Validity of Social Behavior Assessment in discriminating emotionally disabled from nonhandicapped students

Discriminant analyses and stepwise multiple regression techniques were applied to teacher ratings of 184 kindergarten through eighth-grade students using Stephen's Social Behavior Assessment (SBA) inventory and were used to predict group membership as emotionalyy disabled (ED) or non-ED. The results suggested that the SBA was highly effective in correctly discriminating ED from non-ED students. The linear discriminant function derived from the 30 SBA subcategories correctly classified 83% of the subjects, yielding a highly significant separation of groups of ED and non-ED children. While the results of the discriminant analyses have not yet been cross-validated, these findings support the discriminant validity of the SBA for ED versus non-ED classification and suggest that the SBA is potentially a useful instrument for school psychologists as one source of information in a multifactored assessment regarding the identification of children as ED.     

The Headache Symptom Questionnaire: Discriminant classificatory ability and headache syndromes suggested by a factor analysis

A brief Headache Symptom Questionnaire was administered to 129 chronic headache Sufferers. The questionnaire accurately classified 68.42% of headache subjects in their proper diagnostic category, comparable to, but statistically less accurate than, the 86.4% agreement between expert headache diagnosticians using clinical interviews. Results of a factor analysis of the Headache Symptom Questionnaire lend support for their being two commonly accepted global headache categories—vascular/migraine and muscle contraction—and one headache dimension concerned with duration of headache pain. Combined migraine-muscle contraction headache was found to be related more to migraine than to muscle contraction headache, and cluster headaches emerged as a separate clinical entity, not loading positively on any factor and loading negatively on all three.This research was supported in part by Grant NS-15235 from the National Institute of Neurological and Communicative Disorders and Stroke.     

Visual and tactual texture perception: Intersensory cooperation

In three experiments, subjects were required to make texture judgments about abrasive surfaces. Touch and vision provided comparable levels of performance when observers attempted to select the smoothest of three surfaces, but bimodal visual and tactual input led to greater accuracy. The superiority of bimodal perception was ascribed to visual guidance of tactual exploration. The elimination of visual texture cues did not impair bimodal performance if vision of hand movements were permitted. It is suggested that touch may preempt vision when both sources of texture information are simultaneously available. The results support the notion that perception is normally multimodal, since restriction of the observer to either sense in isolation produces lower levels of performance.     

Generalized and specific expectancies: Sequential mediators of interpersonal behavior1

Two experiments confirmed sequential mediation of social interaction by investigating the effects of generalized expectancies on specific expectancies and the effects of specific expectancies on performance. Both experiments used a simulated tutoring task in which the subject took the role of tutor while a confederate took the role of student. In Experiment 1 subjects combined generalized expectancies about the effectiveness of certain tutoring responses with specific situational information to produce specific expectancies about the results of the tutoring responses under the experimental circumstances. Experiment 2 replicated this finding and showed that specific expectancies of the relative effectiveness of different responses influenced which response was performed more. Results were discussed in terms of cognitive motivation theory and social learning theory.     

The Counselor and Student Discipline: Suggested Roles

The problem of role definition for counselors relative to discipline problems has been persistent. Difficulties in defining and adopting appropriate roles in discipline have been exacerbated by conflicting expectations between and among administrators, counselors, and faculty. This article provides a short summary and analysis of the literature on the counselor's role in school discipline; possible counselor roles are grouped into six categories: mediator, ombudsman, consultant, psychological educator, special program developer, and counselor. From the variety of roles defined and discussed, counselors may find one or a combination of several roles that both satisfy the needs of their students and are appropriate to their own personalities and/or skill levels.     

The effects of attention-directing training on recognition memory task performance of three-year-old children

Thirty-eight 3-year-old children served as subjects in an investigation of recognition memory in which schematic faces differing only in the orientation of the eyes were employed as stimuli. A pretest was administered to all children, after which the two experimental groups received training in either attention to the distinctive feature of the training stimuli (also schematic faces) by means of a matching task, or in labeling the faces according to how they looked (sleepy, happy, sad, mad) and in using the labels to perform a matching task. After the training session all children were given a posttest on recognition memory of the faces. The verbally trained group obtained significantly higher scores on the posttest than either the feature or control groups. These results indicate that although the children were able to discriminate the faces, evidenced in their ease of performance on the training tasks, they were not able to use this knowledge unless given training in attaching labels to the stimuli, which enabled them to store the information for later use. Results are discussed in light of Gibson's (1969) theory of the developmental interrelations of cognitive processes.     

RELATIVE EFFECTIVENESS OF TEACHER ATTENTION AND THE “GOOD BEHAVIOR GAME” IN MODIFYING DISRUPTIVE CLASSROOM BEHAVIOR1

A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects.     

The influence of evaluatee's sex on evaluations of a response on a managerial selection instrument

In this study 33 male and 22 female undergraduate students were trained and then asked to evaluate an in-basket response (with either a male or female respondent) on four dimensions: sensitivity, organizing and planning, decision-making, and written communications. Results indicated that the evaluatee's sex did not influence evaluations of the in-basket response. Female in comparison to male evaluators were significantly harsher in evaluating written communications. The absence of sex discrimination which sharply differed from the findings of several previous research studies is discussed in terms of the substantial amount of managerial related data provided by the in-basket technique.This report is based on a master's thesis written by the second author under the sponsorship of the first author and submitted in partial fulfillment of the requirements for the MA degree at Florida Technological University.