An assessment instrument for identifying counseling needs of elementary-aged students: The multimodal sentence completion form for children (MSCF-C)

This article discusses the use of a sentence completion instrument predicated on Lazarus' multimodal system. The instrument, entitled The Multimodal Sentence Completion Form for Chindren (MSCF-C), is designed to systematically assess client needs and assist in identifying intervention strategies. Administration procedures and profile development also are addressed. To assist the reader in understanding the strengths and limitations of the MSCF-C, a case study of a 12-year-old sixth-grade student is presented. Based on the verbatim responses of this student, a profile of client characteristics and plausible strategies was outlined.     

Behavioral effects of using conduct problem adolescents as cross-age tutors

Behavioral effects of using conduct problem adolescents as cross-age tutors for elementary school-aged mentally retarded students were evaluated. Eighteen high school students. administratively classified as emotionally disturbed; were randomly assigned to one of three conditions: (a) Provision of cross-age tutoring, (b) Reception of peer tutoring, and (c) Reception of group counseling. Data assessing academic performance, absenteeism, and rates of disciplinary referrals were gathered on all subjects prior to, during, and after the interventions. When compared to students who received peer tutoring or group counseling, cross-age tutors improved significantly on social science and language arts grades, and had significantly reduced rates of absenteeism and disciplinary referrals. Furthermore, these changes were maintained during the follow-up period.     

An exploration of the relationship between symbolic representation in dramatic play and art and the cognitive and reading readiness levels of kindergarten children

The purpose of this study was to explore the relationship between symbolic representation in dramatic play and art and the cognitive and reading readiness levels of kindergarten children. Specifically, the study attempted to determine if there is a significant difference in the performance of kindergarten children on the conservation of number tasks (reflective of the level of operational thought and cognitive development), the Metropolitan Reading Readiness Test, and their involvement and/or level of symbolic re resentation in dramatic play and/or art. Results indicated that children at diffrent cognitive levels (a) performed significantly differently on the Metropolitan Reading Readiness Test, (b) spent significantly different amounts of time involved in dramatic play, and (c) expressed significantly different levels of symbolic representations in dramatic play. No differences were found to exist, however, in their symbolic representation in art.