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School Psychology Trainees' Administration and Scoring Errors on the Woodcock-Johnson IV Tests of Achievement
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Lockwood, Adam B.; Klatka, Kelsey; Freeman, Kelli; Farmer, Ryan L.; Benson, Nicholas – Journal of Psychoeducational Assessment, 2023
Sixty-three Woodcock-Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all protocols and ranged from 8 to 150 per administration. Critical (e.g., start, stop, and calculation) errors were noted on roughly 97% of protocols.…
Descriptors: Achievement Tests, School Psychology, Counselor Training, Trainees
Child Well-Being Spotlight: Children Living in Kinship Care and Nonrelative Foster Care Are Unlikely to Receive Needed Early Intervention or Special Education Services. National Survey of Child and Adolescent Well-Being. OPRE Report 2020-31
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Casanueva, C.; Smith, K.; Ringeisen, H.; Dolan, M.; Testa, M.; Burfeind, C. – Office of Planning, Research and Evaluation, 2020
Early intervention for children with developmental delays or disabilities may prevent future need for special education services. The Individuals with Disabilities Education Act (IDEA) allows each state to establish criteria for eligibility for early intervention services for children younger than 3 years old (Part C) and special education…
Descriptors: Early Intervention, Young Children, Foster Care, Access to Education
An Evaluation of 504 and Individualized Education Programs for High School Students with Attention Deficit Hyperactivity Disorder
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Hustus, Chelsea L.; Evans, Steven W.; Owens, Julie Sarno; Benson, Kari; Hetrick, Allyse A.; Kipperman, Kristen; DuPaul, George J. – School Psychology Review, 2020
When adolescents with attention deficit hyperactivity disorder (ADHD) demonstrate impairment in academic performance, school professionals have the option of using strategies that reduce expectations (formally or informally), using interventions that facilitate skill development in the student, or both. Because there are unintended consequences of…
Descriptors: Federal Legislation, Students with Disabilities, Attention Deficit Hyperactivity Disorder, High School Students