Jeffrey P. Braden

Krouse, H. E., & Braden, J. P. (2011). The reliability and validity of WISC-IV scores with deaf and hard-of-hearing children. Journal of Psychoeducational Assessment, 29(3), 238–248.

Braden, J. P., & Tayrose, M. P. (2008). Best practices in educational accountability: High stakes testing and educational reform. Best Practices in School Psychology. V, 575–588.

Braden, J. P., & Joyce, L. B. (2008). Best practices in making assessment accommodations. Best Practices in School Psychology. V, 589–608.

Braden, J. P. (2007). [Review of How testing came to dominate American schools: the history of educational assessment]. Intelligence, 35(3), 303.

Braden, J. P. (2007). Issues related to children who are deaf and hard-of-hearing: A school psychology perspective. Maryland School Psychologists' Association Protocol, 27(3), 1–1723.

Braden, J. P., & Iribarren, J. (2007). Review of the WISC-IV Spanish. Journal of Psychoeducational Assessment, 25(3), 292–299.

Hurwitz, J. T., Elliott, S. N., & Braden, J. P. (2007). The influence of test familiarity and student disability status upon teachers' judgments of students' test performance. School Psychology Quarterly, 22(2), 115–144. https://doi.org/10.1037/1045-3830.22.2.115

Braden, J. P. (2007). Using data from high-stakes testing in program planning and evaluation. In L. J. Kruger & D. Shriberg (Eds.), High stakes testing: New challenges and opportunities for school psychology (pp. 129–150). Binghamton, NY: Hayworth Press.

Braden, J. P. (2007). Using data from high-stakes testing in program planning and evaluation. Journal of Applied School Psychology, 23(2), 129–150.

Huai, N., Braden, J. P., White, J., & Elliott, S. (2006). Effect of an Internet-based professional development program on teachers' assessment literacy for all students. Teacher Education and Special Education, 29(4), 244–260.

Braden, J. P. (2006). Response to intervention: Issues of reliability, validity, and fairness. North Carolina School Psychology Association Newsletter, Winter, 2–4.

Braden, J. P. (2006). Scholarships for students of color: Support or subtle discrimination? Communique, 35(3), 12.

Braden, J. P., & Athanasiou, M. S. (2005). A comparative review of nonverbal measures of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 557–577). New York: Guilford Press.

Braden, J. P., & Shah, K. G. (2005). A critique of multicultural training in school psychology: Rationale, strategies, and tactics. In C. L. Frisby & C. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 1023–1047). New York: Wiley.

Braden, J. P., Huai, N., White, J. L., & Elliott, S. N. (2005). Effective professional development to support inclusive assessment practices for all children. Assessment for Effective Intervention, 31(1), 63–71.

Braden, J. P. (2005). Performance-based assessment. In Encyclopedia of school psychology (pp. 380–381). Thousand Oaks, CA: Sage.

Braden, J. P., & Laugle, K. M. (2005). The review of the Auditory Processing Abilities Test. In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook (pp. 68–70). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P., & Ouzts, S. A. (2005). The review of the Kaufman Assessment Battery for Children, Second Ed. In R. A. Spies & B. S. Plake (Eds.), The sixteenth mental measurements yearbook (pp. 517–520). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P. (2005). Using the WISC-IV with clients who are hard-of-hearing or deaf. In A. P. D. Saklofske, L. Weiss, & E. Rolfhus (Eds.), WISC IV clinical use and interpretation. (1st ed.) (pp. 351–380). New York: Academic Press.

Braden, J. P., & Niebling, B. C. (2005). Using the joint test standards to evaluate the validity evidence for intelligence tests. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (2nd ed.) (pp. 615–630). New York: Guilford Press.

Braden, J. P. (2005). Validity. In Encyclopedia of school psychology (pp. 579–580). Thousand Oaks, CA: Sage.

Kratochwill, T. K., & Braden, J. P. (2004). 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.

