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An Integrative Review of School-Based Mental Health Interventions and Implications for Psychogenic Nonepileptic Seizures
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Tanner, Andrea; Miller, Wendy R.; Gaudecker, Jane von; Buelow, Janice M. – Journal of School Nursing, 2020
Millions of students with mental health concerns attend school each day. It is unknown how many of those students experience psychogenic nonepileptic seizures (PNES); however, quality of life, academic, and mental health outcomes for students experiencing PNES can be bleak. Currently, no authors have addressed potential school nurse interventions…
Descriptors: School Health Services, Mental Health, Intervention, Seizures
The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students with Emotional and Behavioral Disorders
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Kelly, John R.; Shogren, Karrie A. – Journal of Emotional and Behavioral Disorders, 2014
A multiple baseline across participants design was used to examine the functional relation between the "Self-Determined Learning Model of Instruction" (SDLMI) intervention and the on- and off-task behaviors of high school students with emotional and behavioral disorders (EBD). The results showed that all four students significantly…
Descriptors: Self Determination, Intervention, High School Students, Emotional Disturbances
The Effects of Using Direct Instruction and the Equal Additions Algorithm to Promote Subtraction with Regrouping Skills of Students with Emotional and Behavioral Disorders with Mathematics Difficulties
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Fain, Angela Christine – ProQuest LLC, 2013
Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…
Descriptors: Direct Instruction, Mathematics Instruction, Learning Disabilities, Emotional Disturbances
The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students with Emotional and Behavioral Disorders
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Benner, Gregory J.; Ralston, Nicole C.; Feuerborn, Laura – Preventing School Failure, 2012
Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of…
Descriptors: Check Lists, Intervention, Emotional Disturbances, Behavior Disorders
Validity Assessment of the Woodcock-Johnson Broad Cognitive Ability and Scholastic Aptitude Cluster Scores for Behavior-Disordered Adolescents.
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Phelps, LeAdelle; Rosso, Martin – Psychology in the Schools, 1985
Evaluated correlations between Wechsler Intelligence Scale for Children-Revised, Woodcock-Johnson (W-J) Achievement clusters, Woodcock-Johnson Aptitude clusters, and Broad Cognitive Ability Score in 60 Behavior-Disordered male adolescents. Aptitude cluster scores had insufficient validity to justify computation for population; Broad Cognitive…
Descriptors: Achievement Tests, Adolescents, Aptitude Tests, Behavior Disorders
Multiple Regression Data Using the WISC-R and the Woodcock-Johnson Tests of Cognitive Ability.
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Phelps, LeAdelle; And Others – Psychology in the Schools, 1985
Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Intelligence Tests
Correlations between the Woodcock-Johnson and the WISC-R for a Behavior Disordered Population.
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Phelps, LeAdelle; And Others – Psychology in the Schools, 1984
Evaluated correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 55 behavior disordered adolescent males. Results indicated good concurrent validity for the WJTCA Broad Cognitive Score but suggest that WJTCA is heavily verbal weighted. (JAC)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Delinquency
Factor Analysis of the Woodcock-Johnson with Conduct Disordered Adolescents.
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Rosso, Martin; Phelps, LeAdelle – Psychology in the Schools, 1988
Performed factor analysis of 12 subtests of Woodcock-Johnson Tests of Cognitive Ability using 286 conduct disordered male adolescents. Analysis yielded three factors: primary verbal ability factor, secondary reasoning factor, and secondary numerical processing factor. Results suggest cautious use of Cognitive Factor cluster scores for diagnosis…
Descriptors: Adolescents, Behavior Disorders, Clinical Diagnosis, Cognitive Ability