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Title index
J o u r n a l o f School P s y c h o l o g y 1976 • Vol. 14, No. 4
JOURNAL OF SCHOOL PSYCHOLOGY
TITLE I N D E X V O L U M E 14, 1976
"Applied" research can be useful: An example, 67 Behavioristic orientation to categorical labels, 90 Bender Gestalt test performance and the word recognition skills of disadvantaged children, 64 Changing roles for the school mental health professional, 131 Classroom as a political microcosm: An observation, The, 235 Comparative assessment of a coping model for school adolescents, 261 Consultant skill and efficiency and the implementation and outcomes of consultation, 3 Critical analysis of social development programs in elementary education, A 118 Developing coordination of services between a mental health center and a public school system, 355 Effects of a school mental health project: A one-year follow up, 56 Effects of peer reporting on cooperative play and aggression of kindergarten children, 307 Effects of self-reinforcement on the demanding behaviors of a paranoid personality: A case report, 207 Expectations of teachers-in-training: The influence of a student's sex and a behavioral vs. descriptive approach in a biased psychological report, 222 Grouping strate~es, peer influence, and free time as classroom management techniques with first- and third-grade children, 322 Identifying emotional disturbance in children The professionals differ, 275 Influence of examiner verbal comments on WISC performances of EMR students, The, 342 Legalization of the school psychologists' world, The, 83 Methodological considerations in the evaluation of differential components of supplemcntary education programs, 171 Naive prediction of pathology from human figure drawings, 114 Placement or placebo" Does additional information change special education placement decisions, 186 Prevalence and structure of behavior symptoms among children in special education and regular classroom settings, 27 Problems in, and strategies for, evaluating preschool programs, 39 Psychosituational classroom intervention: Rationale mad description, 97 Psychotherapy in the schools: I'romisc and perplexity, 314 Responses of boys and girls to at behaviorally focused school attitude questionnaire, 283 School phobia: An overview, 29l 375
J o u r n a l of S c h o o l P s y c h o l o g y
376
School psychology consultation: "Frenzied, faddish, or fundamental?" 105 School psychology in the U.S.: A quantitative survey, 151 School-related problems of Mexican-American adolescents, 138 Scoring difficulty of the WPPSI Geometric Design Test, 230 Significant subtest score differences on the WISC-R, 202 Some Interpersonal Correlates of Cognitive Impulsivity in Fourth-graders, 212 Teacher awareness of classroom dyadic interactions, 47 Teaching directional skills to preschool and kindergarten children, 333 Textbook preferences among trainers of school psychologists, 346 Traditional attitudes and teacher consistency in producing student learning gains in the early elementary grades, 192 Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique, 15 I
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Dr. Beeman ~. Phillips, Amy ].appo,
College
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of Education,
Dept of Kd Psych,
U of Texas, Austin,
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JOURNAL OF SCHOOL PSYCHOLOGY
TITLE I N D E X V O L U M E 14, 1976
"Applied" research can be useful: An example, 67 Behavioristic orientation to categorical labels, 90 Bender Gestalt test performance and the word recognition skills of disadvantaged children, 64 Changing roles for the school mental health professional, 131 Classroom as a political microcosm: An observation, The, 235 Comparative assessment of a coping model for school adolescents, 261 Consultant skill and efficiency and the implementation and outcomes of consultation, 3 Critical analysis of social development programs in elementary education, A 118 Developing coordination of services between a mental health center and a public school system, 355 Effects of a school mental health project: A one-year follow up, 56 Effects of peer reporting on cooperative play and aggression of kindergarten children, 307 Effects of self-reinforcement on the demanding behaviors of a paranoid personality: A case report, 207 Expectations of teachers-in-training: The influence of a student's sex and a behavioral vs. descriptive approach in a biased psychological report, 222 Grouping strate~es, peer influence, and free time as classroom management techniques with first- and third-grade children, 322 Identifying emotional disturbance in children The professionals differ, 275 Influence of examiner verbal comments on WISC performances of EMR students, The, 342 Legalization of the school psychologists' world, The, 83 Methodological considerations in the evaluation of differential components of supplemcntary education programs, 171 Naive prediction of pathology from human figure drawings, 114 Placement or placebo" Does additional information change special education placement decisions, 186 Prevalence and structure of behavior symptoms among children in special education and regular classroom settings, 27 Problems in, and strategies for, evaluating preschool programs, 39 Psychosituational classroom intervention: Rationale mad description, 97 Psychotherapy in the schools: I'romisc and perplexity, 314 Responses of boys and girls to at behaviorally focused school attitude questionnaire, 283 School phobia: An overview, 29l 375
J o u r n a l of S c h o o l P s y c h o l o g y
376
School psychology consultation: "Frenzied, faddish, or fundamental?" 105 School psychology in the U.S.: A quantitative survey, 151 School-related problems of Mexican-American adolescents, 138 Scoring difficulty of the WPPSI Geometric Design Test, 230 Significant subtest score differences on the WISC-R, 202 Some Interpersonal Correlates of Cognitive Impulsivity in Fourth-graders, 212 Teacher awareness of classroom dyadic interactions, 47 Teaching directional skills to preschool and kindergarten children, 333 Textbook preferences among trainers of school psychologists, 346 Traditional attitudes and teacher consistency in producing student learning gains in the early elementary grades, 192 Training teachers as mediators: Efficacy of a workshop versus the bug-in-the-ear technique, 15 I
u.s..~vaL SlRV.C. S T A T E M E N T OF OWNERSHIP, M A N A G E M E N T A N D C I R C U L A T I O N {Re.wed
by
39 U.&C .t6~51
',~mG
Journal o£ S c h o o l P a y c h ~
9-17-76
qu~r terly 72 F i f ~
~35
Awe, ~Y, NY I0~iI
72 F i l C h A v e , l,,'Yp ~
Buman S c l e n c e s
lOOll
Press,
72 Fifth Ave, NY. NY I0011
Dr. Beeman ~. Phillips, Amy ].appo,
College
7 2 , F: L ft h A v e ,
____.~um@a Sc£euces,
of Education,
Dept of Kd Psych,
U of Texas, Austin,
N~, NY lO0ll
Inc
72 Fifth Ave, NY= NY I0011
~ N o w . SONO.OLOe"S. MORTGAOeSS. ~NO Or.ER S~CU.,XV .OLDEnS O~m,N~ OR .OLD,NG 1PS~CSNT O~ MORE OF
q s.
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L ~. FOR C O M P L E T I O N e Y N O ~ P R O F I T O R G A N I Z * T I O N S A U T H O R I Z £ O TO M A I L AT S P £ C I A , R A T E S { • . c l i o . 132 122. ~ M )
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," ?°;" ..................................... :,
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. . 2525 . .
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REGULARnaTeS~Sect+oa */~ J21. P6+tdS e ~ , .on~ll
A~. 1976 362~ [Paze 10
tSee ms.u~t~ons o. re~erse~