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Assessment and treatment of selective mutism: Recommendations and a case study 选择性缄默症的评估与治疗:建议与个案研究
Special services in the schools Pub Date : 1995-10-12 DOI: 10.1300/J008V10N01_04
S. Sheridan, T. Kratochwill, S. Ramirez
{"title":"Assessment and treatment of selective mutism: Recommendations and a case study","authors":"S. Sheridan, T. Kratochwill, S. Ramirez","doi":"10.1300/J008V10N01_04","DOIUrl":"https://doi.org/10.1300/J008V10N01_04","url":null,"abstract":"Abstract We present the results of a stimulus fading procedure used to treat a six-year-old girl who met DSM-DJ-R criteria for elective mutism (now Selective Mutism in DSM-IV). An assessment protocol is presented that features procedures that can be used to render a diagnosis and assist in treatment planning. A treatment program was implemented through a consultation process that required close monitoring and revision over several months. Results of the case study suggested that the stimulus fading of new persons into the school setting was effective in producing speech. Future re-search directions in assessment and treatment of selective mutism are discussed.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130475742","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: 10
Initial Evaluation of a School-Based Integrated Service Program: Kentucky Family Resource and Youth Service Centers. 基于学校的综合服务项目的初步评估:肯塔基州家庭资源和青少年服务中心。
Special services in the schools Pub Date : 1995-10-12 DOI: 10.1300/J008V10N01_08
R. Illback, J. Kalafat
{"title":"Initial Evaluation of a School-Based Integrated Service Program: Kentucky Family Resource and Youth Service Centers.","authors":"R. Illback, J. Kalafat","doi":"10.1300/J008V10N01_08","DOIUrl":"https://doi.org/10.1300/J008V10N01_08","url":null,"abstract":"Abstract The present article provides an overview of initial evaluative findings from a central component of a statewide, large-scale educational reform initiative, the Kentucky Family Resource and Youth Services Centers. The goals and strategies of the present evaluationare described, with discussion of the particular challenges this (and similar) programs present for evaluators. Preliminary quantitative and qualitative evaluation findings are summarized, and the utility of these findings for program description, development, and improvement are considered.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130877808","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: 11
Interagency Collaboration: Providing a System of Care for Students. 跨部门合作:为学生提供一个关怀系统。
Special services in the schools Pub Date : 1995-10-12 DOI: 10.1300/J008V10N01_09
V. S. Harvey
{"title":"Interagency Collaboration: Providing a System of Care for Students.","authors":"V. S. Harvey","doi":"10.1300/J008V10N01_09","DOIUrl":"https://doi.org/10.1300/J008V10N01_09","url":null,"abstract":"","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134403454","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: 9
Perceptions of Competencies for Including Students with Disabilities in Elementary and Secondary School Classrooms. 对将残疾学生纳入小学和中学课堂的能力的看法。
Special services in the schools Pub Date : 1995-10-12 DOI: 10.1300/J008V10N01_05
Gloria D. Campbell-Whatley, F. Obiakor, B. Algozzine
{"title":"Perceptions of Competencies for Including Students with Disabilities in Elementary and Secondary School Classrooms.","authors":"Gloria D. Campbell-Whatley, F. Obiakor, B. Algozzine","doi":"10.1300/J008V10N01_05","DOIUrl":"https://doi.org/10.1300/J008V10N01_05","url":null,"abstract":"Abstract A growing trend in many school systems is the practice of including students with disabilities in regular school classrooms. Grounded in guidelines provided in landmark legislation and professional actions that put the laws in to practice, “inclusion” has become the catchphrase of the 1990s. Perceptions for regular and special education teachers of competencies to teach students with mild disabilities were compared in the research reported in this manuscript. Elementary regular educators indicated a higher skill level than secondary regular educators to teach students with mild disabilities. Years of teaching experience of regular educators were not found to be significant to instructing students with mild disabilities, however, preservice and inservice hours were important. Although special educators were perceived as having higher skill levels than regular educators, regular educators indicated a significantly lower desirability to attain the skills to teach students with mild disabilities.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127708443","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: 5
Parental Knowledge, Involvement, and Satisfaction with Their Child's Special Education Services 家长对孩子特殊教育服务的了解、参与和满意度
Special services in the schools Pub Date : 1995-10-12 DOI: 10.1300/J008V10N01_07
Michele Plunge, T. Kratochwill
{"title":"Parental Knowledge, Involvement, and Satisfaction with Their Child's Special Education Services","authors":"Michele Plunge, T. Kratochwill","doi":"10.1300/J008V10N01_07","DOIUrl":"https://doi.org/10.1300/J008V10N01_07","url":null,"abstract":"Abstract The purpose of this study was to determine levels of parental knowledge of PL 94-142, participation in special education-related activities, and satisfaction with special education services. A three-page questionnaire was sent to 200 parents with children receiving special education services in a Midwestern metropolitan school district. The questionnaire contained items concerning parents' knowledge of PL 94-142 rights and procedures, parental participation and involvement in special education-related activities, and parental satisfaction with special education services. One hundred twelve parents responded to the questionnaire (56%). The sample primarily consisted of Caucasian mothers. Respondents were knowledgeable about procedures and provisions of PL 94-142, highly involved in their child's special education services, and generally satisfied with services their child was receiving. Parent participation was correlated with parent satisfaction with their child's IEP, school personnel, and speci...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122964225","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: 15
Parental Perceptions of School Psychological Services 家长对学校心理服务的看法
Special services in the schools Pub Date : 1995-04-21 DOI: 10.1300/J008v09n01_09
Gretchen A. Gimpel, E. Huebner
