Teacher Nominations Research Articles

Helping schoolchildren cope with anger: a cognitive-behavioral intervention

The Development of Aggression. The Empirical Foundation for a Developmental Model of Aggressive Children's Social-cognitive and Emotional Difficulties. The Role of Anger Management Training in a Comprehensive School Program of Positive Behavioral Supports. Getting Started with the Anger Coping Program: Group Leaders, Screening, and Identification. Generalization and the Role of the Classroom Teacher. Preparing for the First Meeting: Procedures to Implement and Pitfalls to Avoid. Outcome Research Results for the Anger Coping Program and the Coping Power Program. The Anger Coping Program Manual. Considerations When Treating Girls as Well as Children from Diverse Cultural Backgrounds. Possible Negative Group Effects and Alternative Use as an Individual Format. Case Example. Frequently Asked Questions. Afterword. Appendices: A: Anger Coping Program Teacher Nomination Form. B: Anger Coping Program Teacher Screening Scale. C: Classroom Goals Interview. D: Anger Coping Agreement. E: Anger Coping Program Classroom Generalization Inservice Guide. F: My Goal Sheet. G: Goal Attainment Scaling Form. H: Sample Parental Consent Letter. I: Anger Coping Program Initial Checklist. J: Hassle Log. K: Anger Coping Program Parent Letters. L: Sample Parental Consent Letter and Anger Coping Program Parent Letters - Spanish Versions. M: Anger Coping Program Classroom Progress Monitoring Report (CPMR). N: Anger Coping Program Intervention Integrity Checklists. O: Stimulus Pictures. Recommended Further Reading.

Competence and Family Support of Vulnerable and Invulnerable Adolescents Representing Scheduled Tribes and Scheduled Castes in India

This study examined family strengths of disadvantaged adolescents that may serve as buffers against the adversities of everyday life in rural India. Two-hundred adolescents and their families belonging to Scheduled Tribe (ST) and Scheduled Caste (SC) groups in Orissa State were selected as participants. Within these families, 100 adolescents were identified as invulnerable (i.e., disadvantaged-competent), and another 100 as vulnerable (disadvantaged-incompetent) on the basis of peer and teacher nominations. Demographically, families of the vulnerable and invulnerable adolescents were similar with respect to their racial, ethnic, socioeconomic status, caste composition, and family structure (predominantly two parents, siblings, and other family members living together in one residence). However, there were a number of significant differences between the vulnerable and invulnerable adolescents with regard to their perceptions of their families and general living environment, as well as their own social and academic competencies. The findings shed light on a variety of risk factors inherent to the disadvantaged-incompetent group. The results also highlight the importance of particular family and community protective factors that may promote successful development in adolescents reared in extremely resource-limited rural families in India.

Exploring the relationship between school discipline referrals and delinquency

AbstractThere is a growing concern about violent and destructive behaviors of youth that require intervention by juvenile justice and youth‐serving agencies. This concern has led many to conclude that schools and community agencies must increase efforts to prevent juvenile delinquency and to provide programs that will facilitate rehabilitation, education, and vocational training for youth already involved. A clear understanding of the nature and range of behaviors that result in juvenile crime is needed in order to develop programs and interventions that can be expected to lead to beneficial changes for youth and for society as a whole. The purpose of this article is to describe the relationship between school behaviors and youth characteristics in school (e.g., discipline referrals, teacher nominations, nomothetic ratings) and referrals to juvenile authorities (e.g., illegal behaviors). We describe a strategy of using teacher nominations, school discipline referrals, and community arrest data to predict delinquent and violent behavior in youth. We outline data from a group of socially maladjusted middle school youth to illustrate the relationship between the two data sources and recommendations for identification and treatment of youth at risk for delinquency and antisocial behavior. © 2001 John Wiley & Sons, Inc.

Child sociometric status and parent behaviors. An observational study.

The relationship between parent-child interaction and child sociometric status was examined. Third- and fourth-grade children rated as socially neglected, rejected, or average by both peer and teacher nomination were videotaped working on a task with their parents. Parents of children identified as neglected engaged in fewer overall interactions with their children than parents of both rejected and average children. Mothers of neglected and rejected boys issued more commands than mothers of average children. Fathers of neglected boys issued more negative statements than fathers of either rejected or average children. Moreover, mothers and fathers of neglected and rejected children exhibited greater differences between one another in their use of commands than parents of average children. Mothers and fathers of rejected children exhibited greater differences between parents in their use of questions than parents of neglected or average children. The implications of these findings are discussed.

