@article{krouse_braden_2011, title={The reliability and validity of WISC-IV scores with deaf and hard-of-hearing children}, volume={29}, number={3}, journal={Journal of Psychoeducational Assessment}, author={Krouse, H. E. and Braden, J. P.}, year={2011}, pages={238–248} }
 @article{braden_tayrose_2008, title={Best practices in educational accountability: High stakes testing and educational reform}, ISBN={9780932955708}, journal={Best practices in school psychology. V}, publisher={Silver Spring, MD: National Association of School Psychologists}, author={Braden, J. P. and Tayrose, M. P.}, editor={Thomas, A. and Grimes, J.Editors}, year={2008}, pages={575–588} }
 @article{braden_joyce_2008, title={Best practices in making assessment accommodations}, ISBN={9780932955708}, journal={Best practices in school psychology. V}, publisher={Silver Spring, MD: National Association of School Psychologists}, author={Braden, J. P. and Joyce, L. B.}, editor={Thomas, A. and Grimes, J.Editors}, year={2008}, pages={589–608} }
 @misc{braden_2007, title={How testing came to dominate American schools: the history of educational assessment}, volume={35}, number={3}, journal={Intelligence}, author={Braden, J. P.}, year={2007}, pages={303} }
 @article{braden_2007, title={Issues related to children who are deaf and hard-of-hearing: A school psychology perspective}, volume={27}, number={3}, journal={Maryland School Psychologists' Association Protocol}, author={Braden, J. P.}, year={2007}, pages={1–1723} }
 @article{braden_iribarren_2007, title={Review of the WISC-IV Spanish}, volume={25}, number={3}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P. and Iribarren, J.}, year={2007}, pages={292–299} }
 @article{hurwitz_elliott_braden_2007, title={The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.}, volume={22}, ISSN={1939-1560 1045-3830}, url={http://dx.doi.org/10.1037/1045-3830.22.2.115}, DOI={10.1037/1045-3830.22.2.115}, number={2}, journal={School Psychology Quarterly}, publisher={American Psychological Association (APA)}, author={Hurwitz, Jason T. and Elliott, Stephen N. and Braden, Jeffery P.}, year={2007}, month={Jun}, pages={115–144} }
 @inbook{braden_2007, title={Using data from high-stakes testing in program planning and evaluation}, booktitle={High stakes testing: New challenges and opportunities for school psychology}, publisher={Binghamton, NY: Hayworth Press}, author={Braden, J. P.}, editor={Kruger, L. J. and Shriberg, D.Editors}, year={2007}, pages={129–150} }
 @article{braden_2007, title={Using data from high-stakes testing in program planning and evaluation}, volume={23}, number={2}, journal={Journal of Applied School Psychology}, author={Braden, J. P.}, year={2007}, pages={129–150} }
 @article{huai_braden_white_elliott_2006, title={Effect of an Internet-based professional development program on teachers' assessment literacy for all students}, volume={29}, number={4}, journal={Teacher Education and Special Education}, author={Huai, N. and Braden, J. P. and White, J. and Elliott, S.}, year={2006}, pages={244–260} }
 @article{braden_2006, title={Response to intervention: Issues of reliability, validity, and fairness}, volume={Winter}, journal={North Carolina School Psychology Association Newsletter}, author={Braden, J. P.}, year={2006}, pages={2–4} }
 @article{braden_2006, title={Scholarships for students of color: Support or subtle discrimination?}, volume={35}, number={3}, journal={Communique}, author={Braden, J. P.}, year={2006}, pages={12} }
 @inbook{braden_athanasiou_2005, title={A comparative review of nonverbal measures of intelligence}, ISBN={1572301473}, booktitle={Contemporary intellectual assessment: Theories, tests and issues (2nd ed.)}, publisher={New York: Guilford Press}, author={Braden, J. P. and Athanasiou, M. S.}, editor={D. P. Flanagan and Harrison, P. L.Editors}, year={2005}, pages={557–577} }
 @inbook{braden_shah_2005, title={A critique of multicultural training in school psychology: Rationale, strategies, and tactics}, ISBN={0471266159}, booktitle={Comprehensive handbook of multicultural school psychology}, publisher={New York: Wiley}, author={Braden, J. P. and Shah, K. G.}, editor={C. L. Frisby and Reynolds, C.Editors}, year={2005}, pages={1023–1047} }
 @article{braden_huai_white_elliott_2005, title={Effective professional development to support inclusive assessment practices for all children}, volume={31}, number={1}, journal={Assessment for Effective Intervention}, author={Braden, J. P. and Huai, N. and White, J. L. and Elliott, S. N.}, year={2005}, pages={63–71} }
 @inbook{braden_2005, title={Performance-based assessment}, ISBN={0761930809}, booktitle={Encyclopedia of school psychology}, publisher={Thousand Oaks, CA: Sage}, author={Braden, J. P.}, year={2005}, pages={380–381} }
 @inbook{braden_laugle_2005, title={The review of the Auditory Processing Abilities Test}, ISBN={0910674582}, booktitle={The sixteenth mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P. and Laugle, K. M.}, editor={Spies, R. A. and B. S. PlakeEditors}, year={2005}, pages={68–70} }
 @inbook{braden_ouzts_2005, title={The review of the Kaufman Assessment Battery for Children, Second Ed.}, ISBN={0910674582}, booktitle={The sixteenth mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P. and Ouzts, S. A.}, editor={Spies, R. A. and B. S. PlakeEditors}, year={2005}, pages={517–520} }
 @inbook{braden_2005, title={Using the WISC-IV with clients who are hard-of-hearing or deaf}, ISBN={0125649312}, booktitle={WISC IV clinical use and interpretation. (1st ed.)}, publisher={New York: Academic Press}, author={Braden, J. P.}, editor={D. Saklofske, A. Prifitera and L. Weiss and E. RolfhusEditors}, year={2005}, pages={351–380} }
 @inbook{braden_niebling_2005, title={Using the joint test standards to evaluate the validity evidence for intelligence tests}, ISBN={1572301473}, booktitle={Contemporary intellectual assessment: Theories, tests and issues (2nd ed.)}, publisher={New York: Guilford Press}, author={Braden, J. P. and Niebling, B. C.}, editor={D. P. Flanagan and Harrison, P. L.Editors}, year={2005}, pages={615–630} }
 @inbook{braden_2005, title={Validity}, ISBN={0761930809}, booktitle={Encyclopedia of school psychology}, publisher={Thousand Oaks, CA: Sage}, author={Braden, J. P.}, year={2005}, pages={579–580} }
 @book{kratochwill_braden_2004, title={Annual progress report for H324D000015: Enhancing Treatment Utility in Instructional Consultation Problem Solving: Comparison of Alternative Assessment Technologies. Progress report submitted to US Department of Education}, volume={May}, author={Kratochwill, T. K. and Braden, J. P.}, year={2004} }
 @article{braden_parker_2004, title={Are WISC-IV scores valid predictors of NC test scores? Wanna find out?}, volume={Nov.}, journal={North Carolina School Psychology Association Newsletter}, author={Braden, J. P. and Parker, M.}, year={2004} }
 @book{braden_elliott_2004, title={Assessing one & all: An Internet hypermedia model for professional development. Final report for Directed Research Projects.  (CFDA 84.325N)}, journal={(CFDA 84.325N)}, institution={Madison, WI: Wisconsin Center for Education Research}, author={Braden, J. P. and Elliott, S. N.}, year={2004} }
 @misc{braden_elliott_2004, title={Assessing one and all: Educational accountability for students with disabilities (version 3.0) (Internet-based hypermedia course)}, publisher={Reston, VA: Council for Exceptional Children}, author={Braden, J. P. and Elliott, S. N.}, year={2004} }
