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The Potential Effect of Instrument Titles on Teacher Ratings of Child Behavior. 工具名称对教师评价儿童行为的潜在影响。
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_09
Hee-sook Choi, R. A. Word, Theron B. Proctor
{"title":"The Potential Effect of Instrument Titles on Teacher Ratings of Child Behavior.","authors":"Hee-sook Choi, R. A. Word, Theron B. Proctor","doi":"10.1300/J008V14N01_09","DOIUrl":"https://doi.org/10.1300/J008V14N01_09","url":null,"abstract":"","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"34 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120914325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dialogic Process and Psychological Assessment: A Case Study. 对话过程与心理评估:个案研究。
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_02
C. Korn, G. Trachtman
{"title":"Dialogic Process and Psychological Assessment: A Case Study.","authors":"C. Korn, G. Trachtman","doi":"10.1300/J008V14N01_02","DOIUrl":"https://doi.org/10.1300/J008V14N01_02","url":null,"abstract":"Abstract The recenl movement locating community mental health services within urban schools signals an enhanced role for school professionals in caring for youth, and presents opportunities for furthering the connections between children, schools and communities. When psychological services are located in schools, opportunities to challenge the borders which traditionally exist between education and psychology are created. Location, however, does not guarantee that these connections will be made, or that the divide between education and psychology, bridged. Psychological assessment especially, which continues to be the primary function of psychologists in urban schools, has traditionally taken place outside of the contexts in which children live. It has historically been viewed as a shorthand for learning about people, offering a quicker and more efficient methodology than in-depth interviewing. As education increasingly turns towards reconceptual-izing learning and school practices as meaning making acti...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122345908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Intervention Program to Increase Reading Fluency 提高阅读流畅性的干预计划
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_07
M. Bray, T. Kehle, Victoria S. Spackman, John M. Hintze
{"title":"An Intervention Program to Increase Reading Fluency","authors":"M. Bray, T. Kehle, Victoria S. Spackman, John M. Hintze","doi":"10.1300/J008V14N01_07","DOIUrl":"https://doi.org/10.1300/J008V14N01_07","url":null,"abstract":"Abstract This study investigated the effects of a self-modeling/ self-monitoring intervention to increase oral reading fluency in 5 elementary school students. Initially, students were videotaped reading from grade-appropriate text. The videotape was then edited to create a self-modeling intervention tape of approximately 5-minutes in duration, depicting the students reading in a fluent manner. The edited videotape was shown back to the students on two occasions in order to initiate the self-modeling intervention. Following this, students were videotaped reading 1-minute reading passage probes and these videotapes, without editing, were then shown back to the students during each subsequent session. The videotapes were viewed by the students twice weekly for a period of 4 weeks. To promote self-monitoring, after each passage reading session students were provided with performance feedback in the form of words correct per minute (WCPM) and progress toward their long-term goal. Results indicated increases i...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121777808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 30
Effectiveness of Interventions for At-Risk Students: Inner-City School Teacher Evaluation 对高危学生干预的有效性:城市学校教师评价
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_06
G. Johnson
{"title":"Effectiveness of Interventions for At-Risk Students: Inner-City School Teacher Evaluation","authors":"G. Johnson","doi":"10.1300/J008V14N01_06","DOIUrl":"https://doi.org/10.1300/J008V14N01_06","url":null,"abstract":"Abstract At-risk students are those who are characterized by risk factors, that is, attributes and circumstances associated with increased probability of academic, personal and social failure. A broad range of interventions for at-risk students has been proposed, developed and implemented by applied researchers and school professionals. Based on their professional and personal experience with at-risk students, 56 Western Canadian inner-city school teachers rated the effectiveness of interventions directed toward minimizing the risks that many students confront. Early intervention programs, the integration and coordination of public services for socially disadvantaged students, family-based interventions, and welfare/child protection reform were most strongly endorsed by participating teachers.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116471365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Program Evaluation of a Family Systems Model of Service Delivery for Parents of Children with Autism: Promoting Adaptation to Family Stress. 为自闭症儿童父母提供服务的家庭系统模式项目评估:促进对家庭压力的适应。
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_08
Christine Peck
{"title":"Program Evaluation of a Family Systems Model of Service Delivery for Parents of Children with Autism: Promoting Adaptation to Family Stress.","authors":"Christine Peck","doi":"10.1300/J008V14N01_08","DOIUrl":"https://doi.org/10.1300/J008V14N01_08","url":null,"abstract":"Abstract Families of children with autism experience increased amounts of family stress, as compared to families without a child with autism. Many family support initiatives have addressed the lack of resources in these families to cope with the increased stress they face from day to day. This investigation evaluated an intervention to assist in the reduction of stress in families of young children with autism. The intervention program applied a family systems model to understanding the increased stress in these families. Evaluation data measured each of three goals: increased factual knowledge about autism, increased knowledge about stress and stress management, and increased awareness of social support and advocacy issues. After participation in the program, parents had a slight, but not statistically significant, increase in factual knowledge of autism and issues related to advocacy. No reduction in overall stress was reported. Results are discussed with regard to the limitations of the study and futur...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129578727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
