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Direct linkGotham, Katherine; Risi, Susan; Dawson, Geraldine; Tager-Flusberg, Helen; Joseph, Robert; Carter, Alice; Hepburn, Susan; McMahon, William; Rodier, Patricia; Hyman, Susan L.; Sigman, Marian; Rogers, Sally; Landa, Rebecca; Spence, M. Anne; Osann, Kathryn; Flodman, Pamela; Volkmar, Fred; Hollander, Eric; Buxbaum, Joseph; Pickles, Andrew; Lord, Catherine – Journal of the American Academy of Child & Adolescent Psychiatry, 2008
A study replicated the module comparability and predictive ability of the revised algorithms of the Autism Diagnostic Observation Schedule (ADOS) in an independent dataset of children with autism. Results indicated that the revised ADOS algorithms improved module comparability and predictive validity for autistic children than the earlier…
Descriptors: Diagnostic Tests, Observation, Autism, Children
Baker, Keith – AASA Journal of Scholarship & Practice, 2010
The justification for national standards is that test scores predict a nation's future economic success. There is no evidence that supports this assumption. There is evidence that it is wrong. For more than half a century, reformers have been trying to fix our schools with little success. The obvious conclusion is that something that can't be…
Descriptors: Test Results, Disadvantaged, National Standards, Economic Impact
Culhane, Scott E.; Morera, Osvaldo F. – Hispanic Journal of Behavioral Sciences, 2010
This project tested the State-Trait Anger Expression Inventory-2 (STAXI-2) and the Novaco Anger Scale-Provocation Inventory (NAS-PI) in a sample of U.S. Hispanic (n = 257) and U.S. non-Hispanic White (n = 246) undergraduate students. Internal consistency, subscale correlations, convergent validity with the Multidimensional Anger Inventory (MAI),…
Descriptors: Undergraduate Students, Ethnic Groups, Predictive Validity, Reliability
Balboni, Giulia; Naglieri, Jack A.; Cubelli, Roberto – Journal of Psychoeducational Assessment, 2010
The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven's Colored Progressive Matrices (CPM) were investigated in a large group of Italian third-and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and…
Descriptors: Reading Comprehension, Academic Achievement, Predictive Validity, Nonverbal Tests
Lacourse, Eric; Baillargeon, Raymond; Dupere, Veronique; Vitaro, Frank; Romano, Elisa; Tremblay, Richard – Journal of Child Psychology and Psychiatry, 2010
Background: Investigating the latent structure of conduct disorder (CD) can help clarify how symptoms related to aggression, property destruction, theft, and serious violations of rules cluster in individuals with this disorder. Discovering homogeneous subtypes can be useful for etiologic, treatment, and prevention purposes depending on the…
Descriptors: Criminals, Predictive Validity, Early Adolescents, Child Development
Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-Analytic Investigation
Cook, Clayton R.; Williams, Kirk R.; Guerra, Nancy G.; Kim, Tia E.; Sadek, Shelly – School Psychology Quarterly, 2010
Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how…
Descriptors: Intervention, Bullying, Prevention, Victims of Crime
Lapsley, Daniel K.; Hill, Patrick L. – Journal of Youth and Adolescence, 2010
The relationship between subjective invulnerability and optimism bias in risk appraisal, and their comparative association with indices of risk activity, substance use and college adjustment problems was assessed in a sample of 350 (M [subscript age] = 20.17; 73% female; 93% White/European American) emerging adults. Subjective invulnerability was…
Descriptors: Predictive Validity, Psychology, Depression (Psychology), Risk
Download full textLacefield, Warren E.; Applegate, E. Brooks; Zeller, Pamela J.; Van Kannel-Ray, Nancy; Carpenter, Shelly – Online Submission, 2011
This study describes a well-defined data-driven diagnostic identification and selection procedure for choosing students at-risk of academic failure for appropriate academic support services. This algorithmic procedure has been validated both by historical quantitative studies of student precedents and outcomes as well as by current qualitative…
Descriptors: Academic Failure, At Risk Students, Identification, Information Systems
Chung, Gregory K. W. K.; Nagashima, Sam O.; Delacruz, Girlie C.; Lee, John J.; Wainess, Richard; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST) is under contract from the Naval Postgraduate School (NPS) to conduct research on assessment models and tools designed to support Marine Corps rifle marksmanship. In this deliverable, we first review the literature on known-distance rifle marksmanship…
Descriptors: Weapons, Psychomotor Skills, Computer Software, Military Personnel
Nese, Joseph F. T.; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald – Elementary School Journal, 2011
As part of a Response to Intervention (RTI) model, curriculum-based measurement (CBM) is an evidence-based assessment system that uses screening and formative assessments to help guide instruction. The two primary purposes of this study are to examine the relations between the easyCBM benchmark measures and a statewide large-scale assessment and…
Descriptors: Response to Intervention, Curriculum Based Assessment, Reading Tests, Evidence
Mo, Lun; Yang, Fang; Hu, Xiangen; Calaway, Florance; Nickey, John – Journal of Educational Research, 2011
The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP…
Descriptors: Evidence, Science Tests, College Entrance Examinations, Gender Differences
Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S. – Early Childhood Research Quarterly, 2011
The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…
Descriptors: Oral Language, Reading Achievement, Predictive Validity, Preschool Children
Jacob, Karen L.; Christopher, Michael S.; Neuhaus, Edmund C. – Behavior Modification, 2011
Although several theories exist to describe why patients improve in cognitive-behavioral therapy (CBT), in only a limited number of studies has CBT skill acquisition been examined, particularly among patients with complex clinical profiles. Thus, the overarching aim of this research was to develop a tool to measure patients' use of CBT skills,…
Descriptors: Predictive Validity, Factor Structure, Cognitive Restructuring, Patients
Duckworth, Angela L. – American Psychologist, 2009
Sackett, Borneman, and Connelly's article and recent meta-analyses (e.g., Kuncel & Hezlett, 2007) should lay to rest any doubt over whether high-stakes standardized tests predict important academic and professional outcomes--they do. The challenge now is to identify noncognitive individual differences that determine the same outcomes. Noncognitive…
Descriptors: Standardized Tests, High Stakes Tests, Individual Differences, School Psychology
Shepler, Dustin K.; Woosley, Sherry A. – Journal of Postsecondary Education and Disability, 2012
This study sought to better understand the early integration experiences of college students with disabilities by examining two research questions: (1) How well do the variables in Tinto's (1993) classic model of student attrition predict the early integration experiences of college students with disabilities? and (2) How do students with…
Descriptors: College Students, Social Integration, Disabilities, Statistical Analysis
