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Role of Social Performance in Predicting Learning Problems: Prediction of Risk Using Logistic Regression Analysis
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Del Prette, Zilda Aparecida Pereira; Prette, Almir Del; De Oliveira, Lael Almeida; Gresham, Frank M.; Vance, Michael J. – School Psychology International, 2012
Social skills are specific behaviors that individuals exhibit in order to successfully complete social tasks whereas social competence represents judgments by significant others that these social tasks have been successfully accomplished. The present investigation identified the best sociobehavioral predictors obtained from different raters…
Descriptors: Academic Achievement, Learning Problems, Peer Groups, Interpersonal Competence
Utility of Intelligence Tests for Treatment Planning, Classification, and Placement Decisions: Recent Empirical Findings and Future Directions.
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Gresham, Frank M.; Witt, Joseph C. – School Psychology Quarterly, 1997
Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…
Descriptors: Aptitude Treatment Interaction, Diagnostic Tests, Elementary Secondary Education, Evaluation Problems
Children Placed at Risk for Learning and Behavioral Difficulties: Implementing a School-Wide System of Early Identification and Intervention.
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O'Shaughnessy, Tam E.; Lane, Kathleen L.; Gresham, Frank M.; Beebe-Frankenberger, Margaret E. – Remedial and Special Education, 2003
This article describes a school-wide system of early identification and intervention for children recognized as being at risk for learning and behavior difficulties. Suggested guidelines for implementing such a program include: evaluating existing theory, knowledge, and practice; providing ongoing professional development; creating a school-wide…
Descriptors: Behavior Problems, Early Childhood Education, Early Identification, Early Intervention
Teachers as "Tests": Differential Validity of Teacher Judgments in Identifying Students At-Risk for Learning Difficulties.
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Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Review, 1997
Assesses discriminate validity of teacher judgments in differentiating various groups of students who are at risk for learning difficulties based on referral to School Study Teams (SSTs). Large differences are found between controls and at-risk groups. Results from cross-validated discriminate function analyses shows teacher judgment correctly…
Descriptors: Discriminant Analysis, Educational Diagnosis, Interpersonal Competence, Learning Problems
Agreement between School Study Team Decisions and Authoritative Definitions in Classification of Students At-Risk for Mild Disabilities.
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Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Quarterly, 1998
School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…
Descriptors: Access to Education, At Risk Persons, Children, Disability Identification