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Cottrell, Joseph M.; Barrett, Courtenay A. – Psychology in the Schools, 2017
Debate regarding the causes of specific learning disabilities (SLDs), precise definitions of SLDs, and the most effective identification methods has persisted for over 50 years. Two prominent schools of thought regarding SLDs exist: (1) biological perspectives and (2) environmental perspectives. Three identification methods are outlined in the…
Descriptors: School Psychologists, Learning Disabilities, Response to Intervention, Children
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Nakano, Selena; Watkins, Marley W. – Psychology in the Schools, 2013
The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was investigated with a sample of 176,…
Descriptors: American Indian Students, Disproportionate Representation, Special Education, Test Validity
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Bell, Lindsay; Long, Susanne; Garvan, Cynthia; Bussing, Regina – Psychology in the Schools, 2011
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in childhood and adolescence. It is associated with high levels of stigma, which may lead to treatment barriers, self-fulfilling prophecies, and social rejection. This study established the reliability of the ADHD Stigma Questionnaire…
Descriptors: Attention Deficit Hyperactivity Disorder, Factor Structure, Special Education Teachers, Teacher Certification
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Clark, Elaine; Olympia, Daniel E.; Jensen, Jenise; Heathfield, Lora Tuesday; Jenson, William R. – Psychology in the Schools, 2004
The purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self-determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self-determination is essentially…
Descriptors: Personal Autonomy, Self Determination, Developmental Disabilities, Mental Retardation
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Olympia, Daniel; Farley, Megan; Christiansen, Elizabeth; Pettersson, Hollie; Jenson, William; Clark, Elaine – Psychology in the Schools, 2004
While much of the current focus in special education remains on reauthorization of the Individuals with Disabilities Act of 1997, disparities in the identification of children with serious emotional disorders continue to plague special educators and school psychologists. Several years after the issue of social maladjustment and its relationship to…
Descriptors: Adjustment (to Environment), Disabilities, Adolescents, Special Education Teachers
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Howell, Kenneth W.; And Others – Psychology in the Schools, 1983
Reviews self-control instruction for retarded students and describes a self-recording training procedure. Five moderately retarded adolescents were taught to self-record a training behavior and generalize the self-recording behavior to idiosyncratic behaviors. Subject-observer agreement is reported, along with monitoring effects on the…
Descriptors: Adolescents, Behavior Modification, Behavior Problems, Change Strategies
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Plas, Jeanne M.; Cook, Valerie J. – Psychology in the Schools, 1982
Surveyed school professionals with a variety of psychology and education roles. Identified variables that could capture 75 percent of the variance associated with their desire to work with special education adolescents. Variables included perceptions of quality of special education training, age, sex, and attitudes toward special need adolescents.…
Descriptors: Adolescents, Attitude Measures, Attitudes, Motivation
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Bingham, Grace – Psychology in the Schools, 1980
The career maturity of a private school group of adolescents with learning disabilities was assessed. Significant differences emerged in the affective dimensions but not in the cognitive variables. (Author)
Descriptors: Adolescents, Affective Behavior, Career Awareness, Career Planning
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Nagle, Richard J. – Psychology in the Schools, 1993
Examined relationship between Wechsler Adult Intelligence Scale-Revised (WAIS-R) and Wide Range Achievement Test-Revised (WRAT-R) scores among 78 educable mentally retarded adolescents. Found that WAIS-R Verbal intelligence quotient (IQ) was significantly correlated with all WRAT-R subtests. Performance IQ was significantly related only to…
Descriptors: Academic Achievement, Adolescents, Intelligence Tests, Mild Mental Retardation
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Levinson, Edward M.; Capps, C. Frederick – Psychology in the Schools, 1985
Describes how the integration of vocational assessment data into special education triennial reevaluations can facilitate educational programing of intermediate and secondary level handicapped students. Advantages of integrated assessments, roles of school psychologists, and the description of a model assessment program are included. (Author)
Descriptors: Adolescents, Disabilities, School Psychologists, Secondary Education
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Kennelly, Kevin J.; And Others – Psychology in the Schools, 1985
Reports on two treatment studies of special education students markedly helpless with regard to arithmetic: one comparing attribution retraining treatment to control treatment matched to it in schedule of successes and failures; the other comparing effects of three success-failure schedules on attributions and persistence. (Author/NRB)
Descriptors: Adolescents, Arithmetic, Attribution Theory, Learning Disabilities
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Diaz, N. D.; And Others – Psychology in the Schools, 1990
Evaluated effects of daily practice writing spelling words in sentences on generalization of spelling words to written work. Findings from mildly mentally handicapped students (n=4) aged 8 to 13 showed that generalization of the target spelling words to written work was improved by sentence writing. Follow-up condition indicated maintenance of…
Descriptors: Adolescents, Elementary Education, Foreign Countries, Generalization
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Shechtman, Zipora – Psychology in the Schools, 2000
Tests the effectiveness of an intervention designed to reduce aggressive behavior in children and adolescents. Participants were special education students (N=70) with behavioral problems in grades 5-9 living in Israel. A short-term multidimensional program utilizing bibliotherapy and clarifying processes was introduced. The intervention was…
Descriptors: Adolescents, Aggression, Behavior Problems, Children
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Webster, Raymond E. – Psychology in the Schools, 1988
Examined temporal stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) for adolescents (N=155) identified as either educable mentally retarded (EMR) or learning disabled (LD). Found three major scales of WISC-R to be more stable over three-year period for LD than for EMR group, while subtest scales for EMR group showed greater…
Descriptors: Adolescents, Learning Disabilities, Mild Mental Retardation, Special Education
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Sandoval, Jonathan; And Others – Psychology in the Schools, 1988
Examined similarity of scores of 30 learning disabled students (aged 16 and 17) on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Results documented similarity between WISC-R and WAIS-R for 16 year-olds who were learning disabled and had average intellectual ability.…
Descriptors: Adolescents, Comparative Testing, Learning Disabilities, Special Education
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