References
Adams, G., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Portland, OR: Educational Achievement Systems.
Albers, C. A., & Hoffman, A. (2012). Using flashcard drill methods and self-graphing procedures to improve the reading performance of English language learners. Journal of Applied School Psychology, 28, 367-388. DOI: 10.1080/15377903.2012.731365
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, D.C.: Author
Antoniuk, A., & Cormier, D. C., (2020). Examiner drift: What it is and how it can be avoided in your assessment practices. Communiqué, 49(3), 10-12.
Ausubel, D. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht, The Netherlands: Kluwer Academic.
Baker, J. M., & Reiss, A. L. (2016). A meta-analysis of math performance in Turner syndrome. Developmental Medicine & Child Neurology, 58, 123-130.
Barkley, R. A. (2015). The history of ADHD. In R. A. Barkley (Ed.) Attention-deficit hyperactivity disorder: A handbook of diagnosis and treatment (4th ed.; pp. 3-50). New York: Guilford Press.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind?” Cognition, 21, 37-46.
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., Escobar, M., & Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 75-82.
Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019). Test use and assessment practices of school psychologists in the United States: Findings from the 2017 national survey. Journal of School Psychology, 72, 29-48.
Bergeron, R., & Floyd, R. G. (2013). Individual part score profiles of children with intellectual disability: A descriptive analysis across three intelligence tests. School Psychology Review, 42, 22-38.
Berninger, V. W. (2009). Highlights of pragmatic interdisciplinary research on writing. Learning Disabilities, Research & Practice, 24, 69-80.
Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. San Diego: Academic Press.
Bersoff, D. N. (2013). Protecting victims of violent patients while protecting confidentiality. American Psychologist, 69, 461-467. doi.org/10.1037/a0037198
Breiger, D., Bishop, K., & Benjamin, G. A. H. (2014). Educational evaluations of children with special needs: Clinical and forensic considerations. Washington, DC: American Psychological Association.
Brooks, A. D., Berninger, V. W., & Abbott, R. D. (2011). Letter naming and writing reversals in children with dyslexia: Momentary inefficiency in the phonological and orthographic loops of working memory. Developmental Neurpsychology, 36, 847-868.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332, 1049-1053.
Campbell, D., & Stanley, J. (1966). Experimental and quasi-experimental designs in research. Chicago: McNally & Company.
Chase, C. C., & Klahr, D. (2017). Invention versus direct instruction: For some content, it’s a tie. Journal of Science Education and Technology, 26, 582-596.
Close, S., Fennoy, I., Smaldone, A., & Reame, N. (2015). Phenotype and adverse quality of life in boys with Klinefelter syndrome. Journal of Pediatrics, 167, 650-657.
Collins, T. A., Hawkins, R. O., Flowers, E. M., Kalra, H. D., Richard, J., & Haas, L. E. (2018). Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD. Psychology in the Schools, 55, 63-75. DOI: 10.1002/pits.22091
Conners, C. K. (2014). Conners Continuous Performance Test (3rd edition). North Tonawanda, NY: MHS Assessments.
Cortese, S., Ferrin, M., Brandeis, D., Holtmann, M., Augensteiner, P., Daley, D.,….Simonoff, E. (2016). Neurofeedback for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes for randomized controlled trials, Journal of the American Academy of Child and Adolescent Psychiatry, 55, 444–455. DOI: 10.1016/j. jaac. 2016.03.007
D’Agostino, J. V. & Harmey, S.J. (2016) An international meta-analysis of Reading Recovery. Journal of Education for Students Placed at Risk (JESPAR), 21, 29-46, DOI: 10.1080/10824669.2015.1112746
Daily, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36, 455 – 464. DOI: 10. 1111/J. 1365 – 2214. 2009. 01046.x
Daley, K. B., Wodrich, D. L., & Hasan, K. (2006). Classroom attention in children with type I diabetes mellitus: the effect of stabilizing serum glucose. Journal of Pediatrics, 148, 201-206. DOI:10.016/j/peds.2005.08.07
Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W.D., & Hale, J. B. (2011). Forest Grove School District v. T. A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29, 103-113. doi: 10.1177/0734282910388598
Dubischar-Krivec, A. M., Bolte, S., Braun, C. Poustka, F., Birbaumer, N., & Neumann, N. (2014). Neural mechanisms of savant calendar calculating in autism: An MEG-study of few single cases. Brain & Cognition, 90, 157-164. doi. 10.1016/j.bandc.2014.07.003
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46, 43-51.
