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Does the Degree of Prematurity Relate to the Bayley-4 Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains?

Journal of intelligence, 2023-11, Vol.11 (11), p.213

2023

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Third variables in longitudinal research: Application of longitudinal mediation and moderation in school psychology

Journal of school psychology, 2024-04, Vol.103, p.101283-101283, Article 101283

2024

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Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory

Intelligence (Norwood), 2020-03, Vol.79, p.101433-11, Article 101433

2020

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The sexes do not differ in general intelligence, but they do in some specifics

Intelligence (Norwood), 2022-05, Vol.92, p.101651, Article 101651

2022

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Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade

Journal of school psychology, 2015-08, Vol.53 (4), p.265-281

2015

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Gender differences in children's social skills growth trajectories

Applied developmental science, 2022-07, Vol.26 (3), p.488-503

2022

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Reciprocal Relations Between Children’s Social and Academic Skills Throughout Elementary School

Journal of psychoeducational assessment, 2022-09, Vol.40 (6), p.761-776

2022

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Computer-Enhanced Practice: The Benefits of Computer-Assisted Assessment in Applied Clinical Practice

Professional psychology, research and practice, 2022-08, Vol.53 (4), p.387-397

2022

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Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers?

Psychological assessment, 2024-08

2024

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Bayley‐4 performance of very young children with autism, developmental delay, and language impairment

Psychology in the schools, 2022-07, Vol.59 (7), p.1267-1281

2022

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Comparison of methods for factor extraction for cognitive test-like data: Which overfactor, which underfactor?

Intelligence (Norwood), 2016-01, Vol.54, p.37-54

2016

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School psychologists and autism identification: Present challenges and potential solutions

Psychology in the schools, 2023-02, Vol.60 (2), p.441-451

2023

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Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

School mental health, 2024-06, Vol.16 (2), p.370-386

2024

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Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III

Intelligence (Norwood), 2018-05, Vol.68, p.6-20

2018

Volltextzugriff (PDF)

Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf With a Learning Disability

School psychology review, 2016-09, Vol.45 (3), p.362-371

2016

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The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

Journal of developmental and physical disabilities, 2017-02, Vol.29 (1), p.107-129

2017

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School-Based Screening of Social Determinants of Health: A Scoping Review

School mental health, 2024-03, Vol.16 (1), p.1-14

2024

Volltextzugriff (PDF)

Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children

Journal of psychoeducational assessment, 2018-10, Vol.36 (7), p.670-683

2018

Volltextzugriff (PDF)

The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth

Youth & society, 2018-05, Vol.50 (4), p.551-570

2018

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An Alternative Approach to Cognitive and Achievement Relations Research: An Introduction to Quantile Regression

Journal of pediatric neuropsychology, 2020-06, Vol.6 (2), p.83-95

2020

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Parents’ Perspectives on Transition and Postsecondary Outcomes for Their Children Who Are d/Deaf or Hard of Hearing

American annals of the deaf (Washington, D.C. 1886), 2014, Vol.159 (1), p.7-21

2014

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Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing

Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, 2015-04, Vol.23 (2), p.73-99

2015

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Confirmatory Factor Structure of the Kaufman Assessment Battery for Children–Second Edition With Preschool Children: Too Young for Differentiation?

Journal of psychoeducational assessment, 2015-09, Vol.33 (6), p.522-533

2015

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Social Skills as a Predictor of Postsecondary Outcomes for Individuals Who Are Deaf

Applied developmental science, 2015-01, Vol.19 (1), p.19-30

2015

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Beyond individual tests: Youth's cognitive abilities on their math and writing skills

Learning and individual differences, 2023-02, Vol.102, p.102271, Article 102271

2023

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Does the Degree of Prematurity Relate to the Bayley-4 Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains?

Third variables in longitudinal research: Application of longitudinal mediation and moderation in school psychology

Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory

The sexes do not differ in general intelligence, but they do in some specifics

Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade

Gender differences in children's social skills growth trajectories

Reciprocal Relations Between Children’s Social and Academic Skills Throughout Elementary School

Computer-Enhanced Practice: The Benefits of Computer-Assisted Assessment in Applied Clinical Practice

Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers?

Bayley‐4 performance of very young children with autism, developmental delay, and language impairment

Comparison of methods for factor extraction for cognitive test-like data: Which overfactor, which underfactor?

School psychologists and autism identification: Present challenges and potential solutions

Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III

Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf With a Learning Disability

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

School-Based Screening of Social Determinants of Health: A Scoping Review

Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children

The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth

An Alternative Approach to Cognitive and Achievement Relations Research: An Introduction to Quantile Regression

Parents’ Perspectives on Transition and Postsecondary Outcomes for Their Children Who Are d/Deaf or Hard of Hearing

Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing

Confirmatory Factor Structure of the Kaufman Assessment Battery for Children–Second Edition With Preschool Children: Too Young for Differentiation?

Social Skills as a Predictor of Postsecondary Outcomes for Individuals Who Are Deaf

Beyond individual tests: Youth's cognitive abilities on their math and writing skills

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