摘要:

AbstractThe purpose of this study was to examine the relationship of the Kaufman Assessment Battery for Children (K‐ABC), the WISC‐R, and the Woodcock‐Johnson Psychoeducational Battery (W‐JPB), Part Two, with children who experience learning disabilities. Correlational analyses were used to examine relationships among the WISC‐R, K‐ABC Mental Processing and Achievement scales, and the W‐JPB Achievement scales. Thirty‐four children with learning disabilities (mean age 8–11 years) received all three measures. Correlation coefficients indicated stronger and more consistent relationships between the WISC‐R and W‐JPB Achievement tests than between the K‐ABC and W‐JPB Achievement tests. Significant relationships between the WISC‐R Full Scale IQ and the K‐ABC Mental Processing Composite (MPC) revealed evidence of validity for this learning disabled sample. However, correlation coefficients among the K‐ABC Achievement subtests and the W‐JPB Achievement clusters indicated both convergent and discriminant validity. Thus, it is suggested that both the K‐ABC MPC, for assessment of cognitive abilities, and the W‐JPB Achievement clusters could be employed in discrepancy formulas for special education placement o

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<358::AID-PITS2310250402>3.0.CO;2-E

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

年代:1988

数据来源: WILEY

摘要:

AbstractThis study examines the temporal stability of the WISC‐R for 155 13‐and 14‐year‐old adolescents identified as either EMR or LD who were involved in special education during the preceding three‐year time period. The three major scales of the WISC‐R were found to be more stable over a three‐year period for the LD than for the EMR group, while the subtest scales for the EMR group, showed greater stability over the three‐year interval. Test‐retest coefficients for the EMR group were substantially lower than those presented in the WISC‐R test manual. A large proportion of individuals within both groups showed statistically significant differences on one or more of the IQ score scales between testings based on standard errors of measurement. These findings are examined in relation to individual placement of students, reporting confidence intervals in reports, and calculation of the best unbiased estimate of intel

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<365::AID-PITS2310250403>3.0.CO;2-J

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

年代:1988

数据来源: WILEY

摘要:

AbstractThirty learning disabled students of average intellectual ability between 16 and 17 years of age were given both the WISC‐R and the WAIS‐R to determine if the WAIS‐R provided higher average IQ scores, as had been reported for educationally mentally retarded adolescents. The results indicated: (a) no significant differences between the two scales on either the Verbal, Performance, or Full Scale IQs, (b) significant correlations between the WISC‐R and WAIS‐R on the three IQ scores and 9 of the 11 subtests, and (c) the emergence of the ACID profile for learning disabled adolescents on b

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<373::AID-PITS2310250404>3.0.CO;2-L

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe Fourth Edition of the Stanford‐Binet and the WISC‐R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28‐point difference (p≥.0001) between the S‐B Composite score and the WISC‐R Full Scale score. Correlations between the four broad areas of the S‐B and the three scales of the WISC‐R ranged from .494 (S‐B Abstract/Visual Reasoning with WISC‐R Verbal) to .920 (S‐B Composite with WISC‐R Full Scale). All correlations were found to be significant. Implications of the research

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<380::AID-PITS2310250405>3.0.CO;2-Q

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe authors of the Kaufman Assessment Battery for Children (K‐ABC) assert that, in addition to a discrepancy between learning potential and academic achievement, learning disability is characterized by poor sequential relative to simultaneous processing skills. The present study was designed to determine whether the K‐ABC could discriminate between learning disabled and normal children on the basis of these characteristics. Forty‐three LD pupils from 7 to 12 years of age and 20 normally achieving children of similar age were administered the K‐ABC. Results indicated that, for both the LD and the normal children, scores on the Sequential Processing Scale were significantly lower than on the Simultaneous Processing Scale. In addition, the aiscrepancy between Simultaneous and Sequential scale scores was similarly distributed in both groups. The LD group scored lower and the normal group higher on the Achievement Scale than on the Mental Processing Composite. The results, therefore, indicated that the K‐ABC differentiated LD from normal children in terms of Achievement relative to M.P.C. scores; however, it failed to reveal a unique profile pattern related to simultaneous vs. sequential processing skills for the LD group. Further analyses of the relationship between K‐ABC processing scale scores and WISC‐R scores, as recategorized by Bannatyne, revealed significant correlations between measures, indicating similar underlying theoretic