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (2016). ADHD-5 Rating Scale for children and adolescents. New York: Guilford Press.
Felthous, A. R. (2006). Warning a potential victim of a person’s dangerousness: A clinician’s duty or a victim’s right? Journal of the American Academy of Psychiatry and the Law, 34, 338-348.
Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: applications for intervention and professional practice. Psychology in the Schools, 50, 531 – 547.
Fernell, E. (1998). Aetological factors and the prevalence of severe mental retardation in children in a Swedish municipality: The possible role of consanguinity. Developmental Medicine and Child Neurology, 40, 608 – 611.
Flensborg-Madsen, T., & Mortensen, E. L. (2017) Association of early developmental milestones with the adult intelligence. Child Development, 139, 1-9.
Fletcher, J., M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3, 30-37.
Flynn, J. R. (2012). Are we getting smarter? Rising IQ in the twenty-first century. Cambridge UK: Cambridge University Press.
Frye, E. M., & Feldman, M. D. (2012). Factitious disorders by proxy in educational settings: A review. Educational Psychology Review, 24, 47-61. DOI 10.1007/s10648-011-9180-9
Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence, implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
Fuchs, L.S., Schumacher, R. F., Sterva, S., K., Long J., Namkung, J. Malone, A.,….Siegler, R. S. (2014). Does working memory moderate the effects of fractions intervention? An aptitude-treatment interaction. Journal of Educational Psychology, 106, 499-514. DOI: 10.1037/a0034341
Gadow, K. D., Perlman, G., & Weber, R. J. (2017). Parent-reported developmental regression in autism: Epilepsy, IQ, schizophrenia spectrum symptoms, and special education. Journal of Autism and Developmental Disorders, 47, 918-926. DOI: 10.007/s10803-016-3004-1
Gartlehner G, Hansen RA, Nissman D, Lohr KN, Carey TS. (April, 2006). Criteria for Distinguishing Effectiveness from Efficacy Trials in Systematic Reviews. Technical Review 12 (Prepared by the RTI-International-University of North Carolina Evidence-based Practice Center under Contract No. 290-02-0016.) AHRQ Publication No. 06-0046. Rockville, MD: Agency for Healthcare Research and Quality.
Goldstein, S., & Naglieri, J. (2010). Autism Spectrum Rating Scale manual. North Tonawanda, NY: MHS.
Goldstein, S., & Naglieri, J. A., (2013). Autism Spectrum Rating Scale, technical manual. North Tonawanda, NY: MHS.
Gordon, M. (1986). Gordon Diagnostic System. DeWitt, NY: Gordon Systems, Inc.
Grant, K., Carter, J.S., Adam, E., & Jackson, Y. (2020). Life events. In E. A. Youngstrom, M. J. Prinstein, E. J. Mash, & R. A. Barkley (Eds.) Assessment of disorders in childhood and adolescence (5th ed.) (pp. 441-470). New York: Guilford Press.
Greenberg, L., Holder, C., Kindschi, C. I., & Dupuy, T. R. (2017). Test of Variables of Attention. Langley, WA: The TOVA Company.
Harris, B., & Sullivan, A. L., Oades-Sese, G. V., & Sotelo-Dynega, M. (2015). Culturally and linguistically responsive practices in psychoeducational reports for English language learners. Journal of Applied School Psychology, 31, 141-166. DOI: 10.1080/15377903.2014.1002144
Hawken, L. S., Bundock, K., Kladis, K., O’Keefe, B., & Barrett, C. A. (2014). Systematic review of the check-in, check-out intervention for students at risk for emotional and behavior disorders. Education & Treatment of Children, 37, 635-658.
Hooper, N., Erdogan, A., Keen, G., Lawton K. & McHugh, L. (2015). Perspective taking reduces the fundamental attributional error. Journal of Contextual Behavioral Science, 4, 69-72. Doi: 10.1016/j.jcbs.2015.02.002
Horn, J. L., & Cattell, R. B. (1967). Age differences in fluid and crystallized intelligence. Acta Psychologica, 26,107-129.
