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Peer reviewedLockwood, Sharon L. – Infants and Young Children, 1994
This article addresses the continuity from early speech-language delays to later learning problems in school and recommends use of "language organization disorder" to describe the delay. Chronologies of the difficulties and methods for early detection are provided. A table summarizes 11 research studies on early language delays and later reading…
Descriptors: Classification, Delayed Speech, Disability Identification, Early Identification
Peer reviewedMacRae, LaDonna; Lupart, Judy L. – Roeper Review, 1991
This article summarizes Renzulli's Revolving Door Identification Model, an approach to the identification of gifted and talented students. It then investigates reasons for its popularity, addresses criticisms leveled against the model, and assesses its validity and utility for identifying and serving gifted students. (Author/JDD)
Descriptors: Ability Identification, Elementary Secondary Education, Evaluation Methods, Gifted
Peer reviewedFelton, Rebecca H. – Topics in Early Childhood Special Education, 1992
A sample of 221 kindergarten children was administered tests of phonological processes and then subsequently measured for reading skill in third grade. Of 19 possible predictors, only rapid naming of letters, general ability, and discrimination of beginning sounds within words significantly contributed to prediction of reading outcome. (Author/JDD)
Descriptors: Early Identification, Elementary Education, Handicap Identification, High Risk Students
Rossetti, Louis M. – Journal of Childhood Communication Disorders, 1993
This paper discusses early intervention issues that all members of the early intervention team should become familiar with, including epidemiology; who should provide intervention services; and the importance of early identification and caregiver involvement for the efficacy of intervention services. (JDD)
Descriptors: Caregivers, Delivery Systems, Disabilities, Early Identification
Peer reviewedScott, Marcia Strong; Fletcher, Kathryn L.; Martell, Blanca – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Thirty-four (Study 1) and 37 (Study 2) pairs of three-year-old children with and without mild learning problems were presented with a battery of five or six simple cognitive tasks. Children without learning problems performed at a significantly higher level on 17 of the 18 measures. (Contains references.) (Author/CR)
Descriptors: Classification, Cognitive Ability, Disability Identification, Early Identification
Peer reviewedFlint, Lori J. – TEACHING Exceptional Children, 2001
This article presents examples of gifted children who have attention deficit hyperactivity disorder (ADHD) and discusses the difficulties in identifying these students. Characteristics of gifted students who have ADHD are listed, the link between creativity and ADHD is examined, and strategies for parents and educators are provided. (Contains…
Descriptors: Ability Identification, Attention Deficit Disorders, Disability Identification, Elementary Secondary Education
Peer reviewedYellin, M. Wende; Culbertson, William R.; Tanner, Dennis C.; Adams, Tracy – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
A study explored gender differences in neonatal transient evoked otoacoustic emissions (TEOAEs) by comparing the reproducibility and amplitude of TEOAEs in 392 female and 435 male newborns. Results indicate female newborns had significantly higher response reproducibility and response amplitude. (Contains references.) (CR)
Descriptors: Auditory Evaluation, Clinical Diagnosis, Disability Identification, Early Identification
Peer reviewedSankar-DeLeeuw, Naomi – Roeper Review, 2002
This reprint of an article on the identification of and programming for gifted preschoolers is preceded by a commentary that stresses the gulf between parents' and teachers' perceptions and beliefs when it comes to precocious young children. Findings from the study indicate parents were much more supportive of curriculum differentiation. (Contains…
Descriptors: Ability Identification, Curriculum Design, Early Admission, Early Identification
Peer reviewedFilipek, Pauline A.; Accardo, Pasquale J.; Baranek, Grace T.; Cook, Edwin H., Jr.; Dawson, Geraldine; Gordon, Barry; Gravel, Judith S.; Johnson, Chris P.; Kallen, Ronald J.; Levy, Susan E.; Minshew, Nancy J.; Prizant, Barry M.; Rapin, Isabelle; Rogers, Sally J.; Stone, Wendy L.; Teplin, Stuart; Tuchman, Roberto F.; Volkmar, Fred R. – Journal of Autism and Developmental Disorders, 1999
This paper presents detailed recommendations for diagnosis of autism established by a multidisciplinary panel of the Child Neurology Society and the American Academy of Neurology. The paper offers dual-level (general development and specific symptoms) guidelines for diagnosis of autistic disorder, Asperger disorder, childhood disintegrative…
Descriptors: Autism, Clinical Diagnosis, Disability Identification, Early Identification
Peer reviewedPavri, Shireen – Young Exceptional Children, 2001
This article considers the extent to which Child Find procedures discussed in the literature are responsive to families from culturally and linguistically diverse backgrounds. Discussion of the legal basis for Child Find activities targeting these young children and challenges in early identification of children from diverse backgrounds is…
Descriptors: Cultural Differences, Developmental Delays, Disability Identification, Early Identification
Peer reviewedKnadler, Stephen – Computers and Composition, 2001
Seeks to complicate current theories of gender, technology, and composition by examining the self-representation of Black women at Spelman College in their end-of-the-semester Web-based portfolios. Examines how African-American women hold onto sets of experience, memories, and cultural signs when they present themselves online, appropriating…
Descriptors: Blacks, Females, Higher Education, Identification (Psychology)
Direct linkOfiesh, Nicole – Psychology in the Schools, 2006
The purpose of this article is to underscore why we need to maintain the presence of comprehensive evaluations in the identification of students with specific learning disabilities (SLDs). Response to intervention (RTI) models hold great hope for early instruction, and the reduction of the overrepresentation of students in special education who…
Descriptors: Identification (Psychology), Intervention, Identification, Standardized Tests
Nesdale, Drew; Durkin, Kevin; Maass, Anne; Griffiths, Judith – Social Development, 2005
This experiment tested predictions from social identity development theory (SIDT, Nesdale, 1999), that children's tendency to show out-group prejudice depends on the strength of their in-group identification and/or their perception of threat from the out-group. Anglo-Australian children (N = 480) aged 6, 7, or 9 years were assigned to a…
Descriptors: Ethnicity, Pacific Islanders, Childhood Attitudes, Identification
Lewis, Ann; Crisp, Richard J. – School Psychology International, 2004
The educational inclusion of pupils with special or additional educational needs is being promoted internationally. One would expect that professionals for whom the group identity as 'special professional' is both important and perceived as being under threat, would only be supportive of inclusion if it could be orchestrated in a way which fosters…
Descriptors: Identification (Psychology), Special Needs Students, Identification, Educational Needs
Peer reviewedPeischl, Tom – Special Libraries, 1978
Four major problems of academic library identification cards are expense, distribution, timeliness, and validation. By moving from a commercially produced plastic library card to a locally produced paper IBM-type card, this library solved these four library card problems. (Author)
Descriptors: College Libraries, Identification, Library Circulation