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<383::AID-PITS2310250406>3.0.CO;2-E

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

年代:1988

数据来源: WILEY

摘要:

AbstractClassroom stress and burnout experienced by 121 gifted and talented students were assessed in combination with seven background variables (i.e., sex, age, IQ, etc.), five personal variables (i.e., creative personality typology, locus of control, family environment, other‐rated behavioral, academic self‐esteem, and self‐rated self‐esteem), three general anxiety and stress variables (i.e., state/trait anxiety, life change events), and two organizational variables (i.e., classroom tedium and quality of school life). The student's age, sex, birth order, IQ, and achievement level bore little relationship to either stress or burnout. Poor self‐esteem, an externalized locus of control, high levels of state and trait anxiety, poor school life quality, and tedium proved to be significant predictors of classroom stress. These, plus problems in the family environment and high classroom stress levels, predicted significant levels of classroom burnout. Males reported a greater number and different types of stress and burnout sources than did females, indicating differentiated sex‐related problems with stress

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<392::AID-PITS2310250407>3.0.CO;2-D

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

年代:1988

数据来源: WILEY

摘要:

AbstractConfidence intervals often are recommended as a means of communicating the extent to which individual test scores may be influenced by measurement error. However, test manuals and assessment texts vary widely in their recommendations about how confidence intervals should be constructed, and several contain misinterpretations of classical test theory. The most widely used procedure for constructing confidence intervals misrepresents the likely distribution of true scores, and confidence intervals constructed with it will be inaccurate, especially when extreme scores are involved. The various procedures for constructing confidence intervals that have been suggested in measurement texts are examined in relation to their approximation to the most accurate procedure that uses the estimated true score as the center of the confidence interval and the standard error of estimate to determine the width. In addition, the problems of applying these procedures to norm‐referenced scores are discussed—an issue that has been largely ignored in the assessment literature and that leads to further misinterpretations of confidence interv

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<405::AID-PITS2310250408>3.0.CO;2-7

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

年代:1988

数据来源: WILEY

摘要:

AbstractThis study was designed to investigate perceptions by elementary school teachers of the usefulness and ease of implementation of traditional recommendations that attribute the cause of referral problems to the individual student's characteristics or environmental conditions, as compared to recommendations that address a student's problem with varying degrees of specificity. Teachers rated recommendations that contained specifics for implementation as being more useful than those that attributed the cause of the problem to individual characteristics or environmental conditions. In spite of their high ratings on usefulness, the most specific recommendations, written in contract form, were rated as being difficult to implement, as were the recommendations that mentioned individual characteristics or nonspecific environmental condition as causes of the problem.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<412::AID-PITS2310250409>3.0.CO;2-C

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

年代:1988

数据来源: WILEY

摘要:

AbstractOften the terms “disabled,” “handicapped,” and “exceptional” are used interchangeably to describe individuals eligible for special education services. The term “exceptional” is the most preferable of the three because the other two can lead to negative attitudes toward individ

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<419::AID-PITS2310250410>3.0.CO;2-H

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

年代:1988

数据来源: WILEY

摘要:

AbstractSchool psychologists consult with parents on many issues. One frequent task involves informing parents that their child is handicapped. The diagnosis of a handicap can bring on a situational life crisis for parents. This paper discusses various adjustment reactions displayed by some parents in the process of crisis resolution. Implications for the school psychologist's role with parents of exceptional children are presented within a crisis intervention framework.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198810)25:4<422::AID-PITS2310250411>3.0.CO;2-Y

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

年代:1988

数据来源: WILEY