Braden, J. P., & Parker, M. (2004). Are WISC-IV scores valid predictors of NC test scores? Wanna find out? North Carolina School Psychology Association Newsletter, Nov.

Braden, J. P., & Elliott, S. N. (2004). Assessing one & all: An Internet hypermedia model for professional development. Final report for Directed Research Projects.  (CFDA 84.325N). In (CFDA 84.325N). Madison, WI: Wisconsin Center for Education Research.

Braden, J. P., & Elliott, S. N. (2004). Assessing one and all: Educational accountability for students with disabilities (version 3.0) (Internet-based hypermedia course).

Braden, J. P., & Schroeder, J. L. (2004). High stakes testing and No Child Left Behind: Information and strategies for educators. In S. C. A. Canter, M. D. R. L. Paige, & I. Romero (Eds.), Helping children at home and school. (2nd ed.) (pp. 73–77). Silver Spring, MD: National Association of School Psychologists.

Braden, J. P. (2004). Productive pedagogies, quality teaching, and inclusion: High intellectual quality and students with disabilities. In F. B. B. Bartlett & D. Roebuck (Eds.), Educating: Weaving research into practice (vol. 1) (pp. 18–30). Brisbane, Australia: Griffith University.

Beavers, K. F., Kratochwill, T. R., & Braden, J. P. (2004). Treatment utility of functional versus empiric assessment within consultation for reading problems. SCHOOL PSYCHOLOGY QUARTERLY, 19(1), 29–49. https://doi.org/10.1521/scpq.19.1.29.29405

Braden, J. P. (2003). Accommodating clients with disabilities on the WAIS-III/WMS. In D. Saklofske & D. Tulsky (Eds.), Use of the WAIS-III/WMS in clinical practice (pp. 451–486). New York: Houghton-Mifflin.

Braden, J. P., & Elliott, S. N. (2003). Accommodations on the Stanford-Binet Intelligence Scales, Fifth edition (Stanford-Binet Intelligence Scales, Fifth edition assessment services bulletin No. 2).

Braden, J. P., & Elliott, S. N. (2003). Accommodations on the Stanford-Binet Intelligence Scales. (5th ed.). In G. Roid (Ed.), Interpretive manual for the Stanford-Binet (Fifth Edition) Intelligence Scales (pp. 135–143). Itasca, IL: Riverside.

Huai, N., & Braden, J. P. (2003). Assessing one & all: An on-line opportunity for professional development. Communique, 31(7), 42–43.

Huai, N., Braden, J., White, J., & Elliott, S. (2003). Effect of an internet-based multimedia professional development program in enhancing teachers? assessment literacy.

Braden, J. P. (2003). Psychological assessment in school settings. In J. R. Graham & J. A. Naglieri (Eds.), Handbook of psychology. Vol. 10, Assessment psychology (pp. 261–290). New York: Wiley Press.

Braden, J. P., & Alfonso, V. (2003). WJ-III tests of cognitive ability in intellectual assessment courses. In F. A. Schrank & D. P. Flanagan (Eds.), WJ III clinical use and interpretation: Scientist practitioner perspectives (pp. 377–432). New York: Academic Press.

Braden, J. P. (2002). Educational accountability: High stakes testing and educational reform. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (4th ed.) (pp. 301–319). Silver Spring, MD: National Association of School Psychologists.

Elliott. S. N., B., J. P., & White, J. L. (2001). Assessing one and all: Educational accountability for students with disabilities. Reston, VA: Council for Exceptional Children.

Braden, J. P., Schroeder, J. L., & Buckley, J. A. (2001). Secondary school reform, inclusion, and authentic assessment (Research Institute on Secondary Education Reform-Youth with disabilities brief No. 3).

Braden, J. P. (2001). The review of the Opinions About Deaf People Scale. In J. C. Conoley & J. I. Impara (Eds.), The thirteenth mental measurements yearbook. Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P. (2000). Clinical assessment of deaf people?s cognitive abilities. In M. M. M. D. Clark & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 14–37). Washington, DC: Gallaudet University Press.

