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Articles 451 - 480 of 500

Full-Text Articles in Educational Psychology

The Times, They Are A Changing: A Review Of Raising Children In A Socially Toxic Environment, Susan M. Sheridan, Richard J. Cowan, Tanya Meegan Jan 1999

The Times, They Are A Changing: A Review Of Raising Children In A Socially Toxic Environment, Susan M. Sheridan, Richard J. Cowan, Tanya Meegan

Department of Educational Psychology: Faculty Publications

Rarely does a book come along that we believe to be essential reading for all psychologists, educators, child care workers, physicians, clergy, and concerned community members. Garbarino’s Raising Children in a Socially Toxic Environment is one such book. In this book, Garbarino sets out to offer his views on what childhood ought to be, how children map their own worlds (thus define, themselves), what their basic needs are, the levels in which those needs are being met, as well as offer suggestions for ways in which readers can change the “toxic environment” to aid in the healthy development of children …

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Alcohol Use Among A Sample Of Thai Adolescents, Ian Newman, Saranya Innadda Jan 1999

Alcohol Use Among A Sample Of Thai Adolescents, Ian Newman, Saranya Innadda

Department of Educational Psychology: Faculty Publications

Beverage alcohol use is common in almost all societies and has been for thousands of years. Societies that use alcohol have rituals and traditions that tend to regulate alcohol's negative effects and enhance its pleasurable effects. Modern alcohol production and marketing methods have tended to break down these traditional controls and encourage irresponsible use. In many western countries, irresponsible use of alcohol is associated with crime, violence, and disease. In particular, for adolescents, alcohol use is linked to automobile crashes, injuries, and deaths. Alcohol use is associated with so many deaths and injuries that most western countries now consider alcohol …

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Patterns Of Relational Communication In Conjoint Behavioral Consultation, William P. Urchul, Susan M. Sheridan, Deiredre A. Ryan, Priscilla F. Grissom, Cynthia E. Killough, Deborah W. Mettler Jan 1999

Patterns Of Relational Communication In Conjoint Behavioral Consultation, William P. Urchul, Susan M. Sheridan, Deiredre A. Ryan, Priscilla F. Grissom, Cynthia E. Killough, Deborah W. Mettler

Department of Educational Psychology: Faculty Publications

Conjoint behavioral consultation (CBC) is a structured model of service delivery that joins parents and teachers in collaborative problem-solving with the assistance of a consultant-psychologist (Sheridan, Kratochwill, & Bergan, 1996). CBC is carried out through the conduct of problem identification, problem analysis, and treatment evaluation interviews. In this CBC process study, interpersonal relationship patterns occurring within interviews were examined using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Four CBC cases, consisting of 9,696 individual messages, were coded from audiotapes and verbatim transcripts. Scores on the variables “domineeringness” and “dominance” were calculated for each participant in order …

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Cognitive Development Beyond Childhood, David Moshman Dec 1998

Cognitive Development Beyond Childhood, David Moshman

Department of Educational Psychology: Faculty Publications

Concluding this volume on children’s cognition, this chapter addresses developmental changes in cognition that extend beyond childhood. I will not trace cognitive change across the entire span of adulthood (for lifespan accounts, see Cerella, Rybash, Hoyer, & Commons, 1993; Commons, Richards, & Armon, 1984; Craik & Salthouse, 1993; Holliday & Chandler, 1986; Hoyer & Rybash, 1994; Kausler, 1994; Lachman & Burack, 1993; Miller & Cook-Greuter, 1994; Rybash, Hoyer, & Roodin, 1986; Sinnott & Cavanaugh, 1991). Rather, I highlight changes associated with the second (and to a lesser extent the third) decade of life. The research reviewed suggests that developmental changes …

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The Effects Of Conjoint Behavioral Consultation And A Structured Homework Program On Math Completion And Accuracy In Junior High Students, Robin K. Weiner, Susan M. Sheridan, William R. Jenson May 1998

The Effects Of Conjoint Behavioral Consultation And A Structured Homework Program On Math Completion And Accuracy In Junior High Students, Robin K. Weiner, Susan M. Sheridan, William R. Jenson

