Education Commons^™

A Good Graduate Io Education Begins In Undergraduate Classrooms., Nicholas Salter, Allison O'Malley

Alison L. O'Malley

No abstract available.

Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne

Russell T Warne

Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills and Iowa Tests of Educational Development. Two hundred twenty-four middle school students participated in this study. All participants were tested at least 1 time for an overall total of 435 …

Examining Characteristics Of Resilience Among University Students: An International Study, Peta Stapleton, Aileen Pidgeon, Natasha Rowe, Heidi Magyar, Barbara Lo

Peta B. Stapleton

Attending university is a particularly stressful time due to unique emergent stressors such as changes in environment, loss or diminishment of social support networks, academic pressures, developing peer relationships, and financial management. There is growing recognition that these common stressors may have deleterious effects on the mental health of students. Resilience, a personality characteristic that moderates the negative effects of stress and promotes adaptation, has been associated with increased psychological well-being. Despite a growing body of research on resilience and its clinical significance in preventing mental health problems, relatively little is known about contributing factors for resilience in well-adjusted university …

Autism Spectrum Disorders In Children And Adolescents: Evidence-Based Assessment And Intervention In Schools., Lee Wilkinson

Lee A Wilkinson, PhD

School professionals and clinicians share the challenge of identifying and providing interventions for the increasing number of children with autism spectrum disorder (ASD). This book is an authoritative resource that presents up-to-date research and evidence-based tools for accurate assessment and intervention. It includes procedures to help identify children using the new DSM-5 symptom criteria and offers essential guidance for assessing a variety of emotional, behavioral, and academic problems. The book provides practitioners with an evidence-based assessment battery, which includes tests of cognitive, academic, neuropsychological, and adaptive functioning. The pragmatic, social-communicative functions of language are considered together with assessments to identify …

Psychosocial Moderators Of Perceived Stress, Anxiety And Depression In University Students: An International Study, Peta Stapleton, Aileen Pidgeon, Stephanie Mcgrath, Heidi Magyar, Barbara Lo

Peta B. Stapleton

Extensive research shows university students experience high levels of stress, which can lead to the development of mental health problems such as anxiety and depression. Preliminary evidence supports the role of psychosocial factors such as perceived social support (PSS) and campus connectedness (CC) as protective factors in the development of mental health problems in university students. However, research conducted on the potential ameliorating effects of social support on stress applying Cohen and Wills’ (1985) stress-buffering hypothesis produced weak, inconsistent, and even contradictory results. In addition, little attention has been given to examining the protective role of CC in the relationships …

Multitier Screening And Identification, Lee Wilkinson

Lee A Wilkinson, PhD

Although autism spectrum disorder (ASD) affects approximately 1% of the school-age population, it is not unusual for children with mild levels of impairment to remain unidentified until well after entering school. A recent study examining the timing of identification among children with autism using a population-based sample from an ongoing surveillance effort across 13 sites in the United States found the gap between potential and actual age of identification (for those identified) to be in the range of 2.7 to 3.7 years. Combined with the fact that more than one quarter of cases were never identified as having ASD through …

A Class Explores: Dangerousness And Mental Illness, Leeann Bartolini

LeeAnn Bartolini

The Homeless Mentally Ill: A Class Explores, Leeann Bartolini

LeeAnn Bartolini