School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. (Author)

The traditional diagnostic model of school psychological services was compared with the emerging consultant service model in an effort to determine the effectiveness of each model in working with teachers in the elementary grades. The consultant model with its de-emphasis on the administration of time-consuming tests resulted in more immediate…

Procedures for modifying the behavior of an entire class are described. The procedures involve a five day "workclock" phase in which free time is contingent on attending behavior of the entire class. The second phase makes free time contingent on individual assignment completion. The results suggest the procedures are effective. (Author)

Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement; (b) no teacher involvement; and (c) teacher structured free-play. The results are discussed in terms of their implications for ameliorating social interaction deficits among…

The author believes that instead of using psychotherapy for children, manipulating a child's environment is a more effective way to deal with psychopathology. Using this approach, the author did a two-year follow-up study of effects on children referred to a community mental health clinic. The follow-up indicates that 86 percent had sustained…

Children's academic performance was examined at the end of one, two, or three years of receiving prescriptive educational treatment. The project provided for individualization of learning from kindergarten through the third grade, and the children evidenced significant gains on standardized indices of achievement. (Author)

This contingency management adolescent school program integrated vocational training with academic instruction. The students, who were unserved by public education because of emotional handicaps, were afforded an individual treatment program. They demonstrated significant gains in educational skills and exhibited an exceedingly low dropout rate.…

Two groups of junior high social studies students were provided a learning package covering typical content found in consumer education material. Groups differed as to whether they were allowed to schedule their own study efforts (self-pacing) during the 15-day unit. Results indicated students under the self-paced format mastered the material…

The present study examined indirect effects of modifying appropriate classroom behavior by itself and academic performance by itself. Results show reinforcing appropriate behavior increased that behavior but produced little improvement in arithmetic performance. However, reinforcing arithmetic performance increased correct work and resulted in a…

Two modes of story telling, live reading and recorded reading, were compared. Each child heard a story presented by the teacher or a recording and then retold the story. Children in the live group used significantly more words and more correct themes in retelling than did those in the recording group. (Author)

The present study investigated effects of a token program for one child on the attending behavior of other children sitting near him. Results show the rewarded child's attending increased in the reinforcement conditions and the unrewarded children's attending increased when they were sitting on either side of the rewarded child. (Author)

Nine upper elementary teachers assigned equal numbers of children from their classrooms to three performance categories: Low Performance, Moderate Performance and High Performance. A child's teacher and his or her parent then completed structured and open-ended questions regarding the reasons why the child performed as he did. Results are…

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…

In an attempt to determine if an open classroom environment encourages greater curiosity and/or openmindedness than does a traditional classroom environment, 41 open classroom children and 42 traditional classroom children completed an openmindedness scale and 5 subtests of a curiosity scale. No significant sex differences were found. Other…

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old educable mentally retarded students, who were matched according to sex and race. Results suggest that many children classified as "Borderline" or slightly above the WISC will be classified as "Mentally Deficient" by the WISC-R. (Author)