Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents

1985 ◽  
Vol 10 (4) ◽  
pp. 268-274 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Behaviorally Disordered ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents

1985 ◽  
Vol 10 (3) ◽  
pp. 191-197 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Behaviorally Disordered ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.

Social Acceptance of Learning Disabled Adolescents

1986 ◽  
Vol 9 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Edward J. Sabornie ◽  
James M. Kauffman
Keyword(s):  
High School Students ◽  
Social Acceptance ◽  
Rating Scale ◽  
Learning Disabled ◽  
Sociometric Status ◽  
Regular Classroom ◽  
School Students ◽  
Regular Classrooms ◽  
School Day ◽  
Acceptance Scale

The regular classroom sociometric status of learning disabled (LD) and nonhandicapped (NH) high-school students was examined. Forty-six LD students who attended regular classes for portions of the school day were matched with an equal number of NH students in 6 schools. A sociometric rating scale, the Ohio Social Acceptance Scale (OSAS), was administered in 32 physical education classes enrolling LD students. LD and NH students were found not to differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters. The findings are inconsistent with those of previous studies involving younger students by suggesting that regular classrooms can be socially rewarding for LD adolescents.

Association of Weight With Sociometric Status in Classrooms of Taiwanese Adolescents

2019 ◽  
Vol 40 (6) ◽  
pp. 789-803
Author(s):  
Hsin-Hui Lu ◽  
Duan-Rung Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Social Acceptance ◽  
Junior High ◽  
Junior High School Students ◽  
Sociometric Status ◽  
School Students

This study examined the association between adolescents’ obesity and sociometric status among their peers across 1 year. The participants were 2,528 junior high school students from Taiwan (mean age = 13.31 years). The negative associations discovered between obesity and sociometric status were both concurrent and cumulative. Moreover, the adolescents who changed from nonobese to obese were more likely to have lower social acceptance and be isolated in their classrooms. These findings inform concerns regarding the sociometric status of adolescents who are (or are becoming) obese.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

scholarly journals Developing an instrument for measuring the spiritual attitude of high school students

2018 ◽  
Vol 4 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Safa'at Ariful Hudha ◽  
Djemari Mardapi
Keyword(s):  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Goodness Of Fit ◽  
Rating Scale ◽  
Operational Definition ◽  
School Students ◽  
Average Variance ◽  
Instrument Reliability ◽  
Spiritual Attitude

Attitudinal competence is one the most fundamental concepts in social psychology. It is related to personal identity, moral, and ethics that gains popularity and becomes important in educational development. This research aims to develop an instrument to measure the spiritual attitude of high school students. The study was a research and development study consisting of four stages: (a) determining conceptual definition, (b) determining operational definition, (c) drawing indicators, and (d) constructing instrument. The quantitative data analysis was used to test the construct validity through Confirmatory Factor Analysis and the coefficient of construct reliability was used to estimate the instrument reliability. The results of the study show that: (1) the instrument to measure Moslems’ spiritual attitude is an inventory model of summated rating scale containing 35 items; (2) the construct validity was proven by the value of the standardized loading factor and considered as significant. The instrument reliability regarded as the construct reliability coefficient is 0.890 and the average variance extracted is 0.542; (3) the construct of the instrument produces a fit statistical evidence indicated by the Goodness of Fit Index = 0.91 (≥0.90), and Root Mean Square Error of Approximation = 0.032 (≤0.08). The results indicate that the construct of the measurement is suitable with the data. In addition, this research has confirmed that the spiritual attitude of high school students is constructed by seven aspects, namely resignation (tawakal), sincerity (ikhlas), thankfulness (syukur), patience (shabr), fear (khauf), hopefulness (raja’), and righteousness (takwa).

Changes in Psychological State Measures and Time of Day

1974 ◽  
Vol 35 (1) ◽  
pp. 219-222 ◽  
Author(s):  
K. Barton ◽  
R. B. Cattell
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Time Of Day ◽  
Junior High School Students ◽  
The Other ◽  
Psychological State ◽  
School Students ◽  
Methodological Implication ◽  
School Day

Psychological state measures were obtained on over two thousand junior high school students. Half of the students were tested relatively early in the day and the other half late in the day. Results indicated that self-reported measures of anxiety, stress, regression and depression tended to be higher for the group tested near the end of the school day than for those tested early in the day. A major methodological implication is that we should have separate norms for ‘time of day’ when we are dealing with state measures.

