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Full-Text Articles in Education

Examining The Neurocognitive Profile Of Dysnomia: A Comparison Of School-Aged Children With And Without Dyslexia Across The Domains Of Expressive Language, Attention/Memory, And Academic Achievement, Robyn Ann Howarth Dec 2010

Examining The Neurocognitive Profile Of Dysnomia: A Comparison Of School-Aged Children With And Without Dyslexia Across The Domains Of Expressive Language, Attention/Memory, And Academic Achievement, Robyn Ann Howarth

Theses and Dissertations

Word-retrieval and rapid naming abilities play an important role in language processing and cognitive development. Researchers have demonstrated that early language difficulties may lead to later reading impairments and several decades of research has convincingly demonstrated that rapid automatized naming is a powerful predictor of concurrent and future reading development. As a result, researchers have argued that naming and reading tasks involve some shared cognitive processes.

Language and reading deficits have implications for academic success and self-esteem, particularly during childhood. Hence, the identification of children at-risk for developing reading impairments is an important task for educators and clinicians. Debates still ...


A Case Study Exploration Of Placement In A Therapeutic Day School As An Educational Intervention Package For Children And Adolescents With Bipolar Disorders, Wesley Arnold Clevenger Dec 2010

A Case Study Exploration Of Placement In A Therapeutic Day School As An Educational Intervention Package For Children And Adolescents With Bipolar Disorders, Wesley Arnold Clevenger

Theses and Dissertations

The number of children and adolescents diagnosed with bipolar disorders has increased dramatically since the mid-1990s, while the treatment literature has failed to keep pace. Few studies have explored any aspect of the educational functioning of this population, and no empirically supported educational interventions have been identified. As a result, school psychologists have little guidance regarding how to effectively serve these students.

In this study, case study methodology was utilized to explore the effectiveness of placement in a therapeutic day school as an educational intervention package for eleven (n=11) children and adolescents diagnosed with bipolar disorders. Both quantitative and ...


The Impact Of Treatment Intensity On A Parent And Child Therapy Program, Jennifer Carrasco Oct 2010

The Impact Of Treatment Intensity On A Parent And Child Therapy Program, Jennifer Carrasco

Dissertations (2009 -)

Behavior problems are prevalent in toddlers and preschoolers and can cause significant distress for caregivers and adversely affect young children's development. Research has shown that participation in Parent-Child Therapy (PCT) programs significantly reduces childhood behavior problems while increasing positive parent and child behaviors. Yet past research has not attended to the role of treatment intensity on program effectiveness, and the question of whether greater doses of treatment are associated with stronger outcomes in PCT programs has yet to be explored. The present study investigated the impact of treatment intensity on outcomes in a treatment program for low-income children age ...


Home-School Collaboration And Children With Emotional And Behavioral Disorders: An Examination Of School Services, Laura Jean Swanlund Jan 2010

Home-School Collaboration And Children With Emotional And Behavioral Disorders: An Examination Of School Services, Laura Jean Swanlund

Dissertations

The treatment for childhood emotional and behavioral disorders (EBD) is of significant concern within society. The research literature has frequently noted that parental involvement in the treatment of childhood EBD has a positive impact on outcomes in both school and community-based supports. The current study examined the relationship between parent involvement and school services received for children with emotional and behavioral needs. Parents of children with EBD were recruited from one large and two small on-line support groups. Results suggest that parents who reported satisfaction with school teams were more likely to receive research-based services and had a higher rate ...