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Direct linkKristina Hunter-Mullis; Catherine Qing; Kim Alexander Decker – Psychology in the Schools, 2024
Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence-based prevention efforts. This case study evaluated both remote and in-person instruction of "Second Step®", a social-emotional learning (SEL) curriculum aimed to improve school-based prevention efforts.…
Descriptors: Middle School Students, Distance Education, In Person Learning, Social Emotional Learning
Mykyta, Anne D.; Zhou, Zheng – Psychology in the Schools, 2017
Mobile applications (apps) are increasingly being used with children with autism spectrum disorder (ASD) to supplement their intervention packages; however, the Apps' educational utility is not yet understood. The lack of such knowledge results in young children's inequity of accessing quality intervention. The present qualitative study addressed…
Descriptors: Autism, Computer Software, Intervention, Telecommunications
Vogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M. – Psychology in the Schools, 2017
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…
Descriptors: Gifted, Problem Solving, Figurative Language, Educational Practices
Peer reviewedVan Mondfrans, Adrian P.; And Others – Psychology in the Schools, 1971
The purpose of this study was to assess the effects of varying instructions and time to respond in administering divergent thinking tests. Variations in testing conditions change the magnitude and nature of the scores obtained. (Author)
Descriptors: Divergent Thinking, Induction, Problem Solving, Productive Thinking
Peer reviewedThorpe, Harold W.; Darch, Craig B. – Psychology in the Schools, 1979
Two reinforcement techniques were compared to determine their relative effectiveness in motivating improved science test performance in a fourth-grade classroom. The first technique, using a backup reinforcer, was effective in decreasing error rate of the class. The second simplified technique, without a backup reinforcer, was equally effective.…
Descriptors: Children, Elementary Education, Feedback, Performance
Peer reviewedNiu, Weihau; Sternberg, Robert J. – Psychology in the Schools, 2003
Previous research has shown that compared with their American counterparts, Chinese students' artwork is perceived as less creative by both Chinese and American judges. Three different factors are posited to be responsible for the discrepancy in rated creativity between Chinese and American students, namely, social values, school pedagogic…
Descriptors: Creativity, Cross Cultural Studies, Educational Testing, Foreign Countries
Peer reviewedSlate, John R.; Jones, Craig H. – Psychology in the Schools, 1990
Investigated specific problem caused by traditional method of teaching students to administer Wechsler Adult Intelligence Scale-Revised. Analysis of 180 protocols by 26 graduate students revealed average of 8.8 mistakes per protocol. When errors were corrected, 81 percent of Full Scale intelligence quotients were changed. Students' performance…
Descriptors: Error Patterns, Examiners, Graduate Students, Higher Education
Peer reviewedHutson, Barbara A.; Niles, Jerome A. – Psychology in the Schools, 1974
The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)
Descriptors: Beginning Reading, Behavior Change, Individualized Reading, Learning Theories
