Year |
Citation |
Score |
1996 |
Barnett KP, Clarizio HF, Payette KA. Grade retention among students with learning disabilities Psychology in the Schools. 33: 285-293. DOI: 10.1002/(Sici)1520-6807(199610)33:4<285::Aid-Pits3>3.0.Co;2-M |
0.409 |
|
1995 |
Payette KA, Clarizio HF, Phillips SE, Bennett DE. Effects of simple and regressed discrepancy models and cutoffs on severe discrepancy determination Psychology in the Schools. 32: 93-102. DOI: 10.1002/1520-6807(199504)32:2<93::Aid-Pits2310320204>3.0.Co;2-K |
0.386 |
|
1995 |
Clarizio HF, Klein AP. Assessing the severity of behavior disorders: Rankings based on clinical and empirical criteria Psychology in the Schools. 32: 77-85. DOI: 10.1002/1520-6807(199504)32:2<77::Aid-Pits2310320202>3.0.Co;2-G |
0.379 |
|
1994 |
Payette KA, Clarizio HF. Discrepant team decisions: the effects of race, gender, achievement, and IQ on LD eligibility Psychology in the Schools. 31: 40-48. DOI: 10.1002/1520-6807(199401)31:1<40::Aid-Pits2310310106>3.0.Co;2-B |
0.382 |
|
1993 |
Halgren DW, Clarizio HF. Categorical and programming changes in special education services. Exceptional Children. 59: 547-55. PMID 8519268 DOI: 10.1177/001440299305900607 |
0.381 |
|
1993 |
Fugate DJ, Clarizio HF, Phillips SE. Referral-to-placement ratio: a finding in need of reassessment? Journal of Learning Disabilities. 26: 413-416. PMID 8354945 |
0.345 |
|
1993 |
Clarizio HF, Halgren DW. Stability of Special Education Placements: Data-Based Policy Consultation Journal of Educational and Psychological Consultation. 4: 49-67. DOI: 10.1207/S1532768Xjepc0401_3 |
0.365 |
|
1993 |
Mehrens WA, Clarizio HF. Curriculum-based measurement: Conceptual and psychometric considerations Psychology in the Schools. 30: 241-254. DOI: 10.1002/1520-6807(199307)30:3<241::Aid-Pits2310300307>3.0.Co;2-J |
0.327 |
|
1991 |
Clarizio HF. Obsessive-compulsive disorder: The secretive syndrome Psychology in the Schools. 28: 106-115. DOI: 10.1002/1520-6807(199104)28:2<106::Aid-Pits2310280205>3.0.Co;2-J |
0.32 |
|
1989 |
Clarizio HF, Phillips SE. Defining severe discrepancy in the diagnosis of learning disabilities: A comparison of methods Journal of School Psychology. 27: 383-391. DOI: 10.1016/0022-4405(89)90015-0 |
0.415 |
|
1989 |
Clarizio HF, Higgins MM. Assessment of severe emotional impairment: Practices and problems Psychology in the Schools. 26: 154-162. DOI: 10.1002/1520-6807(198904)26:2<154::Aid-Pits2310260206>3.0.Co;2-O |
0.357 |
|
1988 |
Phillips SE, Clarizio HF. Conflicting Growth Expectations Cannot Both Be Real: A Rejoinder to Yen Educational Measurement: Issues and Practice. 7: 18-19. DOI: 10.1111/J.1745-3992.1988.Tb00840.X |
0.339 |
|
1988 |
Phillips SE, Clarizio HF. Limitations of Standard Scores in Individual Achievement Testing Educational Measurement: Issues and Practice. 7: 8-15. DOI: 10.1111/J.1745-3992.1988.Tb00416.X |
0.347 |
|
1988 |
Bennett DE, Clarizio HF. A comparison of methods for calculating a severe discrepancy Journal of School Psychology. 26: 359-369. DOI: 10.1016/0022-4405(88)90043-X |
0.375 |
|
1987 |
Clarizio HF, Bennett DE. Diagnostic utility of the K‐ABC and WISC‐R/PIAT in determining severe discrepancy Psychology in the Schools. 24: 309-315. DOI: 10.1002/1520-6807(198710)24:4<309::AID-PITS2310240402>3.0.CO;2-N |