Braden, J. P. (2000). Deafness and hearing loss. In Encyclopedia of psychology, Vol. 2 (pp. 441–444). Washington, DC/Oxford: American Psychological Association/Oxford University Press.

Braden, J. P. (2000, September). Editor's introduction: Perspectives on the nonverbal assessment of intelligence. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, Vol. 18, pp. 204–210. https://doi.org/10.1177/073428290001800301

Elliott, S. N., & Braden, J. P. (2000). Educational assessment and accountability for all students. Madison, WI: Department of Public Instruction.

Braden, J. P. (2000). Nonverbal assessment of intelligence. (Special issue). Journal of Psychoeducational Assessment, 18(3).

Braden, J. P. (2000). Prevention and intervention science.

Mari?ez-Lora, A., & Braden, J. P. (2000). [Review of Review of the Universal Nonverbal Intelligence Test training materials]. Journal of Psychoeducational Assessment, 18(3), 289–292.

Braden, J. P. (1999). Accommodations in testing: Methods to ensure validity. Assessment Focus Newsletter, 8(1), 1–3.

Braden, J. P. (1999). Performance assessment and diversity. School Psychology Quarterly, 14(3), 304–326. https://doi.org/10.1037/h0089011

Braden, J. P. (1999). School psychology for high-risk populations: Gleanings from the Chicago Longitudinal Study. JOURNAL OF SCHOOL PSYCHOLOGY, Vol. 37, pp. 457–463. https://doi.org/10.1016/S0022-4405(99)00021-7

Hanley-Maxwell, C., Phelps, L. A., Braden, J. P., & Warren, V. (1999). Schools of authentic and inclusive learning (Research Institute on Secondary Education Reform--Youth with disabilities brief, no. 1).

Braden, J. P. (1999). Straight talk about assessment and diversity: What do we know? SCHOOL PSYCHOLOGY QUARTERLY, 14(3), 343–355. https://doi.org/10.1037/h0089013

Straight talk about diversity and assessment. (Special issue). (1999). School Psychology Quarterly, 14(3).

Kostrubala, C. E., & Braden, J. P. (1998). Administration of the WAIS-III in American Sign Language [videorecording]. San Antonio, TX: The Psychological Corporation.

Braden, J. P., & Hannah, J. M. (1998). Assessment of hearing impaired and deaf children with the WISC-III. In D. Saklofske & A. Prifitera (Eds.), WISC-III clinical use and interpretation: Scientist-practitioner perspectives (pp. 175–201). New York: Houghton-Mifflin.

Brauer, B. A., Braden, J. P., Pollard, R. Q., & Hardy-Braz, S. T. (1998). Deaf and hard of hearing people. In C. L. F. J. Sandoval, J. D. S. K. F. Geisinger, & J. Ramos Grenier (Eds.), Test interpretation and diversity: Achieving equity in assessment (pp. 297–315). Washington, DC: American Psychological Association.

Braden, J. P., & Taylor, D. (1998). Learning disabilities identification and programming issues and needs: LD Planning Committee Report. Madison, WI: Department of Public Instruction.

Braden, J. P., & Hightower, D. A. (1998). Prevention. In R. J. Morris & T. R. Kratochwill (Eds.), The practice of child therapy. (3rd ed.) (pp. 510–539). New York: Pergamon Press.

Braden, J. P. (1998). The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1997. Madison, WI: Department of Public Instruction.

Braden, J. P. (1997). IDEA 97: Participation in state and district assessments. Communique, 26(3), 22–23.

Braden, J. P. (1997). The performance of students with and without exceptional educational needs on performance assessment and multiple choice tests in 1996. Madison, WI: Department of Public Instruction.

