more effectively. 相似文献
16.
Research findings regarding the relationship of social skills deficits and behavioral characteristics associated with attention-deficit hyperactivity disorder (ADHD) among kindergarten-age children are presented. The Preschool and Kindergarten Behavior Scales (PKBS) were utilized to identify the social skills attributes of young children with significant ADHD characteristics. An ADHD target group (N = 95) was constructed by selecting participants from a large nationwide sample who were rated by their teachers as being in the highest 5% on the PKBS Attention Problems/Overactive subscale. A matched non-ADHD comparison group (by gender and age) of 95 children was developed through a randomized block procedure using the same nationwide sample. The ADHD group was rated as having significantly poorer social skills than the comparison group, and could be classified with a very high degree of accuracy based on discriminant function analysis of their social skills scores. Although exhibiting comparative deficits in all social skill areas, the ADHD participants were especially lacking in social cooperation skills: the ability to follow rules, structure, and important social expectations of both children and adults. Children who were rated high in ADHD characteristics were between five and six times more likely than the comparison children to be rated as having significant deficits in social skills. Implications of these findings for assessment and treatment of young children are discussed. © 1998 John Wiley & Sons, Inc. 相似文献
17.
Pupils diagnosed with ADHD and pupils with ADHD symptoms tend to do less well at school than their symptom-free peers. This has been found to be particularly true for predominantly inattentive pupils. This paper aimed to establish the relative importance of inattention, hyperactivity and impulsivity to the academic progress of young children. A large dataset which held children's reading and maths attainment at the end of their first year at school, as well as teachers' ratings of ADHD-related behaviours based on the DSM-IV criteria was analysed. Inattention was strongly linked to under-attainment whilst impulsivity was positively related to attainment for similar levels of inattention. The item “Blurts out answers” on the teachers' rating scale was particularly important. When impulsivity acted as an overt sign of cognitive engagement it seemed to have a positive function. This raises questions about the inclusion of the “blurting out” item in the ADHD DSM criteria. 相似文献
18.
This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended. 相似文献
19.
Peter Tymms Christine Merrell Brian Henderson 《Educational Research and Evaluation》2013,19(2):105-129
An analysis of data involving over 1,000 pupils in 62 classes focused on the progress made during the first 3 years of schooling in England. The pupils started school at the age of 4 and they were assessed on entry to school. They were then assessed 1 year later and again 2 years after that. Building on work reported in an earlier paper this study considered: ? The adequacy of the baseline assessment for 4-year-olds in predicting later progress. ? The differences between classes in value-added terms. ? The long-term impact of being part of a class that made rapid academic progress during the 1st year at school. ? Differences between pupils who started school in different terms. ? Differences between pupils of different ages. Overall, the analysis supported the view that effective early provision has a positive impact on children's academic progress to the age of 7. 相似文献
20.
Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre‐school education for three‐year‐olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children’s scores on these measures changed over that period; in general, they were found to have remained stable. 相似文献