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Showing 16 to 30 of 32 results Save | Export
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Clarizio, Harvey F. – Psychology in the Schools, 1992
Several controversies surround differentiation between socially maladjusted and seriously emotionally disturbed. Central to controversy is interpretation of social maladjustment as restricted to include socialized aggressive and adjudicated delinquents or broadened to include Conduct Disorders, Oppositional Defiant Disorder, and antisocial…
Descriptors: Adolescents, Antisocial Behavior, Children, Delinquency
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May, Deborah C.; And Others – Psychology in the Schools, 1993
Some researchers have attributed school learning problems to students entering school too early. Investigated relationship between students' month of birth and learning disabilities, emotional disturbance, and speech and language delays in 1,951 identified students with these disabilities. Analysis did not find that late-birthdate children were…
Descriptors: Age Differences, Children, Classification, Emotional Disturbances
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Swanson, H. Lee; And Others – Psychology in the Schools, 1987
Identifies frequently cited journal articles on children's emotional/behavioral disorders. Describes characteristics (e.g., funding source, research design, statistical method) of frequently cited articles and compares them to randomly selected articles. Discusses implications. (Author/ABL)
Descriptors: Behavior Disorders, Children, Citation Analysis, Emotional Disturbances
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Dudley-Marling, Curtis – Psychology in the Schools, 1985
Examines the perceptions of the usefulness of the Individualized Education Program (IEP) by teachers (N=150) of emotionally disturbed and learning disabled children. The majority of respondents indicated that although the IEP does have some utility, it does not usually assist them in planning day-to-day instruction. (BH)
Descriptors: Adolescents, Children, Elementary Secondary Education, Emotional Disturbances
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Zimet, Sara G.; And Others – Psychology in the Schools, 1985
Studied a sample of emotionally disturbed children (N=100) beginning day psychiatric treatment to compare standard and abbreviated versions of the Weschler Intelligence Scale for Children-Revised (WISC-R). Results demonstrated the efficacy of using an abbreviated version of the WISC-R with severely emotionally disturbed children. (LLL)
Descriptors: Children, Elementary Secondary Education, Emotional Disturbances, Intelligence Tests
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Clarizio, Harvey F.; Veres, Valerie – Psychology in the Schools, 1983
Examined the diagnostic utility of two patterns of the Wechsler Intelligence Scale for Children-Revised in differentiating 64 emotionally impaired children (ages 5 to 18) from 290 controls. Data analysis showed neither the high similarities-low information or verbal-performance discrepancy patterns yielded a useful rule for diagnosing emotional…
Descriptors: Children, Diagnostic Tests, Disability Identification, Educational Diagnosis
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Stern, Robert; And Others – Psychology in the Schools, 1991
Explored the hypothesis that there is a greater frequency of children of alcoholics in special classes for Emotional/Behavioral Disordered (ED) and Learning-Disabled (LD) children. Children of alcoholics were not overrepresented in any diagnostic categories, however significant differences were noted in the relationship of marital status and…
Descriptors: Alcoholism, Behavior Disorders, Children, Elementary Education
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Goh, David S. – Psychology in the Schools, 1997
Examines whether the criterion-related validity of the Devereux Behavior Rating Scales--School Form (DSF) can be generalized to racial/ethnic subpopulations. Results based on 267 children support the DSF's utility in screening for serious emotional disturbance. Findings suggest its criterion related validity are generalizable to Caucasian, African…
Descriptors: Behavior Rating Scales, Children, Concurrent Validity, Cultural Pluralism
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Robertson, Laurel M.; Bates, Michael P.; Wood, Michael; Rosenblatt, Jennifer A.; Furlong, Michael J.; Casas, J. Manuel; Schwier, Pam – Psychology in the Schools, 1998
Examines child and family risk factors and behavioral indexes of youths with emotional and behavioral disorders to determine critical factors that predicted the restrictiveness of their educational placements. Discusses findings in the context of system of care efforts to reform service system response to youth with special-education and…
Descriptors: Attendance, Behavior Disorders, Children, Emotional Disturbances
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Culbert, James P.; And Others – Psychology in the Schools, 1989
Analyzed the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Picture Vocabulary Test (PPVT), and the Peabody Individual Achievement Test (PIAT) in a psychiatric sample of 329 children from 6 to 16 years old. Found 4 factors: Verbal Comprehension, Verbal Achievement, Perceptual Organization, and Number…
Descriptors: Achievement Tests, Adolescents, Children, Emotional Disturbances
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Vance, Booney; And Others – Psychology in the Schools, 1987
Investigated stability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) intelligence quotient scores of 32 exceptional students over six-year interval. Used 20 learning disabled and 12 mentally disabled students aged 6 to 16. Test-retest findings indicated median reliability value of .74. Discusses implications for clinicians and…
Descriptors: Adolescents, Children, Elementary Secondary Education, Emotional Disturbances
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Kahn, Paul; Ribner, Sol – Psychology in the Schools, 1982
Developed a brief behavior rating scale consisting of 28 items divided into seven categories for use in a school setting. Test validity was based upon the successful discrimination between neurologically impaired, socially maladjusted, emotionally handicapped, and normal children. (Author)
Descriptors: Behavior Patterns, Behavior Rating Scales, Children, Classification
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Paget, Kathleen D. – Psychology in the Schools, 1982
Analyzed WISC-R profiles of 42 conduct problem children to generate hypotheses concerning the children's intellectual strengths and weaknesses. Used a variety of subtest groupings to interpret ability patterns. Findings revealed relative strengths in perceptual organization skills, and weaknesses in skills that involve sequencing, memory, and…
Descriptors: Adolescents, Behavior Problems, Children, Cognitive Style
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Clarizio, Harvey; Bernard, Robert – Psychology in the Schools, 1981
Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…
Descriptors: Children, Classification, Disability Identification, Educational Diagnosis
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Thompson, Robert J., Jr. – Psychology in the Schools, 1981
Evaluates diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center. Results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general. Use of measure is limited in differentiating psychological and learning problems. (Author/CJ)
Descriptors: Children, Educational Diagnosis, Emotional Disturbances, Evaluation Methods
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