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Howard Gardner 《Mind, Brain, and Education》2008,2(4):165-169
ABSTRACT— Ethical quandaries abound in the emerging field of neuroeducation. Concepts and findings from the GoodWork® Project may help neuroeducators deal ethically with these quandaries. In particular, ethical work is easier to carry out when all stakeholders concur on the means and goals of the profession. Similarly, when professionals wear only one occupational hat, ethical work is more readily achieved than when the professionals need to reconcile two conflicting hats. Such quandaries need not be tackled alone. An organization like the International Mind, Brain, and Education Society is a promising venue for discussing and perhaps resolving these quandaries. 相似文献
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In developing individual education plans for children who need assistive technology devices, school psychologists will increasingly be called upon to assist in the decision making process regarding electronic augmentative and alternative communication (AAC) devices. A thorough assessment is required to select a device that is most appropriate for the child and their family. Assessment factors which must be considered within five domains (child, AAC device, service system, family, culture) are reviewed. A self-checklist is provided to help school psychologists develop and conduct thorough “best practice” assessments for the target population. © 1997 John Wiley & Sons, Inc. 相似文献
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Howard H. Carvajal James P. Parks Robert A. Looan Gregory L. Page 《Psychology in the schools》1992,29(1):22-24
The Wechsler Preschool and Primary Scale of Intelligence-Revised and the Peabody Picture Vocabulary Test-Revised were administered to 51 preschool, kindergarten, first-grade, and second-grade students. Although 2 of 4 Pearson correlations between these two instruments were statistically significant, they may not be of practical significance. 相似文献
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W.T. Floyd III Howard Hughes 《International Journal of Disability, Development & Education》1980,27(2):99-106
A significant reduction (p < .05) in the frequency of aggressive behaviour below baseline was found with eight institutionalized mentally retarded adult males using a systems intervention procedure. Self‐charting, a token system, differential reinforcement of other behaviour, verbal and physical prompts, restraint, time out from reinforcement, seclusion, and teaching alternatives were systematically applied with staff response options being contingent on the degree of control exhibited by the subject. Although it was concluded that this is an effective treatment model, further research was suggested. 相似文献