摘要:

AbstractThe study examined the degree to which scoring of responses to the Stanford‐Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Thirty‐six actual Stanford‐Binet protocols of subjects ranging in age from 5 to 8 years were divided into four groups. The matched sets of protocols were then assigned to four groups of examiners for the purposes of scoring. The protocols, representing varying ability levels, were scored in a counterbalanced order. Each group of three examiners, varying in the amount of information about the subjects' ethnicity and IQ, scored the protocols. Results obtained from a 4 × 3 repeated measures analysis of variance suggested that obtained IQs by the four groups of scorers were found to be similar, indicating no bias in the process of scoring Stanford‐Binet p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<133::AID-PITS2310200202>3.0.CO;2-9

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe use of a short form of the WISC (California Abbreviated WISC for the Intellectually Gifted) (CAW‐IG) developed for screening gifted referrals was investigated with the WISC‐R. Two methods were used to estimate IQ. and the results indicated that the short form could be effective in the prediction of Full Scale IQ. This was true even when the prediction was based on data from the original WISC. Discussion centered on the implications of these results for the use of shortened IQ tests. A number of problems were examined, and practitioners are cautioned against indiscriminate use of such procedu

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<137::AID-PITS2310200203>3.0.CO;2-V

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe importance of accurate cognitive assessment and its relationship to effective instructional programming are discussed. Traditional methods of test administration are less than optimally sensitive to the cognitive abilities and processes under investigation. A disparity between competence and performance can occur across a variety of populations due to task and situational demands, as well as to motivational and personality factors. Recent approaches aimed at lessening the gap between competence and performance are discussed, along with their strengths and weaknesses.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<142::AID-PITS2310200204>3.0.CO;2-5

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe construct validity of the 10 primary ITPA subtests was investigated on a clinic population of 91 (66 males, 25 female) learning disabled children. Construct validity was determined by the degree to which each subtest measured discrete, independent abilities and the extent of subtest relationship to academic subject areas. Results via factor analysis and correlational analyses generally support the independence of the channel dimension, i.e., visual vs. auditory. While the process dimension, i.e., receptive, expressive, and associative, was not found to be an independent measure, the dimension of levels, i.e., representational vs. automatic, was substantiated for this clinical population. Implications of discrepancies in the channel dimension are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<146::AID-PITS2310200205>3.0.CO;2-R

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis paper presents the results of a national survey of school psychologists to determine the impact of PL 94‐142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979‐80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow‐up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,000 to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of pra

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<153::AID-PITS2310200206>3.0.CO;2-W

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe present study investigated children's (N=566) personal and familial adjustment, and sought to determine if this varied as a function of familial configuration and gender. More specifically, these children were surveyed across a broad range of adjustment measures, including self‐concept, perception of school adjustment, home adjustment, peer relationships, state and trait anxiety, as well as their evaluations of mother, father, and family. The results from these measures revealed: (a) less positive adjustment among children from divorced families (whether the remaining parent remarried or not) as opposed to children from intact families; (b) mixed findings regarding comparisons of psychosocial adjustment between single‐parent and remarried groups; and (c) a pattern of effects related to significant interactions of family type and gender in which males appeared to be favorably affected within the single‐parent configuration, while females were more favorably adjusted within the reconstituted f

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<166::AID-PITS2310200207>3.0.CO;2-J

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

年代:1983

数据来源: WILEY

摘要:

AbstractConstitutional law, as it applies to children, is a new and evolving area. It is essential that school psychologists, educators, and others professionally involved with children have an understanding of children's developing legal rights. While school psychology is shaped by both education and psychology, in greater part its parameters are described in law. Thus, school psychologists, as consultants to education and advocates for children, require a working knowledge of law. This paper discusses a brief historical overview; children's constitutional rights as delineated in the First, Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments; and implications for the role of the school psychologist.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<175::AID-PITS2310200208>3.0.CO;2-I

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe interventions used by 105 elementary classroom teachers before referring students for psychoeducational evaluation were examined. Analyses were conducted on: (a) types, combinations, and duration of preferral interventions; (b) individuals spoken with prior to referral; and (c) the relationship between prereferral interventions and reasons for referral. Most interventions appeared to be teacher‐directed actions, ones that sometimes were influenced by consultation, most were implemented for an unspecified time period with few measures of observed success or failure. Most teachers used combinations of interventions; few types of interventions were related to the reasons for referral cited by the teachers. These findings are discussed in terms of their implications for the role of prereferral intervention in the referral process, and the role of consultation in the intervention proces

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<184::AID-PITS2310200209>3.0.CO;2-H

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

年代:1983

数据来源: WILEY

摘要:

AbstractTo identify professional groups that are providing psychological services in the schools, the present national survey of state departments of education was conducted. Fifty‐nine percent of states currently mandate services of school psychologists by law, and a variety of allied professional groups were identified as also providing psychological services in the schools. Specific information about provider groups and service mandates is reported. Recommendations relevant to the provision of quality school‐psychological services and utilization of multiple providers are gi

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<191::AID-PITS2310200210>3.0.CO;2-E

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe Behavior Problem Checklist (Quay&Peterson, 1979) was completed by classroom teachers for 104 children and youth (64 boys and 40 girls) at a state residential school for the blind to determine the prevalence of problem behavior. Results were compared to earlier studies of behavior problems of nonhandicapped children and of two groups of hearing‐impaired children, one living at home and attending a community program and a second group attending a state residential school. Results were more similar to those obtained with the hearing‐impaired children in the residential setting than to either the nonhandicapped or the hearing‐impaired living at home. Comparisons by sex failed to find statistically significant differ

ISSN:0033-3085    

DOI:10.1002/1520-6807(198304)20:2<197::AID-PITS2310200211>3.0.CO;2-U

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

年代:1983

数据来源: WILEY