Publication Date
| In 2025 | 1 |
| Since 2024 | 3 |
Descriptor
Author
| Alan Poling | 1 |
| Amin D. Lotfizadeh | 1 |
| Angela Gwaltney | 1 |
| Anjali Sadhwani | 1 |
| Anne Wheeler | 1 |
| Brendan Gard | 1 |
| Christopher Schatschneider | 1 |
| Cynthia Rico | 1 |
| Kristen R. Choi | 1 |
| Lisa M. Noll | 1 |
| Lucia T. Horowitz | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Vineland Adaptive Behavior… | 2 |
| Social Skills Rating System | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkAngela Gwaltney; Sarah Nelson Potter; Sarika U. Peters; Rene L. Barbieri-Welge; Lucia T. Horowitz; Lisa M. Noll; Rachel J. Hundley; Lynne M. Bird; Wen-Hann Tan; Anjali Sadhwani; Anne Wheeler – Journal of Autism and Developmental Disorders, 2024
In the current study, we examined adaptive skills and trajectories over time in 257 individuals with Angelman syndrome (AS) using the Vineland Adaptive Behavior Scales, 2nd Edition. Multilevel linear models were used to examine differences between molecular subtypes over time, from one year to 13 years of age, in the adaptive domains of…
Descriptors: Neurodevelopmental Disorders, Developmental Disabilities, Language Impairments, Adjustment (to Environment)
Amin D. Lotfizadeh; Brendan Gard; Cynthia Rico; Alan Poling; Kristen R. Choi – Journal of Autism and Developmental Disorders, 2025
Behavior analysts frequently use the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) to assess the language and social skills of children with autism in everyday practice and in research. Despite the widespread use of the VB-MAPP, its psychometric characteristics have not been extensively investigated. To provide information…
Descriptors: Adjustment (to Environment), Behavior Rating Scales, Autism Spectrum Disorders, Test Validity
Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?
Wilhelmina van Dijk; Christopher Schatschneider; Stephanie Al Otaiba; Sara A. Hart – Journal of Research on Educational Effectiveness, 2024
Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading…
Descriptors: Reading Instruction, Intervention, Multi Tiered Systems of Support, Student Behavior