 @inbook{braden_schroeder_2004, title={High stakes testing and No Child Left Behind: Information and strategies for educators}, ISBN={0932955827}, booktitle={Helping children at home and school. (2nd ed.)}, publisher={Silver Spring, MD: National Association of School Psychologists}, author={Braden, J. P. and Schroeder, J. L.}, editor={A. Canter, S. Carroll and L. Paige, M. D. Roth and I. RomeroEditors}, year={2004}, pages={73–77} }
 @inbook{braden_2004, title={Productive pedagogies, quality teaching, and inclusion: High intellectual quality and students with disabilities}, booktitle={Educating: Weaving research into practice (vol. 1)}, publisher={Brisbane, Australia: Griffith University}, author={Braden, J. P.}, editor={B. Bartlett, F. Bryer and D. RoebuckEditors}, year={2004}, pages={18–30} }
 @article{beavers_kratochwill_braden_2004, title={Treatment utility of functional versus empiric assessment within consultation for reading problems}, volume={19}, ISSN={["1939-1560"]}, DOI={10.1521/scpq.19.1.29.29405}, number={1}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Beavers, KF and Kratochwill, TR and Braden, JP}, year={2004}, pages={29–49} }
 @inbook{braden_2003, title={Accommodating clients with disabilities on the WAIS-III/WMS}, booktitle={Use of the WAIS-III/WMS in clinical practice}, publisher={New York: Houghton-Mifflin}, author={Braden, J. P.}, editor={D. Saklofske and Tulsky, D.Editors}, year={2003}, pages={451–486} }
 @misc{braden_elliott_2003, title={Accommodations on the Stanford-Binet Intelligence Scales, Fifth edition (Stanford-Binet Intelligence Scales, Fifth edition assessment services bulletin No. 2)}, publisher={Itasca, IL: Riverside}, author={Braden, J. P. and Elliott, S. N.}, year={2003} }
 @inbook{braden_elliott_2003, title={Accommodations on the Stanford-Binet Intelligence Scales. (5th ed.)}, booktitle={Interpretive manual for the Stanford-Binet (Fifth Edition) Intelligence Scales}, publisher={Itasca, IL: Riverside}, author={Braden, J. P. and Elliott, S. N.}, editor={Roid, G.Editor}, year={2003}, pages={135–143} }
 @article{huai_braden_2003, title={Assessing one & all: An on-line opportunity for professional development}, volume={31}, number={7}, journal={Communique}, author={Huai, N. and Braden, J. P.}, year={2003}, pages={42–43} }
 @misc{huai_braden_white_elliott_2003, title={Effect of an internet-based multimedia professional development program in enhancing teachers? assessment literacy}, publisher={Madison, WI: University of Wisconsin-Madison Wisconsin Center for Education Research}, author={Huai, N. and Braden, J. and White, J. and Elliott, S.}, year={2003} }
 @inbook{braden_2003, title={Psychological assessment in school settings}, ISBN={0471384070}, booktitle={Handbook of psychology. Vol. 10, Assessment psychology}, publisher={New York: Wiley Press}, author={Braden, J. P.}, editor={J. R. Graham and Naglieri, J. A.Editors}, year={2003}, pages={261–290} }
 @inbook{braden_alfonso_2003, title={WJ-III tests of cognitive ability in intellectual assessment courses}, ISBN={0126289824}, booktitle={WJ III clinical use and interpretation: Scientist practitioner perspectives}, publisher={New York: Academic Press}, author={Braden, J. P. and Alfonso, V.}, editor={Schrank, F. A. and Flanagan, D. P.Editors}, year={2003}, pages={377–432} }
 @inbook{braden_2002, title={Educational accountability: High stakes testing and educational reform}, ISBN={0932955851}, booktitle={Best practices in school psychology (4th ed.)}, publisher={Silver Spring, MD: National Association of School Psychologists}, author={Braden, J. P.}, editor={A. Thomas and J. GrimesEditors}, year={2002}, pages={301–319} }
 @book{elliott. s. n._j. p._white_2001, title={Assessing one and all: Educational accountability for students with disabilities}, ISBN={086586375X}, publisher={Reston, VA: Council for Exceptional Children}, author={Elliott. S. N., Braden and J. P. and White, J. L.}, year={2001} }
 @misc{braden_schroeder_buckley_2001, title={Secondary school reform, inclusion, and authentic assessment (Research Institute on Secondary Education Reform-Youth with disabilities brief No. 3)}, publisher={Madison, WI: Wisconsin Center for Education Research}, author={Braden, J. P. and Schroeder, J. L. and Buckley, J. A.}, year={2001} }
 @inbook{braden_2001, title={The review of the Opinions About Deaf People Scale}, ISBN={091067454X}, booktitle={The thirteenth mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P.}, editor={Conoley, J. C. and J. I. ImparaEditors}, year={2001} }
 @inbook{braden_2000, title={Clinical assessment of deaf people?s cognitive abilities}, ISBN={1563681056}, booktitle={Context, cognition, and deafness}, publisher={Washington, DC: Gallaudet University Press}, author={Braden, J. P.}, editor={M. D. Clark, M. Marschark and Karchmer, M.Editors}, year={2000}, pages={14–37} }
 @inbook{braden_2000, title={Deafness and hearing loss}, ISBN={1557986517}, booktitle={Encyclopedia of psychology, Vol. 2}, publisher={Washington, DC/Oxford: American Psychological Association/Oxford University Press}, author={Braden, J. P.}, year={2000}, pages={441–444} }
 @article{braden_2000, title={Editor's introduction: Perspectives on the nonverbal assessment of intelligence}, volume={18}, ISSN={["0734-2829"]}, DOI={10.1177/073428290001800301}, number={3}, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={Braden, JP}, year={2000}, month={Sep}, pages={204–210} }
 @book{elliott_braden_2000, title={Educational assessment and accountability for all students}, ISBN={1573370797}, publisher={Madison, WI: Department of Public Instruction}, author={Elliott, S. N. and Braden, J. P.}, year={2000} }
 @article{braden_2000, title={Nonverbal assessment of intelligence. (Special issue)}, volume={18}, number={3}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P.}, year={2000} }
 @misc{braden_2000, title={Prevention and intervention science}, author={Braden, J. P.}, year={2000} }
 @misc{mari?ez-lora_braden_2000, title={Review of the Universal Nonverbal Intelligence Test training materials}, volume={18}, number={3}, journal={Journal of Psychoeducational Assessment}, author={Mari?ez-Lora, A. and Braden, J. P.}, year={2000}, pages={289–292} }
 @article{braden_1999, title={Accommodations in testing: Methods to ensure validity}, volume={8}, number={1}, journal={Assessment Focus Newsletter}, author={Braden, J. P.}, year={1999}, pages={1–3} }
 @article{braden_1999, title={Performance assessment and diversity}, volume={14}, DOI={10.1037/h0089011}, abstractNote={The use of performance assessments with ethnically and linguistically diverse students raises five questions: (a) How do minority groups score on performance assessments relative to majority groups? (b) Do performance assessments enhance instruction for diverse students? (c) Are common performance standards good for diverse students? (d) Can (and should) performance assessments be translated into other languages? and (e) Are performance assessments biased when used with diverse groups? This article reviews literature to address these points and identifies areas of consensus and controversy. Although performance assessments share many of the same difficulties as traditional assessments (e.g., score inequities among groups), they also promise richer assessment more closely aligned to educational standards than traditional achievement tests.}, number={3}, journal={School Psychology Quarterly}, author={Braden, J. P.}, year={1999}, pages={304–326} }
