NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Relationship between Sluggish Cognitive Tempo and Age and IQ in Preschool and School-Age Children and Adolescents with Autism and with ADHD
Peer reviewed Peer reviewed
Direct linkDirect link
Mayes, Susan D.; Seebeck, Jyssica; Waschbusch, Daniel A. – Journal of Autism and Developmental Disorders, 2022
Relationships between sluggish cognitive tempo (SCT) and age and IQ were investigated in children with autism and/or ADHD covering broader age and IQ ranges than in previous studies. Mothers rated 1436 children with autism and 1,056 with ADHD (2-17 years, IQs 9-149) on Pediatric Behavior Scale SCT items. Increasing age correlated with SCT in the…
Descriptors: Correlation, Conceptual Tempo, Referral, Autism
Factors Influencing Classroom Behavioral Engagement during the First Year at School
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Pei-Jung; Lamb, Michael E. – Applied Developmental Science, 2014
The present study examined child and school factors that might foster classroom behavioral engagement during the first year at school in a sample of 67 typically developing British 4-year-olds. The children were followed for 9 months from the summer before enrollment through the first 7 months of school. Our findings showed that effortful control…
Descriptors: Performance Factors, Influences, Classroom Environment, Child Behavior
Preschool Children's Conceptual Tempo and Performance on Visual Discrimination Tasks.
Peer reviewed Peer reviewed
Green, Herman G. – Journal of Psychology, 1980
Explored the relationship among conceptual tempo, age, sex, and performance of preschool children on the visual association subtest of the Illinois Test of Psycholinguistic Abilities. (Author/DB)
Descriptors: Age Differences, Conceptual Tempo, Error Patterns, Performance
The KRISP: A Normative Evaluation.
Wright, John C.; And Others – 1978
This report evaluating the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), developed as an easier task version of the Matching Familiar Figures Test for school-age children, presents an analysis of data on 1,408 children of widely varying backgrounds. Eighteen samples of children, ranging in age from 2 years and 5 months to 6 years…
Descriptors: Age Differences, Cognitive Tests, Conceptual Tempo, Error Patterns
Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study: Structural Stability and Change in the Test Performance of Urban Preschool Children. Summary Report.
PDF on ERIC Download full text
Meissner, Judith A.; Shipman, Virginia C. – 1973
The project report summarized here describes the interrelationships of the individually administered tests given to 820 Head Start children from three urban sites in the second year of a longitudinal study. These results are compared with those obtained in Year 1, the year prior to the students' attendance in a group program. The tests tapped…
Descriptors: Age Differences, Cognitive Ability, Cognitive Development, Conceptual Tempo
Changes in Conceptual Tempo Over Time: Development vs. Logical Familiarization.
Wright, John C.; And Others – 1979
Age-related and test-retest changes in reflection and impulsivity were investigated among preschool and school age subjects and senior adults. A study of each age group was conducted using either the Matching Familiar Figures test (MFF) or the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP). In all three studies the procedure was to…
Descriptors: Adults, Age Differences, Cognitive Development, Conceptual Tempo
Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study: Development of Self-Regulatory Behaviors.
PDF on ERIC Download full text
Ward, William C. – 1973
A three-year longitudinal study was conducted with 895 Head Start children to examine the development of self-regulatory abilities during the preschool years. The purpose was to discover, given the behaviors measured, whether there is convergent and discriminant validity for the existence of one or more dimensions of self requlatory behaviors…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Cognitive Style