摘要:

AbstractSchool psychologists need to assess the severity of behavior disorders accurately to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Although clinicians in fields such as mental retardation categorize severity of behavior to make diagnostic and general treatment decisions, school psychologists rarely attempt to assess severity in any systematic or comprehensive way. The primary purpose of this study is to see how 92 practicing school psychologists rank 11 variables in their assessments of SED in school‐age children. A secondary purpose is to examine the extent of school psychologists' reliance upon clinical and empirical criteria in assessing the severity of SED. It is concluded that school psychologists agree in their rankings of variables from most to least important and that they do not consider empirical criteria more important than clinically based criteria when assessing SED. Implications for practice are presente

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<77::AID-PITS2310320202>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:

AbstractThese two studies examined the stability reliability for the Woodcock‐Johnson‐Revised (WJ‐R; Woodcock&Johnson, 1989) and the Kaufman Test of Educational Achievment (KTEA; Kaufman&Kaufman, 1985) with approximately a 2‐week retest interval for elementary‐age students. Results indicated that across grade levels, the Broad Reading Cluster for the WJ‐R remained stable. Most correlations for the clusters for mathematics and written language as well as the subtests for reading, mathematics, and written language were less than .90. Correlations for all composites and subtests for the KTEA exceeded .90. These data illustrate the need for more specific information in test manuals on test‐retest reliability in order to enable examiners to select the most reli

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<86::AID-PITS2310320203>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:

AbstractConcern over the growing number of students identified as learning disabled has led school districts to examine the criteria for determination and the means by which they are operationalized. Two frequently used methods for determining a severe discrepancy between ability and achievement, a key criterion in LD determination, were applied to a sample of 344 students to determine how a change in method might influence the rates and characteristics of students meeting this criterion. The results indicate an increase in numbers when a regression method is used over a simple difference score method. When the change proposed included moving to a more severe cutoff score, the pattern reversed and a 20% decrease was observed. Although IQ correlated with the discrepancies when the simple difference score method was used, no correlation was observed when regression was employed, indicating that regression may be a more equitable method for calculating severe discrepancies. Neither method resulted in disproportionate racial representation among those meeting the severe discrepancy criterion.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<93::AID-PITS2310320204>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:

AbstractDiscrepancies between IQ and Index scores on the WISC‐111 were investigated for a sample of students with SLD (n= 202), with MR (n= 115), and evaluated but not classified (n=159). Mean Verbal and Performance IQ discrepancies, though significantly different for each sample, were smaller than those reported in the WISC‐III manual for the normative sample. Similarly, the Index score comparisons indicated differential functioning for the three samples, with the exception of the Verbal Comprehension and Freedom from Distractibility Index discrepancy. Moreover, the Performance IQ was higher than the Verbal IQ for all three samples. Consistent with the WISC‐R literature, discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs are not diagnostic indicators of abnormal

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<103::AID-PITS2310320205>3.0.CO;2-L

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

年代:1995

数据来源: WILEY

摘要:

AbstractTo date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<109::AID-PITS2310320206>3.0.CO;2-0

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

年代:1995

数据来源: WILEY

摘要:

AbstractAn identification and treatment model differentiating Transient from Persistent Selective Mutism is proposed. The model incorporates treatment recommendations for Persistent Selective Mutism and suggests that interventions are not usually warranted for Transient Selective Mutism. The case study of a 6‐year‐old female manifesting Persistent Selective Mutism is presented. A multimodal treatment approach combining behavioral techniques with play therapy and family involvement was applied to improve her verbal interactions. Pre‐ and posttreatment evaluations were conducted. During pretreatment evaluations the child was manifesting Persistent Selective Mutism, immaturity, and withdrawal behaviors. At posttreatment evaluations she was talking in a manner consistent with her peers without problematic behaviors displayed. Results of a 6‐month follow‐up completed after the child had entered first grade showed that she was continuing to speak in a manner consistent with her peers without behavioral

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<114::AID-PITS2310320207>3.0.CO;2-B

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe Parent Education and Guidance Program was motivated by the belief that the fostering of a positive, ongoing relationship between the school and home can have a significant bearing on the development of family strengths for coping with a handicapped child. The training program utilized parent support groups and professionals from various fields to involve parents of handicapped children in group process directed toward the holistic approach to meeting the child's social, emotional, and intellectual needs. During the course of the program it became apparent that parents needed the help and support of other parents who shared similar difficulties related to having a handicapped child in the family. Issues related to developing personal awareness as well as interpersonal skills were dealt with at the parent meetings. An atmosphere of mutual understanding and support between members of the Child Study Team and parents developed as a result of less formalized and more relaxed contact during the 8‐month progra

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<124::AID-PITS2310320208>3.0.CO;2-7

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis research examined the applicability of the Medieval Kingdom social role topology (Adcock&Segal, 1983) with kindergarten children and assessed the association between the social roles children assumed and seven nonbehavioral variables. One hundred and seventy‐three children from 10 kindergarten classes in two schools participated. Hypotheses that the Medieval Kingdom topology could be distilled from a sample of kindergarten children and that specific nonbehavioral variables including cognitive ability, physical attractiveness, self‐esteem, and chronological age were related to the assumption of leadership roles within the topology were confirmed. Children's gender, birth order, and number of siblings were not found to influence the status within the social hierarchy. The findings suggest that the Medieval Kingdom is a potentially useful heuristic for understanding the peer relationships of young child

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<130::AID-PITS2310320209>3.0.CO;2-F

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

年代:1995

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<142::AID-PITS2310320210>3.0.CO;2-Y

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

年代:1995

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(199504)32:2<144::AID-PITS2310320214>3.0.CO;2-G

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

年代:1995

数据来源: WILEY