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The study investigated the impact of a Summer Therapeutic Daycamp on the subsequent classroom behavior of behaviorally disordered children. Pre-post assessment of the maladaptive behavior of children participating in the program and of a control group one year subsequent to the program demonstrated the differential impact of the program, consistent with the notion of intensive, time-limited intervention as an effective alternative to extended treatment. 相似文献
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The fallacy of “two years below grade level for age” as a diagnostic criterion for reading disorders
The use of grade equivalent scores contrasted against grade placement is widespread in the diagnosis of dyslexia and other reading disabilities. This method substantially overstates disabilities at upper grade levels while underestimating the severity of difficulties in the early grades. Other difficulties and difficulties and distortions of this methods are also pointed out. An accurate, alternative method for reliably determining aptitude/achievement discrepancies is presented and its use discussed. 相似文献
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Tanya Grieger James M. Kauffman Russell M. Grieger Associate Professor 《Journal of School Psychology》1976,14(4):307-313
Kindergarten children were given opportunities to report to their class during “sharing time” the cooperative or friendly behaviors of their peers which had occurred during the day. Children whose cooperative behavior was reported by a peer received a happy face badge as a reward. Later, only peer praise served as a reward for those whose friendliness was mentioned by a peer. Cooperative behavior increased and aggressive acts decreased when peers reported prosocial behavior to the class. A reversal phase, in which unfriendly acts were reported, produced a decrease in cooperation and an increase in aggression. Peer reporting was a natural and inexpensive means of increasing prosocial responses of these children. Anecdotal teacher reports suggested a generalized behavioral improvement. 相似文献
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JAMES W. SMITHER Associate Editor 《Personnel Psychology》2003,56(4):995-996
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The law has become a major vehicle for those seeking to reform education. The two areas of reform which most affect school psychologists are the extension of the right to a public education to previously discriminated against and excluded groups, and the extension of the protection of the Bill of Rights to all school children. The potential impact of these areas on the role of the school psychologist is suggested by preliminary findings on one such reform, the right of retarded children to an appropriate education and the guarantee of that right through the provision of procedural due process. Any response to the reform by school psychologists will involve risks and opportunities which must be carefully weighed if a wise choice is to be made from the point of view of both children and the profession. 相似文献
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