摘要:

AbstractThe relationship between the new Kaufman Assessment Battery for Children (K‐ABC) and the Revised Peabody Picture Vocabulary Test (PPVT‐R) Forms L and M was explored for a sample of 30 predominantly black Head Start children. The highest correlations occurred between the K‐ABC Achievement Scale and the PPVT‐R. The K‐ABC Expressive Vocabulary subtest correlated moderately highly with PPVT‐R Form L, while the K‐ABC Riddles subtest correlated moderately highly with PPVT‐R Form M. Mean standard scores for the K‐ABC Scales and subtests ranged from 11 to 20 points higher than those obtained on the PPVT‐R. It would not appear redundant to administer the PPVT‐R in addition to the K‐ABC when one needs a recep

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<245::AID-PITS2310220302>3.0.CO;2-D

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Spatial Memory subtest appears on the Simultaneous Processing scale of the Kaufman Assessment Battery for Children, and is intended for children from 5‐0 through 12‐5 years of age. The purpose of this study was to evaluate the interscorer reliability of this subtest, due to reported scoring difficulties. Nineteen gifted children between the ages of 8‐10 and 12‐2 were administered the Spatial Memory subtest, and two independent examiners scored each subject's item responses. Results showed that the Spatial Memory subtest may be prone to scoring errors because there is no permanent record of responses. It is suggested that a permanent record of responses could improve interscorer reliability significantly and simplify the task of scoring this subtest for practcing psycho

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<250::AID-PITS2310220303>3.0.CO;2-O

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

年代:1985

数据来源: WILEY

摘要:

AbstractFifty‐four elementary‐age gifted students were administered the K‐ABC. To determine construct validity of the test for this population, the factor structure was obtained for mental processing and achievement subtests and then compared to the factor structure obtained for children from the standardization sample via a procedure that determines factor structure similiarity between groups. Except for minor variations, the factor structure for the gifted children was very similar to that for nongifted children in the standardization sample. However, the most parsimonious structure accounted for slightly less than 40% of the shared test variance, which leads to questions about the advisability of educational program planning based on obtained s

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<254::AID-PITS2310220304>3.0.CO;2-9

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

年代:1985

数据来源: WILEY

摘要:

AbstractWhile numerous studies attest to a relationship between academic self‐concept and achievement, a variety of measures of self‐concept have been used, and the equivalence of these instruments has received limited attention. In this investigation, the Self‐Concept of Ability Scale (SCAS) and the newer and less examined Self‐Perception of Attainment Scale (SPAS) were compared for their ability to predict achievement in reading as measured by the California Achievement Test (CAT). We predicted that: (a) both scales would be significant predictors of reading achievement, (b) when used as single predictors, the SCAS would have significantly greater weight than the SPAS, and (c) a linear combination of these scales would have greater weight than either scale alone. Using 187 eighth‐grade students, we confirmed that both scales were significant predictors of achievement in reading and that a linear combination of the two accounted for more variance than either scale alone. We did not find, however, that the SCAS was a significantly better predictor than

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<260::AID-PITS2310220305>3.0.CO;2-H

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe present investigation compared the PPVT‐R/WISC‐R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second‐grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC‐R/PPVT‐R (Form L): WISC‐R/PPVT‐R (Form M); PPVT‐R (Form L)/WISC‐R; PPVT‐R (Form M)/WISC‐R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT‐R than on the WISC‐R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implic

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<265::AID-PITS2310220306>3.0.CO;2-#

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Expressive One‐Word, Picutre Vocabulary Test (EOWPVT) and the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) were administered to 50 bilingual, Mexican‐American children in grades 3‐5. The students' relative performance on these two vocabulary tests, as well as their error patterns, was examied. The results revealed that the EOWPVT has adequate concurrent validity with the PPVT‐R, and that on both tests the students' scores were almost two standard deviations below the normative mean. The outcome indicating that the expressive vocabulary score was higher than the receptive vocabulary score is explained in terms of differences of item content and in the composition of the norm samples for the two tests. Items that generated high error rates are identified to facilitate appropriate interpretation of the EOWPVT when used with Mexican‐Amer

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<269::AID-PITS2310220307>3.0.CO;2-L

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

年代:1985

数据来源: WILEY

摘要:

AbstractA group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford‐Binet (1972 norms) and three years later the WISC‐R. Correlations between the Stanford‐Binet and WISC‐R Full Scale IQs were significant in both ethnic groups, withr=.60 for the total group. Correlations between the Stanford‐Binet and WISC‐R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford‐Binet and WISC‐R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford‐Binet was found to have satisfactory pr

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<274::AID-PITS2310220308>3.0.CO;2-W

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study assessed the concurrent validity of the Vane Kindergarten Test (VKT), using scores on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) as the criterion measure. In addition, VKT scores were correlated with kindergarten grades and the Self‐Control Rating Scale (SCRS). The results indicated that the VKT could be used as a valid screening measure for kindergarten children, but that it tended to overestimate ability and was not a test independent of a child's ability for self‐cont

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<277::AID-PITS2310220309>3.0.CO;2-K

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis article is a description of how the integration of vocational assessment data into special education triennial reevaluations can facilitate educational programming of intermediate and secondary level handicapped students. Advantages of integrated assessments, roles of school psychologists, and the description of a model assessment program are included.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<283::AID-PITS2310220310>3.0.CO;2-K

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Estimated Learning Potential (ELP), a score obtained through the System of Multicultural Pluralistic Assessment (SOMPA), is purported to be a more appropriate index of potential for socioculturally different children. Prior studies have suggested a lower correlation with academic achievement than that of the traditional IQ score. The validity of the ELP has, therefore, been questioned. This study attempted to determine whether the ELP or IQ score would be the better predictor of performance on a learning task for 31 black and 32 white EMR children. The learning task was presented in a test‐teach‐test paradigm. Results suggest that the ELP did not correlate more highly with learning task performance than did the IQ score. However, the ELP may be more differentially sensitive to declassifying black children as retarded. The validity and the social consequences of the use of the IQ, ELP, and performance, after teaching, on the learning task for classification decisions also are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198507)22:3<293::AID-PITS2310220311>3.0.CO;2-G

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

年代:1985

数据来源: WILEY