摘要:

AbstractThis study investigated the performance of Learning Disabled (LD) and Emotionally Impaired (EI) children on intelligence, achievement, and visual‐motor tests. An attempt was made to find patterns of performance and/or specific variables that would aid in identification and differentiation of these two groups. Eighty elementary school children were selected on the basis of their placement within either a learning disability or emotionally impaired classroom, according to the specifications of Michigan Mandatory Special Education Guidelines. The LD group consisted of 38 subjects and the EI group of 42. All of the children were tested on the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), Wide Range Achievement Test (WRAT), and the Minnesota‐Percepto‐Diagnostic Test (MPD). In addition, age and sex were investigated. The data were analyzed by discriminant function analysis and stepwise multiple regression analysis. A cutoff score was established that significantly separated the LD and EI children. It was also established which of the test scoring variables used were the best p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<261::AID-PITS2310180302>3.0.CO;2-U

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

年代:1981

数据来源: WILEY

摘要:

AbstractThe Survey of Reading Attitudes was administered to a sample of 159 fifth graders and 156 sixth graders enrolled in a middle school in rural Northeastern Ohio. The 92 attitudinal items comprising the Survey were read aloud by the teacher while the students followed along reading silently from their booklets. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates ranged from .89 for Reading as Enjoyment and .88 for Expressed Reading Difficulty to .74 for Reading Group and .76 for Reading as Direct Reinforcement. The reliability estimates for the other four dimensions were as follows: Alternative Learning Modes, .79; Reading Anxiety, .78; Silent vs. Oral Reading, .78; and Comics, .77.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<269::AID-PITS2310180303>3.0.CO;2-3

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

年代:1981

数据来源: WILEY

摘要:

AbstractA principle‐factor analysis of the 88 items comprising theSurvey of Reading Attitudesinvestigated the construct validity of the eight dimensions of reading attitude. The sample consisted of 344 inner‐city Detroit fifth graders. The factor structure showed support for the Expressed Reading as Difficulty, Reading as Enjoyment, Silent vs. Oral Reading, and Alternative Learning Modes dimensions. However, the Reading Anxiety dimension tended to merge with the Expressed Reading Difficulty dimension, and the Reading as Direct Reinforcement and Reading Group dimensions merged into a single dimension. This finding suggests these dimensions may be correlated, and an oblique rotation may be more appropriate. The Comics dimension split into two dimensions: Comic Books and Newspaper Comics. Thus, these findings generally cross‐validate the dimensions of reading attitude found in earlier studies of theSurvey of Reading Atti

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<274::AID-PITS2310180304>3.0.CO;2-E

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

年代:1981

数据来源: WILEY

摘要:

AbstractIndividual empirical studies of motivation show little divergent validity of various factors and call for better measures, especially multidimensional instruments. The same conclusions were reached from a meta analysis of 40 motivation studies by Uguroglu and Walberg (1979). After a study of approximately 50 instruments that measured motivation constructs of social, emotional, and physical self‐concept; locus of control; and achievement motivation, among others, a 23‐anchored‐item questionnaire using a five‐point scale was developed that included these factors. The instrument was administered in May of the first and second year to 115 students in grades three through eight. The purpose of the research was to operationalize and field test a motivation instrument using multidimensional measures; also to consider whether any change would occur in the correlation of a multidimensional instrument to various achievement measures over unidimensional ones. Results of the study show the correlations of motivation to academic achievement, test‐retest reliability, and the predictive validity of a multidimensional i

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<279::AID-PITS2310180305>3.0.CO;2-X

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

年代:1981

数据来源: WILEY

摘要:

AbstractIn this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the Peabody Individual Achievement Test, and McCarthy Scales of Children's Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Test's total score (.53) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Medianr= .76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (114.5).

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<286::AID-PITS2310180306>3.0.CO;2-1

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

年代:1981

数据来源: WILEY

摘要:

AbstractCorrelations between the WISC‐R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC‐R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r= .40). The results support the concurrent validity of the WIS

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<290::AID-PITS2310180307>3.0.CO;2-F

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

年代:1981

数据来源: WILEY

摘要:

AbstractThe validities of IQs obtained from independent administration (T‐M) vs. the rescoring method (SF) of the short form of the Stanford‐Binet, Form L‐M were investigated, using the Full Scale Binet IQ (S‐B) as criterion. It was hypothesized that the independent or separate administration procedure introduced new variables which when allowed to operate would produce a more realistic picture of the relationship between the short form and S‐B IQ. Seventy‐six first and second graders were given the T‐M and S‐B in a counterbalanced order. The results indicated that the T‐M, depending on test sequence, correlated significantly different with the S‐B IQ than did the SF rescoring method. Caution was advised for users of the T‐M as a time‐saving e

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<293::AID-PITS2310180308>3.0.CO;2-3

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

年代:1981

数据来源: WILEY

摘要:

AbstractThe 203 school psychology training programs in the United States were surveyed regarding their approaches to consultation training, and responses were obtained from 60% of these programs. Forty percent of the programs offer at least one course devoted solely to consultation, while 60% do not offer such a course; more of the doctoral programs responding offer consultation training than do the nondoctoral programs; and practicum experience is considered an important aspect of consultation training. It is concluded that a greater emphasis on consultation training may help to promote implementation of this role.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<297::AID-PITS2310180309>3.0.CO;2-P

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

年代:1981

数据来源: WILEY

摘要:

AbstractContinuing professional education has become increasingly important over the past several years. Recognizing that school psychologists need to update skills on a regular basis, professional organizations in school psychology have developed programs for continuing education. While the interest to participate in such programs seems high, possible conflicts with the requirements of state departments of education may prevent such programs from achieving their potential for success. A survey was conducted to determine present standards for continuing education of school psychologists among state departments of education. The results of this survey are discussed and recommendations are offered to local and state school psychology organizations.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<303::AID-PITS2310180310>3.0.CO;2-W

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

年代:1981

数据来源: WILEY

摘要:

AbstractIncreasingly, there has been concern among school psychologists for evaluating goal attainment of their services. Although adequate discussion has ensued about goalbased evaluation of individual programs (e.g., behavior management) and group programs (e.g., group counseling), little attention has been given to goal‐based evaluation of organizational programs such as a department of school psychological services. This paper describes an approach for goal‐based evaluation of school psychological service departments, termed “Needs‐Based Goal Attainment Scaling,” that builds upon previously developed approaches to goal attainme

ISSN:0033-3085    

DOI:10.1002/1520-6807(198107)18:3<309::AID-PITS2310180311>3.0.CO;2-B

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

年代:1981

数据来源: WILEY