Predictors of Reading Recovery book levels

The purpose of this paper is to determine whether predictor variables, selected from readability research and from teacher nomination, might be used to grade children’s early reading books. Two hundred Reading Recovery books were rated on five variables thought to represent ‘semantic’, ‘syntactic’ and ‘phonic’ features of text. The variables accounted for 83% of book level variance. In a cross‐validation exercise they were found to be stable and reliable. It is suggested that the data support the validity of the Reading Recovery book levels, and that the formula can be used by teachers to grade children’s early reading books.

Factors Influencing Teacher Identification of Peer Bullies and Victims

Multiple student and teacher characteristics were examined to evaluate whether they influence teacher identification of peer bullies and victims. Participants were 61 teachers and 1,139 students in grades 3 through 6 attending six public elementary schools and two middle schools in a small southern city. Teachers more accurately identified bullies and victims who were in elementary school than those who were in middle school. Using multiple teacher nominators (general education teachers and related arts teachers) allowed better identification than using only general education teacher nominators. When considering several teacher and student factors simultaneously, the reports by multiple teachers enhanced general education teachers' reports of bullying considerably more than other student and teacher characteristics such as student gender, student socioeconomic status, and teacher-student ethnicity. Implications for the development of brief, yet accurate, teacher nomination procedures and the role that school psychologists can assume in this endeavor are discussed.

Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools

This article describes a prevention program designed to provide "universal" interventions (i.e., classroom management, social skills, peer tutoring in reading) for at-risk students and those identified as having emotional and behavioral disorders (EBD) in urban schools. Students were selected based on the Systematic Screening for Behavior Disorders, with a key selection factor being identification of serious behavior problems through teacher nominations. An experimental-control, posttest design was used to analyze data across the target and control groups, which were composed of students already identified as having EBD and students at risk for EBD. Eleven students with EBD were included in the target group; six students with EBD were in the control group. Direct observation measures showed significant differences between the two groups in on-task, positive recess interaction and play, aggression, and out-of-seat behaviors. Teacher reports indicated significant differences for appropriately requesting attention, following directions, and reducing disruptive behaviors for the target group. Findings across students indicated the need to continue early prevention efforts for students with EBD and those at risk for EBD, with a suggestion that increased attention should be given to positive behavioral support systems.

Early intervention and prevention of anxiety disorders in children: Results at 2-year follow-up.

The Queensland Early Intervention and Prevention of Anxiety Project evaluated a child- and family-focused group intervention for preventing anxiety problems in children. This article reports on 12- and 24-month follow-up data to previously reported outcomes at posttreatment and at 6-month follow-up. A total of 1,786 7- to 14-year-olds were screened for anxiety problems using teacher nominations and children's self-report. After diagnostic interviews, 128 children were selected and assigned to either a 10-week school-based child- and parent-focused psychosocial intervention or a monitoring group. Both groups showed improvements immediately at postintervention and at 6-month follow-up; the improvement was maintained in the intervention group only reducing the rate of existing anxiety disorder and preventing the onset of new anxiety disorders. At 12 months, the groups converged, but the superiority of the intervention group was evident again at 2-year follow-up. Severity of pretreatment diagnoses, gender, and parental anxiety predicted poor initial response to intervention, whereas pretreatment severity was the only predictor of chronicity at 24 months. Overall, follow-up results show that a brief school-based intervention for children can produce durable reductions in anxiety problems.

A study on standardization of the Five-Factor Personality Inventory for Children (FFPC)

The purpose of this study is to construct and standardize the Five Factor Personality Inventory for Children (FFPC). Fifty items were chosen through two preliminary surveys. Then the 50-item questionnaire was administered to 3,386 primary school children. Based on the results of principal component analysis, 40 items were selected for the FFPC final version. The mean scores, standard deviations, and score distributions of the five-factor scales were computed. One sample of 215 children was tested twice, the interval being 9 weeks. The test-retest correlations ranged between .778 and .854. Scale scores correlated with teacher nominations of the various kinds of personality. The FFPC five-factor scales were shown to have high internal consistency and test-retest reliability. The factorial validity, construct validity, and concurrent validity were also confirmed.

