摘要:

AbstractThe appropriateness of the starting points for PIAT subtests as suggested by the test authors was investigated. For a sample of 113 subjects with an average WISC‐R Full Scale IQ of 98, there was an average difference of nearly 8 points between the suggested starting points for the Mathematics subtest and the actual basals. The difference between suggested starting points and basals for the other subtests ranged from 8 to 12 points. It was suggested that the PIAT user start each subtest approximately 8 items below that suggested by theManua

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<172::AID-PITS2310160202>3.0.CO;2-8

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

年代:1979

数据来源: WILEY

摘要:

AbstractThis study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of WISC‐R subtests on an individual basi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<174::AID-PITS2310160203>3.0.CO;2-#

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

年代:1979

数据来源: WILEY

摘要:

AbstractInvestigated the measurement properties and practical utility of Bannatyne's (1974) recategorized WISC‐R scores. Reliability coefficients, standard deviations, and standard errors of measurement were calculated for the Spatial, Conceptual, and Sequential recategorized scores. These data were utilized to determine how large a difference between each of these scores was needed by individuals in order to reach statistical significance at the.05 and.25 levels. Analyses of the recategorized scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the Spatial>Conceptual>Sequential pattern which was predicted by Bannatyne (1974). The same was not found to be true for a group of Mexican‐American learning disabled children. When the scores of individual children were analyzed, a large majority of both the Caucasian and Mexican‐American groups failed to demonstrate the Spatial>Conceptual>Sequential pattern. Implications for using the Bannatyne pattern as a diagnostic tool with learning disabled children are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<178::AID-PITS2310160204>3.0.CO;2-L

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

年代:1979

数据来源: WILEY

摘要:

AbstractThis study compared the WISC‐R performance of 40 children ranging in age from 6–6 to 15–10, referred to a university center for suspected learning disabilities, with that of two clinically defined groups of learning disabled children. The university center children were found to have WISC‐R profiles similar to those of the learning disabled children, with higher overall levels of performance. It was speculated that these children avoid classification as learning disabled by virtue of possessing higher cognitive abilities than those children who are classified. Implications were raised concerning the role of university centers with children experiencing learning difficulties and the accuracy of parental perceptions of learning disab

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<183::AID-PITS2310160205>3.0.CO;2-W

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

年代:1979

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to measure the relationship between the WPPSI IQs and subtest scaled scores in preschool children and their reading achievement in grade one. Twenty‐eight suburban middle class children were given the WPPSI at ages three to five and retested with the Gray Oral Reading Test near the end of first grade. Significant correlations between WPPSI IQs and reading were found. These correlations were similar in magnitude to those obtained between WPPSI IQs of kindergarten children and grade one reading. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested on the basis of correlations obtained between these subtests and later reading score

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<189::AID-PITS2310160206>3.0.CO;2-B

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

年代:1979

数据来源: WILEY

摘要:

AbstractIndividual and group management programs have been reported to be effective methods of reducing off‐task behaviors; however, few studies have empirically contrasted the two intervention programs. Utilizing a multielement design, individual and group contingency systems were found to significantly reduce disruptive‐unacceptable behaviors in a first‐grade classroom, compared to baseline‐reversal conditions. Teacher control statements also were significantly decreased within the treatment programs. No differences were found between the group and individual phases in reduction of student off‐task behaviors or teacher control s

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<193::AID-PITS2310160207>3.0.CO;2-P

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

年代:1979

数据来源: WILEY

摘要:

AbstractAcademic self‐concept as measured by the Student's Perception of Ability Scale (SPAS) was compared for 81 learning disabled (LD) and 81 normally‐achieving control children in grades three to six. The results show that LD children hold significantly more negative self‐perceptions of ability in reading, spelling, and arithmetic than do the control children. Further, these negative school subject‐related attitudes in the LD children had generalized to lower self‐perceptions of ability in general, to expressions of less confidence in school, and more negative attitudes toward school. No grade level or sex effects were observed. It was concluded that the SPAS is able to discriminate between normally‐achieving children and those experiencing problems in school, and, accordingly, that the SPAS has good external validity. The results were discussed in terms of using the SPAS for evaluating affective components of remediation, and for identifying high‐risk elementary school children. Continuing external validity studies being undertaken by the authors al

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<201::AID-PITS2310160208>3.0.CO;2-Y

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

年代:1979

数据来源: WILEY

摘要:

AbstractCompared the factor structure of parents' and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3–13 years. Three factors emerged based on parents' ratings, and highly similar factors were obtained from teachers' ratings. The factors closely resemble the dimensions isolated in numerous previous studies, such as Quay's Conduct Problem, Inadequacy‐Immaturity, and Personality Problem factors. The importance of the findings is discussed, especially pertaining to the analysis of parents' rati

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<207::AID-PITS2310160209>3.0.CO;2-D

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

年代:1979

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<217::AID-PITS2310160210>3.0.CO;2-1

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

年代:1979

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(197904)16:2<224::AID-PITS2310160211>3.0.CO;2-6

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

年代:1979

数据来源: WILEY