摘要:

AbstractThe Test of Language Development‐Primary is a recently published, comprehensive measure of young children's general language development. The manual provides much information on test development and standardization of the scale relevant to traditional normative interpretation, but says little about the statistical basis for profile analysis of the various subtest scaled scores. The present paper provides the necessary information for determining statistically reliable strengths and weaknesses in the performance of a single individual on each subtest, as compared to the mean level of performance across all subtests. Provided at each of five age levels are the standard errors of the difference between each score and the mean of all scores and the differences required for statistical significance at .05 and .01 significance level

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<5::AID-PITS2310200102>3.0.CO;2-I

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe school‐related behavior of 15 epileptic children (7 boys and 8 girls) whose average age was approximately 10 years was compared with that of matched groups of diabetic and healthy children. Data were derived from the Piers‐Harris Children's Self‐concept Scale, the Multidimensional Measure of Children's Perception of Control, and the Rochester Adaptive Behavior Inventory. The epileptic children were found to be more likely to attribute the success or failure of their school performance to unknown sources of control, and to hold less positive feelings about school and about their own self‐worth within the school setting than were their diabetic or healthy peers. The implications of these findings are discussed, and recommendations for remediation are

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<10::AID-PITS2310200103>3.0.CO;2-Z

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe PPVT‐R and McCarthy Scales of Children's Abilities were compared in a counterbalanced design for 35 preschool children identified previously as being “at risk.” Nonsignificant differences were found between Forms L and M of the PPVT‐R and the McCarthy GCI. Correlations between the PPVT‐R and the McCarthy GCI and Scale scores all were significant and in the moderate range of .41 to .69. Alternate form reliability of the PPVT

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<13::AID-PITS2310200104>3.0.CO;2-N

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis study shows that it is possible for an objective scoring system to be developed for the KFD with high interjudge reliability. Since interrater reliabilities tend to be high, it appears that differences in drawings may be due to a child's mood changes, rather than to the instability of the instrument.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<16::AID-PITS2310200105>3.0.CO;2-B

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe relationship between the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlatedt‐tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT‐R. Discussion regarding the relationship found between the MST and the PPVT‐R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT‐R i

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<21::AID-PITS2310200106>3.0.CO;2-M

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe PPVT‐R and the WISC‐R were administered to a sample of 35 students, grades 1 through 8, who were nominated for possible participation in gifted programming. The correlation between the PPVT‐R and Full Scale IQ was .27, which probably was affected by the restricted range of ability assessed. The PPVT‐R showed modest incremental effectiveness beyond informal referral procedures in predicting toward a WISC‐R criter

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<25::AID-PITS2310200107>3.0.CO;2-7

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

年代:1983

数据来源: WILEY

摘要:

AbstractRecords of 94 randomly selected students from the Department for the Mentally Retarded in the Special School District of St. Louis County (mean age 14.8 years) were reviewed. Forty‐nine subjects had been given the WISC (25 males and 24 females), and 45 subjects had been given the WISC‐R (31 males and 14 females). Although no statistically significant differences were found between the two groups, the WISC tested lower than the WISC‐R by an average of 1.8 points in Verbal IQ, 2.6 points in Performance IQ, and 2 points in Full Scale IQ. This finding was consistent with other studies that have indicated WISC‐WISC‐R differences of about 2 points for children over I I yea

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<27::AID-PITS2310200108>3.0.CO;2-Z

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe focus of the present study was to examine the stability of the McCarthy Scales of Children's Abilities for a sample of 42 English‐speaking and 42 Spanish‐speaking Mexican‐American preschoolers of low SES background. The subjects were retested after a period of one year, and a test‐retest stability coefficient of .88 was observed for the General Cognitive Index for the English‐speaking children and .77 for the Spanish‐speaking children. It was concluded that the results of the present study provide some preliminary evidence that the McCarthy is a relatively stable instrument for English‐speaking Mexican‐Am

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<29::AID-PITS2310200109>3.0.CO;2-Q

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

年代:1983

数据来源: WILEY

摘要:

AbstractDespite their widespread use in identifying and evaluating programs for gifted and talented students, the Torrance Tests of Creative Thinking were standardized on samples that excluded gifted children. The interrater reliability of measures like the TTCT has been questioned repeatedly, yet studies with average students have demonstrated high interrater reliability. This study compares the interrater reliability of the TTCT for groups of gifted and nongifted elementary‐school‐aged students. Results indicated most interrater reliability coefficients exceeding .90 for both gifted and nongifted groups. However, multivariate analysis of variance indicated significant mean differences across the three self‐trained raters for both gifted and nongifted groups. Consequently, use of a single scorer to evaluate TTCT protocols is recommended, especially where specific cutoff scores are used to select stu

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<35::AID-PITS2310200110>3.0.CO;2-Q

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis paper provides a rationale for obtaining systematic evaluative feedback concerning the perceived usefulness of school psychological reports and their impact on the development of individual educational plans for referred students. Research data and authoritative opinion are used to support the need for school psychologists to obtain feedback about their reports on a case‐by‐case basis, rather than to obtain global perceptions of the meaningfulness and usefulness of reports in general. A working copy of a brief evaluation form that can be attached to the report and forwarded to the referral agent is included for the benefit of interested read

ISSN:0033-3085    

DOI:10.1002/1520-6807(198301)20:1<41::AID-PITS2310200111>3.0.CO;2-Y

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

年代:1983

数据来源: WILEY