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个人简介
Dr. Lovett’s current research interests fall into 3 categories:
1、Diagnosis of disabilities. Dr. Lovett studies how various high-incidence learning problems (e.g., dyslexia, auditory processing disorder) and attention problems (e.g., ADHD) are diagnosed in children, adolescents, and young adults. Various studies involve administering tests of cognitive abilities, academic skills, and behavioral functioning to clinical and nonclinical groups; using clinical and educational datasets to determine if diagnoses are being made accurately; and systematically reviewing literature to suggest improved ways of assessing these disorders.
2、Testing accommodations. Students who are diagnosed with disabilities are often given accommodations when taking tests in school and on admissions (e.g., SAT, GRE) or certification tests. Dr. Lovett studies the effects of these accommodations (adjustments to how tests are administered) on the performance and testing experience of students with and without disabilities. Various studies involve administering tests under different time allocations, administering tests in individual vs. group settings, and determining which diagnostic testing data are useful in making decisions about which testing accommodations students with disabilities will need.
3、Test anxiety. Anxiety is a common reaction to educational testing, and can sometimes be quite severe. Dr. Lovett studies how children, adolescents, and young adults experience tests, when and how their anxiety affects their actual performance on tests, and how to properly assess and manage test anxiety. Studies starting soon at TC will use psychoeducation, study skills interventions, and modern psychotherapy techniques to try to reduce anxiety, whereas other studies will examine the causal relationships between anxiety and performance on realistic tests. Dr. Lovett has also studied whether test anxiety could count as a clinical diagnosis and as a legal disability.
1、Diagnosis of disabilities. Dr. Lovett studies how various high-incidence learning problems (e.g., dyslexia, auditory processing disorder) and attention problems (e.g., ADHD) are diagnosed in children, adolescents, and young adults. Various studies involve administering tests of cognitive abilities, academic skills, and behavioral functioning to clinical and nonclinical groups; using clinical and educational datasets to determine if diagnoses are being made accurately; and systematically reviewing literature to suggest improved ways of assessing these disorders.
2、Testing accommodations. Students who are diagnosed with disabilities are often given accommodations when taking tests in school and on admissions (e.g., SAT, GRE) or certification tests. Dr. Lovett studies the effects of these accommodations (adjustments to how tests are administered) on the performance and testing experience of students with and without disabilities. Various studies involve administering tests under different time allocations, administering tests in individual vs. group settings, and determining which diagnostic testing data are useful in making decisions about which testing accommodations students with disabilities will need.
3、Test anxiety. Anxiety is a common reaction to educational testing, and can sometimes be quite severe. Dr. Lovett studies how children, adolescents, and young adults experience tests, when and how their anxiety affects their actual performance on tests, and how to properly assess and manage test anxiety. Studies starting soon at TC will use psychoeducation, study skills interventions, and modern psychotherapy techniques to try to reduce anxiety, whereas other studies will examine the causal relationships between anxiety and performance on realistic tests. Dr. Lovett has also studied whether test anxiety could count as a clinical diagnosis and as a legal disability.
研究兴趣
论文共 115 篇作者统计合作学者相似作者
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JOURNAL OF ATTENTION DISORDERSno. 7 (2024): 1152-1157
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENTno. 2 (2023): 123-135
PSYCHOLOGY IN THE SCHOOLSno. 6 (2023): 1652-1662
Educational Measurement: Issues and Practiceno. 1 (2023): 112-113
Benjamin J. Lovett, Judith R. Harrison
ASSESSMENT FOR EFFECTIVE INTERVENTION (2023)
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