NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Nova Scotia Teachers' ADHD Knowledge, Beliefs, and Classroom Management Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Blotnicky-Gallant, Pamela; Martin, Cheron; McGonnell, Melissa; Corkum, Penny – Canadian Journal of School Psychology, 2015
Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs…
Descriptors: Foreign Countries, Teacher Attitudes, Attention Deficit Hyperactivity Disorder, Knowledge Level
Test Review: March, J. S. (2013), "Multidimensional Anxiety Scale for Children-2nd Edition." Toronto, Ontario, Canada: Multi-Health Systems
Peer reviewed Peer reviewed
Direct linkDirect link
Fraccaro, Rebecca L.; Stelnicki, Andrea M.; Nordstokke, David W. – Canadian Journal of School Psychology, 2015
Anxiety disorders are among the most prevalent mental disorders among school-age children and can lead to impaired academic and social functioning (Keeley & Storch, 2009). Unfortunately, anxiety disorders in this population are often undetected (Herzig-Anderson, Colognori, Fox, Stewart, & Warner, 2012). The availability of psychometrically…
Descriptors: Anxiety, Measures (Individuals), Symptoms (Individual Disorders), Testing
Test Review: Naglieri, J. A., Goldstein, S. (2013), "Comprehensive Executive Function Inventory." North Tonawanda, NY: Multi-Health Systems
Peer reviewed Peer reviewed
Direct linkDirect link
Fenwick, Melanie; McCrimmon, Adam W. – Canadian Journal of School Psychology, 2015
This article provides a description and review of the "Comprehensive Executive Function Inventory" (CEFI; Naglieri & Goldstein, 2013), published by Multi-Health Systems Inc. (MHS). It is a rating scale developed to measure a wide array of Executive Function (EF) abilities in individuals aged 5 through 18 years. Completed by a parent,…
Descriptors: Executive Function, Rating Scales, Cognitive Tests, Children
Daily Stressors in Primary Education Students
Peer reviewed Peer reviewed
Direct linkDirect link
Fernández-Baena, F. Javier; Trianes, María V.; Escobar, Milagros; Blanca, María J.; Muñoz, Ángela M. – Canadian Journal of School Psychology, 2015
Daily stress can have a bearing on children's emotional and academic development. This study aimed to assess daily stressors and to determine their prevalence among primary education students, taking into account their gender, academic year, social adaptation, and the school location. A sample of 7,354 Spanish schoolchildren aged between 6…
Descriptors: Elementary School Students, Stress Variables, Gender Differences, Social Adjustment
Incremental Criterion Validity of the WJ-III COG Clinical Clusters: Marginal Predictive Effects beyond the General Factor
Peer reviewed Peer reviewed
Direct linkDirect link
McGill, Ryan J. – Canadian Journal of School Psychology, 2015
The current study examined the incremental validity of the clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) for predicting scores on the Woodcock-Johnson III Tests of Achievement (WJ-III ACH). All participants were children and adolescents (N = 4,722) drawn from the nationally representative WJ-III…
Descriptors: Validity, Cognitive Tests, Achievement Tests, Predictive Validity
Exploratory Bifactor Analysis of the WJ-III Achievement at School Age via the Schmid-Leiman Orthogonalization Procedure
Peer reviewed Peer reviewed
Direct linkDirect link
Dombrowski, Stefan C. – Canadian Journal of School Psychology, 2015
The structure of academic achievement measures has been rarely investigated in the literature apart from that which appears in the instruments' technical manuals. This is concerning, given the widespread use of academic achievement instruments when making educational decisions about children. The Woodcock-Johnson III (WJ-III) Achievement for…
Descriptors: Factor Analysis, Achievement Tests, Children, Adolescents