NotesFAQContact Us
Search Tips
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing 211 to 225 of 298 results Save | Export
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Payne, David A.; And Others – Psychology in the Schools, 1973
It was the major intent of the present study to investigate personality trait differences among adolescents judged to be differentially gifted. (Author)
Descriptors: Adolescents, Exceptional Child Research, Gifted, Individual Characteristics
Peer reviewed Peer reviewed
Forslund, Morris A.; Hull, Ronald E. – Psychology in the Schools, 1972
Results of this study demonstrated that boys identify strongly with masculine role models both in primary relationships and in those in which they are not acquainted directly with the role model; girls tend to identify with both male and female role models more than boys. (Author)
Descriptors: Adolescents, Behavior Patterns, Child Development, Identification (Psychology)
Peer reviewed Peer reviewed
Flanagan, Rosemary; Di Giuseppe, Raymond – Psychology in the Schools, 1999
The Tell-Me-a-Story (TEMAS) is analyzed, reviewed, and critiqued with regard to theoretical underpinnings and rationale for development, administration, scoring, psychometric properties, and research to date. TEMAS has evidence of reliability and validity, and may achieve more accurate assessment of Black and Hispanic children. Limitations of the…
Descriptors: Adolescents, Blacks, Children, Cultural Pluralism
Peer reviewed Peer reviewed
Muenz, Tracy A.; Ouchi, Bryan Y.; Cole, Jason C. – Psychology in the Schools, 1999
Reexamines the reliability and validity of the Peabody Individual Achievement Test-Revised (PIAT-R) and the Wechsler Individual Achievement Test (WIAT) Written Expression scoring systems, applying theory and more appropriate statistical analyses. The WIAT written-expression scoring system was found to have more items that were both reliable and…
Descriptors: Adolescents, Data Analysis, Reliability, Statistical Analysis
Peer reviewed Peer reviewed
Greenway, Philip; Milne, Lisa – Psychology in the Schools, 1999
Examines whether subtest scatter might be an indicator of learning disabilities (LDs), psychopathology, or both in a sample of normal adolescents (N=170) using the Wechsler Intelligence Scale for Children III and the Minnesota Multiphasic Personality Inventory-Adolescent. The hypothesis that subtest scatter is associated with LDs was generally not…
Descriptors: Adolescents, Delinquency, Depression (Psychology), Learning Disabilities
Peer reviewed Peer reviewed
Richards, Marsha L.; Hess, Robyn S. – Psychology in the Schools, 1999
Explores the impact of gender and developmental level on coping-skills acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and an intervention perspective. (Author/MKA)
Descriptors: Adolescents, Coping, Developmental Stages, Intervention
Peer reviewed Peer reviewed
Mayes, Susan Dickerson; Calhoun, Susan L.; Crowell, Errin W. – Psychology in the Schools, 1998
Examines WISC-III profiles for children with learning disabilities (LD; n=66) and non-LD children (n=51); degree of intersubtest scatter was normal and similar for both groups but the pattern of scores differed. Also examines children with attention-deficit hyperactivity disorder. Results reflect the difficulty of ruling out LD at a young age.…
Descriptors: Adolescents, Age Differences, Attention Deficit Disorders, Children
Peer reviewed Peer reviewed
Bolen, Larry M. – Psychology in the Schools, 1998
WISC-III IQ score changes, for a group of 70 educable mentally handicapped students, over a three-year period were found to be significantly lower for VIQ, Information, and Vocabulary tests. Trait stability in intelligence measurement was considerably lower than a standardization sample. Significant individual variation was observed. (Author/MKA)
Descriptors: Adolescents, Children, Mild Mental Retardation, Scores
Peer reviewed Peer reviewed
Prewett, Peter N. – Psychology in the Schools, 1992
Kaufman Brief Intelligence Test (K-BIT) and Wechsler Intelligence Scale for Children-Revised (WISC-R) were administered in counterbalanced order to 35 referred students. Although K-BIT intelligence quotient (IQ) Composite correlated significantly with WISC-R Full Scale IQ scores, mean scores differed significantly. Results provide moderate support…
Descriptors: Academic Failure, Adolescents, Children, Comparative Testing
Peer reviewed Peer reviewed
Eaves, Ronald C.; Simpson, Robert G. – Psychology in the Schools, 1984
Investigated the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test in 171 adolescents. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. (JAC)
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Mathematics Achievement
Peer reviewed Peer reviewed
Tollefson, Nona; And Others – Psychology in the Schools, 1984
Evaluated a training program designed to teach 61 learning disabled junior high school students to set realistic ahcievement goals, to expend effort to reach the goals, and to accept personal responsibility for achievement outcomes. Goal setting strategies and effort attribution training were successful for 70 percent of the students. (JAC)
Descriptors: Achievement, Adolescents, Junior High Schools, Learning Disabilities
Peer reviewed Peer reviewed
Lufi, Dubi; Cohen, Arie – Psychology in the Schools, 1985
Tested the utility of the Wechsler Intelligence Scale for Children-Revised (WISC-R) subscales in differentiating between children with Attentional Deficit Disorder (ADD) (N=24) and children with other problems (N=19). Results indicated that scores on three WISC-R subscales--Arithmetic, Digit Span, and Coding--were significantly lower among the ADD…
Descriptors: Adolescents, Attention Deficit Disorders, Children, Educational Diagnosis
Peer reviewed Peer reviewed
Covin, Theron M.; And Others – Psychology in the Schools, 1985
The California Test of Mental Maturity, Short Form (CTMM-SF) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared in a sample of Black and White children (N=155). Results indicated that ethnicity was the only significant effect, with Black children obtaining lower scores than White children. (LLL)
Descriptors: Adolescents, Children, Elementary Secondary Education, Learning Problems
Peer reviewed Peer reviewed
Phelps, LeAdelle; And Others – Psychology in the Schools, 1985
Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Intelligence Tests
Pages: 1  |  ...  |  10  |  11  |  12  |  13  |  14  |  15  |  16  |  17  |  18  |  19  |  20