Hutchinson, E. A., de Luca, C.R., Doyle, L. W., Roberts, G., & Anderson, P. J. (2013). School-age outcomes of extremely preterm or extremely low birth weight children. Pediatrics, 131, 1053-1061. doi: 10.1542/peds2012-2311.
Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44, 184-195.
Jacobsen, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12-19.
Katzir, T., Kim, Y.S., Wolf, M., Morris, R., & Lovett, M. W. (2008). The varieties of pathways to dysfluent reading. Journal of Learning Disabilities, 41, 47-66.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children (2nd ed). San Antonio: Pearson.
Kaufman, A. S., & Kaufman, N. L. (2014). Kaufman Test of Educational Achievement (3rd ed). San Antonio: Pearson
Kavale, K. A., Forness, S. R. (1999). Effectiveness of special education. In C. R. Reynolds & Gutkin, T. B. (Eds.) The handbook of school psychology (3rd ed.; pp. 984-1024). New York: Wiley.
Kazdin, A. E. (2011). Behavior modification in applied settings (7th ed.) Long Grove, IL: Waveland Press.
Keiser, A., & Reddy, L. (2013). Clinical use of the Pediatric Attention Disorders Screener for children at risk for attention deficit hyperactivity disorder: Case illustrations. Journal of Applied School Psychology, 29, 350-374. doi.org/10.1080/15377903.2013.836777
Kibby, M. Y., Cohen, M. J., Lee, S. E., Stafford, L., Park, Y. D., & Strickland, S. M. (2014). There are laterality effects in memory functioning in children/adolescents with focal epilepsy. Developmental Neuropsychology, 39, 569-584.
Kintner, E., Cook, G., Marti, C. N., Gomes, M., Harmon, P. & Van Egeren, L. A. (2015). Comparative effectiveness of cognitive asthma outcomes of the SHARP academic asthma health education and counseling program and a non-academic program. Research in Nursing and Health, 38, 423-435. DOI: 10.1002/nur.21678
Klusek, J., Martin, G. E., & Losh, M. (2014). Consistency between research and clinical diagnoses of autism among boys and girls with fragile X syndrome. Journal of Intellectual Disability Research, 58, 940-952.
Kork, M., Kirk, U., & Kemp, S. (2007). NEPSY (2nd ed.). San Antonio: Pearson.
Koscianski, A., Ribeiro, R. J., & Silva, S. C. R. (2012). Short animation movies as advances organizers in physic teaching: A preliminary study. Research in Science & Technological Education, 30, 255-269. Doi.org/10.1080/02635143.2012.732057
Kowalewicz, E. A., & Coffee, G. (2014). Mystery Motivator: A tier I behavioral intervention. School Psychology Quarterly, 29, 138-156. DOI: 10.1037/spq0000030
LaGreca, L. M., & Danzi, B. A. (2020). Posttraumatic stress disorder. In E. A. Youngstrom, M. J. Prinstein, E. J. Mash, & R. A. Barkley (Eds.) Assessment of disorders in childhood and adolescence (5th ed.) (pp. 413-440). New York: Guilford Press.
Lewin, A. B., Storch, E. A., Conelea, C. A., Woods, D. W., Zinner, S. H. Budman, C. L….Murphy, T. A. (2011). The role of anxiety and depression in connecting tic severity and functional impairment. Journal of Anxiety Disorders, 25, 164-168.
Loe, S. A. & Miranda, A H. (2005). An examination of ethnic incongruence in school-based psychological services and diversity-training experiences among school psychologists. Psychology in the Schools, 42, 419-432.
Lord, C. Rutter, M., DiLavore, P.C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism Diagnostic Observation Schedule, 2ndedition (ADOS-2). Modules 1-4. Los Angeles: Western Psychological Services.
Machado, E., Dal-Fabbro, C., Cunali, P. A., & Kaizer, O. B. (2014). Prevalence of sleep bruxism in children: A systematic review. Dental Press Journal of Orthodontics, 19, 54-61.