 @article{braden_1999, title={School psychology for high-risk populations: Gleanings from the Chicago Longitudinal Study}, volume={37}, ISSN={["0022-4405"]}, DOI={10.1016/S0022-4405(99)00021-7}, number={4}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Braden, JP}, year={1999}, pages={457–463} }
 @misc{hanley-maxwell_phelps_braden_warren_1999, title={Schools of authentic and inclusive learning (Research Institute on Secondary Education Reform--Youth with disabilities brief, no. 1)}, publisher={Madison, WI: Wisconsin Center for Education Research}, author={Hanley-Maxwell, C. and Phelps, L. A. and Braden, J. P. and Warren, V.}, year={1999} }
 @article{braden_1999, title={Straight talk about assessment and diversity: What do we know?}, volume={14}, ISSN={["1939-1560"]}, DOI={10.1037/h0089013}, number={3}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Braden, JP}, year={1999}, pages={343–355} }
 @article{straight talk about diversity and assessment. (special issue)_1999, volume={14}, number={3}, journal={School Psychology Quarterly}, year={1999} }
 @book{kostrubala_braden_1998, title={Administration of the WAIS-III in American Sign Language [videorecording]}, publisher={San Antonio, TX: The Psychological Corporation}, author={Kostrubala, C. E. and Braden, J. P.}, year={1998} }
 @inbook{braden_hannah_1998, title={Assessment of hearing impaired and deaf children with the WISC-III}, ISBN={0125649304}, booktitle={WISC-III clinical use and interpretation: Scientist-practitioner perspectives}, publisher={New York: Houghton-Mifflin}, author={Braden, J. P. and Hannah, J. M.}, editor={D. Saklofske and Prifitera, A.Editors}, year={1998}, pages={175–201} }
 @inbook{brauer_braden_pollard_hardy-braz_1998, title={Deaf and hard of hearing people}, ISBN={155798509X}, booktitle={Test interpretation and diversity: Achieving equity in assessment}, publisher={Washington, DC: American Psychological Association}, author={Brauer, B. A. and Braden, J. P. and Pollard, R. Q. and Hardy-Braz, S. T.}, editor={J. Sandoval, C. L. Frisby and K. F. Geisinger, J. Dowd Scheuneman and J. Ramos GrenierEditors}, year={1998}, pages={297–315} }
 @book{braden_taylor_1998, title={Learning disabilities identification and programming issues and needs: LD Planning Committee Report}, institution={Madison, WI: Department of Public Instruction}, author={Braden, J. P. and Taylor, D.}, year={1998} }
 @inbook{braden_hightower_1998, title={Prevention}, ISBN={0205168183}, booktitle={The practice of child therapy. (3rd ed.)}, publisher={New York: Pergamon Press}, author={Braden, J. P. and Hightower, D. A.}, editor={R. J. Morris and T. R. KratochwillEditors}, year={1998}, pages={510–539} }
 @book{braden_1998, title={The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1997}, institution={Madison, WI: Department of Public Instruction}, author={Braden, J. P.}, year={1998} }
 @article{braden_1997, title={IDEA 97: Participation in state and district assessments}, volume={26}, number={3}, journal={Communique}, author={Braden, J. P.}, year={1997}, pages={22–23} }
 @book{braden_1997, title={The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1996}, institution={Madison, WI: Department of Public Instruction}, author={Braden, J. P.}, year={1997} }
 @article{braden_1997, title={The practical impact of intellectual assessment issues}, volume={26}, number={2}, journal={School Psychology Review}, author={Braden, J. P.}, year={1997}, pages={242–248} }
 @article{braden_kratochwill_1997, title={Treatment utility of assessment: Myths and realities}, volume={26}, number={3}, journal={School Psychology Review}, author={Braden, J. P. and Kratochwill, T. R.}, year={1997}, pages={475–485} }
 @misc{braden_1996, title={A review of Psychoeducational Assessment of Hearing-Impaired Students: Infancy through High School}, volume={14}, number={1}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P.}, year={1996}, pages={74–78} }
 @article{braden_1996, title={Assessment and educational reform}, volume={24}, number={7}, journal={Communique}, author={Braden, J. P.}, year={1996}, pages={9–10} }
 @article{braden_1996, title={Data for dollars: Submissions requested!}, volume={24}, number={5}, journal={Communique}, author={Braden, J. P.}, year={1996}, pages={39} }
 @book{braden_kovaleski_prasse_1996, title={Facilitator?s training manual}, publisher={Chicago, IL: Chicago Public Schools}, author={Braden, J. P. and Kovaleski, J. F. and Prasse, D. P.}, year={1996} }
 @book{braden_1996, title={Wisconsin Student Assessment System performance assessment and exceptional children}, institution={Madison, WI: Wisconsin Center for Education Research}, author={Braden, J. P.}, year={1996} }
 @article{braden_wollack_allen_1995, title={A REPLY TO KISHOR - CHOOSING THE RIGHT METRIC}, volume={13}, ISSN={["0734-2829"]}, DOI={10.1177/073428299501300304}, abstractNote={ Kishor (this issue) claims that the Stanford Achievement Test normed on deaf children (SAT-d) scaled scores offer the best metric for estimating IQ-Achievement correlations in samples of deaf children. We argue that he is partly right and mainly wrong. We agree with Kishor that SAT-d grade equivalents are inappropriate, although we could not replicate his results. However, Kishor's simulations are logically and empirically flawed and, therefore, cannot address the relative value of SAT-d metrics. More appropriate simulations show (a) that in homogeneous age samples, all SAT-d metrics yield similar results, and (b) in heterogeneous age samples, age-referenced scores are superior to scaled scores and grade equivalents for estimating “true” IQ-Achievement correlations. Our results suggest two practical implications: (1) researchers should use age-based percentiles for achievement if they also use age-referenced IQs, and (b) available studies underestimate IQ-Achievement correlations in samples of deaf children. }, number={3}, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={BRADEN, JP and WOLLACK, JA and ALLEN, TE}, year={1995}, month={Sep}, pages={250–265} }
 @article{braden_durbin_1995, title={Advocating for our vocation: The NASP Professional Advocacy Committee}, volume={24}, number={2}, journal={Communique}, author={Braden, J. P. and Durbin, K.}, year={1995}, pages={2} }
 @article{braden_1995, title={For whom The Bell tolls: Why The Bell Curve is important for school psychologists}, volume={24}, number={1}, journal={School Psychology Review}, author={Braden, J. P.}, year={1995}, pages={27–35} }
 @inbook{braden_1995, title={Intelligence and personality in school and educational psychology}, ISBN={0306447495}, booktitle={International handbook of intelligence and personality}, publisher={New York: Plenum Press}, author={Braden, J. P.}, year={1995}, pages={621–650} }
 @inbook{braden_1995, title={The Wechsler Intelligence Scale for Children--Third Edition}, ISBN={091067440}, booktitle={The Twelfth mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P.}, editor={Conoley, J. C. and J. I. ImparaEditors}, year={1995} }
 @book{braden_1994, title={Deafness, deprivation, and IQ}, ISBN={0306446863}, publisher={New York: Plenum}, author={Braden, J. P.}, year={1994} }
