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Direct linkRambo, Karen E.; McCoach, D. Betsy – Journal for the Education of the Gifted, 2012
Despite the research supporting acceleration, some teachers are still hesitant to recommend acceleration for advanced students. The Teacher Attitudes Toward Subject-Specific Acceleration (TATSSA) instrument was designed to uncover the factors that influence teacher decisions to recommend students for subject-specific acceleration. First, we…
Descriptors: Exceptional Child Research, Academically Gifted, Advanced Students, Gifted
Cohen, Patricia; And Others – 1979
Fifteen behavioral indices derived from information gathered by the National Center for Health Statistics Health Examination Surveys Cycle II (with a sample of 7,119 six to eleven year old children) and III (with a sample of 6,768 twelve to seventeen year old children) were investigated for differences related to the age of the mother of the…
Descriptors: Adolescents, Age, Behavior Development, Disabilities
Fitzgerald, Mary Dale; And Others – J Speech Hearing Disor, 1970
Descriptors: Auditory Evaluation, Exceptional Child Research, Hearing Impairments, Intellectual Development
Barclay, A. – Amer J Ment Deficiency, 1969
Earlier version of paper presented at Annual Meeting of the American Association on Mental Deficiency (Boston, Massachusetts, May 1968).
Descriptors: Exceptional Child Research, Individual Development, Intellectual Development, Longitudinal Studies
Allen, Robert M. – Training Sch Bull, 1969
Descriptors: Exceptional Child Research, Intellectual Development, Mental Retardation, Mild Mental Retardation
Peer reviewedKoff, Elissa; And Others – Journal of Pediatrics, 1979
Trends in intellectual functioning before and after diet termination were examined in 30 children (5-11 years old) with PKU (Phenylketonuria, a metabolic disorder) treated before 6 weeks of age and on a liberal diet for a mean of 3 years since the mean age of 59 months. Journal availability: C.V. Mosby Company, 11830 Westline Industrial Drive, St.…
Descriptors: Children, Dietetics, Exceptional Child Research, Intellectual Development
Peer reviewedPildes, Rosita S.; And Others – Pediatrics, 1974
Descriptors: Exceptional Child Research, Followup Studies, Intellectual Development, Neurology
Peer reviewedFinley, Knox H.; And Others – Journal of Pediatrics, 1974
Descriptors: Exceptional Child Research, Heart Disorders, Intellectual Development, Intelligence Quotient
Peer reviewedOdom, Penelope B.; And Others – American Journal of Mental Deficiency, 1973
Descriptors: Age Differences, Elementary School Students, Exceptional Child Research, Intellectual Development
Peer reviewedKershner, John R. – American Journal of Mental Deficiency, 1970
Forty-two mentally retarded children were tested before entering an institution and 1 year later on measures of social quotient (Vineland) and IQ (Stanford-Binet) and their families pre-and postinterviewed to assess the adequacy of family functioning. (Author)
Descriptors: Exceptional Child Research, Family Environment, Family Role, Intellectual Development
Peer reviewedLevinson, Edward M.; Folino, Lisa – Special Services in the Schools, 1994
Elementary school students (N=29) with a mean age of 7.96 years who were referred for gifted evaluation in an affluent suburban school district in Western Pennsylvania were administered the Kaufman Brief Intelligence Test and the WISC-III. Discusses findings, limitations and implications of the study. (KW)
Descriptors: Academically Gifted, Elementary School Students, Exceptional Child Research, Intellectual Development
Peer reviewedSaxon, Samuel A.; And Others – Journal of Pediatrics, 1973
Descriptors: Communicable Diseases, Exceptional Child Research, Intellectual Development, Mental Retardation
Peer reviewedFishler, K.; And Others – Pediatrics, 1972
Descriptors: Dietetics, Diseases, Exceptional Child Research, Heredity
Groden, Gerald – Amer J Ment Deficiency, 1969
Descriptors: Exceptional Child Research, Intellectual Development, Mental Retardation, Motor Development
Lockavitch, Joseph F., Jr. – 1978
The relationship of lateral awareness and directionality with intellectual ability, academic achievement, and age was investigated with 288 first through third grade elementary school children. With the exception of first graders, Ss were administered three tests: the Lockavitch Test for Lateral Awareness and Directionality (LTLAD), the Short Form…
Descriptors: Academic Achievement, Age Differences, Cognitive Processes, Elementary Education
