Investigates the predictive and construct validity of the Developing Cognitive Abilities Test (DCAT) in a sample of sixth grade students (N=863). Level H of the DCAT was administered during the students' sixth grade year and selected subsets of the Iowa Tests of Basic Skills were administered eight months later during the seventh grade year.…

Examines teachers' (N=149) knowledge and misperception of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information. Teachers' scores on the Knowledge of Attention Deficit Disorders Scale (KADDS) show that teacher self-efficacy, prior exposure to an ADD child, and years of teaching experience were all…

Examines teachers' (N=200) perceptions of school behavior problems and preferred classroom management actions. Results show that internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were…

Examines the efficacy of an intervention designed to improve classroom behavior of children with Attention-Deficit/Hyperactivity Disorder (ADHD). The intervention trained third-grade students to use self-management and peer-monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class times.…

Examines the effects of a packaged intervention designed to reduce disruptive behaviors in two 8-year-old female students. The intervention was delivered through a contingency contract and was comprised of precision requests, antecedent strategies, and the reductive technique of response costs. The intervention resulted in reduction of disruptive…

Tests the effectiveness of an intervention designed to reduce aggressive behavior in children and adolescents. Participants were special education students (N=70) with behavioral problems in grades 5-9 living in Israel. A short-term multidimensional program utilizing bibliotherapy and clarifying processes was introduced. The intervention was…

Examines the efficacy of a cognitive-behavioral self-control therapy on children with ADHD Explores whether the combination of training in self-control with training in anger management has better outcomes on two subgroups of hyperactive children, aggressive (n=16) and nonaggressive (n=16). Overall improvements were found, however improvements of…

Purposes to extend recent efforts concerning school refusal by showing that the three basic subset, anxiety, avoidance, and malingering, are not only functional, but consistent with refusal characteristics, empirical evidence from factor analysis and clinical diagnosis over the past decade, and treatment approaches. Such extension is intended to…

Study looked at the relationship between the Early Screening Profiles (ESP) and the Differential Ability Scales (DAS). Participants were at risk pre-schoolers (N=94) from various ethnic backgrounds. A strong relationship was found between the ESP Total Screening and DAS General Conceptual Ability scores, indicating that the ESP is a good predictor…

Reports on survey sent to school psychologist in one Southwestern state about their assessment and intervention practices with second-language learners. Analysis of returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum-based measurement, dynamic assessment, and portfolio…

This study examined the cross-ethnic predictive validity of Ga (auditory processing) and Gc (crystallized intelligence) for reading achievement among low-SES English-speaking White and Hispanic students. Results indicated that there were no differences between ethnic groups in the prediction of reading ability, and that phonetic coding and…

Presents study results of Verbal and Performance Weschler Intelligence Scale for Children-Revised subscales collected from Native (n=691) and non-Native (n=234) children in grades 2 and 4 at four sites. Native children had substantially lower IQ scores, especially pronounced for the verbal subscales. Discusses implications for understanding IQ…

Examines an alternative model of social skills and social competence training through conceptualizing social skills deficits according to a dichotomous model with elementary school special education students. Data suggests increases in prosocial behaviors as a result of the monitoring procedures. Presents suggestions for further research.…

Study examines a withdrawal design investigating a corollary system of student reports of peers' prosocial behaviors among fourth grade students. Although first intervention phase showed much variability, subsequent phases showed an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports.…

Kentucky teachers (N=209) were given scenarios of students exhibiting problematic behavior to determined whether they considered the function of a behavior when determining a classroom intervention. Results found that few teachers considered the behavioral function when deciding upon an intervention. Discusses implications for school…