 @article{naglieri_welch_braden_1994, title={PERFORMANCE OF HEARING-IMPAIRED STUDENTS ON PLANNING, ATTENTION, SIMULTANEOUS, AND SUCCESSIVE (PASS) COGNITIVE PROCESSING TASKS}, volume={32}, ISSN={["1873-3506"]}, DOI={10.1016/0022-4405(94)90034-5}, abstractNote={This study examined the relationships among planning, attention, simultaneous, and successive (PASS) cognitive processing tasks for a sample of hearing-impaired students. There were 96 students (51 girls, 45 boys), aged 8 years to 16 years 11 months (mean age = 12.4 years, SD = 2.5 years). Most of the subjects (59%) received instruction through total communication and the remaining 41% students were enrolled in oral educational programs. The sample students attended a public day school (73%) or a state residential school for the deaf (27%). The confirmatory factorial results demonstrate that the PASS model was supported for this hearing-impaired sample as it has been in previous investigations involving normally hearing samples. These results support other exploratory and confirmatory factorial studies that have shown PASS tasks to be consistent with expectations.}, number={4}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={NAGLIERI, JA and WELCH, JA and BRADEN, J}, year={1994}, pages={371–383} }
 @article{braden_durbin_1994, title={Professional prevention: The crisis you avert may be your own}, volume={23}, number={1}, journal={Communique}, author={Braden, J. P. and Durbin, K.}, year={1994}, pages={26–27} }
 @article{braden_kostrubala_reed_1994, title={WHY DO DEAF-CHILDREN SCORE DIFFERENTLY ON PERFORMANCE VS MOTOR-REDUCED NONVERBAL INTELLIGENCE-TESTS}, volume={12}, ISSN={["0734-2829"]}, DOI={10.1177/073428299401200405}, abstractNote={ Children who are deaf and hard of hearing (DC) and children with normal hearing (HC) have similar Performance IQs. However, DC score lower than HC on motor-reduced nonverbal intelligence tests (e.g., figural matrices tests). The difference between motor-reduced and motor-intensive (i.e., performance) nonverbal tests may be affected by psychomotor speed. This issue was investigated by comparing DC and HC on motor-intensive and motor-reduced nonverbal intelligence tests and on tests of psychomotor speed. Results show similar WISC-III Performance IQs for DC and HC and lower motor-reduced scores (from the Matrix Analogies Test-Short Form) for DC. This similar performance of HC and DC on an experimental motor-intensive nonverbal test, and on psychomotor speed measures, suggests that speed does not influence intelligence test results. We suspect that impulsivity, not speed per se, leads to the difference between motor-intensive and motor-reduced nonverbal test scores. }, number={4}, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={BRADEN, JP and KOSTRUBALA, CE and REED, J}, year={1994}, month={Dec}, pages={357–363} }
 @article{naglieri_braden_gottling_1993, title={CONFIRMATORY FACTOR-ANALYSIS OF THE PLANNING, ATTENTION, SIMULTANEOUS, SUCCESSIVE (PASS) COGNITIVE PROCESSING MODEL FOR A KINDERGARTEN SAMPLE}, volume={11}, ISSN={["1557-5144"]}, DOI={10.1177/073428299301100306}, abstractNote={ This study examined the relationships among experimental tasks developed by Das and Naglieri (1988) to measure Planning, Attention, Simultaneous, and Successive (PASS) cognitive processing and other tests that theoretically fit within the model of intelligence. Luria's theoretical model was examined by Lisrel confirmatory factor analysis to examine the congruence between the variables and the PASS model for kindergarten-aged normal males and females. The results demonstrated that the PASS model is a sound conceptualization of the relationships that underlie the tasks in this study. These results support other confirmatory factorial studies that have found the PASS model to be a viable alternative model of cognitive functioning. }, number={3}, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={NAGLIERI, JA and BRADEN, JP and GOTTLING, SH}, year={1993}, month={Sep}, pages={259–269} }
 @article{braden_maller_paquin_1993, title={THE EFFECTS OF RESIDENTIAL VERSUS DAY PLACEMENT ON THE PERFORMANCE IQS OF CHILDREN WITH HEARING IMPAIRMENT}, volume={26}, ISSN={["0022-4669"]}, DOI={10.1177/002246699302600406}, abstractNote={ The effect of placement on the PIQs of children with hearing impairment (HI) was examined. Specifically, children in three types of placement options (commuter to a residential school, resident at a residential school, and commuter to a mainstream day program) were evaluated 3 to 4 years after enrollment to determine what, if any, changes had occurred in their Wechsler Performance IQs. The ANCOVA results demonstrate statistically significant gains for commuters and residents attending the residential program, in contrast to no PIQ change for children attending the day program. These results contradict arguments that placement in a segregated, residential setting invariably inhibits cognitive development. Additional implications for educational placement and research are discussed. }, number={4}, journal={JOURNAL OF SPECIAL EDUCATION}, author={BRADEN, JP and MALLER, SJ and PAQUIN, MM}, year={1993}, pages={423–433} }
 @inbook{maller_braden_1993, title={The criterion validity of the WISC-III with deaf adolescents}, booktitle={Advances in psychoeducational assessment : Wechsler intelligence scale for children}, publisher={Cordova: Psychoeducational Corporation}, author={Maller, S. and Braden, J. P.}, year={1993}, pages={105–113} }
 @article{braden_durbin_1993, title={The future of assessment in public schools}, volume={21}, journal={Communique}, author={Braden, J. P. and Durbin, K.}, year={1993} }
 @article{braden_1992, title={Assessment of children who are deaf and hard of hearing}, volume={46}, number={2}, journal={School Psychologist}, author={Braden, J. P.}, year={1992}, pages={8–9, 14,-17} }
 @article{tjader_braden_1992, title={Calculating discrepancies using regression methods}, volume={41}, number={5}, journal={CASP Today}, author={Tjader, E. and Braden, J. P.}, year={1992}, pages={22–23} }
 @misc{braden_1992, title={Clinical and research applications of the K-ABC}, volume={10}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P.}, year={1992}, pages={174–181} }
 @article{erchul_hughes_meyers_hickman_braden_1992, title={Dyadic agreement concerning the consultation process and its relationship to outcome}, volume={3}, journal={Journal of Educational and Psychological Consultation}, author={Erchul, W. P. and Hughes, J. N. and Meyers, J. and Hickman, J. A. and Braden, J. P.}, year={1992}, pages={119–132} }
 @article{frisby_braden_1992, title={FEUERSTEIN DYNAMIC ASSESSMENT APPROACH - A SEMANTIC, LOGICAL, AND EMPIRICAL CRITIQUE}, volume={26}, ISSN={["0022-4669"]}, DOI={10.1177/002246699202600305}, abstractNote={ Since their introduction in America, the theory and techniques of Feuerstein's Learning Potential Assessment Device (LPAD) and the related Instrumental Enrichment (IE) program have enjoyed substantial popularity among some educators. In our view, the reasons for this popularity are based more on philosophical considerations than on technical adequacy. In arguing this position, we critique Feuerstein's theory on semantic, logical, and empirical grounds. It is concluded that evidence casting Feuerstein's approach to dynamic assessment as a serious competitor to “traditional” assessment is not compelling. }, number={3}, journal={JOURNAL OF SPECIAL EDUCATION}, author={FRISBY, CL and BRADEN, JP}, year={1992}, pages={281–301} }
