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Simonton, Dean Keith – Roeper Review, 2017
In his target article, Sternberg (2017) quite rightly criticizes the approach to identifying giftedness that was initiated by Terman's (1925-1959) classic prospective study of high-IQ children. Sternberg then recommends a number of novel approaches to both identification and education. Nonetheless, this commentator recommends that future…
Descriptors: Leaders, Leadership, Cognitive Ability, Intelligence Tests
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Sriraman, Bharath – Roeper Review, 2017
Sternberg (2017) summarizes the history of identification of giftedness in the 20th century and presents a case for the shortcomings of measures such as IQ for problem-solving skills required in the 21st century. The Active Concerned Citizenship and Ethical Leadership (ACCEL) model is proposed to replace the outdated construct of IQ, particularly…
Descriptors: Mathematics Instruction, Thinking Skills, Mathematics Skills, Problem Solving
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Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L. – Education and Training in Autism and Developmental Disabilities, 2017
Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…
Descriptors: Video Technology, Modeling (Psychology), Teaching Methods, Intellectual Disability
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Jewsbury, Paul A.; Bowden, Stephen C.; Duff, Kevin – Journal of Psychoeducational Assessment, 2017
The Cattell-Horn-Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available…
Descriptors: Intelligence Tests, Individual Differences, Executive Function, Neuropsychology
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Bakker, Nelleke – Paedagogica Historica: International Journal of the History of Education, 2017
This article focuses on the role the Dutch school for children with "learning and behavioural problems" (LOM) has played in knowledge production about learning disabilities and in the development of academic study of special education between 1949 and 1985. LOM-schooling grew rapidly during these years and attracted relatively many…
Descriptors: Foreign Countries, Educational History, Testing, Observation
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Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha – Mathematical Thinking and Learning: An International Journal, 2017
The purpose of the present study was to determine whether there are visual-spatial gender differences in two-year-olds, to investigate the environmental and cognitive factors that contribute to two-year-olds' visual-spatial skills, and to explore whether these factors differ for boys and girls. Children (N = 63; M[subscript age] = 28.17 months)…
Descriptors: Gender Differences, Toddlers, Spatial Ability, Visual Acuity
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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
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Wolfenden, C.; Wittkowski, A.; Hare, D. J. – Journal of Autism and Developmental Disorders, 2017
The prevalence of autism spectrum disorder (ASD) in many genetic disorders is well documented but not as yet in Mucopolysaccharidosis type III (MPS III). MPS III is a recessively inherited metabolic disorder and evidence suggests that symptoms of ASD present in MPS III. This systematic review examined the extant literature on the symptoms of ASD…
Descriptors: Autism, Pervasive Developmental Disorders, Genetic Disorders, Symptoms (Individual Disorders)
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Valler, Emilee C.; Burko, Jordan A.; Pfeiffer, Steven I.; Branagan, Alexandra M. – Journal of Psychoeducational Assessment, 2017
The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…
Descriptors: Gifted, Authors, Mixed Methods Research, Children
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Bebko, James M.; Rhee, Thomas; Ncube, Busisiwe L.; Dahary, Hadas – Canadian Journal of School Psychology, 2017
Although low levels of memory strategy use have been found in children with autism spectrum disorders (ASDs), few studies have explored the effectiveness of interventions for improving strategy use with this population. In two studies, we examined the short- and longer term effectiveness of rehearsal strategy training. In Study 1, children with…
Descriptors: Autism, Pervasive Developmental Disorders, Memory, Children
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Hilsmer, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B. – Reading Improvement, 2016
The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…
Descriptors: Reading Fluency, Middle School Students, Disabilities, Evidence Based Practice
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Jones, Kyle B.; Cottle, Kristina; Bakian, Amanda; Farley, Megan; Bilder, Deborah; Coon, Hilary; McMahon, William M. – Autism: The International Journal of Research and Practice, 2016
This study describes medical conditions experienced by a population-based cohort of adults with autism spectrum disorder whose significant developmental concerns were apparent during childhood. As part of a 25-year outcome study of autism spectrum disorder in adulthood, medical histories were collected on 92 participants (N = 69 males) who were…
Descriptors: Adults, Autism, Pervasive Developmental Disorders, Developmental Disabilities
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Hala, Suzanne; McKay, Lee-Ann; Brown, Alisha M. B.; San Juan, Valerie – Journal of Cognition and Development, 2016
Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities.…
Descriptors: Young Children, Executive Function, Memory, Recall (Psychology)
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Carnahan, Christina R.; Williamson, Pamela; Birri, Nicole; Swoboda, Christopher; Snyder, Kate K. – Focus on Autism and Other Developmental Disabilities, 2016
Using a multiple baseline single-subject design, this study evaluated the effects of a text structure intervention package on the ability of students with autism to comprehend traditional science texts. Three high school students with high-functioning autism and their teacher participated in this study. The intervention package included…
Descriptors: Autism, Pervasive Developmental Disorders, Science Instruction, High School Students
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Blumen, Sheyla – International Journal of School & Educational Psychology, 2016
The history of intellectual assessment with children and youth in Peru is presented from the foundation of scientific psychology in Peru until now. Current practices are affected by the multicultural ethnolinguistic diversity of the country, the quality of the different training programs, as well as by Peruvian regulations for becoming an academic…
Descriptors: Foreign Countries, Intelligence Tests, Student Diversity, Evaluation Methods
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