Differentiation Between Normal and Disordered Children by a Computer Analysis of Emotional and Verbal Behavior

Alexander, Theron; Leaverton, Paul E.

doi:10.1080/00223980.1967.10543059

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Additional References: Alexander and Leaverton (1967) ; Co wen and others (1965) ; ;Jenkins, NurEddin, and Shapiro (1966); Oakes (1966); Scarpitti (1965); Schrager and others (1966).…”

Section: Social and Psychological Correlatesmentioning

confidence: 97%

Chapter VI: Behavior Disorders

Glavin¹,

Quay²

1969

Review of Educational Research

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Numerous publications have appeared recently on the subject of emotionally and socially maladjusted children. The majority of the articles, however, have been descriptions of projects, clinical case studies, or suggested methodologies without supporting data. For reasons of both space and scientific relevance, this review is limited mainly to research papers and articles from more readily available sources. As a result, theoretical approaches which lend themselves to programmatic research may be overrepresented. In this report, learning theory, as noted by Balow (1966), continues to be a dominant force in the field. The few exceptions to the above limitations are primarily early reports of long-term studies which appeared to have major significance for the field.Public school programs and teacher training facilities for emotionally and socially maladjusted children have flourished. Scheuer's (1966) survey of the United States and its affiliations showed that since 1962 there had been a three-fold increase in the number of states and U.S.-associated territories reporting special teacher training programs for disturbed children. A number of compilations of readings have appeared in recent years to accompany the growth of the field. Hellmuth's (1966) book consists of 19 papers covering a diverse range of topics, programs, and problems. Considerable emphasis is given to psychoeducational programs, perceptual development, and educational intervention technique. Long, Morse, and Newman's (1965) compilation contains a unique introductory section which deals with the experience of emotional disturbance as described by fiction writers. This is followed by an attempted consolidation of many classic articles of both a theoretical and a practical nature. Both books, particularly Hellmuth's, would have benefited by a careful analysis and discussion of the theoretical postures underlying the different articles.Kessler (1966) united her own clinical experience with a broad review of the research and theoretical literature to produce a book which could serve as an excellent text or reference for those students in the field of childhood disturbances who prefer a psychoanalytic orientation. It is unfortunate that her last chapter which pertains to primary and secondary prevention did not lead to a reformulation of her earlier chapters. Her book would have had greater relevance to teachers of disturbed children if she •Acknowledgement is made of the helpful assistance of Phyllis Menter and Peter Witt, advanced graduate scholars at the University of Illinois. The preparation of this paper was supported in part by a grant (OEG-3-6-062063-1559) from the Office of Education, U.S. Department of Health, Education, and Welfare. 83 at NORTH DAKOTA STATE UNIV LIB on June 15, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Volume XXXIX, No. 1had dealt more fully with the recent trend toward educational intervention. On the whole, the above books have greatly enhanced the selection of textbooks in this area. Prevalence...

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“…Additional References: Alexander and Leaverton (1967) ; Co wen and others (1965) ; ;Jenkins, NurEddin, and Shapiro (1966); Oakes (1966); Scarpitti (1965); Schrager and others (1966).…”

Section: Social and Psychological Correlatesmentioning

confidence: 97%

Chapter VI: Behavior Disorders

Glavin¹,

Quay²

1969

Review of Educational Research

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“…Compared with nondisturbed school-age children asked to describe interactions and emotions in pictures they viewed, emotionally disturbed children used fewer total and fewer positive preselected affective words to describe the pictures (Alexander & Leaverton, 1969).…”

mentioning

confidence: 99%

Training Emotionally Disturbed Children in Role-Taking: A Structured Technique

1977

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A structured model is presented for brief training and evaluation of role-raking skills in young children. Using a within-subjects design, 16 emorionally disturbed boys ( M = 6-7 yr.) received brief training in role-taking and discussion with one story in the first condition and discussion only of another story in a second condition. N o differences between conditions were found in subjects' recall, number of affective words used, and amount of eye movement. T h e use of this model in a control-group design, with separate groups of children receiving role-taking and discussion conditions, is suggested, and the importance of using a structured technique in role-taking training is emphasized.

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