 @article{braden_1992, title={Intellectual assessment of deaf and hard of hearing people: A quantitative and qualitative research synthesis}, volume={21}, journal={School Psychology Review}, author={Braden, J. P.}, year={1992}, pages={82–94} }
 @inbook{naglieri_braden_1992, title={Norm-referenced tests: What we have and what we need}, ISBN={0205132081}, booktitle={Controversial issues confronting special education: Divergent perspectives}, publisher={Boston, MA: Allyn & Bacon}, author={Naglieri, J. A. and Braden, J. P.}, year={1992} }
 @inbook{braden_1992, title={Rivermead Perceptual Assessment Battery}, ISBN={0910674337}, booktitle={The eleventh mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P.}, editor={Kramer, J. J. and Conoley, J. C.Editors}, year={1992}, pages={773–775} }
 @misc{braden_1992, title={The DAS and special education placement}, volume={10}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P.}, year={1992}, pages={93–99} }
 @inbook{braden_1992, title={Wechsler Preschool and Primary Intelligence Scale-Revised}, ISBN={0910674337}, booktitle={The eleventh mental measurements yearbook}, publisher={Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press}, author={Braden, J. P.}, editor={Kramer, J. J. and Conoley, J. C.Editors}, year={1992}, pages={1029–1031} }
 @inbook{braden_1991, title={A meta-analytic review of IQ research with deaf persons}, ISBN={0930323793}, booktitle={Advances in cognition, education, and deafness: Second International Symposium on Cognition, Education, and Deafness}, publisher={Washington, DC: Gallaudet University}, author={Braden, J. P.}, year={1991}, pages={56–61} }
 @book{braden_1991, title={A meta-analytic review of deafness and intelligence}, journal={ERIC Document Reproduction Service No. ED 313 837}, institution={ERIC}, author={Braden, J. P.}, year={1991} }
 @article{braden_shaw_greco_1991, title={An evaluation of a computer-assisted instruction program for elementary hearing-impaired students}, volume={93}, journal={Volta Review}, author={Braden, J. P. and Shaw, S. R. and Greco, L.}, year={1991}, pages={247–252} }
 @article{braden_1991, title={Assessment Practices Committee update}, volume={40}, number={5}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={16} }
 @article{braden_1991, title={Changes in school psychology: Of dinosaurs and mammals}, volume={40}, number={6}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={10–11} }
 @article{braden_1991, title={Dinosaur debate continues}, volume={41}, number={2}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={16–23} }
 @inbook{hightower_braden_1991, title={Prevention}, ISBN={0205143970}, booktitle={The practice of child therapy}, publisher={Boston, MA : Allyn and Bacon}, author={Hightower, A. D. and Braden, J. P.}, editor={Kratochwill, T. R. and R. J. MorrisEditors}, year={1991}, pages={410–444} }
 @article{braden_1991, title={Promoting health in schools: It's more than just mental}, volume={45}, number={2}, journal={School Psychologist}, author={Braden, J. P.}, year={1991}, pages={4–6} }
 @article{braden_1991, title={Regression discrepancy models: A tale of two children}, volume={40}, number={4}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={6–7} }
 @article{braden_1991, title={Restructured assessment: The ball's in your court}, volume={41}, number={1}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={22–23} }
 @article{lopez_braden_sneed_1991, title={Support paper on CASP's IQ stand: Tools worth keeping}, volume={41}, number={2}, journal={CASP Today}, author={Lopez, R. P. and Braden, J. P. and Sneed, T. G.}, year={1991}, pages={6–9} }
 @article{ross_braden_1991, title={THE EFFECTS OF TOKEN REINFORCEMENT VERSUS COGNITIVE BEHAVIOR-MODIFICATION ON LEARNING-DISABLED STUDENTS MATH SKILLS}, volume={28}, ISSN={["0033-3085"]}, DOI={10.1002/1520-6807(199107)28:3<247::AID-PITS2310280310>3.0.CO;2-E}, abstractNote={The effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled students' math skills were compared. Math skills were measured by 2-minute classroom timings of basic addition and subtraction problems, and the Stanford Diagnostic Mathematics Test. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores was found, F(4, 182) = 4.03, p<.01. Token reinforcement and cognitive behavior modification were found to be equally effective. All three groups improved with 2-minute classroom timings, F(2, 91) = 8.53,p<.001. Retention of skills for both treatments was maintained over a 2-week no-treatment period. Teachers' social validity ratings indicated differences between the two treatments relative to student behaviors and teacher roles. It is concluded that token reinforcement and cognitive behavior modification are equally effective techniques to remediate learning-disabled students' math achievement, and both are superior to direct instruction in some cases.}, number={3}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={ROSS, PA and BRADEN, JP}, year={1991}, month={Jul}, pages={247–256} }
 @article{school psychologists_1991, title={The role of assessment in California schools: Ensuring student success}, volume={41}, number={1}, journal={CASP Today}, author={School Psychologists, California Association}, year={1991}, pages={4–7} }
 @article{braden_1991, title={Who can administer Woodcock Johnson-R?}, volume={40}, number={4}, journal={CASP Today}, author={Braden, J. P.}, year={1991}, pages={9} }
 @article{braden_1990, title={A call to action: Senatorial support for SB 1765 critical}, volume={29}, number={5}, journal={CASP Today}, author={Braden, J. P.}, year={1990}, pages={6} }
 @article{braden_1990, title={A school psychology cultural literacy test}, volume={18}, number={7}, journal={Communique}, author={Braden, J. P.}, year={1990}, pages={14} }
 @article{kelly_braden_1990, title={CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE WITH THE STANFORD ACHIEVEMENT-TEST - HEARING-IMPAIRED EDITION}, volume={28}, ISSN={["0022-4405"]}, DOI={10.1016/0022-4405(90)90005-R}, abstractNote={The criterion-related validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) Performance scale was tested with the Stanford Achievement Test, Special Edition for Hearing-Impaired Students (SAT-HI). Rank order correlations between WISC-R Performance IQs and SAT-HI subtest scaled scores and percentile ranks were calculated from archival test score data for 83 deaf children enrolled in a residential school (M=12.6 years, SD=2.3 years). The correlations range between .24 and .57 (p<.01), with four of five percentile rank p values significantly higher than paired scaled score ps. It is concluded the WISC-R Performance scale has adequate criterion-related validity, and SAT-HI percentile ranks may provide a better metric than scaled scores for use as a criterion.}, number={2}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={KELLY, MD and BRADEN, JP}, year={1990}, pages={147–151} }
 @article{braden_1990, title={Changes in PPS credential in school psychology: How these may affect you}, volume={40}, number={3}, journal={CASP Today}, author={Braden, J. P.}, year={1990}, pages={22} }
 @article{braden_1990, title={Come on in... The water's fine}, volume={40}, number={2}, journal={CASP Today}, author={Braden, J. P.}, year={1990}, pages={15} }
 @article{braden_1990, title={DO DEAF PERSONS HAVE A CHARACTERISTIC PSYCHOMETRIC PROFILE ON THE WECHSLER PERFORMANCE-SCALES}, volume={8}, ISSN={["0734-2829"]}, DOI={10.1177/073428299000800407}, abstractNote={ A meta-analysis of 21 studies that reported Wechsler Performance Scale (WPS) profiles for 25 samples of deaf subjects showed that a characteristic psychometric profile is found for deaf persons. The distinguishing characteristic of deaf persons' profiles is consistently lower means on Coding/Digit Symbol subtests relative to other Performance Scale subtests, as shown by effect sizes and between-sample analyses. Characteristic WPS profiles are affected by test administration procedures, presence of an additional handicapping condition, and by the use of norms based on deaf persons. These findings imply that WPS profiles have diagnostic utility for identifying additional handicapping conditions, but only when norms based on normal-hearing persons and appropriate administration procedures are used. This conclusion is limited because none of the studies in the literature examined WPS profile consistency in a statistically appropriate manner. }, number={4}, journal={JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT}, author={BRADEN, JP}, year={1990}, month={Dec}, pages={518–526} }
 @article{experimental methods for assessing intelligence. (special issue)_1990, volume={20}, number={4}, journal={School Psychology Review}, year={1990} }
 @article{shaw_braden_1990, title={Race and gender bias in the administration of corporal punishment}, volume={19}, journal={School Psychology Review}, author={Shaw, S. R. and Braden, J. P.}, year={1990}, pages={378–383} }
 @article{braden_1990, title={Real psychologists don't teach}, volume={40}, number={3}, journal={CASP Today}, author={Braden, J. P.}, year={1990}, pages={15,-21} }
 @article{braden_bryant_1990, title={Regression discontinuity designs: Applications for school psychologists}, volume={19}, journal={School Psychology Review}, author={Braden, J. P. and Bryant, T. J.}, year={1990}, pages={232–239} }
 @article{paquin_braden_1990, title={The effect of residential school placement on deaf children's Performance IQ}, volume={19}, journal={School Psychology Review}, author={Paquin, M. M. and Braden, J. P.}, year={1990}, pages={350–355} }
 @article{braden_1990, title={The report heard 'round the word}, volume={40}, number={2}, journal={CASP Today}, author={Braden, J. P.}, year={1990}, pages={20} }
 @article{braden_gonzalez_miller_1990, title={Use of time-series, ARIMA designs to assess program efficacy}, volume={19}, journal={School Psychology Review}, author={Braden, J. P. and Gonzalez, G. H. and Miller, M. D.}, year={1990}, pages={224–231} }
 @article{braden_algina_1989, title={A METHOD FOR DETERMINING THE PROBABILITY OF SPECIAL-EDUCATION ELIGIBILITY}, volume={27}, ISSN={["0022-4405"]}, DOI={10.1016/0022-4405(89)90026-5}, abstractNote={The current method for determining special education eligibility has three problems: (a) continuous variables (e.g., achievement, IQ) are artificially divided into dichotomous classes; (b) errors of measurement are not used in a meaningful way; and (c) multiple test scores are not combined to make decisions. A new method for calculating the probability that a student meets eligibility criteria is proposed. The new method avoids the distortion of dichotomous classification, uses multiple scores and measurement error in a meaningful manner, and promotes the accurate use of test data in eligibility decisions.}, number={1}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={BRADEN, JP and ALGINA, J}, year={1989}, pages={5–13} }
 @article{braden_1989, title={DLM-Teaching Resources co-sponsors Division 16 activities at NASP}, volume={43}, number={5}, journal={School Psychologist}, author={Braden, J. P.}, year={1989}, pages={10} }
 @inbook{braden_1989, title={Deafness as a natural experiment: A meta-analytic review of IQ research}, booktitle={Working papers: Second International Symposium on Cognition, Education, and Deafness}, publisher={Washington, DC: Gallaudet University}, author={Braden, J. P.}, year={1989}, pages={42–60} }
 @article{braden_1989, title={Electronic mail in academe}, volume={7}, number={3}, journal={NASP-CTASP Newsletter}, author={Braden, J. P.}, year={1989}, pages={1,-9} }
 @article{braden_1989, title={FACT OR ARTIFACT - AN EMPIRICAL-TEST OF SPEARMAN HYPOTHESIS}, volume={13}, ISSN={["0160-2896"]}, DOI={10.1016/0160-2896(89)90013-5}, abstractNote={The possibility that Spearman's Hypothesis is a statistical artifact is tested with studies of deaf children's intelligence. Six published and unpublished sources yielded 37 instances in which the magnitude of deaf-hearing differences, and the g loading of the test for deaf children, could be determined on intelligence tests. The magnitude of differences between deaf and normal-hearing children are negatively correlated with g loadings (r = −.14, NS), and are significantly different from positive correlations reported for black-white differences (zs > 2.51, ps < .01). Post hoc analyses show the lack of positive relationship between deaf-hearing differences and g loadings is consistent across psychometric and subject samples. The results clearly refute Schonemann's (1985) proposal that the positive relationship between black-white differences and g loadings is a statistical artifact, and the results provide evidence of divergent validity for Spearman's Hypothesis.}, number={2}, journal={INTELLIGENCE}, author={BRADEN, JP}, year={1989}, pages={149–155} }
 @article{braden_1989, title={FASP Standards of Practice: Time to clean the closet}, volume={8}, number={4}, journal={Trainer's Forum}, author={Braden, J. P.}, year={1989}, pages={3} }
 @inbook{braden_1989, title={Organizing and monitoring data bases}, ISBN={0316291560}, booktitle={Meeting the needs of linguistically and culturally different students: A handbook for educators}, publisher={Boston : Little Brown}, author={Braden, J. P.}, editor={Fradd, S. H. and Weismantel, J. W.Editors}, year={1989}, pages={14–33} }
 @article{braden_fradd_1989, title={Proactive school organization: Identifying and meeting special population needs}, volume={13}, journal={NABE Journal: The Journal of the National Association for Bilingual Education}, author={Braden, J. P. and Fradd, S. H.}, year={1989}, pages={1–20} }
 @article{matta_braden_cobb_hartshorne_1989, title={Rationale for position statement on reevaluation}, volume={17}, number={7}, journal={Communique}, author={Matta, G. and Braden, J. P. and Cobb, C. and Hartshorne, T.}, year={1989}, pages={4,-9} }
 @article{braden_1989, title={School psychologist shortage: Does the supply demand attention?}, volume={16}, number={3}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1989}, pages={1–2} }
 @article{braden_1989, title={School psychology shortage: Proactive prevention possibilities}, volume={16}, number={4}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1989}, pages={1–2} }
 @article{braden_1989, title={Supply and demand in school psychology: An abnormal curve?}, volume={29}, number={3}, journal={CASP Today}, author={Braden, J. P.}, year={1989}, pages={13,-25} }
