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Effects of Embedding Decontextualized Language through Book-Sharing Delivered by Mothers and Fathers in Coparenting Environments
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Seven, Yagmur; Ferron, John; Goldstein, Howard – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This experiment investigated the effects of a book-sharing intervention implemented in coparenting homes on the conversations of preschoolers with their parents. Method: A multiple baseline design across behaviors was used to evaluate the effects of embedding decontextualized language utterances during book-sharing delivered by four…
Descriptors: Mothers, Fathers, Interpersonal Relationship, Parent Child Relationship
Development and Initial Validation of the Coping with Academic Demands Scale: How Students in Accelerated High School Curricula Cope with School-Related Stressors
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Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Fefer, Sarah A.; Ferron, John – Journal of Psychoeducational Assessment, 2015
Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping With Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…
Descriptors: Coping, Measures (Individuals), Test Construction, Test Validity
Development and Initial Validation of the Coping with Academic Demands Scale (CADS): How Students in Accelerated High School Curricula Cope with School-Related Stressors
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Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Fefer, Sarah A.; Ferron, John – Grantee Submission, 2015
Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping with Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…
Descriptors: Coping, Measures (Individuals), Test Construction, Test Validity
Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula
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Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John – Journal of Psychoeducational Assessment, 2015
High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…
Descriptors: Rating Scales, Test Construction, Test Validity, Stress Variables
Development and Initial Validation of the Student Rating of Environmental Stressors Scale (StRESS): Stressors Faced by Students in Accelerated High School Curricula
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John – Grantee Submission, 2015
High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…
Descriptors: Rating Scales, Test Construction, Test Validity, High School Students