Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Sprafkin, J.
Right arrow Articles by Kant, G.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Sprafkin, J.
Right arrow Articles by Kant, G.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

TEACHING EMOTIONALLY DISTURBED CHILDREN TO DISCRIMINATE REALITY FROM FANTASY ON TELEVISION

Joyce Sprafkin

Kenneth D. Gadow

Gail Kant

State University of New York-Stony Brook

This study assessed the effects of a school-based television viewing skills curriculum on the television-related knowledge and attitudes of emotionally disturbed (ED) children. Three classes (n = 21; age: M = 11.4 years) received the 12-lesson curriculum over a 4-week period and three classes (n = 21; age: M = 11.4 years) served as a control group. Analyses of covariance using the pretest as a covariate revealed that the children who received the curriculum made significantly more accurate reality-fantasy discriminations concerning television program content than those in the control group; however, the curriculum was not effective in increasing knowledge about commercials. The social and educational implications of the findings for ED children are discussed.

The Journal of Special Education, Vol. 21, No. 4, 99-107 (1988)
DOI: 10.1177/002246698802100411
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?