The program for academic survival skills (pass): Effects on student behavior and achievement

Greenwood, Charles R.; Hops, Hyman; Walker, Hill M.

doi:10.1016/0022-4405(77)90058-9

Cited by 26 publications

(9 citation statements)

References 19 publications

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“…Utah. Covariance analysis indicated a significant treatment effect for Approval only, F (1,18) = 20.77, p < .001. No phase or interaction effectwas noted.…”

Section: Efects For Teacher Behaviormentioning

confidence: 94%

“…Individual student appropriate behavior posite score (one student per class) served as the scores for the target 12, lowest target, and mainunit of analysis. streamed target were formed using a composite Covariance analysis indicated a significant of the following a priori determined appropriate treatment effect for all three comparisons: tar- 86.2 78.3 78.4 78.8 77.4 77.8 56.4 85.5 84.3 85.8 84.7 60.2 78.3 75.0 78.0 74.6 74.2 87.1 84.0 87.0 83.8 71.5 73.3 76.5 73.4 76.7 23.8 57.3 44.3 60.5 47.5 34.2 30.7 28.6 27.2 25.1 get 12, F(1,18) = 43.66, p < .001; lowest target, F(1,18) 37.75, p < .00 1; and the mainstreamed target, F (1,18) 15.13, p < .001. Only in the target 12 comparison was the main effect for phases also significant, F (2,38) 10.45, p < .001.…”

Section: Efects For Teacher Behaviormentioning

confidence: 96%

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Standardized Classroom Management Program: Social Validation and Replication Studies in Utah and Oregon

Greenwood

Hops

Walker

et al. 1979

J of App Behav Analysis

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A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

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“…Utah. Covariance analysis indicated a significant treatment effect for Approval only, F (1,18) = 20.77, p < .001. No phase or interaction effectwas noted.…”

Section: Efects For Teacher Behaviormentioning

confidence: 94%

Section: Efects For Teacher Behaviormentioning

confidence: 96%

Standardized Classroom Management Program: Social Validation and Replication Studies in Utah and Oregon

Greenwood

Hops

Walker

et al. 1979

J of App Behav Analysis

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“…The literature indicates that the informal and formal building of detectives' reputations rests based on successful cases and detection rates, which serve as motivation for detectives to achieve results (Gould, Carrano, Leo & Young, 2013;Skolnick & Fyfe, 1993). The practice of effective detective has been shrouded in mystery, although the RAND study criticised detectives for their inability to solve crime unless the public provided information of a suspect or lead (Greenwood, Chaiken & Petersilia, 1977;Greenwood, Hops & Walker, 1977a, 1977bMotsepe, 2020).…”

Section: Training Development and Mentoringmentioning

confidence: 99%

Through critical eyes of the public: Factors influencing professionalism in the detective service in the Gauteng Province

Mofokeng,

Tshakane

2023

IJRBS

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This study aimed to determine what general detective attributes are considered professional in the South African Police Service (SAPS) based on public assessments. This study followed a quantitative research approach and utilized a non-probability, purposive, or judgmental sampling technique. The findings confirmed that good attributes such as acting with integrity, in line with the values and ethical standards of the SAPS, expand on earlier studies that suggested informal contact raises public opinion of the police. It could be that those predisposed to be more favorable are likelier to initiate informal contact with officers. In any event, it seems likely that promoting informal social contact may favorably influence public opinion. The SAPS may want to evaluate how they encourage or discourage informal contact with residents. It would seem then, from the findings of this study, that if more general detectives would portray greater attributes when interacting with the public, there would be more legitimacy, less victimization, less fear of crime, lower perceived levels of violent crime, a lower perceived disorder in one’s neighborhood, and higher neighborhood cohesion and control.

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“…Five studies have been reported in which data are available relevant to the impact of a behavioral intervention on a composite behavioral index (Cobb & Hops, 1973;Greenwood, Hops, & Walker, 1977;Greenwood et al, 1979;Hops & Cobb, 1974;Walker & Hops, 1976). There are some minor variations among these studies with respect to the nature of the schedule employed and the way in which the composite was formed; however, the schedules in all cases derived from Cobb (1969), and in all cases a composite index of "appropriate" behavior was formed by summing across specific categories reflecting "appropriate" classroom behaviors.…”

Section: Treatment Validitymentioning

confidence: 99%

The Validity of Direct Observation Measures of Pupil Classroom Behavior

Hoge

1985

Review of Educational Research

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An evaluation of the validity of direct observation measures of pupil classroom behaviors is presented. The evaluation is based on a survey of analyses bearing on their construct, criterion-related, and treatment validities. Three types of measures are discussed. These include molar measures, where the focus is on broad dimensions of classroom behavior (e.g., "on-task" vs. "off-task"), molecular measures, where the focus is on more specific dimensions of behavior, and molecular-composite measures, where the data are collected in terms of molecular units but scored in terms of composite categories. Consistent support for the validity of molar and molecular-composite types of measures was revealed, but support for the molecular schedules was less consistent. The paper also contains a set of recommendations for users of these instruments and some suggestions for future research on the measures.

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The program for academic survival skills (pass): Effects on student behavior and achievement

Cited by 26 publications

References 19 publications

Standardized Classroom Management Program: Social Validation and Replication Studies in Utah and Oregon

Standardized Classroom Management Program: Social Validation and Replication Studies in Utah and Oregon

Through critical eyes of the public: Factors influencing professionalism in the detective service in the Gauteng Province

The Validity of Direct Observation Measures of Pupil Classroom Behavior

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