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Descriptor
Author
Publication Type
Showing 1,186 to 1,200 of 2,894 results
Peer reviewedRuth, William J. – Psychology in the Schools, 1996
Goal setting and behavior contracting were combined for students with emotional and behavioral difficulties in a public elementary school. Attainment rates for 43 special education students were analyzed over 5 years. Results indicate high and consistent attainment percentages for contract goals. Findings suggests behavior contracting and goal…
Descriptors: Behavior Disorders, Behavioral Objectives, Elementary Education, Elementary School Students
Peer reviewedWilliams, Janice E. – Psychology in the Schools, 1996
Studied test anxiety among academically talented high school students (n=103), assessing cognitive and physiological components. Results indicated students suffered from test anxiety, with higher anxiety related to lower science performance. Females experienced higher worry than emotionality, while little difference in components was found for…
Descriptors: Academic Achievement, Females, High School Students, Males
Peer reviewedPajares, Frank; Johnson, Margaret J. – Psychology in the Schools, 1996
Study tested influence of writing self-efficacy, writing apprehension, and writing aptitude on 181 ninth-grade students. Aptitude and self-efficacy had direct effects on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English-speaking Hispanic students had lower aptitude…
Descriptors: Cognitive Ability, Females, Grade 9, High School Students
Peer reviewedStoppleworth, Leland J. – Psychology in the Schools, 1974
The consequences that follow behavioral performance play an important part in operant learning theory. This article asks if special educational practice take into consideration the possibility that the performance of deficient behavior may, in fact, have reinforcing consequences for some handicapped individuals. (Author)
Descriptors: Individual Instruction, Learning Theories, Reinforcement, Social Reinforcement
Peer reviewedGardner, David C. – Psychology in the Schools, 1974
Discusses the problems involved when employers are asked to rate graduates of vocational programs. Suggests that school systems adopt their own "forced-choice" scale to improve rating procedures. (HMV)
Descriptors: Career Education, Forced Choice Technique, Measurement Techniques, Questionnaires
Peer reviewedBrown, David; And Others – Psychology in the Schools, 1974
This article reports on an effort to change a teacher's behavior in a natural classroom setting. The author attempted to use modeling procedures as a means to increase the frequency of positive pupil-teacher contacts. Results were favorable. (Author)
Descriptors: Behavior Change, Models, Reinforcement, Student Teacher Relationship
Peer reviewedYawkey, Thomas D.; Jones, Dawn M. – Psychology in the Schools, 1974
This study is concerned with the effects of teacher contingencies on academic behaviors of normal children at cognitively oriented centers in an open education classroom. Results indicate teacher attention greatly affects preferences for academic and nonacademic centers by kindergarten children. (Author)
Descriptors: Behavior Change, Behavioral Science Research, Change Agents, Early Childhood Education
Peer reviewedLeviton, Harvey – Psychology in the Schools, 1974
This paper presents behavioral objectives as a means to further professional growth for all educational personnel. The direct implications of this approach for the school psychologist are presented in the form of specific behavioral objectives. (Author)
Descriptors: Accountability, Behavioral Objectives, Performance Criteria, Pupil Personnel Workers
Peer reviewedRosenfeld, Joseph G.; Blanco, Ralph F. – Psychology in the Schools, 1974
The authors of this article were two consultants engaged by a school superintendent to evaluate the school district's tenured psychologist. Describes the results of the evaluation and calls for the establishment of local review boards. (HMV)
Descriptors: Counselor Evaluation, Counselor Performance, Evaluation, Performance Criteria
Peer reviewedKlosterman, Dale – Psychology in the Schools, 1974
Describes a community mental health center where school psychologists have joined an interdisciplinary team of professional consultants. The school psychologist is recognized as a different type of psychologist--one who has unique, special skills for working with children. (Author/HMV)
Descriptors: Ancillary Services, Consultants, Interdisciplinary Approach, Mental Health Programs
Peer reviewedFairchild, Thomas N. – Psychology in the Schools, 1974
Through the use of a daily activities log, the author describes what services are being provided by the school psychologist in the "real world." Results indicate that assessment services consumed the greatest percentage of time. (HMV)
Descriptors: Guidance Personnel, Performance, Pupil Personnel Services, Role Theory
Peer reviewedLesiak, Walter J.; Wait, Judity A. – Psychology in the Schools, 1974
This article describes a program which transformed a traditional kindergarten into a diagnostically oriented, developmentally planned experience that focussed on early assessment of children. In this model, the school psychologist serves as a program and teacher consultant. (Author/HMV)
Descriptors: Early Childhood Education, Educational Diagnosis, Educational Innovation, Kindergarten
Peer reviewedTomlinson, Jerry R. – Psychology in the Schools, 1974
In an earlier article an accountability system in which effectiveness was defined in terms of changes in specific target behaviors was outlined. This article is a description of subsequent modifications in that system to include functional information and results obtained when applied to the entire population of children who received psychological…
Descriptors: Accountability, Behavior Change, Behavioral Objectives, Pupil Personnel Workers
Peer reviewedKeogh, Barbara K.; Hall, Robert J. – Psychology in the Schools, 1974
This study was designed specifically to investigate patterns of WISC performance of children classified Educationally Handicapped and Educable Mentally Retarded. Results indicate that nonsignificant differences in Verbal-Performance IQs may have masked real differences in subtest patterns. (Author)
Descriptors: Academically Handicapped, Handicapped Children, Low Ability Students, Mental Retardation
Peer reviewedRothman, Carole – Psychology in the Schools, 1974
The purpose of this study is to determine (1) whether the previously observed vulnerability of WISC subtests to tester effects appeared under ordinary testing conditions, and (2) which subtests were most susceptible to these effects. Results support the presence of both general and differential vulnerability of subtests. (Author)
Descriptors: Examiners, School Psychologists, Statistical Bias, Test Reliability