Braden, J. P. (1997). The practical impact of intellectual assessment issues. School Psychology Review, 26(2), 242–248.

Braden, J. P., & Kratochwill, T. R. (1997). Treatment utility of assessment: Myths and realities. School Psychology Review, 26(3), 475–485.

Braden, J. P. (1996). [Review of A review of Psychoeducational Assessment of Hearing-Impaired Students: Infancy through High School]. Journal of Psychoeducational Assessment, 14(1), 74–78.

Braden, J. P. (1996). Assessment and educational reform. Communique, 24(7), 9–10.

Braden, J. P. (1996). Data for dollars: Submissions requested! Communique, 24(5), 39.

Braden, J. P., Kovaleski, J. F., & Prasse, D. P. (1996). Facilitator?s training manual. Chicago, IL: Chicago Public Schools.

Braden, J. P. (1996). Wisconsin Student Assessment System performance assessment and exceptional children. Madison, WI: Wisconsin Center for Education Research.

BRADEN, J. P., WOLLACK, J. A., & ALLEN, T. E. (1995). A REPLY TO KISHOR - CHOOSING THE RIGHT METRIC. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 13(3), 250–265. https://doi.org/10.1177/073428299501300304

Braden, J. P., & Durbin, K. (1995). Advocating for our vocation: The NASP Professional Advocacy Committee. Communique, 24(2), 2.

Braden, J. P. (1995). For whom The Bell tolls: Why The Bell Curve is important for school psychologists. School Psychology Review, 24(1), 27–35.

Braden, J. P. (1995). Intelligence and personality in school and educational psychology. In International handbook of intelligence and personality (pp. 621–650). New York: Plenum Press.

Braden, J. P. (1995). The Wechsler Intelligence Scale for Children--Third Edition. In J. C. Conoley & J. I. Impara (Eds.), The Twelfth mental measurements yearbook. Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P. (1994). Deafness, deprivation, and IQ. New York: Plenum.

NAGLIERI, J. A., WELCH, J. A., & BRADEN, J. (1994). PERFORMANCE OF HEARING-IMPAIRED STUDENTS ON PLANNING, ATTENTION, SIMULTANEOUS, AND SUCCESSIVE (PASS) COGNITIVE PROCESSING TASKS. JOURNAL OF SCHOOL PSYCHOLOGY, 32(4), 371–383. https://doi.org/10.1016/0022-4405(94)90034-5

Braden, J. P., & Durbin, K. (1994). Professional prevention: The crisis you avert may be your own. Communique, 23(1), 26–27.

BRADEN, J. P., KOSTRUBALA, C. E., & REED, J. (1994). WHY DO DEAF-CHILDREN SCORE DIFFERENTLY ON PERFORMANCE VS MOTOR-REDUCED NONVERBAL INTELLIGENCE-TESTS. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 12(4), 357–363. https://doi.org/10.1177/073428299401200405

NAGLIERI, J. A., BRADEN, J. P., & GOTTLING, S. H. (1993). CONFIRMATORY FACTOR-ANALYSIS OF THE PLANNING, ATTENTION, SIMULTANEOUS, SUCCESSIVE (PASS) COGNITIVE PROCESSING MODEL FOR A KINDERGARTEN SAMPLE. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 11(3), 259–269. https://doi.org/10.1177/073428299301100306

BRADEN, J. P., MALLER, S. J., & PAQUIN, M. M. (1993). THE EFFECTS OF RESIDENTIAL VERSUS DAY PLACEMENT ON THE PERFORMANCE IQS OF CHILDREN WITH HEARING IMPAIRMENT. JOURNAL OF SPECIAL EDUCATION, 26(4), 423–433. https://doi.org/10.1177/002246699302600406

Maller, S., & Braden, J. P. (1993). The criterion validity of the WISC-III with deaf adolescents. In Advances in psychoeducational assessment : Wechsler intelligence scale for children (pp. 105–113). Cordova: Psychoeducational Corporation.

