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Parental Involvement in Homework of Children with Learning Disabilities during Distance Learning: Relations with Fear of COVID-19 and Resilience
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Touloupis, Thanos – Psychology in the Schools, 2021
The present study investigated parental involvement in the homework of children with learning disabilities, during distance learning due to the coronavirus disease 2019 (COVID-19) pandemic. Also, the role of parents' fear of COVID-19 and resilience in their involvement in homework was examined. The study involved 271 parents (140 mothers and 131…
Descriptors: Parent Role, COVID-19, Pandemics, School Closing
How Can Gender Affect Psychopathology in Lebanese School-Age Children?
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Khamis, Vivian – Psychology in the Schools, 2018
This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school-age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas…
Descriptors: Gender Differences, Psychopathology, Foreign Countries, Middle School Students
"Differential Ability Scales--Second Edition" (Neuro)Psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities
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Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; Elliott, Colin – Psychology in the Schools, 2008
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…
Descriptors: Learning Disabilities, Predictive Validity, Psychology, Mathematics Achievement
Interactional Models of Learning Disabilities: Evidence from Students Entering Foster Care.
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Evans, Larry D. – Psychology in the Schools, 2001
Examined students in foster care for the relationship between learning and extrascholastic environments. Obtained achievement and intelligence scores for children (N=3,483) during the first months of foster care placement. Results showed average to low-average mean achievement and IQ, with academic deficits in basic skill areas. Results support…
Descriptors: Academic Achievement, Environmental Influences, Foster Care, Foster Children
Discriminant and Predictive Validity of the WISC-III ACID Profile among Children with Learning Disabilities.
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Watkins, Marley W.; Kush, Joseph C.; Glutting, Joseph J. – Psychology in the Schools, 1997
Tests of the validity of the Wechsler Intelligence Scale for Children Third Edition Arithmetic, Coding, Information, and Digit Span (ACID) profile among 612 students with learning disabilities revealed that the ACID profile does not efficiently separate children with disabilities from those without disabilities. No ACID cutting score significantly…
Descriptors: Children, Disability Identification, Educational Diagnosis, Elementary Education
Assessment of Visual-Motor Disabilities in Young Children: Toward Differential Diagnosis
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Hudgins, Anne L. – Psychology in the Schools, 1977
This study sought to determine if the nature of disability (visual, motor, or both) could be diagnosed for children with visual-motor integration disabilities and to determine methods by which appropriate diagnoses could be made. Results were seen as supporting the existence of semiautonomous visual and motor systems. (Author)
Descriptors: Developmental Disabilities, Exceptional Persons, Learning Disabilities, Perceptual Handicaps
Predictors of Successful Transition from Self-Contained Special Education to Regular Class Settings.
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Schneider, 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
Intelligence, Achievement, and Visual-Motor Performance among Learning Disabled and Emotionally Impaired Children.
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Fuller, Gerald B.; Goh, David S. – Psychology in the Schools, 1981
Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)
Descriptors: Achievement Tests, Educational Diagnosis, Elementary Education, Elementary School Students