摘要:

AbstractThe cross‐sex comparability of child social maladaptation is assessed within populations of elementary school children. The randomly aggregated normative sample for the revised Bristol Social Adjustment Guides (BSAG) was partitioned into subsamples of 1,305 boys and 1,222 girls ranging in age from 5 to 15 years. The children were observed by 900 classroom teachers and rated on the BSAG's six core syndromes and two associated groupings of problem behavior. For each sex, scores on the various behavioral groupings were normalized and submitted to principal components factor analysis with varimax rotation of retained dimensions. A general two‐factor model emerged, with one factor resembling a dimension ofgeneral overreactionand the other a dimension ofgeneral underreaction. Cross‐sex equivalence of factor structures was confirmed via Kaiser's analytic factor relations process. The BSAG's core syndromes and nonsyndromic groupings were found to sustain similar functions across the sexes, although differential trends were noted in the prevalence of specific behavioral synd

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<281::AID-PITS2310190302>3.0.CO;2-L

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Stanford‐Binet and WISC‐R were administered to 100 students (CA—6 to 15 years) to determine the comparability of the age equivalent scores obtained from each test. The limited range of test age (TA) values in the WISC‐R Manual required the use of extrapolated values for some subjects. The results indicated that, for subjects whose WISC‐R scores fell within the TA table, the Binet MAs and WISC‐R TAs were comparable (p>.05). However, when the use of extrapolated TAs was required, the scores were not comparable (p<.05). Implications for test age and mental age equivalency wer

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<287::AID-PITS2310190303>3.0.CO;2-0

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Missouri Children's Picture Series was administered to two groups of teacher‐referred male children: one group that was referred for learning problems and the other for behavioral problems. Results revealed no significant mean differences between groups. Questions are raised as to the usefulness and validity of the MCPS as a diagnostic instrumen

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<290::AID-PITS2310190304>3.0.CO;2-H

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty‐three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual‐Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilit

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<293::AID-PITS2310190305>3.0.CO;2-5

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to explore the factor structure of intelligence and achievement for learning disabled children. WISC‐R, PIAT, and WRAT scores of 183 male, learning disabled students were factor analyzed. A factor structure was obtained. The factors were identified as: (a) language achievement, (b) perceptual organization, (c) verbal educative, and (d) mathematical achievement. These findings suggest that intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be logical, since analysis of these tests reveals factorially complex skill

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<297::AID-PITS2310190306>3.0.CO;2-R

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Survey of Reading Attitudes was administered to a sample comprised of 68 intermediate‐grade students from one elementary school in a large city school system for purposes of determining the reliability of the eight attitudinal dimensions which it measures. The test‐retest interval was seven days. The following reliability estimates were obtained for the eight dimensions of reading attitude included in the Survey:Expressed Reading Difficulty.rtt=.94;Reading as Direct Reinforcement,rtt=.90;Reading as Enjoyment.rtt=.95;Alternative Learning Modes.rtt= 82;Reading Anxiety.rtt=.84;Reading Group,rtt=.91;Silent vs. Oral Reading,rtt=90; andComics,rtt=

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<305::AID-PITS2310190307>3.0.CO;2-#

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

年代:1982

数据来源: WILEY

摘要:

AbstractLight's Retention Scale totals, along with measures of reading achievement, mathematics achievement, and self‐concept taken at the time first grade nonpromotion was being considered, were used to predict nine separate outcome measures of academic, emotional, and social status at the end of the repeated first grade. In none of the stepwise regressions did the Light total add to the prediction of outcome in the children repeating the first grade. This result, added to earlier studies, suggests that Light's Retention Scale is neither reliable nor valid as a psychometric devic

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<310::AID-PITS2310190308>3.0.CO;2-A

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

年代:1982

数据来源: WILEY

摘要:

AbstractAnalysis of the relationship between the Expressive One‐Word Picture Vocabulary Test and Stanford‐Binet Intelligence Scale, Peabody Picture Vocabulary Test, Developmental Test of Visual‐Motor Integration, and three language subscales within the Stanford‐Binet was performed on a sample of preschool children within the borderline and mildly retarded ranges of intelligence. Adequate convergent and discriminant validity indices were found to support tentatively the use of the Expressive One‐Word Test as one measure of verbal intelligence with this p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<315::AID-PITS2310190309>3.0.CO;2-T

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

年代:1982

数据来源: WILEY

摘要:

AbstractInterclinician agreement was measured among 24 practicing school psychologists who assessed a simulated learning disability case of a fourth‐grade girl. The data were analyzed with both an unprompted report written by each subject (recall), and a checklist of descriptive statements about the case (recognition). Interclinician agreement was found to be moderately high for diagnoses, and somewhat less for prescriptions. Interpretation bias due to the child's race (black, white), SES (low, high) and achievement level of the child's school (low, high) was not observed on most diagnostic statements. Only 17 of the 744 possible diagnostic main effects and 2‐way interactions were significant atp<.01, while 7 such differences would be expected purely by change. No statements about intelligence, classroom behavior, or social relationships were statistically significant. However, the simulated low SES black child did tend to be classified as “not eligible for special education” much more often than did the white or upper class black on both the written reports and on the checklist, while the upper SES child was labelled learning disabled more frequently than was the low SES child on the recognized checklist. Other main effects and interactions also were noted in some statements about developmental history, arithmetic achievement, perceptual‐motor integration, and excessive d

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<319::AID-PITS2310190310>3.0.CO;2-6

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

年代:1982

数据来源: WILEY

摘要:

AbstractPsychoeducational assessment is commonplace in America's public school systems. Important decisions for and about school children are made on the basis of assessment results; test scores and information derived from the administration of tests clearly contribute to these decisions. Current “best practice” is guided by the concept of multidisciplinary team decision making; parents, teachers, psychologists, and other professionals review assessment data when participating as team members. In this research, decision makers were allowed to review information from a variety of sources prior to making decisions about a case study child. Individuals who reviewed large amounts of information made decisions similar to those of individuals who reviewed little information. Approximately 49% of the participants made accurate decisions when judged against an a priori criterion. The results are discussed with regard to psychoeducational assessment pract

ISSN:0033-3085    

DOI:10.1002/1520-6807(198207)19:3<328::AID-PITS2310190311>3.0.CO;2-5

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

年代:1982

数据来源: WILEY