Braden, J. P., & Durbin, K. (1993). The future of assessment in public schools. Communique, 21.

Braden, J. P. (1992). Assessment of children who are deaf and hard of hearing. School Psychologist, 46(2), 8–9, 14,-17.

Tjader, E., & Braden, J. P. (1992). Calculating discrepancies using regression methods. CASP Today, 41(5), 22–23.

Braden, J. P. (1992). [Review of Clinical and research applications of the K-ABC]. Journal of Psychoeducational Assessment, 10, 174–181.

Erchul, W. P., Hughes, J. N., Meyers, J., Hickman, J. A., & Braden, J. P. (1992). Dyadic agreement concerning the consultation process and its relationship to outcome. Journal of Educational and Psychological Consultation, 3, 119–132.

FRISBY, C. L., & BRADEN, J. P. (1992). FEUERSTEIN DYNAMIC ASSESSMENT APPROACH - A SEMANTIC, LOGICAL, AND EMPIRICAL CRITIQUE. JOURNAL OF SPECIAL EDUCATION, 26(3), 281–301. https://doi.org/10.1177/002246699202600305

Braden, J. P. (1992). Intellectual assessment of deaf and hard of hearing people: A quantitative and qualitative research synthesis. School Psychology Review, 21, 82–94.

Naglieri, J. A., & Braden, J. P. (1992). Norm-referenced tests: What we have and what we need. In Controversial issues confronting special education: Divergent perspectives. Boston, MA: Allyn & Bacon.

Braden, J. P. (1992). Rivermead Perceptual Assessment Battery. In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook (pp. 773–775). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P. (1992). [Review of The DAS and special education placement]. Journal of Psychoeducational Assessment, 10, 93–99.

Braden, J. P. (1992). Wechsler Preschool and Primary Intelligence Scale-Revised. In J. J. Kramer & J. C. Conoley (Eds.), The eleventh mental measurements yearbook (pp. 1029–1031). Lincoln, NB: Buros Institute of Mental Measurements, University of Lincoln Press.

Braden, J. P. (1991). A meta-analytic review of IQ research with deaf persons. In Advances in cognition, education, and deafness: Second International Symposium on Cognition, Education, and Deafness (pp. 56–61). Washington, DC: Gallaudet University.

Braden, J. P. (1991). A meta-analytic review of deafness and intelligence. In ERIC Document Reproduction Service No. ED 313 837. ERIC.

Braden, J. P., Shaw, S. R., & Greco, L. (1991). An evaluation of a computer-assisted instruction program for elementary hearing-impaired students. Volta Review, 93, 247–252.

Braden, J. P. (1991). Assessment Practices Committee update. CASP Today, 40(5), 16.

Braden, J. P. (1991). Changes in school psychology: Of dinosaurs and mammals. CASP Today, 40(6), 10–11.

Braden, J. P. (1991). Dinosaur debate continues. CASP Today, 41(2), 16–23.

Hightower, A. D., & Braden, J. P. (1991). Prevention. In T. R. Kratochwill & R. J. Morris (Eds.), The practice of child therapy (pp. 410–444). Boston, MA : Allyn and Bacon.

Braden, J. P. (1991). Promoting health in schools: It's more than just mental. School Psychologist, 45(2), 4–6.

Braden, J. P. (1991). Regression discrepancy models: A tale of two children. CASP Today, 40(4), 6–7.

Braden, J. P. (1991). Restructured assessment: The ball's in your court. CASP Today, 41(1), 22–23.

Lopez, R. P., Braden, J. P., & Sneed, T. G. (1991). Support paper on CASP's IQ stand: Tools worth keeping. CASP Today, 41(2), 6–9.

