Social skills interventions across school settings: Case study reviews of students with mild disabilities

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.     

Neurological aspects of dyslexia: comment on the balance model.

The Balance Model rests on a long history of research that suggests that different subtypes of dyslexia exist. Based on the notion that there are two subtypes of dyslexia, Bakker has articulated a developmental neuropsychological model whereby a procedure known as hemisphere-specific stimulation may be beneficial in treatment. This article reviews Bakker's model and provides a critical examination as to why validating research has not been conducted. While Bakker's Balance Model may hold promise for scientific inquiry, validation of treatment effects are needed prior to employing these procedures in clinical practice. Further, important conceptual issues remain to be addressed.     

Teaching effectiveness: Comparisons between traditional and nontraditional college students

This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching.