Processing speed in children with clinical disorders     

Susan L. Calhoun  Susan Dickerson Mayes 《Psychology in the schools》2005,42(4):333-343

The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC‐III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional‐defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC‐III (WISC‐IV; D. Wechsler, 2003) are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005.  相似文献   

An Observational Study: Examining the Relevance of Developmentally Appropriate Practices, Classroom Adaptations, and Parental Participation in the Context of an Integrated Preschool Program     

Mark S. Brown  Doris Bergen  Marcia House  Jane Hittle  Tina Dickerson 《Early Childhood Education Journal》2000,28(1):51-56

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LitCovid,iSearch COVID-19 portfolio,and COVID-19 Global literature on coronavirus disease     

Laurel Scheinfeld 《Journal of the Medical Library Association》2022,110(2):279

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Leveraging Survey Results in Support of a Library Renovation: A Case Study     

Jamie Saragossi  Gregg A. Stevens  Laurel Scheinfeld  Jessica A. Koos 《Medical reference services quarterly》2020,39(3):238-253

Abstract

The Health Sciences Library (HSL) at Stony Brook University along with the School of Medicine were motivated to make improvements in seating and hours based on survey results from an LCME self-study. Preparation for the site visit from the Liaison Committee for Medical Education helped to garner resources and support for this initiative. To meet the evolving needs of the HSL patrons, librarians completed an overdue collection assessment project which allowed for 142 new seats, including newly designed spaces and furnishings. Ongoing assessment of the redesigned space will be conducted to evaluate success and areas for continued improvement.  相似文献   

Correlates of Academic Overachievement,Nondiscrepant Achievement,and Learning Disability in ADHD,Autism, and General Population Samples     

Susan Dickerson Mayes  Daniel A. Waschbusch  Susan L. Calhoun  Richard E. Mattison 《Exceptionality》2020,28(1):60-75

ABSTRACT

Little is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores ≥ 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement ≥ 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519 general population), 6–16 years of age. Significant correlates of the reading and math achievement groups were diagnosis (autism greatest overachievement, ADHD greatest LD), IQ (lowest in overachievers and highest in LD), and Working Memory scores relative to the child’s IQ (close to or exceeding IQ in overachievers and lower than IQ in LD). Demographics (age, sex, race, and parent occupation) and parent and teacher ratings of psychopathology (e.g., behavior problems, anxiety, and depression) and personality characteristics (e.g., motivation and self-confidence) did not contribute significantly more to predicting overachievement and LD beyond that explained by IQ, diagnosis, and working memory. These findings suggest an underlying neurobiological etiology for both overachievement and LD.  相似文献   

The National Science Foundation by Dorothy Schaffter. New York: Frederick A. Praeger,Publishers, 1969. 278 pp. $7.95     

Laurel N. Tanner 《The Educational forum》2013,77(4):595-596

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Evolving Instruction by Eugene E. Haddan. New York: The Macmillan Company, 1970. 335 pp. $6.95.     

Laurel N. Tanner 《The Educational forum》2013,77(4):561-562

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Using Journal Citation Reports and SHERPA RoMEO to Facilitate Conversations on Institutional Repositories     

Laurel Kristick 《资料收集管理》2013,38(1):49-52

This article describes a technique using the Thomson Reuters’ Journal Citation Reports and the SHERPA RoMEO Web site to identify a set of core journals in a discipline and determine whether the journals’ publishers allow preprint or postprint archiving in their copyright transfer agreements.  相似文献   

The Librarian as a Member of the Education Department Team: Using Web 2.0 Technologies to Improve Access to Education Materials and Information     

Laurel Egan 《Medical reference services quarterly》2013,32(3):330-335

The part-time solo librarian at St. James Healthcare in Butte, Montana, serves physicians, staff, patients, and other health care professionals in the area. The library is part of the Education Department within the hospital's organizational structure. Recent developments have expanded the requirements of the Education Department, creating new challenges. The librarian is a member of the team developing solutions to the many ways that continuing education needs have to be met for the staff and physicians. A free website that houses education information and material is one of the projects that has been created and is maintained by the librarian.  相似文献   

Staff Preferences in Children with Mental Retardation     

Susan Dickerson Mayes  Frederick J. Humphrey II  Alison Moll  John F. Mitchell  Susan L. Calhoun 《International Journal of Disability, Development & Education》1996,43(3):247-253

Staff at a residential facility for children with mental retardation rated their most‐preferred and least‐preferred children on a list of child characteristics. Staff‐perceived characteristics that differed significantly between the most‐ and least‐preferred children were subjective traits involving physical attributes, mood, behaviour, and social qualities. The remaining characteristics comprised objective developmental traits that did not differentiate the two groups. Small children were more likely to be rated most‐preferred, and large children least‐preferred. Staff tended to discount positive traits in their least‐preferred children and tolerate negative attributes in their most‐preferred children. Some children were rated as both most‐ and least‐preferred by different caregivers. These findings add to the understanding of staff perceptions and attitudes and have implications for intervention.  相似文献