College attrition,student use of campus facilities,and a consideration of self-reported personal problems

Five groups of undergraduate students, Dropouts (academic dismissals), Low Stopouts (voluntary leavers with low GPA), Low Persisters (continuing students with low GPA), High Stopouts (voluntary leavers with high GPA), High Persisters (continuing students with high GPA), were compared in terms of their use of various campus facilities and their responses to a checklist of personal problems. The High Stopouts and High Persisters did not differ in use of facilities. However, among the low academic performance students, the Low Persisters made significantly greater use of facilities than the Low Stopouts, who, in turn, made significantly greater use of facilities than Dropouts. These findings, for the most part, did not appear to be related to the self-reported importance of personal problems. It was concluded that among low performance students, the broad use of campus services and facilities can be taken as a measure of student integration in the college community.     

Social skills interventions across school settings: Case study reviews of students with mild disabilities

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.     

The diffusion of moisture in sorbent solids part II. activated alumina

Ordinary and thermal diffusion of moisture in activated alumina are investigated using a new diffusion cell design and scheme of analysis reported earlier. The specific form of the mass flux equation has a pronounced effect on the magnitude of the associated thermal diffusion ratio. In the case of activated alumina-moist air, if a partial pressure gradient is used, then the thermal diffusion term is small if not zero.Free, Knudsen and surface diffusion all play a part in the diffusion through activated alumina. However, surface diffusion makes the major contribution and for this reason the model in this case can be simplified to a two parameter surface model.The activation energy for surface diffusion is constant and is approximately equal to the mean isosteric heat of absorption. In addition, mean pore radius, turtuosity, and other physical constants are computed from the least square fit of experimental data. Furthermore, the model is theoretically consistent over the entire concentration range (0≦ C_A ≦ C_Asat).A new fact about activated alumina (Grade F1) it that it does not transfer moisture in a nonisothermal condition so long as the partial pressures of moisture on the two sides of the pellet are the same. There appears to be no previous report of this fact in the periodical literature.     

The Developmental Process of Clinical Supervisors in Training: An Investigation of the Supervisor Complexity Model

The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented.     

Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade

The objective of this study was to determine the latent profiles of reading and language skills that characterized 7,752 students in kindergarten through tenth grade and to relate the profiles to norm-referenced reading outcomes. Reading and language skills were assessed with a computer-adaptive assessment administered in the middle of the year and reading outcome measures were administered at the end of the year. Three measures of reading comprehension were administered in third through tenth grades to create a latent variable. Latent profile analysis (LPA) was conducted on the reading and language measures and related to reading outcomes in multiple regression analyses. Within-grade multiple regressions were subjected to a linear step-up correction to guard against false-discovery rate. LPA results revealed five to six profiles in the elementary grades and three in the secondary grades that were strongly related to standardized reading outcomes, with average absolute between-profile effect sizes ranging from 1.10 to 2.53. The profiles in the secondary grades followed a high, medium, and low pattern. Profiles in the elementary grades revealed more heterogeneity, suggestive of strategies for differentiating instruction.