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- <p>Attention-deficit hyperactivity disorder -- Appalachian Region.</p> (1)
- <p>Attention-deficit hyperactivity disorder.</p> <p>Attention-deficit hyperactivity disorder<strong> - </strong>Diagnosis.</p> (1)
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Articles 1 - 6 of 6
Full-Text Articles in School Psychology
Appalachian Parent Perceptions Of Adhd Symptomology, Shaina Lee Meadows
Appalachian Parent Perceptions Of Adhd Symptomology, Shaina Lee Meadows
Theses, Dissertations and Capstones
Attention-deficit/hyperactivity disorder (ADHD) is the most widely documented referral concern among children and adolescents referred to mental health practitioners. The current study examined Appalachian parents’ (N=68) knowledge of ADHD, accuracy in identifying ADHD symptoms, and treatment preferences. Findings of the survey indicate the majority of parents received no training on ADHD; however, most were able to recognize the majority of the signs of ADHD. Equally important, parents of children with ADHD and those who reported receiving some form of ADHD training demonstrated a negligible advantage in correctly identifying ADHD symptoms. Results, moreover, showed a significant preference for discipline as a …
Appalachian Teachers' Referral For Adhd In Contrast To Giftedness In Selected Vignettes, Alexandria Rose Mejia
Appalachian Teachers' Referral For Adhd In Contrast To Giftedness In Selected Vignettes, Alexandria Rose Mejia
Theses, Dissertations and Capstones
ADHD is the most widely diagnosed behavior disorder in children however, the nonstandardized nature of an ADHD evaluation can lead to misdiagnosis. Teachers often initiate referrals, though symptoms associated with ADHD can also be observed in gifted students. Appalachia has reported rates of ADHD that are much higher than the national average. It is therefore important that the factors that influence referral are better understood. This study hypothesized that priming to giftedness would reduce the likelihood that a teacher would refer for an ADHD evaluation in ambiguous vignettes and that teachers primed to consider giftedness will rate characteristics of ADHD …
A Correlational Study Of Self-Regulation And Fine Arts In Education, Rachel D. Hendricks
A Correlational Study Of Self-Regulation And Fine Arts In Education, Rachel D. Hendricks
Theses, Dissertations and Capstones
Self-regulation positively relates to student behavior and achievement, and fine arts participation has demonstrated similar improvements in behavior and achievement. It was hypothesized that participation in school-based fine arts would positively correlate with self-regulation, and the intensity of students’ fine arts participation would also correlate with self-regulation. Students aged 15 to 19 were administered a self-regulation questionnaire. Responses from students currently participating in fine arts were compared to students with no fine arts participation to find if a relationship exists between fine arts and self-regulation. This study found no significant relationship between fine arts participation and self-regulation, and no significant …
Age Of Kindergarten Entry And Rate Of Specific Learning Disabilities, Elizabeth A. Crum
Age Of Kindergarten Entry And Rate Of Specific Learning Disabilities, Elizabeth A. Crum
Theses, Dissertations and Capstones
Kindergarten age eligibility requirements vary from state to state; however, school districts typically admit children into kindergarten in the fall following a student’s fifth birthday. Research on the outcomes of five-year-old children and children whose entry was delayed until age six is contradictory. The current study was conducted to add to the existing literature to assist families and policy makers with decision making regarding appropriate kindergarten entry age. The sample included 541 second through seventh grade students from a small rural school district. Actual and predicted counts of students who were later found eligible for specific learning disabilities were examined …
Bibliometic Analysis Of Reading Research In Deaf Education Journals, Lisha Ann Tignor
Bibliometic Analysis Of Reading Research In Deaf Education Journals, Lisha Ann Tignor
Theses, Dissertations and Capstones
There are known differences in reading development between DHH and hearing populations, but there is limited research in the field of reading development in DHH populations. The aim of this study is to use bibliometric analysis to examine two major journal outlets focused on the advancement of the education of children and adults who are DHH to determine 1) the extent to which the peer-reviewed literature focuses on reading instruction and its five elements; 2) the most influential authors being cited in this area of research; 3) the age of the research being cited; 4) the influence of related disciplines …
Using Reading Cbm To Predict Performance On Smarter Balanced Assessment, Jonathan Wesley Shank
Using Reading Cbm To Predict Performance On Smarter Balanced Assessment, Jonathan Wesley Shank
Theses, Dissertations and Capstones
This study examined the relationship between AIMSweb oral reading fluency (R-CBM) and reading comprehension (MAZE) curriculum-based measures and performance on the English language arts/literacy (ELA/L) component of the Smarter Balanced Assessment (SBA) using a sample of students in third through fifth grade (N = 499). Pearson correlations between R-CBM, MAZE, and SBA were moderate to high, with R-CBM generally demonstrating the strongest relationships with coefficients ranging from .73 to .75. Results from hierarchical multiple regression models indicated that R-CBM provided strong predictive validity for SBA performance among third grade students (63.4% variance explained, p<.001), while the addition of MAZE to the equation was negligible (1.4% additional variance explained, p<.001). Similar findings resulted from the fourth and fifth grade multiple regression models. The predictive value of R-CBM and MAZE each decreased as grade level increased. Results support continued use of CBM to predict success on the Smarter Balanced Assessment, although CBM using cloze passages explained little variance in high-stakes test scores beyond that of oral reading fluency alone.