Competency and interpersonal ratings of teacher specialties: What teachers think of each other

The perceptions of 135 teachers of elementary, secondary, and mentally retarded students on the competency and interpersonal skill characteristics of teachers within their teacher subgroup and toward the two other subgroups were assessed by a semantic differential instrument. Two-factor (3×3) analysis of variance indicated that teachers of mentally retarded students and teachers of elementary students were rated higher than secondary teachers on the Competency and Interpersonal scales. Teachers of mentally retarded students were rated higher than elementary teachers on the Interpersonal scale. Professional self-esteem of teachers and its implications for school psychologists was discussed in light of these findings, and additional research was urged to determine the generalizability of the results.     

The use of paradoxical intention with oppositional behavior in the classroom

Time-out procedures often seem to be overused by teachers and tend to emphasize a linear view of problem behavior. Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing the behavior. Three case studies are presented where the paradoxical strategies have varying degrees of success. The cases are discussed in terms of the critical aspects of the approach, as demonstrated in the case studies.     

Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.     

Persistence to Graduation among At‐Risk Criminal Justice and Criminology Students: Experiences in Intervening with a Sophomore Cohort∗

A Seminar targeting academically at‐risk sophomores was developed and introduced in 2002 to address weak connectedness to the university and poor academic abilities. We measured changes in approaches taken to college studies by those at‐risk sophomores who enrolled in the course, as well as employed a longitudinal, quasi‐experimental design to track this experimental group (n = 29) and the remainder of the at‐risk cohort as a comparison group (n = 36). Our preliminary findings suggest that the Seminar has had a variety of positive outcomes, the most impressive impact being that the experimental group had dramatically better retention and graduation rates than the comparison group.