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Pathak, Manina; Bennett, Amanda; Shui, Amy M. – Autism: The International Journal of Research and Practice, 2019
Children with autism spectrum disorder have deficits in adaptive functioning. This study examines the adaptive behavior, its association with cognitive ability, gender, age, and symptom severity in children with autism spectrum disorder. Using data from Autism Treatment Network registry, the adaptive behavior profiles were examined in 2538…
Descriptors: Adjustment (to Environment), Autism, Pervasive Developmental Disorders, Child Behavior
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Aiello, Rachel; Ruble, Lisa; Esler, Amy – Journal of Applied School Psychology, 2017
This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…
Descriptors: School Psychologists, National Surveys, Evidence Based Practice, Pervasive Developmental Disorders
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Sánchez-Escobedo, Pedro; Esquivel-Ancona, Fayne; Hollingworth, Liz – International Journal of School & Educational Psychology, 2016
The purpose of this article is to describe the history, current practices, and future directions in intellectual assessment of children and youth in Mexico. Differences and similarities with the United States are explored through the analysis of theoretical perspectives, practices, and policies. A summarized history of intellectual assessment is…
Descriptors: Foreign Countries, Children, Intelligence Tests, Neuropsychology
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Hämäläinen, Jarmo; Landi, Nicole; Loberg, Otto; Lohvansuu, Kaisa; Pugh, Kenneth; Leppänen, Paavo H. T. – International Journal of Behavioral Development, 2018
Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the…
Descriptors: Phonological Awareness, Foreign Countries, Phonemes, Reading Skills
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Kubas, Hanna A.; Schmid, Amy D.; Drefs, Michelle A.; Poole, Jennifer M.; Holland, Sara; Fiorello, Catherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address…
Descriptors: Cognitive Processes, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
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Geers, Anne E.; Nicholas, Johanna G. – Journal of Speech, Language, and Hearing Research, 2013
Purpose: In this article, the authors sought to determine whether the precise age of implantation (AOI) remains an important predictor of spoken language outcomes in later childhood for those who received a cochlear implant (CI) between 12 and 38 months of age. Relative advantages of receiving a bilateral CI after age 4.5 years, better…
Descriptors: Assistive Technology, Deafness, Language Acquisition, Speech Communication
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Wellisch, Mimi; Brown, Jac – Journal of Advanced Academics, 2012
Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and…
Descriptors: Gifted, Underachievement, Gifted Disadvantaged, Gifted Disabled
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Kanaya, Tomoe; Ceci, Stephen – Journal of Learning Disabilities, 2012
Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875…
Descriptors: Intelligence, Learning Disabilities, Intelligence Tests, Intelligence Quotient
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Oakland, Thomas; Callueng, Carmelo; Harris, Josette G. – Journal of Psychoeducational Assessment, 2012
The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client's test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this…
Descriptors: Measures (Individuals), Student Behavior, Children, Intelligence Quotient
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Sanchez-Escobedo, Pedro; Hollingworth, Liz; Fina, Anthony D. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
The question regarding the appropriateness of the use of tests of intelligence and cognitive abilities developed in the United States to assess people from other countries was renewed in the debate between Suen and Greenspan (2008) and Sanchez-Escobedo and Hollingworth (2009). This controversy arose from challenges in the translation, adaptation,…
Descriptors: Foreign Countries, Children, Intelligence Tests, Measures (Individuals)
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Lynn, Richard – Intelligence, 2009
Results of five studies show that during the second half of the twentieth century there were increases in the Development Quotients (DQs) of infants in the first two years of life. These gains were obtained for the Bayley Scales in the United States and Australia, and for the Griffiths Test in Britain. The average of 19 data points is a DQ gain of…
Descriptors: Intelligence Quotient, Preschool Children, Infants, Foreign Countries
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Flynn, James R.; Weiss, Lawrence G. – International Journal of Testing, 2007
Recent data from 12 pairs of tests representing eight standardization samples show that American IQ gains have occurred at a rate of 0.308 points per year from 1972 to 2002. Linked with earlier IQ gains, Americans have gained about 22 points over the 70 years between 1932 and 2002. Comparing the new WISC-IV (2002) and the old WISC-III (1989) shows…
Descriptors: Intelligence Quotient, Intelligence Tests, Standardized Tests, Aptitude
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Bakken, Jeffrey P.; Whedon, Craig K.; Fletcher, Reginald – Multicultural Learning and Teaching, 2006
The purpose of this study was to investigate the perceptions of urban students regarding their teachers who were of different races/ethnicities. The participants in this study were twelve students (African-American, Caucasian, and Bi-Racial) in an urban elementary school. The twelve students were in a special education self-contained classroom and…
Descriptors: Teamwork, Teacher Collaboration, Cultural Differences, Diversity (Faculty)
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Borghese, Peter; Gronau, Roger C. – Journal of Psychoeducational Assessment, 2005
Correlations and mean score differences between IQs derived from the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) were compared. Participants were Limited English Proficient (LEP) Mexican-American elementary school students, who…
Descriptors: Elementary School Students, Intelligence, Validity, Intelligence Tests
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Guttman, Louis; Levy, Shlomit – Intelligence, 1991
Two structural laws for intelligence tests are discussed: one law concerns the sign of correlation coefficients and gives conditions under which all correlations between test items will be positive; and one law concerns the relative sizes of the correlation coefficients between intelligence items. A cylindrical structure extends these laws. (SLD)
Descriptors: Correlation, Foreign Countries, Intelligence Tests, Test Construction
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