School psychology and medical diagnosis: The fragile X syndrome

A fragile site on the X chromosome has been implicated in developmental disabilities among both males and females who possess learning disabilities, mental retardation, attention deficit disorders, and behavior problems. For the most part, medical diagnosis has been of little value to the school psychologist or educator. The diagnosis of fragile X syndrome does possess specific educational implications, especially during the early school years. Data on the characteristics and treatment of patients that can assist the school psychologist in program planning and appropriate referral are presented. The school psychologist is in a most advantageous position to recognize children who are in need of medical consultation and chromosomal analysis. Treatment includes appropriate educational programming, trials of folic acid among prepubescent males, and medical treatment for those manifesting an attention deficit disorder. Family counseling is available for “at-risk” families and should include prenatal diagnosis.     

Exploring and modelling elements of information management that contribute towards making positive impacts: An outcome based approach for senior managers in a local government setting

This paper reports on the first stage of an investigation into monitoring and evaluating the impact of information management (IM) within a local government context. The overall study will utilise a combination of principles from various results-based, outcomes-based and social change approaches (Logical Framework Analysis, Most Significant Change, and Outcomes Mapping) in an attempt to move Leicestershire County Council away from a culture focused on traditional performance measurement, i.e. percentage change in use of services provided to the public, to something of real value. Interviews with 20 senior managers highlighted the important IM issues for Leicestershire County Council as a local government. These initial findings showed that maintaining high quality, trusted, and governed information and knowledge resources were of great value to the organisation. Analysis showed that 85% of senior managers interviewed considered IM to be “critical” in the achievement of organisational outcomes. Further analysis enabled the development of an initial framework indicating key areas where IM can have impact. These key areas will become the focus of further research, where applying a combination of approaches aforementioned will define the boundary partners, their specific outcomes and progress markers with possible impacts proposed. This detail will help to develop a framework for measuring the impact of IM.     

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.     

What the Zoo Should Ask: The Visitor Perspective on Pro‐wildlife Behavior Attributes

Abstract Zoos have some choice about which pro‐wildlife behaviors to ask their visitors to do, but with this freedom comes the difficult task of choosing behaviors that are appropriate, effective, and that do not affect visitors’ experiences. This paper presents attributes of pro‐wildlife behaviors that emerged from self‐completed questionnaires administered to 114 zoo visitors. Questions sought to elicit attributes that visitors felt should be considered in the behavior selection process. The results say that behaviors should: have an on‐site option; be new, or if known, include new learning that underpins why they are needed; be easy to do; and have a clear link between the behavior and how it helps wildlife. Respondents also made comments about specific behaviors as well as how behaviors should or should not be requested. We suggest that visitors’ perspectives be incorporated into pro‐wildlife behavior selection in zoos, and we propose that these findings may be relevant beyond zoos.     

The Longitudinal Effects of Early Language Intervention on Children's Problem Behaviors

Researchers examined whether a parent-implemented language intervention improved problem behaviors 1 year after intervention. Ninety-seven children with language delays (mean age at 12-month follow-up = 48.22 months) were randomized to receive Enhanced Milieu Teaching (EMT) language intervention or business as usual treatment. Twelve months after the intervention ended, children in the EMT intervention condition displayed lower rates of parent-reported externalizing, internalizing, and total problem behaviors. A mediation analysis revealed that the relation between EMT and problem behaviors was partially mediated by child rate of communication for both internalizing and total problem behaviors. A developmental framework is proposed to explain the impact of EMT on problem behaviors, and future lines of research are discussed.     

Affirmative Consent: What Do College Student Leaders Think About “Yes Means Yes” as the Standard for Sexual Behavior?

Affirmative consent (AC) is becoming the standard for sexual behavior between students. However, little is known about how college students interpret and practice AC. We conducted in-depth, semistructured interviews with a purposeful sample of 31 undergraduate students to understand students' perceptions of AC and how it was practiced in their sexual relationships.

Despite knowledge about AC, many student leaders thought that it was an unrealistic expectation for students. This suggests that college sexual health education needs to clearly articulate actions that are consistent with AC and indicate how these can be incorporated into students' sexual behavior.     

SCHOOL PSYCHOLOGISTS’ CONTINUING PROFESSIONAL DEVELOPMENT PREFERENCES AND PRACTICES

This study investigated school psychologists’ continuing professional development (CPD) activities, topics, needs, motivations, financial expenditures, and opinions, as well as relationships between select demographic characteristics and certain CPD practices and preferences. A survey was mailed to 1,000 randomly selected Regular Members of the National Association of School Psychologists, resulting in the return of 510 completed surveys, a 51% response rate. Respondents expressed opinions about CPD that were positive, optimistic, and consistent with their high levels of engagement and investments of both time and financial resources. Most respondents reported engaging in 25 or more hours of CPD during the previous year. CPD topics in which they engaged most frequently were response to intervention and academic, behavioral, and social–emotional interventions, and academic screening and progress monitoring. Respondents reported a high level of need for more CPD in those same topic areas, but a low level of need for offerings in standardized assessment. Older school psychologists were less likely to have engaged in CPD relating to contemporary assessment practices and interventions and more likely to have engaged in activities related to standardized assessment. Almost half of the respondents had engaged in CPD through an online activity and reported a desire for more online opportunities. No relationship was found between age and usage of, or positive opinions about, online CPD.     

The teacher work sample: A tool for scaffolding and assessing preservice teachers' early field experiences

Abstract

This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program. The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool. Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described. Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment. The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction.     

Naïve change agent or canny political collaborator? The change in leadership role from nursery school to Children's Centre

This article presents initial findings from a consideration of early years Labour government policy from 1997 to date and from a case study of an early years leadership journey. The article explores the social policies underlying early years initiatives that have impacted upon early years leadership journeys and roles. The challenge of the role is highlighted through the first author's (Lesley Curtis) leadership experiences and we suggest that limited support for leaders of integrated centres has been available to date. The case study questions and explores whether Curtis is a naïve change agent or a canny political collaborator as she travels on her leadership journey and discovers new insights into the nature of her early years leadership role.     

Becoming and Being a Specialist: anticipating and experiencing higher education English

Abstract

This paper presents and discusses a hitherto largely neglected area of academic and pedagogic research in one of the most popular subjects in higher education — English. The authors examine student‐held views of what constitutes ‘English’, focusing for part of the discussion on reading and reading logs in routine English teaching. The first part of the paper concentrates on the quality of students’ insights into reading as revealed by the novel experience of keeping a reading log. The second part of the paper places this pedagogic experience in a larger context. Here, students’ own views of English, anticipated and subsequent to arrival in higher education, are evaluated. The authors apply different theoretical constructs in both their methodology and interpretation of findings. They conclude that one significant challenge for students in higher education English today is to adjust themselves, with a balance between flexibility and coherence, to a new techno‐cultural world. This world demands the intellectual capabilities both of self‐reflection and community affiliation in an expanding disccurse called ‘English’.