List of reviewers

Acknowledgement

List of reviewers     

Daily activities of school psychologists: A national survey

A national survey of 335 school psychologists, asking them to record their activities on a specific school day, found that assessment activities comprised nearly 40% of the work time, and consultative activities another one-third of the day. Data were collected on a number of other work activities, as well as characteristics of the respondents: age, ethnic status, graduate degrees held, languages spoken, and characteristics of district served.     

Measurement of self-efficacy and proxy efficacy for middle school youth physical activity

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth's confidence in his or her skills and abilities to get others to act in one's interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day's after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1-3 days, SEPA for 5-7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1-3 days and 5-7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.     

An evaluation of the effectiveness of teacher- vs. student-management classroom interventions

The review contains a comprehensive evaluation of studies that have directly compared school-based, teacher- vs. student-management interventions. A search of the PSYCHINFO and ERIC databases produced 26 comparison studies out of a pool of 961 references. The review was limited to studies with nonretarded students in elementary school settings. This review assessed the number of self-management components in each self-management intervention, evaluated the relative effectiveness and generalization of these procedures, and assessed the relationship between the degree of self-management and the resulting treatment and generalization effects. It was found that student-management interventions resulted in greater treatment effect sizes than those of the teacher-management interventions. There also appeared to be a significant positive relationship between the number of intervention components that were student-managed and the treatment effect size.     

Reliability of the concept assessment kit-conservation for educable mentally retarded children

Internal consistency, alternate form, and stability coefficients for the CAK-C were obtained for a sample of 135 educable mentally retarded children. The internal consistency and alternate form coefficients appear to be acceptably high, and the stability coefficients, while appreciably lower, still suggest some degree of consistency over a year's time. The reliability of the CAK-C is judged to be satisfactory for EMR children.     

Direct comparisons of the factor structures of the WISC and the WISC-R

The factor structures of the WISC and the WISC-R were compared, using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. The results for three different types of solution—hierarchical, multiple-group, and principal-factor—agreed in demonstrating that the structures of the two scales are as similar as the structure of either scale is for different age groups.