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951.
952.
In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed. 相似文献
953.
The experiment was conducted to assess the effect of ordinary school art instruction in human figure drawing on scores of the Goodenough-Harris Drawing Test. Subjects consisted of 44 fifth-grade students attending a suburban parochial school who were members of two preexisting, randomly assigned homeroom classes. Both classes were taught two lessons in art by their regular teachers. The treatment group was taught human figure drawing, and the control group had art lessons excluding figure drawing instruction. The Drawing Test was administered three times, one preinstruction and two postinstruction administrations. Absenteeism reduced treatment and control groups to 14 and 17 subjects, respectively. As predicted, no differences were found in the control group between pretest and postests. The treatment group showed significant gains on both posttests, as well as a significant decline from the first posttest to the second posttest. 相似文献
954.
The effects of teacher-delivered social reinforcers on the task persistent behavior of children enrolled in an intermediate class for the educable mentally retarded were studied. These children were grouped with a regular fourth grade class during a social studies period in which the study was conducted. The special education children were randomly divided into two groups, with seven children in each group. Using a reversal design, social reinforcers were delivered contingent upon the task persistent behavior of the seven target children. The seven youngsters in the control, or nonreinforcement, group were essentially ignored as they engaged in appropriate task-related behaviors. The results clearly show that increases in the level of task persistent behavior and the administration of social reinforcement were functionally related. The level of task persistent behavior emitted by the control children was not affected by reinforcement delivered to their peers. 相似文献
955.
To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures. 相似文献
956.
So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement. 相似文献
957.
958.
Richard R. Valencia 《Psychology in the schools》1979,16(3):448-453
The present study compares the nonverbal intellectual performance as measured by the Raven's Coloured Progressive Matrices of 68 Chicano and 28 Anglo third-grade boys. An important aspect of the study was the attempt to control for problems related to SES, language status of the subjects, and cultural content of the testing instrument. The null hypothesis of no difference was rejected, as the Anglo group scored significantly higher than did the Chicano group. The results were discussed in terms of ω2 (omega square), a measure of statistical association. Because only 4% of the variance of the Raven's scores could be accounted for by ethnicity, it was concluded that the ethnicity variable does not effectively predict intelligence. 相似文献
959.
960.
Steven R. Forness 《Psychology in the schools》1979,16(4):508-514
Although integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming. 相似文献