Department of Educational Psychology: Faculty Publications

The effects of conjoint behavioral consultation (CBC) and a structured homework program on math homework completion and accuracy in junior high school students (grades seven through nine) who were at risk for academic failure were investigated. A multiple baseline design across five participants was utilized. Follow-up data were collected approximately one month after CBC was completed, to assess maintenance over time. Four of the five students improved their completion rates during treatment. Accuracy rates increased during treatment, but to a lesser degree. At follow-up, three of the five students maintained or improved gains they made during treatment. One student who …

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Collaborative Reasoning: Evidence For Collective Rationality, David Moshman, Molly Geil May 1998

Collaborative Reasoning: Evidence For Collective Rationality, David Moshman, Molly Geil

Department of Educational Psychology: Faculty Publications

Reasoning may be defined as a deliberate effort to coordinate inferences so as to reach justifiable conclusions. Thus defined, reasoning includes collaborative as well as individual forms of cognitive action. The purpose of the present study was to demonstrate a circumstance in which collaborative reasoning is qualitatively superior to individual reasoning. The selection task, a well known logical hypothesis-testing problem, was presented to 143 college undergraduates—32 individuals and 20 groups of 5 or 6 interacting peers. The correct (falsification) response pattern was selected by only 9% of the individuals but by 75% of the groups. The superior performance of the …

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Assumptions Of Behavioral Consultation: After All Is Said And Done More Has Been Done Than Said, Thomas R. Kratochwill, John R. Bergan, Susan M. Sheridan, Stephen N. Elliot Mar 1998

Assumptions Of Behavioral Consultation: After All Is Said And Done More Has Been Done Than Said, Thomas R. Kratochwill, John R. Bergan, Susan M. Sheridan, Stephen N. Elliot

Department of Educational Psychology: Faculty Publications

The purpose of our article is to provide a reaction to the article by Noell and Witt (1996) regarding five fundamental assumptions underlying behavioral consultation, as well as react to a manuscript by Witt, Gresham and Noell (1996a) pertaining to their critique of some aspects of behavioral consultation. We provide a reaction to the alleged fundamental assumptions pertaining to consultation, specifically that (a) consultation is a superior use of resources when compared to direct intervention/therapy; (b) consultation is conducted collaboratively; (c) talking to teachers is sufficient to cause them to change their behavior; (d) teachers will generalize problem-solving skills developed …

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Conjoint Behavioral Consultation And Social Skills Training: Enhancing The Play Behaviors Of Boys With Attention Deficit Hyperactivity Disorder, Denise L. Colton, Susan M. Sheridan Jan 1998

Conjoint Behavioral Consultation And Social Skills Training: Enhancing The Play Behaviors Of Boys With Attention Deficit Hyperactivity Disorder, Denise L. Colton, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

In this study, we demonstrate the use of conjoint behavioral consultation (CBC) as a model to join parents and educators in the shared development and implementation of interventions for students. A behavioral social skills intervention was delivered in the context of CBC to enhance the cooperative peer interactions of young boys diagnosed with attention deficit hyperactivity disorder (ADHD). A multiple probe design across participants was used. The mothers and teachers of 3 boys between the ages of 8 and 9 years who were diagnosed with ADHD and who were exhibiting performance deficits in their cooperative play behaviors served as consultation …

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Conceptual And Empirical Bases Of Conjoint Behavioral Consultation, Susan M. Sheridan Jan 1997

Conceptual And Empirical Bases Of Conjoint Behavioral Consultation, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

This article describes “conjoint behavioral consultation,” a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological- systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.

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Is Consultation Effective? A Review Of Outcome Research, Susan M. Sheridan, Marshall Welch, Scott F. Orme Nov 1996

Is Consultation Effective? A Review Of Outcome Research, Susan M. Sheridan, Marshall Welch, Scott F. Orme

Department of Educational Psychology: Faculty Publications

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological features of the research and draws conclusions regarding the current state of consultation and teaming outcome studies. Specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. Behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, …

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Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, And Outcomes Of A Collaborative Professional Preparation Program, Marshall Welch, Susan M. Sheridan, Brett Wilson, Denise Colton, John C. Mayhew Sep 1996

Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, And Outcomes Of A Collaborative Professional Preparation Program, Marshall Welch, Susan M. Sheridan, Brett Wilson, Denise Colton, John C. Mayhew

Department of Educational Psychology: Faculty Publications

In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development.

