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Direct linkVolpe, Robert J.; Heick, Patrick F.; Guerasko-Moore, David – Psychology in the Schools, 2005
Students are increasingly being prescribed stimulant medication to treat the symptoms of attention-deficit/hyperactivity disorder (ADHD). Although several authors have advocated specific procedures for monitoring the effects of this medication in school settings, recent evidence suggests that these procedures are not being used adequately. In this…
Descriptors: Evaluation Methods, Stimulants, Hyperactivity, Attention Deficit Disorders
Eaves, Ronald C.; Williams, Thomas O., Jr. – Psychology in the Schools, 2006
The reliability and construct validity of ratings for the Autism Behavior Checklist were examined with a sample of 198 children diagnosed with autistic disorder and conditions often confused with autism. Alpha coefficients for the five scales of the ABC as well as the Total Score were reported and the factor structure of the ABC was examined…
Descriptors: Check Lists, Test Reliability, Test Validity, Factor Analysis
Peer reviewedThompson, Robert J., Jr. – Psychology in the Schools, 1977
Comparison of Stanford-Binet IQ scores obtained with the 1972 and 1960 norms of 228 children indicated that use of the 1972 norms resulted in substantially lower scores except at the lowest levels for functioning. The implications of these results were discussed. (Author)
Descriptors: Children, Evaluation Methods, Intelligence Quotient, Intelligence Tests
Peer reviewedConti, Anthony; Bardon, Jack I. – Psychology in the Schools, 1974
The authors present three questionnaires designed to get feedback on the effectiveness of a school psychologist in three related areas: written communication; verbal commmunication; and the way they are received by the students they serve. (RP)
Descriptors: Communication (Thought Transfer), Counseling Effectiveness, Evaluation Methods, Feedback
Peer reviewedThompson, Robert J., Jr. – Psychology in the Schools, 1981
Evaluates diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center. Results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general. Use of measure is limited in differentiating psychological and learning problems. (Author/CJ)
Descriptors: Children, Educational Diagnosis, Emotional Disturbances, Evaluation Methods
The Visual Motor Integration Test: High Interjudge Reliability, High Potential For Diagnostic Error.
Peer reviewedSnyder, Peggy P.; And Others – Psychology in the Schools, 1981
Investigated scoring agreement among three different training levels of Visual Motor Integration Test (VMI) diagnosticians. Correlational data demonstrated high interexaminer reliabilities; however, there were gross errors in precision after raw scores had been converted into VMI age equivalent scores. (Author/RC)
Descriptors: Educational Diagnosis, Evaluation Methods, Grade Equivalent Scores, Motor Development
Peer reviewedWodrich, David L.; Barry, Christine T. – Psychology in the Schools, 1991
Surveyed school psychologists regarding identification of mentally retarded students. The Wechsler scales were the most frequently used tests for deriving intelligence quotient scores, which together with adaptive behavior scale scores were rated as most influential in identification-placement decisions. The Vineland Adaptive Behavior Scales were…
Descriptors: Educational Diagnosis, Elementary Secondary Education, Evaluation, Evaluation Methods
Peer reviewedPeverly, Stephen T.; Kitzen, Kathleen R. – Psychology in the Schools, 1998
Argues that assessment based on the content of a reading curriculum will not necessarily promote more effective instruction than one not so based. Focuses on reading ability, individual differences in the ability to read, instruction in reading, curriculum-based assessment of students' skill in reading, and assessment of comprehension. (RJM)
Descriptors: Children, Cognitive Structures, Curriculum Based Assessment, Elementary Education
Warnes, Emily D.; Sheridan, Susan M.; Geske, Jenenne; Warnes, William A. – Psychology in the Schools, 2005
An exploratory study was conducted which assessed behaviors that characterize social competence in the second and fifth grades. A contextual approach was used to gather information from second- and fifth-grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were…
Descriptors: Program Effectiveness, Grade 5, Grade 2, Qualitative Research
Dominguez De Ramirez, Romilia; Shapiro, Edward S. – Psychology in the Schools, 2007
This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of…
Descriptors: Second Language Learning, Curriculum Based Assessment, Bilingualism, Bilingual Education
Hale, James B.; Kaufman, Alan; Naglieri, Jack A.; Kavale, Kenneth A. – Psychology in the Schools, 2006
The Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized by the U.S. Congress in 2004, yet ongoing regulatory efforts are required to determine its operationalization and implementation. Of particular concern to school psychologists and others involved in the educational process are the guidelines for identification of…
Descriptors: Learning Problems, Intervention, Cognitive Processes, Learning Disabilities
Peer reviewedGamble, Charles W.; Hamblin, Arthur G. – Psychology in the Schools, 1986
Discusses the use of a sentence completion instrument predicated on Lazarus' multimodal system. The instrument, entitled The Multimodal Sentence Completion Form for Children (MSCF-C), is designed to systematically assess client needs and assist in identifying intervention strategies. Presents a case study of a 12-year-old, sixth-grade student.…
Descriptors: Case Studies, Counseling, Elementary Education, Elementary School Students
Peer reviewedHarris, Walter J.; King, Dennis R. – Psychology in the Schools, 1982
Examined the relationships among academic, sociometric, and personality variables of 242 children who were selected by their teachers as having behavior problems, learning problems, learning and behavior problems, or no problems. Results were generally supportive of teachers' ability to distinguish between children with problems and children…
Descriptors: Academic Achievement, Behavior Problems, Children, Elementary Education
Peer reviewedDunleavy, Raymond A.; And Others – Psychology in the Schools, 1981
The Koppitz Human Figure Drawing (HFD) Test was examined for use in early identification of academically not-ready kindergarten children. HFD scores of children who later "passed" the Metropolitan Readiness Test were compared with HFD scores of children who later "failed." Results indicate that HFD scores are useful in…
Descriptors: Children, Disability Identification, Educational Diagnosis, Evaluation Methods
Peer reviewedGresham, Frank; Evans, James R. – Psychology in the Schools, 1979
Recent advances in computer technology, combined with research findings on electrophysiological (EEG) correlates of brain function, suggest that large-scale use of various computer scored EEG measures in evaluation of children with learning problems may become feasible. The nature of the EEG and of the averaged evoked potential is described.…
Descriptors: Computer Science, Electroencephalography, Elementary Secondary Education, Evaluation Methods