 @article{braden_1989, title={THE CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE AND OTHER NONVERBAL IQ TESTS FOR DEAF-CHILDREN}, volume={134}, ISSN={["0002-726X"]}, DOI={10.1353/aad.2012.0551}, abstractNote={Despite the popularity of nonverbal IQ tests for psychoeducational assessment of deaf children, criterion-related validity is lacking. This may be because nonverbal IQ tests lack criterion-related validity, or because inappropriate scaling attenuates IQ achievement correlations. Two studies used samples of deaf children to test these hypotheses. The first study (N- 33) correlated WISC-R PIQs with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles (rs < .37, NS). The second study (N = 64) correlated nonverbal IQs from many tests with SAT-HI scores (rs .05 to .42). The results implicate the hypothesis that criterion scale affects IQ-achievement correlations. The role of nonverbal IQ in the psychoeducational assessment of deaf children is discussed.}, number={5}, journal={AMERICAN ANNALS OF THE DEAF}, author={BRADEN, JP}, year={1989}, month={Dec}, pages={329–332} }
 @book{braden_1989, title={The 1989 handbook of Florida school psychology internships}, publisher={Tampa, FL: Florida Association of School Psychologists}, author={Braden, J. P.}, year={1989} }
 @article{braden_booth_shaw_leach_macdonald_1989, title={The effects of microcomputer telecommunication on hearing-impaired children's literacy and language}, volume={91}, journal={Volta Review}, author={Braden, J. P. and Booth, K. and Shaw, S. R. and Leach, J. and MacDonald, B.}, year={1989}, pages={143–150} }
 @article{matta_braden_cobb_hartshorne_1989, title={Three year evaluations for handicapped students (Position statement adopted by the National Association of School Psychologists)}, volume={17}, number={7}, journal={Communique}, author={Matta, G. and Braden, J. P. and Cobb, C. and Hartshorne, T.}, year={1989}, pages={4} }
 @article{braden_1989, title={UF reaches out to practitioners}, volume={16}, number={1}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1989}, pages={6} }
 @article{braden_1988, title={Advanced degree opportunities--Varied viewpoints}, volume={12}, number={3}, journal={Communique}, author={Braden, J. P.}, year={1988}, pages={30} }
 @article{braden_1988, title={Advanced graduate degrees for school psychology practitioners?}, volume={14}, number={4}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1988}, pages={3–4} }
 @article{braden_1988, title={Advanced training opportunities for practitioners: Forum feedback}, volume={15}, number={1}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1988}, pages={8} }
 @article{fradd_weismantel_braden_1988, title={Aiming for student success: A model for proactive school organization}, volume={18}, journal={Planning & Changing}, author={Fradd, S. H. and Weismantel, M. J. and Braden, J. P.}, year={1988}, pages={239–245} }
 @article{braden_1988, title={Graduate training for practicing school psychologists: A forum to share the data}, volume={15}, number={5}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1988}, pages={16–17} }
 @article{braden_1988, title={Membership services at the APA Convention: Hospitality in the Big Peach}, volume={7}, journal={School Psychologist}, author={Braden, J. P.}, year={1988} }
 @article{braden_1988, title={Role expansion and readiness: The role of supervisors and trainers}, volume={15}, number={4}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1988}, pages={7–8} }
 @article{braden_weiss_1988, title={The effects of simple difference versus regression discrepancy methods: An empirical study}, volume={26}, journal={Journal of School Psychology}, author={Braden, J. P. and Weiss, L.}, year={1988}, pages={188–193} }
 @inbook{braden_1988, title={Understanding IQ differences between groups: Deaf children as a natural experiment in the nature-nurture debate}, ISBN={034041295X}, booktitle={Individual differences in children and adolescents: International perspectives}, publisher={London: Hodder & Stoughton}, author={Braden, J. P.}, editor={Saklofske, D. H. and Eysenck, S. B.Editors}, year={1988}, pages={265–277} }
 @article{braden_1987, title={A COMPARISON OF REGRESSION AND STANDARD SCORE DISCREPANCY METHODS FOR LEARNING-DISABILITIES IDENTIFICATION - EFFECTS ON RACIAL REPRESENTATION}, volume={25}, ISSN={["0022-4405"]}, DOI={10.1016/0022-4405(87)90057-4}, abstractNote={Learning-disabled (LD) children are often identified for services on the basis of a discrepancy between their IQ and achievement scores. Comparisons between regression and standard score difference methods for determining IQ-achievement discrepancies have not considered the comparative effects of these methods on the racial composition of LD classes. A comparison of these methods shows that the standard score difference method produces disproportionate racial representation, whereas the regression method produces proportionate racial representation in LD classes. In addition, the regression method demonstrates advantages in measurement of discrepancies, LD program planning, and conformity with constitutional guarantees of equal protection under the law.}, number={1}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={BRADEN, JP}, year={1987}, pages={23–29} }
 @article{braden_1987, title={AN EXPLANATION OF THE SUPERIOR PERFORMANCE IQS OF DEAF-CHILDREN OF DEAF PARENTS}, volume={132}, ISSN={["0002-726X"]}, DOI={10.1353/aad.2012.0723}, abstractNote={Differences in IQ between deaf children of hearing parents (HP), deaf children of deaf parents (DP) and hearing children (HC) may be due to differences in speed of information processing. The Hick paradigm was used to obtain reaction times (RT) and movement times (MT) from samples of HP ( N = 31), DP ( N = 31), and HC ( N = 37) adolescents. Results show that DP subjects have faster RTs and MTs than HP or HC subjects ( ts ≥ 2.43, ps < .01), and that greater sign language exposure is related to faster MT ( r 2 = .180, p < .0005). HC subjects have higher IQs than HP subjects ( t = 2.66, p < .01), but DP IQs are not different from either group ( ts < 1.96, NS). The results show that Performance IQs (PIQs) obscure important differences between HP, HC and DP groups. Results are discussed in light of their theoretical and educational implications.}, number={4}, journal={AMERICAN ANNALS OF THE DEAF}, author={BRADEN, JP}, year={1987}, month={Oct}, pages={263–266} }
 @article{braden_shaw_1987, title={COMPUTER-ASSISTED INSTRUCTION WITH DEAF-CHILDREN - PANACEA, PLACEBO OR POISON}, volume={132}, ISSN={["0002-726X"]}, DOI={10.1353/aad.2012.0736}, abstractNote={A review of literature identified 287 references describing computer applications with deaf children. Of those, 162 investigated computers as a tool in educational settings. The academic applications of computers were distributed among the following categories: academic instruction (120, or 74 percent); psychological investigations (12, or 7 percent); and general education (30, or 19 percent). Further analysis of the academic instruction references found a scant 9 percent ( N = 16) reported efficacy data. Although the majority found CAI outcomes to be positive, the degree of CAI success was inversely related to methodological rigor ( r = -.69, p < .003). Well-designed studies suggested that CAI is no better than alternative forms of instruction. The available literature suggests computers are neither poison nor panacea, and may be nothing more than expensive placebo. Implications of these findings are discussed with reference to educational decision making and future research activities.}, number={3}, journal={AMERICAN ANNALS OF THE DEAF}, author={BRADEN, JP and SHAW, SR}, year={1987}, month={Jul}, pages={189–193} }
