Assessment and Decision-Making in Early Childhood Education and Intervention
Tóm tắt
Từ khóa
Tài liệu tham khảo
Cavell, T. A., & Strand, P. S. (2002). Parent-based interventions for aggressive, antisocial children: Adapting to a bilateral lens. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations. Thousand Oaks, CA: Sage.
Cronbach, L. J. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671–684.
Department of Health and Human Services, Administration on Children, Youth, and Families/Head Start Bureau. (2000). The Head Start Path to Positive Child Outcomes. Washington, DC: Author.
Donahoe, J. W., & Palmer, D. C. (1994). Learning and complex behavior. Boston: Allyn & Bacon.
Ducharme, J. M. (1996). Errorless compliance training: Optimizing clinical effectiveness. Behavior Modification, 20, 259–280.
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the national reading panel's meta-analysis. Review of Educational Research, 71, 393–447.
Gewirtz & Pelàez-Nogueras, (2000). Infant emotions under the positive-reinforcer control of caregiver attention and touch. In J. C. Leslie & D. Blackman (Eds.), Experimental and applied analysis of human behavior (pp. 271–292). Reno, NV: Context Press.
Grove, W. M., Zald, D. H., Lebow, B. S., Snitz, B. E., & Nelson, C. (2000). Clinical versus mechanical prediction: A meta-analysis. Psychological Assessment, 12, 19–30.
Harbin, G. L., McWilliam, R. A., & Gallagher, J. J. (2000). Services for young children with disabilities and their families. In J. P. Shonkoff, & S. J. Meisels (Eds.). Handbook of early childhood intervention. (2nd ed.; pp. 387–415). New York: Cambridge University Press.
Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1, 3–20.
Hayes, S. C., Nelson, R. O., & Jarrett, R. B. (1987). The treatment utility of assessment: A functional approach to evaluating assessment quality. American Psychologist, 42, 963–974.
Johnson, K. J., & Layng, T. V. J. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475–1490.
Johnson, K. J., & Street, E. M. (2004). The Morningside Model of generative instruction: What it means to leave no child behind. Concord, MA: Cambridge Center for Behavioral Studies.
Kleinmuntz, (1990). Why we still use our heads instead of formulas: Toward an integrative approach. Psychological Bulletin, 107, 296–310.
McConnell, B. B. (1982). Bilingual education: Will the benefits last? Bilingual Education Paper Series, 5 (8). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.
Meehl, P. E. (1954). Clinical versus statistical prediction. Minneapolis: University of Minnesota Press.
Meisels, S., & Atkins‐Burnett, S. (2000). The elements of early childhood assessment. In J. P. Shonkoff, & S. J. Meisels (Eds.). Handbook of early childhood intervention (2nd ed.; pp. 231–257). New York: Cambridge University Press.
Nelson, J. R., Benner, G. J., & Gonzalez, J. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3–12.
Novak, G., & Pelàez, M. (2004). Child and adolescent development: A behavioral systems approach. Thousand Oaks, CA: Sage Publications.
Rachlin, H. (2000). The science of self-control. Cambridge, MA: Harvard University Press.
Repp, A., & Horner, R. H. (Eds.) (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.
Rist, R. C. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational review, 70, 266–301.
Sarbin, T. R. (1986). Prediction and clinical inference: Forty years later. Journal of Personality Assessment, 50, 362–369.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.
Strand, P. S. (2000). A modern behavioral perspective on child conduct disorder: Integrating behavioral momentum and matching theory. Clinical Psychology Review, 20, 593–615.
Strand, P. S., Barnes-Holmes, Y., & Barnes-Holmes, D. (2002). Educating the whole child: Implications of behaviorism as a science of meaning. Journal of Behavioral Education 12, 105–117.
Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of language and cognition. Cambridge, MA: Bradford Books.