Improving Academic Performance and Achievement of children and youth in foster care Joanna Bermudez Mercy College Summer 2013 Introduction and Problem Statement Approximately fifty percent of adolescents in this country’s foster care system are graduating from high school each year. In NYS‚ less than forty-four percent of adolescent’s in the foster care system graduate from high school yearly. The outcomes of youth who leave the foster care
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Mary; Witton‚ John; & Murray‚ Robin (2004). Causal association between cannabis and psychosis: examination of the evidence Patterns. Retrieved November 11‚ 2012 from http://www.deepdyve.com/lp/sage/the- vulnerable-child-prescriptions-from-wisc-r-patterns-nDuUSUEAYV Bresnahan‚ M.‚ Begg‚ M.‚ Brown‚ A.‚ Schaefer‚ C.‚ Sohler‚ N.‚ Insel‚ B.‚ Vella‚ L.‚ & Susser‚ E.‚ (2007) Business Dictionary.com (2012). Cohort. Retrieved October 26‚ 2012 from http://www.businessdictionary.com/definition/cohort
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Intelligence Test and the Wechsler tests known as the Wechsler Intelligence Test for Children (WISC) and the Wechsler Adult Intelligence Scale (WAIS) for adults. The Stanford-Binet Intelligence Scale (SBIS-V) is used today to test assesses fluid reasoning‚ quantitative reasoning and working memory as well as the ability to compare verbal and nonverbal performance. While the Wechsler Intelligence Scale for Children (WISC-IV) is a test that is used to test a person’s verbal comprehension‚ working memory‚ and
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Eric is a 9-year-old fourth-grade student in the Paumanok Elementary School. Eric has a current special education classification of Speech or Language Impairment. He is educated within a general education classroom. In addition‚ Eric receives Speech and Language Therapy in a small group for thirty minutes weekly. His testing accommodations include extended time (1.5)‚ start test in classroom and finish in testing room. Eric an only child and lives with his mother‚ Mrs. Clara Yu‚ father‚ Mr. Hideki
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Assistive Technology Case Study This case study is about David (name change to protect the student)‚ a ninth grade student classified autism spectrum disorder and anxiety disorder. David is enrolled in inclusion classes for his academic subjects. David has had difficulty making the transition to high school. He is failing his classes and his parents and teachers report that his poor organizational skills decrease his ability to complete work independently and on time. The objective of this case study
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scales have been developed and subsequently revised‚ to measure intellectual functioning of children and adults. The Wechsler Adult Intelligence Scale-III (WAIS-III) is intended for use with adults. The Wechsler Intelligence Scale for Children-III (WISC-III) is designed for children ages 6 - 16‚ while the Wechsler Preschool and Primary Scale of Intelligence-R (WPPSI-R) is designed for children age 4 - 6 1/2 years. Definition of Intelligence Wechsler defined intelligence as an individual’s ability
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learning and success [Electronic version] Sternberg‚ R. S. (1985). Implicit theories of intelligence‚ creativity‚ and wisdom [Electronic version] Educational implications. American Psychologist‚ 52‚ 1103-1114. Truch‚ S. (1993). WISC-III interpretation: Levels III and IV. Wechsler‚ D
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likelihood that customers within the audience are limited in their familiarity with the topic (Wisc-Online‚ 2009). It would be beneficial to use illustrations to highlight the main ideas of the presentation. Use of analogies can be beneficial and technical terminology within the presentation is best if usage is limited and usage of technical terminologies needs to explanation if presented within the presentation (Wisc-Online‚ 2009). Lay persons will also have a better understanding of the data if presented
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Case Study: Specific Learning Disabilities Criteria Name: Jennifer Birthdate: 12/17/92 Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems. Jennifer
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Reshelle is an outgoing 13 year old girl. She has long brown hair and brown eyes. Reshelle is described as lvoing and caring. She enjoys playing yahtzee‚ card games‚ and doing crafts. She enjoys being active by playing at the park. Reshelle does very well in the prospective adoptive home of her maternal grandparent. Reshelle can be stubborn‚ but he is easily redirected when given one on one time to talk about any issues she is having. Reshelle was a 7th grader at Coolidge Junior High School. She
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