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Full-Text Articles in Education
Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott
Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott
Department of Educational Psychology: Faculty Publications
There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways in which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective …
Universals, Necessities, And Social Contexts, David Moshman
Universals, Necessities, And Social Contexts, David Moshman
Department of Educational Psychology: Faculty Publications
Elbers* does an excellent job of integrating, analyzing, and extending recent theoretical and empirical work concerning the relation of learning and development. The purpose of this commentary is to challenge Elbers to address the difficult question of universal sequences in human development. In order to focus the issue, a specific sequence in the development of logical reasoning is proposed.
School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle
School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle
Department of Educational Psychology: Faculty Publications
The article describes the history of the school psychology program at the University of Utah from 1978, and discusses responsibilities of a school psychologist: utilizing and disseminating the knowledge base of psychology in educational problem solving; operating from a scientist-practitioner model, wherein practices prescribed are based on research-validated procedures and a sound theoretical framework. School psychologists are generalists and specialists and function as researchers, diagnosticians, interventionists, assessors, consultants, and advocates for children. Professionally, school psychologists are identified with the overarching goals of enhancing the academic, social, and emotional well-being of students.
Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman
Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman
Department of Educational Psychology: Faculty Publications
Prevention Center Papers are occasional publications of the Nebraska Prevention Center for Alcohol and Drug Abuse. Their purpose is to make available information that would not otherwise be easily accessible.
This Prevention Center Paper should be considered a working document and does not reflect the official policy or position of the University of Nebraska-Lincoln, The U.S. Centers for Disease Control, the Nebraska Department of Education, or Health Education, Inc.
Prevention Center Papers are produced for a limited readership to stimulate discussion and generate a flow of communication between the Prevention Center and those interested in the broad field of disease …
Effects Of Visual/Verbal Associations, Anna C. Martin
Effects Of Visual/Verbal Associations, Anna C. Martin
Faculty Publications
Different effects of instructional strategies on recall and comprehension of terms frequently used in formal analysis of art were examined. The study looked at a synthesis of three theoretical positions: dual-coding theory; schema theory; and elaboration theory. Two-hundred and fifty sixth-grade students were randomly assigned to three groups: control subjects; graphic subjects; and transformational subjects. Instruments consisted of Raven's Standard Progressive Matrices (RSPM) and the Art Vocabulary Test (AVT). The program consisted of three phases: (1) a 10-minute study session; (2) an interactive discussion; and (3) a drawing task. The results suggested that imagery strategies help students form and retain …