David J. Leach

The Murdoch Early Intervention Program After 2 Years

The goal of the Murdoch Early Intervention Program was to replicate the intensive early intervention program designed by O. I. Lovaas for 24 to 48 mo old children with severe developmental disability and autism. This paper describes the objectives, methods, and the results as of 24 mo. Four of 9 experimental children with autism have shown signs of approaching normal levels of functioning whereas 1 of 5 control children without autism has made significant progress. Improvements in the other Ss are rated as moderate to minimal.

The Additional Effects of Process and Outcome Feedback Following Brief In‐service Teacher Training

Abstract Three primary school teachers attended a half‐day, in‐service training workshop which targeted instructional and managerial behaviours identified as being functionally related to students’ academic engaged behaviours in class. Following the workshop, daily observations showed only temporary changes in the teachers’ and their students’ behaviours with trends back towards baseline measures. After this period of ‘no feedback’, three conditions of in‐class performance feedback were introduced in different sequences to each teacher: outcome feedback (based on measures of a sample of their students’ academic engaged behaviour during lessons), process feedback (based on measures of the teachers’ own instructional behaviours), and a combination of both outcome and process feedback. A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of...

Classroom and Playground Interaction of Students with and without Disabilities

The classroom and playground behaviors of students with disabilities, in an integrated classroom, are frequently cited as reasons for rejection of these students by their regular-class peers. We compared the classroom and playground behavior of 95 students with mild disabilities with that of 95 students without disabilities, age and sex matched, and enrolled in the same classes. The children, age 8–13 years, attended state government elementary schools. Behaviors were observed using a time-sampling method with nine categories of behavior in each setting. The behavior of both groups of students was in many ways similar, regardless of the presence of disabilities.

Relative efficacy of using behavioral consultation as an approach to teacher stress management

The general literature has been slow to focus on the empirical validation of approaches to teacher occupational stress management. Using matched teacher groups, in this investigation we have outlined, compared, and evaluated two teacher stress management techniques, collaborative behavioral consultation (CBC) and relaxation training. Analyses of perceived teacher stress levels before intervention, after intervention, and at the follow-up assessment period revealed greater maintenance of effectiveness for the CBC group than for a control group. Such an ongoing effect was not found for the relaxation training approach. The possible reasons for these results were seen in terms of the more durable systemic, problem-solving nature of CBC, which, when focused on organizational and environmental stressors, contrasts sharply with the more individual-clinical approach to stress management exemplified by relaxation training.

Some 'Spill-over' Effects of a Home-based Reinforcement Programme in a Secondary School.

Abstract A home‐based reinforcement (H‐BR) programme was carried out in a secondary school to increase rule‐following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill‐over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill‐over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H‐BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill‐over’ effects on non‐targeted, classroom sub‐groups could be planned for, rather than hoped for.

The Effects of Information and Feedback on Teachers’ Classroom Behaviour and Students’ Academic Engaged Time

Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.

Helping Teachers Increase Student Academic Engagement Rate The Evaluation of a Minimal Feedback Procedure

Recent research has found the time students spend actively engaged in task appropriate activities to be a powerful predictor of student achievement. However, attempts to apply the research with a view to increasing student academic engagement have been generally limited to complex and expensive procedures requiring a high degree of involvement by consultants and teachers, resulting in overly intrusive approaches to classroom innovations. This study evaluates a service-delivery strategy of minimal complexity and intrusiveness, designed to increase academic engagement rate in the regular classroom. Intervention, initiated and withdrawn in two classrooms of 12-15 year olds from an Australian school, involved 1) informing teachers of relevant research on time-related controllable classroom variables, and 2) telling teachers whether academic engagement rates of selected low-engaged students were increasing or decreasing after each lesson. Academic engagement rates increased substantially for target students in both classes and marked increases were evidenced for their nontarget peers. Withdrawal of intervention resulted in decreasing levels of student engagement. The results are interpreted in an applied behavioral framework, and implications of the findings are discussed in terms of cost-effectiveness, ease of application, limited need for external professional involvement, and maintenance of the effect.

Teachers' perceptions of the work of psychologists in schools

The paper reports the results of a survey carried out in Western Australia to ascertain how teachers and principals view the work of psychologists (guidance officers) in schools. A representative sample of teachers in primary and secondary schools rated the frequency of a wide range of activities they perceived being carried out by psychologists, how well these activities were carried out, and whether they would like to see more or less of them. Perceptions of the process and quality of service delivery and the qualifications and experience of guidance officers were also sampled. The results indicated that traditional child‐centred activities were still rated by most school staff as occurring more frequently than newer, system‐centred ones. There were significant differences in the perception of the quantity and qualities of services received between teachers and principals and between those with most contact with psychologists versus those with least. Implications of the results for education‐based psychological services are discussed.

The Relative Influence of Time Variables on Primary Mathematics Achievement.

During the past decade, a large body of research has well established the nexus between time variables and classroom achievement. This study measured the relative influence of two particular time variables (allocated time, pupil engaged time) on mathematics achievement as compared with the influence of two context variables (IQ, socioeconomic status), often cited as determinants of achievement. A multivariate analysis of the data collected from three primary schools indicated that time variables accounted for a significantly greater proportion of the variance in mathematics achievement scores than did the context variables measured. It was also found that, of all the variables investigated, pupil engaged time had the greatest influence on primary mathematics achievement. Some implications of these findings are commented upon in the light of time variable research carried out to date.

Comparative study of children and adolescents referred for eating disorder treatment at a specialist tertiary setting

OBJECTIVE To examine child and adolescent differences in the clinical presentation of eating disorders (EDs) at referral to a specialist pediatric program. METHOD This study compared cognitive, behavioral, and physical and medical features of children (≤ 12 years) and adolescents (13-18 years) with EDs presenting to a state-wide specialist pediatric ED service over two decades (N = 656; 8-18 years; 94% female). RESULTS Significant differences were found between the groups. Children were more commonly male (p < .001), had lower eating pathology scores (p < .001), were less likely to binge eat (p = .02), purge (p < .001) or exercise for shape and weight control (p < .001), and lost weight at a faster rate than adolescents (p = .009), whereas adolescents were more likely to present with bulimia nervosa spectrum disorders (p = .004). Children and adolescents did not differ significantly on mean body mass index z-score, percentage of body weight lost, or indicators of medical compromise (p > .05). DISCUSSION The clinical presentation of EDs differs among children and adolescents, with eating pathology and behavioral symptoms less prominent among children. Frontline health professionals require knowledge of these differences to assist with early detection, diagnosis, and prognosis.