A5102780114- Cognitive Abilities and Testing
- Educational and Psychological Assessments
- Parental Involvement in Education
- Child and Adolescent Psychosocial and Emotional Development
- Early Childhood Education and Development
- Reading and Literacy Development
- Psychometric Methodologies and Testing
- Collaborative Teaching and Inclusion
- Traumatic Brain Injury Research
- Psychological Testing and Assessment
- Attention Deficit Hyperactivity Disorder
- Family and Disability Support Research
- Cognitive and developmental aspects of mathematical skills
- Behavioral and Psychological Studies
- Counseling Practices and Supervision
- Children's Physical and Motor Development
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Infant Development and Preterm Care
- Education, Achievement, and Giftedness
- Neuroscience, Education and Cognitive Function
- Child Development and Digital Technology
- Language Development and Disorders
- Autism Spectrum Disorder Research
- Diverse Education Studies and Reforms
- Child Therapy and Development
Texas A&M University
2014-2023
Koo & Associates International (United States)
2021
California State University, Long Beach
2021
Pioneer (United States)
2015
University Hospital and Clinics
2015
Indiana University
2015
Mitchell Institute
2002-2014
Yale University
2009
Reynolds American (United States)
2008
American Academy of Neurology
2006
Abstract Responses to the Revised-CMAS of 329 children from grades 1 through 12 were factor analyzed. Consistent with current multidimensional theories anxiety, three primary anxiety factors emerged, supporting construct validity new scale. Implications for interpretation revised scale are discussed.
To develop normative data for the revision of Children's Manifest Anxiety Scale (RCMAS), scale was administered to 4,972 children from 13 states and more than 80 school districts representing all geographic regions United States. The ranged in age 6 years 19 years. Norms are reported white males, females, black females separately at each level total Scale, three subscales anxiety, a Lie Scale. A multivariate analysis variance demonstrated performance on RCMAS be complex function these...
Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes invoking an RTI model for disabilities in schools clearly laudable, yet close examination reveals unappreciated paucity empirical support overly optimistic view its practical, problematic issues. Models put into practice without adequate research logistical neglect potential negative long-term impact on students with disabilities. Many implementation problems...