School Psychology Review (SPR)
Volume 21, Issue 1
(1992)
Response/Dialogue: The Social Maladjustment Exclusion Clause
Editor: Edward S. Shapiro
Inside This Issue
Editor's Comments
Edward S. Shapiro
pp. 168-176
The application of Gickling’s model of curriculum-based assessment is illustrated across four elementary-age students with reading problems. Specifica... [more]
Theme Editor's Comments: Self-Management Interventions in the Schools
Christine L. Cole
A New Proposed Definition and Terminology to Replace "Serious Emotional Disturbance in Individual With Disabilities Education Act
Steven R. Forness, Jane Knitzer
pp. 12-20
Moreso than any other category of special education, children with serious emotional disturbance remain very much under identified in our nation’s sch... [more]
Can the Language "Social Maladjustment" in the SED Definition Be Ignored?
Jane E. Slenkovich
pp. 21-22
I have no doubt about the psychological correctness of Skiba and Grizzle’s (1991) article. I am confident the part of their article dealing with the p... [more]
Qualifications v. Logic and Data: Excluding Conduct Disorders From the SED Definition?
Russell Skiba, Kenneth Grizzle
pp. 23-28
PL 94-142 is educational law, by nature a hybrid. Its interpretation not only benefits from, but in a certain sense requires, the participation of pro... [more]
Legalism Versus Professionalism in Diagnosing SED in the Public Schools
Steven R. Forness
pp. 29-34
No issue seems to have galvanized the thinking of professionals in the field of education of children or youth with behavioral or emotional disorders ... [more]
Searching for Meaning in the Behavior of Antisocial Pupils, Public Educators, and Lawmakers
C. Michael Nelson
pp. 35-39
Skiba and Grizzle’s (1991) analysis of the social maladjustment exclusionary clause in the PL 94-142 definition of serious emotional disturbance (SED)... [more]
Self-Control Interventions With Internalizing Disorders: A Review and Analysis
Pamela B. Grossman, Jan N. Hughes
Mutuality, Mountains, and Molehills
Perry A. Zirkel
pp. 40-42
The debate between Skiba and Grizzle (1991) and Slenkovich (1991) can be understood and assessed by a two-stage process of sorting and synthesizing. T... [more]
Can the Language "Social Maladjustment" in the SED Definition Be Ignored? The Final Words
Jane E. Slenkovich
pp. 43-44
The authors commenting on my position, while arguing convincingly for inclusion of students who are socially maladjusted in the SED category, fail to ... [more]
Identifying a Measure for Monitoring Student Reading Progress
Lynn S. Fuchs, Douglas Fuchs
pp. 45-58
Based on a decade of research, oral reading fluency has been identified as the standard task for monitoring reading progress within Curriculum-Based M... [more]
The Effect of a Self-Management Procedure on the Classroom Academic Behavior of Students With Mild Handicaps
Deborah J. Smith, K. Richard Young, J. Ron Nelson, Richard P. West
pp. 59-72
The effect of a self-management procedure on the off-task behavior and the academic work of students classified as mildly handicapped was examined. T... [more]
Annotated Bibliography for the Mini-Series
Cover, Copy, and Compare: Increasing Geography Accuracy in Students With Behavior Disorders
Christopher H. Skinner, Phillip J. Belfiore, Nancy Pierce
pp. 73-81
A multiple baseline across items design was used to evaluate the effects of a cover, copy, and compare (CCC) intervention on students’ accuracy in ide... [more]
Intellectual Assessment of Deaf and Hard-of-Hearing People: A Quantitive and Qualitative Research Analysis
Jeffery P. Braden
pp. 82-94
A review of published and unpublished literature (N studies = 285; total N subjects > 171,517) describing the intelligence of deaf and hard-of-hearing... [more]
Consultation in the Schools: the Relationship Between Preservice Training, Perception of Consultative Skills, and Actual Time Spent in Consultation
Virginia Costenbader, Janine Swartz, Leonard Petrix
pp. 95-108
Consultation in the schools was investigated through a mail survey of 1,020 members of the National Association of School Psychologists. The return ra... [more]
Quantifying Verbal Interactions in School-Based Consultation: A Comparison of Four Coding Schemes
Brian K. Martens, William P. Erchul, Joseph C. Witt
pp. 109-124
Researchers in school-based consultation have shown a renewed interest in linking interpersonal communication processes to consultation outcomes. Cen... [more]
Social Competence of Students With Mild Handicaps and Low Achievement
Kenneth W. Merrell, Judi M. Merz, Eugene R. Johnson, Elizabeth N. Ring
pp. 125-137
This study compared social competence ratings of 566 elementary-age students (362 boys and 204 girls), using the Walker-McConnell Scale of Social Comp... [more]
Effects of Classroom Performance Data on General Education Teachers' Attitudes Toward Reintegrating Students With Learning Disabilities
Kathleen Rodden-Nord, Mark R. Shinn, Roland H. Good III
pp. 138-154
Previous research on general education teachers’ attitudes has suggested they usually are unwilling to reintegrate students with handicaps mto their c... [more]
Reconsidering the Scientist-Practitioner Model for School Psychology Practice
Gary Stoner, Susan K. Green
pp. 155-166
A reconsideration of the scientist-practitioner model is presented, following a brief historical account of its foundations and assumptions. The prese... [more]
Gickling's Model of Curriculum-Based Assessment to Improve Reading in Elementary Age Students
Edward S. Shapiro
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