Letters to the Editor

Abstract

Free AccessLetters to the EditorGary Yorke, W. Douglas Tynan, Michael Gordon and Kevin R. MurphyGary YorkeSearch for more papers by this author, W. Douglas Tynan1. Disruptive Behavior ProgramSearch for more papers by this author, Michael Gordon2. SUNY Upstate Medical UniversitySearch for more papers by this author and Kevin R. Murphy3. University of Massachusetts Medical SchoolSearch for more papers by this authorPublished Online:May 2005https://doi.org/10.1521/adhd.10.1.15.20568PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About"Letters to the Editor." , 10(1), pp. 15–16ReferencesGuyer , B. P., & Guyer, K. E. (2000). Doctors with Learning Disabilities: Prescription for Success, Learning Disabilities: A Multidisciplinary Journal, 10(1), 65–72. Google ScholarWeaver , S. M. (2000). The Efficacy of Extended time on Tests for Postsecondary students with Learning Disabilities, Learning Disabilities: A Multidisciplinary Journal, 10(1), 47–56. Google ScholarFuchs , L. S., Fuchs, D., Eaton, S. B., & Hamlett, C. (2001). Reading test accomodations for students with learning disabilities: Using the dynamic assessment of test accomodations (DATA) to supplement teacher judgements. Peabody College of Vanderbilt University, unpublished manuscript. Google ScholarCamara , W., Copeland, T., & Rothschild, B. (1998). Effects of the extended time on the SAT: Reasoning test score growth for students with learning disabilities. College Board Report 98–7, New York: College Board Google ScholarZuriff , G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement In Education, 13, 1, 99–117. Crossref, Google Scholar Previous article FiguresReferencesRelatedDetails Volume 10Issue 1Feb 2002 Information© The Guilford PressPDF download