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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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Paleczek, Lisa; Seifert, Susanne; Gasteiger-Klicpera, Barbara – Psychology in the Schools, 2017
The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders' reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were…
Descriptors: Reading Ability, Teacher Attitudes, Grade 3, Grade 2
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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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Cohen, Robert; Linker, Julie A.; Stutts, Liza – Psychology in the Schools, 2006
Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child-serving agencies as well as between parents and service providers.…
Descriptors: Cooperation, Children, Behavior Disorders, Emotional Disturbances
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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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Gonthier, Misty; Lyon, Mark A. – Psychology in the Schools, 2004
Childhood-onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe. This article provides an in-depth look into its symptomatology, general course, long-term functioning, diagnostic criteria, and methods of assessing the disorder. It also includes discussions of the various…
Descriptors: Schizophrenia, Children, Symptoms (Individual Disorders), Clinical Diagnosis
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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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Scruggs, Thomas E.; Mastropieri, Margo A. – Psychology in the Schools, 1984
Provides background on generalization exhibited by mentally retarded populations as viewed by behavior and cognitive psychologists, describes the failures to facilitate generalization, and offers an alternative explanation of such failures. This explanation describes the generalization process in terms of individual capacity for analogical…
Descriptors: Behavioral Objectives, Children, Elementary Secondary Education, Epistemology
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Cotugno, Albert J. – Psychology in the Schools, 1982
Tested the effectiveness of a cognitive control approach in the treatment of special education learning handicapped children. Employed a pretest-posttest design, using a special education treatment group, a special education control group, and a regular class comparison group. The special education treatment group made significant gains. (Author)
Descriptors: Children, Cognitive Development, Cognitive Processes, Elementary Education
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Ruttle, Kristi – Psychology in the Schools, 1981
Describes a model of two alternative roles for the school psychologist working with programs for autistic or emotionally disturbed children. The first concerns behavior management by consultation or direct work with the child. The second approach adds the role of program coordinator. A team approach is advocated. (Author/JAC)
Descriptors: Autism, Children, Consultation Programs, Coordinators
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Buchanan, Helen Hamlet; McDermott, Paul A.; Schaefer, Barbara A. – Psychology in the Schools, 1998
Investigates the interobserver agreement of the Learning Behavior Scale (LBS) by educators (n=16) observing students in special-education classes (n=72). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children. (Author/MKA)
Descriptors: Behavior, Children, Cognitive Style, Elementary Education
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Lehr, Camilla A.; And Others – Psychology in the Schools, 1987
Examined assessment practices in 54 model programs for early education of handicapped children (ages prenatal through six years). Results showed only 19 tests were used by at least five programs; only one device was used by over one-half. Although technical adequacy was reportedly an important factor in selection, analysis revealed only three…
Descriptors: Children, Diagnostic Tests, Disabilities, Early Childhood Education
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Fineman, Carol A.; Carran, Deborah H. – Psychology in the Schools, 1986
Full Wechsler Intelligence Scale for Children-Revised evaluations have become a drain on school resources. A screening formula for gifted students, utilizing three WISC-R subtests, was evaluated using traditional epidemiological techniques. The screen correctly detected the majority of gifted students and could have major implications in terms of…
Descriptors: Advanced Placement, Children, Cost Effectiveness, Elementary Education
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Mowder, Barbara A.; Widerstrom, Anne H. – Psychology in the Schools, 1986
Presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this area. (Author/ABB)
Descriptors: Children, Differences, Disabilities, Early Childhood Education
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