Examined research studies to determine the efficacy of rational-emotive education (REE), the educational derivation of rational-emotive therapy, with various populations of school-aged children (non-clinical; learning disabled; "high-risk"; low self-esteem; anxious; and a mixed group of single subject studies). The findings from 21 studies include the effectiveness of REE in (a) decreasing irrationality in over 88% of the studies using a measure of irrationality, (b) increasing the internal locus of control of subjects in 71% of the studies using such a measure, particularly with learning disabled students, and (c) decreasing the anxiety of subjects in 80% of studies using measures of anxiety. Support was also found in over 50% of the studies in the areas of self-esteem and of behavioral problems. Significant, from a theoretical perspective, was the consistent finding that when changes in irrationality occurred there were concomitant changes with other dependent measures. Of the small number of studies using a follow-up design, the overall results were positive in terms of maintenance of gains made at posttest. This review finishes with a list of recommendations for conducting and reporting REE research.In a recent review, the efficacy of psychotherapy with children, particularly cognitive-behavioral therapies, has been supported (Casey & Berman, 1985). Although a number of review articles has evaluated the efficacy of different types of cognitive-behavioral interventions with diverse childhood problems (e.g., Abikoff, 1985), scant attention has been directed toward examining the Requests for reprints should be sent to
The nature, frequency and effect of clerical errors in the scoring of the WISC-R were examined. The most frequent errors were those associated with addition tasks and in the calculation of the subject's age at the time of assessment. Some errors, whether occurring singly or in a compounding effect, significantly distorted Full Scale IQ.
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