Maggin, D. M., Pustejovsky, J.E., & Johnson, A.H. (2017). A meta-analysis of school-based group-contingency interventions for students with challenging behavior: An update. Remedial and Special Education, 38, 353-370.
Maimburg, R. D., Bech, B. H., Vaeth, M., Moller-Madsen, B., & Olsen, J. (2010). Neonatal jaundice, autism, and other disorders of psychological development. Pediatrics, 126, 872-878. DOI: 10.1542/peds. 2010-0052
Maki, K. E., Floyd, R. G. & Roberson, T. (2015) State educational disability criteria: A comprehensive review. School Psychology Quarterly, 30, 457-469. doi.org/10.1037/spq0000109
Mayes, S., Wolf-Christensen, C., Mullins, L. L., & Kane, J. P. (2011). Psychoeducational screening in pediatrics sickle-cell disease: An evaluation of academic and health concerns in the school environment. Children’s Health Care, 40, 101-115.
McAllister, C. J., Whittington, J. E., Holland A. J. (2011). Development of the eating behavior in Prader-Willi syndrome: Advances in our understanding. International Journal of Obesity, 35, 188-197.
McDermott, P. A. Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8, 290-302.
McGill, R. J. (2017). Confronting the base rate problem: More ups and downs for cognitive scatter analysis. Contemporary School Psychology, 22, 384-393. doi.org/10.1007/s40688-017-0168-4
McGill, R. J., & Busse, R. T. (2015). Incremental validity of the WJ III Cog: Limited predictive effects beyond the GIA-E. School Psychology Quarterly, 30, 353-365.
Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education & Training in Developmental Disabilities, 42, 252-269.
Milich, R., Wolraich, M., & Lindgren, S. (1986). Sugar and hyperactivity: A critical review of empirical findings. Clinical Psychology Review, 6, 493-513.
Mitchell, R. R., Tingstrom, D. H., Dufrene, B. A., Ford W. B., & Sterling, H. E. (2015). The effects of the Good Behavior Game with general-education high school students. School Psychology Review, 44, 191-207.
Moore, D. R., Ferguson, M. A., Edmondson-Jones, M., Ratib, S., & Riley, A. (2010). Nature of auditory processing disorder in children. Pediatrics, 126, e382-e390.
Naglieri, J. A. (1997). Planning, attention, simultaneous, successive theory and the Cognitive Assessment System: A new theory-based measure of intelligence. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and issues (pp. 247-267). New York: Guilford Press.
Naglieri, J. A., Das, J. P., & Goldstein, S. (2014). Cognitive Assessment System (2nd ed). Austin, TX: Pro-Ed.
Neisser, U. (Ed.). (1998). The rising curve. Washington, DC: American Psychological Association.
Newman, T.B., & Croen, L. A. (2011). Jaundice-autism link unconvincing. Pediatrics, 127(3): e858-859.
O’Brien, S. K. (2018). Did Endrew F. change the A in FAPE? Questions and implications for school psychologists. Communique, 46(5), 1 & 31.
O’Connor, R. E., Bocian, K.M., Beach, K. D., Sanchez, V., & Flynn, L. J. (2013). Special education in a 4-year response to intervention (RtI) environment: Characteristics of students with learning disability and grade of identification. Learning Disabilities Research and Practice, 28, 98-112.
Olympia, D., Farley, M., Christainsen, E., Pettersson, H., Jenson, W., & Clark, E. (2004). Social maladjustment and students with behavioral and emotional disorders: Revising basic assumptions and assessment issues. Psychology in the Schools, 41,841 – 847. DOI: 1002.1002/pits. 20040
Palmer, N., Beam, A., Agniel, D., Eran, A., Manrai, A., Spettell, C. …..Kohane, I. (2017). Association of sex and recurrence of autism spectrum disorder among siblings. Journal of the American Medical Association Pediatrics, 171, 1107-1112. Doi: 10.1001/jamapediatrics.2017.2832
Parent, K. B., Wodrich, D. L., & Hasan, K. S. (2009). Type I diabetes mellitus in school: a comparison of patients and healthy siblings. Pediatric Diabetes, 10, 554-562. DOI:10.111/j.1399-5448.2009.00532.x
Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technologies for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139-163. doi.org/10.1016/j.compedu.2017.06.005
Pliszka, S. R. (2016). Neuroscience for mental health clinicians (2nd ed.) New York: Guilford Press.
