NotesFAQContact Us
Search Tips
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing 286 to 300 of 301 results Save | Export
Peer reviewed Peer reviewed
Silverstein, A. B.; Legutki, Greg – Psychology in the Schools, 1982
Compared factor structures of the WISC and the WISC-R using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. Results demonstrated that the structures of the two scales are as similar as the structure of either scale is for different age groups. (Author)
Descriptors: Adolescents, Children, Comparative Analysis, Factor Structure
Peer reviewed Peer reviewed
Teeter, Anne; And Others – Psychology in the Schools, 1982
Compared nonhandicapped (NH), educationally disadvantaged (ED), and learning disabled (LD) Navajo children on intellectual dimensions measured by the WISC-R. The ED and LD group means were similar on verbal measures, but the LD group scores were lower than ED group scores on performance measures. (Author/RC)
Descriptors: Adolescents, American Indians, Children, Comparative Analysis
Peer reviewed Peer reviewed
Paget, Kathleen D. – Psychology in the Schools, 1982
Analyzed WISC-R profiles of 42 conduct problem children to generate hypotheses concerning the children's intellectual strengths and weaknesses. Used a variety of subtest groupings to interpret ability patterns. Findings revealed relative strengths in perceptual organization skills, and weaknesses in skills that involve sequencing, memory, and…
Descriptors: Adolescents, Behavior Problems, Children, Cognitive Style
Peer reviewed Peer reviewed
Grossman, Fred M.; Johnson, Kathleen M. – Psychology in the Schools, 1982
Investigated capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the Wide Range Achievement Test (WRAT). Multivariate multiple regression analysis revealed FD and VC factors predict WRAT reading, spelling, and arithmetic…
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Children
Peer reviewed Peer reviewed
Zarske, John A.; Moore, Clay L. – Psychology in the Schools, 1982
Recategorized Wechsler Intelligence Scale for Children (Revised) subtest scaled scores for 192 learning disabled Navajo Indian children according to the system recommended by Bannatyne (1974). Results indicated that, as a group, the subjects failed to demonstrate the Spatial/Conceptual/Sequential pattern predicted by Bannatyne. (Author)
Descriptors: Adolescents, American Indians, Children, Cognitive Ability
Peer reviewed Peer reviewed
Cotugno, Albert J. – Psychology in the Schools, 1980
Anorexia nervosa exists as a clinical entity with significant ego disturbances which appear as primary features. Noneating and accompanying weight loss are often secondary features of the disturbance. The psychoeducational approach is most valuable because it integrates the psychological view with educational goals. (Author)
Descriptors: Adolescents, Case Studies, Counseling Techniques, Counselor Client Relationship
Peer reviewed Peer reviewed
Craft, Nancy P.; Kronenberger, Earl J. – Psychology in the Schools, 1979
The WISC-R and WAIS were administered to 16-year-old EMH students in a test-retest design to distribute practice effects. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups. (Author)
Descriptors: Adolescents, Comparative Analysis, Handicapped Students, Intelligence Tests
Peer reviewed Peer reviewed
Ribner, Sol; Kahn, Paul – Psychology in the Schools, 1981
Investigated the relationship between subtest scatter on the Wechsler Intelligence Scale for Children and higher intellectual potential as indicated by subsequent reexamination and grouping of children. Results indicated that scatter on the initial examinations is a poor indicator of the presence of higher intellectual potential. (Author/RC)
Descriptors: Adolescents, Children, Intelligence Tests, Mental Retardation
Peer reviewed Peer reviewed
Swerdlik, Mark E.; Schweitzer, John – Psychology in the Schools, 1978
Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)
Descriptors: Adolescents, Children, Comparative Analysis, Elementary Secondary Education
Peer reviewed Peer reviewed
Hale, Robert L. – Psychology in the Schools, 1978
Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…
Descriptors: Academic Achievement, Adolescents, Arithmetic, Children
Peer reviewed Peer reviewed
Rubin, Rosalyn A. – Psychology in the Schools, 1978
In a sample of 380 children, self-esteem as measured by the Coopersmith Self-Esteem Inventory became more stable and more highly correlated with school achievement as the children grew older. Children's self-perceptions appear less firmly established, and therefore may be more responsive to intervention, at earlier ages. (Author)
Descriptors: Academic Achievement, Adolescents, Children, Longitudinal Studies
Peer reviewed Peer reviewed
Greenstein, Jane; Strain, Phillip S. – Psychology in the Schools, 1977
The Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that mean LD performance peaked at approximately the fourth grade level of difficulty and there was marginal variation in performance across the 14 subtests. (Author)
Descriptors: Academic Ability, Adolescents, Arithmetic, Cognitive Ability
Peer reviewed Peer reviewed
Stewart, David W.; Morris, Linda – Psychology in the Schools, 1977
The present study was undertaken with two related goals: (a) to examine the relationships between the WRAT and CAT, and (b) to examine the relationships which may exist between these academic achievement tests -nd a standard intelligence battery such as the Wechsler Scale. (Author)
Descriptors: Academic Achievement, Adolescents, Behavior Problems, Emotional Disturbances
Peer reviewed Peer reviewed
Slavin, Robert E. – Psychology in the Schools, 1977
Teams-Games-Tournament (TGT), an instructional technique involving student teams and learning games, is proposed as an alternative classroom structure for children with special needs. TGT exceeded individualized instruction on students' attraction to one another, frequency of peer tutoring, and percent of time on task. (Author)
Descriptors: Adolescents, Behavior Problems, Emotional Adjustment, Instructional Innovation
Peer reviewed Peer reviewed
Brannigan, Gary G.; Benowity, Martin L. – Psychology in the Schools, 1975
This study explores the relationship between performance on the Bender-Gestalt test and antisocial acting out tendencies in adolescents. Results indicate that uneven figure size and exaggerated curvature are the best indicators of antisocial acting out tendencies. (Author)
Descriptors: Adolescents, Antisocial Behavior, Predictive Measurement, Predictor Variables
Pages: 1  |  ...  |  11  |  12  |  13  |  14  |  15  |  16  |  17  |  18  |  19  |  20  |  21