Parameters of Adherence to a Yearlong Daily Report Card Intervention for Students With Attention-Deficit/Hyperactivity Disorder

Given that attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder, which is likely to require sustained treatment, investigations of the adherence to long-term treatments are clearly needed. The current project is the first analysis examining the parameters of adherence to a daily report card (DRC) intervention over the course of an academic school year. To gain a greater understanding of the complexities inherent in long-term treatment implementation, parameters of adherence with respect to specific, setting-related criteria (i.e., month of the school year, day of the week, and consultant contact) were examined. Participants were 33 children enrolled in first through sixth grade. All participants were diagnosed with ADHD (85% were diagnosed with comorbid oppositional defiant disorder or conduct disorder), received special education services, and were assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC intervention. Overall, results provide preliminary support for the utility of the DRC as a sustainable intervention for the duration of an entire school year. Although rates of adherence were relatively stable, a fine-grained examination indicated variability in adherence across days of the week and around behavioral consultation meetings. These results contribute to the research literature supporting the utility of continued behavioral support to enhance treatment adherence.     

一个会毁掉一天的简单眼神

有时,来自别人的一句简单的评论会彻底决定我们的一天将如何度过。这样的事情每天都发生在我身上。我们碰到的人显然不清楚他们会带给我们强有力的影响并令我们感到一整天舒服或是恶心;抑或是也许他们很清楚这样的后果。几个星期以前,我早上起床心情愉快。我感到精神振奋,急切地想要出去征服新     

石油

[引言]全球油价上涨给世界各国的经济带来巨大的影响。就连经济发达的美国国民也有点儿吃不消了。约克镇的Jim在让自己对油价有个全面了解的同时,也给我们上了一节深刻的算术课。     

Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation

The present study investigated the concurrent validity of the Classroom Strategies Scale–Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom quality. A sample of 126 kindergarten through 5th-grade general education teachers self-reported on their usage of empirically supported instructional and behavioral management strategies as measured by the CSS-T while a certified independent observer completed the CLASS. Correlational analyses were used to compare CSS-T frequency and discrepancy scores and the CLASS scores. As hypothesized, results demonstrated significant positive (CSS-T frequency scale scores) and negative (CSS-T discrepancy scale scores) correlations between specific CLASS domains and dimensions, thus providing initial evidence for the concurrent and discriminant validity of the CSS-T. Implications of findings are discussed.     

口不择言

对于走过人生一半的Jim来说,回忆无疑是生活中最惬意的一部分。和朋友聊天时,他不经意的一句话竟会彻底改变自己的生活吗？jim带您一同欣赏这场空前的“战事”。     

The Unit Approach in College Teaching

“We feel that an improved library does indeed have a very decided effect upon the quality of teaching done on a college campus” declare the authors of the following article which reports on use of A.L.A. Standards in developing a junior college library. Mr. Tanis (A.B., Calvin College; M.A.L.S., M.A., Michigan) is librarian and Dr. Jacobs (B.A., Central Michigan; M.A., Michigan; Ed.D., Wayne State) is instructor in political science and chairman of faculty library committee at Henry Ford Community College.     

The Student-Teaching Dilemma

In the following article, recent research in motivation is drawn upon to show how students' choice of courses may be more simply understood than might first be imagined. The author (A.B., M.A., Ph.D., Michigan) is associate professor in the psychology department of the University of Michigan. He contributed an earlier article to this journal, and is editor of a current volume on neuropsychology published by Harper &; Row.