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Review Of A Mind Of Its Own. Tourette’S Syndrome: A Story And A Guide. By R. D. Brunn And B. Brunn. New York: Oxford University Press, 1994, 174 Pp., Susan M. Swearer Napolitano Aug 1996

Review Of A Mind Of Its Own. Tourette’S Syndrome: A Story And A Guide. By R. D. Brunn And B. Brunn. New York: Oxford University Press, 1994, 174 Pp., Susan M. Swearer Napolitano

Department of Educational Psychology: Faculty Publications

Review of A Mind of Its Own. Tourette’s Syndrome: A Story and a Guide. By R. D. Brunn and B. Brunn. New York: Oxford University Press, 1994, 174 pp.

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Issues In The Treatment Of Depressed Children, Kevin D. Stark, Scott A. Napolitano, Susan M. Swearer Napolitano, Kristen Schmidt, Deborah Jaramillo, Jonathan Hoyle Jan 1996

Issues In The Treatment Of Depressed Children, Kevin D. Stark, Scott A. Napolitano, Susan M. Swearer Napolitano, Kristen Schmidt, Deborah Jaramillo, Jonathan Hoyle

Department of Educational Psychology: Faculty Publications

Basic research into the cognitive, behavioral, familial, and physiological disturbances associated with depressive disorders during childhood is reviewed. hnplications for the development of a treatment program are discussed and a comprehensive treatment model is proposed. The proposed model includes intervention strategies for the child, parents, family, and school. The child component consists of intervention strategies for the affective, cognitive, behavioral, and physiological disturbances that are evident from the existing research. The parent training component is designed to address disturbances in parenting due to cognitive disturbances and skills deficits. The family therapy component emphasizes changing interaction patterns that communicate schema-consistent maladaptive …

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Metacognitive Theories, Gregory Schraw, David Moshman Dec 1995

Metacognitive Theories, Gregory Schraw, David Moshman

Department of Educational Psychology: Faculty Publications

This paper proposes a framework for understanding people’s theories about their own cognition. Metacognitive theories are defined broadly as systematic frameworks used to explain and direct cognition, metacognitive knowledge, and regulatory skills. We distinguish tacit, informal, and formal metacognitive theories and discuss critical differences among them using criteria borrowed from the developmental literature. We also consider the origin and development of these theories, as well as implications for educational research and practice.

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Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy Mar 1995

Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy

Department of Educational Psychology: Faculty Publications

Twenty years ago, Nicholas Hobbs, in The Futures of Children, advocated an interdisciplinary team-based approach to educate handicapped, disadvantaged, and delinquent children and youth (Hobbs, 1975). Hobbs emphasizes the school as a social system and the need for professional collaboration in educating children with special needs. Although the team-based approach was originally proposed as a promising model specifically for educating special needs students, there is a growing recognition that the education of all youth [emphasis added] is the shared responsibility of classroom teachers, special educators, administrators, related professionals, and parents (Welch et al., 1992, p. 1).
Several factors make this …

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Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan Jan 1995

Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. …

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Implementing Scientific Practices Through Case Studies: Examples Using Home-School Interventions And Consultation, Joann Galloway, Susan M. Sheridan Nov 1994

Implementing Scientific Practices Through Case Studies: Examples Using Home-School Interventions And Consultation, Joann Galloway, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

Integrating scientific methods into school psychological practice is an essential tenet of effective service. In this article, we present two related examples that demonstrate methods by which to conduct high-quality intervention and consultation case studies with integrity. The present case studies utilized home note and consultation-based interventions to improve task completion and accuracy in mathematics for primary grade students who had demonstrated performance difficulties despite adequate intellectual ability and academic skills. Two sets of case studies were conducted. One involved the use of a home-school note implemented by parents and teachers in conjunction with a self-instruction manual. The second set …

