A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children

1980 ◽  
Vol 11 (4) ◽  
pp. 594-600 ◽  
Author(s):  
Susan G. Forman
Keyword(s):  
Elementary School ◽  
Aggressive Behavior ◽  
Cognitive Training ◽  
School Children ◽  
Elementary School Children ◽  
Response Cost

Peers as Modeling and Normative Influences in the Development of Aggression

1971 ◽  
Vol 28 (3) ◽  
pp. 995-998 ◽  
Author(s):  
Stewart Cohen
Keyword(s):  
Elementary School ◽  
Aggressive Behavior ◽  
School Children ◽  
Elementary School Children ◽  
Teacher Behavior ◽  
Two Dimensions ◽  
Standardized Interview ◽  
Response Measures ◽  
And Performance ◽  
Socialization Agents

An examination of role functions of peers and adult socialization agents (mother, father, and teacher) on two dimensions of aggression-related experiences (modeling and norms) was made. Ss were 108 male elementary school children attending the 4th and 6th grades. A standardized interview focusing on nonparticipatory observations of aggressive behavior and reinforcement-expectations for aggressive behavior served to provide response measures of differences among sources in providing experiences correlated with the acquisition and performance of aggressive behavior. Among sources surveyed, peer-related experiences were significantly more frequently representative of exposure to modeling and reinforcement contingencies associated with aggression, while reports of teacher behavior were least representative of these dimensions.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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