ROSS, P. A., & BRADEN, J. P. (1991). THE EFFECTS OF TOKEN REINFORCEMENT VERSUS COGNITIVE BEHAVIOR-MODIFICATION ON LEARNING-DISABLED STUDENTS MATH SKILLS. PSYCHOLOGY IN THE SCHOOLS, 28(3), 247–256. https://doi.org/10.1002/1520-6807(199107)28:3<247::AID-PITS2310280310>3.0.CO;2-E

School Psychologists, C. A. (1991). The role of assessment in California schools: Ensuring student success. CASP Today, 41(1), 4–7.

Braden, J. P. (1991). Who can administer Woodcock Johnson-R? CASP Today, 40(4), 9.

Braden, J. P. (1990). A call to action: Senatorial support for SB 1765 critical. CASP Today, 29(5), 6.

Braden, J. P. (1990). A school psychology cultural literacy test. Communique, 18(7), 14.

KELLY, M. D., & BRADEN, J. P. (1990). CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE WITH THE STANFORD ACHIEVEMENT-TEST - HEARING-IMPAIRED EDITION. JOURNAL OF SCHOOL PSYCHOLOGY, 28(2), 147–151. https://doi.org/10.1016/0022-4405(90)90005-R

Braden, J. P. (1990). Changes in PPS credential in school psychology: How these may affect you. CASP Today, 40(3), 22.

Braden, J. P. (1990). Come on in... The water's fine. CASP Today, 40(2), 15.

BRADEN, J. P. (1990). DO DEAF PERSONS HAVE A CHARACTERISTIC PSYCHOMETRIC PROFILE ON THE WECHSLER PERFORMANCE-SCALES. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 8(4), 518–526. https://doi.org/10.1177/073428299000800407

Experimental methods for assessing intelligence. (Special issue). (1990). School Psychology Review, 20(4).

Shaw, S. R., & Braden, J. P. (1990). Race and gender bias in the administration of corporal punishment. School Psychology Review, 19, 378–383.

Braden, J. P. (1990). Real psychologists don't teach. CASP Today, 40(3), 15,-21.

Braden, J. P., & Bryant, T. J. (1990). Regression discontinuity designs: Applications for school psychologists. School Psychology Review, 19, 232–239.

Paquin, M. M., & Braden, J. P. (1990). The effect of residential school placement on deaf children's Performance IQ. School Psychology Review, 19, 350–355.

Braden, J. P. (1990). The report heard 'round the word. CASP Today, 40(2), 20.

Braden, J. P., Gonzalez, G. H., & Miller, M. D. (1990). Use of time-series, ARIMA designs to assess program efficacy. School Psychology Review, 19, 224–231.

BRADEN, J. P., & ALGINA, J. (1989). A METHOD FOR DETERMINING THE PROBABILITY OF SPECIAL-EDUCATION ELIGIBILITY. JOURNAL OF SCHOOL PSYCHOLOGY, 27(1), 5–13. https://doi.org/10.1016/0022-4405(89)90026-5

Braden, J. P. (1989). DLM-Teaching Resources co-sponsors Division 16 activities at NASP. School Psychologist, 43(5), 10.

Braden, J. P. (1989). Deafness as a natural experiment: A meta-analytic review of IQ research. In Working papers: Second International Symposium on Cognition, Education, and Deafness (pp. 42–60). Washington, DC: Gallaudet University.

Braden, J. P. (1989). Electronic mail in academe. NASP-CTASP Newsletter, 7(3), 1,-9.

BRADEN, J. P. (1989). FACT OR ARTIFACT - AN EMPIRICAL-TEST OF SPEARMAN HYPOTHESIS. INTELLIGENCE, 13(2), 149–155. https://doi.org/10.1016/0160-2896(89)90013-5

Braden, J. P. (1989). FASP Standards of Practice: Time to clean the closet. Trainer's Forum, 8(4), 3.

Braden, J. P. (1989). Organizing and monitoring data bases. In S. H. Fradd & J. W. Weismantel (Eds.), Meeting the needs of linguistically and culturally different students: A handbook for educators (pp. 14–33). Boston : Little Brown.

