摘要:

AbstractThe overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton‐Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement‐Brief Form (K‐TEA), the Wide Range Achievement Test‐Revised (WRAT‐R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the r

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<193::AID-PITS2310280302>3.0.CO;2-J

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe PPVT‐R was administered to 112 elementary school children in both computerautomated and standard formats. The comparability of test results was investigated. The automated format consisted of transparent plates placed in front of a computer screen with an Apple IIE computer and keyboard as the response medium. The correlations found between the standard and modified versions were positive, substantial, and acceptable for clinical use. The usefulness of adapted psychological testing with normal and response‐limited individuals is discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<199::AID-PITS2310280303>3.0.CO;2-Z

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

年代:1991

数据来源: WILEY

摘要:

AbstractA random sample of 55 WRAT‐R protocols, completed by nine practitioners for a metropolitan school district in the South, was analyzed for examiner errors. All nine practitioners made errors, which occurred on 95% of the protocols and averaged 3.0 errors per protocol. The most frequent errors included failures to obtain a correct ceiling or basal, and failures to record examinees' responses. Correction of the examiner errors resulted in changes in 11 standard scores, and 3 additional changes in grade equivalent scores. These results indicate that WRAT‐R administration and scoring are not as objective as assumed by the test developers, and that examiner errors on this test can adversely affect diagnostic decisi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<205::AID-PITS2310280304>3.0.CO;2-D

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study compared characteristics of 114 elementary school children of average intelligence who had been referred for psychological services with 120 children of average intelligence who had not been referred. Variables included, sex, relative age, race, socioeconomic status, familial stability, achievement test scores, and intraschool factors. At the primary level, significant differences were found between the groups in terms of sex and relative age. Boys were referred 4 times as frequently as girls, and 16 times as many boys within the relatively youngest group were referred as girls within the oldest group. The total groups were successfully discriminated using math achievement, sex, race, and father of the same name in the household. The variables that best discriminated the primary level groups included sex, relative age, father with the same name in the household, and having attended the same school the previous year. Implications and possible preventative measures are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<209::AID-PITS2310280305>3.0.CO;2-Z

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe identification of learning‐disabled students has been plagued by the use of definitions that are conceptually and operationally incongruent and by classification systems that are inconsistent with identification procedures. The variety of methods and formulas used results in differing rates of identification and diverse findings for the same samples of students. The advantages and disadvantages of the most common discrepancy formulas and the multiple regression discrepancy method are compared. Both the educational significance and the statistical significance of test scores should be taken into consideration during the identification process, and consonance between LD definitions and identification criteria must be achieved in order to reduce the variance that occurs with LD classificatio

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<219::AID-PITS2310280306>3.0.CO;2-V

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

年代:1991

数据来源: WILEY

摘要:

AbstractUsing an analogue case study format, sex bias in clinical judgment among school psychologists was examined. The sex of an adolescent student was varied in the case studies, and two types of problems were presented in this 2 × 2 (sex of student by problem type) design. School psychologists were asked to read a case study and answer a series of questions relating to the extent of perceived disturbance and the importance of intervention. The main finding of the study was that it was rated as more important to intervene when the case study subject was a male, but there were no sex differences on the disturbance rating. Research and practical implications are discussed

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<226::AID-PITS2310280307>3.0.CO;2-#

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

年代:1991

数据来源: WILEY

摘要:

AbstractSchool psychologists may provide support services to siblings of children with special needs as part of a family‐focused approach to intervention. The purpose of the present study was to evaluate the effectiveness of a 6‐week support group for siblings. Pre‐and posttest assessments of six children who participated in the support group and five who did not indicated that the support group had a significant effect on the participants' perceptions of social support. Parental interview data also indicated some improvements in the group participants' behavior toward their siblings. No significant differences were found between the groups on measures of behavior problems, self‐concept, or knowledge about and attitudes toward children with handicaps. These results provide moderate support for the effectiveness of support services for siblings of children with specia

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<230::AID-PITS2310280308>3.0.CO;2-D

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

年代:1991

数据来源: WILEY

摘要:

AbstractSeveral different approaches to working with parents of handicapped children have developed over the years out of a broad range of perspectives. This review of literature examines perspectives from the early 1960s, from the stage theorists' point of view, and from current research in family/child/environment interactions. Implications for school psychologists to enhance relationships with parents through a broader understanding of this literature are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<238::AID-PITS2310280309>3.0.CO;2-N

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe effects of token reinforcement, cognitive behavior modification, and direct instruction on learning‐disabled students' math skills were compared. Math skills were measured by 2‐minute classroom timings of basic addition and subtraction problems, and the Stanford Diagnostic Mathematics Test. Treatment was provided to 94 students for 4 weeks in daily 1‐hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores was found,F(4, 182) = 4.03,p<.01. Token reinforcement and cognitive behavior modification were found to be equally effective. All three groups improved with 2‐minute classroom timings,F(2, 91) = 8.53,p<.001. Retention of skills for both treatments was maintained over a 2‐week no‐treatment period. Teachers' social validity ratings indicated differences between the two treatments relative to student behaviors and teacher roles. It is concluded that token reinforcement and cognitive behavior modification are equally effective techniques to remediate learning‐disabled students' math achievement, and both are superior to direct instruction

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<247::AID-PITS2310280310>3.0.CO;2-E

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

年代:1991

数据来源: WILEY

摘要:

AbstractPrevious research investigating the job satisfaction of school psychologists has consistently identified two major sources of dissatisfaction: school system policies and practices, and advancement opportunities. This study utilized a modified form of the Minnesota Satisfaction Questionnaire and a demographic data form to identify predictors of satisfaction with these two aspects of the school psychologist's job. Regression analyses identified six predictors of satisfaction with school system policies/practices, which accounted for 22% of the variance, and five predictors of satisfaction with advancement opportunities, which accounted for 17% of the variance. Discriminant function analyses indicated that the identified predictors could correctly classify 66.37% and 64.56%, respectively, of school psychologists as satisfied or dissatisfied with policies/practices and advancement opportunities. Results are discussed in terms of their practical significance for school psychologists.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199107)28:3<256::AID-PITS2310280311>3.0.CO;2-D

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

年代:1991

数据来源: WILEY