Effect of starch dietary regimen on treatment of premenstrual syndrome

2011 ◽  
Vol 26 (S2) ◽  
pp. 1171-1171
Author(s):  
Z. Shahhosseini ◽  
K. Abedian ◽  
M. Danesh
Keyword(s):  
High School Students ◽  
Rating Scale ◽  
Brain Serotonin ◽  
Current Evidence ◽  
School Students ◽  
Dietary Regimen ◽  
Beneficial Effects ◽  
The North ◽  
Affective Symptoms ◽  
North Of Iran

IntroductionPremenstrual symptoms (PMS) are characterized by a set of behavioral, somatic, and affective symptoms of varying severity that occur during the 7–10 days before the onset of menstruation and subside after the beginning of the menstrual flow. Although the etiology of PMS is largely unknown, current evidence suggests that they may arise from a decrease in brain serotonin neurotransmission. Starch dietary regimen may increase brain serotonin.Materials and methodsIn this quasi-experimental study, we investigated associations between Starch dietary regimen and PMS in 14–19 years old high school students from October to January 2007 in Sari, the city in the North of Iran. 478 girls were selected for this trial. Participants were advised to consume a dietary regimen full of starch every 3 hours a day unless they were asleep. Symptoms were prospectively documented over 3 menstrual cycles with a daily rating scale that had 20 symptoms of PMS After 3 months data analysis was done.ResultsPMS score was 12.85 ± 8.01 prior to dietary regimen, and at the end of first, second and third month following dietary regimen were 11.03 ± 7.59, 12.47 ± 7.79 and 11.13 ± 6.71 respectively (p = 0000). Mood score was 15.8 ± 10.02 prior to dietary regimen, and at the end of first, second and third following dietary regimen were 12.61 ± 9.34, 13.06 ± 8.13 and 11.46 ± 7.09 respectively (p = 0000).ConclusionResults of this study revealed that carbohydrate-rich diet can improve PMS symptoms. Therefore, we recommended codified teaching programs via health care staffs to students about the beneficial effects of diet on relieving PMS.

Music: Effects on Junior High School Students’ Performance in Mathematics

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Roberto G. Sagge Jr.
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Test Anxiety ◽  
Junior High School ◽  
Rating Scale ◽  
Background Music ◽  
Habits Of Mind ◽  
School Students ◽  
Quasi Experimental ◽  
Group B

Mathematics is taught in isolation from other subjects and often lacks creative or artistic flair; hence, students often get bored and do not pay attention in class. This study ascertained the effects of background music on students’ achievement, habits of mind, test anxiety, and disposition. The instrument used were the researcher-made mathematics achievement test, test anxiety rating scale, and disposition rating scale which underwent validation through a panel of experts. The result showed that the pretest mean scores in mathematics achievement of all the three groups were “low.” The pretest mean scores in habits of mind of the three groups were “not developed.” The pretest mean scores in test anxiety of groups A and B were both “moderate” while group c was “high.” The pretest mean scores in disposition to music of groups A and c were both “partially liked” while group B was “liked.” As observed, all the background music used had an impact on the improvement of the students’ scores in mathematics. The results of the study served as bases for the development of music-enhanced mathematics program. Keywords - Mathematics Education, music, habits of mind, test anxiety, disposition, quasi-experimental design, Philippines

Reducing the Disruptive Behavior of Junior High School Students: A Classroom Self-Management Procedure

1988 ◽  
Vol 13 (4) ◽  
pp. 231-239 ◽  
Author(s):  
Deborah J. Smith ◽  
K. Richard Young ◽  
Richard P. West ◽  
Daniel P. Morgan ◽  
Ginger Rhode
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Self Management ◽  
School Students ◽  
Behaviorally Disordered ◽  
Resource Room ◽  
Management Procedure ◽  
Study Results ◽  
Management Procedures

The effectiveness of self-management procedures in reducing the disruptive and off-task behaviors of students in a special education resource classroom was assessed. Four junior high-aged students, three of whom were classified as behaviorally disordered and one as learning disabled, participated in the study. Results indicated that self-evaluation procedures implemented in the resource room reduced students' off-task and disruptive behaviors. Data collected concurrently in students' regular education classes showed little or no generalization of treatment gains from the resource room. Recommendations are offered for facilitating the generalization of the self-management skills.

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