摘要:

AbstractThis study investigated the factor structure of psychoeducational and neuropsychological measures used in the assessment of learning‐disabled children. The Wechsler Intelligence Scale for Children‐Revised, the Halstead‐Reitan Neuropsychological Battery, the Peabody Picture Vocabulary Test, and the Wide Range Achievement Test were administered to 934 males and females between the ages of 8 and 16 years. A principal‐components analysis with varimax rotation indicated the existence of seven factors: Verbal Reasoning, Academic Achievement, Visual‐Perceptual Organization, Developmental, Visual‐Motor Speed, Spatial Memory, and Attention and Concentration. Three factors provided new information about the functioning of learning‐disabled children that may need to be considered before comprehensive identification and placement decisions can be offered. Results of this study lend support to the notion of utilizing neuropsychological measures as an adjunct to traditional psychoeducation

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<109::AID-PITS2310300202>3.0.CO;2-Q

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

年代:1993

数据来源: WILEY

摘要:

AbstractSelf‐ratings versus teacher‐ratings of adolescents' Type A Behavior Pattern were compared with 80 eighth‐grade and 70 eleventh‐grade teenagers from a typical high school in Melbourne, Australia. Data indicated that there were significant differences in the ratings from these two sources, with little predictive power from teachers' ratings to adolescents' ratings. Implications for the reliable and comprehensive assessment of adolescents' Type A Behavior Pattern are di

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<119::AID-PITS2310300203>3.0.CO;2-M

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis paper provides tables of critical values for determining statistically significant discrepancies between Wechsler Verbal/Performance IQ and WIAT subtest and composite scores based on a predicted‐achievement method. It is recommended that these tables be used when a statistically significant and diagnostically meaningful Verbal IQ‐Performance IQ discrepancy exists rendering either of these IQs a better estimate of a student's ability than the Full Scale IQ. Issues regarding the use of discrepancy formulas in the assessment and diagnosis of learning disabilities are discussed, and basic considerations for using the critical values tables are provi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<125::AID-PITS2310300204>3.0.CO;2-U

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

年代:1993

数据来源: WILEY

摘要:

AbstractThe Rosenberg Self‐Esteem Scale (RSE) is a widely used measure of global self‐esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self‐concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self‐Perception Profile for Adolescents was administered to assess the adolescents' self‐concept in nine separate domains. Correlational and cross‐validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self‐Worth, supporting Rosenberg's conclusions that his scale is a measure of global self‐esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<132::AID-PITS2310300205>3.0.CO;2-Z

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis study examines the institutional affiliations of authors who have published in the three major journals of School Psychology and two additional journals started recently in the field between January, 1985, and July, 1991. The specific journals examined werePsychology in the Schools, Journal of School Psychology, and theSchool Psychology Review.These journals comprise the primary research outlets in School Psychology. In addition, papers published inProfessional School Psychologyand theJournal of Psychoeducational Assessmentwere also included in the analysis because these represent relatively new publication outlets for School Psychology. Findings regarding institutional productivity are compared with those obtained from previous studies in this area.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<136::AID-PITS2310300206>3.0.CO;2-K

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis paper presents (a) a review of approaches to social intelligence; (b) a model of the acquisition of social knowledge; and (c) a model of the use of that social knowledge. Social intelligence is an important area receiving increasing attention. Numerous labels and descriptions have evolved to portray social intelligence. This paper highlights the importance of social knowledge exclusive of social skill or social competence. Social knowledge, defined as knowledge about oneself, as well as procedural knowledge of scripts, schemas, and prototypes, is identified as an essential component of skilled social performance. The role of environment, physiology, and information‐processing factors in the acquisition and use of social knowledge are discussed. The role of social knowledge and motivation in social performance are also addressed. A case is made for the development of assessment tools to assist in the identification of social knowledg

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<143::AID-PITS2310300207>3.0.CO;2-P

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

年代:1993

数据来源: WILEY

摘要:

AbstractThree hundred fifty‐nine school districts in New York State were surveyed to determine whether they offered pre‐first/transition classes for children identified as unready for first grade and, if they did, what information was used to make this placement decision. Fifty‐seven percent of the 260 respondents (a 72% return) indicated that they had pre‐first classes in their districts. Although great variability existed in the information reported to be used to make placement decisions for the pre‐first programs, all districts reported using teacher recommendations. While no district used only standardized tests to determine the placement, those tests that were used were generally not designed for placement decisions and were more typically designed for screening. Cautions about the use of pre–first classes and the ways placement decisions are made for them ar

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<161::AID-PITS2310300208>3.0.CO;2-Q

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

年代:1993

数据来源: WILEY

摘要:

AbstractResearch has investigated different variables involved in the implementation of behavioral interventions in the classroom. Results suggest that different factors such as acceptability of the intervention, psychologist‐related variables, teachers' preferences, variables involving the intervention itself, and children's intervention preferences affect the implementation of behavioral interventions. However, no research has investigated the types of interventions teachers actually use in the classroom for behavior problems. This study surveyed a national stratified random sample of 228 regular and special education teachers. A questionnaire that had been previously developed by the researchers was utilized to ask what methods were used by the teachers to remediate behavior problems in their classrooms. Data were analyzed to determine types of interventions used and relationships to gender, degree, type of school (elementary, middle, or high school), grade taught, type of class (regular or special education), and region. Implications for school psychologists are discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<168::AID-PITS2310300209>3.0.CO;2-2

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis study analyzes the field dependence‐independence (FDI) cognitive style—ascertained and measured by means of the Children's Embedded Figures Test (CEFT) — as a function of socioeconomic status, sex, and cognitive competence — measured on the McCarthy Scales—in 7‐year‐old children. The tests were administered to 117 subjects, of whom 79 were of low socioeconomic status (50 girls and 29 boys) and 38 were of upper‐middle socioeconomic status (20 girls and 18 boys). All subjects were in their second year of primary education. Subjects of upper‐middle socioeconomic status achieved significantly higher scores than did subjects of low socioeconomic status on the five McCarthy Scales and on the FDI variable. The sex variable produced differences only in the FDI variable, where boys scored higher than girls. Perceptual ability explains 22.84% of the FDI variance; verbal ability is excluded from the regression equation that analyzes such dependence. Finally, the interpretation of FDI as a stylistic or cognitive vari

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<176::AID-PITS2310300210>3.0.CO;2-X

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

年代:1993

数据来源: WILEY

摘要:

AbstractFor years researchers have debated the effect of school entrance age on student achievement and adjustment, and some researchers have attributed many school learning problems to students entering school too early. This study investigated the relationship between students' month of birth and learning disabilities, emotional disturbance, and speech and language delays in 1,951 identified students with these disabilities. Analysis did not find that the late‐birthdate children were identified as having disabilities more often, as was suggested in earlier studies. The implications of this finding for school entry practices are presente

ISSN:0033-3085    

DOI:10.1002/1520-6807(199304)30:2<187::AID-PITS2310300211>3.0.CO;2-Q

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

年代:1993

数据来源: WILEY