Braden, J. P., & Fradd, S. H. (1989). Proactive school organization: Identifying and meeting special population needs. NABE Journal: The Journal of the National Association for Bilingual Education, 13, 1–20.

Matta, G., Braden, J. P., Cobb, C., & Hartshorne, T. (1989). Rationale for position statement on reevaluation. Communique, 17(7), 4,-9.

Braden, J. P. (1989). School psychologist shortage: Does the supply demand attention? Florida School Psychologist, 16(3), 1–2.

Braden, J. P. (1989). School psychology shortage: Proactive prevention possibilities. Florida School Psychologist, 16(4), 1–2.

Braden, J. P. (1989). Supply and demand in school psychology: An abnormal curve? CASP Today, 29(3), 13,-25.

BRADEN, J. P. (1989). THE CRITERION-RELATED VALIDITY OF THE WISC-R PERFORMANCE SCALE AND OTHER NONVERBAL IQ TESTS FOR DEAF-CHILDREN. AMERICAN ANNALS OF THE DEAF, 134(5), 329–332. https://doi.org/10.1353/aad.2012.0551

Braden, J. P. (1989). The 1989 handbook of Florida school psychology internships. Tampa, FL: Florida Association of School Psychologists.

Braden, J. P., Booth, K., Shaw, S. R., Leach, J., & MacDonald, B. (1989). The effects of microcomputer telecommunication on hearing-impaired children's literacy and language. Volta Review, 91, 143–150.

Matta, G., Braden, J. P., Cobb, C., & Hartshorne, T. (1989). Three year evaluations for handicapped students (Position statement adopted by the National Association of School Psychologists). Communique, 17(7), 4.

Braden, J. P. (1989). UF reaches out to practitioners. Florida School Psychologist, 16(1), 6.

Braden, J. P. (1988). Advanced degree opportunities--Varied viewpoints. Communique, 12(3), 30.

Braden, J. P. (1988). Advanced graduate degrees for school psychology practitioners? Florida School Psychologist, 14(4), 3–4.

Braden, J. P. (1988). Advanced training opportunities for practitioners: Forum feedback. Florida School Psychologist, 15(1), 8.

Fradd, S. H., Weismantel, M. J., & Braden, J. P. (1988). Aiming for student success: A model for proactive school organization. Planning & Changing, 18, 239–245.

Braden, J. P. (1988). Graduate training for practicing school psychologists: A forum to share the data. Florida School Psychologist, 15(5), 16–17.

Braden, J. P. (1988). Membership services at the APA Convention: Hospitality in the Big Peach. School Psychologist, 7.

Braden, J. P. (1988). Role expansion and readiness: The role of supervisors and trainers. Florida School Psychologist, 15(4), 7–8.

Braden, J. P., & Weiss, L. (1988). The effects of simple difference versus regression discrepancy methods: An empirical study. Journal of School Psychology, 26, 188–193.

Braden, J. P. (1988). Understanding IQ differences between groups: Deaf children as a natural experiment in the nature-nurture debate. In D. H. Saklofske & S. B. Eysenck (Eds.), Individual differences in children and adolescents: International perspectives (pp. 265–277). London: Hodder & Stoughton.

BRADEN, J. P. (1987). A COMPARISON OF REGRESSION AND STANDARD SCORE DISCREPANCY METHODS FOR LEARNING-DISABILITIES IDENTIFICATION - EFFECTS ON RACIAL REPRESENTATION. JOURNAL OF SCHOOL PSYCHOLOGY, 25(1), 23–29. https://doi.org/10.1016/0022-4405(87)90057-4

BRADEN, J. P. (1987). AN EXPLANATION OF THE SUPERIOR PERFORMANCE IQS OF DEAF-CHILDREN OF DEAF PARENTS. AMERICAN ANNALS OF THE DEAF, 132(4), 263–266. https://doi.org/10.1353/aad.2012.0723

BRADEN, J. P., & SHAW, SR. (1987). COMPUTER-ASSISTED INSTRUCTION WITH DEAF-CHILDREN - PANACEA, PLACEBO OR POISON. AMERICAN ANNALS OF THE DEAF, 132(3), 189–193. https://doi.org/10.1353/aad.2012.0736

Braden, J. P. (1987). Evaluating the effects of traditional and nontraditional computer-assisted instruction on deaf children's literacy and academic achievement (Report No. 86-016). Tallahassee, FL.: Institute of Government.

