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971.
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974.
The present paper describes the past, current, and suggested future practices in the delivery of school psychological services at the high school level. Because high schools differ from elementary and middle schools (i.e., organizational structure, student characteristics and needs, etc.), school psychologists need to use different approaches in the delivery of services at the secondary level. It is proposed that school psychologists must become integrated into the total social system of the high school to be most effective. Methods for accomplishing this objective, including collaboration with other school personnel and utilization of community resources, are discussed. 相似文献
975.
Paulette J. Thomas 《Psychology in the schools》1980,17(4):437-441
The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases. 相似文献
976.
The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation. 相似文献
977.
文章主要从欧洲之变出发来审视欧洲内部的民粹化现象,在过去的半个多世纪中,欧洲出现了政治衰败、经济衰退与文化衰落等不太乐观的变动局势,这些变化给欧洲民众带来诸多不满、不公和不安,显著影响了欧洲民众的认知观念和生活体验.在此变局背景下,民粹主义顺势而起.这种民粹主义,在“民”的维度上捕获了深受变局影响的边缘之民和本土之民,... 相似文献
978.
979.
交易成本经济学认为,市场化利率的形成过程就是交易成本约束下货币的市场价格不断趋于合理的过程。所以,我国利率市场化的过程也就是利率形成中的交易成本不断降低的过程。因此,如何降低交易成本也就成了我国利率市场化过程中非常重要的一步。分析了我国利率形成中的各种交易成本问题,以力图从交易成本这一新的视角来解读我国的利率市场化。 相似文献
980.
The present blind study compared the quality of psychoeducational reports generated under two conditions. On the average, reports written with computer assistance were rated to be of higher quality than those prepared by hand. Also presented are data validating the large expenditure of staff time on report preparation, along with estimates of the time saving that may be realized with computer assistance. The relevance of computer support to relatively isolated, rural-based clinical staff is discussed. 相似文献