摘要:

AbstractFew adequately normed drawing tests are available for current practice. Two subtests of the McCarthy Scales, Draw‐A‐Design and Draw‐A‐Child, are the best normed of all drawing tests for children aged 2½ to 8½ years: however, no age‐corrected deviation scaled scores are available for interpretaion, only raw scores and age equivalents. This paper presents scaled scores for use in interpretation of these two dr

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<117::AID-PITS2310220202>3.0.CO;2-M

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe study included 199 intellectually gifted students and 176 students in the fine and performing arts who were administered the High School Personality Questionnaire. The results indicated that the gifted students obtained higher Leadership Potential scores, while the talented students scored higher in Creativity. Several significant differences were found in the personality profiles of the two groups.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<122::AID-PITS2310220203>3.0.CO;2-X

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Woodcock‐Johnson Psycho‐Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC‐R and the congnitive portion of the Woodcock‐Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock‐Johnson may be loaded with verba

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<127::AID-PITS2310220204>3.0.CO;2-F

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe aim of this investigation was to examine normal (N= 34), learning disabled (N= 34), and borderline mentally retarded (N= 33) children's performance on the WISC‐R and K‐ABC. Results revealed no significant differences between the WISC‐R Full Scale IQ and K‐ABC Mental Processing Composite by group (F= 0.7,p>.15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant atp<.001). Analysis of Verbal‐Performance, Mental Processing‐Achievement, and Simultaneous‐Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<133::AID-PITS2310220205>3.0.CO;2-N

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study investigated the similarity in the pattern of strengths and weakness on the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) subtest scores between those students evaluated and placed in special education programs and those students evaluated but not placed in special programs. Subjects were 585 students in grades 1–6 from three county school systems in eastern Kentucky who were referred for evaluation for possible special education placement. A multiple profile analysis using a MANOVA technique was used to test two hypotheses for each of the two profiles created for both study groups. Comparisons also were made between each group in the rank order of the various scores. The findings revealed that the two groups were similar in the pattern of their relative strengths and weaknesses on the WISC‐R. Implications of these findings for teaching strategies for the two groups were di

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<142::AID-PITS2310220206>3.0.CO;2-M

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe ability of a battery of kindergarten screening measures to predict educationally relevant criteria was investigated. Subtest scores on The Vane Test of Language and The Vane Kindergarten Test administered at the beginning of kindergarten were examined and compared to the Metropolitan Achievement Test scores in reading and math, The Otis‐Lennon School Ability Test index, and placement into special education or high achievement programs at the end of second grade. A weighted combination of subtests accurately predicted 77% of the children classified as special education students. The same battery also predicted 73% of the children who were classified as high‐achieving stude

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<146::AID-PITS2310220207>3.0.CO;2-7

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

年代:1985

数据来源: WILEY

摘要:

AbstractAlthough norm‐referenced educational tests are used widely to identify children with learning disabilities, there have been few studies examining how performance on these tests relates to actual classroom functioning. This study examines the criterion‐related validity of a battery of six educational diagnostic and achievement tests for actual reading level of a group of 155 learning disabled students enrolled in grades 4 to 7 and a subgroup of 46 learning disabled students enrolled in grades 5 and 6. Stepwise multiple regression analysis revealed that six subtests from the battery accounted for over 70% of the variance in reading for the larger group. When type of reading curriculum used was controlled, five subtests accounted for over 76% of the criterion. The theoretical and applied implications of these results for diagnostic assessment are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<152::AID-PITS2310220208>3.0.CO;2-F

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of this study was determine whether or not the method of presentation chosen by the examiner (live voice vs. taped) affects a child's score on both the Blending and Memory for Sentences subtests of the Woodcock‐Johnson Psycho‐Educational Battery. Subjects were 60 young children (mean age=8‐3) and 60 older children (mean age=13‐4) from a rural county school population. There were 30 black and 30 white children within each age group, and 15 children from each age and racial group were randomly assigned to one of two experimental conditions (live voice vs. taped presentation of subtests). For both subtests, there were significant main effects for presentation condition, racial group, and age level. There were no significant interactions. The overall pattern of results indicated that live voice presentation benefitted black and white children of both age levels in their scores on both s

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<160::AID-PITS2310220209>3.0.CO;2-H

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to evaluate the long‐term effects of repeating a grade or participating in a junior first‐grade program. High school students (N= 137) answered a questionnaire concerning their experience with grade retention or a transitional year while in elementary school. In addition, we collected data on past academic performance from the students' school records. Groups of students were composed of former participants in the junior first program, students who had been retained in a grade, and matched controls. Attitudes towards nonpromotion and the junior first program were positive and, among all three groups, there were few important differences in opinion. In high school, however, measures of academic competence indicated there were performance differences between the groups. Participants in the junior first program were at par with peers, whereas grade repeaters made less progress in high school and had lower mathematics grades. The later in school the grade retention, the poorer the academic performa

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<164::AID-PITS2310220210>3.0.CO;2-V

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

年代:1985

数据来源: WILEY

摘要:

AbstractProviding early intervention services for handicapped children is a relatively new endeavor for school psychologists. Because of the recency of this activity, most school psychologists have not received formal training—yet are providing evaluation and intervention services to preschool children. It is necessary that school psychologists fully understand the efficacy issues and data pertinent to this service to benefit preschoolers and provide accountability data for this service. This article presents the major efficacy issues and the subsequent research data on early intervention for young handicapped childre

ISSN:0033-3085    

DOI:10.1002/1520-6807(198504)22:2<171::AID-PITS2310220211>3.0.CO;2-#

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

年代:1985

数据来源: WILEY