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To study the effect of teaching decision-making to inmates in a maximum security facility on locus of control 19 adult male inmates who were incarcerated at a community correctional center were pre- and posttested on the Rotter Internal-External Locus of Control Scale. In this preliminary study there was no statistically significant difference at pretest or posttest so teaching decision-making skills in group settings versus teaching in a group combined and one-to-one contact did not affect locus of control as measured. This personality trait appears stable over time and a more thorough means of intervention is required to effect change.
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Special education in the United States services a diverse population, including those students whose academic performance falls at the ends of the normal distribution. This article challenges the assumption that a continuum of learning opportunities appropriate for exceptional persons is possible when the concept of the normal distribution is used. An alternate model, a bull's-eye, is suggested to accommodate the openended potential for the gifted population. © 1990 A B Academic Publishers Printed in Great Britain.
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English and Spanish clearly differ in their encoding of motion events, but what is the exact nature of this difference? How does it influence language use? These questions were investigated in two studies of adult English and Spanish speakers' descriptions of static (Study 1) and dynamic (Study 2) motion events. English speakers overwhelmingly used manner-of-motion verbs (e.g. run). Spanish speakers used more path-of-motion verbs (e.g. salir/exit); however, with some motion events they strongly preferred to use manner verbs as well. The two language groups also differed in the degree to which they mentioned the manner of motion at all, and in the types of sentence frames they preferred, but not in the sheer number of verb types produced. The results am discussed with respect to the varying contexts of language use, refinements to typological differences between English and Spanish, and implications for children's acquisition of motion verbs.
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Despite reports that substance abuse among young Americans is on the decline, the problem among young male African Americans continues to be of major concern. School-based prevention strategies offer promising alternatives for reducing the risk factors for substance abuse among this group. The most successful of these programs appear to be those that include the entire school ecology as part of the prevention strategy and focus on the unique psychosocial development needs of these youth. in this article we discuss the prevalence of substance abuse among male African American youth, examine school correlates and risk factors, and review school-based prevention strategies that have shown varying degrees of effectiveness in addressing the substance abuse problems, directly through changing values, attitudes, and behaviors, and indirectly by reducing risk factors and strengthening protective mechanisms.
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Traditional attentional assessment paradigms have often failed to separate factors relevant to components of attention from factors related to other cognitive-related processes or task-specific variance. This study attempted to evaluate various multidimensional assessment models of children's attentional functioning using a neuropsychological framework addressing multiple components of attention. A series of increasingly complex measurement models were proposed to explain 2nd graders' (n = 107) patterns of performance across multiple measures of hemispheric activation, verbal and nonverbal selective and sustained attention, and general ability. Evaluation of the latent structure produced by these measurement models using confirmatory factor analysis suggested that a multidimensional factor structure that incorporated components of attention involving levels of processing provided a better resolution of the latent structure of the data than those based on lateralized processes or a unidimensional attentional model.
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The first author directed a group-therapy program of 20 sessions for clients without speech, diagnosed with autism who communicate using facilitated communication. An average of five clients and their facilitators, the leader, and an assistant leader comprised the group. The themes that emerged and the group-development process observed paralleled regular verbal groups in many respects. The success of the project challenges accepted views of persons labeled autistic as intractably and inevitably isolated and unreachable.
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