摘要:

AbstractBehavior rating scales and checklists are frequently used in the assessment of children and adolescents. These instruments are often completed by parents. There is little in the literature comparing mothers' and fathers' responses to such scales. Results of the present study indicate that mothers and fathers often differ in their perceptions of the behavior of their children. The need for separate norming by parent seems to be indicated.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<225::AID-PITS2310260302>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:

AbstractA sample of 738 students from grades 1 to 5 who were exhibiting behavior problems were nominated by teachers and subsequently assessed for behavioral disturbance using the Teacher's Report Form (TRF) of the Child Behavior Checklist. The data were analyzed to assess the accuracy of the TRF in discriminating disturbed and nondisturbed students, the internal consistency of the instrument, and its validity against measures of school functioning in terms of grade repetition and referral for special services support.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<230::AID-PITS2310260303>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 validity of most psychological and educational tests is established using correlational procedures examining the linear relationship between performance on the two instruments. Concurrent validity developed in this manner is commonly viewed as verification of the acceptability of a test. Few studies exist examining the degree to which test performance covaries with real‐life performance appraisals. This study examined the concurrent validity of the WRAT‐R and the K‐TEA with teacher estimates of actual classroom levels of performance in reading and mathematics. Participants were 134 third and fourth graders enrolled in a regular education setting. In addition, this study compared the test performance of average students on two widely used standardized educational achievement tests in order to determine whether the tests yielded significantly different performance estimates relative to grade level functi

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<243::AID-PITS2310260304>3.0.CO;2-M

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

年代:1989

数据来源: WILEY

摘要:

AbstractReliability of a criterion‐referenced test is often viewed as the consistency with which individuals who have taken two strictly parallel forms of a test are classified as being masters or nonmasters. However, in practice, it is rarely possible to retest students, especially with equivalent forms. For this reason, methods for making conservative approximations of alternate form (or test‐retest “without the effects of testing”) reliability have been developed. Because these methods are computationally tedious and require some psychometric sophistication, they have rarely been used by teachers and school psychologists. This paper (a) describes one method (Subkoviak's) for estimating alternate‐form reliability from one administration of a criterion‐referenced test and (b) describes a computer program developed by the authors that will handle tests containing hundreds of items for large numbers of examinees and allow any test user to apply the technique described. The program is a superior alternative to other methods of simplifying this estimation procedure that rely upon tables; a user can check classification consistency estimates for several prospective cut scores directly from a data file, without having to make prior c

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<249::AID-PITS2310260305>3.0.CO;2-1

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis study examined the utility of the MAT‐SF and the DAP: A Quantitative Scoring System as screening instruments for mental retardation. In this study, 46 normals and 39 developmentally handicapped (DH) 4th‐ and 5th‐grade students were group administered both screening tests and individually administered an achievement test, the KTEA. The results found the MAT‐SF to correlate significantly with all areas of achievement for both groups, whereas the DAP did not correlate significantly with any areas of achievement for the normal group but correlated significantly with math, but not reading, for the developmentally handicapped students. The results support the use of the MAT‐SF as a screening instrument for mental retardation, whereas the usefulness of the DAP is not

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<254::AID-PITS2310260306>3.0.CO;2-C

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

年代:1989

数据来源: WILEY

摘要:

AbstractPrevious research has revealed moderate to high validity coefficients between the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. However, the same research has indicated rather consistently that the latter instrument provides significantly lower means than do several screening tests currently being used in the field. This investigation replicated and extended previous research by comparing the two instruments across three grade clusters in order to determine whether the lower Woodcock scores are equally robust for each level. As in prior research, validity coefficients were moderate to high in magnitude. However, the differences between the means of two instruments were found to decrease in size from earlier to later grades. That is, seven of the eight significantly different means were found to occur in grades 1 through 4. Only one significant difference was found for grades 5 through 8. Discussion sought to explain the results in terms of the representativeness of the Woodcock norms and the novel method that Woodcock used to estimate sample means and standard deviations.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<261::AID-PITS2310260307>3.0.CO;2-H

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis investigation describes the uses and concurrent relations of two behavioral rating scales for teachers: The Teacher's Self‐Control Rating Scale (TSCRS) and The Walker‐McConnell Scale of Social Competence and School Adjustment. Both instruments were completed by the regular classroom teachers of 92 students who were referred to multidisciplinary teams because of perceived academic problems. Pearson product‐moment correlations between the two instruments were all statistically significant, indicating moderate to high levels of concurrent validity between the two instruments and significant overlap between the constructs they measure, particularly the constructs of behavioral self‐control and school behavioral adjustment. Comparisons of the study population with instrument norm scores of typical students indicated that the referred group was rated as having significantly lower levels of social‐behavioral competency than the no

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<267::AID-PITS2310260308>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:

AbstractA national survey of state school psychological associations revealed almost total absence of client referral systems and the consideration of such systems. The survey was a follow‐up to earlier research conducted with state psychological associations. The widely discrepant results of these two surveys are discussed in terms of association and professional differences. Discussion of referral services for school psychological associations is presented, including collaborative efforts with state psychological association

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<271::AID-PITS2310260309>3.0.CO;2-A

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

年代:1989

数据来源: WILEY

摘要:

AbstractAn ecological‐systems view is presented describing academic underachievement in highly verbal, gifted adolescents. Thehighly verbalare considered to be those children who show a precocious ability to comprehend, analyze, and synthesize written material, as well as an attitudinal predisposition toward less structured, more creative verbal tasks. Underachievement is discussed in terms of global versus analytic processing styles, intrinsic versus extrinsic motivation, verbal versus quantitative interests and abilities, and the concomitant achievement patterns. It is argued that a unique pattern of interests, motives, and cognitive styles results in a differential pattern of achievement for these youth. Underachievement is viewed as a mismatch between the school's curriculum and testing procedures and these children's unique needs and stylistic approaches toward learning. The implications for psychoeducational assessment, pedagogy, and counseling are discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<275::AID-PITS2310260310>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:

AbstractParents of children with educable mental handicaps, behavior disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them to accept full‐time mainstreaming for their exceptional children. Results suggest that successful full‐time mainstreaming requires parent involvement. Contingent upon recognition and implementation of their recommendations for mainstreaming, most parents are supportive of full‐time integration of their mildly handicapped children in regular classrooms. Parents' specific mainstreaming recommendations are discussed along with educational reform implica

ISSN:0033-3085    

DOI:10.1002/1520-6807(198907)26:3<292::AID-PITS2310260311>3.0.CO;2-S

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

年代:1989

数据来源: WILEY