Quay, H. C. (1965). Personality dimensions in delinquent males as inferred from the factor-analysis of behavior ratings. Journal of Research in Crime and Delinquency, 1, 33-37. Doi: 10.1177/00224278640011004.
Reilly, N. E. Cunningham, C. E. Richards, J. E. Elbard, H., & Mahoney, W. J. (1999). Detecting attention deficit hyperactivity disorder in a communications clinic: Diagnostic utility of the Gordon Diagnostic System. Journal of Clinical and Experimental Neuropsychology, 21, 685-700.
Reising, M. M., Watson, K. H., Hardcastle, E. J., Merchant, M. J., Roberts, L….Compas, B. E. (2013). Parental depression and economic disadvantage: The role of parenting in associations with internalizing and externalizing symptoms in children and adolescents. Journal of Child and Family Studies, 22, 335-343. Doi: 10.1007/s10826-012-9582-4
Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior Assessment System for Children, Third Edition: Manual. Bloomington, MN: Pearson.
Reynolds, W. M. (2010). Manual: Reynolds Child Depression Scale-2nd edition and short form. Lutz, FL: PAR.
Rider, R. J., Burton, J. L. & Silberg, A. (2006). Longitudinal study of direction instructional effects from first through third grades. Journal of Educational Research, 99, 179-191.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107, 64-78. doi: 10.1037/a0034341
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Winston.
Rourke, B. P. (1989). Nonverbal learning disabilities: The syndrome and the model. New York: Guilford Press.
Schatz, J., & McClellan, C. B. (2006). Sickle-cell disease as a neurodevelopmental disorder. Mental Retardation and Developmental Disabilities Research Review, 12, 200-207.
Schopler, E., Van Bourgondien, M. E., Wellman, G. J., & Love, S. R. (2010). Childhood Autism Rating Scale-manual (2nd ed.). Los Angeles: Western Psychological Services.
Schrank, F. A., Mather, N., McGrew, K. S. (2014). Woodcock–Johnson IV Tests of Cognitive Abilities examiner’s manual, standard and extended batteries. Itasca IL: Riverside.
Serby, M. (2003). Psychiatric resident conceptualization of mood and affect within the mental status exam. American Journal of Psychiatry, 160, 1527-1529.
Sheridan, S. M., & Kratochwill, T. R. (2007). Conjoint behavioral consultation (2nd ed.) New York: Springer.
Smith, K. E., & Schatz, J. (2016). Working memory in children with neurocognitive effects from sickle cell disease: Contributions of the central executive and processing speed. Developmental Neuropsychology, 41, 231-244.
Smith, P., Yule, W., Perrin, S., Tranah, T., Dalgleish, T., & Clark, D. M. (2007). Cognitive-behavioral therapy for PTSD in children and adolescents: A preliminary randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1051 – 1061.
Snow, R. (1989). Aptitude-Treatment Interaction as a framework for research on individual differences in learning. In P. Ackerman, R.J. Sternberg, & R. Glaser (ed.), Learning and Individual Differences. New York: W.H. Freeman.
Soni, S., Whittington, J., Holland, A. J., Webb, T., Maina, E., Boer, H., & Clarke, D. (2007). The course and outcome of psychiatric illness in people with Prader-Willi syndrome: implications for management and treatment. Journal of intellectual Disability Research, 51, 32-42.
Sparrow, S. S., Cicchetti, D. V., & Saulnier, C. A. (2016). Vineland Adaptive Behavior Scales-Third Edition. Bloomington, MN: Pearson.
Spencer, M. L. S., Wodrich, D. L., Schultz, W., Wagner, L., & Recht, M. (2009). Inattention, hyperactivity-impulsivity, academic skills, and psychopathology in boys with and without haemophilia. Haemophilia, 15, 701-706.
Spitz, H. H. (1999). Beleaguered pygmalion: A history of the controversy over claims that teacher expectancy raises intelligence. Intelligence, 27, 199-234.
