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Direct linkElizabeth Kreuze; Janet York; Dorian A. Lamis; Carolyn Jenkins; Paul Quinnett; Martina Mueller; Kenneth J. Ruggiero – Psychology in the Schools, 2025
The overriding aim of this study was to conduct a side-by-side comparative evaluation of two online suicide prevention gatekeeper-training programs: Question, Persuade, Refer (QPR) and Making Educators Partners in Youth Suicide Prevention (MEP). Specific aims included identifying program components, instructional methods, and technology elements…
Descriptors: Foreign Countries, Suicide, Prevention, Teaching Methods
Peer reviewedKagan, Jacob M. – Psychology in the Schools, 1971
The purpose of this paper is to affirm the role of preceding stimuli in teaching in a manner consistent with operant psychology and to speculate upon causes for neglect by modern operant psychologists if not by teachers. (Author)
Descriptors: Behavior Patterns, Educational Psychology, Motivation, Operant Conditioning
Peer reviewedForness, Steven R. – Psychology in the Schools, 1970
This paper presents a review of behavioristic principles that could be applied to the classroom. Techniques included are: (1) classroom reinforcements; (2) the teacher as a researcher; (3) desensitization. While behaviorism is not the complete answer, it does explain child behavior in terms that teachers should find useful. (Author/KJ)
Descriptors: Behavior Patterns, Behavioral Sciences, Child Development, Teacher Role
Peer reviewedTrentham, Landa L. – Psychology in the Schools, 1979
Investigates the relationships of anxiety levels and instruction effects in a creativity-testing situation with sixth-grade students. Results of analysis of variance indicated that anxiety is negatively related to creativity test scores. It is interesting that there is no instruction effect and that the anxiety-instruction interaction is not…
Descriptors: Anxiety, Behavior Patterns, Creativity Tests, Educational Media
Peer reviewedForness, Steven R.; Guthrie, Donald – Psychology in the Schools, 1977
To determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day. (Author)
Descriptors: Behavior Patterns, Classroom Environment, Classroom Observation Techniques, Kindergarten Children
Peer reviewedSchloss, Patrick J.; Sedlak, Robert A. – Psychology in the Schools, 1982
Presents current psychological and educational literature associated with the behavioral characteristics of the mentally retarded adolescent. Discusses empirical constructs including adaptive behavior, motivation, reinforcer effectiveness, locus of control, and social discrimination skills of the mentally retarded. Suggests practical strategies…
Descriptors: Adjustment (to Environment), Adolescents, Behavior Patterns, Classroom Techniques
Gresham, Frank M.; Lane, Kathleen L.; Beebe-Frankenberger, Margaret – Psychology in the Schools, 2005
Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of…
Descriptors: Teaching Methods, Grade 4, Grade 6, Underachievement
