摘要:

AbstractContent (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K‐ABC) was investigated with 100 Mexican American and 100 White fifth‐ and sixth‐grade boys and girls. All children were English‐speaking and from similar socioeconomic status (SES) backgrounds. An item‐group (partial correlation) method that controlled for age, sex, and ability was used to examine bias. On the Mental Processing Scales, 17 (14%) of 120 items were found to be biased—the strong majority against the Mexican American children. On the Achievement Scale, it was observed that 58 (63%) of 92 K‐ABC items were biased—all against the Mexican American sample. This latter finding is discussed in the context of possible differences in learning opportunities (language based, SES based, and school segregation) experienced by the tw

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<153::AID-PITS2310320302>3.0.CO;2-G

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

年代:1995

数据来源: WILEY

摘要:

AbstractTo test the construct validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI‐R, the Kaufman Brief Intelligence Scale (K‐BIT), Draw‐A‐Person: Quantitative Scoring System (DAP:QSS), and the K‐ABC Achievement Scale were administered to 50 kindergarten and first‐grade children. Results indicated that all measures provide similar scores, all in the average range. All brief measures related significantly to academic achievement. Implications of the findings are discussed, and a battery for screening young children

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<170::AID-PITS2310320303>3.0.CO;2-K

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis 5‐year follow‐up study examined the predictive validity of the Kaufman Assessment Battery for Children (K‐ABC) for 39 children identified during preschool as exhibiting language impairment (n= 10), behavior control deficits (n= 13), or normal language and behavioral development (n= 16). Mean age at follow‐up was 9.75 years. The results generally supported the predictive validity of the K‐ABC (p.05). Although these results must be interpreted cautiously because of the small sample size, they suggest that for young children likely to be referred as at risk for future learning problems, the K‐ABC may not be useful for prediction of later cognitive skills. Implications for practiti

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<178::AID-PITS2310320304>3.0.CO;2-U

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study examined administration method (standard written administration vs. oral administration by an examiner) as a variable in influencing children's self‐report test scores. Subjects included 139 students in grades 3–6, randomly assigned to one or the other administration condition. Subjects completed the Internalizing Disorders Evaluation Scale for Children (IDESC) according to the assigned administration method. Internal consistency estimates of each group were essentially similar. Mean IDESC scores of the two groups did not differ significantly from either a statistical or practical standpoint, based ont‐test and effect size calculations. Results suggest that method of administration did not affect test performance. Implications for child assessment and future research are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<186::AID-PITS2310320305>3.0.CO;2-W

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

年代:1995

数据来源: WILEY

摘要:

AbstractHealth care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School‐linked and school‐based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first‐aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at‐risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<190::AID-PITS2310320306>3.0.CO;2-9

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

年代:1995

数据来源: WILEY

摘要:

AbstractRetention has been one way that school personnel have dealt with the problem of school failure. Some authors have proposed delayed school entry as an alternative to retention, especially since there are concerns about the effects of retention on students' self‐esteem. It is unclear from the literature whether retention and delayed entry have differential outcomes on measures of school success. This study explored whether there were differences in IQ and achievement (at grades 2, 5, and 7) between students who delayed school entry and those who were retained in later elementary grades, as well as any interactions with gender. There was a significant 6‐point difference in IQ, favoring the delayed‐entry group. Furthermore, when the achievement test scores were analyzed using an ANCOVA with IQ as a covariate, no significant differences were identified for either group or gender. Implications for school practices are pro

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<202::AID-PITS2310320307>3.0.CO;2-6

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

年代:1995

数据来源: WILEY

摘要:

AbstractPsychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off‐task behavior in an 11‐year‐old, fifth‐grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on‐task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response‐cost consequence of loss of points. The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off‐task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngst

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<210::AID-PITS2310320308>3.0.CO;2-8

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis article presents an overview of classroom rule establishment and implementation within a proactive management strategy. Characteristics of classroom rules such as wording and means of presentation are included, and the intended nature and function of rules is discussed. It was concluded that rules do not work in isolation and therefore should be used in conjunction with an overall classroom management plan. Suggesitions for future research and practice are provided.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<220::AID-PITS2310320309>3.0.CO;2-4

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper presents an experimental evaluation of a trial implementation of reciprocal teaching procedures by high school teachers to address reading comprehension deficits in a group of their students. Forty‐six students with the lowest scores on a standardized test of reading comprehension in seven eighth‐grade classes participated in the study. Following 3 hours of instruction in reciprocal teaching procedures, four classroom teachers and two support teachers ran eight reciprocal teaching groups. Four of these groups, 20 students in all, were exposed to between 12 and 16 reciprocal teaching sessions, while 15 students in the other four groups received between six and eight sessions. The remaining 11 students served as a no‐treatment comparison group. Pre‐ and posttest scores on the standardized test served as the dependent measure. Significant gains were observed with students in the extended program, with no significant differences observed between the short program and comparison groups. Follow‐up assessments of extended program students between 3 and 7 months later showed a maintenance of comprehension gains. Implications for high schools are discussed in terms of the absence of student progress with insufficient spaced practice in metacognitive skill training and strategic resourcing for remedial comprehension in

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<225::AID-PITS2310320310>3.0.CO;2-F

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study considers the severity of academic dishonesty as an important factor in dealing with academic integrity. The results indicate that although faculty generally consider specific dishonest behaviors as more severe than do students, the differences appear to lessen as students progress toward graduation.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199507)32:3<233::AID-PITS2310320311>3.0.CO;2-H

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

年代:1995

数据来源: WILEY