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Direct linkKing, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M. – School Psychology Quarterly, 2016
Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…
Descriptors: Multivariate Analysis, Identification, At Risk Students, Elementary School Students
Peer reviewedReynolds, Maynard C. – School Psychology Quarterly, 1992
Looks at schools that serve children whose problems in learning and behavior mark them as marginal students. Identifies "cultural imperatives" by observing curriculum domains emphasized in "special" and largely separate school programs. Notes that increasing numbers of special programs have become highly disjointed and inefficient in schools and…
Descriptors: Behavior Problems, Cultural Awareness, Elementary Secondary Education, Higher Education
The Effects of Methylphenidate in the Classroom: What Dosage, for Which Children, for What Problems?
Peer reviewedNorthup, John; Gulley, Veronica; Edwards, Stephanie; Fountain, Laura – School Psychology Quarterly, 2001
Single-case analyses were conducted of the dosage and time-course effects of methylphenidate on disruptive classroom behavior, math and reading performance, and social engagement. In contrast to previous studies, clear individual differences were demonstrated: across children; across academic, behavioral, and social domains of functioning; for…
Descriptors: Academic Achievement, Behavior Modification, Behavior Patterns, Behavior Problems
