摘要:

AbstractThis study analyzed the factor structure of the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), the Peabody Picture Vocabulary Test (PPVT), and the Peabody Individual Achievement Test (PIAT) in a psychiatric sample that ranged in age from 6 to 16 years (mean age = 11.1 years;SD= 3.0). The resultant factor structure of this sample was compared with patterns reported on normal and learning‐disabled children. The subjects were 329 children under inpatient and outpatient care who had been referred for emotional disturbances. The results were similar to previous factor analytic studies of the WISC‐R and PIAT, showing four factors: Verbal Comprehension, Verbal Achievement, Perceptual Organization, and Number Facility. The implications for the interpretation of these tests in a psychiatric sample and the appropriateness of a maximum likelihood technique in analysis of psychometric data are di

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<331::AID-PITS2310260402>3.0.CO;2-U

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

年代:1989

数据来源: WILEY

摘要:

AbstractThis study focused on kindergarten children who were rated by teachers as low but rated themselves as high on cognitive competence (“overraters”), and on kindergarteners who were classified by teachers as high but rated themselves as low on cognitive competence (“underraters”). Children rated themselves and were rated by their teachers on Harter and Pike's (1984) Pictorial Scale for Young Children. Results showed that overrating and underrating in the cognitive domain were associated with similar tendencies in the physical, peer, and mother acceptance domains. Overraters were rated by teachers as lower on peer and mother acceptance than were accurate perceivers with similar teacher‐rated cognitive competence. Underraters did not differ on these variables from accurate perceivers of similar teacher‐rated cognitive competence. The findings are consistent with the notion that extreme overrating among kindergarteners is not a chance phenomenon, but a defensive strategy that occurs most often among children who are particularly unsuccessful in the social domains. In contrast, underrating among kindergarteners does not seem to be associated with low social

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<337::AID-PITS2310260403>3.0.CO;2-9

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

年代:1989

数据来源: WILEY

摘要:

AbstractTo investigate the relationship between achievement and IQ in the learning‐disabled (LD) population, changes in the IQ scores of LD students from the early elementary grades to the high school grades were studied. The intercorrelations among those IQ scores and a variety of achievement scores were then explored for the purpose of ascertaining causal relationships. The results were interpreted as support for the contention that the underachievement of LD students (in particular, reading underachievement) plays a predominant causal role in the achievement‐IQ relationship in this populat

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<346::AID-PITS2310260404>3.0.CO;2-8

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe Peabody Picture Vocabulary Test‐Revised (PPVT‐R) and the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first‐time referrals for a psychological evaluation. The subjects' PPVT‐R standard scores, WISC‐R IQ scores, and WISC‐R subtest scores were divided into groups according to one‐year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC‐R Full Scale, Verbal, and Performance IQs and PPVT‐R standard scores (p<.01). Several WISC‐R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC‐R subtest Coding, on which females scored higher. Implications concerning the refe

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<354::AID-PITS2310260405>3.0.CO;2-A

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe present study examined the level of depressive symptomatology in a sample of 100 learning‐disabled and nonlearning‐disabled fourth‐, fifth‐, and sixth‐grade students. Depressive symptomatology was assessed using the Children's Depression Inventory (CDI). In addition, students were rated by their classroom teachers on behaviors related to depression based on the DSM‐III criteria. It was found that students identified as learning disabled obtained significantly higher scores on the CDI and the behavior rating scale than did children in the regular education classroom. There were no significant differences among grade levels for CDI scores, but a trend was noted. A significant difference was found among grade levels for the behavior rating scale scores. There was a significant positive correlation between CDI scores and teacher ratings of depressive char

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<359::AID-PITS2310260406>3.0.CO;2-T

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

年代:1989

数据来源: WILEY

摘要:

AbstractNinety‐nine NASP members participated in a study designed to investigate bias in the early stages of the referral process (i.e., in the decision to administer psychological tests). Each school psychologist received one of eight case studies, which described a child referred for academic learning problems. The case studies included typical referral information and varied student race (Black, White), socioeconomic status (higher, lower), and group achievement test scores (average, below average). The decision to administer individual psychoeducational tests was not influenced by the student's race or socioeconomic status. School psychologists were influenced by the group achievement test data. Students who showed lower achievement test results were more likely to be recommended for testing than were those who showed average performance levels. Thus, these school psychologists were not biased by knowledge of a child's race or socioeconomic status, but were influenced by instructionally relevant data (i.e., achievement test scores). In addition, when objective test data indicated average achievement levels, the psychologists did not generally recommend subsequent individual psychoeducational testing. The findings suggested that, under certain conditions, testing may not automatically follow receipt of a referra

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<365::AID-PITS2310260407>3.0.CO;2-0

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to assess factors that contribute to preservice teachers' choice of a helping or a restrictive strategy to manage social immaturity and social defiance behaviors among children. Levels of tolerance, opinions as to the causes of behavior, perceptions of adverse effects or costs of problem behaviors, and choice of strategy were measured in response to hypothetical samples of problem behavior. Regression analyses indicated that the costs of problem behavior significantly predicted the type of strategy that would be chosen. Training preservice teachers to manage these costs was the main implication for teacher training programs.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<370::AID-PITS2310260408>3.0.CO;2-B

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

年代:1989

数据来源: WILEY

摘要:

AbstractA fragile site on the X chromosome has been implicated in developmental disabilities among both males and females who possess learning disabilities, mental retardation, attention deficit disorders, and behavior problems. For the most part, medical diagnosis has been of little value to the school psychologist or educator. The diagnosis of fragile X syndrome does possess specific educational implications, especially during the early school years. Data on the characteristics and treatment of patients that can assist the school psychologist in program planning and appropriate referral are presented. The school psychologist is in a most advantageous position to recognize children who are in need of medical consultation and chromosomal analysis. Treatment includes appropriate educational programming, trials of folic acid among prepubescent males, and medical treatment for those manifesting an attention deficit disorder. Family counseling is available for “at‐risk” families and should include prenatal diag

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<380::AID-PITS2310260409>3.0.CO;2-7

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

年代:1989

数据来源: WILEY

摘要:

AbstractThere is limited empirical evidence regarding teachers' decisions about interventions to change the behavior of students with emotional and behavioral problems. This study examined whether teachers considered such salient student characteristics as age and type of problem behavior when selecting interventions that they perceived as likely to be effective in managing students' behavior. The results suggest that both regular and special education teachers take student characteristics into consideration when making such intervention choices.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<389::AID-PITS2310260410>3.0.CO;2-6

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

年代:1989

数据来源: WILEY

摘要:

AbstractA two‐part experiment was conducted in which a youth who was diagnosed as severely learning disabled was treated for a lack of reading and math skills. Token reinforcers were delivered for correct responses to a structured set of math problems and sight words. The subject reached a 90% correct response rate following implementation of a changing criterion experimental design. Part two of the study produced a 100% achievement level for the most difficult multiplication and division items. Results imply that some behaviors identified as learning disabilities may be treatable using motivational strategie

ISSN:0033-3085    

DOI:10.1002/1520-6807(198910)26:4<397::AID-PITS2310260411>3.0.CO;2-8

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

年代:1989

数据来源: WILEY