The Effects of Peer Networks on Social—Communicative Behaviors for Students with Autism

This study investigated the effects of a peer network strategy on the duration of social interaction and social---communicative skills for 3 students with autism. Typical peers, 5 students per site, were selected based on peer status (popularity with classmates) and teacher nomination. Each network of peers received eight 30-minute training sessions during which social skills---including initiating and responding, conversing, sharing, giving instructions, and saying nice things---were modeled by the experimenter with role-play practice by the students and feedback. The target students with autism received training in the use of an augmentative communication system along with two training sessions in social skills with their peer network. Feedback and reinforcement for appropriate behaviors and interaction continued throughout the intervention phases. A multiple baseline design across settings was employed to document the effects. Dependent variables included durations of social interaction time, use of the augmentative communication system by the target students and peers (trained and untrained), language use during 10-minute samples, and disruptive behavior. Results showed increased social interaction time and use of the augmentative communication system for all 3 students, with increased expressive language for 2 students. Increases were also noted in peer nominations of the target student following the intervention.

An Analysis of Teacher Nominations and Student Performance in Gifted Programs

This study evaluated the relationship of teacher nomination instruments to later performance of students in a gifted program. Teacher nominations were based on two instruments, an instrument designed specifically to assess gifted behaviors of students from culturally divergent and/or low income populations and an instrument designed to assess gifted behaviors in the general population. Separate canonical correlation analyses between these two instruments and a gifted teacher rating of student performance resulted in significant findings indicating relationships between the teacher nominations and later school performance. Structure correlations showed nominations based on thinking abilities, general gifted behaviors, and special learning skills were related to later performance on creativity, group skills, and language abilities.

Prevention and early intervention for anxiety disorders: A controlled trial.

The Queensland Early Intervention and Prevention of Anxiety Project evaluated the effectiveness of a cognitive-behavioral and family-based group intervention for preventing the onset and development of anxiety problems in children. A total of 1,786 7- to 14-year-olds were screened for anxiety problems using teacher nominations and children's self-report. After recruitment and diagnostic interviews, 128 children were selected and assigned to a 10-week school-based child- and parent-focused psychosocial intervention or to a monitoring group. Both groups showed improvements immediately postintervention. At 6 months follow-up, the improvement maintained in the intervention group only, reducing the rate of existing anxiety disorder and preventing the onset of new anxiety disorders. Overall, the results showed that anxiety problems and disorders identified using child and teacher reports can be successfully targeted through an early intervention school-based program.

The first day of school: The predictive validity of early school screening

This study assessed the predictive validity of a multidomain early school screening procedure. Two cohorts of participants ( n = 427, n = 352) were followed through the first three years of school. Outcome variables included retention, special education services, teacher nominations of behavior and emotional problems, and performance on standardized achievement tests. Discriminant function analyses were conducted with Cohort 1 and cross-validated in Cohort 2 using predictor variables for which significant group differences existed between “problem” and “nonproblem” groups. The rate of correct classifications for predicting problem outcome status ranged from 74% to 89%. Classification rates were similar in both cohorts. Fine-motor skills, general cognitive level, ethnicity, and maternal education were predictors of a variety of school problems. The results are discussed in relation to screening for school readiness and developmental constraints on the prediction of school outcomes.

Parental correlates of socially neglected, rejected, and average children. A laboratory study.

The present study examined the relationship between parent-child interaction and a child's social status. A sample of children was screened to identify three groups rated as neglected, rejected, or average by both peer and teacher nomination. Children were observed interacting with their mothers while working on a cooperative task. Parent behaviors were coded for commands, suggestions, explanations, questions, and praise. Results indicated that relative to parents of neglected and rejected children, parents of average youngsters emitted significantly more commands, suggestions, explanations, questions, and praise. These findings suggest that a relationship may exist between parent behavior and children's social status. Implications of these findings are discussed.

Should Self-Nominations Be Allowed in Peer Nomination Forms?

