School psychologists as researchers: An approach for initiating training and practice

A project is described that involved school psychology students in doing applied research. The possible impact that implementing such a plan might have on creating cooperative research opportunities, on providing training in applied research, and on influencing the school's perception of the school psychologist's role is considered.     

Temporal trends in 6-minute walking distance for older Japanese adults between 1998 and 2017

BackgroundThe 6-minute walking distance (6MWD) is an excellent measure of both functional endurance and health. The primary aim of this study was to estimate temporal trends in 6MWD for older Japanese adults between 1998 and 2017; the secondary aim was to estimate concurrent trends in body size (i.e., height and mass) and self-reported participation in exercise/sport.MethodsAdults aged 65–79 years were included. Annual nationally representative 6MWD data (n = 103,505) for the entire period were obtained from the Japanese Ministry of Education, Culture, Sports, Science and Technology. Temporal trends in means (and relative frequencies) were estimated at the gender–age level by best-fitting sample-weighted linear/polynomial regression models, with national trends estimated by a post-stratified population-weighting procedure. Temporal trends in distributional variability were estimated as the ratio of coefficients of variation.ResultsBetween 1998 and 2017 there was a steady, moderate improvement in mean 6MWD (absolute = 45 m (95% confidence interval (95%CI): 43–47); percent = 8.0% (95%CI: 7.6%–8.4%); effect size = 0.51 (95%CI: 0.48–0.54)). Gender- and age-related temporal differences in means were negligible. Variability in 6MWD declined substantially (ratio of coefficients of variation = 0.89, 95%CI: 0.87–0.92), with declines larger for women compared to men, and for 75–79-year-olds compared to 65–74-year-olds. Correspondingly, there were moderate and negligible increases in mean height and mass, respectively, and negligible increases in the percentage who participated in exercise/sport at least 3 days per week and at least 30 min per session.ConclusionThere has been a steady, moderate improvement in mean 6MWD for older Japanese adults since 1998, which is suggestive of corresponding improvements in both functional endurance and health. The substantial decline in variability indicates that the temporal improvement in mean 6MWD was not uniform across the distribution. Trends in 6MWD are probably influenced by corresponding trends in body size and/or participation in exercise/sport.     

Behavior problems in blind children and youth: A prevalence study

The Behavior Problem Checklist (Quay & Peterson, 1979) was completed by classroom teachers for 104 children and youth (64 boys and 40 girls) at a state residential school for the blind to determine the prevalence of problem behavior. Results were compared to earlier studies of behavior problems of nonhandicapped children and of two groups of hearing-impaired children, one living at home and attending a community program and a second group attending a state residential school. Results were more similar to those obtained with the hearing-impaired children in the residential setting than to either the nonhandicapped or the hearing-impaired living at home. Comparisons by sex failed to find statistically significant differences.     

Behavior problems of children as perceived by teachers,mental health professionals,and children

The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects.     

The role of the teacher with substance-abusing adolescents in secondary schools

Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse.     

Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity

A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.     

Factor analysis of the metropolitan readiness test on first-grade children

The factor composition of the Metropolitan Readiness Test was investigated, using 1st-grade subjects in a suburban school district. In this analysis, a total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas (auditory, visual, or quantitative abilities) or a distinct prereading measure were identified for this sample.