{"title":"Parental Perceptions of School Psychological Services","authors":"Gretchen A. Gimpel, E. Huebner","doi":"10.1300/J008v09n01_09","DOIUrl":"https://doi.org/10.1300/J008v09n01_09","url":null,"abstract":"ABSTRACT This study involved a survey of parents of students with disabilities from a large urban school district in the Southeastern United States. It investigated parents' perceptions of the importance of selected functions of school psychologists, their ratings of problems in multidis-ciplinary team (MDT) special education placement meetings, and their overall satisfaction with psychological services. The parents' responses were examined in relation to a comparison group of parents from a statewide parent organization comprised of parents of children with disabilities. Also, the data from both parent groups were compared to studies in which school psychologists responded to similar questions. Both groups of parents rated all functions as important and assigned greater importance to all functions, except assessment, than did school psychologists. The school district sample reported a relatively high level of overall satisfaction with school psychologists' services; the statewide parent group reported a ...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128084893","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
Role Function Differences Between School Psychologists Employed by School Districts and Regional Educational Agencies 学区与地方教育机构聘用的学校心理学家角色功能差异
Special services in the schools Pub Date : 1995-04-21 DOI: 10.1300/J008V09N01_10
E. Levinson, M. Moore
{"title":"Role Function Differences Between School Psychologists Employed by School Districts and Regional Educational Agencies","authors":"E. Levinson, M. Moore","doi":"10.1300/J008V09N01_10","DOIUrl":"https://doi.org/10.1300/J008V09N01_10","url":null,"abstract":"ABSTRACT This study investigated differences in role functioning of school psychologists employed by school districts and regional educational agencies (intermediate units). A total of 636 full time school psychologist practitioners in Pennsylvania were surveyed and asked to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administration, and the amount of time they desired to spend in each of these roles. Results indicated that school psychologists employed by districts spent more time in administrative tasks than school psychologists employed by intermediate units. No other statistically significant differences in roles between school psychologists employed by these two entities were identified. However, differences in the actual time spent in assessment (in favor of intermediate units) and desired time spent in administrative tasks (in favor of districts) approached statistical significance.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127688759","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
Children with Attention Deficit Hyperactivity Disorder: A Research Review with Assessment and Intervention Implications for Schools and Families. 儿童注意缺陷多动障碍:学校与家庭评估与干预的研究回顾。
Special services in the schools Pub Date : 1995-04-21 DOI: 10.1300/J008V09N01_04
George M. Batsche, H. Knoff
{"title":"Children with Attention Deficit Hyperactivity Disorder: A Research Review with Assessment and Intervention Implications for Schools and Families.","authors":"George M. Batsche, H. Knoff","doi":"10.1300/J008V09N01_04","DOIUrl":"https://doi.org/10.1300/J008V09N01_04","url":null,"abstract":"ABSTRACT It is estimated that there have been over 4,000 articles in the literature on the subject of attentional problems, addressing its etiology, epidemiology, assessment, diagnosis, and treatment. This article reviews recent and relevant literature with an eye toward functional conclusions and linkages between assessment and intervention. The article concludes by providing a problem-solving model that integrates parent or teachers' referral concerns, reasons for these concerns, assessment methods, and intervention strategies. In the end, four definitive conclusions are drawn, and the importance of multimodal strategies that collaboratively involve home, school, and community settings is emphasized.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127914440","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: 25
A Preliminary Analysis of an Ethnographic Study of the Impact of School Restructuring on Students with Disabilities 学校重组对残疾学生影响的民族志研究初步分析
Special services in the schools Pub Date : 1995-04-21 DOI: 10.1300/J008V09N01_08
Patricia A Brams, Emmett Ridley
{"title":"A Preliminary Analysis of an Ethnographic Study of the Impact of School Restructuring on Students with Disabilities","authors":"Patricia A Brams, Emmett Ridley","doi":"10.1300/J008V09N01_08","DOIUrl":"https://doi.org/10.1300/J008V09N01_08","url":null,"abstract":"ABSTRACT In 1991, the Virginia Board of Education embarked on an initiative to encourage the transformation of education at the school building level. The initiative was designed to support school restructuring based on research and documented best educational practices. As local school sites were identified, the need to investigate the impact of school restructuring on students with disabilities became apparent. The purpose of this preliminary study was to develop and verify questions to be used with focus groups as a means of investigating the impact of restructuring on students with disabilities. A second purpose was to determine the appropriateness of case study methodology as a model for studying the impact of restructuring on special education. By examining a variety of documents and conducting interviews with administrators, teachers, and parents, major issues and study questions were identified and validated, and the value of the case study was confirmed as a useful methodology for gauging the imp...","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128768592","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
Parental Reactions to Their Child's Psychological Evaluation Findings Conference 父母对孩子心理评估结果的反应会议
Special services in the schools Pub Date : 1995-04-21 DOI: 10.1300/J008V09N01_02
W. Hagborg
{"title":"Parental Reactions to Their Child's Psychological Evaluation Findings Conference","authors":"W. Hagborg","doi":"10.1300/J008V09N01_02","DOIUrl":"https://doi.org/10.1300/J008V09N01_02","url":null,"abstract":"ABSTRACT While school psychological practice continues to be dominated by assessment activities, the post-assessment conference with the evaluated child's parents has been neglected by researchers. This study sought to determine the possible relationships between parental recall of findings with background variables and collected parent/psychologist's post-assessment conference ratings of persuasiveness and satisfaction. How accurately parents recall evaluation findings was not found to be significantly related to child or parental background variables (e.g., socioeconomic status), further supporting the value of post-assessment conferences for a diverse parent population. However, a link between parental recall of findings and parent/ psychologist's conference ratings was not established. Given the importance of post-assessment conferences, future studies investigating these complex parent and psychologist meetings are clearly needed.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129636396","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
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