Squire, L. R., & Wixted, J. T. (2011). The cognitive neuroscience of human memory since H.M. Annual Review of Neuroscience, 34, 259-288.
Stanovich, K. E. (1986). Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Sullivan, A. L., Houri, A., & Sadeh, S. (2016). Demography and early academic skills of students from immigrant families: The kindergarten class of 2011. School Psychology Quarterly, 31, 149–162. http://dx.doi.org/10.1037/spq0000137
Swedo, S. E., Leonard, L. L., Garvey, M., Mittleman, B., Allen, A. J., Perlmutter, S….Lougee, L. (1998). Pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections: Clinical description of the first 50 cases. American Journal of Psychiatry, 155, 264-271.
Valla, L., Birkeland, M. S., Hofoss, D., & Slinning, K. (2017). Developmental pathways in infants from 4 to 24 months, Child: Care, Health, and Development, 43, 546-555. doi: 10.1111/cch12467.
Visser, S. N., Zablotsky, B., Holbrook, J. R., Danielson, M. L., & Bitsko, R. H. (2015). Diagnostic experiences of children with attention-deficit/hyperactivity disorder. National Health Report, 81, September 3, 2015. Centers for Disease Control and Prevention. U.S. Department of Health and Human Services.
Wagner, R. K., Torgeson, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive Test of Phonological Processing (2nded.). Lutz, FL: Psychological Assessment Resources.
Whittington, J., & Holland, A. (2017). Cognition in people with Prader-Willi syndrome: Insights into genetic influences on cognitive and social development. Neuroscience and Biobehavioral Reviews, 72, 153- 167.
Wodrich, D. L., & Schmitt, A. J. (2008). Patterns of learning disorders: Working systematically from assessment the intervention. New York: Guilford Press.
Wodrich, D. L., Hasan, K., & Parent, K. B. (2011). Diabetes mellitus in school: A review. Pediatric Diabetes, 12, 63-70. DOI:10.111/j.1399-5448.2010.00654.x
Wodrich, D. L., Jarrar, R., Buchhalter, J., Levy, R., & Gay, C. E. (2011). Knowledge about epilepsy and confidence in instructing students with epilepsy: Teachers’ responses to a new scale. Epilepsy and Behavior, 20, 360-365.
Wodrich, D. L., Kaplan, A. M., & Deering, W. M. (2006). Children with epilepsy in school: Special service usage and assessment practices. Psychology in the Schools, 43, 169-181.
Wodrich, D. L., Recht, M., Gradowski, M., & Wagner, L. (2003). Is attention deficit hyperactivity disorder over-represented in boys with haemophilia? Haemophilia, 9, 593-597.
Wodrich, D. L., Spencer, M. L., & Daley, K. B. (2006). Combining RTI and psycho- educational assessment: What we must assume to do otherwise. Psychology in the Schools, 43, 797–806. doi: 10.1002/pits.20189
Wodrich, D. L., Tarbox, J., Balles, J., & Gorin, J. (2010). Medical diagnostic consultation concerning mental retardation: an analogue study of school psychologists attitude. Psychology in the Schools, 47, 246-256. DOI: 10. 1002/pits. 20468
Youngstrom, E. (2007). Pediatric bipolar disorder. In E. J. Mash & R. A. Barkley (Eds.) Assessment of childhood disorders (4thed.; pp. 253-304). New York: Guilford.
Youngstrom, E. A., & Van Meter, A. (2016). Empirically supported assessment of children and adolescents. Clinical Psychology: Science and Practice, 23, 327-347. doi: 10.1111/cpsp.12172
Zelnik, N., Bennett-Black, O., Miari, W., Goez, H., Fallal-Valevski, A. (2012). Is the Tests of Variables of Attention reliable for the diagnosis of attention-deficit hyperactivity disorder (ADHD)? Journal of Child Neurology, 27, 703-707
Zirkel, P. A. (2013). A comprehensive evaluation of the Supreme Court’s Forest Grove decision? Journal of Psychoeducational Assessment, 31, 313-317. doi: 10.1177/0734282912468576
Zirkel, P. A. (2021). Independent educational evaluations. Communiqué, 49(5), 24-25.