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| Psychology in the Schools | 5 |
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| Byrne, Barbara M. | 1 |
| Calhoun, Susan L. | 1 |
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| May, Deborah C. | 1 |
| Mayes, Susan Dickerson | 1 |
| Obrzut, John E. | 1 |
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| Schneider, Barry H. | 1 |
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Peer reviewedMayes, Susan Dickerson; Calhoun, Susan L.; Crowell, Errin W. – Psychology in the Schools, 1998
Examines WISC-III profiles for children with learning disabilities (LD; n=66) and non-LD children (n=51); degree of intersubtest scatter was normal and similar for both groups but the pattern of scores differed. Also examines children with attention-deficit hyperactivity disorder. Results reflect the difficulty of ruling out LD at a young age.…
Descriptors: Adolescents, Age Differences, Attention Deficit Disorders, Children
Peer reviewedFinlayson, Shannon B.; Obrzut, John E. – Psychology in the Schools, 1993
Administered Quick Neurological Screening Test-Revised (QNST-R) to 122 elementary-aged children diagnosed with learning disabilities. QNST-R appeared to measure primarily lower order sensory perception/processing and fine and gross motoric skills, which are thought presumably to serve as basis for later higher order cognitive functions. Age, but…
Descriptors: Age Differences, Children, Elementary Education, Factor Structure
Peer reviewedMay, Deborah C.; And Others – Psychology in the Schools, 1993
Some researchers have attributed school learning problems to students entering school too early. Investigated relationship between students' month of birth and learning disabilities, emotional disturbance, and speech and language delays in 1,951 identified students with these disabilities. Analysis did not find that late-birthdate children were…
Descriptors: Age Differences, Children, Classification, Emotional Disturbances
Predictors of Successful Transition from Self-Contained Special Education to Regular Class Settings.
Peer reviewedSchneider, Barry H.; Byrne, Barbara M. – Psychology in the Schools, 1984
Rated the adjustment of 129 newly mainstreamed learning disabled, emotionally disturbed, and mildly developmentally disabled pupils. While the teachers were, in general, very satisfied with the pupils' progress in both academic and behavioral areas, satisfaction declined after grade six. IQ data did not predict satisfactory adjustment. (JAC)
Descriptors: Age Differences, Elementary Secondary Education, Emotional Disturbances, Foreign Countries
Peer reviewedPayette, Karen A.; Clarizio, Harvey F. – Psychology in the Schools, 1994
Examined racial, gender, intellectual, achievement, and grade-level status of 344 students referred for learning disabilities diagnosis. Found that being white, older, and of higher intelligence and achievement were characteristics of those found ineligible despite severe discrepancy. Being female and less academically able were characteristics of…
Descriptors: Academic Achievement, Age Differences, Classification, Educational Diagnosis
