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Results: 51-75/289
Authors:
SKINNER CH
BERNINGER VW
Citation: Ch. Skinner et Vw. Berninger, INTERVENTIONS FOR STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS - MYTHS AND REALITIES - A DEDICATION, School psychology review, 26(3), 1997, pp. 324-324
Authors:
FLEISCHNER J
MANHEIMER M
Citation: J. Fleischner et M. Manheimer, COSBY,ENNIS,WILLIAM, School psychology review, 26(3), 1997, pp. 324-324
Authors:
GORIN S
Citation: S. Gorin, FLEISCHNER,JEANETTE,E. - A DEDICATION, School psychology review, 26(3), 1997, pp. 325-325
Authors:
BERNINGER VM
Citation: Vm. Berninger, INTRODUCTION TO INTERVENTIONS FOR STUDENTS WITH LEARNING AND BEHAVIORPROBLEMS - MYTHS AND REALITIES, School psychology review, 26(3), 1997, pp. 326-332
Authors:
STAGE SA
QUIROZ DR
Citation: Sa. Stage et Dr. Quiroz, A METAANALYSIS OF INTERVENTIONS TO DECREASE DISRUPTIVE CLASSROOM-BEHAVIOR IN PUBLIC-EDUCATION SETTINGS, School psychology review, 26(3), 1997, pp. 333-368
Authors:
DUPAUL GJ
ECKERT TL
MCGOEY KE
Citation: Gj. Dupaul et al., INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER - ONE SIZE DOES NOT FIT ALL/, School psychology review, 26(3), 1997, pp. 369-381
Authors:
MAZZA JJ
Citation: Jj. Mazza, SCHOOL-BASED SUICIDE-PREVENTION PROGRAMS - ARE THEY EFFECTIVE, School psychology review, 26(3), 1997, pp. 382-396
Authors:
FLEISCHNER JE
MANHEIMER MA
Citation: Je. Fleischner et Ma. Manheimer, MATH INTERVENTIONS FOR STUDENTS WITH LEARNING-DISABILITIES - MYTHS AND REALITIES, School psychology review, 26(3), 1997, pp. 397-413
Authors:
GRAHAM S
HARRIS KR
Citation: S. Graham et Kr. Harris, IT CAN BE TAUGHT, BUT IT DOES NOT DEVELOP NATURALLY - MYTHS AND REALITIES IN WRITING INSTRUCTION, School psychology review, 26(3), 1997, pp. 414-424
Authors:
ADAMS MJ
HENRY MK
Citation: Mj. Adams et Mk. Henry, MYTHS AND REALITIES ABOUT WORDS AND LITERACY, School psychology review, 26(3), 1997, pp. 425-436
Authors:
SKINNER CH
LOGAN P
ROBINSON SL
ROBINSON DH
Citation: Ch. Skinner et al., DEMONSTRATION AS A READING INTERVENTION FOR EXCEPTIONAL LEARNERS, School psychology review, 26(3), 1997, pp. 437-447
Authors:
PRESSLEY M
WHARTONMCDONALD R
Citation: M. Pressley et R. Whartonmcdonald, SKILLED COMPREHENSION AND ITS DEVELOPMENT THROUGH INSTRUCTION, School psychology review, 26(3), 1997, pp. 448-466
Authors:
WATSON TS
STERLING HE
MCDADE A
Citation: Ts. Watson et al., DEMYTHIFYING BEHAVIORAL CONSULTATION, School psychology review, 26(3), 1997, pp. 467-474
Authors:
BRADEN JP
KRATOCHWILL TR
Citation: Jp. Braden et Tr. Kratochwill, TREATMENT UTILITY OF ASSESSMENT - MYTHS AND REALITIES, School psychology review, 26(3), 1997, pp. 475-485
Citation: ANNOTATED-BIBLIOGRAPHY FOR THE MINISERIES - INTERVENTIONS FOR STUDENTS WITH LEARNING AND BEHAVIOR PROBLEMS - MYTHS AND REALITIES, School psychology review, 26(3), 1997, pp. 486-488
Authors:
RUFFALO SL
ELLIOTT SN
Citation: Sl. Ruffalo et Sn. Elliott, TEACHERS AND PARENTS RATINGS OF CHILDRENS SOCIAL SKILLS - A CLOSER LOOK AT CROSS-INFORMANT AGREEMENTS THROUGH AN ITEM ANALYSIS PROTOCOL, School psychology review, 26(3), 1997, pp. 489-501
Authors:
WILCZENSKI FL
Citation: Fl. Wilczenski, MARKING THE SCHOOL-PSYCHOLOGY LIFE-SPAN - ENTRY INTO AND EXIT FROM THE PROFESSION, School psychology review, 26(3), 1997, pp. 502-514
Authors:
HARRISON PL
Citation: Pl. Harrison, MINISERIES - ISSUES IN THE USE AND INTERPRETATION OF INTELLIGENCE-TESTS IN THE SCHOOLS - EDITORS COMMENTS, School psychology review, 26(2), 1997, pp. 143-145
Authors:
FLANAGAN DP
GENSHAFT JL
Citation: Dp. Flanagan et Jl. Genshaft, ISSUES IN THE USE AND INTERPRETATION OF INTELLIGENCE-TESTS IN THE SCHOOLS - GUEST EDITORS COMMENTS, School psychology review, 26(2), 1997, pp. 146-149
Authors:
KRANZLER JH
Citation: Jh. Kranzler, EDUCATIONAL AND POLICY ISSUES RELATED TO THE USE AND INTERPRETATION OF INTELLIGENCE-TESTS IN THE SCHOOLS, School psychology review, 26(2), 1997, pp. 150-162
Authors:
MCDERMOTT PA
GLUTTING JJ
Citation: Pa. Mcdermott et Jj. Glutting, INFORMING STYLISTIC LEARNING-BEHAVIOR, DISPOSITION, AND ACHIEVEMENT THROUGH ABILITY SUBTESTS - OR, MORE ILLUSIONS OF MEANING, School psychology review, 26(2), 1997, pp. 163-175
Authors:
GLUTTING JJ
MCDERMOTT PA
WATKINS MM
KUSH JC
KONOLD TR
Citation: Jj. Glutting et al., THE BASE-RATE PROBLEM AND ITS CONSEQUENCES FOR INTERPRETING CHILDRENSABILITY PROFILES, School psychology review, 26(2), 1997, pp. 176-188
Authors:
MCGREW KS
KEITH TZ
FLANAGAN DP
VANDERWOOD M
Citation: Ks. Mcgrew et al., BEYOND G - THE IMPACT OF GF-GC SPECIFIC COGNITIVE-ABILITIES RESEARCH ON THE FUTURE USE AND INTERPRETATION OF INTELLIGENCE-TESTS IN THE SCHOOLS, School psychology review, 26(2), 1997, pp. 189-210
Authors:
ESTERS IG
ITTENBACH RF
HAN KH
Citation: Ig. Esters et al., TODAYS IQ TESTS - ARE THEY REALLY BETTER THAN THEIR HISTORICAL PREDECESSORS, School psychology review, 26(2), 1997, pp. 211-223
Authors:
ELLIOTT SN
FUCHS LS
Citation: Sn. Elliott et Ls. Fuchs, THE UTILITY OF CURRICULUM-BASED MEASUREMENT AND PERFORMANCE ASSESSMENT AS ALTERNATIVES TO TRADITIONAL INTELLIGENCE AND ACHIEVEMENT-TESTS, School psychology review, 26(2), 1997, pp. 224-233