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| Adolescents | 35 |
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| Psychology in the Schools | 35 |
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Peer reviewedBrannigan, Gary G.; Benowity, Martin L. – Psychology in the Schools, 1975
This study explores the relationship between performance on the Bender-Gestalt test and antisocial acting out tendencies in adolescents. Results indicate that uneven figure size and exaggerated curvature are the best indicators of antisocial acting out tendencies. (Author)
Descriptors: Adolescents, Antisocial Behavior, Predictive Measurement, Predictor Variables
Peer reviewedGiordana, Gerard – Psychology in the Schools, 1978
The optimal method of teaching reading to adolescents is one in which substance and format are designed to aid in confronting issues that engage and influence the homeostatic exchange between primary drives and secondary drives. A set of guidelines for developing an effective program is outlined. (Author)
Descriptors: Adolescents, Individual Development, Personality Theories, Reading Instruction
Peer reviewedClaman, Lawrence – Psychology in the Schools, 1979
The impeachment of a high school student council president highlights issues involved in an adolescent confrontation with adult authority. The school administration representing the adult majority tended to stereotype the council president as representing the rebellious, irresponsible adolescent minority. Adults in authority need to learn to play…
Descriptors: Adolescents, High School Students, Power Structure, Secondary Education
Peer reviewedKarnes, Frances A.; Oehler-Stinnett, Judy J. – Psychology in the Schools, 1986
Investigated the perceived stressfulness of life events by 53 gifted adolescents. Subjects rated items related to achievement, social status, and career aspirations as more stressful. Pressure to perform was rated as stressful, but actually being labeled gifted was rated as a relatively low stressful event. (Author/ABB)
Descriptors: Achievement, Adolescents, Gifted, Occupational Aspiration
Peer reviewedLevinson, Edward M.; Capps, C. Frederick – Psychology in the Schools, 1985
Describes how the integration of vocational assessment data into special education triennial reevaluations can facilitate educational programing of intermediate and secondary level handicapped students. Advantages of integrated assessments, roles of school psychologists, and the description of a model assessment program are included. (Author)
Descriptors: Adolescents, Disabilities, School Psychologists, Secondary Education
Peer reviewedSattler, Jerome M.; And Others – Psychology in the Schools, 1984
Examined the relationship between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in 30 mildly retarded adolescents. The WISC-R was administered at about age 14 and the WAIS-R at about age 18. Results were comparable for both tests. (JAC)
Descriptors: Adolescents, Comparative Testing, Intelligence Tests, Longitudinal Studies
Peer reviewedEaves, Ronald C.; Simpson, Robert G. – Psychology in the Schools, 1984
Investigated the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test in 171 adolescents. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. (JAC)
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Mathematics Achievement
Peer reviewedPhelps, LeAdelle; And Others – Psychology in the Schools, 1984
Evaluated correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 55 behavior disordered adolescent males. Results indicated good concurrent validity for the WJTCA Broad Cognitive Score but suggest that WJTCA is heavily verbal weighted. (JAC)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Delinquency
Peer reviewedRussell, Tommy; And Others – Psychology in the Schools, 1984
Investigated the effects of verbal-mediated modeling on transfer to a criterion-referenced paper/pencil task in 51 low-IQ students. Results indicated no significant correlation between concrete operational reasoning and reading comprehension, mathematical reasoning, or language expression. (JAC)
Descriptors: Adolescents, Conservation (Concept), Learning Disabilities, Mild Mental Retardation
Peer reviewedPhelps, LeAdelle; And Others – Psychology in the Schools, 1985
Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Intelligence Tests
Peer reviewedBolton, Brian; And Others – Psychology in the Schools, 1984
Compared the ratings of 24 deaf children who judged each other, using a standard sociometric technique, with ratings by their teachers. The correlations between the two sources at four assessment periods replicated previous findings of substantial convergence of teachers' behavioral ratings and children's sociometric scores. (JAC)
Descriptors: Adolescents, Congruence (Psychology), Deafness, Peer Evaluation
Peer reviewedSewell, Trevor E.; Martin, Roy P. – Psychology in the Schools, 1976
Patterns of occupational choice and correlates of these patterns were investigated for black male inner-city high school juniors and seniors. The pattern of occupational choice of the sample was distinctly different from the middle class, white normative sample of the occupational scale. (Author)
Descriptors: Adolescents, Behavior Patterns, Career Choice, Career Counseling
Peer reviewedHolt, Michael M.; And Others – Psychology in the Schools, 1976
The effects of a token reinforcement program on the classroom behavior of 19 delinquent boys in a correctional institution were investigated. Findings suggest that the use of global, composite measures may mask program effects on important component behaviors. (Author)
Descriptors: Adolescents, Behavior Change, Classroom Communication, Delinquency
Peer reviewedHowell, Kenneth W.; And Others – Psychology in the Schools, 1983
Reviews self-control instruction for retarded students and describes a self-recording training procedure. Five moderately retarded adolescents were taught to self-record a training behavior and generalize the self-recording behavior to idiosyncratic behaviors. Subject-observer agreement is reported, along with monitoring effects on the…
Descriptors: Adolescents, Behavior Modification, Behavior Problems, Change Strategies
Peer reviewedOwnby, Raymond L. – Psychology in the Schools, 1983
Presents a case of successful treatment of compulsive handwashing in a thirteen-year-old boy through a cognitive behavioral intervention, showing the potential efficacy of these procedures with children for this type of behavior problem. The principal cognitive intervention was thought-stopping with which the child's obsessive ruminations were…
Descriptors: Adolescents, Behavior Problems, Case Studies, Cognitive Processes
