摘要:

AbstractSubtest scatter on the WISC‐R was examined by analyzing Verbal‐Performance IQ discrepancies, subtest scaled‐score ranges and subtest scaled‐score standard deviations of 290 psychoeducationally normal 9‐year‐old children whose IQs ranged from 100 to 140+. Although there were no differences between average and superior IQ groups on the Verbal‐Performance discrepancy measure, substantial differences were found on the measures of subtest scatter where higher IQ groups exhibited substantially more scatter. The results suggest the need for caution in attempting to employ WISC‐R subtest scatter as an indicator of learning disabilities with

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<5::AID-PITS2310290102>3.0.CO;2-#

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe McCarthy Scales of Children's Abilities (MSCA) was used to evaluate the performance of preschool children with speech/language disorders. Preschoolers were screened first for normal intelligence using the Performance scale of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Preschoolers with speechllanguage disorders had significantly lower scores on all scales of the MSCA (Verbal, Perceptual/Performance, Quantitative, and Memory), except the Motor scale. They also had an average 20‐point lower GCI than the control children. An analysis of the scores of the speechllanguage group on subtests revealed difficulty in short‐ term auditory memory skills but not in short‐term visual memory skills. Deficits in categorical thinking skills and verbal expression skills were also evident. Characteriza‐ tion of learning disabilities in preschoolers with speechllanguage disorders is di

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<11::AID-PITS2310290103>3.0.CO;2-Z

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

年代:1992

数据来源: WILEY

摘要:

AbstractSlosson Intelligence Tests (SITS) administered by school guidance counselors correlated significantly with school psychologist administered WISC‐Rs (r=.75). The Slosson IQ correlated significantly higher with the WISC‐R Verbal IQ than with the Performance IQ score. The mean Slosson IQ was a statistically significant 4.4 points higher than the mean WISC‐R Full Scale IQ (p

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<17::AID-PITS2310290104>3.0.CO;2-E

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe Wechsler Preschool and Primary Scale of Intelligence‐Revised and the Peabody Picture Vocabulary Test‐Revised were administered to 51 preschool, kindergarten, first‐grade, and second‐grade students. Although 2 of 4 Pearson correlations between these two instruments were statistically significant, they may not be of practical signi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<22::AID-PITS2310290105>3.0.CO;2-P

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

年代:1992

数据来源: WILEY

摘要:

AbstractThe K‐BIT and the WISC‐R were administered in counterbalanced order to 35 referred students. Although the K‐BIT IQ Composite correlated significantly with the WISC‐R Full Scale IQ scores (r=.81), the mean scores differed significantly (difference = 6.2 points;p<.001). The results provide moderate support for the K‐BIT as a screening instrument when the WISC‐R is the follow‐up or comprehensive measure of

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<25::AID-PITS2310290106>3.0.CO;2-D

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

年代:1992

数据来源: WILEY

摘要:

AbstractThis study examines the validity of teacher judgment as the primary or sole means for determining eligibility for special education services among pupils referred as learning disabled (LD). The rationale is predicated, in part, upon two premises: (a) the high referral‐to‐placement ratio; (b) the regular education teacher's provision of the most influential data in the eligibility determination process. Results indicate that reliance on the teacher's ability to judge whether or not a student is LD would nearly double the number of students identified as LD and result in far more errors (false positives) than would be acceptable. Any savings associated with reduced testing costs would be more than offset by the doubling of personnel costs associated with increased services. Given the national concern about overidentification of the LD, extreme dependence on the use of “teacher as test” is mi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<28::AID-PITS2310290107>3.0.CO;2-1

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

年代:1992

数据来源: WILEY

摘要:

AbstractThree hundred and fifty‐nine school districts in New York State were surveyed about tests that they used in kindergarten screenings, the purposes of the screenings, and recommendations made based on the screening results. The 260 respondents (a 72% return) indicated tremendous variability in response to all three questions. Thirty‐ four different tests were used in the screenings. The main purposes of the screenings were to identify handicapped and gifted students, group students in kindergarten classes, make school readiness placements, and plan and individualize instruction. Recommendations based on the screening results included referrals for further evaluation and multiple levels of placement decisions. Based on these results, it seems that tests are being used for purposes for which they were not designed. The need to avoid making placement recommendations based on the results of a screening test, as is often done with extra‐year school readiness programs, is empha

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<35::AID-PITS2310290108>3.0.CO;2-6

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

年代:1992

数据来源: WILEY

摘要:

AbstractFifty‐eight first‐ and second‐grade children exhibiting behavior problems were identified by teachers for inclusion in a behavior intervention program. Children were assigned to experimental and control groups matching for scores on the Teacher's Report Form (TRF), ability, and achievement. The experimental subjects received classroom‐based behavior intervention mediated by teachers. Pre‐ and postintervention TRFs were compared and showed significant correlations, indicating stability of the instrument. Children in both experimental and control groups improved significantly in their TRF scores. No significant differences were found between the two groups in the amount of improvement in their TRF scores, even though the experimental group evidenced significantly greater improvement in behavioral measures. Therefore, although the TRF appears to generate stable indices of behavior problems, it may not be useful for detecting behavioral changes resulting from classroom‐based in

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<42::AID-PITS2310290109>3.0.CO;2-B

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

年代:1992

数据来源: WILEY

摘要:

AbstractAn operant‐based program was established to study the effectiveness of regular classroom teachers as mediators for behavior change in regular classroom settings. Fifty‐nine first and second graders were matched on several measures and randomly assigned to an experimental condition or a control condition. Experimental children were addressed through teacher‐generatedlconsultant‐supported behavior intervention strategies. Changes in behavior were examined by assessing differences from initial baseline and from first to second administration of the Child Behavior Checklist. In‐ class behavior change was significantly greater for the experimental condition than for the control condition, although behavior change from first to second administration of the Child Behavior Checklist was significant for all groups. A moderate to high rate of compliance to the intervention program was maintained by teachers, and moderate to high ratings of satisfaction were obtained for the program from all participants. The effectiveness, feasibility, and applicability of the program are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<52::AID-PITS2310290110>3.0.CO;2-#

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

年代:1992

数据来源: WILEY

摘要:

AbstractIn the age of shrinking educational dollars, accountability and efficacy have become increasingly important components of program standards. This program evaluation study demonstrates a methodology for evaluating an elementary‐school‐based counseling program and was designed and initiated by school psychologists. The research demonstrated gains made by those referred for treatment, and outlines the differences between the nonreferred and referred populati

ISSN:0033-3085    

DOI:10.1002/1520-6807(199201)29:1<61::AID-PITS2310290111>3.0.CO;2-Z

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

年代:1992

数据来源: WILEY