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131.
Paul A. McDermott 《Journal of School Psychology》1981,19(1):31-44
A detailed exploration of the role of diagnostic practices is presented, with special attention given to such practices in school psychology. Basic principles related to diagnostic typology and concepts of reliability and validity are reviewed in the context of recent diagnostic decision-making research. Finally, the intrusion and eventual reduction of particular errors of consistency and inconsistency and psychodiagnosis are examined with a view toward improvements in future training and practice. 相似文献
132.
Philip A. Saigh 《Journal of School Psychology》1981,19(1):86-91
Forty educably mentally retarded (EMR) students were randomly selected and assigned to one of two treatment groups. Students in the experimental group were verbally praised after their responses to the WISC-R questions, while the students in the control group received nonevaluative procedural comments. The scaled scores for five of eleven subtests, in addition to the Verbal, Performance and Full Scale indices, were significantly greater under the experimental procedure. The treatment's efficacy and considerations for future research were noted and discussed. 相似文献
133.
134.
Recent studies on information processing have developed an alternative model of mental abilities which constitutes an integration of Russian clinical research and North American factor analytic research. This model proposes that information may be processed in a simultaneous synthesis or a successive synthesis. The present study examines variations in these syntheses in three intelligence groups in order to identify the types of information processing characteristic of different intelligence groups. A stratified sampling of verbal and nonverbal IQ was used to select 60 boys of age 9–10 in each of three verbal IQ ranges: 71–90, 91–110, and 111–130. A battery of tests used in previous research was administered to all subjects. Multivariate analyses of variance and discriminant analyses indicated that the IQ groups differed markedly on tests used to identify simultaneous synthesis, most notably Raven's Progressive Matrices, and differed slightly less on tests of successive synthesis. Factor analyses of the test intercorrelations for each group revealed more factorial invariance across the IQ groups than had been suggested by a previous exploratory study. It was concluded that strong individual differences exist in simultaneous and successive syntheses over the major portion of the standardized intelligence range, and no high degree of specialization of information processing was characteristic of an intelligence group. 相似文献
135.
The scientist-practitioner model has been fundamental to the field of professional psychology for over 50 years. Although
other training models have been offered in an attempt to improve training or meet other needs, we view many of the changes
suggested by these models as consistent with the original intent of scientist-practitioner training. We argue that the reciprocal
effects of science and practice within this model, if appropriately integrated, remain an excellent fit for integrating science
and practice and enhancing the quality of both the practice and science of psychology. We address some of the problems with
how the model has been implemented and offer recommendations for ways to enhance science and practice integration. Finally,
we describe some of the mechanisms we have used to put these principles into practice in our counseling psychology training
program. 相似文献
136.
137.
Amanda NeMoyer Ora Nakash Marie Fukuda Jill Rosenthal Najeia Mention Valeria A. Chambers Deborah Delman Gilberto Perez Jr. Jennifer G. Green Edison Trickett Margarita Alegría 《American journal of community psychology》2020,65(1-2):44-62
Among students receiving behavioral health and special education services, racial/ethnic minority students are consistently overrepresented in settings separate from general classrooms. Once separated, many young people struggle to improve academically and face significant difficulty upon trying to return to a general education setting. Given the complex, ongoing, and multifaceted nature of this challenge, racial/ethnic disproportionality can be identified as a “wicked problem,” for which solutions are not easily identified. Here, we describe our community-engaged research efforts, eliciting perspectives from relevant partners in an ongoing dialogue, to better integrate diverse stakeholders’ perspectives when attempting to address such disparities. We conducted focus groups and qualitative interviews with members of three stakeholder groups: community-serving organizations, individuals with lived experience of behavioral health conditions, and state-level policymakers, with a shared interest in addressing racial and ethnic disparities. Participant responses illustrated the “wickedness” of this problem and highlighted the need for additional supports for students, families, and school personnel, increased collaboration across relevant systems and agencies, and reduced barriers related to funding. Overall, this methodology bridged differing perspectives to develop, in concert with our partners, a shared language of the problem and a core set of issues to consider when seeking to effect change. 相似文献
138.
Amy J. Anderson 《American journal of community psychology》2020,65(1-2):242-257
This qualitative systematic review examined the context-specific factors that influence the implementation of youth participatory action research (YPAR) projects in high schools within the United States. Thematic synthesis was conducted to identify and analyze the YPAR implementation factors that were present in 38 peer-reviewed studies. Results indicate the following two analytic themes concerning YPAR implementation in high schools: (a) pedagogical strategies and (b) stakeholder dynamics and needs. The themes provide support for existing ecological frameworks of implementation factors and demonstrate that adult researchers’ project-specific decisions are nested within educational power structures. This paper will discuss the implications of these YPAR implementation themes in executing YPAR projects in high schools. 相似文献
139.
Effective attention and memory skills are fundamental to typical development and essential for achievement during the formal education years. It is critical to identify the specific mechanisms linking efficiency of attentional selection of an item and the quality of its memory retention. The present study capitalized on the spatial cueing paradigm to examine the role of selection via suppression in modulating children and adolescents’ memory encoding. By varying a single parameter, the spatial cueing task can elicit either a simple orienting mechanism (i.e., facilitation) or one that involves both target selection and simultaneous suppression of competing information (i.e., IOR). We modified this paradigm to include images of common items in target locations. Participants were not instructed to learn the items and were not told they would be completing a memory test later. Following the cueing task, we imposed a 7-min delay and then asked participants to complete a recognition memory test. Results indicated that selection via suppression promoted recognition memory among 7–17 year-olds. Moreover, individual differences in the extent of suppression during encoding predicted recognition memory accuracy. When basic cueing facilitated orienting to target items during encoding, IQ was the best predictor of recognition memory performance for the attended items. In contrast, engaging suppression (i.e., IOR) during encoding counteracted individual differences in intelligence, effectively improving recognition memory performance among children with lower IQs. This work demonstrates that engaging selection via suppression during learning and encoding improves memory retention and has broad implications for developing effective educational techniques. 相似文献
140.
The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world. 相似文献