Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Daniel B. Hajovsky"'
Publikováno v:
Journal of Intelligence, Vol 11, Iss 9, p 177 (2023)
Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent averag
Externí odkaz:
https://doaj.org/article/5fb183c2fbaa41f08206ea8bd76f9321
Autor:
Daniel B. Hajovsky, Kathrin E. Maki, Steven R. Chesnut, Courtenay A. Barrett, Matthew K. Burns
Publikováno v:
Learning Disabilities Research & Practice. 37:280-293
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::15db2d28485b42f4cd0efd7eaeb1697b
https://doi.org/10.1111/ldrp.12292
https://doi.org/10.1111/ldrp.12292
Publikováno v:
Journal of Psychoeducational Assessment. 40:761-776
The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children’s social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievemen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f856aa51cf897bd79ee9d166ed662056
https://doi.org/10.1177/07342829221097186
https://doi.org/10.1177/07342829221097186
Autor:
Steven R. Chesnut, Daniel B. Hajovsky
Publikováno v:
Journal of Psychoeducational Assessment. 39:915-929
The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51504813c57d018c8657e4aa18d716d5
https://doi.org/10.1177/07342829211039410
https://doi.org/10.1177/07342829211039410
Publikováno v:
Child Psychiatry & Human Development. 53:919-927
The Flynn Effect (FE) among child and adolescent populations indicates that intelligence scores improve by about three points per decade. Using nine years of data from the National Database for Autism Research, this study examined whether general int
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f40210ccd00fbcbe23ef7e3346b337df
https://doi.org/10.1007/s10578-021-01175-w
https://doi.org/10.1007/s10578-021-01175-w
Publikováno v:
School Psychology Review. :1-17
Research suggests that the quality of interactions and relationships teachers share with students and students’ social skills are interrelated, but it is less clear if this relationship is bidirect...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ccbd02c71fdd1d9780e61ad21c9f3d0e
https://doi.org/10.1080/2372966x.2021.1883995
https://doi.org/10.1080/2372966x.2021.1883995
Publikováno v:
School Psychology. 35:343-352
Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::afe894cde19e425cbadcc9812259aefe
https://doi.org/10.1037/spq0000400
https://doi.org/10.1037/spq0000400
Autor:
McKinzie D. Duesenberg, Kathrin E. Maki, Monica E. Romero, Courtenay A. Barrett, Matthew K. Burns, Daniel B. Hajovsky
Publikováno v:
Contemporary School Psychology. 24:478-487
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2685557c92ccdf37c0249e06abebb1c
https://doi.org/10.1007/s40688-020-00313-w
https://doi.org/10.1007/s40688-020-00313-w
Publikováno v:
Journal of Pediatric Neuropsychology. 6:83-95
A large body of prior work shows that cognitive abilities and basic academic skills explain individual differences in performance on reading, writing, and math achievement measures. However, this research focuses exclusively on the average relations
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d8a213365f975292e8a40b52e45053b
https://doi.org/10.1007/s40817-020-00086-3
https://doi.org/10.1007/s40817-020-00086-3
Autor:
Shelbie E. Spear, Daniel B. Hajovsky, Courtenay A. Barrett, Matthew K. Burns, Kathrin E. Maki, Andryce Clinkscales
Publikováno v:
School psychology (Washington, D.C.). 37(2)
Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::905b995409e9de7966777370c6c4c21c
https://pubmed.ncbi.nlm.nih.gov/34735216
https://pubmed.ncbi.nlm.nih.gov/34735216