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1. Identification and School Related Attitudes and Expectations of At-Risk High School Students. Final Report OERI Project No. 117EH 60006.

Author

Oregon Univ., Eugene. Coll. of Education. and De Jung, John E.

Abstract

Reducing absences is the most readily available strategy that high schools have for reducing the number of dropouts. A sample of approximately 2,000 students who entered three Oregon urban high schools in the Fall of 1983 or 1984 was studied in order to establish criteria for identifying students who were at-risk of not graduating. The group was divided into "at-risk" and "not at-risk" groups on the basis of freshman year Grade Point Average (GPA), and number of days absent. "At-risk" students were identified as those having a GPA below 1.6, and 15 or more days absent. Both groups completed questionnaires concerning their attitudes, expectations, and social and family interactions as freshmen, when they were freshman and again in December 1986. Findings from analysis of the survey, GPA, and absenteeism information include the following: (1) responses to the survey questionnaire indicated more similarities than differences between the "at-risk" and "not at-risk"; (2) two-thirds of the eventual dropouts were identified by 10 days or more of absence in their freshman year; and (3) a slight improvement in accuracy of prediction could be obtained by using the average number of class absences, using a cut-off value of an average of four or more class periods absent. Twelve tables of statistical data and a one-page list of references are included. A copy of the student questionnaire, and a list of programs for at-risk students are included in the appendices. (FMW)

Published
1988

2. New Study Looks at High School Absenteeism.

Author

Oregon Univ., Eugene. Center for Educational Policy and Management., de Jung, John, and Duckworth, Kenneth

Abstract

The sample for this 2-year study of student absenteeism consisted of 6 comprehensive high schools, 3 from each of 2 urban school districts with 1,000 to 1,600 students and 60 to 70 full-time teachers. Highlights of the first-year findings summarized in this journal are based on the responses of nearly 8,000 students and 350 teachers. Attendance records are neither accurate nor consistent from school to school. Almost a third of the students missed an average of at least one class per day; nearly all students missed some of their classes two to three times more often than other classes. Students named social sciences, English, and math as subjects they cut the most. Penalties seemed to be a poor deterrent; having to make up classwork was the most powerful deterrent. Compared to low-absence students, high-absence students accounted for 84 percent of all grade point averages below 1.5; and 85 percent said they would be satisfied with a C or D grade, compared to 50 percent of the students with fewer absences who said the same. Absences by students in classes they failed were double the overall school rate; they were triple the school rate for those students who failed more than one class. To control chronic absenteeism and prevent more students from dropping out, administrators should improve school curriculum, instructional techniques, and attendance policies. (MLF)

Published
1985

3. Goal Setting Behavior as an Independent Variable Related to the Performance of Educable Mentally Retarded Male Adolescents on Educational Tasks of Varying Difficulty. Final Report.

Author

Washington State Univ., Pullman., Warner, Dennis A., and de Jung, John E.

Abstract

To investigate the effects of goal setting upon the spelling performance of educable mentally retarded male adolescents, comparisons were made between institutionalized and non-institutionalized subjects on the effects of goal setting and of task difficulty upon performance. A pilot study developed appropriate educational tasks for use in later testing with standardization of instructions and experimental procedures. Forty institutionalized and 40 special education educable mentally retarded male adolescents, randomly selected from among the 93 pilot study subjects, were assigned to one of the following four treatment groups: easy task-knowledge of past performance plus statement of goal, hard task-knowledge of past performance plus statement of goal, easy task-knowledge of past performance only, and hard task-knowledge of past performance only. The 80 subjects were tested alone on the spelling tasks by a single experimenter. Results indicated that higher scores were associated with goal setting than with feedback information only, and that higher scores were associated with the easy task rather than with the hard task. The expectation that goal setting would be superior to non-goal setting in terms of performance on a hard task but not on an easy task was upheld for the public school sub-sample but not for the institutionalized sub-sample. (Author/LE)

Published
1969

4. THE EXPERIMENTAL ANALYSIS OF VOCATIONAL BEHAVIOR IN SEVERELY RETARDED MALES.

Author

Oregon Univ., Eugene., CROSSON, JAMES E., and DE JUNG, JOHN E.