An Analysis of Alternative Means of Measuring Student Achievement Prior to a Scheduled School Break 在学校计划放假前测量学生成绩的替代方法分析
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_04
Rose M. Ajlinder, Rochelle Boiling, Robert G. Oats, W. A. Gagnon
{"title":"An Analysis of Alternative Means of Measuring Student Achievement Prior to a Scheduled School Break","authors":"Rose M. Ajlinder, Rochelle Boiling, Robert G. Oats, W. A. Gagnon","doi":"10.1300/J008V14N01_04","DOIUrl":"https://doi.org/10.1300/J008V14N01_04","url":null,"abstract":"Abstract This study investigated the hypothesis that examining student performance one time in spring is an adequate method of assessing the effects of long summer breaks or the potential need for an extended school year. We examined the performanceand progressof students with learning disabilities and students with mild mental handicaps in mathematics computation at two points in time in spring. Results indicated that both types of students made gains in performance in mathematics computation until the end of the academic school year. However, students with mild mental handicaps continued to make slight increases in progress throughout the entire spring while students with learning disabilities experienced a decline in progress. Implications for practice and future research are discussed.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128640956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Classroom Teachers' Perceptions Regarding Educational Services to Students with Attention Deficit Disorders 课堂教师对注意缺陷障碍学生教育服务的认知
Special services in the schools Pub Date : 1998-11-24 DOI: 10.1300/J008V14N01_03
J. Whitworth
{"title":"Classroom Teachers' Perceptions Regarding Educational Services to Students with Attention Deficit Disorders","authors":"J. Whitworth","doi":"10.1300/J008V14N01_03","DOIUrl":"https://doi.org/10.1300/J008V14N01_03","url":null,"abstract":"Abstract Attention Deficit Disorder (ADD) is an area that has many implications for public education. One concern is how ADD is perceived by classroom teachers in relation to the service delivery process. The investigation reported in this article obtained information about perceptions of classroom teachers about ADD and educational services to children.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116828889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Gender, Disability and Career Maturity Among College Students 性别、残疾与大学生职业成熟度
Special services in the schools Pub Date : 1998-08-24 DOI: 10.1300/J008V13N01_10
D. Ohler, E. Levinson, Victoria B. Damiani
{"title":"Gender, Disability and Career Maturity Among College Students","authors":"D. Ohler, E. Levinson, Victoria B. Damiani","doi":"10.1300/J008V13N01_10","DOIUrl":"https://doi.org/10.1300/J008V13N01_10","url":null,"abstract":"Abstract This study investigated the relationship between gender, disability and career maturity among 180 college students enrolled in a university in northwestern Pennsylvania. A multivariate analysis of variance yielded a significant main effect for gender, no significant effect for disability, and no significant interaction effect. As compared with males, females demonstrated higher overall levels of career maturity, as well as higher levels of career development knowledge, including knowledge about decision making and the world of work.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123947029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Effects of Different Listening-while-Reading Rates on Comprehension in Secondary Students with Reading Deficits. 不同听读率对阅读障碍中学生理解能力的影响。
Special services in the schools Pub Date : 1998-08-24 DOI: 10.1300/J008V13N01_08
C. Skinner, D. Robinson, Kelly L. Adamson, Leigh A. Atchison, John R. Woodward
{"title":"Effects of Different Listening-while-Reading Rates on Comprehension in Secondary Students with Reading Deficits.","authors":"C. Skinner, D. Robinson, Kelly L. Adamson, Leigh A. Atchison, John R. Woodward","doi":"10.1300/J008V13N01_08","DOIUrl":"https://doi.org/10.1300/J008V13N01_08","url":null,"abstract":"Abstract Effects of instructing students to read silently as another person reads aloud (listening-while-reading) on comprehension in secondary students with learning disabilities were examined. Two separate treatment conditions were implemented. During student rate listening-while-reading, (SLWR), experimenters read aloud at rates that approximated each student's oral reading rate. During fast rate listening-while-reading, (FLWR), experimenters increased their reading rates. A silent reading (SR) control condition was also implemented. Following each intervention the students answered five literal and five inferential questions. SLWR resulted in lower inferential accuracy than FLWR and SR. Discussion focuses on future research and implications for accommodating secondary students with reading skills deficits in general education classrooms.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134135512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
Effects of the failure free Reading Program on Students At-Risk for Reading Failure 无失败阅读计划对有阅读失败风险学生的影响
Special services in the schools Pub Date : 1998-08-24 DOI: 10.1300/J008V13N01_06
B. Algozzine, Joseph F. Lockavitch
{"title":"Effects of the failure free Reading Program on Students At-Risk for Reading Failure","authors":"B. Algozzine, Joseph F. Lockavitch","doi":"10.1300/J008V13N01_06","DOIUrl":"https://doi.org/10.1300/J008V13N01_06","url":null,"abstract":"Abstract Reading problems are among the most prevalent concerns for elementary school teachers. In this research, students at-risk of serious reading failure were taught word recognition and comprehension skills by teachers using the failure free Reading Program. The intervention is based on effective principles identified in research on successful reading programs; key steps included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Significant differences in reading performance were evident after intensive intervention. The failure free Program appears to have promise for improving attitudes and achievement of students at-risk of reading failure.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131103393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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