摘要:

AbstractA factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<289::AID-PITS2310210302>3.0.CO;2-4

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe relationship between the WISC‐R and WAIS‐R was studied in a sample of 30 special education children (22 male and 8 female). Children were administered the WISC‐R at an average age of 13.85 years and the WAIS‐R at an average age of 17.52 years. ANOVAs indicated that the two tests yielded Verbal, Performance, and Full Scale IQS that were not significantly different. For example, the mean Full Scale IQ was 81.13 for the WISC‐R and 82.70 for the WAIS‐R. Product‐moment correlations also were highly significant, withrs ranging from .76 to .86 for the three scales. The results suggest that, for children of limited intelligence, the WISC‐R and WAIS‐R provide comparable IQs over a four

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<294::AID-PITS2310210303>3.0.CO;2-F

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe PPVT‐R and the WISC‐R were administered to 101 special needs students; 55 of the referrals were new and 46 were reevaluation. Concurrent validity within the moderate range (.53 to .67) was established; however, when form L and form M were correlated with the WISC‐R, form L yielded consistently higher correlations than did form M. Level of performance as reflected by average performance on the PPVT‐R and WISC‐R was comparable. No significant difference between instruments was observed except, as anticipated, for the PPVT‐R and the WISC‐R Performance Scale. No sex differences were observed. Further research focusing on the equivalency of forms L and M and the PPVT‐R is recommended, particularly since such equivalence or “lack of” may interact with age of student or nature of cl

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<296::AID-PITS2310210304>3.0.CO;2-6

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

年代:1984

数据来源: WILEY

摘要:

AbstractBannatyne's “genetic dyslexic” subtype of reading disability was evaluated using WISC‐R data obtained from 140 disabled readers and their matched controls (totalN= 280). Although a familial pattern of reading problems was present among the relatives of the disabled readers, it was not unique to the “genetic dyslexic” subtype. However, the predicted Spatial>Conceptual>Sequential pattern of means was found to be reliable and specific to the reading disabl

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<300::AID-PITS2310210305>3.0.CO;2-R

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe performance of a sample of moderately mentally retarded children on the McCarthy Scales of Children's Abilities (MSCA) was investigated by comparing their obtained mental age (MA) scores with their Stanford‐Binet MAs and Minnesota Child Development Inventory (MCDI) developmental ages (DAs). All three MA estimates correlated significantly, and there were no significant differences among mean MAs. However, valid MSCA Index scores could not be obtained for these moderately retarded children, using the current normative tables. Therefore, the MSCA cannot be recommended for measuring the intellectual level of retarded children for educational classification purpose

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<305::AID-PITS2310210306>3.0.CO;2-9

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study evaluated the receptive vocabulary ability and nonverbal cognitive ability of 20 monolingual (Spanish‐speaking) and 11 bilingual (Spanish/English‐speaking) Mexican‐American preschool children, ages 45 to 65 months. The children obtained significantly lower scores on the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) than on the Perceptual Performance Scale of the McCarthy Scales of Children's Abilities. On both measures, the bilingual group obtained significantly higher scores than did the monolingual group. The results support prior recommendations that the PPVT‐R not be used to estimate the intelligence level of Hispan

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<313::AID-PITS2310210307>3.0.CO;2-B

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

年代:1984

数据来源: WILEY

摘要:

AbstractA specific empirical method for the systematic observation of examiner behavior during psychoeducational assessments, the SOS‐A, is described. Development of the instrument is discussed and data on intra‐ and interobserver agreement are presented. The instrument is regarded as an initially adequate method for systematically collecting data on examiner behav

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<317::AID-PITS2310210308>3.0.CO;2-X

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

年代:1984

数据来源: WILEY

摘要:

AbstractRural school psychologists from California, Georgia, Indiana, and Iowa were mailed questionnaires asking them to describe the advantages of practicing school psychology in rural school settings. Three main clusters of responses emerged, including: close contact and good working relationships with teachers, administrators, and parents; role diversity and autonomy; and positive environmental context. Levels of job satisfaction also were investigated. A total of 59% of the psychologists reported high or very high job satisfaction, while 33% reported an average level of satisfaction, and only 8% reported a low level of satisfaction.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<325::AID-PITS2310210309>3.0.CO;2-Z

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe staff at a medium‐sized urban school district cooperated in a time sampling study to determine actual role functioning as recorded by trained observers. The results generally confirm the findings of self‐report studies showing 30–40% of psychologists' time spent in assessment. While the generalizability of these data is limited, the major purpose of the study was to demonstrate efficacious methodology and to serve as a heuristic model for further res

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<329::AID-PITS2310210310>3.0.CO;2-C

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe results of a school psychological and social work program are presented on children referred for behavioral and learning problems. Through the consultation service, the average student objective for learning problems was achieved to 85% of criterion, and the average objective for behavioral problems was achieved to 82% of criterion during a 10‐week period. An analysis of the consultation activities was made in relation to the accomplishment of the objectives for both learning and behavioral problems. No clear evidence was found for any single activity being related to success. Also analyzed was the time spent on each consultation activity and the accomplishment of the student objectives. There was a positive relationship between total consultation time and student outcomes on learning problems, but there was no significant relationship between total consultation time and the accomplishment of objectives for behavioral problems. General findings show that consultation activities can be conducted with small investments of time and with a high degree of student accomplishment of objectives. A case is presented for the merits of program improvement by monitoring psychological and social work service

ISSN:0033-3085    

DOI:10.1002/1520-6807(198407)21:3<336::AID-PITS2310210311>3.0.CO;2-H

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

年代:1984

数据来源: WILEY