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Direct linkOhio Coalition for the Education of Children with Disabilities, 2022
There are an estimated 1.5 to 2.5 million children with Attention-Deficit Hyperactivity Disorder (ADHD) in the United States. These children make up about 3-5 percent of a school's student population. Boys are diagnosed almost ten times more often than girls. Girls tend to be more inattentive and their symptoms are dismissed as those of a day…
Descriptors: Attention Deficit Hyperactivity Disorder, Gender Differences, Symptoms (Individual Disorders), Clinical Diagnosis
Peer reviewedJantz, Paul B. – School Psychology Forum, 2015
The existence of persistent postconcussion symptoms (PPCS) is controversial, and there is ongoing debate as to whether the etiology of PPCS is psychogenic or physiogenic. In addition, there is a lack of agreement on diagnostic definitions of mild traumatic brain injury (mTBI) and concussion and the terms are used interchangeably in the research…
Descriptors: Head Injuries, Brain, Symptoms (Individual Disorders), School Psychologists
Bolin, Courtney; Maricle, Denise E. – Communique, 2020
Leukemia is the most common type of cancer in children and adolescents under the age of 19 (Mullin, 2018); but, due to scientific research and treatment advancements, there is an approximately 80% chance of survival from leukemia (Castillo, 2008). Most children receive a diagnosis of leukemia between the ages of 2 and 7 years old. The peak age of…
Descriptors: Cancer, School Psychologists, Children, Adolescents
Merrell, Kenneth W.; Ervin, Ruth A.; Peacock, Gretchen Gimpel – Guilford Publications, 2011
A leading introductory text, this authoritative volume comprehensively describes the school psychologist's role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven approach to practice in today's diverse schools. It grounds the reader in the concepts and…
Descriptors: Evidence, Vignettes, Response to Intervention, School Psychology
Roberts, Jennifer M. – ProQuest LLC, 2014
The revised Individuals with Disabilities Education Improvement Act (IDEA, 2004) has offered a change of practice regarding the identification of students with a learning disability. Under IDEA (2004) educators are encouraged to use Response to Intervention (RTI) as a method to determine eligibility for special education services. In an RTI…
Descriptors: Principals, Administrator Responsibility, Response to Intervention, Federal Legislation