Abstract

WORKING FROM A POPULATION OF SEVERELY AND PROFOUNDLY RETARDED RESIDENTIAL SCHOOL PATIENTS, AN ATTEMPT WAS MADE TO DEVISE AN EXPERIMENTAL PROGRAM FOR TRAINING SUBJECTS ON SELECTED WORKSHOP TASKS. TASK ANALYSIS WAS EMPLOYED TO DESCRIBE THE RESPECTIVE VOCATIONAL ENVIRONMENTS AND TO SPECIFY BEHAVIORAL REQUIREMENTS. TRAINING PROGRAMS BASED UPON THE SKINNERIAN PRINCIPLES OF SHAPING, OPERANT DISCRIMINATION, AND CHAINING OF RESPONSES WERE THEN DEVELOPED AROUND THE RESULTS OF THE TASK ANALYSIS. A PRELIMINARY STUDY WAS CONDUCTED TO DETERMINE THE RESPONSE ACQUISITION CHARACTERISTICS OF A RANDOM SAMPLE OF 10 SUBJECTS. THE DATA SUGGEST THAT THE ACQUISITION OF COMPLEX CHAINS OF OVER 100 DISCRETE BEHAVIORS IS REFLECTED IN POSITIVELY ACCELERATED EXPONENTIAL CURVES AND ARE, IN GENERAL, CONSISTENT WITH BEHAVIORAL PREDICTIONS DERIVED THROUGH THE AFOREMENTIONED PRINCIPLES. A SECOND STUDY WAS CONDUCTED TO TEST THE EFFECTS OF TWO REINFORCEMENT PROCEDURES ON THE MAINTENANCE OF THE ACQUIRED CHAINS, EMPLOYING TWO GROUPS OF 11 RANDOMLY SELECTED SUBJECTS. THE CONTROL GROUP WAS EXPOSED TO RELATIVELY LOW BUT CONSTANT LEVELS OF SOCIAL REINFORCEMENT. THE EXPERIMENTAL GROUP RECEIVED EXTRINSIC (TOKEN) REINFORCERS DELIVERED IN ACCORDANCE WITH PRESCRIBED SCHEDULES. THE RESULTS SUGGEST THAT SCHEDULES EXTRINSIC REINFORCEMENT MAINTAINED HIGHER AND MORE STABLE RATES OF VOCATIONAL BEHAVIOR THAN ESSENTIALLY NON-CONTINGENT SOCIAL REINFORCEMENT. A BIBLIOGRAPHY LISTS 52 REFERENCES. TABLES, FIGURES, AND APPENDIXES ARE INCLUDED. (AUTHOR)

Published
1967

8. INCREASING SOCIAL CUE INTERPRETATIONS (VISUAL DECODING) BY RETARDED ADOLESCENTS THROUGH TRAINING.

Author

Edmonson, Barbara, Leland, Henry, de Jung, John E., and Leach, Ethel M.

Subjects
YOUTH with intellectual disabilities, PEOPLE with developmental disabilities, SOCIAL influence, INTERPERSONAL relations, TRAINING, EDUCATIONAL tests & measurements, PSYCHOLOGICAL tests for children, CURRICULUM planning, CURRICULUM, INSTRUCTIONAL systems design
Abstract

The article focuses on the interpretation of the social cues or visual decoding to evaluate the classes for the educable mentally retarded teenagers. Significantly, a curricular unit was designed to illustrate the cultural modes of information exchange of educable mentally retarded teenagers via signals. The subjects were examined and evaluated for their social influence and social behaviors. The Test of Social Inference was used in measuring the gains in social signal decoding. Furthermore, the two criterion measures for examining the effectiveness of the experimental training curriculum for improving the effectiveness of the experimental training curriculum for improving the social perceptual skills of the subjects only partially support one another.

Published
1967

9. Modification of the Syracuse Scales of Social Relations for Administration in the Third and Fourth Grades and in Special Classes for the Mentally Retarded

Author

De Jung, John E.

Abstract

Certain assumptions and procedures for administering the Syracuse Scales of Social Relations are examined, using classes of elementary and educable mentally retarded school children and a modified Syracuse Scales developed and administered to a sample of 400 third through sixth grade and special class children. The detailed analysis of these data supports the use of the modification for this population.

Published
1966
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10. Pupil Recall Populations: Size, Shape, and Selection for Peer-Rating Reference Frames

Author

de Jung, John E. and Edmonson, Barbara

Abstract

Lists of “all persons known” to them were obtained from 50 sixth grade pupils in combined class and take-home sessions. Approximately 13,000 names were recalled. Ratings of these recall persons on a social need succorance scale were subsequently obtained as were peer ratings using the Syracuse Scales of Social Relations. Examinations of the size and composition (adult—non-adult, same sex-opposite sex) and distribution of ratings given his recall persons revealed (a) a wide range in length of recall persons lists, (b) considerably greater listing of non-adult persons and of same sex persons, and (c) a predominance of excessively skewed patterns of ratings. Examination of the selection of recall persons for the Syracuse Scales reference frame revealed appropriate selections of referent persons for the extreme referent positions of “least” and “most” but an undesirably heavy inclusion of highest rated recalled persons in the more medium referent, positions. An rof .54 between the pupil's average rating made of all his recall persons and the average Syracuse Scales rating given his peers indicates that the general leniency (or lack of leniency) in the pupil's ratings given to his much larger recall group tends to extend to those Syracuse Scales ratings given to his peer group.

Published
1964
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13. Field Try-Out of the Leadership Performance Battery

Author

ADJUTANT GENERAL'S OFFICE (ARMY) WASHINGTON DC, Roy,Howard L., de Jung,John E., Marks,Melvin R., ADJUTANT GENERAL'S OFFICE (ARMY) WASHINGTON DC, Roy,Howard L., de Jung,John E., and Marks,Melvin R.

Published
1958

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