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Conjoint Behavioral Consultation: A Review And Case Study, Susan M. Sheridan, Denise L. Colton Sep 1994

Conjoint Behavioral Consultation: A Review And Case Study, Susan M. Sheridan, Denise L. Colton

Department of Educational Psychology: Faculty Publications

Conjoint behavioral consultation (CBC) is an extension of traditional behavioral consultation in that parents and teachers, with the assistance of a consultant, are joined to identify and address child-related difficulties collaboratively. This article presents a background review of the conceptual and empirical grounds for CBC. A case study of the use of CBC with a young student manifesting an irrational fear of sleeping in his bedroom at home is presented. Specifically, procedures and outcomes of each stage of CBC are described. Considerations for interpreting and using case study results are also presented.

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Consulting With Teachers About Girls And Boys, Susan M. Sheridan, Mary Henning-Stout Sep 1994

Consulting With Teachers About Girls And Boys, Susan M. Sheridan, Mary Henning-Stout

Department of Educational Psychology: Faculty Publications

The purpose of this article is to clarify issues of gender relevant to the practice of consultation with classroom teachers. Social psychological and educational considerations are reviewed as grounding for gender-fair educational practices which consultation can help to bring about. Finally, the specific implications of this theoretical and empirical grounding for the practice of organizational, behavioral, and mental health consultation are explored.

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Book Review: Battleground: One Mother's Crusade, The Religious Right, And The Struggle For Control Of Our Classrooms , David Moshman Jul 1994

Book Review: Battleground: One Mother's Crusade, The Religious Right, And The Struggle For Control Of Our Classrooms , David Moshman

Department of Educational Psychology: Faculty Publications

Many church-state controversies of the 1980s and 1990s have involved objections by conservative Christians to public school textbooks and curricula. One of the major legal cases in this area is Mozert v. Hawkins County Board of Education (1987), in which the U.S. Court of Appeals for the Sixth Circuit decided that public schools need not accommodate parents who have religious objections to aspects of the curriculum. In Battleground, Stephen Bates presents a thorough and balanced account of the events leading up to Mozert and argues convincingly that the case was widely misunderstood and wrongly decided.

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Reason, Reasons, And Reasoning: A Constructivist Account Of Human Rationality, David Moshman May 1994

Reason, Reasons, And Reasoning: A Constructivist Account Of Human Rationality, David Moshman

Department of Educational Psychology: Faculty Publications

The concept of rationality has its roots in a historic philosophical conception of human beings as creatures of reason. To act on the basis of reason is to act on the basis of reasons, which in turn implies a process of reasoning. An objectivist conception of rationality sees its essence as lying in the use of reasoning processes that conform to appropriate logical norms. A subjectivist conception of rationality sees its essence in the subjective appeal to reasons. It is argued that neither approach alone is adequate. Rationality is best viewed as metasubjective objectivity. That is, the standards that embody …

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Using Student-Managed Interventions To Increase Homework Completion And Accuracy, Daniel E. Olympia, Susan M. Sheridan, William R. Jenson, Debra Andrews Apr 1994

Using Student-Managed Interventions To Increase Homework Completion And Accuracy, Daniel E. Olympia, Susan M. Sheridan, William R. Jenson, Debra Andrews

Department of Educational Psychology: Faculty Publications

We examined the effectiveness of self-managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth-grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self-management training made significant gains on standardized measures of academic achievement and curriculum-based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who …

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School Teacher's Role In A School-Community Alcohol Intervention Program, Ian Newman, Mary Lee Fitzsimmons, Kim M. Maschmann, J. W. Upright Jan 1994

School Teacher's Role In A School-Community Alcohol Intervention Program, Ian Newman, Mary Lee Fitzsimmons, Kim M. Maschmann, J. W. Upright

Department of Educational Psychology: Faculty Publications

Because the majority of rural and/or frontier children attend school for at least some time in their lives, implementing a low-cost, school-based alcohol and other drug prevention and intervention program is an effective way to reach a majority of children with alcohol and other drug abuse prevention, education, and early intervention services. This paper describes a model program, the School-Community Intervention Program (SCIP), and describes the results of a 2-year evaluation of 35 schools.