The present study addressed the problem of self-nomination in peer nomination forms (PNF) used with children to designate classroom peers who have superior abilities or talents. Its goal was to assess the incidence and worth of that information. The sample consisted of 391 students from 17 classes, almost evenly divided by gender and grade (4 to 8). The instrument was a 12-item frequent (41%). A repeated measures ANOVA showed that the incidence rate was mainly influenced by the type of ability assessed and the rank of the choices, and that both interacted with the following variables: group, grade level, and gender. Self-nominations had no perceptible impact on the reliability of the talent scores. Self and peer nominations were significantly correlated, r = 44. A much lower correlation was observed between self-and teacher nominations, r = 23, attributed mainly to the lower reliability of these two types of scores.

Are Teachers Really Poor Talent Detectors? Comments On Pegnato and Birch's (1959) Study of the Effectiveness and Efficiency of Various Identification Techniques

This article reanalyses Pegnato and Birch's data in their often cited 1959 article, especially their measures of effectiveness and efficiency. The author shows that these two concepts are not independent, as usually assumed in studies examining the criterion-related validity of various identification techniques for the gifted and talented. Rather, both are related to the number of subjects singled out as a result of the cutoff value chosen to implement the method. Consequently, most comparisons made between and within methods become invalid. A simple alternative is presented: compare the correla tion coefficients of the predictors with the criterion. It is concluded that this methodological flaw, as well as some other technical limitations, invalidates the most often cited observation from that study, namely, that teacher nominations should not be relied upon as an identification technique for the gifted and talented.

Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach

The persistent underrepresentation of ethnic minority students in gifted programs requires change. Because identification tools used for entry into gifted programs often are held responsible for minority underrepresentation, this study investigated several nontraditional assessments for their efficacy in identifying both minority and nonminority students. A sample of 433 sixth-grade students responded to a drawing task and to two problem-solving assessments. Peer and teacher nominations also were used in the identification process. Findings indicated that the assessments identified a proportionate number of minority and nonminority students with potential in art or problem solving. The study holds promise for a multidimensional approach and for specific nontraditional assessments as means of effectively identifying both minority and nonminority student talents in art and problem solving. The study also suggests directions for further research.

The relationship of Eysenck's personality factors and self-esteem to bully-victim behaviour in Australian schoolboys

In the present study we examined the relevance of selected personality variables, namely Eysenck's factors of extraversion, psychoticism and neuroticism, and the psychological well being factor of self-esteem to the tendency to bully and to be victimized. Male primary school children ( n = 87) with a mean age of 10.9 years completed the Junior Eysenck Personality Inventory and the Coopersmith Self Esteem Inventory. Children's tendency to bully and to be victimized was assessed by means of questionnaire and teacher nomination. As predicted the tendency to bully was found to be significantly associated with psychoticism while the tendency to be victimized was significantly associated with introversion and low self-esteem. The expected association between being victimized and neuroticism was not confirmed.

Native Language For School Success

This paper provides insights regarding family provisions for home (native) language use as it relates to the school's perception of young children's school achievement. Teachers of young mainland Puerto Rican children nominated higher and lower achieving learners in grades K-2. Standardized achievement tests confirmed teacher nominations. Thirty families were interviewed at home where it was found that parents of higher achieving children prefer a native language environment to a greater extent man families of lower achieving children. These findings lend support for native language instruction (at home and at school) as an avenue for strengtfiening the academic school achievement of young mainland Puerto Rican children. A discussion of these findings is provided as are suggestions for future research.

Identification of Intellectually Able Disadvantaged Filipino Children

This study represents the first phase of research being undertaken in the Philippines on gifted disadvantaged children. The subject of this paper focuses on the assessment tools and procedures employed for the screening and identification of intellectually able or “fast learners” among preschool Filipino children from disadvantaged urban communities. Preliminary screening involved nominations made by daycare teachers using checklists for giftedness. Parent ratings on giftedness were also obtained as a secondary data source for the final selection of fast learners. Children nominated by teachers were subjected to individual testing and evaluation. Results showed that over the two-year period of screening, three to four percent of the entire population of daycare children qualified as fast learners on the basis of teacher nominations and performance on two standardized tests of intelligence. Data also indicated that a greater percentage of children passed the Raven's Colored Progressive Matrices (RCPM) percentile ranking of 75 and above compared to the Wechsler Intelligence Scale for Children (WISC) Short Form IQ of 110. Findings further suggest the potential usefulness of the RCPM as an identification tool for fast learners among this population of children.