Examines the current literature and implications of follow-up studies of students with emotional/behavioral disorders (EBD). A general conclusion drawn by the literature reviewed was that students with EBD also have lower grades, more course failures, a higher grade retention, and a higher dropout rate than other disability groups and the general…

Examines teachers' responses to concern about classroom misbehavior in terms of support they access, strategies they use, and information they require to more effectively deal with misbehavior. Results indicate that concern about their students' misbehavior was negatively associated with teachers' confidence and positively associated with the use…

Replicates a previous study by Cole, et al. (1997b), which demonstrated that the type of stimulus used to elicit a written response had a marked impact for items measuring organization, unity, and coherence. The replicated study sample, consisting of 29 middle school students, produced comparable results to the Cole, et al. study. (Author/GCP)

The Test of Variable Attention (TOVA), widely used in the assessment of Attention Deficit Hyperactivity Disorder, was studied along with the Wechsler Intelligence Scale for Children III (WISC-III). Explores whether the TOVA is a measure of psychomotor speed function rather than sustained attention. Results indicated that there was no correlation…

Self-reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students were compared using the Internalizing Symptoms Scale for Children. The SED group reported significantly higher levels of internalizing distress than the regular education group. Results are discussed in terms of future research needs and…

Study aims to determine whether high scores on the Adolescent-School Problems (A-Sch) content scale and the Immaturity (IMM) supplementary scale were associated with cognitive performance as measured by the Wechsler Intelligence Scale for Children III (WISC-III). The association between IMM and the WISC-III was found to be a result of its…

Study provides a description of the kinds of situations school psychology practitioners find ethically challenging. Frequencies of various kinds of dilemmas are reported along with illustrative incidents. Most incidents described by respondents concerned difficult situations rather than violations of professional codes of ethics. Implications for…

Study replicates a previous study with early childhood teachers while also including the Death Attitude Profile-Revised. This study establishes teacher attitudes toward death and dying and their self-perceived ability to assist grieving students. Both quantitative and qualitative findings indicate need for further teacher preparation in dealing…

Study examines the motivation factors of at risk students in an alternative education program. Results indicate that control and challenge were significant predictors of the motivation variables. Findings are discussed in terms of the influence of instructional tasks on student motivation and desire to engage in learning activities. (Author/GCP)

Study examines parent preferences, behaviors, and beliefs toward school-based parent education programs among 395 low income, culturally diverse parents. Parents of different socioeconomic levels reported similar preferences toward parent education events. More differences were noted among parents regarding parenting beliefs and behaviors.…

Investigates the relationship between problem behaviors and social skill deficits in a predominantly African American sample of preschool children. Children were evaluated by their teachers using the Conners' Teacher Rating Scales-28, the ADHD Rating Scale, and the Social Skills Rating System. Implications of results regarding children at risk for…

Investigation conducted to link Big-Five personality traits with behavior problems identified in childhood. Results show distinct patterns of behavior problems associated with various personality characteristics. Preliminary data indicate that identifying Big-Five personality trait patterns may be a useful dimension of assessment for understanding…

Explores use of tests with more- vs. less-precise age norms to identify disabilities in preschool children. Standard scores associated with the same raw score shifted gradually across age groups on tests with more precise norms, and shifted more dramatically on tests with less precise norms. Indicates that many preschool tests have norm tables…

Analysis of Student Social Support Scale (SSSS), a four-factor scale (Parent, Teacher, Classmate, and Close Friend), revealed that (1) SSSS is highly reliable, (2) social support differed by developmental/age groups and by sex, and (3) relationships exist among social support, self-concept, and social behavior. Concludes that SSSS is a promising…

Provides suggestions for phases and objectives for quality assurance (QA) programs in expanded school mental health programs. Suggests that important QA activities include examining staff training activities, assessment of stakeholder perceptions of services, conducting satisfaction surveys, examining therapy process, and investigating treatment…