摘要:

AbstractThis study sought to determine if the nature of disability (visual, motor, or both) could be diagnosed for children with visual‐motor integration disabilities and to determine methods by which appropriate diagnoses could be made. A total of 104 children aged 6 and 7 were selected for having Bender Visual‐Motor Gestalt Test performance below average for their age. The Motor‐Free Visual Perception Test and the Southern California Motor Accuracy Test were then administered to the children, and subgroups were identified who demonstrated no visual disabilities and/or no motor disabilities. These results were seen as supporting the existence of semiautonomous visual and motor systems. Using multiple regression analyses, the types of errors of reproduction, time to completion, and behavioral observations from the Bender Test were considered as predictors of visual perception and motor accuracy. Analyses were performed for the two age groups and two criterion variables separately. The number of integration errors was found to be the only significant predictor of both visual perception and motor accuracy for the six‐year‐old group and accounted for less than 15% of the variance in each criterion variable. Number of integration errors and the frequency of tracing the design with the finger were found to be significant predictors for the seven‐year‐old group and accounted for about 22% of the variance. There were no significant predictors of motor accuracy for the seven‐year‐old group. It was concluded that there is a need for differential diagnosis of visual vs. motor disabilities and for further investigations to determine valid methods. Suggestions for assessment and future research included use of clinical limits‐testing procedures, development and refinement of test instruments, and consideration of additional variables in predicting visual perceptual and motor

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<252::AID-PITS2310140302>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:

AbstractThe paper reviews WISC/WISC‐R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC‐R IQ score differences have been reported with the WISC‐R yielding consistently lower scores of approximately 5‐8 IQ points for the three major scales. Several studies do report variable WISC/WISC‐R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC‐R difference, as a discrepancy of oneSDmay not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC‐R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC‐R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC‐R scores in order to make special education pl

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<260::AID-PITS2310140303>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:

AbstractTwenty urban EMR students' WISC‐R scores were compared with their previously administered WISC scores. The average interval between administrations was approximately three years. Significant coefficients of correlation were obtained between five corresponding subtests and between Performance IQs and Full Scale IQs. Results fromttests for correlated data indicated that mean WISC‐R Verbal, Performance, and Full Scale IQ scores were not significantly lower than their corresponding WISC scores. The results of this study indicated that WISC‐R scores in comparison to WISC scores appeared to be more stable in the lower IQ ranges and less vulnerable to cultural

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<271::AID-PITS2310140304>3.0.CO;2-7

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe Key Math Diagnostic Arithmetic Test was administered to 82 learning disabled adolescents. An analysis of the performance of these children revealed that: (a) mean LD performance peaked at approximately the fourth grade level of difficulty; (b) there was marginal variation in performance across the 14 subtests; (c) a strong negative correlation existed between years behind grade level and seven Key Math subtests; (d) the subtests factored into two ability categories, as opposed to the three suggested by the test developers; and (e) LD performance was quite distinct from that of normal children in terms of the types of computational errors made on the test.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<275::AID-PITS2310140305>3.0.CO;2-T

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

年代:1977

数据来源: WILEY

摘要:

AbstractA recent study of the factorial structure of the Rhode Island Pupil Identification Scale (RIPIS), a pupil behavior‐observation scale for use by classroom teachers for detecting young children with learning problems, has led to profile scoring. This study describes the procedures and the results of an intensive and comprehensive investigation of the homogeneity of the subscales and their reliabilities as well as those of the two profiles yielded by the scale. All subscales, profiles, and composites were found to be highly internally consistent and stable over a time interval of five months. The authors also wish to show why complex psychometric scales require that more than cursory attention be paid to reliability issue

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<282::AID-PITS2310140306>3.0.CO;2-Y

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem‐solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem‐solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem‐solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection‐impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<290::AID-PITS2310140307>3.0.CO;2-#

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

年代:1977

数据来源: WILEY

摘要:

AbstractThis study was designed to assess the relative contributions of selected personality characteristics, school achievement, intelligence, sex, and ethnic background to self‐concept in a fourth‐grade sample. Fifty‐two percent of the variance was accounted for with ten variables contributing at statistically significant levels. Personality variables were found to be more predictive than achievement ability or demographic fa

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<295::AID-PITS2310140308>3.0.CO;2-I

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

年代:1977

数据来源: WILEY

摘要:

AbstractBehavior modification research in the classroom was examined by the National Commission for the Protection of Human Subjects because of the increasingly widespread use of behavioral procedures in the schools, the effectiveness of these procedures in changing academic and social behavior, and the consequent concern about potential misuse. In order to foster the responsible use of behavior modification procedures in the schools on a practical as well as a research basis, the following ethical issues being considered by researchers and the involved public are discussed: informed consent, determination of classroom goals, legitimacy of rewards and aversive controls in the classroom, conceptions of behavior modification as manipulative and mechanistic, who can implement the procedures, research design, and accountability. The authors conclude that the issues regarding protection of human subjects in behavior modification research are no different from other treatment‐oriented research with children. However, the high degree of parental and teacher involvement in both research and practice requires shared responsibility for the prevention of misuse of behavior modification procedure

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<299::AID-PITS2310140309>3.0.CO;2-3

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe authors discuss the cultural relativism of enuresis and the subsequent notion that urinary incontinence may not be a disease or psychopathy, but, rather, a problem associated with social expectations and developmental delays. Published literature has revealed that, historically, enuretic children have been subjected to distressing and painful methods of treatment, i. e., medications, mechanical devices, and pharmacologic preparations, to the point of permanent disability. They also discuss the evolution of explanations and treatments for enuresis from the Middle Ages into the 1970s, with emphasis on the successful use of behaviral therapies and meaningful parent and child reeducation.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<308::AID-PITS2310140310>3.0.CO;2-1

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

年代:1977

数据来源: WILEY

摘要:

AbstractTo determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197707)14:3<315::AID-PITS2310140311>3.0.CO;2-6

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

年代:1977

数据来源: WILEY