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The identification of children who are twice‐exceptional—those who are gifted and have concomitant learning disabilities (LDs)—has historically posed a number of challenges for school psychologists and other school personnel. With the reauthorization of the Individuals With Disabilities Education Act and the shift to the use of a Response‐to‐Intervention (RtI) model to identify students with LDs, the task of identifying those who are twice exceptional is even more daunting. This article proposes an integrated model for the identification of gifted children with LDs that blends standardized assessment methods with practices consistent with RtI. This balanced approach brings together the best of both worlds to more accurately identify twice‐exceptional students and better meet their educational needs. © 2010 Wiley Periodicals, Inc. 相似文献
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Franci Crepeau‐Hobson 《Psychology in the schools》2013,50(8):810-822
Suicidal behavior in children and youth continues to be a major public health problem in the United States. School personnel have a legal and ethical obligation to recognize and respond to the mental health needs of their students and to take steps to ensure their safety. In this exploratory study, suicide risk assessment practices of three large school districts were examined. More than 3,400 suicide risk assessments were conducted in these districts during the 3 years considered. The results indicate that all three districts have implemented suicide prevention programs that include risk‐assessment practices in an effort to reduce suicidality. Suicides risk assessments were conducted with at least one child in each grade from kindergarten through 12th in each district, occurring most frequently at the middle school level. Differences by gender were noted in terms of level of risk and hospitalizations, but no significant differences were observed based on race/ethnicity. These risk assessment efforts of these three districts appear to be promising in preventing suicides: none of the students who were assessed went on to commit suicide. Implications for school‐based practices and training are discussed. 相似文献
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High retest reliability is desirable in tests used to monitor athletic performance, but the reliability of many popular tests has not been established. The aim of this study was to determine the reliability of performance of a 2000-m time-trial lasting approximately 7 min performed on a Concept II rowing ergometer. Eight well-trained rowers (peak oxygen uptake 61+/-5 ml x kg(-1) x min(-1); mean +/- standard deviation) performed the time-trials on three occasions at 3-day intervals. Mean power (313+/-38 W in trial 1) improved by 2.3% (95% confidence interval 0.1 to 4.5%) in trial 2 and by a further 0.9% (-1.4 to 3.3%) in trial 3. The variability of performance for individual rowers expressed as a coefficient of variation for mean power was 2.0% (1.3 to 3.1%), and the retest correlation was 0.96 (0.87 to 0.99). Variability and changes in performance expressed as time to complete the test were approximately one-third those of mean power, apparently because simulated velocity is proportional to the cube root of power on this ergometer. Such high reliability makes this combination of ergometer, athlete and test protocol very suitable for monitoring rowing performance and for investigating factors that affect performance in short, high-intensity endurance events. 相似文献
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