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Homework: A Natural Means Of Home-School Collaboration, Daniel E. Olympia, Susan M. Sheridan, William Jenson Jan 1994

Homework: A Natural Means Of Home-School Collaboration, Daniel E. Olympia, Susan M. Sheridan, William Jenson

Department of Educational Psychology: Faculty Publications

The purpose of this article is to place homework in the framework of an emerging interest in the development of effective home-school partnerships. Specifically, review of the homework literature is provided with attention to parent-, teacher-, and child-mediated programs. Several homework programs that have received empirical support are described. Finally, the role of the school psychologist in supporting and coordinating complementary home-school homework programs is explored.

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Functional Outcome Analysis: Do The Costs Outweigh The Benefits?, Susan M. Sheridan May 1993

Functional Outcome Analysis: Do The Costs Outweigh The Benefits?, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

Noell and Gresham (this issue) provide a thoughtful and insightful description of Functional Outcome Analysis (FOA) as an important construct for the evaluation of consultation and prereferral interventions. Their “framework for investigating relationships between interventions, behavior change, costs, benefits, treatment integrity, treatment acceptability, and ecological validity” (p. 38) is novel, and there is a definite need for expanding our considerations of outcome in consultation research and practice. There is obvious scientific and empirical appeal to the conceptual model of FOA. In particular, it has the potential to move consultation research in a new and exciting direction. However, practically speaking, one …

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Schoolwide Social Skills Training: Providing Preventive Services To Students At-Risk, Robert N. Jones, Susan M. Sheridan, Wayne R. Binns Jan 1993

Schoolwide Social Skills Training: Providing Preventive Services To Students At-Risk, Robert N. Jones, Susan M. Sheridan, Wayne R. Binns

Department of Educational Psychology: Faculty Publications

This paper reports a schoolwide social skills assessment and training model including a two-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific model objectives are to (a) utilize a comprehensive, multigate procedure to identify students at risk; (b) implement schoolwide training procedures to teach a number of important prosocial skills identified by teachers; (c) treat a subgroup of target subjects considered at highest risk for developing pervasive social …

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Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon Sep 1992

Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon

Department of Educational Psychology: Faculty Publications

Practicing school psychologists have reported that consultation generally has been a high priority in service delivery approaches in schools and other applied settings (e.g., Gutkin, Singer, & Brown, 1980; Lesiak & Lounsbury, 1977; Meacham & Peckam, 1978). Although many practitioners now receive didactic training, few school psychology programs may actually provide a field practicum or other supervised experience in consultation. Formal applied training in consultation is important for several professional and ethical reasons. In the last decade, there has been growing concern over the limitations of traditional psychoeducational services provided to children in school settings. For example, studies have demonstrated …

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Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart Sep 1992

Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart

Department of Educational Psychology: Faculty Publications

An interdisciplinary course was developed in the Graduate School of Education at the University of Utah, team taught by faculty members from the Departments of Educational Administration, Educational Psychology, Educational Studies, and Special Education. This unique course was designed to provide prospective teachers, special educators, school psychologists, counselors, and administrators insights into conceptual and practical components of collaborative problem solving and conflict management. This article describes the initial development and implementation, as well as content, activities, assignments, and evaluation procedures of this course.

The education of all youth is the shared responsibility of classroom teachers, special educators, administrators, related professionals, …

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A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto Sep 1992

A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto

Department of Educational Psychology: Faculty Publications

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.

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What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan Sep 1992

What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

In the first of what certainly will be many thoughtful and provocative articles to appear in this column, Witt (1990) questioned the validity of the broadly accepted mandate that "our consultative interactions be collaborative” (p. 367). He continued with anecdotes illustrating ineffective teaching practices and deficient teacher skills which mitigated against the desirability of a "true" collaborative approach. The title of the article articulates Witt’s stated purpose: "Collaboration in School-Based Consultation: Myth in Need of Data." My purpose in this article is not to argue for or against Witt’s position. Rather, I suggest that we go beyond this argument and …

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