Parent training research: An analysis of the empirical literature 1975–1985

This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented.     

Correlations between the stanford-binet: Fourth edition and the WISC-R with a learning disabled population

The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed.     

Curriculum Planning For Training: The State of the Art

This article provides training practitioners with an overview of literature on long-term curriculum planning for training in business and industry. It also summarizes key results of a national survey of corporate business planners and trainers on the current status of curriculum planning for training in their organizations. In general, few respondents of the study indicated that their organizations have established long-term training plans (curricula) to meet the predictable orientation needs of new employees or support implementation of corporate strategic business plans.     

Curriculum Development for Business and Industry

Curriculum development is usually associated with educational institutions. As a result, there are few curriculum development models that have been specifically created for the business and industrial setting. Those that have been published tend to adopt a “let's begin at the beginning” approach. They prescribe starting as though nothing previously existed within the organization to provide personnel training and development. The Professional Development Curriculum (PDC) model presented in this article starts with what already exists organizationally. It adopts a convergence strategy. It begins by systematically matching known needs with known resources and then, over a series of generations, creates closer fits between needs and resources. The model has been applied to two very different settings in General Motors: all GM wholesale divisions and GM's Latin American retail and wholesale operations. The results have been positive in creating coherent curricula tied to career path progressions for all employees in these organizations. Evolutionary and practical, this PDC model can be applied to any business or industry to build competency-based curricula that not only provide personnel development support systems for today's needs, but for tomorrow's as well.     

Alternate-forms and alpha reliability of the Teacher Stress Inventory

The alternate-forms and alpha reliabilities of the Teacher Stress Inventory were investigated based on the responses of two groups of 138 teachers. Reliability estimates ranged from .43 to .94 for the TSI subscales and .71 to .94 for the TSI whole scale, indicating high stability and equivalence for the stress factors across immediate, one-day, one-week, and two-week intervals using two different TSI short forms. Between-forms correlations were larger for the immediate sample than they were for the interval samples. Short-form TSI alphas ranged from .76 to .90.     

Adolescent personality and school and college performance: A follow-up study

This study reports correlations between the High School Personality Questionnaire and various indices of school achievement and compares the validities with prior studies. Three achievement scores are utilized: a self-report of high-school grades, a parental report of high-school grades several years after the testing, and actual college grades several years after the testing. In all cases, the results were similar and substantial, and consonant with typical values from earlier, nonlongitudinal studies.