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Relations of middle school students' perceptions of family and school contexts with academic achievement

Psychology in the schools, 2001-11, Vol.38 (6), p.505-519

2001

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JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITIES, THIRD EDITION, AND THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH A PRESCHOOL POPULATION

Psychology in the schools, 2014-01, Vol.51 (1), p.32-57

2014

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Use of Brief Intelligence Tests in the Identification of Giftedness

Journal of psychoeducational assessment, 2012-02, Vol.30 (1), p.10-24

2012

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UTILITY OF THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH ETHNICALLY DIVERSE PRESCHOOLERS

Psychology in the schools, 2014-07, Vol.51 (6), p.581-590

2014

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Introduction to the special issue: Preschool assessment and intervention

Psychology in the schools, 2011-05, Vol.48 (5), p.427-429

2011

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The prediction of intelligence in preschool children using alternative models to regression

Behavior research methods, 2011-12, Vol.43 (4), p.942-952

2011

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Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Psychology in the schools, 2011-05, Vol.48 (5), p.476-487

2011

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Assessing the SB-V factor structure in a sample of preschool children

Psychology in the schools, 2011-05, Vol.48 (5), p.454-463

2011

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Confirmatory factor analysis of the KABC-II in preschool children

Psychology in the schools, 2009-07, Vol.46 (6), p.515-525

2009

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Joint confirmatory factor analysis of the differential ability scales and the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition

Psychology in the schools, 2007-02, Vol.44 (2), p.119-138

2007

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Early Adolescents' Perceptions of Patterns of Parenting, Teaching, and School Atmosphere: Implications for Achievement

The Journal of early adolescence, 1998-02, Vol.18 (1), p.5-26

1998

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Preschool Assessment and Intervention

Psychology in the schools, 2011, Vol.48 (5)

2011

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How Education Should Respond to Students with Traumatic Brain Injury

Journal of learning disabilities, 1996-11, Vol.29 (6), p.670-683

1996

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ASSESSING THE SB-V FACTOR STRUCTURE IN A SAMPLE OF PRESCHOOL CHILDREN: Preschool Assessment and Intervention

Psychology in the schools, 2011, Vol.48 (5), p.454-463

2011

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PROFILE ANALYSIS OF THE KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION, WITH AFRICAN AMERICAN AND CAUCASIAN PRESCHOOL CHILDREN: Preschool Assessment and Intervention

Psychology in the schools, 2011, Vol.48 (5), p.476-487

2011

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Comparing the Stanford-Binet, fourth edition to the WISC-R: A concurrent validity study

Journal of school psychology, 1987, Vol.25 (2), p.193-196

Rothlisberg, Barbara A.

1987

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The relation of the Stanford-Binet: Fourth edition to measures of achievement: A Concurrent validity study

Psychology in the schools, 1990-04, Vol.27 (2), p.120-125

Rothlisberg, Barbara A.

1990

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Processing Styles, Reading Performance and the Kaufman Assessment Battery for Children

Journal of psychoeducational assessment, 1989-12, Vol.7 (4), p.304-311

Rothlisberg, Barbara A.

1989

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My School is like a Home: Using Metaphors to Assess Students' Attitudes toward Parenting, Teaching, and Schools

Psychological reports, 1996-04, Vol.78 (2), p.619-623

1996

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Social Acceptance by Their Peers of Children with Mental Retardation

Psychological reports, 1994-02, Vol.74 (1), p.239-242

1994

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Performance of a referred sample on the Stanford-Binet IV and the K-ABC

Journal of school psychology, 1991-12, Vol.29 (4), p.367-370

1991

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Reading comprehension and lateral preference in normal readers

Psychology in the schools, 1985-07, Vol.22 (3), p.337-342

1985

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Factor Stability of the Lateral Preference Schedule

International journal of neuroscience, 1991-01, Vol.61 (1-2), p.83-85

Rothlisberg, Barbara A.

1991

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Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Handbook of Clinical Child Neuropsychology, p.321-348

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Comparing the Stanford-Binet, Fourth Edition to the WISC-R: A Concurrent Validity Study

Journal of School Psychology, 1987, Vol.25 (2), p.193

Rothlisberg, Barbara A

1987

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Relations of middle school students' perceptions of family and school contexts with academic achievement

JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITIES, THIRD EDITION, AND THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH A PRESCHOOL POPULATION

Use of Brief Intelligence Tests in the Identification of Giftedness

UTILITY OF THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH ETHNICALLY DIVERSE PRESCHOOLERS

Introduction to the special issue: Preschool assessment and intervention

The prediction of intelligence in preschool children using alternative models to regression

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Assessing the SB-V factor structure in a sample of preschool children

Confirmatory factor analysis of the KABC-II in preschool children

Joint confirmatory factor analysis of the differential ability scales and the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition

Early Adolescents' Perceptions of Patterns of Parenting, Teaching, and School Atmosphere: Implications for Achievement

Preschool Assessment and Intervention

How Education Should Respond to Students with Traumatic Brain Injury

ASSESSING THE SB-V FACTOR STRUCTURE IN A SAMPLE OF PRESCHOOL CHILDREN: Preschool Assessment and Intervention

PROFILE ANALYSIS OF THE KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION, WITH AFRICAN AMERICAN AND CAUCASIAN PRESCHOOL CHILDREN: Preschool Assessment and Intervention

Comparing the Stanford-Binet, fourth edition to the WISC-R: A concurrent validity study

The relation of the Stanford-Binet: Fourth edition to measures of achievement: A Concurrent validity study

Processing Styles, Reading Performance and the Kaufman Assessment Battery for Children

My School is like a Home: Using Metaphors to Assess Students' Attitudes toward Parenting, Teaching, and Schools

Social Acceptance by Their Peers of Children with Mental Retardation

Performance of a referred sample on the Stanford-Binet IV and the K-ABC

Reading comprehension and lateral preference in normal readers

Factor Stability of the Lateral Preference Schedule

Utilizing a Neuropsychological Paradigm for Understanding Common Educational and Psychological Tests

Comparing the Stanford-Binet, Fourth Edition to the WISC-R: A Concurrent Validity Study

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