A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom

Psychology in the Schools

Volumn 46, Issue 6, 2009, Pages 489-500

  Fiorello, Catherine A ^a   Thurman, S Kenneth ^a   Zavertnik, Jennifer ^a   Sher, Robert ^a   Coleman, Schehera ^a  

^a TEMPLE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68049118652     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20392     Document Type: Article

References (38)

1. Allinder, R. M., & Oats, R. G. (1997). Effects of acceptability on teachers' implementation of curriculum-based measurement and student achievement in mathematics computation. Remedial and Special Education, 18(2), 113 - 120.
2. Arra, C. T., & Bahr, M. W. (2005). Teachers' and students' preferences for mathematics interventions: Implications for teacher acceptability in consultation. Journal of Educational and Psychological Consultation, 16, 157 - 174.
3. Brooks, P. H., & Baumeister, A. A. (1977). A plea for consideration of ecological validity in the experimental psychology of mental retardation: A guest editorial. American Journal of Mental Deficiency, 81, 543 - 546.
4. Brunswik, E. (1943). Organismic achievement and environmental probability. The Psychological Review, 50, 255 - 272.
5. Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Press Syndicate of the University of Cambridge.
6. Ceci, S. J. (1991). Some overarching issues in the children's suggestibility debate. In J. Dorris (Ed.), The suggestibility of children's recollections (pp. 1 - 9). Washington, DC: American Psychological Association.
7. Chan, M., & Chadsey, J. G. (2006). High school teachers' perceptions of school-to-work transition practices in Taiwan. Education and Training in Developmental Disabilities, 41, 280 - 289.
8. ChanLin, L. (2007). Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms. Innovations in Education and Teaching International, 44, 45 - 55.
9. Chaytor, N., & Schmitter-Edgecombe, M. (2003). The ecological validity of neuropsychological tests: A review of the literature on everyday cognitive skills. Neuropsychological Review, 13, 181 - 197.
10. de Mesquita, P. B., & Zollman, A. (1995). Teachers' preferences for academic intervention strategies in mathematics: Implications for instructional consultation. Journal of Educational and Psychological Consultation, 6, 159 - 174.
11. Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96, 130 - 141.
12. Fiorello, C. A., & Thurman, S. K. (2001, April). Development of a teacher rating scale of CHC (Gf-Gc) abilities. Poster presented at the annual meeting of the National Association of School Psychologists, Washington, DC.
13. Flanagan, D. P. (2000). Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler scores. School Psychology Quarterly, 15(3), 295 - 329.
14. Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Essentials of cross-battery assessment (2nd ed.). New York: Wiley.
15. Floyd, R. G., Bergeron, R., & Alfonso, V. C. (2006). Cattell-Horn-Carroll cognitive ability profiles for poor comprehenders. Reading and Writing, 19(5), 427-456.
16. Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll (CHC) cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132- 144.
17. Frazen,M. D., &Wilhelm, K. L. (1996). Conceptual foundations of ecological validity in neuropsychological assessment. In R. J. Sbordone & C. J. Long (Eds.), Ecological validity of neuropsychological testing (pp. 91 - 112). Boca Raton, FL: St. Lucie.
18. Gathercole, S. E., & Alloway, T. P. (2008). Working memory and classroom learning. In S. K. Thurman & C. A. Fiorello (Eds.), Cognitive applications in K-3 education. New York: Taylor & Francis.
19. Gibson, E. J. (1991). An odyssey in learning and perception. Cambridge, MA: MIT Press.
20. Hall, C. W., & Didier, E. (1987). Acceptability and utilization of frequently-cited intervention strategies. Psychology in the Schools, 24, 153 - 161.
21. Lane, K. L., Pierson, M. R., & Givner, C. C. (2004). Secondary teachers' views on social competence: Skills essential for success. The Journal of Special Education, 38, 174 - 186.
22. Lewin, K. (1943). Defining the 'field at a given time.' The Psychological Review, 40, 293 - 310.
23. Loftus, E. F., & Ceci, S. J. (1991). Commentary: Research findings-what do they mean? In J. Dorris (Ed.), The suggestibility of children's recollections (pp. 129 - 133). Washington, DC: The American Psychological Association.
24. McGrew, K. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In D. P. Flanagan & P. L Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed.). New York: Guilford Press.
25. McGrew, K. S., & Flanagan, D. P. (1998). The intelligence test desk reference (ITDR): A Gf-Gc cross-battery approach to intelligence test interpretation. Boston: Allyn & Bacon.
26. McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools. School Psychology Review, 26(2), 189 - 210.
27. McGrew, K. S.,&Knopik, S. N. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and writing achievement across the life-span. School Psychology Review, 22(4), 687 - 695.
28. Meier, C. R., DiPerna, J. C., & Oster, M. M. (2006). Importance of social skills in the elementary grades. Education and Treatment of Children, 29, 409 - 419.
29. Moore, M. J., & Rienzo, B. A. (2000). Utilizing the SIECUS guidelines to assess sexuality education in one state: Content scope and importance. Journal of School Health, 70, 56 - 60.
30. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
31. Neisser, U. (1976). Cognition and reality. San Francisco: Freeman.
32. Noell, G., Gansle, K. A., & Allison, R. (1999). Do you see what I see? Teachers' and school psychologists' evaluations of naturally occurring consultation cases. Journal of Educational and Psychological Consultation, 10, 107 - 128.
33. Pressley, M., & Hilden, K. (2002). How can children be taught to comprehend text better? In M. Kamil, J. Manning, & H. Walberg (Eds.), Successful reading instruction (pp. 35-51). Greenwich, CT: Information Age Publishing.
34. Schmuckler, M. A. (2001). What is ecological validity? A dimensional analysis. Infancy, 2, 419 - 436.
35. Sher, R., Fiorello, C. A., Thurman, S. K.,&Flanagan, R. (2004, July). Importance of CHC cognitive abilities in the classroom. Poster presented at the annual meeting of the American Psychological Association, Honolulu, HI.
36. Stormont, M., Lewis, T. J., & Smith, S. C. (2005). Behavior support strategies in early childhood settings: Teachers' importance and feasibility ratings. Journal of Positive Behavior Support, 7, 131 - 139.
37. Stormont, M., & Stebbins, M. S. (2001). Teachers' comfort and importance for interventions for preschoolers with AD/HD. Psychology in the Schools, 38, 259 - 267.
38. Zionts, L. T., Shellady, S. M., & Zionts, P. (2006). Teachers' perceptions of professional standards: Their importance and ease of implementation. Preventing School Failure, 50(3), 5 - 12.