摘要:

AbstractThe change in IQ scores over an extended period of time (approximately 17 years) of subjects who had been placed in classes for the Educable Mentally Handicapped was investigated. Analysis indicated that a significant difference existed between WISC scores administered at the time of initial placement (mean age, 11–9) and WAIS scores administered at a later date (mean age, 17–6). In addition, although a difference was revealed with respect to WAIS scores when the students were divided into two groups based upon initial WISC scores (⩽70 vs.>70), it was determined that the change was in a uniform fashion over time; i.e., neither regression nor interaction effects were detected. A final analysis revealed that those students who were located for a follow‐up testing approximately 10 years later (mean age 28–8) continued to show a significant increase in IQ scores. The importance placed upon IQ scores for initial placement of students in EMH programs appears to remai

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<137::AID-PITS2310210202>3.0.CO;2-R

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English‐speaking and Spanish‐speaking Mexican‐American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse chi

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<141::AID-PITS2310210203>3.0.CO;2-4

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe authors compare Koppitz error scores of a large group of referred Navajo children with the 1974 Koppitz and SOMPA total sample norms. Results suggest that the 1974 Koppitz and SOMPA white norms may have utility as an aide to psychological assessment of Native American Navajo children. Recommendations are made regarding effective methods of differential diagnosis and for further validation studies to confirm the relevance of Koppitz and SOMPA norms as they are used with Navajo children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<148::AID-PITS2310210204>3.0.CO;2-H

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study investigated the best short form version of the WISC‐R for learning disabled (LD) students. The WISC‐R was administered to 234 LD and 290 children who were referred for psychological evaluation but were found not eligible (NE) for special education services from 45 school districts in Michigan. Stepwise multiple regressions were calculated to ascertain the best tetrads of Full Scale IQ (FS IQ) for the two groups. For the NE sample, Vocabulary, Picture Arrangement, Picture Completion, and Information were the best four indicators of FS IQ, accounting for about 80% of the variance in Full Scale scores. For the LD sample, the best four predictors of FS IQ were Similarities, Block Design, Picture Completion, and Vocabulary, accounting for about 80% of criterion variance. Using the WISC‐R standardization data, Sattler identified the Information, Vocabulary, Comprehension, and Block Design subtests as one of the best short form versions for predicting FS IQ. For the LD sample of the present study, Sattler's composite yielded a multipleRof .873 with FS IQ, whereas our best four predictors yielded a multipleRof .896. It appears that Sattler's tetrad is about as good a predictor of FS IQ for LD students as that found in the present

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<154::AID-PITS2310210205>3.0.CO;2-P

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

年代:1984

数据来源: WILEY

摘要:

AbstractThis study was designed to cross‐validate the factor structure of the McCarthy Scales of Children's Abilities for children 5 to 6 1/2 years of age. A factor analysis was performed on a group of 105 children with a mean General Cognitive Index (GCI) of 115.42. The subjects ranged in age from 4–11 to 6–7 with a mean age of 5–6. The age variable was partialled from each score using multiple regression procedures. Five factors were generated, including Verbal Comprehension, Quantitative‐Reasoning, Memory, Perceptual‐Performance, and Motor factors. These data were subsequently compared to Kaufman's factor analytic studies with the McCarthy standardization group, and to the scale structure of the instrument. In general, the overall factor pattern of this study provides further evidence of the construct validity of the McCarthy Scales for kindergart

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<158::AID-PITS2310210206>3.0.CO;2-A

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

年代:1984

数据来源: WILEY

摘要:

AbstractTo investigate the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test, both instruments were administered to 171 adolescents. Math scores on the Peabody Individual Achievement Test were correlated with all scores on the KeyMath Diagnostic Arithmetic Test. Partial correlation coefficients were computed according to age, sex, race, IQ, and total group. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<165::AID-PITS2310210207>3.0.CO;2-F

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<168::AID-PITS2310210208>3.0.CO;2-3

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

年代:1984

数据来源: WILEY

摘要:

AbstractKinetic School Drawings were obtained from 100 fifth‐grade students. The drawings were analyzed along a number of dimensions thought to measure “negative” affect. Significant correlations with academic achievement were found for a number of measures, and the results of a stepwise multiple regression were significant. In general, the study supported the validity of the tech

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<176::AID-PITS2310210209>3.0.CO;2-5

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

年代:1984

数据来源: WILEY

摘要:

AbstractThe basic purposes of this review are to: (a) examine existing definitions of childhood depression and their implications for diagnosis; (b) evaluate certain of the better known self‐report inventories, parent rating scales, psychiatric interviewing schedules, and peer nomination techniques; and (c) address diagnostic issues associated with reliability, validity, consistency across raters, settings, and time, and requirements for symptom duratio

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<181::AID-PITS2310210210>3.0.CO;2-8

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

年代:1984

数据来源: WILEY

摘要:

AbstractA survey of 421 high school females was conducted to determine the prevalence of the binge/purge practice, bulimia, an eating disorder. Teenage vomiters in this study were found to have higher levels of somatic symptoms, anxiety, social dysfunction, and depression than did nonvomiters. They were also found to have disturbed attitudes toward food, eating, and dieting. Of the vomiters, 58% scored above the threshold score that indicates the presence of psychological and behavioral symptoms characteristic of anorexia nervosa. The findings provide information useful to school personnel who work with the social, behavioral, and academic problems of adolescents.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198404)21:2<198::AID-PITS2310210211>3.0.CO;2-K

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

年代:1984

数据来源: WILEY