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McGill, Ryan J. – Psychology in the Schools, 2020
The present study examined the factor structure of the Kaufman assessment battery for children-second edition normative update with normative sample participants aged 7-18 years (N = 500) using confirmatory factor analysis with maximum likelihood estimation and multidimensional scaling procedures. For the 10 subtest Cattell-Horn-Carroll core…
Descriptors: Intelligence Tests, Children, Test Validity, Factor Structure
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Greene-Woods, Ashley; Delgado, Natalie – Psychology in the Schools, 2020
In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student…
Descriptors: Deafness, Special Education, Reading Tests, Reading Achievement
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Kite, Bobbie Jo – Psychology in the Schools, 2020
This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decision-making process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical…
Descriptors: Health Personnel, American Sign Language, Language Planning, Bilingualism
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Dale, Brittany A.; Neild, Raschelle – Psychology in the Schools, 2020
With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek…
Descriptors: Family Needs, Children, Deafness, Hearing Impairments
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Heath, Melissa A.; Cutrer-Párraga, Elizabeth A. – Psychology in the Schools, 2020
Historically, disaster response efforts have focused primarily on basic physical survival and safety--addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In…
Descriptors: Trauma, Well Being, Intervention, Spiritual Development
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Carroll, Annemaree; McCarthy, Molly; Houghton, Stephen; Sanders O'Connor, Emma – Psychology in the Schools, 2020
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8-12 years. KooLKIDS uses an interactive multimedia format and…
Descriptors: Program Effectiveness, Foreign Countries, Elementary School Students, Children
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Longobardi, Claudio; Badenes-Ribera, Laura; Gastaldi, Francesca Giovanna Maria; Prino, Laura Elvira – Psychology in the Schools, 2019
Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student-teacher relationship and its effects on behavior and work, and on social…
Descriptors: Teacher Student Relationship, Communication Disorders, Anxiety Disorders, Interpersonal Competence
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Kester, Karen R.; Lucyshyn, Joseph M. – Psychology in the Schools, 2019
Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., "FYF"), in schools. Five…
Descriptors: Anxiety, Stress Management, Children, Autism
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Buek, Katharine W. – Psychology in the Schools, 2019
Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This…
Descriptors: Learning Strategies, Learning Processes, Kindergarten, Grade 1
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Johnson, Micah E. – Psychology in the Schools, 2018
Positive school experiences are an important predictor of long-term health and well-being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more…
Descriptors: Trauma, Juvenile Justice, Student School Relationship, Expectation
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Dombrowski, Stefan C.; Golay, Philippe; McGill, Ryan J.; Canivez, Gary L. – Psychology in the Schools, 2018
Bayesian structural equation modeling (BSEM) was used to investigate the latent structure of the Differential Ability Scales-Second Edition core battery using the standardization sample normative data for ages 7-17. Results revealed plausibility of a three-factor model, consistent with publisher theory, expressed as either a higher-order (HO) or a…
Descriptors: Structural Equation Models, Bayesian Statistics, Factor Analysis, Aptitude Tests
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Fredrick, Stephanie Secord; Demaray, Michelle K.; Malecki, Christine K.; Dorio, Nicole B. – Psychology in the Schools, 2018
The purpose of the current study is to investigate social support (from parents, classmates, teachers, and close friends) as a protective factor in the association between depression and suicidal ideation. Data on students' levels of social support, depression, and suicidal ideation were collected from 399 9th-grade students using the Child and…
Descriptors: Grade 9, Adolescents, Social Support Groups, Peer Relationship
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Canivez, Gary L.; Dombrowski, Stefan C.; Watkins, Marley W. – Psychology in the Schools, 2018
This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6-8, 9-11, 12-14, 15-16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V "Technical and Interpretation…
Descriptors: Factor Structure, Children, Intelligence Tests, Age Groups
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Gonzálvez, Carolina; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Aparicio-Flores, M. Pilar; García-Fernández, José M. – Psychology in the Schools, 2018
The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged…
Descriptors: Mathematics Skills, Scores, Self Concept, Attribution Theory
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Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
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