Classroom teachers were asked to list the traits they felt were characteristic of the elementary school child who wears a hearing aid. These listings were evaluated according to the desirability of the traits and were studied regarding frequency of occurrence, desirability, and educational, emotional, and social implications. The results of the groupings are discussed in terms of pre-service and in-service training.
Chapter 4 focuses on elementary school children who refuse school primarily due to attention-seeking behavior. Many of these children are not necessarily anxious about school, though separation anxiety could be present, but instead desire to remain home from school to be with a parent or primary caregiver. This chapter includes detailed recommendations for psychoeducation, contingency management, and reintroduction to school, with a focus on parents. Recommendations are made for encouraging parents to supervise attendance more closely, refrain from keeping a child home from school, maintain a regular morning routine for school preparation behaviors, and implement consequences for attendance and nonattendance as appropriate. Core intervention components and procedures to expand the effectiveness of these core components are covered.
“DIRECTING LANGUAGE POWER IN THE ELEMENTARY SCHOOL CHILD,” Through Story, Dramatization and Poetry. By Caroline J. Trommer, Assistant Professor Elementary Education, Teachers College, City of Boston, and Teresa A. Regan, Assistant Professor Elementary Education, Teachers College, City of Boston. Cloth. 497 pages. New York: The Macmillan Company.