A survey conducted in spring of 1975 indicated a rapid growth of graduate education programs in school psychology in the past 10 years. Overall, the programs placed strongest emphases on assessment, consultation, and other active intervention techniques in their training content. (Author)

This study investigated perceptions of conduct and personality indicators of elementary school age children as perceived characteristics of emotional disturbance. Teachers and school counselors did not distinguish between conduct and personality indicators, while the other professional groups demonstrated a significant preference for the…

In response to the Teacher Approval-Disapproval Scale (TADS), elementary school boys report receiving more personal disapproval and less personal approval from their teachers than do elementary school girls, but boys and girls do not differ in reporting how frequently their teachers distribute approvals and disapprovals to the whole class. (Author)

The present study investigated the degree of accuracy of five groups of judges in inferring pathology in human figure drawings. It was suggested that intuition gained through several years of unsystematic observation of figure drawings played the major role in their interpretation. (Author)

The Bender Gestalt Test and the WRAT reading section were administered to 147 disadvantaged children. The zero-order correlation of -.62 was found to be moderated by the variable of age. For younger subjects, highly significant first- and second-order partial correlations were obtained with age and/or WISC information scores held constant. (Author)

A modified Solomon design was employed to study the effects of a school psychology simulation package on the enacted and written response of a group of school psychology preservice students. Results suggest that simulation as an integral part of a school psychology training program is an effective method of instruction. (Author)

Children from a traditional school and two open schools were compared, using the Pictorial Self-Concept scale and the Attitudes Toward School scale. Attitude toward school was higher for females and decreased from kindergarten to Grade 2. Self concept increased from kindergarten to Grade 2, with no significant sex differences. (Author)

Aggressive preschool children were instructed by their teacher on the harm that results from aggression, its lack of effects as an interpersonal strategy, and the benefits that result from prosocial alternatives. Results indicated that aggressive behavior decreased and positive behavior increased as a result of these instructions. (Author)

This paper explores how placement decisions are communicated to the teachers and support personnel who are responsible for implementing students' special education programs. The results are discussed in the context of whether the messages provided to program implementers were consistent and clear. (Author)

The results of this study suggest a practical alternative to increase the effectiveness of discipline in the home and school. Parents and teacher might well rehearse (reinstate) with the child the transgression sequence just prior to the discipline. (Author)

Because WISC users will inevitably need to shift from the WISC to the WISC-R, further research is needed to demonstrate the comparability of these two forms (and norms) of basically the same test. The present study provides data on EMR child children in the 12-1/2 to 14-1/2 year age range. (Author)

Goal-setting conferences were employed to improve LOC orientation for academic achievement situations among junior high school students (N=36). Results were interpreted as supporting domain-specific aspects of LOC. Results implied that educators can design programs to modify LOC orientation. (Author)

The school-phobic behavior of a seven-year-old male was modified through implementing a program characterized by maximum parental involvement, restructuring of natural consequences, and the use of a make-up period. Full-time school attendance was achieved on the 16th day of the program. (Author)

The purpose of this study was to ascertain the relationship between rated attractiveness and two measures of school performance. Attractive children received significantly higher report cards and, to some degree, higher achievement test scores than their unattractive peers. (Author)

Within-classroom comparisons indicated that individualized instruction with group contingencies sharply increased the academic production of children from all ability levels, significantly improved social behavior, and changed the teacher's mode of instruction and interaction with the children. Individualized instruction alone had lesser effects,…