摘要:

AbstractThe effectiveness of a mass screening procedure was examined within the context of a preventively oriented school‐based treatment program. Mass screening consisted primarily of teachers rating the frequency of all primary grade children's acting‐out, moody‐withdrawn, and learning problem behaviors. While teachers directly referred 6.9% (n= 48) of the primary grade population of three inner‐city schools (n= 698), mass screening subsequently identified an additional 9.7% (n= 68) of this population. Furthermore, both referred and screened‐in groups were rated by teachers on the Child Activity Rating Scale (CARS) as behaving much less adaptively relative to a normative group (n= 285;ps<.001). As expected, the referred children evidenced greatest overall dysfunctioning with most pronounced acting‐out and learning problems according to ratings by teachers. In addition, further evidence of the validity of the CARS rating form was demonstrated by the agreement between staff predictions of CARS scores and actual ratings by teachers. The mass screening procedure employed is discussed as an effective procedure and suggestions are offered which could increase

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<400::AID-PITS2310140402>3.0.CO;2-F

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

年代:1977

数据来源: WILEY

摘要:

AbstractItems of the First Grade Screening Test (FGST) were rationally grouped into four subscales: Self‐Concept, Visual‐Motor, Reasoning, and Vocabulary. Prefirst grade subject scores were compared with later first grade teacher ratings. Agreement ranged from 64 to 70% on the subscales. An overall screening strategy utilizing subscate scores and a total score cutoff point yielded 82.5% agreement with teacher ratings of overall school performa

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<407::AID-PITS2310140403>3.0.CO;2-S

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

年代:1977

数据来源: WILEY

摘要:

AbstractThough the Wechsler tests are widely used to assess the intellectual ability of hearing impaired children, data on the reliability of the WISC‐R with this population have been lacking. The Performance Scale of the WISC‐R was administered to 59 prelingually deaf children attending a state‐supported day school program. The reliability coefficients and standard errors of measurement were computed for each subtest and for the Performance Scale IQ. The results compare favorably with those found by Wechsler with the standardization s

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<412::AID-PITS2310140404>3.0.CO;2-2

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

年代:1977

数据来源: WILEY

摘要:

AbstractFifty‐nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testin

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<416::AID-PITS2310140405>3.0.CO;2-O

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

年代:1977

数据来源: WILEY

摘要:

AbstractThis article investigates teacher use of the Developmental Test of Visual Motor Integration (VMI) as a screening instrument with groups of young school‐age children. Individual vs. group administrations of the VMI yielded comparable scores for kindergarten children. In addition, the scoring agreement between instructional staff (first‐grade teachers and resource teachers in the area of Learning Disabilities) and a school psychology extern was investigated. Correlational data yielded only a fair degree of agreement (0.68 to 0.73); this finding coupled with the concerns of teachers regarding the clarity of scoring criteria statements argues for some refinement of the scoring system in order to improve consistency in scor

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<419::AID-PITS2310140406>3.0.CO;2-C

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

年代:1977

数据来源: WILEY

摘要:

AbstractThis study compared the three scales of the WISC and the WISC‐R for degree of intercorrelation. The differences among scores and among variances were also computed for the two tests. Fifty‐eight subjects from a clinical referred population were studied, including children classified as EMR, Learning Disabled, Emotionally Disturbed, and children in regular classrooms. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC‐R for all children in this sample, except the

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<423::AID-PITS2310140407>3.0.CO;2-Q

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe completed WISC‐Rs of 76 white urban children (6–0 to 15–9) were rescored utilizing the Satz and Mogel criteria for an abbreviated intelligence measure. Extremely high correlations for IQs (.96 – .98) and subtests (.66 – .95) were found. However, when mean differences between complete WISC‐R and the shortened form were examined, significant differences between administrations were found. Furthermore, one‐third of the subjects showed changes in intelligence classification levels when the abbreviated form was used. Thus, two of the three criteria previously suggested for a valid abbreviated intelligence test of: (a) a significantly high correlation between administration forms; (b) nonsignificantt‐tests between the abbreviated and standard form mean IQ; and (c) low percentage of IQ classification change with the administration of the short form, were not met. It was concluded, however, that the abbreviated WISC‐R may be appropriate when intelligence is a question relative to candidacy for therapy or as a noncritical, general indication of intelligence when IQ classification is not important and/or assessmen

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<426::AID-PITS2310140408>3.0.CO;2-E

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

年代:1977

数据来源: WILEY

摘要:

AbstractTen judges scored items from the Comprehension, Similarities, and Vocabulary subtests of the WISC‐R. Five were inexperienced undergraduates and five were experienced PhDs. Overall, there were no appreciable differences in the percentages of agreement between the two group

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<430::AID-PITS2310140409>3.0.CO;2-S

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

年代:1977

数据来源: WILEY

摘要:

AbstractSo as to compare predicted achievement based upon WISC‐R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p<.001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievemen

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<431::AID-PITS2310140410>3.0.CO;2-E

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

年代:1977

数据来源: WILEY

摘要:

AbstractA heterogeneous group of elementary school children referred for psychoeducational diagnosis were rated on the Devereux Child Behavior Rating Scale and the Bender Visual‐Motor Gestalt Test, scoring for Koppitz Emotional Indicators. Projective implications of the EIs were not supported by the DCB factors; however, five DCB factors correlated significantly with total number of EIs. This finding suggests that cerain DCB factors may be more predictive of emotional problems than others in the scal

ISSN:0033-3085    

DOI:10.1002/1520-6807(197710)14:4<433::AID-PITS2310140411>3.0.CO;2-5

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

年代:1977

数据来源: WILEY