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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 13 results
Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons across Elementary and Secondary Age Levels
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Gresham, Frank M.; Elliott, Stephen N.; Vance, Michael J.; Cook, Clayton R. – School Psychology Quarterly, 2011
This study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent, and student) for elementary- and secondary-aged students. A detailed comparison of these two…
Descriptors: Social Behavior, Validity, Rating Scales, Intervention
Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure
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Menesses, Keri F.; Gresham, Frank M. – School Psychology Quarterly, 2009
This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring…
Descriptors: Elementary School Mathematics, At Risk Students, Academic Failure, Tutoring
A Multiple-Sequence Variant of the Multiple-Baseline Design: A Strategy for Analysis of Sequence Effects and Treatment Comparison.
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Noell, George H.; Gresham, Frank M. – School Psychology Quarterly, 2001
Describes design logic and potential uses of a variant of the multiple-baseline design. The multiple-baseline multiple-sequence (MBL-MS) consists of multiple-baseline designs that are interlaced with one another and include all possible sequences of treatments. The MBL-MS design appears to be primarily useful for comparison of treatments taking…
Descriptors: Counseling, Counseling Effectiveness, Outcomes of Treatment, School Psychology
Fundamental Agreements and Epistemological Differences in Differentiating What Was Said from What Was Done in Behavioral Consultation.
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Noell, George H.; Gresham, Frank M.; Duhon, Gary – School Psychology Quarterly, 1998
The role of differing epistemologies in the controversy surrounding behavioral consultation is reviewed; substantial areas of agreement are found. Differing epistemological standards applied to verbal reports, and the use of broad theoretical versus specific operational definitions have both contributed to the controversy. Shared concerns may be…
Descriptors: Behavior Change, Consultants, Consultation Programs, Elementary Secondary Education
Agreement between School Study Team Decisions and Authoritative Definitions in Classification of Students At-Risk for Mild Disabilities.
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Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Quarterly, 1998
School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…
Descriptors: Access to Education, At Risk Persons, Children, Disability Identification
Utility of Intelligence Tests for Treatment Planning, Classification, and Placement Decisions: Recent Empirical Findings and Future Directions.
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Gresham, Frank M.; Witt, Joseph C. – School Psychology Quarterly, 1997
Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…
Descriptors: Aptitude Treatment Interaction, Diagnostic Tests, Elementary Secondary Education, Evaluation Problems
Social Validation: A Unifying Concept for School-Based Consultation Research and Practice.
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Gresham, Frank M.; Lopez, Maria F. – School Psychology Quarterly, 1996
Argues for a unifying concept for consultation research and practice based on the principle of social validity, a principle which includes the evaluation of the social importance of the effects produced by intervention procedures. Suggests that relying exclusively on consultees to socially validate goals, procedures, and outcomes is misguided. (75…
Descriptors: Behavior, Consultants, Elementary Secondary Education, Evaluation
Generalization of Social Skills: Risks of Choosing Form over Function.
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Gresham, Frank M. – School Psychology Quarterly, 1994
Responds to article by DuPaul and Eckert on generalization and maintenance of behavior change resulting from packaged social skills training programs. Discusses failure to obtain generalization from two perspectives: topographical generalization and functional generalization. Suggests that generalization programming based on functional analysis…
Descriptors: Behavior Change, Change Strategies, Elementary School Students, Generalization
"What's Wrong in This Picture?": Response to Motta et al.'s Review of Human Figure Drawings.
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Gresham, Frank M. – School Psychology Quarterly, 1993
Responds to article (Motta, Little, and Tobin, this issue) which reviewed data-based studies on figure drawings and found little support for their validity or use in assessing personality, behavior, emotion, or intellectual functioning. Agrees with original article, suggesting that arguments be couched in terms of three basic concepts: illusory…
Descriptors: Childrens Art, Evaluation Methods, Freehand Drawing, Personality Traits
Functional Outcome Analysis: Do the Benefits of Consultation and Prereferral Intervention Justify the Costs?
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Noell, George H.; Gresham, Frank M. – School Psychology Quarterly, 1993
Presents theoretical integration of recent contributions to psychological intervention literature as they relate to consultation. Describes synthesis under rubric of Functional Outcome Analysis. Describes methods of assessing intervention costs and benefits and their distribution. Describes quantification of intervention efficiency and potential…
Descriptors: Consultation Programs, Cost Effectiveness, Intervention, Psychological Services
Misguided Assumptions of DSM-III-R: Implications for School Psychological Practice.
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Gresham, Frank M.; Gansle, Kristin A. – School Psychology Quarterly, 1992
Reviews and critiques relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) for school psychological practice. Presents five misguided assumptions upon which DSM-III-R use is based, dealing with medical model conceptualization of behavior; reliability; validity; relevance for special education…
Descriptors: Classification, Educational Diagnosis, Elementary Secondary Education, Labeling (of Persons)
Misological or Misconstrued? Rejoinder to Reynolds and Hynd.
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Gresham, Frank M.; Gansle, Kristin A. – School Psychology Quarterly, 1992
Responds to critiques by Reynolds and by Hynd of previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and noted irrelevance of DSM-III-R for school psychology practice. Addresses misconceptions/misconstruals of objective facts in…
Descriptors: Classification, Educational Diagnosis, Elementary Secondary Education, Labeling (of Persons)
Critical Analysis of the 1992 AAMR Definition: Implications for School Psychology.
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Gresham, Frank M.; And Others – School Psychology Quarterly, 1995
The 1992 definition of mental retardation recently written by the American Association on Mental Retardation replaces designated levels with intensities of needed supports to facilitate an individual's functioning across environments. This article critically analyzes this new definition and discusses several challenges it presents to school…
Descriptors: Adaptive Behavior (of Disabled), Disabilities, Identification, Intelligence Quotient