A new role for the school psychologists— who needs it?

Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nation's schools. A review of the literature reveals that this important, long-standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice utilizing the school psychologist in the role of knowledge-linker.     

试论爬泳腿打腿动作节奏

通过对爬泳腿打腿动作节奏的分析研究，总结出各类打腿技术的优劣，以确定各类打腿技术的适用范围。     

The impact of an open campus program upon high school students' sense of control over their environment

Students in an experimental and a control high school were compared in the fall and spring on their Locus of Control scores. An Open Campus policy was instituted in the experimental school, which essentially gave its upperclassmen the same freedom and responsibilities as those of a community college student. The experimentals increased significantly more than controls in internal control. Students reported that the Open Campus experience led to: after school jobs, greater time to pursue own interests, feelings of freedom, autonomy, and responsibility, a decline in grades due to “goofing off,” and less time for social activities.     

The question of the comparability of the WISC and WISC-R: Review of the research and implications for school psychologists

The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC-R IQ score differences have been reported with the WISC-R yielding consistently lower scores of approximately 5-8 IQ points for the three major scales. Several studies do report variable WISC/WISC-R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC-R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC-R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC-R scores in order to make special education placement decisions.     

1972 Revision of the Stanford-Binet: A farewell to the mental age

Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular CA no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided.     

The effects of amount and type of teacher-child interaction on child-child interaction during free-play

Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement in free-play, (b) no teacher involvement in free-play, and (c) teacher structured free-play. Significantly more child-child interactions occurred during teacher structured free-play than in either of the other two conditions, with the no teacher involvement condition producing significantly more child-child interactions when compared to the active teacher involvement condition. Additionally, significantly more teacher-child interactions occurred during the active teacher involvement condition than in either of the other two conditions, with nonsignificant differences in teacher-child interaction between the no teacher involvement and the teacher structured conditions. The results are discussed in terms of their implications for ameliorating social interaction deficits among young behaviorally handicapped children.     

Teacher as token dispenser: Effect of an observer

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.