摘要:

AbstractThis paper presents a globally oriented scoring sheet, reference guide, and rating scale for facilitating clinical hypotheses from children's Kinetic School Drawings (KSDs) and further empirical evaluations of the KSD technique. The paper also provides information regarding the construction of these instruments, along with some preliminary findings in terms of the procedures' reliability and discriminant validity.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<217::AID-PITS2310250302>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 K‐ABC and the Stanford‐Binet IV (abbreviated test battery) were administered in a counterbalanced order to 32 gifted third‐ and fourth‐grade students. It was found that the Stanford‐Binet IV produced scores that were an average of eight points higher than those on the K‐ABC. The concurrent validity coefficient of .70 indicated a high degree of association between test performance on these two tests. When the diagnostic heuristic of +2SDs is used to identify gifted children, 68.6% concordance was found between these tests. Eighty percent of the discordance involved cases in which the Binet IQ was above +2SDs and the K‐ABC was below +2SDs. Implication for the assessment of gifted children

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<239::AID-PITS2310250303>3.0.CO;2-F

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

年代:1988

数据来源: WILEY

摘要:

AbstractInformation‐processing theory and research suggest that a careful examination of the input levels of processing is an essential prerequisite to the accurate assessment of higher levels of cognition. This paper describes a preassessment screening procedure to evaluate sensory‐motor and perceptual encoding processes of children referred for psychoeducational assessment. In addition, an investigation of the diagnostic utility of the screening procedure is presented. Assessment procedures and outcomes for 18 children screened for encoding deficits were compared with those of a comparison group of 23 children whose psychoeducational evaluation at the same clinic did not include the screening procedure. Results demonstrate the potential usefulness of preassessment screening for encoding deficits to inform and supplement traditional psychometric measures of intellectual function

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<244::AID-PITS2310250304>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:

AbstractThis study examined the concurrent validity of several new and revised conceptual language measures. The Bracken Basic Concept Scale (BBCS), Boehm Test of Basic Concepts‐Preschool Version (Boehm‐PV) or Boehm‐Revised (Boehm‐R), and PPVT‐R were administered to 99 preschool children (mean age = 5–2). The K‐ABC Achievement Scale Composite (K‐ABC ACH) was utilized as a criterion measure of achievement. The BBCS correlated significantly with the PPVT‐R, and both correlated significantly and comparably with the Boehm‐PV and Boehm‐R. The BBCS, Boehm‐R, and PPVT‐R correlated significantly with K‐ABC ACH. The BBCS proved significantly more difficult for children than did the Boehm‐R, and the authors suggested variables that may have contributed to the discrepancy. The BBCS appears to be a valuable new measure of basic concept acquisition and would seem to hold a distinct advantage of allowing for repeated measurement with the same instrument across the preschool

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<252::AID-PITS2310250305>3.0.CO;2-S

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

年代:1988

数据来源: WILEY

摘要:

AbstractPossible bias in the differential predictive validity of the Kaufman Assessment Battery (K‐ABC) was investigated with 76 Anglo and 90 Mexican American fifth‐ and sixth‐grade boys and girls. All children were English‐speaking and from similar socioeconomic backgrounds. The criterion variable was the Comprehensive Tests of Basic Skills (CTBS; Language, Reading, Mathematics, and Total Scores). Several statistical techniques were used to investigate test bias (examination of predictive validity coefficients; two methods of examining homogeneity of slopes of the regression lines). The results showed considerable evidence of bias in differential predictive validity, indicating that the global cognitive score of the K‐ABC (the Mental Processing Composite) was less effective in predicting CTBS scores for the Mexican American group than for the An

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<257::AID-PITS2310250306>3.0.CO;2-A

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

年代:1988

数据来源: WILEY

摘要:

AbstractVisual Aural Digit Span Test (VADS) scores and Bender Gestalt Test (BG) scores as predictors of Wide Range Achievement Test‐Revised (WRAT‐R) scores were examined in this study. The sample consisted of 115 children referred for low academic achievement. They were divided into three age groups: (Low) 6–0 to 7–11; (Middle) 8–0 to 9–11; and (High) 10–0 to 11–11. The scores on the 11 VADS measures and BG errors were used to predict the WRAT‐R achievement. The VADS Test scores were found to predict Reading and Arithmetic in the Low Group. The BG Test did not correlate with achievement in the Low Group. In the Middle Group, the VADS Test correlated with Reading and Spelling, but not with Arithmetic. The BG correlated with all three achievement measures. In the High Group, neither the VADS Test nor BG correlated with any of the achievement measures. The results suggest that the BG and VADS Test can be used as an effective screening device for young children with potential

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<264::AID-PITS2310250307>3.0.CO;2-F

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

年代:1988

数据来源: WILEY

摘要:

AbstractThis study compares three different measures of intelligence used with preschool children identified “at‐risk.” Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test‐Revised, and the Expressive One‐Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product‐moment correlation was used to analyze the data. Correlatedt‐tests were used to calculate the differences between the mean IQs for the tests. The PPVT‐R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT‐R and EOWPVT correlated significantly with the Performance Scale IQ of the WPPSI. The results and their implication for the assessment of preschool child

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<270::AID-PITS2310250308>3.0.CO;2-N

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

年代:1988

数据来源: WILEY

摘要:

AbstractSix recently developed adaptive behavior scales were reviewed for their technical adequacy and other issues that need to be considered when selecting a measure of adaptive behavior. Suggestions are made to aid examiners in selecting an appropriate measure of adaptive behavior for a particular student, accurately interpreting results, recognizing the strengths and limitations of various measures, and obtaining useful information for eligibility decisions and program planning.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<276::AID-PITS2310250309>3.0.CO;2-2

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

年代:1988

数据来源: WILEY

摘要:

AbstractTwenty‐three studies on the effectiveness of classroom‐based, elementary school affective education programs were selected by predetermined criteria from published and unpublished research dating from 1970. The resulting research evidence was evaluated by methodological rigor, program type, grade level, program length, and leader's profession. The lack of positive significant findings in the more carefully designed studies provides little support for the effectiveness of affective education programs in promoting positive changes on either behavioral or affective measures, especially for programs with an internal focus. Studies of social‐cognitive problem‐solving programs produced promising results, but require further evidence of effectiveness. The results provide important implications for future research and professional p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<288::AID-PITS2310250310>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:

AbstractThis study surveyed 362 school psychologists to: (a) identify the percentages of school psychologists who have had some involvement in the practices of vocational assessment, vocational counseling, consultation with vocational education teachers, and vocational program or curriculum development, and (b) identify factors that are associated with such vocational involvement. Results indicated that 30–40% of those school psychologists surveyed reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12% indicated involvement with vocational program or curriculum development. Sex, experience, salary, perceived control over role functioning, and involvement in practices other than traditional assessment were found to be associated with increased involvement in vocational activities. Results also indicated that school psychologists who were certified guidance counselors, and who were members of the American Association of Counseling and Development, were more likely to be involved in vocational practices than were school psychologists who were not so certified or affiliated. Results are discussed in terms of their implication for involving greater numbers of school psychologists in vocational practice

ISSN:0033-3085    

DOI:10.1002/1520-6807(198807)25:3<297::AID-PITS2310250311>3.0.CO;2-K

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

年代:1988

数据来源: WILEY