This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McConnell, S. R. Articles by Lambert, D. L. Search for Related Content PubMed PubMed Citation Articles by McConnell, S. R. Articles by Lambert, D. L. Social Bookmarking                         What's this?

An Empirical Definition of Elementary School Adjustment

Selection of Target Behaviors for a Comprehensive Treatment Program

Phillip S. Strain

Mary Margaret Kerr

Vaughan Stagg

Donna A. Lenkner

Deborah L. Lambert

Western Psychiatric Institute and Clinic, University of Pittsburgh

As a first step in the identification of functional skills required for successful adjustment in elementary school, 130 kindergarten through fifth-grade students participated in a naturalistic descriptive investigation. Of the children studied, 55 were identified by teachers as "not making a good social adjustment to school" (low rated) and 75 were identified as "making a good social adjustment to school" (high rated). These two groups were compared on 15 dependent variables selected to provide a broad-based assessment of school adjustment. Measures were drawn from direct observations in academic and nonacademic settings, self-reports, and assessments of academic achievement. In addition to correlational analyses replicating earlier findings, the results indicate that the two groups differed significantly on the overall assessment of school adjustment variables, and that this overall effect was due to specific differences on six measures.

Behavior Modification, Vol. 8, No. 4, 451-473 (1984)
DOI: 10.1177/01454455840084001


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. S. Strain and G. E. Joseph A Not So Good Job with "Good Job": A Response to Kohn 2001 Journal of Positive Behavior Interventions, January 1, 2004; 6(1): 55 - 59. [PDF]

				C. Le Ager and E. S. Shapiro Template Matching as a Strategy for Assessment of and Intervention for Preschool Students with Disabilities Topics in Early Childhood Special Education, January 1, 1995; 15(2): 187 - 218. [Abstract] [PDF]

				W. H. Evans, R. A. Gable, and S. S. Evans Making Something Out of Everything: The Promise of Ecological Assessment Assessment for Effective Intervention, January 1, 1993; 18(2): 175 - 185. [Abstract] [PDF]

				A. Canter Book Review: Academic skills problems. Direct assessment and intervention Journal of Psychoeducational Assessment, December 1, 1992; 10(4): 362 - 364. [PDF]

				D. W. Barnett and G. M. Macmann Decision Reliability and Validity: Contributions and Limitations of Alternative Assessment Strategies Journal of Special Education, January 1, 1992; 25(4): 431 - 452. [Abstract] [PDF]

				W. J. Wyatt and R. P. Hawkins Rates of Teachers' Verbal Approval and Disapproval: Relationship to Grade Level, Classroom Activity, Student Behavior, and Teacher Characteristics Behav Modif, January 1, 1987; 11(1): 27 - 51. [Abstract]

				H. R. Strang, D. M. Murphy, J. M. Kauffman, K. S. Badt, and B. Loper Training Classroom Management Skills via a Microcomputer-Based Simulation Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, April 1, 1986; 9(2): 55 - 62. [Abstract] [PDF]

				P. S. Strain, M. Hoyson, and B. Jamieson Normally Developing Preschoolers as Intervention Agents for Autistic-Like Children: Effects on Class Deportment and Social Interaction 1 Journal of Early Intervention, April 1, 1985; 9(2): 105 - 115. [Abstract] [PDF]