An Evaluation of an EDY Course in Behavioural Techniques for Classroom Assistants in a School for Children with Severe Learning Difficulties

This study is an evaluation of a behavioural skills training course (known as the Education of the Developmentally Young‐‐EDY) which was run for eight classroom assistants (all trained nursery nurses) at an ESN (S) school in Manchester. It arose out of a previous study (Farrell, 1982) which suggested that while teachers improved their practical skills following EDY training, classroom assistants did not. In this study the classroom assistants were filmed working with an individual child on four occasions; twice prior to their training, once immediately following it and once more ten weeks later. The video tapes were randomly arranged and shown to two independent and trained raters. The raters rated the classroom assistants on four aspects of behavioural teaching, all of which are integral parts of the EDY course. The results showed that taking all the teaching techniques together, the classroom assistants made significant gains following training but that these gains were only evident on two of the behavioural techniques when they were analysed separately. When comparing the findings of this work with other studies, the main conclusion is that, although classroom assistants do benefit from EDY training, their progress may not be so marked as that of classroom teachers.     

Managing Change—Engaging Faculty in Assessment Opportunities

Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions have answered this call for accountability by assessing student learning. Managing change in order to implement assessment practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide, this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple perspectives to be successful.     

Systematic risk‐taking

This article describes systematic risk‐taking, a strategy designed to develop skills and increase self‐esteem, confidence and courage in gifted youth. The six steps of systematic risk‐taking include understanding the benefits; initial self‐assessment of risk‐taking categories; identifying personal needs; determining a risk to take; taking the risk; and processing the experience. Examples are included to illustrate the benefits.     

Sport commitment among competitive female gymnasts: a developmental perspective

The purpose of this study was to examine age and competitive level differences in the relationship between determinants and level of sport commitment. Gymnasts (N = 304) comprised three age groups (8-11, 11-14.5, and 14.5-18 years) and two competitive levels (Levels 5-6 and 8-10). Multiple regression analyses revealed: (a) perceived costs and social constraints from parents and best friends were the strongest predictors of commitment for the youngest gymnasts, (b) perceived costs, personal investments, and parent social constraints predicted commitment for 11-14.5-year-old gymnasts, and (c) perceived competence and costs predicted commitment for the oldest gymnasts. Competitive level differences also emerged; for Level 5-6 gymnasts, personal investments, perceived costs, coach social support, and social constraints by coach, best friend, and teammates were predictors of commitment. Personal investments and teammate social constraints were significant predictors for Level 8-10 gymnasts. Developmental factors and additional determinants are important to consider in further studies of the sport commitment model.     

The concurrent validity of the peabody individual achievement test and woodcock reading mastery tests among students with mild learning problems

Previous research has revealed moderate to high validity coefficients between the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. However, the same research has indicated rather consistently that the latter instrument provides significantly lower means than do several screening tests currently being used in the field. This investigation replicated and extended previous research by comparing the two instruments across three grade clusters in order to determine whether the lower Woodcock scores are equally robust for each level. As in prior research, validity coefficients were moderate to high in magnitude. However, the differences between the means of two instruments were found to decrease in size from earlier to later grades. That is, seven of the eight significantly different means were found to occur in grades 1 through 4. Only one significant difference was found for grades 5 through 8. Discussion sought to explain the results in terms of the representativeness of the Woodcock norms and the novel method that Woodcock used to estimate sample means and standard deviations.     

Peak oxygen uptake measured during a perceptually-regulated exercise test is reliable in community-based manual wheelchair users

This study compares test-retest reliability and peak exercise responses from ramp-incremented (RAMP) and maximal perceptually-regulated (PRET_max) exercise tests during arm crank exercise in individuals reliant on manual wheelchair propulsion (MWP). Ten untrained participants completed four trials over 2-weeks (two RAMP (0–40 W + 5–10 W · min^?1) trials and two PRET_max. PRET_max consisted of five, 2-min stages performed at Ratings of Perceived Exertion (RPE) 11, 13, 15, 17 and 20). Participants freely changed the power output to match the required RPE. Gas exchange variables, heart rate, power output, RPE and affect were determined throughout trials. The V?O_2peak from RAMP (14.8 ± 5.5 ml · kg^?1 · min^?1) and PRET_max (13.9 ± 5.2 ml · kg^?1 · min^?1) trials were not different (P = 0.08). Measurement error was 1.7 and 2.2 ml · kg^?1 · min^?1 and coefficient of variation 5.9% and 8.1% for measuring V?O_2peak from RAMP and PRET_max, respectively. Affect was more positive at RPE 13 (P = 0.02), 15 (P = 0.01) and 17 (P = 0.01) during PRET_max. Findings suggest that PRET_max can be used to measure V?O_2peak in participants reliant on MWP and leads to a more positive affective response compared to RAMP.