0.308 |
|
1987 |
Clarizio HF. Differentiating emotionally impaired from socially maladjusted students Psychology in the Schools. 24: 237-243. DOI: 10.1002/1520-6807(198707)24:3<237::Aid-Pits2310240308>3.0.Co;2-D |
0.399 |
|
1986 |
Clarizio HF, Phillips SE. The use of standard scores in diagnosing learning disabilities: A critique Psychology in the Schools. 23: 380-387. DOI: 10.1002/1520-6807(198610)23:4<380::Aid-Pits2310230412>3.0.Co;2-B |
0.416 |
|
1986 |
Clarizio HF, Phillips SE. Sex bias in the diagnosis of learning disabled students Psychology in the Schools. 23: 44-52. DOI: 10.1002/1520-6807(198601)23:1<44::Aid-Pits2310230108>3.0.Co;2-L |
0.395 |
|
1985 |
Clarizio HF, Mehrens WA. Psychometric Limitations of Guilford's Structure-of-Intellect Model for Identification and Programming of the Gifted Gifted Child Quarterly. 29: 113-120. DOI: 10.1177/001698628502900303 |
0.316 |
|
1984 |
Clarizio HF, Veres V. A short-form version of the WISC-R for the learning disabled. Psychology in the Schools. 21: 154-157. DOI: 10.1002/1520-6807(198404)21:2<154::Aid-Pits2310210205>3.0.Co;2-P |
0.374 |
|
1983 |
Clarizio HF, Veres V. WISC‐R patterns of emotionally impaired and diagnostic utility Psychology in the Schools. 20: 409-414. DOI: 10.1002/1520-6807(198310)20:4<409::Aid-Pits2310200402>3.0.Co;2-B |
0.331 |
|
1982 |
Clarizio HF. Piagetian assessment measures revisited: Issues and applications Psychology in the Schools. 19: 421-430. DOI: 10.1002/1520-6807(198210)19:4<421::Aid-Pits2310190402>3.0.Co;2-J |
0.356 |
|
1982 |
Frame RE, Clarizio HF, Porter AC, Vinsonhaler JR. Interclinician agreement and bias in school psychologists' diagnostic and treatment recommendations for a learning disabled child Psychology in the Schools. 19: 319-327. DOI: 10.1002/1520-6807(198207)19:3<319::Aid-Pits2310190310>3.0.Co;2-6 |
0.362 |
|
1982 |
Clarizio HF. Intellectual assessment of hispanic children Psychology in the Schools. 19: 61-71. DOI: 10.1002/1520-6807(19820108)19:1<61::Aid-Pits2310190113>3.0.Co;2-A |
0.372 |
|
1981 |
Bernard R, Clarizio H. Socioeconomic bias in special education placement decisions Psychology in the Schools. 18: 178-183. DOI: 10.1002/1520-6807(198104)18:2<178::Aid-Pits2310180212>3.0.Co;2-J |
0.368 |
|
1981 |
Clarizio H, Bernard R. Recategorized WISC-R scores of learning disabled children and differential diagnosis Psychology in the Schools. 18: 5-12. DOI: 10.1002/1520-6807(198101)18:1<5::Aid-Pits2310180102>3.0.Co;2-B |
0.362 |
|
1978 |
Clarizio HF. Nonbiased Assessment of Minority Group Children. Measurement and Evaluation in Guidance. 11: 106-113. DOI: 10.1080/00256307.1978.12022155 |
0.322 |
|
1964 |
KARNES MB, CLARIZIO HF, ZEHRBACH RR. THE EFFECTS OF TYPING INSTRUCTION ON THE PERSONALITY AND ACHIEVEMENT OF EDUCABLE MENTALLY HANDICAPPED CHILDREN. Exceptional Children. 31: 27-32. PMID 14276692 DOI: 10.1177/001440296403100105 |
0.325 |
|
Low-probability matches (unlikely to be authored by this person) |
1984 |
Clarizio HF. Childhood depression: Diagnostic considerations Psychology in the Schools. 21: 181-197. DOI: 10.1002/1520-6807(198404)21:2<181::Aid-Pits2310210210>3.0.Co;2-8 |
