摘要:

AbstractThis brief report presents a table that may be used to determine the probability of obtaining various Verbal‐Performance Scale discrepancies on the Wechsler Preschool and Primary Scale of Intelligence‐Revised (WPPSI‐R). The table of differences is age‐referenced and should be used to determine the reliability of differences between Verbal and Performance Scale IQs. It may be used in conjunction with Table 16 in the WPPSI‐R manual, which reports the percentage of the standardization sample that evidence Verbal‐Performance discrepancies of various

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<93::AID-PITS2310280202>3.0.CO;2-I

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

年代:1991

数据来源: WILEY

摘要:

AbstractStudent records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC‐R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above‐average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below‐average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC‐R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<95::AID-PITS2310280203>3.0.CO;2-9

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe present investigation compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC‐R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores for the CLT with those of the WISC‐R indicated that significant differences existed between WISC‐R IQs and the CLT Cognitive Index. Implications concerning the validity of the Cognitive Levels Test are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<100::AID-PITS2310280204>3.0.CO;2-3

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis article reviewss the current research and latest clinical views on obsessive‐compulsive disorder (OCD) in schol‐age youth. Common compulsions center around washing, counting, and checking, whereas typical obsessions involove themes of aggression, contaminations, sex, order, and scrupulosity. Because those affected with OCD tend to keep their ritualistic behavious hidden, we have tended to seriously underestimate the prevalence of the condition, which authorities now believe is 20 to 40 times more common in youth than previously estimated. Discussion focuses on differentiation from normaity and related psychopathological disorders, biological and psychological factors in etiology, school adjustment, continuity from childhood to adulthood, and drung as well as behavioual therapies. Implications for school psychlgists are presen

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<106::AID-PITS2310280205>3.0.CO;2-J

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe hypothesis that there is a greater frequency of children of alcoholics in special classes for Emotional/Behavioral Disordered (ED) and Learning Disabled (LD) children was explored. A random sample of students in ED, LD, and regular classes was selected and administered the Children of Alcoholics Screening Test. Parents completed the Friel Co‐Dependency Assessment Inventory. An analysis of variance in CAST and FCAI scores did not reveal any significant differences among groups. Significant differences were noted in the relationship of marital status and chemical dependency in immediate family. Reported incidence of chemical dependency in the immediate family was identified as a concern warranting further exploration. Issues that may have affected the study such as sample size, respondent participation, and various roles exhibited in the family were considered. The possible impact alcoholism has on children and appropriate program intervention in the schools were discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<116::AID-PITS2310280206>3.0.CO;2-F

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe recent trends and practices in working with individuals with severe handicaps are many and varied. Politics and social values have steered technological advancements in certain directions and away from others, but it is clear that today teachers, parents, and other professionals have more effective treatment procedures available for individuals with severe handicaps than ever before. This paper discusses the concomitant developments in behavioral techniques for persons with severe handicaps and ethical trends for providing services that have occurred over the past ten years.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<123::AID-PITS2310280207>3.0.CO;2-K

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study investigates the outcomes from a transitional first‐grade school readiness program (SRP). SRP‐placed and nonplaced SRP‐recommended students advanced directly into first‐grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher‐rated student social, problematic, behavioral, motivation, success, self‐esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP‐placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second‐grade differences compared with the year‐older SRP‐placed students across achievement, related services, parental factors, or teac

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<139::AID-PITS2310280208>3.0.CO;2-Z

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

年代:1991

数据来源: WILEY

摘要:

AbstractNinety‐seven teachers described situations in which their students experienced academic difficulties and gave reasons (excuses) to explain their difficulties. Teachers indicated whether or not they believed the reasons students gave, what they thought the “real” reasons for the students' difficulties were, and how they reacted and behaved toward the students. Analysis of teachers' reports indicated that students were most likely to attribute their academic difficulties to external, uncontrollable factors, whereas teachers tended to believe that the “real” reasons for students' difficulties were internal and controllable. Teachers reported that they would react in a positive manner toward the students whether or not they believed the reasons the students gave to explain their difficulties. Implications of these findings for student motivation are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<146::AID-PITS2310280209>3.0.CO;2-3

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate the relationship between initial understanding of information given by the school psychologist at parent conferences and characteristics of parents (anxiety, parental expectations, assertion, and language level). Demographic variables were also explored as they related to postassessment recall and understanding of data. Results indicated that language level of the parent, age of the parent, and SES were significantly related to recall. Anxiety, assertion, and expectation of results were not significant factors. Implications for practice and training are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<156::AID-PITS2310280210>3.0.CO;2-S

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

年代:1991

数据来源: WILEY

摘要:

AbstractSurveys containing questions about identifying mentally retarded students were mailed to 500 randomly selected school psychologists, of whom 160 (32%) returned completed, usable forms. The Wechsler scales were the most frequently used tests for deriving IQ scores, which together with adaptive behavior scale scores were rated as most influential in identification‐placement decisions. The Vineland Adaptive Behavior Scales were rated as the most used instruments for assessing adaptive delays. School psychologists were in less accord on issues such as the use of alternative norms for minority and lower SES students (35% confirmed their use), the application of an adaptive behavior standard score of 70 (47.7% indicated such use), and whether an established IQ score, such as 70, could be treated flexibly (27.2% stated they sometimes identified students with scores above the cut‐off value). Suggestions are made for future research and current pract

ISSN:0033-3085    

DOI:10.1002/1520-6807(199104)28:2<165::AID-PITS2310280211>3.0.CO;2-R

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

年代:1991

数据来源: WILEY