Using the PET microcomputer for collecting and analyzing observational data in the classroom

This report concerns the use of the PET 2001–8 microcomputer (Commodore) for taking observational data on human interactions in a classroom setting. The program enables the observer to record several different types of behavior as they occur in time and provides for calculations of frequency, duration, and latency data for the behaviors observed, using the real-time clock built into the PET. During field testing in a classroom, an observer can accurately record sequential teacher-student interactions. Because of the integration of processor, TV monitor, keyboard, and cassette deck, the PET is very portable, which increases it flexibility for observing behaviors in naturalistic settings.     

Considerations in collecting Rorschach reference data

Recent Rorschach research with nonpatients has yielded reference data that differ in several respects from nonpatient normative data published for the Comprehensive System (Exner, 1995). Conclusions concerning the implications of these new findings are premature, however, pending careful consideration of appropriate guidelines for collecting Rorschach reference data. In proposing guidelines for future research of this kind, I note (a) that the relatively unstructured nature of Rorschach assessment may complicate obtaining useful data from nonpatient volunteers, (b) that normative studies should include various types of patient as well as nonpatient samples, and (c) that identification of psychological disturbance from Rorschach protocols may be guided more accurately by how closely a record resembles the records of patients with certain disturbances than by how much the record differs from the records of nonpatients.     

Regulatory and ethical principles in research involving children and individuals with developmental disabilities

Children and individuals with developmental disabilities (DD) compared to typical participants are disadvantaged not only by virtue of being vulnerable to risks inherent in research participation but also by the higher likelihood of exclusion from research altogether. Current regulatory and ethical guidelines although necessary for their protection do not sufficiently ensure fair distributive justice. Yet, in view of disproportionately higher burdens of co-occurring physical and mental disorders in individuals with DD, they are better positioned to benefit from research by equitable participation. Greater elucidation of this ethical dilemma is called for by researchers, institutional review boards, and funding agencies to urgently redress the imbalance. This article discusses many of the regulatory principles to ensure better research participation of children and individuals with DD: human rights, validity, distributive justice, beneficence/nonmaleficence, and autonomy.     

Ethics in the classroom: a reflection on integrating ethical discussions in an introductory course in computer programming

In this paper, we describe our recent approaches to introducing students in a beginning computer science class to the study of ethical issues related to computer science and technology. This consists of three components: lectures on ethics and technology, in-class discussion of ethical scenarios, and a reflective paper on a topic related to ethics or the impact of technology on society. We give both student reactions to these aspects, and instructor perspective on the difficulties and benefits in exposing students to these ideas.     

Effects of variation in teacher organization on classroom functioning

This study examined effects of variation in teacher organization on how time is spent in classrooms, focusing on time spent in transitions and instruction, including child skill by teacher organization interactions. Forty-four first-grade classrooms were observed three times over the school year. Timed narratives of each activity were recorded. “Orient-organize” referred to time teachers spent orienting students to classroom procedures or organizing the class for specific assignments, and included instructional clarity, where teachers described objectives of activities to students. Using hierarchical linear modeling, substantial variation across teachers in orient-organize was observed. Overall, classrooms spent less time in organization as the school year progressed. In addition, spending more time in organization was related to less time spent in transition. Students in classrooms that spent more time in organization in the fall also experienced greater amounts of time in child-managed activities in the spring. There was also an interaction between child vocabulary and amount of orient-organize in the winter. Students with lower vocabulary scores were more likely to be in classrooms that spent more time in spring child-managed activities if they continued to receive substantial amounts of orient-organize in the winter. The opposite was the case for students with high vocabulary skills.     

When psychologists work with religious clients: applications of the general principles of ethical conduct

Psychologists become more effective and relevant when they appreciate that many clients hold religious values and commitments. Greater awareness of religion and religious values in the lives of clients may aid clinicians' efforts to provide more accurate assessments and effective treatment plans. The authors use the American Psychological Association's (1992) "Ethical Principles of Psychologists and Code of Conduct" as a framework to examine many of the ethical issues relevant when psychologists work with religious clients. This article also provides suggestions for ways in which clinicians may obtain the skills needed to offer competent assessments and interventions with religiously committed clients.     

Universal ethical principles in a diverse universe: a commentary on Monshi and Zieglmayer's case study

Monshi and Zieglmayer's case study presents Sri Lankan participants as having views on the privacy of health information that differ radically from those commonly found in Western nations. This article explores 2 questions that their case study raises for the ethical review of research in international settings: First, are allegedly universal ethical principles--of the sort promulgated in the Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978)--useful in international settings?, and second, how should research oversight bodies address the challenges that arise in international behavioral and social science research?     

Effects of classroom organization on letter-word reading in first grade

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.     

Effects of group contingent events upon classroom noise

The first study investigated a group control procedure for suppression of excessive sound-intensity levels in a regular public school classroom. Reinforcement consisted of a 2-min addition to the class gym period and a 2-min break after maintenance of an unbroken 10-min quiet period as monitored on a decibel meter. Transgressions of the sound limit (42 decibels) resulted in a delay of reinforcement by the resetting of the timer to the full 10-min interval. The results indicated that these procedures were highly effective in suppression and control of sound intensities. The second experiment utilized a similar procedure coupled with a procedure of eliminating out-of-seat behavior. Experiment III studied the effects of Exp. II procedures on a single student's out-of-seat behavior rate. All procedures were found effective.     

Effects of extrinsic rewards on intrinsic motivation in the classroom

This paper attempts to clarify the effects of extrinsic rewards on intrinsic reinforcement from academic activities. Specifically, it addresses three questions: (a) What is the distinction between extrinsic and intrinsic reinforcement? (b) Why use extrinsic rewards in the classroom? and (c) What have been the long-term effects of extrinsic rewards on intrinsic interest in classroom activities? It was generally concluded that extrinsic rewards play an essential role in the classroom and that such rewards have increased intrinsic interest in classroom activities.