Publication Date
| In 2015 | 22 |
| Since 2014 | 86 |
| Since 2011 (last 5 years) | 313 |
| Since 2006 (last 10 years) | 684 |
| Since 1996 (last 20 years) | 1188 |
Descriptor
Author
Publication Type
Showing 1,111 to 1,125 of 2,894 results
Peer reviewedDumont, Ron; Farr, Laurie P.; Willis, John O.; Whelley, Peter – Psychology in the Schools, 1998
Data gathered from 351 students administered the Wechsler Intelligence Scale for Children-Third Education (WISC-III) were used to analyze the 30-second interval performance on the Coding subtest. Results based on both IQ and special-education classification revealed no significant difference in performance. Cautions regarding the diagnostic use of…
Descriptors: Elementary Education, Elementary School Students, Intelligence Quotient, Special Education
Peer reviewedAlfonso, Vincent C.; Johnson, Annemarie; Patinella, Lilia; Rader, Damon E. – Psychology in the Schools, 1998
Examined 60 Wechsler Intelligence Scale for Children-Third Education (WISC-III) protocols administered by graduate students in training to obtain preliminary data on the frequency and types of administration and scoring errors that examiners commit. The five most frequent errors included failure to query, failure to record response verbatim,…
Descriptors: Counselor Training, Error of Measurement, Examiners, Females
Peer reviewedErford, Bradley T.; Bagley, Donna L.; Hopper, James A.; Lee, Ramona M.; Panagopulos, Kathleen A.; Preller, Denise B. – Psychology in the Schools, 1998
The Math Essential Skill Screener Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test-retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1-3. The…
Descriptors: Elementary School Students, High Risk Students, Mathematics Skills, Primary Education
Peer reviewedJohn, Kirk R. – Psychology in the Schools, 1998
Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for 36 primary-grade students over a two-year period. A letter sequences test was found to be the most frequently associated with reading performance. A memory-for-sentences task also showed a significant…
Descriptors: Comparative Analysis, Predictive Validity, Primary Education, Reading Achievement
Peer reviewedHavey, J. Michael – Psychology in the Schools, 1998
Presents a summary of the provisions of statutes and regulations relevant to the topic of inclusion. Offers summaries of court decisions and federal agency policy letters that have interpreted these mandates. Discusses the implications of these mandates for the practice of school psychologists. (Author)
Descriptors: Court Litigation, Educational Legislation, Inclusive Schools, Public Policy
Peer reviewedEgyed, Carla J.; McIntosh, David E.; Bull, Kay S. – Psychology in the Schools, 1998
A sample of 444 nationally certified school psychologists were surveyed to determine which causes of dropping out should be national priorities. The five factors that emerged are criminal/victimization, different from peer group, school conflict, dysfunctional family/lack of support, and family responsibilities. School psychologists perceived…
Descriptors: Conflict, Counselor Attitudes, Dropout Research, Dropouts
Peer reviewedFlynn, Jane M.; Rahbar, Mohammad Hossein – Psychology in the Schools, 1998
Confirms low positive identification rates when kindergarten teachers were asked to predict future reading achievement using a traditional rating scale, while a project-developed, theory-based screening battery correctly identified 81% of poor readers. Suggests that both teacher ratings and screening tests be used to identify the largest number of…
Descriptors: High Risk Students, Kindergarten Children, Predictive Validity, Preschool Teachers
Peer reviewedEdwards, Oliver W. – Psychology in the Schools, 1998
Provides a review of the literature concerning grandkin (grandchildren raised by grandparents) and grandparents in grandfamilies, particularly as the relationship influences the children's school functioning. In addition, the Grandfamily School Support Network is discussed as a means of ameliorating the difficulties experienced by grandkin and…
Descriptors: Academic Achievement, Adjustment (to Environment), Attachment Behavior, Behavior Problems
Peer reviewedHagborg, Winston J. – Psychology in the Schools, 1998
Mainstreamed students (N=37) with learning disabilities (LD) and an equal number of nondisabled (ND) high school students were compared on five independent variables: grades, time spent on homework, scholastic competence, global self-worth, and school membership. ND students reported higher grades and more favorable ratings of scholastic…
Descriptors: Academic Ability, Grades (Scholastic), High Risk Students, High School Students
Peer reviewedCole, Jason C.; And Others – Psychology in the Schools, 1997
Examines whether the type of pictorial stimulus affects the quality of an individual's written expression. Compared a pictorial stimulus to a conventional line drawing stimulus in its ability to evoke writing samples. Results of 50 respondents, ages 13 to 46, indicated that the type of prompt used in an assessment of written expression makes a…
Descriptors: Adolescents, Adults, Cues, Expressive Language
Peer reviewedValencia, Richard R.; And Others – Psychology in the Schools, 1997
Investigates the factor structure of an intelligence scale for White, Mexican American, and African American children. Examined 4541 non-referred children and looked at verbal comprehension, perceptual organization, and freedom from distractibility. Results indicate differences in the intelligence scale's factor structure across groups, raising…
Descriptors: Adolescents, Blacks, Children, Elementary Secondary Education
Peer reviewedGopaul-McNicol, Sharon-Ann – Psychology in the Schools, 1997
Suggests major competencies needed by all school psychologists, especially when working with culturally and linguistically diverse students. Suggestions were gathered from practitioners in the field, published data, literature reviews, and personal observations. Looks at cross-cultural competencies, implementation of the curriculum, and a…
Descriptors: Counselor Training, Cross Cultural Training, Cultural Pluralism, Elementary School Students
Peer reviewedOlmi, D. Joe; And Others – Psychology in the Schools, 1997
Used time-in and time-out to reduce undesirable behaviors exhibited by a child with severe language disabilities and by a child with a moderate mental disability combined with cerebral palsy. Unwanted behaviors were reduced dramatically shortly after the initiation of intervention. Follow-ups indicated a continued high rate of compliance. (RJM)
Descriptors: Behavior Modification, Case Studies, Child Behavior, Children
Peer reviewedBuntaine, Roberta L.; Costenbader, Virginia K. – Psychology in the Schools, 1997
Investigates the academic effectiveness of a prekindergarten program in a suburban, predominantly Caucasian upper middle class school system. Matched children who spent an extra year in prekindergarten with youngsters who proceeded directly to regular kindergarten. Using achievement test scores and other measures, found no significant differences…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, High Risk Students
Peer reviewedSchwartz, Neil H.; And Others – Psychology in the Schools, 1997
Investigates teachers' roles in erroneous referrals of children with suspected emotional disturbance. Teachers viewed two video tapes of two elementary-age students and rated the children on several child characteristics. Results revealed that the locus of control and self-esteem of teachers, along with other factors, can predict teachers'…
Descriptors: Children, Elementary Education, Elementary School Students, Emotional Disturbances
