Assessment for Effective Intervention -- Table of Contents (Fall 1995, 21 [1])

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Contents: Fall 1995, Volume 21, No. 1 [Index by Author]
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Assessment for Effective Intervention 1995 21: iii-iv. [PDF] [Request Permission]

Ronald C. Eaves, Gloria D. Campbell-Whatley, Caroline Dunn, AmySue Reilly, and Carbestha Tate-Braxton: Statistically Significant Differences Between Standard Scores on the Woodcock Reading Mastery Tests—Revised
Assessment for Effective Intervention 1995 21: 1-7. [Abstract] [PDF] [References] [Request Permission]

John R. Slate and Craig H. Jones: Relationship of the WISC-III and WISC-R for Students with Specific Learning Disabilities and Mental Retardation
Assessment for Effective Intervention 1995 21: 9. [Abstract] [PDF] [References] [Request Permission]

Bradley T. Erford: Reliability and Validity of the Conners Teacher Rating Scale—28 (CTRS-28)
Assessment for Effective Intervention 1995 21: 19-28. [Abstract] [PDF] [References] [Request Permission]

Brian Gussin and James Javorsky: The Utility of the WISC-III Freedom from Distractibility in the Diagnosis of Youth with Attention Deficit Hyperactivity Disorder in a Psychiatric Sample
Assessment for Effective Intervention 1995 21: 29-42. [Abstract] [PDF] [References] [Request Permission]

Betsy Busch and Ronald L. Nuttall: Students Who Seem to be Unmotivated May have Attention Deficits
Assessment for Effective Intervention 1995 21: 43-59. [Abstract] [PDF] [References] [Request Permission]

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