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Descriptor
Author
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Showing 961 to 975 of 2,894 results
Peer reviewedPeters, Mark Anthony; Phelps, LeAddelle – Psychology in the Schools, 2001
Compares college age bodybuilders by sex and steroid intake on two variables: body image dissatisfaction and body image distortion. Results reveal only a significant effect for gender on body distortion. No steroid-use differences were apparent for either body image dissatisfaction or body image distortion. Analyses indicate that female…
Descriptors: Body Composition, Body Image, College Students, Drug Use
Peer reviewedWatkins, Marley W.; Canivez, Gary L. – Psychology in the Schools, 2001
Analyzes the longitudinal factor structure of the WISC-III for both configural and metric invariance with a group of 177 students with disabilities. Concludes that the WISC-III measures the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent…
Descriptors: Construct Validity, Disabilities, Elementary Education, Factor Structure
Peer reviewedPowell-Smith, Kelly A.; Bradley-Klug, Kathy L. – Psychology in the Schools, 2001
Investigates differences between two types of reading probe material to monitor students' oral reading fluency over time. Reading sources were the curriculum in which the child was being instructed at school, and a set of generic (curriculum-independent) passages. Results indicated that students read significantly more words correct in the generic…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Oral Reading, Primary Education
Peer reviewedMerrell, Kenneth W.; Streeter, Angela L.; Boelter, Eric W.; Caldarella, Paul; Gentry, Amanda – Psychology in the Schools, 2001
Examines convergent and discriminant validity for the Home and Community Social Behavior Scales (HCSBS). The Social Competence scale evidenced strong positive correlations with measures of social skills and adaptability. The Antisocial Behavior scale evidenced strong positive correlations with measures of externalizing behavior problems. Results…
Descriptors: Antisocial Behavior, Behavior Rating Scales, Children, Interpersonal Competence
Peer reviewedFerguson, Phillip; Jimerson, Shane R.; Dalton, Michael J. – Psychology in the Schools, 2001
Study follows 106 kindergarten students through 11th grade examining the effects of family characteristics, school readiness, socialization, and student demographics on academic achievement and behavioral adjustment outcomes. Results demonstrate that retained students' initial school readiness, socioeconomic status, mother's level of education,…
Descriptors: Academic Achievement, Adjustment (to Environment), Elementary Secondary Education, Family Characteristics
Peer reviewedBromberg, Daniel S.; Johnson, Blair T. – Psychology in the Schools, 2001
Reviews the literature on sexual victimization of minors and the role of school psychologists in assessing and intervening with sexually abused minors. Although estimates of child sexual abuse prevalence differ widely owing to disclosure biases and the researcher definitions, it is clear that child sexual abuse is a serious public problem.…
Descriptors: Child Abuse, Counselor Role, Research Opportunities, School Psychologists
Peer reviewedArra, Christopher T.; Aaron, P. G. – Psychology in the Schools, 2001
Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the…
Descriptors: Educational Strategies, Elementary Education, Phonemes, Phonology
Peer reviewedLane, Kathleen L.; Beebe-Frankenberger, Margaret E.; Lambros, Katina M.; Pierson, Melinda – Psychology in the Schools, 2001
To ensure that academic and sociobehavioral interventions for children will be more successful, proposes three main components to address when designing the interventions: social validity, treatment integrity, and generalization and maintenance. Describes the pertinent characteristics of each of these components as they relate to school-based…
Descriptors: Antisocial Behavior, High Risk Students, Intervention, Models
Peer reviewedEvans, Larry D. – Psychology in the Schools, 2001
Examined students in foster care for the relationship between learning and extrascholastic environments. Obtained achievement and intelligence scores for children (N=3,483) during the first months of foster care placement. Results showed average to low-average mean achievement and IQ, with academic deficits in basic skill areas. Results support…
Descriptors: Academic Achievement, Environmental Influences, Foster Care, Foster Children
Peer reviewedMartin, Jill J.; Skinner, Christopher H.; Neddenriep, Christine E. – Psychology in the Schools, 2001
Investigates the impact of the interspersal procedure on students' reading tasks. Students read out loud two passages, with one containing additional interspersed brief, easy paragraphs. Students selected the passage that would require the least effort and the least time to read. Results suggest that the interspersal procedure may improve…
Descriptors: Difficulty Level, Middle Schools, Oral Reading, Readability
Peer reviewedLassiter, Kerry S.; Bell, Nancy L.; Hutchinson, Melody B.; Matthews, T. Darin – Psychology in the Schools, 2001
Examines the concurrent validity of the General Ability Measure for Adults (GAMA) and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). A comparison of the sample's mean scores indicates similar GAMA and WAIS-III Performance IQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean Full…
Descriptors: College Students, Concurrent Validity, Higher Education, Intelligence Tests
Peer reviewedComninel, Mary E.; Bordieri, James E. – Psychology in the Schools, 2001
Uses the Dumont-Faro short form to estimate the Wechsler Intelligence Scales for Children-III (WISC-III) Full Sale IQ scores for 45 special education students. Results demonstrate that IQ scores were positively correlated with the WISC-III Full Scale scores. However an IQ miscalculation rate of 44% challenges the utility of the Dumont-Faro short…
Descriptors: Correlation, Intelligence Tests, Special Education, Special Needs Students
Peer reviewedLenkarski, Sherree; Singer, Maureen; Peters, Michelle; McIntosh, David – Psychology in the Schools, 2001
Investigates the utility of the Early Screening Profiles to differentiate between preschoolers at risk for cognitive delays and non-risk preschoolers. The Total Screening score, by itself, was found to correctly classify approximately 81% of the preschoolers. In separate analysis, the Cognitive/Language and Motor profiles were required to maintain…
Descriptors: Cognitive Measurement, Developmental Delays, Early Identification, High Risk Students
Peer reviewedMurray, Christopher; Greenberg, Mark T. – Psychology in the Schools, 2001
Assesses fifth- and sixth-grade children's relationships with teachers, bonds with schools, and social and emotional adjustment. Analyses of responses reveals that students with disabilities have greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than students without…
Descriptors: Disabilities, Educational Environment, Emotional Adjustment, Grade 5
Peer reviewedHudley, Cynthia; Wakefield, William D.; Britsch, Brenda; Cho, Su-Je; Smith, Tara; DeMorat, Marlene – Psychology in the Schools, 2001
Investigates how aggressive behavior is differentially perceived by two types of perceivers, teachers and peers (N=765), as a function of student neighborhood, gender, and grade level. Teachers in the more violent community perceived students to be relatively less aggressive and more similar across genders. Peers in the less violent community…
Descriptors: Age Differences, Aggression, Children, Community Characteristics
