A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education

The purpose of this study was to examine the effects of implementation of a systematic response to intervention (RTI) model on the identification and evaluation of children for special education. Using a multiple baseline design, a systematic model of assessment and intervention was introduced in consecutive years for all elementary schools (N = 5) in the district. Effect of the RTI model on number of evaluations conducted, percentage of evaluated children who qualified for services, and proportion of identified children by sex and ethnicity before and after implementation of the model was examined. Additionally, outcomes for children who did not have an adequate response to intervention versus those who were at-risk but responded successfully to short-term intervention were examined. A cost analysis of use of the model was provided. The degree to which data obtained were used by the decision-making team was also examined. The assessment and intervention procedures, decision rules, and schoolwide training methods are described in detail and practical implications are discussed.     

"What if…": The Use of Conceptual Simulations in Scientific Reasoning

The term conceptual simulation refers to a type of everyday reasoning strategy commonly called "what if" reasoning. It has been suggested in a number of contexts that this type of reasoning plays an important role in scientific discovery; however, little direct evidence exists to support this claim. This article proposes that conceptual simulation is likely to be used in situations of informational uncertainty, and may be used to help scientists resolve that uncertainty. We conducted two studies to investigate the relationship between conceptual simulation and informational uncertainty. Study 1 was an in vivo study of expert scientists; the results suggest that scientists do use conceptual simulation in situations of informational uncertainty, and that they use conceptual simulation to make inferences from their data using the analogical reasoning process of alignment by similarity detection. Study 2 experimentally manipulated experts' level of uncertainty and provides further support for the hypothesis that conceptual simulation is more likely to be used in situations of informational uncertainty. Finally, we discuss the relationship between conceptual simulation and other types of reasoning using qualitative mental models.     

The experiences of high-performance coaches in the management of difficult athletes

Although research on effective coaching strategies is well documented, researchers are still learning how coaches effectively manage problematic athletes. The purpose of this study was to investigate how high-performance coaches managed difficult athletes. We interviewed eight experienced ice hockey coaches from the premiere development stream in Canada for athletes who aspire to play professionally. Through our analysis of the data, we found that these coaches identified problem athletes early, fostered relationships, provided clear expectations and roles, and transformed their behaviors to match the team culture (although this was not always possible). We also found that managing difficult athletes takes a great deal of patience, introspection, and emotional intelligence on the coach’s behalf. Our findings contribute to a limited understanding of the knowledge and strategies used by coaches to manage difficult athletes and maintain a positive team climate.     

The strategic nature of changing your mind

In two experiments, we studied how people’s strategy choices emerge through an initial and then a more considered evaluation of available strategies. The experiments employed a computer-based paradigm where participants solved multiplication problems using mental and calculator solutions. In addition to recording responses and solution times, we gathered data on mouse cursor movements. Participants’ motor behavior was revealing; although people rapidly initiated movement to the calculator box or the answer input box, they frequently changed their minds and went to the other box. Movement initiation direction depended on problem difficulty and calculator responsiveness. Ultimate strategy selection also depended on these factors, but was further influenced by movement initiation direction. We conclude that strategy selection is iterative, as revealed by these differences between early cursor movement and eventual strategy implementation. After rapidly initiating movement favoring one strategy, people carefully evaluate the applicability of that strategy in the current context.     

Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived”

A candidate process for explaining the rapid vocabulary acquisition during the preschool years is “fast mapping,” children's ability to sketch partial maps of a word's meaning after brief exposure. The present study examines this process for learning multiple words, testing the hypothesis that children's attention to the information critical for quickly mapping multiple words onto their referents depends on the alternatives available when the words are introduced. Fifty-eight 40-month-old children participated in one of two conditions. In both conditions, each trial for novel Word #1 presented a novel object and three familiar ones. The conditions differed in the object choices presented when novel Word #2 was introduced. Although the same information was available to children in both conditions, younger children showed significantly better learning of the new words in the successive condition than in the concurrent condition. Implications of this for age-related differences and for teaching strategies are discussed.     

The plausibility of spiritual intelligence: spiritual experience,problem solving and neural sites

Australian teachers in Church related schools have begun to use the term ‘spiritual intelligence’ in their educational discourse. Is it accurate to describe spirituality as a form of intelligence? This paper explores whether the notion of spiritual intelligence is plausible. It addresses this firstly by discussing the notion of spiritual experience as a mechanism for problem solving—one of the central themes that underlies the concept of intelligence. Secondly, it examines some of the neural sites of the human brain that have been found to be active in those who apperceive spiritual experience. In light of this discussion, this paper argues that although some concerns prevail in considering spirituality as a form of intelligence, the concept of spiritual intelligence may nonetheless be rendered as plausible.     

The Efficacy of a Video-Based Teamwork-Building Series with Urban Elementary School Students: A Pilot Investigation

The Talking with TJ teamwork-building series is a video-based program designed to promote social/emotional competence in elementary school children. The program emphasizes group planning, diversity appreciation, and teamwork. Although it has been implemented in schools and by children's social organizations nationwide, empirical investigations have not evaluated its use in urban school districts. This article presents pilot data on the effectiveness of “TJ” with a sample of 208 third-grade students from an urban district designated “high risk” due to poverty, community violence, and below average reading abilities. TJ had significant positive effects on several aspects of students' social concept, but did not lead to significant behavior changes over the 5-week intervention period. These results suggest that the program is a promising means of increasing feelings of self-efficacy for students participating in cooperative problem solving tasks, but a longer-term intervention is likely necessary to produce significant behavioral effects.     

The Future Problem Solving Program International: An Intervention to Promote Creative Skills in Portuguese Adolescents

The Future Problem Solving Program International (FPSPI) is an internationally applied educational program that involves young people. Its theoretical foundation is both the Creative Problem Solving Model and the Futurist Thinking. It aims to promote creative and critical thinking through a futurist approach to problems. This study intended to analyze the effects of the program on creative skills evaluated by the Torrance Tests of Creative Thinking (Figural Version). The participants’ perceptions of the efficacy of the program were also assessed. This intervention was carried out with 131 adolescents over a period of 7 months in an extra‐curricular context. The evaluation of the program takes into account periods both before and after interventions, using similar experimental and control groups. The results showed significant statistical differences for the all skills studied and very positive perceptions of the efficacy of FPSPI. Two significant gender differences in creative performance were also found. The results are described and discussed in order to promote awareness for future research concerning this program.     

Differences in Creative Problem‐Solving Preferences Across Occupations

FourSight theory contends that individuals show preferences for the mental operations rooted in the creative process. The four fundamental preferences measured by FourSight are Clarifiers, Ideators, Developers, and Implementers. The present study examined the extent to which certain occupations reflect a proclivity for these four creative‐process preferences. Guided by Holland's theory of vocational choice, hypothesized relationships were formulated for the link between FourSight theory and 17 occupations. For example, it was predicted that those who work in finance would show a significant bias toward the Clarifier preference. Of the 17 hypothesized relationships between FourSight and occupation, statistical analysis of the FourSight preferences for 20,784 individuals showed support for 12 predictions and partial support for two of the hypothesized relationships. These findings clearly demonstrate that particular occupations engage specific creative‐process preferences. Future investigations might wish to examine the degree to which the interaction between work and creative‐thinking preferences predicts creative performance, satisfaction, stress, and turnover.