Caven S. Mcloughlin

Relationship Between School Suspension and Student Outcomes: A Meta-Analysis

Abstract. Although the association between school suspension and deleterious outcomes is widely acknowledged, policy and practice need to be informed by an evidence base derived from multiple studies revealing consistent trends. This meta-analysis aims to address this void by examining the degree to which different types of school suspensions (in-school versus out-of-school) are associated with both academic achievement and school dropout, while concurrently examining study or participant characteristics that moderate these relationships. Data sources included peer-reviewed and non-peer-reviewed studies from 1986–2012 obtained via bibliographic databases. A meta-analysis was conducted on 53 cases from 34 studies. The results revealed a significant inverse relationship between suspensions and achievement, along with a significant positive relationship between suspensions and dropout. Furthermore, study or participant characteristics and type of suspension significantly affected the relationship between suspensions and the outcome variables. Implications for policy, practice, and research are emphasized.

Self-modeling as an intervention to reduce disruptive classroom behavior

This study employed a multiple baseline design across individuals with a follow-up to examine self-modeling as a treatment for disruptive behavior in 4 school-aged males with social and emotional disorders. Self-modeling is defined as the positive change in behavior that results from viewing oneself on edited videotapes that depict only exemplary behavior. The students viewed two 5-minute edited videotapes of themselves behaving appropriately in the classroom on 6 occasions over a 2-week period. After viewing the intervention videotapes, all students evidenced a substantial reduction in disruptive behavior. To differing degrees, the students maintained their treatment gains at follow-up.

Reducing Child Tantrums through Self-instructional Parent Training Materials

Parents used self-instructional booklets to decrease their childrens (aged 3-8) tantrums. In each of the ten families, a multiple-baseline design across three problems, tantrums and two others, was used. Parent data indicate a mean improvement of 14 percent of the maximum possible from baseline means, with six of ten children showing improvement based on mean performance for baseline and treatment. If improvement is measured from the last part of treatment only, all subjects but one show improvement. All parent final consumer ratings were positive. All interobserver reliabilities exceeded 80 percent agreement weighted for occurrence and nonoccurrence. Two sets of correlations between parent recall data and observer data produced median correlations of .69 and .48. Percentage agreement between observer and parent interval data produced a coefficient of 87 percent. Results suggested that parents, using self-instructional materials alone, could reduce childrens tantrums.

Comparison of Three Formal Methods of Preschool Language Assessment.

Three standardized language assessment measures were individually administered in counterbalanced order to 25 nonreferred, White, middle-class preschool children. Administered were the Peabody Pict...

GENERALIZATION AND MAINTENANCE OF TREATMENT GAINS USING SELF-MANAGEMENT PROCEDURES WITH BEHAVIORALLY DISORDERED ADOLESCENTS

Using reversal design (A-B-A-B) we investigated the effectiveness of self-management strategies to reduce disruptive, off-task behavior for three students from a self-contained classroom for behaviorally disordered students. Two were boys (ages 13 yr., 2 mo. and 14 yr., 4 mo.) and one a girl (age 13 yr., 3 mo.). The study investigated the maintenance and generalizability of treatment gains in a regular education setting. Parallel changes of self-concept influenced by the self-management procedures were also measured. Results strongly support that self-management techniques reduce off-task behavior, generalize to regular education settings, and help maintain treatment gains. Also, behavioral self-concept was markedly improved to within normal limits with the implementation of self-management procedures.

PERSONALITY CORRELATES OF COLLEGE STUDENTS REPORTING SEXUAL DYSFUNCTION

Using Cattells personality factor test (16 PF) and a questionnaire on sexual function, the relationship between personality factors and sexual dysfunction was examined in college students. Fifteen males having indices of high dysfunction exhibited lack of control, high tension, and anxiety. 21 females having indices of high dysfunction displayed ego weakness, shyness, and high tension. Discriminant function analyses of personality test scores were at or over the 86% level in the assignment of subjects to groups of low and high dysfunction.

The Past, Present and Future of Chinese Early Childhood Education

Early childhood education in the Peoples Republic of China has been inextricably influenced by the changes and progress of politics and economy in Chinese society. As the economic-political scene has undergone a dramatic and tortuous development over the past four decades, the development of Chinas early childhood education services has experienced a parallel progression. In this article, four stages in the development of a national early childhood model are considered: stages of steady initial advance which involved the post-revolutionary creation of early childhood as a field of service and study, the incorporation of Soviet systems and the creation of personnel preparation programs (1949-57); a stage of unchecked growth, and eventual consolidation (1958-65); the Cultural Revolution, wherein early childhood education experienced serious damage (1966-76); and post-revolutionary restoration and development (1976-present). We illustrate current Chinese early childhood educational goals and its content, including the eightelement comprehensive national curriculum, educational activities, methods, problems, reforms and prospects for the future. We conclude with observations about changes in PRC social/political/economic life which in turn will create a new impact on Chinese early childhood provision.

Prospective Educators’ Knowledge of Children’s Legal Rights

We investigated prospective educators’ knowledge of the law as it affects children using a specially designed instrument, a Survey of Children’s Legal Rights. Subjects were 248 sophomores enrolled in a midwestern college of education. Questions focused on children’s legal rights with respect to: abuse, freedom of press and speech, suspension and expulsion from school, corporal punishment, juvenile court hearings, special education decisions, freedom of religion, search and seizure within school, divorce and child custody, school vandalism, and school attendance. Analyses indicate that prospective educators have limited legal knowledge, and in specific cases have misconceptions about the law. Because our society is becoming increasingly more litigious, the need for colleges of education to adapt their curriculums to include legal issues is also addressed.

Promoting Intellectual Growth in Adulthood

Intelligence is defined as the ability to grapple with complexity with respect to the selection and engagement in activities and environments that promote attainment of four characteristics. These characteristics of intelligent behaviour incorporate the individuals attainment of: Resources, Intimacy, Competence and Physical Health (RICH). These RICH characteristics encompass all possible human:reinforcers, are relatively obtainable by all individuals, are interrelated and incorporate each other in their definitions, and function to guide the diagnosis of individual deficits.

The 'State of States' Reflections by USA State School Psychology Association Presidents

The presidents of state school psychology associations affiliated to the National Association of School Psychologists were canvassed for reflections on five topics: (1) major challenges currently facing school psychologists in their state; (2) major challenges currently facing the state association; (3) state association accomplishments in the previous year; (4) state association priorities for the following year; and (5) state association actions anticipated or planned for the following year. Of the 43 state association presidents 38 responded (88 per cent). Categories of responses to each topic area are presented by state and region. Analyses of consensus responses within and across topic areas are given.