Discusses how the profiles of the Wechsler Intelligence Scale for Children-Revised (WISC-R) can be used in the development of remedial strategies for reading disabled children. Characteristics of the WISC-R profiles; ...
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Discusses how the profiles of the Wechsler Intelligence Scale for Children-Revised (WISC-R) can be used in the development of remedial strategies for reading disabled children. Characteristics of the WISC-R profiles; Assertion that the WISC-R profile never constitutes an adequate basis for generating a remedial strategy.
作者：
VANCE, HBSINGER, MGHubert Bonney Vance received his BS and MA degrees from East Tennessee State University and his PhD from Ohio State University in school psychology. He has been a school psycologist
learning disability consultant and supervisor. Currently he is associate professor in the school psychology program at Kent State University. He serves as a consultant to many school districts and state departments of education. He has authored over 60 articles for professional and scientific journals. His research interests are in cognitive styles ability structures and performance of various cultural groups in standardized tests of intelligence. Currently he is serving as co-chairperson for the National Association of School Psychologists' research and evaluation committee and he is associate editor of Psychology in the Schools. Requests for reprints should be addressed to Dr. Vance at the Department of Early Childhood Education Graduate Faculty School of Psychology Kent State University Kent Ohio 44240 Marc G. Singer is an associate professor of industrial psychology and a management consultant. He received his bachelor's degree from City College of New York
his master's degree from Baruch College and his doctorate from the University of Tennessee. He has conducted numerous seminars for both private industry and the government and has published several articles in the areas of testing personal rating and attitudinal responses.
Examines the efficacy of the Wechsler Intelligence Scale for Children (WISC) recategorization scores in studying the nature of learning disabilities. Practicality of the Verbal-versus-Performance dichotomy in discrimi...
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Examines the efficacy of the Wechsler Intelligence Scale for Children (WISC) recategorization scores in studying the nature of learning disabilities. Practicality of the Verbal-versus-Performance dichotomy in discriminating learning disabled children from other children; Comparison between learning disabled children's spatial skills and skills that involve general comprehension and attention.
作者：
SMITH, MDMonte D. Smith is associate professor of psychology at George Peabody College of Vanderbilt University
where he is affiliated with the John F. Kennedy Center for Research on Education and Human Development. For the past five years he has been director of research and evaluation for the PASS Model Project a Child Service Demonstration Center funded by the Bureau for Education of the Handicapped to develop a service delivery strategy to enhance the development of learning disabled children. Several publications on learning disabled children's self-concept academic achievement and WISC-R profiles resulted from this program of research. Dr. Smith's research emphasizes the need to combine theoretically relevant and practically relevant issues in the service of better educational opportunities for exceptional children. He received his PhD in social psychology from Vanderbilt University in 1974. Requests for reprints should be sent to him at Box 64 George Peabody College of Vanderbilt University Nashville. Tenn. 37203.
Explores the possibility of predicting self-concept among school-verified learning disabled (LD) children on the bases of several combinations of predictor variables. Relationship of Verbal intelligence quotient (IQ),...
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Explores the possibility of predicting self-concept among school-verified learning disabled (LD) children on the bases of several combinations of predictor variables. Relationship of Verbal intelligence quotient (IQ), Performance IQ and Reading performance variables with self-concept; Self-concepts of LD from high and low socioeconomic status families; Potential impact of mainstreaming on the self-concept of the LD child.
作者：
HATCHER, CChris Hatcher
PhD is an Assistant Clinical Professor of Psychology and Director Family Therapy Program Langley Porter Institute University of California San Francisco.
Family therapy is primarily focused upon interpersonal or transactional issues. Its major contributions have been in the development of communication analysis, communication opening techniques, and in illuminating gro...
Family therapy is primarily focused upon interpersonal or transactional issues. Its major contributions have been in the development of communication analysis, communication opening techniques, and in illuminating group responsibility in the creation of an identified patient. Work with individual or subsystem boundaries has received far less attention. Gestalt therapy is particularly well suited for short term work on intrapersonal and boundary issues (Hatcher and Himelstein, 1976). The focus of this paper is to show how the selective integration of the two approaches provides a significant, new dimension in the development of family therapy.
作者：
Julio Bernaldo de QuirosDeborah Deutsch SmithJ. Jeffries McWhirterRobert B. DoylePhyllis Newton HallenbeckJoseph N. MurrayJulio Bernaldo de Quiros is presently dean of the School of Sciences of Human Rehabilitation and director of the Research Medical Center at the University of the Museum
Buenos Aires Argentina. He has been a guest lecturer and director of courses at numerous institutions throughout the world and his works have been published in several languages. He received his MD and his PhD degrees from the University of Buenos Aires. Deborah Deutsch Smith is presently an assistant professor of special education at George Peabody College for Teachers
Nashville Tenn. She received her EdD in special education learning disabilities and mental retardation from the University of Washington. Tom Lovitt is professor of special education affiliated with the Experimental Education Unit of the University of Washington Seattle. Lovitt recently returned from sabbatical at the University of Mexico where his research received international interest. J. Jeffries McWhirter
Phd is a counseling psychologist and an I associate professor in the Department of Counselor Education at Arizona State University. He is currently writing a book for parents of learning disabled children and has given speeches and workshops throughout the country on parent and family education and counseling programs for learning disabled children. Robert B. Doyle is the clinical psychologist for the Day Hospital and Day Treatment Center at V.A. Hospital
North Little Rock Arkansas. He also works as director for the Christian Center for Psychological Services Inc. Robert P. Anderson is currently a professor of psychology at Texas Tech University Lubbock in addition to being on the consulting staff of several hospitals and serving as a consultant to school districts in the west Texas area. He received his PhD in psychology from the University of Chicago. Charles G. Halcomb is professor of psychology and director of Graduate Programs in Experimental Psychology at Texas Tech University. He has been investigating problems of vigilance behavior and sustained atten
作者：
AGER, JOEL W.WERLEY, HARRIET H.SHEA, FREDERICKA P.Joel Ager is an Associate Professor in the Department of Psychology and the Center for Health Research at Wayne State University
Detroit Michigan. He has a BA in Philosophy from Colgate University and his MA and PhD degrees are both in Psychology and from Syracuse University. He has coauthored numerous articles and papers his main research interests being measurement and statistics cognitive processes family planning and methodology in health research. Harriet Werley is Director of the Center for Health Research
Wayne State University College of Nursing. She is an RN and also has BS (Nursing Education University of California at Berkeley) MA (Nursing Service Administration Teachers College Columbia University) and PhD (Psychology University of Utah) degrees. Ms. Werley has had a challenging career in nursing research and program planning including 8 years at the Walter Reed Army Institute of Research. Fredericka Shea is Assistant Director
Center for Health Research and Associate Professor Medical-Surgical Nursing both at Wayne State University School of Nursing. She has BS and MS degrees in Nursing from Boston University and a Certificate in Health Systems Management from Harvard. Besides her academic career she has been a staff nurse in Massachusetts and and a Peace Corps Volunteer in Togo West Africa. Her research interests include nursing and family planning.
Variables which differentiate among three groups with respect to continuance in a family planning program were studied. Those who dropped out of the program were subdivided into two groups: the “good drops,” who con...
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