摘要:

AbstractThis article discusses the use of a sentence completion instrument predicated on Lazarus' multimodal system. The instrument, entitled The Multimodal Sentence Completion Form for Chindren (MSCF‐C), is designed to systematically assess client needs and assist in identifying intervention strategies. Administration procedures and profile development also are addressed. To assist the reader in understanding the strengths and limitations of the MSCF‐C, a case study of a 12‐year‐old sixth‐grade student is presented. Based on the verbatim responses of this student, a profile of client characteristics and plausible strategies was

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<123::AID-PITS2310230202>3.0.CO;2-Q

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe validity of the Kaufman Assessment Battery for Children (K‐ABC) (Kaufman&Kaufman, 1983) was investigated with a sample of preschool‐age children. The sample consisted of 50 subjects aged 21/2 through 4 who were distributed roughly equally by age, sex, and race according to the 1980 census. The validity of the K‐ABC was examined using the Slosson Intelligence Test (SIT) (Slosson, 1982) and the Classroom Behavior Inventory‐Preschool Form (CBI) (Schaefer&Edgerton, 1978) as criterion measures. The SIT and CBI‐Preschool Form Verbal Intelligence Scale were found to correlate significantly (p<.01) with the global scales of the K‐ABC. The K‐ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity studies (Kaufman&Kaufman, 1983) and two‐factor theories of intelligence (e.g., Das, Kirby

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<131::AID-PITS2310230203>3.0.CO;2-S

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

年代:1986

数据来源: WILEY

摘要:

AbstractUsing a sample of 49 prelingually deaf youths, test results of the Hiskey‐Nebraska Test of Learning Aptitude (H‐NTLA) and the WISC‐R Performance Scales for Deaf Children were compared. The H‐NTLA was administered using the standard demonstration and/or pantomine instructions, while a total communication directional set was used with the WISC‐R. A Pearson product‐moment correlation of .913 between the two instruments demonstrated overwhelming commonality and supported the hypothesis that the WISC‐R Performance IQ may provide a conveneint alternative to the Hiskey‐Nebraska when the score is computed using the Anderson and Sisco deaf norms and a total communication approach for

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<138::AID-PITS2310230204>3.0.CO;2-4

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

年代:1986

数据来源: WILEY

摘要:

AbstractFull WISC‐R evaluations of students who are referred to a gifted program, but who do not meet placement criteria, have become a drain on the resources of many school districts. A screening formula for gifted students, utilizing three WISC‐R subtests (VO‐BD‐SI), was evaluated using traditional epidemiologic techniques. The screen was applied to the records of 200 students who had been referred for a gifted program and received complete WISC‐R batteries. Screen results were compared to actual placement of the 200 subjects based on a WISC‐R Full Scale, Verbal, or Performance IQ of 130 or more. Measures of sensitivity, specificity, and predictive value of the screen were determined. The screen correctly detected the majority of gifted students and could have major implications in terms of cost effectiveness and professional time

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<142::AID-PITS2310230205>3.0.CO;2-I

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe degree of comparability between the WISC‐R and WAIS‐R over time was assessed for two samples of referred adolescents of borderline intelligence intially administered a WISC‐R and retested on the WAIS‐R after three years. Results indicated that the WAIS‐R significantly overestimated the WISC‐R IQs by 3 to 5 points. Differences were most marked at the lower ability levels; as IQs aproached average, scores were increasingly

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<148::AID-PITS2310230206>3.0.CO;2-Y

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

年代:1986

数据来源: WILEY

摘要:

AbstractThis article provides a justification for identifying alternative work settings for school psychologists and describes one school psychologist's experience practicing in a business/industrial setting. Teh relationship between the services provided in this setting and the services traditionally provided by school psychologists in schools is described.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<152::AID-PITS2310230207>3.0.CO;2-B

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

年代:1986

数据来源: WILEY

摘要:

AbstractSpecial educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty‐five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94‐

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<158::AID-PITS2310230208>3.0.CO;2-R

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

年代:1986

数据来源: WILEY

摘要:

AbstractA survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<164::AID-PITS2310230209>3.0.CO;2-Z

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

年代:1986

数据来源: WILEY

摘要:

AbstractIncreasingly, professional psychologists are extending their services from school‐age children to young handicapped children. Psychological intervention and education issues regarding this group of children are complicated by the fact that the field of early childhood special education itself is in its infancy. This article presents the emerging field of early childhood special education, clarifies some major concerns in educating young handicapped children, and raises issues for school psychologists working in this are

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<171::AID-PITS2310230210>3.0.CO;2-W

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe need for a theoretical analysis of the peer tutoring process has been recognized by reviewers of the research in this area. This paper addresses itself to this need by discussing the process of peer tutoring from the various psychological, educational, and social perspectives. The main areas covered in the paper are: definitions of the peer tutoring process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring in terms of a cooperative social system and as a group reward structure. This theoretical discussion provides both the researcher and practitioner with a framework for studying and implementing peer tutoring for enhancing specific academic and social goals.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198604)23:2<175::AID-PITS2310230211>3.0.CO;2-H

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

年代:1986

数据来源: WILEY