Peer ratings of depression, anxiety, and aggression in inpatient and elementary school children: Rating biases and influence of rater's self-reported depression, anxiety, and aggression

1994 ◽  
Vol 22 (5) ◽  
pp. 611-628 ◽  
Author(s):  
Catherine C. Epkins
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Peer Ratings

Age Differences in Peer Ratings of Socially Desirable and Socially Undesirable Behavior

1968 ◽  
Vol 23 (3) ◽  
pp. 783-791 ◽  
Author(s):  
Leigh Minturn ◽  
Merrilee Lewis
Keyword(s):  
College Students ◽  
Elementary School ◽  
Age Differences ◽  
School Children ◽  
Elementary School Children ◽  
Peer Ratings ◽  
Adult Sample ◽  
The Third ◽  
Peer Nomination ◽  
Two Factors

Walder's peer nomination inventory was given to elementary school children and college students and the data analyzed for age differences. The first two factors are essentially the same as Walder's factors and are unaffected by Ss age. The third child factor is similar to Walder's third factor of socially undesirable non-aggressive traits but is better differentiated and more general, including several items measuring rebelliousness. Two additional factors appear in the adult sample, one defined by rebellion and rejection items and one by dominance items.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

An integrated components preventive intervention for aggressive elementary school children: The Early Risers program.

2001 ◽  
Vol 69 (4) ◽  
pp. 614-626 ◽  
Author(s):  
Gerald J. August ◽  
George M. Realmuto ◽  
Joel M. Hektner ◽  
Michael L. Bloomquist
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Preventive Intervention
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