摘要:

AbstractPrevious factor analyses of the K‐ABC for school‐age children have offered varying degrees of support for the test, depending on which subtests have been analyzed. Further, most previous analyses have involved only children from the standardization sample. Here, K‐ABC scores for 585 school‐age children referred for psychological evaluation were factor analyzed. Results of the analysis of K‐ABC MP tests were quite consistent with those of previous analyses and with the structure of the test itself. The factor structure of the MP and Achievement tests together was also consistent with previous analyses and, like those analyses, was somewhat less consistent with the theoretical structure of the K‐ABC; the factors found could be interpreted from several perspectives. As in analyses of the standardization data, the Achievement tests appear to be better measures of general intelligence for referred children than do the MP scales. Thus, while it appears that the K‐ABC factor structure is quite consistent for both normal and exceptional children, the meaning and names of factors found are open to i

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<241::AID-PITS2310230302>3.0.CO;2-I

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

年代:1986

数据来源: WILEY

摘要:

AbstractA sample of 63 gifted elementary‐school students was administered the Bender Visual‐Motor Gestalt Test and the Developmental Test of Visual‐Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual‐motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual‐motor development when tested using these

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<247::AID-PITS2310230303>3.0.CO;2-Y

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

年代:1986

数据来源: WILEY

摘要:

AbstractWISC‐R Verbal and Performance IQ scores obtained from a sample of 124 referred children were correlated with WRAT‐R achievement scores. The Verbal IQ was found to predict Reading, Spelling, and Arithmetic. The Performance IQ did not add significantly to the predictions. The results were consistent with earlier studies that examined the relationship of the WISC‐R to the

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<252::AID-PITS2310230304>3.0.CO;2-8

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe authors contend that erroneous conclusions concerning intraindividual strengths and weaknesses may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when, in reality, the difference between the two scores is not statistically significant. The authors present a table in which statistically significant differences between subtest scaled scores are identified. Use of the table enables more precise determination of intraindividual strengths and weaknesses.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<255::AID-PITS2310230305>3.0.CO;2-X

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe Slosson Intelligence Test (revised norms) (SIT) and the WISC‐R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC‐R Full Scale IQ were significant (rsof .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC‐R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC‐R as the criterion. However, the IQs on the two tests may not be intercha

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<259::AID-PITS2310230306>3.0.CO;2-I

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate parents' comprehension of psychological reports, employing the same method used by Wiener (1985) in a similar study of teachers. Forty‐five parents of handicapped children completed questionnaires and semantic differentials to assess their comprehension of and preference for three formats of psychological reports. As in the earlier study with teachers, it was found that parents comprehended better reports that organize information by functional domain, that describe strengths and problems in clear behavioural terms, that describe the child's learning style fully, and that state specific and elaborate program recommendations. Parents preferred these reports over shorter reports that did not have the above features. They especially liked reports that explicitly respond to the referral question

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<265::AID-PITS2310230307>3.0.CO;2-Q

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe present study is a replication of an earlier effort by Meacham and Peckham (1978) that surveyed practicing school psychologists to obtain their perceptions regarding the congruency between the role functions of assessment, interpretation, remediation, consultation, change agent, and research and training, present job, preferred job, and competence. Overall, results indicate a greater congruency between the training and practice of school psychologists. Other findings are discussed in terms of their implications for the training and practice of school psychology.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<271::AID-PITS2310230308>3.0.CO;2-Y

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

年代:1986

数据来源: WILEY

摘要:

AbstractGifted reevaluations consume an enormous amount of professional time and energy. The purpose of the present study was to survey gifted education teachers' and supervisors' perceptions of current gifted reevaluation practices. Results showed most gifted educators were not in agreement with the practice of using gifted reevaluations to reestablish program eligibility. Instead, they would prefer to get information relevant to program evaluation, program planning, and the need for additional services. Included among the alternatives suggested to replace the present gifted reevaluation practices were consideration of student work products, motivation, and interest; reports by parents and by regular and gifted education teachers; and monitoring the student progress made in achieving the goals of the individual educational program.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<280::AID-PITS2310230309>3.0.CO;2-X

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine whether educators' judgments of problem behaviors are influenced by classroom context (disruptive × nondisruptive) and teacher type (regular × special). After viewing each of five randomly sequenced videotaped behavioral segments presented within a disruptive or nondisruptive classroom setting, teachers rated behavioral severity, tolerance, manageability, and contagion. A two‐way multivariate analysis of variance produced significant main effects for both context and teacher type, with ratings more negative for the disruptive class and for regular teachers. Implications for special educational services and ecological research are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<288::AID-PITS2310230310>3.0.CO;2-Z

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

年代:1986

数据来源: WILEY

摘要:

AbstractIn recent years, increased attention has been devoted to the applicability of school psychological services to the adult population. Despite such attention, few school psychologists currently are being prepared to service adults. This paper argues that, with increasing numbers of learning disabled students entering postsecondary institutions, there exists an opportunity for school psychology training programs to aid in the servicing of these legally handicapped adults, while, at the same time, providing valuable experience to school psychology students in servicing the adult population. Specifically, this paper provides the reader with an overview of services provided to college learning disabled students, discusses the relationship between such services and school psychological services, and identifies numerous and service possibilities that exist for the profession of school psychology.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198607)23:3<295::AID-PITS2310230311>3.0.CO;2-3

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

年代:1986

数据来源: WILEY