Social skills interventions across school settings: Case study reviews of students with mild disabilities

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.     

Assessing severity in behavior disorders: Empirically based criteria

School psychologists are routinely required to make judgments about the severity of behavior disorders in children. While federal law demands that a child exhibit an emotional problem “to a marked degree,” school psychologists are given few clearcut guidelines for making judgments about the severity of students' adjustment problems. The purpose of this paper is to present a list of empirically based criteria for assessing the severity of behavior disorders in children. To this end, research on major behavior disorders in children of interest to school psychologists is reviewed.     

A survey of school psychologists' perspectives and practices with childhood depression

Despite some controversy, there is an emerging body of knowledge regarding the nature, prevalence, assessment, and treatment of childhood depression. The following study was undertaken to determine how this knowledge compares with the perceptions and practices of school psychologists in two north central states. A need for school psychologists to define the concept of childhood depression is identified. Use of DSM III-R for the diagnosis of childhood depression in the schools and the inclusion of standardized measurement techniques in the assessment process are advocated. Involvement of school psychologists in the treatment process, either directly or indirectly, is also recommended.     

Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria

School psychologists need to assess the severity of behavior disorders accurately to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Although clinicians in fields such as mental retardation categorize severity of behavior to make diagnostic and general treatment decisions, school psychologists rarely attempt to assess severity in any systematic or comprehensive way. The primary purpose of this study is to see how 92 practicing school psychologists rank 11 variables in their assessments of SED in school-age children. A secondary purpose is to examine the extent of school psychologists' reliance upon clinical and empirical criteria in assessing the severity of SED. It is concluded that school psychologists agree in their rankings of variables from most to least important and that they do not consider empirical criteria more important than clinically based criteria when assessing SED. Implications for practice are presented.     

The KAIT with developmental students,honor students,and freshmen

The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted.     

Perpetrators and their acts: data from 365 adults molested as children

Intake interviews were analyzed from 365 adults molested as children (AMACs). The AMACs were entering treatment at the Child Sexual Abuse Treatment Program (San Jose, CA). This study presents data on the relationship of the perpetrator to the victim, and whether most molestations include intercourse. The majority of the perpetrators (62%) were either biological fathers or father-surrogates. Ninety-nine percent of the perpetrators were known to the victim; 97% were male. As in past studies, fondling from the waist down was the most common type of molestation, occurring in 92% of the cases. Forty-four percent of cases included intercourse. The present findings are compared with past research and are discussed in the context of common misconceptions associated with child sexual abuse.     

Construction of Critically Transformative Education in the Tucson Unified School District

A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students.