NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Impact of Instruction on Behavior Disordered and Learning Disabled Students' Creative Behavior.
Peer reviewed Peer reviewed
Jaben, Twila H. – Psychology in the Schools, 1986
Intermediate grade students (N=98) in behavior disordered and learning disabled classrooms were divided into experimental and control groups and were administered pre- and post-tests of the Torrance Tests of Creative Thinking. Experimental subjects who participated in the Purdue Creative Thinking Program made significantly greater scores than did…
Descriptors: Behavior Disorders, Creative Development, Creative Thinking, Intermediate Grades
Correlations between the Woodcock-Johnson and the WISC-R for a Behavior Disordered Population.
Peer reviewed Peer reviewed
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
Parents' Mainstreaming Modification Preferences for Children with Educable Mental Handicaps, Behavior Disorders, and Learning Disabilities.
Peer reviewed Peer reviewed
Simpson, Richard L.; Myles, Brenda Smith – Psychology in the Schools, 1989
Fifty-three parents of children with educable mental handicaps, behavioral disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them to accept full-time mainstreaming for their elementary-level children. Parents' specific mainstreaming recommendations are discussed…
Descriptors: Behavior Disorders, Educational Change, Elementary Education, Learning Disabilities
Are Social Competence Difficulties Caused by Performance or Acquisition Deficits? The Importance of Self-Regulatory Mechanisms
Peer reviewed Peer reviewed
Direct linkDirect link
Gumpel, Thomas P. – Psychology in the Schools, 2007
We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that…
Descriptors: Program Effectiveness, Reinforcement, Learning Theories, Socialization
Children of Alcoholics in the Schools: Where Are They? Their Representation in Special Education.
Peer reviewed Peer reviewed
Stern, Robert; And Others – Psychology in the Schools, 1991
Explored the hypothesis that there is a greater frequency of children of alcoholics in special classes for Emotional/Behavioral Disordered (ED) and Learning-Disabled (LD) children. Children of alcoholics were not overrepresented in any diagnostic categories, however significant differences were noted in the relationship of marital status and…
Descriptors: Alcoholism, Behavior Disorders, Children, Elementary Education
Factor Analysis of the Conners Teacher Rating Scale with Brain-Damaged and Learning-Disabled Children.
Peer reviewed Peer reviewed
Moehle, Kurt A.; Fitzhugh-Bell, Kathleen B. – Psychology in the Schools, 1989
Examined factor structure of Conners Teacher Rating Scale (CTRS) in medically referred brain-damaged and learning-disabled children and adolescents. Extracted six factors: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial Behavior, and Introversion. Results support use of CTRS as brief objective instrument for assessing child…
Descriptors: Adolescents, Behavior Disorders, Children, Clinical Diagnosis
Tutoring Interventions within Special Education Settings: A Comparison of Cross-Age and Peer Tutoring.
Peer reviewed Peer reviewed
Scruggs, Thomas E.; Osguthorpe, Russell T. – Psychology in the Schools, 1986
Compared cross-age and peer tutoring interventions conducted within special education settings. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students tutored younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited…
Descriptors: Academic Achievement, Behavior Disorders, Children, Comparative Analysis
Building School Support Systems for Parents of Handicapped Children: The Parent Education and Guidance Program.
Peer reviewed Peer reviewed
Volensky, Leonard T. – Psychology in the Schools, 1995
The Parent Education and Guidance Program is an eight-month program that utilizes parent support groups and professionals from various fields to involve parents of handicapped children in a group process directed toward meeting the child's social, emotional, and intellectual needs. The program attempts to create a positive, ongoing relationship…
Descriptors: Behavior Disorders, Children, Disabilities, Group Dynamics
Validation of the Stanford-Binet Intelligence Scale: Fourth Edition with Exceptional Black Male Students.
Peer reviewed Peer reviewed
Greene, Anthony C.; And Others – Psychology in the Schools, 1990
Compared Standard Age Scores on Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and Wechsler Intelligence Scale for Children-Revised intelligence quotient scores of 51 urban Black males receiving special education services. Data suggest that SBIV possesses utility for assessing intelligence of Black students classified as behavior…
Descriptors: Behavior Disorders, Black Students, Comparative Testing, Educational Diagnosis