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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Factor Structure Of The Cpt-Ii, Mary Vertinski
Factor Structure Of The Cpt-Ii, Mary Vertinski
UNLV Theses, Dissertations, Professional Papers, and Capstones
The current study investigates the factor structure of the Conners' Continuous Performance Test-II (CPT-II) in four pediatric samples of participants: (a) patients with traumatic brain injury, (b) healthy controls, (c) patients with various clinical diagnoses, and (d) all of the previously mentioned subjects combined. Confirmatory factor analyses (CFA) were used to investigate a one-, three- and four-factor model fit of the data. None of the models examined were an adequate fit for the data; however, it appears that the four-factor model seemed to be the best fitting of the models examined. Failure to find reasonably adequate fit precluded further analyses.
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Journal of Educational Research and Practice
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants, ranging …
Parent Vs. Teacher Ratings Of Children’S Shyness As Predictors Of Language And Attention Skills, Kathleen Moritz Rudasill, Amanda Prokasky, Xiaoqing Tu, Scott R. Frohn, Kate Sirota, Victoria J. Molfese
Parent Vs. Teacher Ratings Of Children’S Shyness As Predictors Of Language And Attention Skills, Kathleen Moritz Rudasill, Amanda Prokasky, Xiaoqing Tu, Scott R. Frohn, Kate Sirota, Victoria J. Molfese
Department of Educational Psychology: Faculty Publications
Shyness in childhood has been linked to multiple adjustment outcomes, including poor peer relations, internalizing problems, and clinical anxiety. However, shyness does not consistently emerge as a negative predictor of children’s success. This incongruity may stem, in part, from variations in the operationalization and measurement of shyness in different studies. Researchers often combine parent and teacher ratings of shyness, but correlations between parent and teacher reports are consistently small to medium. The purpose of this study is to examine parent and teacher ratings of shyness as they predict language and attention skills in preschool children, and explore discrepancies between parent …