EFFECTS OF CHOSEN VERSUS ASSIGNED JOBS ON THE WORK PERFORMANCE OF PERSONS WITH SEVERE HANDICAPS

We evaluated the effects of several choice-related variables on the work performance of adults with severe handicaps. After assessing client work preferences, three choice-related situations were presented: (a) providing clients with the opportunity to choose a work task, (b) assigning a preferred task, and (c) assigning a nonpreferred task. Results indicated that clients attended to work tasks almost twice as much when they chose their tasks and when assigned to work on preferred tasks versus when assigned to work on nonpreferred tasks. Results are discussed regarding the need to assess systematically the effects of choice-related variables.     

The effect of token reinforcement on McCarthy Scale performance for white preschoolers of low and high social position

In Study 1, the effect of making tokens contingent on correct performance of low social position preschoolers on the McCarthy Scales of Children's Abilitieswas examined. Preschoolers in a token reinforcement group scored significantly higher (mean=8 IQ points) than subjects in a control group. In Study 2, the effect of tokens on McCarthyresults was examined as a function of social position in a 2×2 design. The high social position control group scored significantly above the low social position control. The low social position token reinforcement group, however, performed as well as both the high social position control and token reinforcement groups. Use of systematic reinforcement contingencies to reduce test error is discussed.     

School psychologists at three-quarters century: Congruence between training,practice, preferred role and competence

A national sample of practicing school psychologists responded to a questionnaire measuring certain demographic characteristics and their perceptions of their training, practice, preferred job, and competence. Characteristics of the sample are reported and congruence measures are given for the major variables. Finally, differences are examined for job setting (urban-rural), degree field (school psychology-other), and degree level (doctoral-subdoctoral). Implications for the profession are discussed.     

The development of school psychology in the state of Washington: A personal perspective

The history of school psychology in the State of Washington is examined with respect to growth of the profession, changing roles, training programs, and professional activism. During the past 30 years growth has been influenced by increased demand for special education programs and funding from both the state and national level. Starting out as clinical psychology in the schools, the role has changed to link together assessment, consultation, and remediation. With the growth of the profession has come several training programs based on the masters degree model but requiring two or more years of academic work. This model led to a split within psychology in this State with the school psychologists forming their own organization. The present funding crisis in education leaves the future of school psychology uncertain. However, the author believes that the profession can continue to thrive through positive actions and that by the end of this decade the numbers retiring from and entering the profession will be in equilibrium.     

Depth oriented brief therapy: an ideal technique as hospice lengths-of-stay continue to shorten

The authors note that as hospice patients' lengths-of-stay continue to shorten, psychosocial/spiritual counselors are being challenged to help patients and families process the myriad of issues terminal illness gives rise to. Given this reality, the authors suggest that the Depth Oriented Brief Therapy (DOBT) approach should prove especially useful. The DOBT premise is that if people can be helped to experience the emotional meanings of why they hold on to emotionally painful symptoms then they can abandon their symptoms for healthier ways of being.