Edward J Kelly
Biographic Data
| ID | 4452873 |
|---|---|
| NAME | Edward J Kelly |
| GIVEN NAMES | Edward J |
| FAMILY NAME | Kelly |
| SIGNATURE | KELLY E J |
| AFFILIATIONS | University of Nevada, Las Vegas |
| ORCID | 0009-0001-6475-9089 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 0 |
Attitudes of Parents of Nondisabled Students regarding Inclusion of Disabled Students in Nevada's Public Schools
Opinions of 370 parents of students without disabilities about inclusive programming were compared with those obtained from a previous study of 65 parents of students with disabilities. Both groups of parents positively rated opinion statements favoring inclusion; however, parents of students with disabilities consistently rated inclusion-focused statements more positively than parents of nondisabled students
Promoting the Full Inclusion of Emotionally Disturbed Students Through 'No Fault' Interactions Between Parents and Professionals
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Promoting the Full Inclusion of Emotionally Disturbed Students through “No Fault” Interactions between Parents and Professionals
The essential focus and topics covered in “no fault” parental training which promotes the full inclusion of emotionally disturbed children in regular school settings are presented
Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School
Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to bot…
Distinguishing Between Conduct-Problem and Emotionally Disturbed Students Inelementary School
Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each…
Distinguishing between Conduct Problem and Emotionally Disturbed Students in Secondary School
Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to bot…
Distinguishing Between Conduct Problem and Emotionally Disturbed Students in Secondary School
Personality Inventory for Children
Analysis of scores on selected scales from the Personality Inventory for Children (Lie, Depression, Delinquency, Withdrawal, Anxiety, Psychosis, Asocial Behavior, and Reality Distortion) which differentiate between students previously identified as “conduct disordered” or “emotionally disturbed” indicated that these scales, with the exception of Anxiety, can significantly differentiate between the two groups at elementary and secondary school lev…
Use of Self-Concept Tests in Differentiating between Conduct Disordered and Emotionally Disturbed Students
Use of the Tennessee Self-concept Test and the Piers-Harris Children's Self-concept Test in differentiating 82 previously designated “conduct-disordered” from 75 “emotionally disturbed” students and from the tests' general norms were undertaken. While the two “severely emotionally handicapped” samples had significantly less positive scores than the general norms on the Tennessee empirical scales, consistently similar differences did not occur for…
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Personality Inventory for Children
Analysis of scores on selected scales from the Personality Inventory for Children (Lie, Depression, Delinquency, Withdrawal, Anxiety, Psychosis, Asocial Behavior, and Reality Distortion) which differentiate between students previously identified as “conduct disordered” or “emotionally disturbed” indicated that these scales, with the exception of Anxiety, can significantly differentiate between the two groups at elementary and secondary school lev…
Use of Self-Concept Tests in Differentiating between Conduct Disordered and Emotionally Disturbed Students
Use of the Tennessee Self-concept Test and the Piers-Harris Children's Self-concept Test in differentiating 82 previously designated “conduct-disordered” from 75 “emotionally disturbed” students and from the tests' general norms were undertaken. While the two “severely emotionally handicapped” samples had significantly less positive scores than the general norms on the Tennessee empirical scales, consistently similar differences did not occur for…
Distinguishing between Conduct Problem and Emotionally Disturbed Students in Secondary School
Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to bot…
Distinguishing Between Conduct Problem and Emotionally Disturbed Students in Secondary School
Distinguishing between Conduct-Problem and Emotionally Disturbed Students in Elementary School
Five instruments, the Differential Test of Conduct and Emotional Problems, Louisville Behavior Checklist, Personality Inventory for Children, 16 PF Test, and Tennessee Self-concept Scale, were given to differentiate between 50 conduct problem and 48 emotionally disturbed students assigned in public school to secondary level classes for the severely emotionally handicapped. Discriminant analysis of each test's rate of classification germane to bot…
Distinguishing Between Conduct-Problem and Emotionally Disturbed Students Inelementary School
Five instruments, the Children's Manifest Anxiety Scale, Differential Test of Conduct and Emotional Problems, Personality Inventory for Children, Piers-Harris Children's Self-concept Scale, and Revised Behavior Problem Checklist, were employed to effect differentiations between 44 conduct-problem and 31 emotionally disturbed students placed in public elementary school classes for the severely emotionally handicapped. Discriminant analysis of each…
Promoting the Full Inclusion of Emotionally Disturbed Students Through 'No Fault' Interactions Between Parents and Professionals
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Promoting the Full Inclusion of Emotionally Disturbed Students through “No Fault” Interactions between Parents and Professionals
The essential focus and topics covered in “no fault” parental training which promotes the full inclusion of emotionally disturbed children in regular school settings are presented
Attitudes of Parents of Nondisabled Students regarding Inclusion of Disabled Students in Nevada's Public Schools
Opinions of 370 parents of students without disabilities about inclusive programming were compared with those obtained from a previous study of 65 parents of students with disabilities. Both groups of parents positively rated opinion statements favoring inclusion; however, parents of students with disabilities consistently rated inclusion-focused statements more positively than parents of nondisabled students
Developmental psychology (9 works) · Psychology (9 works) · Social Psychology (8 works) · Social Psychology (8 works) · Clinical Psychology (7 works) · Clinical Psychology (7 works) · Behavioral and Psychological Studies (4 works) · Linear discriminant analysis (4 works) · Personality (4 works) · Test (biology (4 works)