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Direct linkDeRosier, Melissa E.; Mercer, Sterett H. – Psychology in the Schools, 2009
This study examined perceived behavioral atypicality as a predictor of children's school-based adjustment. First, a descriptive pilot study was conducted to examine children's reasons for nominating peers as behaviorally atypical. Then, atypicality was investigated in relation to school-based adjustment in a two-wave panel design. Social problems,…
Descriptors: Grade 3, Academic Achievement, Peer Relationship, Risk
Appleton, James J.; Christenson, Sandra L.; Furlong, Michael J. – Psychology in the Schools, 2008
Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing…
Descriptors: Academic Achievement, Construct Validity, Student Participation, Student Motivation
Decker, Scott L. – Psychology in the Schools, 2008
The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in…
Descriptors: Health Services, Test Results, Federal Legislation, Psychologists
Peer reviewedMehrens, William A.; Clarizio, Harvey F. – Psychology in the Schools, 1993
Reviews literature on curriculum-based measurement (CBM), most radical of curriculum-based assessment procedures designed to assess academic behavior directly from curriculum as basis for evaluation and remediation. Examines conceptual and psychometric problems associated with CBM as they relate to eligibility decision making and programing for…
Descriptors: Academic Achievement, Decision Making, Evaluation Methods, Psychoeducational Methods
Holdnack, James A.; Weiss, Lawrence G. – Psychology in the Schools, 2006
The renewal, modification, and ratification of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) produced a number of changes in legislation, particularly in the identification for children with specific learning disabilities (SLDs). In particular, the requirement that a child must evidence a severe discrepancy…
Descriptors: Psychologists, Misconceptions, Intervention, Lobbying
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 reviewedSharpley, Christopher F.; Edgar, Elizabeth – Psychology in the Schools, 1986
Correlation between teachers' ratings of vocabulary, comprehension, mathematics, and verbal intelligence with scores from the Progressive Achievement Tests (PAT) plus the Peabody Picture Vocabulary Test-Revised (PPVT-R) was assessed with 120 boys and 110 girls aged 8.6 to 10.5 years in Melbourne. Results indicated two discrete domains of…
Descriptors: Academic Achievement, Achievement Rating, Comparative Analysis, Elementary Education
Stecker, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas – Psychology in the Schools, 2005
This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant…
Descriptors: Teaching Methods, Skill Analysis, Learning Strategies, Curriculum Based Assessment
Espinosa, Linda M. – Psychology in the Schools, 2005
Early childhood educators and school personnel increasingly will be working with children and families from diverse economic, ethnic, cultural, and linguistic backgrounds. While the student population is rapidly becoming diverse, the teaching force remains predominantly White and from middle-class backgrounds (Whitebook, 2003). This growing…
Descriptors: Underachievement, Evaluation Methods, Student Evaluation, Multilingualism