Braden, J. P. (1987). Overseas consultation: A case history. School Psychology International, 8, 79–84.

Braden, J. P., & Fradd, S. H. (1987). Proactive school organization: Identifying and meeting special population needs. In S. H. Fradd & W. J. Tikunoff (Eds.), Bilingual and bilingual special education: A guide for administrators (pp. 211–229). Boston: Little Brown; San Diego, CA: College-Hill Press.

Braden, J. P., & Sherrard, P. A. D. (1987). Referring families to nonschool agencies: A family systems approach. School Psychology Review, 16, 513–518.

Braden, J. P. (1987). Results of summer institute survey released. Florida School Psychologist, 14(3), 5.

Braden, J. P. (1987). [Review of Review of Mindel, E. & Vernon, M. (Eds.) They grow in silence (2nd ed.)]. American Annals of the Deaf, 134, 244.

BRADEN, J. P. (1986). READING HABITS AND PREFERENCES OF DEAF STUDENTS BEGINNING POSTSECONDARY PROGRAMS. AMERICAN ANNALS OF THE DEAF, 131(3), 253–256. https://doi.org/10.1353/aad.2012.0829

BRADEN, J. P. (1986). TESTING CORRELATIONS BETWEEN SIMILAR MEASURES IN SMALL SAMPLES. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 46(1), 143–148. https://doi.org/10.1177/0013164486461013

Braden, J. P., & Paquin, M. M. (1985). A comparison of the WISC-R and WAIS-R Performance Scales in deaf adolescents. Journal of Psychoeducational Assessment, 3, 285–290.

Braden, J. P. (1985). Futile gestures: A reply to Courtney, Hayes, Couch, and Frick regarding pantomimed administration of the WISC-R Performance Scale. Journal of Psychoeducational Assessment, 3, 181–185.

Braden, J. P. (1985). Interpreter professionalization: A critical review. Journal of Interpretation, 2, 9–21.

Braden, J. P. (1985). LPAD applications to deaf populations. In Cognition, education, and deafness (pp. 148–150). Washington, D.C.: Gallaudet College Press.

Braden, J. P. (1985). LPAD applications to deaf populations (ERIC Reproduction Service Document No. 247 716). ERIC.

Braden, J. P. (1985). The structure of nonverbal intelligence in deaf and hearing subjects. American Annals of the Deaf, 131, 496–501.

BRADEN, J. P. (1985). WISC-R DEAF NORMS RECONSIDERED. JOURNAL OF SCHOOL PSYCHOLOGY, 23(4), 375–382. https://doi.org/10.1016/0022-4405(85)90050-0

Braden, J. P. (1984). LPAD applications to deaf populations. In Working papers : International Symposium on cognition, education, and deafness: trends in research and instruction, Gallaudet College, Washington, D.C., June 5-8, 1984 (pp. 221–238). Washington, D.C.: Gallaudet College Press.

BRADEN, J. P. (1984). THE FACTORIAL SIMILARITY OF THE WISC-R PERFORMANCE SCALE IN DEAF AND HEARING SAMPLES. PERSONALITY AND INDIVIDUAL DIFFERENCES, 5(4), 403–409. https://doi.org/10.1016/0191-8869(84)90005-9

Braden, J. P. (1980). Reading habits and characteristics of beginning deaf post-secondary students. Washington, DC: Bureau of Education of the Handicapped.