Should we screen preschoolers?

Reynolds, Cecil R.

doi:10.1016/0361-476x(79)90073-0

Cited by 29 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The relatively high scores (compared to those of older children) present in this normative sample, if used as a referent, could result in abnormally high false negative rates in screening programs. However, the objective nature of the scale represents an advance over informal nomination of children as potentially "disturbed" and can also help ease parent and teacher suspicions of emotional disturbance likely to occur for children with inadequate achievement in the beginning stages of schooling (Reynolds, 1979).…”

Section: Results a N D Discussionmentioning

confidence: 99%

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

Reynolds

Bradley

Steele³

1980

Psychol. Schs.

Self Cite

View full text Add to dashboard Cite

The Revised‐Children's Manifest Anxiety Scale (Reynolds & Richmond, 1978) was administered to 97 kindergarten children. Coefficient alpha reliabilities of .79 for males (N = 53), .85 for females (N = 44), and .82 for the total sample resulted. Contrary to findings with older children, no sex differences occurred in scoring on the anxiety scale. The kindergarten children generally scored higher on the anxiety scale than did older children. Lie scale scores were comparable to those of other primary grade children. Implications for use of the scale with young children are discussed.

show abstract

Section: Results a N D Discussionmentioning

confidence: 99%

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

Reynolds

Bradley

Steele³

1980

Psychol. Schs.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Sociological literature extended to education indicates that other people's expectations can have a tremendous influence in shaping behavioral and academic performance (Jussim, Madon, & Chatman, 1994). However, even in the absence of formal codified labels, teachers, clinicians, and others label children anyway and often in more pejorative ways (Reynolds, 1979).…”

Section: Proposed Solution: a National Definition And Diagnostic Appr...mentioning

confidence: 99%

After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria.

Dombrowski

Kamphaus

Reynolds

2004

Professional Psychology: Research and Practice

Self Cite

102

126

View full text Add to dashboard Cite

Pending legislation and positions taken by the U.S. Department of Education may radically alter current learning disabilities (LD) definitions and diagnostic approaches. Proposals include eliminating a discrepancy model and incorporating a more comprehensive approach to LD assessment but one based on more subjective clinical judgment. Although this effort to change is laudable, it does not address the residual problems that will continue to plague the field: the lack of specificity of the construct of LD and the inconsistent and idiosyncratic approach to diagnosis taken by practitioners and researchers across and within states. This article proposes a new LD classification model that transcends educational and psychiatric systems of diagnosis, calls for a uniform and national diagnostic system, and suggests renaming the disorder (e.g., developmental learning delay). STEFAN C. DOMBROWSKI received his PhD in school psychology from the University of Georgia and received his MBA from the University of Connecticut. He completed a postdoctoral fellowship in child-clinical psychology at the University of California, Davis, Medical Center. He is an assistant professor in the school psychology program at Rider University. His research interests include child maltreatment and the investigation of the impact of prenatal factors on later child psychological development. He also conducts research on assessment-related issues as they relate to the developmental well-being of children. RANDY W. KAMPHAUS received his PhD in school psychology from the University of Georgia. He is department head and distinguished research professor of educational psychology at the University of Georgia. His research interests include psychological assessment and classification.

show abstract

“…The above findings highlight the importance of systematic early detection and assessment of pupils' school adjustment difficulties. Moreover, they emphasize the need for using effective, reliable and valid screening and assessment tests for primary school children within the school environment (Reynolds, 1979;Hightower et al, 1986Hightower et al, , 1987.…”

Section: School Adjustment Difficultiesmentioning

confidence: 98%

School adjustment difficulties of immigrant children in Greece¹

Palaiologou

2007

Intercultural Education

View full text Add to dashboard Cite

Should we screen preschoolers?

Cited by 29 publications

References 26 publications

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria.

School adjustment difficulties of immigrant children in Greece¹

Contact Info

Product

Resources

About

Should we screen preschoolers?

Cited by 29 publications

References 26 publications

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

Preliminary norms and technical data for use of the Revised-Children's Manifest Anxiety Scale with kindergarten children

After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria.

School adjustment difficulties of immigrant children in Greece1

Contact Info

Product

Resources

About

School adjustment difficulties of immigrant children in Greece¹