 @book{braden_1987, title={Evaluating the effects of traditional and nontraditional computer-assisted instruction on deaf children's literacy and academic achievement (Report No. 86-016)}, institution={Tallahassee, FL.: Institute of Government}, author={Braden, J. P.}, year={1987} }
 @article{braden_1987, title={Overseas consultation: A case history}, volume={8}, journal={School Psychology International}, author={Braden, J. P.}, year={1987}, pages={79–84} }
 @inbook{braden_fradd_1987, title={Proactive school organization: Identifying and meeting special population needs}, ISBN={0316291242}, booktitle={Bilingual and bilingual special education: A guide for administrators}, publisher={Boston: Little Brown; San Diego, CA: College-Hill Press}, author={Braden, J. P. and Fradd, S. H.}, editor={Fradd, S. H. and Tikunoff, W. J.Editors}, year={1987}, pages={211–229} }
 @article{braden_sherrard_1987, title={Referring families to nonschool agencies: A family systems approach}, volume={16}, journal={School Psychology Review}, author={Braden, J. P. and Sherrard, P. A. D.}, year={1987}, pages={513–518} }
 @article{braden_1987, title={Results of summer institute survey released}, volume={14}, number={3}, journal={Florida School Psychologist}, author={Braden, J. P.}, year={1987}, pages={5} }
 @misc{braden_1987, title={Review of Mindel, E. & Vernon, M. (Eds.) They grow in silence (2nd ed.)}, volume={134}, journal={American Annals of the Deaf}, author={Braden, J. P.}, year={1987}, pages={244} }
 @article{braden_1986, title={READING HABITS AND PREFERENCES OF DEAF STUDENTS BEGINNING POSTSECONDARY PROGRAMS}, volume={131}, ISSN={["0002-726X"]}, DOI={10.1353/aad.2012.0829}, abstractNote={Deaf students entering six postsecondary programs ( N = 441) were surveyed to identify their recreational reading habits and preferences. Responses showed that deaf students read books (median = 10.0/year), magazines (median = 4.1/month), and newspapers (median = 6.4/week) consistently. Book length and novel-movie pairings influenced reading popularity. Gender exerted a major influence on reading preferences. The type of secondary school program attended was related to magazine and book reading frequencies. Students with more residual hearing showed a slight tendency to read books at higher reading levels. Hearing loss and socioeconomic status were not correlated with reading frequency, which was unexpected because these demographic variables are strongly correlated with reading achievement. It is concluded that recreational reading is relatively independent of reading achievement and merits further study.}, number={3}, journal={AMERICAN ANNALS OF THE DEAF}, author={BRADEN, JP}, year={1986}, month={Jul}, pages={253–256} }
 @article{braden_1986, title={TESTING CORRELATIONS BETWEEN SIMILAR MEASURES IN SMALL SAMPLES}, volume={46}, ISSN={["0013-1644"]}, DOI={10.1177/0013164486461013}, abstractNote={ Research investigating the agreement between parallel forms or similar measures with special groups usually fails to test the appropriate hypothesis regarding the measures. Investigators usually test the hypothesis that the measures are uncorrelated, but they fail to judge whether the measures are so highly correlated that they may be thought of as identical. A method is proposed for quantitatively determining whether two measures are equivalent when small samples are employed. }, number={1}, journal={EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT}, author={BRADEN, JP}, year={1986}, pages={143–148} }
 @article{braden_paquin_1985, title={A comparison of the WISC-R and WAIS-R Performance Scales in deaf adolescents}, volume={3}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P. and Paquin, M. M.}, year={1985}, pages={285–290} }
 @article{braden_1985, title={Futile gestures: A reply to Courtney, Hayes, Couch, and Frick regarding pantomimed administration of the WISC-R Performance Scale}, volume={3}, journal={Journal of Psychoeducational Assessment}, author={Braden, J. P.}, year={1985}, pages={181–185} }
 @article{braden_1985, title={Interpreter professionalization: A critical review}, volume={2}, journal={Journal of Interpretation}, author={Braden, J. P.}, year={1985}, pages={9–21} }
 @inbook{braden_1985, title={LPAD applications to deaf populations}, ISBN={0930323122}, booktitle={Cognition, education, and deafness}, publisher={Washington, D.C.: Gallaudet College Press}, author={Braden, J. P.}, year={1985}, pages={148–150} }
 @book{braden_1985, title={LPAD applications to deaf populations (ERIC Reproduction Service Document No. 247 716)}, institution={ERIC}, author={Braden, J. P.}, year={1985} }
 @article{braden_1985, title={The structure of nonverbal intelligence in deaf and hearing subjects}, volume={131}, journal={American Annals of the Deaf}, author={Braden, J. P.}, year={1985}, pages={496–501} }
 @article{braden_1985, title={WISC-R DEAF NORMS RECONSIDERED}, volume={23}, ISSN={["0022-4405"]}, DOI={10.1016/0022-4405(85)90050-0}, abstractNote={Deaf norms have been published for the Wechsler Intelligence Scale for Children-Revised Performance Scale, (WISC-R PS). Argument requiring separate deaf norms are evaluated with data describing deaf and hearing children's performances on nonverbal IQ tests. It is concluded that deaf norms are not required for deaf children. The issue of which norms a psychologist should select for scoring WISC- R PS protocols is discussed with reference to the impact that deaf and hearing norms have upon inter- and intraindividual comparisons.}, number={4}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={BRADEN, JP}, year={1985}, pages={375–382} }
 @inbook{braden_1984, title={LPAD applications to deaf populations}, booktitle={Working papers : International Symposium on cognition, education, and deafness: trends in research and instruction, Gallaudet College, Washington, D.C., June 5-8, 1984}, publisher={Washington, D.C.: Gallaudet College Press}, author={Braden, J. P.}, year={1984}, pages={221–238} }
 @article{braden_1984, title={THE FACTORIAL SIMILARITY OF THE WISC-R PERFORMANCE SCALE IN DEAF AND HEARING SAMPLES}, volume={5}, ISSN={["0191-8869"]}, DOI={10.1016/0191-8869(84)90005-9}, abstractNote={Wechsler Intelligence Scale for Children—Revised (WISC-R) Performance Scale metrics and subtest factor loadings, derived separately from deaf (N = 1228) and hearing (N = 2200) samples, are practically identical. Small mean differences are probably attributable to the higher incidence of brain damage among deaf children. In addition to demonstrating the absence of construct bias in WISC-R Performance IQ (PIQ) measurement for deaf children, the results contradict theories which propose linguistic bias as the cause of the white-black difference in Performance IQ. Spearman's hypothesis that white-black mental test differences are primarily a difference in g received significant support. The results indicate that cognition, as measured by PIQ, is virtually independent of language acquisition.}, number={4}, journal={PERSONALITY AND INDIVIDUAL DIFFERENCES}, author={BRADEN, JP}, year={1984}, pages={403–409} }
 @book{braden_1980, title={Reading habits and characteristics of beginning deaf post-secondary students}, institution={Washington, DC: Bureau of Education of the Handicapped}, author={Braden, J. P.}, year={1980} }