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The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade. 相似文献
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The present study aims (1) to investigate the specific study strategies that may lead to a success in Matriculation as well as at University; and (2) to investigate whether these study strategies that are effective in Matriculation also work efficiently at University. A revised version of the Learning and Study Strategies Inventory (LASSI, ) was used and we found that there were significant differences between study habits of students with high academic achievement and those with low academic achievement in Matriculation. However, this was not the case at University. More importantly, we also found that those effective study strategies used in Matriculation may not work at University. These results are discussed in terms of the focus and the academic demand of different learning phases of higher education in Hong Kong. 相似文献
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Lindsay Bell Susanne Long Cynthia Garvan Regina Bussing 《Psychology in the schools》2011,48(2):184-197
Attention‐Deficit/Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in childhood and adolescence. It is associated with high levels of stigma, which may lead to treatment barriers, self‐fulfilling prophecies, and social rejection. This study established the reliability of the ADHD Stigma Questionnaire (ASQ) when applied to teachers by evaluating its internal consistency and confirmed the previously reported factor structure. In addition, the study examined the extent to which holding a special education certification and having years of teaching experience impact teachers' perceptions of ADHD stigma. Results indicated that teachers holding special education certification endorsed higher ratings, which indicated high stigma perceptions, on the Overall Stigma score, as well as the three subscales, Disclosure Concerns, Negative Self‐Image, and Concern with Public Attitudes; however, years of teaching experience was not related to stigma scores. Implications for teacher training practices are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
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