摘要:

AbstractPrior studies have indicated a possible lack of stability in the factor structure of the Conners Teacher Rating Scale (CTRS) across populations of children. The current study examined this factor structure in a sample of medically referred brain‐damaged and learning‐disabled children. Six factors were extracted: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial behavior, and Introversion. Comparison with prior work indicates that factors of conduct disorder, hyperkinesis, and a social behavior factor are fairly common, but that disparities regarding other factors exist. Cross‐validation of the factor structure in each new population for which CTRS is to be used is recomm

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<113::AID-PITS2310260202>3.0.CO;2-6

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe WISC‐R and the Fourth Edition of the Stanford‐Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2‐point difference between the mean SB: FE Composite score and the mean WISC‐R Full Scale score was found, (r= .393,p.⩽ .01), thettest between the two scores was significant (t= 2.30,p⩽ .05). Correlations between the three scales of the WISC‐R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC‐R Verbal) to .599 (SB: FE Short‐Term Memory with WISC‐R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<125::AID-PITS2310260203>3.0.CO;2-X

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe Woodcock Language Proficiency Battery (WLPB) was administered to 18 learning‐disabled adolescents from a culturally variant population in rural southern Louisiana and to a matching group of normal achievers. ANOVA results revealed that group status (learning‐disabled vs. normally achieving) had a significant effect on cluster scores (Oral Language, Reading, and Written Language),p<.001. Significant effects for cluster scores were not discovered; however, the significant interaction (p<.05) between subjects and cluster scores was determined to be the result of group differences on all cluster scores. Kolmogorov‐Smirnov Z‐test results indicated that all WLPB cluster scores for the learning‐disabled group were significantly lower (p<.001) than the test's means for each of these clusters; but, for the achieving group, only the Oral Language Cluster mean was significantly lower than the WLPB mean,p<.001. Additionalt‐test investigation revealed that the learning‐disabled group means were significantly lower than the achieving group means on all subtests except for Picture Vocabulary. A modified contrastive linguistic analysis did not uncover the existence of test bias for semantics when error responses were evaluated. The results of this study suggest that the WLPB may be a useful tool for culturally diverse students when interpretation is based on a community nor

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<130::AID-PITS2310260204>3.0.CO;2-7

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe development of the Student Stress Inventory (SSI) and the cross‐validation of the Maslach Burnout Inventory (MBI) are presented. First, gifted student data (n= 311) were subjected to factor analyses for both the SSI and the MBI to assess factorial validity; five stress and three burnout factors were evident. Second, the construct validity of both the stress and burnout constructs was examined in relationship to classroom tedium and the quality of school life. Also, 14 child stress experts assisted in analyzing content validity; the majority of these rated SSI items as being relevant to very relevant to student stress. With respect to SSI reliability, alphas ranged from .63 to .85; similarly, MBI alphas ranged from .63 to .86. Additionally, most of SSI and MBI scales and subscales were moderately to strongly interrelated. Finally, an inspection of the concurrent validity of the stress and burnout constructs revealed significant relationships between stress, burnout, tedium and, to a degree, quality of school life variable

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<139::AID-PITS2310260205>3.0.CO;2-E

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe basic purpose of this study was to determine: (a) how school psychologists operationally define severe emotional disturbance as outlined in PL 94–142 (SED), and (b) the extent to which assessment procedures are in compliance with PL 94–142. A total of 83 school psychologists from two north central states participated in the study. Results indicated that a typical battery for assessing SED consisted of the WISC‐R, WRAT, Bender‐Gestalt, an incomplete sentences test, a behavior‐rating scale, classroom observation, and informal interviews. A high correlation was found between the frequency with which psychologists use a type of data and the importance ascribed to that data source. Psychologists generally relied on only one or two criteria when considering severity of emotional disturbance. Special education placement often was contingent upon program availability. Implications for training and practice were

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<154::AID-PITS2310260206>3.0.CO;2-O

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThree ethical‐legal case incidents involving computer‐assisted psychodiagnostic assessment in the schools are presented. Each case incident is analysed in terms of applicable laws, ethical codes, and standards for professional pract

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<163::AID-PITS2310260207>3.0.CO;2-N

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractA review of current and available literature tends to suggest that the search for identifying universal and specific features of handicapping conditions continues, as disagreement emerges over the construct of Attention Deficit Disorder. This paper attempts to summarize the debate in professional literature regarding the definitions, implications, diagnosis, and future research of Attention Deficit Disorder with and without hyperactivity.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<168::AID-PITS2310260208>3.0.CO;2-5

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThis study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive‐behavioral and social problem‐solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem‐solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive‐aggressive off‐task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatmen

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<179::AID-PITS2310260209>3.0.CO;2-Z

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe extent to which information provided within the context of regular coursework affects acceptability ratings by prospective teachers of four common behavioral interventions (DRI, home‐based reinforcement, ignoring, and time‐out) was investigated. General learning principles as well as information about the specific interventions were covered in an educational psychology class (experimental group,n= 34), while control subjects (n= 39) did not receive these lectures. Prelecture acceptability ratings showed no differences between experimental subjects and controls, while postlecture ratings indicated significant increases in acceptability of all interventions except DRI for the experimental group. No increases were evidenced for control subjects. Implications for trainers and consultants are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<188::AID-PITS2310260210>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY

摘要:

AbstractThe present article emphasizes the compatibility of behavioral psychology and behavioral interventions in the classroom with today's demands for educational excellence and accountability by classroom teachers. Teacher resistance to the implementation of behavioral interventions is discussed with respect to various misconceptions involving perceived practical obstacles. Misconceptions are corrected and practical suggestions for implementing behavioral interventions are provided. The use of behavioral interventions to achieve accountability and improved student performance is emphasized.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198904)26:2<194::AID-PITS2310260211>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1989

数据来源: WILEY