摘要:

AbstractThis study was designed to compare the capability of three kindergarten screening instruments to correctly predict which children would be recommended for referral to remedial programs or for retention. The instruments used were a screen based on Piagetian theory that was specifically designed for the current study, a published general screening test, and a language‐specific screen. The subjects were 95 White, middle‐class children approximately 60 months of age at the time of testing. The predictor screens were given prior to kindergarten entry, with the follow‐up assessment completed 11 months later as the children neared the end of kindergarten. The teachers who conducted the follow‐up testing were blind to the initial results. The Piagetian‐based instrument was found to have poor predictive qualities. Both published instruments, the general‐purpose kindergarten screen and a language‐specific screen, were found to be predictive of teachers' recommendations regarding referral

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<249::AID-PITS2310320402>3.0.CO;2-V

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

年代:1995

数据来源: WILEY

摘要:

AbstractWhen children are referred to psychologists for evaluation, the most useful resulting information for the classroom teacher is not a label but suggestions regarding instruction. In its present format, the Stanford‐Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen,&Sattler, 1986) lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained from the SB:FE provide important insights into cognitive strengths and weaknesses that may be related to academic functioning. Although there is no one‐to‐one correspondence between scores on a particular subtest and performance in a particular academic area, clinical interpretation of SB:FE test data can help psychologists answer the question, “How do I teach him t

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<255::AID-PITS2310320403>3.0.CO;2-2

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study extended the reliability research of the Qualitative Scoring System for the Modified Version of the Bender‐Gestalt Test (Modified B‐G Test). The test was administered to 48 kindergartners and first graders by a licensed psychologist. The 48 test protocols were scored independently by two psychologists using the Qualitative Scoring System. The two sets of scores were significantly correlated. Results indicated that the scoring system for the Modified B‐G is highly rel

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<264::AID-PITS2310320404>3.0.CO;2-1

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

年代:1995

数据来源: WILEY

摘要:

AbstractTHE ACID, ACIDS, and SCAD profiles are examples of subtest patterns from the WISC‐III that have been proposed as potentially helpful in differential diagnosis of exceptionalities. This study investigated the prevalence and utility of these profiles in a large referred population. Although the incidence rates of the ACID and ACIDS profiles in some groups were greater than rates reported for the standardization sample, incidence levels were found to be low in all clinical groups studied. The SCAD profile evidenced generally higher incidence rates but none greater than the rates reported for the standardization sample. The findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles are recommended as a criterion for determining exceptionalit

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<267::AID-PITS2310320405>3.0.CO;2-Q

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

年代:1995

数据来源: WILEY

摘要:

AbstractData from 104 public school children were analyzed to determine the psychometric and conceptual soundness of a new model‐based measure of intellectual functioning: the Universal Nonverbal Intelligence Test (UNIT; Bracken&McCallum, in press). The UNIT was designed to assess the construct of intelligence for at‐risk children who are limited English language proficient. The UNIT and subtests from the Woodcock‐Johnson‐Revised Tests of Cognitive Ability (WJ‐R; Woodcock&Johnson, 1989) were administered in counterbalanced order using standardized procedures. Spearman‐Brown reliability coefficients provided evidence of the UNIT'S reliability: Global score coefficients ranged from .86 (Reasoning Quotient) to .93 (Symbolic Quotient). Confirmatory factor analyses of the UNIT provided evidence for a two‐factor structure. Exploratory factor analyses of the UNIT with the WJ‐R yielded support for the UNIT'S measurement of memory and reasoning constructs, although the many subconstructs assessed by the WJ‐R and the UNIT preclude a simple interpretation. Correlations among UNIT global scores with age and with composite scores of the WJ‐R provide additional evidence of the UNIT'S

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<277::AID-PITS2310320406>3.0.CO;2-M

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to examine the relationship between the Wechsler Intelligence Test for Children‐III and the Wide Range Achievement Test, 3rd Edition. The study investigated the scores of 37 children in a rural Arkansas school district who were referred for evaluation because of academic difficulties. The children ranged in age from 6 to 16 years and included 35 Whites and 2 Blacks, with 22 males and 15 females. The findings indicated that the WRAT3 correlations with the WISC‐III ranged from .42 to .66. These findings are consistent with others on the general correlations between IQ and achievement test sco

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<291::AID-PITS2310320407>3.0.CO;2-Z

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate variables related to the professional identity and career path of school‐based vs. non‐school‐based doctoral‐level school psychologists. Two hundred seventy‐three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school‐based vs. non‐school‐based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a scho

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<296::AID-PITS2310320408>3.0.CO;2-H

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis article reviews the primary concepts underlying the current movement toward the provision of comprehensive school‐linked services for children and families in low‐income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community‐based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school‐linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training ar

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<306::AID-PITS2310320409>3.0.CO;2-K

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

年代:1995

数据来源: WILEY

摘要:

AbstractAn intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African‐American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30‐minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student's performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students' attentional probl

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<318::AID-PITS2310320410>3.0.CO;2-2

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

年代:1995

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199510)32:4<328::AID-PITS2310320412>3.0.CO;2-W

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

年代:1995

数据来源: WILEY