Woody Mcclendon

Bio: Woody Mcclendon is an academic researcher. The author has contributed to research in topics: Boss & Ideal (set theory). The author has an hindex of 2, co-authored 3 publications receiving 36 citations.

Differences in Male and Female Management Characteristics: A Study of Owner-Manager Businesses

Abstract: The rise in the number of female managers in recent years has fuelled the debate whether their management characteristics differ in any way from their male counterparts. While most researchers have tended to analyse these gender-related differences within large organisations, this study sets out to explore whether gender has an impact on management characteristics of male and female business owner-managers. In particular, the focus is on the management of established businesses, rather than start-ups. The management characteristics are studied in terms of (1) the owner-manager's managerial style, (2) the nature of the organisational structure, (3) the degree of delegation within the organisation, (4) the manner in which strategic objectives are set, and (5) the importance of personal objectives in the decision making process. In view of its findings that there are significant differences between male and female owner-managers in the way they manage their businesses, the paper considers implications for theory and policy.

Similarities and Differences in Wechsler Intelligence Scale for Children—Third Edition (WISC-III) Profiles: Support for Subtest Analysis in Clinical Referrals

Abstract: Our study supports the reliability and validity of profile analysis in children with neurobiological disorders. Three mutually exclusive WISC-III profiles were identified that characterized the majority of children with autism (low coding or Freedom from Distractibility Index with low Comprehension), attention deficit hyperactivity disorder and learning disability (low Coding or FDI without low comprehension), and brain injury (low Performance without low Coding or FDI). The profiles suggest attention, writing, and performance speed deficits in autism, ADHD, and LD; global visual-motor problems in brain injury; and specific difficulty with language comprehension and social reasoning in autism. Children with anxiety, depression, and behavior disorders did not exhibit distinct profiles. Our profile analysis is based on the simple rank ordering of standard scores. The profiles are clinically useful because they may alert clinicians to certain diagnostic possibilities, they reveal characteristic strengths and weaknesses that have implications for educational intervention, and they are consistent with preliminary WISC-IV data.

A comparison of five transition programmes for youth with chronic illness in Canada

Abstract: Adolescents with chronic illnesses who are transferred from the paediatric healthcare setting to adult care often get lost in the system, resulting in poorer long-term health outcomes. The Canadian Pediatric Society and the Society of Adolescent Health and Medicine have position papers on the key elements recommended for transition programmes. A comparison of five transition programmes for youth with chronic illness in Canada is presented with a discussion of how they reflect these guidelines. The process used to review the content and effectiveness can provide others with a framework for learning about existing transition programmes to assist them in developing their own.

A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome

Abstract: In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted.

Supporting the Inclusion of a Student with Asperger Syndrome: A Case Study using Conjoint Behavioural Consultation and Self‐management

Abstract: Conjoint behavioural consultation (CBC) is an indirect form of service delivery that combines the resources of home and school to meet the academic, social and behavioural needs of children. The purpose of this paper is to demonstrate the utility of CBC as a service delivery model for supporting the inclusion of a student with Asperger syndrome in a mainstream setting. A case study methodology was employed to assess the effectiveness of an evidence‐based intervention (self‐management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioural control (on‐task and compliant behaviour) from baseline to treatment. Clinically meaningful changes in parent and teacher perceptions of challenging behaviour were evident. Measures of treatment acceptability and effectiveness, treatment integrity and consumer satisfaction also yielded positive results. This exploratory study provides support for the use of CBC as a framework by which to join parents and teac...