School-based model for preventing teenage pregnancy

Social workers in the schools can take positive and immediate action to address teenage pregnancy through the use of interventive models that help teenagers avoid the risk of unwanted pregnancy. The present article describes and empirically supports 1 such school-based model. The author 1st delineates the major problems associated with teenage pregnancy and then relates the preventive model to prior research and details its implementation in school settings. A discussion of reslults from the model's field evaluation is followed with implications for school social workers. The model reported here is directed to all adolescents rather than focusing on a "high-risk" population. The risk of pregnancy is assumed to be a normal part of adolescent development. Grounded in an intterpersonal conceptualization of teenage pregnancy and in related empirical research, the school-based model helps young men and women acquire the requisite skills for preventing unwanted pregnancy. The program requires school social workers to meet with 12-18 teenage students of both sexes and to provide them with basic information on human sexuality, reproduction and contraception. These topics are covered by lectures, demostrations, discussion and audiovisual presentations. Through instruction, feedback and reinforcement, student learn how to talk about sensitive topics, stand up for their rights and be convincing and effective when carrying out decisions. Homework assignments are designed to develop the students'skills in interactions with dating partners, parents and friends. The clinical applicability and effectiveness of this prevention training model is documented through a study conducted in an urban high school. 36 informed and consenting sophomores of both sexes were randomly assigned either to an interventive group or to a non-treatment control group. Compared to the latter, the former had more accurate knowledge of human reproduction and contraception after the intervention. Buttressing these and other positive results, the students' enthusiastic feedback left little doubt that they enjoyed the group process and were interested in the training. Moreover, analyses of follow-up data on coital activity, the use of contraceptives, and family planning decisions revealed that the training had produced striking effects. Decision making tests, behavioral performance tests, follow-up questionnaires and videotaping of behavior during stressful interpersonal situations were among the evaluation techniques used.     

Failing our Children? The comprehension of younger viewers

Educationalists are failing to help children acquire the skills needed to understand television, despite its importance in our society and schools. The present study examines whether a successful course of television literacy could be developed to cover the entire school age range, based on a common approach. Results indicate that the course was successful at all levels, and suggest that further research might identify factors which influence television comprehension.     

What really influences minority attendance? Sequential analyses of the high school and beyond sophomore cohort

While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.     

Student Teachers' Attitudes Towards the Inclusion of Children with Special Needs

Previous research has suggested that teachers' attitudes are crucial to the success of inclusion programs for children with special needs. In the present study, the impact of special needs category (intellectual disabilities versus emotional and behavioural problems) and student teachers' training (being trained to work with either younger or older children) on their attitudes towards inclusion were explored. Ninety three student teachers completed a new measure of attitudes towards inclusion: the Impact of Inclusion Questionnaire (IIQ). Results showed that student teachers were more negative about the impact of children with emotional and behavioural problems on other children, teachers, and the school environment than they were about children with intellectual disabilities. There was little support for the effects of training background or student teachers' previous experience of special needs on their attitudes. Implications for inclusion programs and future research are briefly discussed.     

Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.     

Validity of self-reported reading disability by parents of reading-disabled and control children

Composite reading scores obtained from parents of 125 reading-disabled children and 125 matched control children who participated in the Colorado Family Reading Study were used to test the validity of self-reported reading problems. Parents who reported that they encountered serious difficulty learning to read had significantly lower reading scores than did those who reported no positive history of reading problems. Moreover, this difference was larger for parents of reading-disabled children than for those of controls. Thus, parental self-reports provide a valid index of reading problems.     

Using multidimensional scaling for curricular goal analysis

Multidimensional sealing and related analytic procedures were used to estimate the accuracy of a set of goals used to pattern the design of a graduate curriculum. The analysis suggests that this goal set faithfully represents the essential elements within the area of professional practice to be taught. The procedures described have utility for a wide range of goal-focused analyses.