0.299 |
|
1990 |
Clarizio HF, Payette K. A Survey of School Psychologists' Perspectives and Practices with Childhood Depression. Psychology in the Schools. 27: 57-63. DOI: 10.1002/1520-6807(199001)27:1<57::Aid-Pits2310270109>3.0.Co;2-9 |
0.299 |
|
1992 |
Clarizio HF. Teachers as detectors of learning disability Psychology in the Schools. 29: 28-35. DOI: 10.1002/1520-6807(199201)29:1<28::Aid-Pits2310290107>3.0.Co;2-1 |
0.291 |
|
1999 |
Stahl ND, Clarizio HF. Conduct disorder and comorbidity Psychology in the Schools. 36: 41-50. DOI: 10.1002/(Sici)1520-6807(199901)36:1<41::Aid-Pits5>3.0.Co;2-9 |
0.288 |
|
1992 |
Clarizio HF, Phillips SE. A Comparison of Severe Discrepancy Formulae: Implications for Policy Consultation Journal of Educational and Psychological Consultation. 3: 55-68. DOI: 10.1207/s1532768xjepc0301_4 |
0.273 |
|
1992 |
Clarizio HF. Social maladjustment and emotional disturbance: Problems and positions II Psychology in the Schools. 29: 331-341. DOI: 10.1002/1520-6807(199210)29:4<331::Aid-Pits2310290406>3.0.Co;2-4 |
0.273 |
|
1990 |
Clarizio HF. Assessing severity in behavior disorders: Empirically based criteria. Psychology in the Schools. 27: 5-15. DOI: 10.1002/1520-6807(199001)27:1<5::Aid-Pits2310270102>3.0.Co;2-D |
0.269 |
|
1997 |
Clarizio HF. Conduct disorder: Developmental considerations Psychology in the Schools. 34: 253-265. DOI: 10.1002/(Sici)1520-6807(199707)34:3<253::Aid-Pits8>3.0.Co;2-P |
0.268 |
|
1961 |
Karnes MB, McCoy GF, Zehrbach RR, Wollersheim JP, Clarizio HF, Costin L, Stanley LS. Factors Associated With Underachievement And Overachievement Of Intellectually Gifted Children. Exceptional Children. 28: 167-175. DOI: 10.1177/001440296102800401 |
0.266 |
|
1985 |
Clarizio HF. Cognitive‐behavioral treatment of childhood depression Psychology in the Schools. 22: 308-322. DOI: 10.1002/1520-6807(198507)22:3<308::Aid-Pits2310220313>3.0.Co;2-1 |
0.265 |
|
1991 |
Clarizio HF, Halgren DW. Continuity in Special Education Placements: Are Reevaluations Really Necessary?. Psychology in the Schools. 28: 317-324. DOI: 10.1002/1520-6807(199110)28:4<317::Aid-Pits2310280406>3.0.Co;2-W |
0.256 |
|
1963 |
Karnes MB, McCoy G, Zehrbach RR, Wollersheim JP, Clarizio HF. The Efficacy of Two Organizational Plans for Underachieving Intellectually Gifted Children Exceptional Children. 29: 438-446. DOI: 10.1177/001440296302900904 |
0.256 |
|
1984 |
Frame RE, Clarizio HF, Porter A. Diagnostic and prescriptive bias in school psychologists' reports of a learning disabled child. Journal of Learning Disabilities. 17: 12-5. PMID 6699498 |
0.255 |
|
1967 |
Clarizio HF, Yelon SL. Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques The Journal of Special Education. 1: 267-274. DOI: 10.1177/002246696700100305 |
0.243 |
|
1987 |
Clarizio HF, Bennett DE. Diagnostic Utility of the K-ABC and WISC-R/PIAT in Determining Severe Discrepancy. Psychology in the Schools. 24: 309-315. DOI: 10.1002/1520-6807(198710)24:4<309::Aid-Pits2310240402>3.0.Co;2-N |
0.226 |
|
1989 |
Clarizio HF. Continuity in childhood depression. Adolescence. 24: 253-67. PMID 2669452 |
0.15 |
|
Hide low-probability matches. |