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Descriptor
Author
Publication Type
Showing 1,606 to 1,620 of 2,894 results
Peer reviewedEvans, Paul L.; Richmond, Bert O. – Psychology in the Schools, 1976
This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Weschler Intelligence Scale for Children, Revised (1974) from a practitioner's viewpoint. The instruments are compared in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range…
Descriptors: Academic Achievement, Age Differences, Children, Comparative Analysis
Peer reviewedTouliatos, John; Lindholm, Byron W. – Psychology in the Schools, 1976
This study performs a canonical correlation analysis of demographic information and the Behavior Problem Checklist (BPCL) in order (a) to employ the demographic information in a manner that had not been possible using other methods, and (b) to examine the four factors on the BPCL as a general measure of mental health and mental illness. (Author)
Descriptors: Age Differences, Behavior Rating Scales, Children, Correlation
Peer reviewedCrockett, Bruce K.; And Others – Psychology in the Schools, 1976
The Metropolitan Achievement Test (MAT) was administered to 35 original Head-Start children three to four years after initial WPPSI testing. WPPSI Verbal IQ did not correlate significantly with any of the subject areas of the MAT, while Performance IQ correlated only moderately with mathematical components of the MAT (r = .42 - .52). (Author)
Descriptors: Achievement Tests, Children, Comparative Analysis, Correlation
Peer reviewedWallbrown, Jane D.; Wallbrown, Fred H. – Psychology in the Schools, 1976
The relationship between visual-motor perception and classroom behavior was investigated for a sample of 76 first-grade children. Analysis of regression indicated that three types of classroom behavior tend to be associated with poor visual-motor perception. These behaviors are described. (Author)
Descriptors: Academic Ability, Attitudes, Behavior Patterns, Behavior Rating Scales
Peer reviewedCovin, Theron M. – Psychology in the Schools, 1976
Using Otis-Lennon Mental Ability Test, Elementary II Level and WISC Verbal Performance and Full Scale IQs of 40 white children, correlations of .71, .57 and .73, respectively, were computed. Results suggest IQs and should be interpreted with caution when used as criterion for identifying mentally retarded white children. (Author)
Descriptors: Children, Comparative Analysis, Correlation, Diagnostic Tests
Peer reviewedKaplan, Harriett E.; Alatishe, Moses – Psychology in the Schools, 1976
Comparison of informants' ratings of 20 preschool children on the VSMS showed no significant correlations between either the social quotients or the rankings by mothers and daycare center teachers. Of significance was that the mothers consistently reported the social quotients of the children to be higher than did the teachers. (Author)
Descriptors: Children, Day Care, Evaluation, Maturity (Individuals)
Peer reviewedWallbrown, Jane D.; And Others – Psychology in the Schools, 1976
The validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth-grade students. The study was designed to investigate whether or not the addition of one or both of the supplementary WISC sub-tests, Digit Span and Mazes, affected obtained IQs of high achieving…
Descriptors: Academic Achievement, Children, Comparative Analysis, Elementary School Students
Peer reviewedDinkmeyer, Don; Dinkmeyer, Don, Jr. – Psychology in the Schools, 1976
The failure to consult effectively with teachers is often due to a lack of understanding the purpose of behavior. Specific propositions basic to understanding behavior are presented. A transcript which clearly illustrates and critiques Adlerian consultation is included. Specific steps in the consultant process are included. (Author)
Descriptors: Behavior Change, Child Development Specialists, Consultants, Consultation Programs
Peer reviewedGrubb, Richard D.; And Others – Psychology in the Schools, 1976
A survey of representative teachers was used as a basis for evaluating psychological services. Reactions suggested that teachers were dissatisfied with: (a) the wait in receiving service, (b) the nature of the services provided, and (c) limited follow-up of cases. A new procedure for providing psychological services is described. (Author)
Descriptors: Accountability, Elementary Secondary Education, Evaluation, Feedback
Peer reviewedForness, Steven R.; And Others – Psychology in the Schools, 1976
Sixty-one children, originally identified at the beginning of kindergarten on the basis of four distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. (Author)
Descriptors: Academic Achievement, Achievement Tests, Behavior Problems, Children
Peer reviewedWalsh, Mary E.; And Others – Psychology in the Schools, 1976
Successful communication between the teacher and school psychologist is considered vital. Teacher-psychologist communication is facilitated through: (a) providing the teacher with a clear understanding of his/her role in the diagnostic and remediation process, (b) employment of a theoretical approach to learning disabilities, and (c) use of a…
Descriptors: Children, Communication Problems, Educational Diagnosis, Learning Disabilities
Peer reviewedFranz, Wanda K.; And Others – Psychology in the Schools, 1976
The use of sensory awareness training and the place of training were systematically controlled in four fourth-grade classrooms. Analysis of variance produced significant effects of intervention training in both settings. This supports the hypothesis that sensory awareness and personal contact promote lessening of social distance within groups.…
Descriptors: Counseling, Elementary School Students, Interpersonal Competence, Interpersonal Relationship
Peer reviewedPersons, W. Scott; And Others – Psychology in the Schools, 1976
The authors present a quick and simple procedure for observing four behaviors relevant to classroom management: student disruption, student attention, and the teacher's use of both positive and negative events. The procedure utilizes paraprofessionals as raters and is validated by high interrater reliabilities. (Author/EJT)
Descriptors: Classroom Observation Techniques, Correlation, Observation, Rating Scales
Peer reviewedWebster, Raymond E. – Psychology in the Schools, 1976
This study used time-out (TO) as the primary therapeutic intervention with a 13-year-old highly aggressive male in a public school setting. TO was used over a 10-week period with extinction of the specified behaviors occurring after the seventh week. During an 8-week follow-up only three instances of the aggressive behaviors were observed. (Author)
Descriptors: Adolescents, Behavior Change, Case Studies, Change Strategies
Peer reviewedKrasner, Leonard; Richards, C. Steven – Psychology in the Schools, 1976
This article presents a theoretical overview of the complementary relationship between open education and environmental design. An elementary education program called the Open Corridor serves as a concrete example. In the Open Corridor program, students, teachers, administrators, parents, and consulting psychologists served in the roles of planner…
Descriptors: Administrator Role, Classroom Design, Educational Objectives, Educational Strategies
