摘要:

AbstractPatterns of intellectual differences among children of different ethnic groups on the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) were examined. Full Scale IQ was used as a covariate in a multivariate analysis of covariance. The results indicated that when overall IQ is held constant, Black children perform better on verbal tasks, Hispanic children perform better on visual‐spatial tasks, and White children perform better on tasks requiring abstract thinking and knowledge of facts. The implications of these results regarding assessment practices are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<5::AID-PITS2310280102>3.0.CO;2-6

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

年代:1991

数据来源: WILEY

摘要:

AbstractNew confidence intervals for the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) are provided to improve accuracy over existing tables (which center the confidence interval on the child's actual quotient and construct intervals upon the standard error of measurement). These new tables follow Schulte and Borich (1988) in centering confidence intervals on the estimated true IQ and constructing intervals with either the standard error of estimate or the standard error of prediction. The tables are more conservative and reflect more accurate statistical formulas for the construction of WISC‐R confidence intervals for WISC‐R qu

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<9::AID-PITS2310280103>3.0.CO;2-S

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis paper presents age‐referenced tables that are used for determining significant differences between individual subtest scaled scores and average subtest scores on the Wechsler Preschool and Primary Scale of Intelligence‐Revised (WPPSI‐R). The tables provide differences required at the .05 and .01 levels of significance between any Verbal scale subtest and the average of Verbal scale subtests, any Performance scale subtest and the average of Performance scale subtests, and any subtest with the average of all subtests administered. The information presented is useful for WPPSI‐R profile a

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<15::AID-PITS2310280104>3.0.CO;2-R

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe records of 137 students for whom complete data files were available were examined in order to determine the extent to which pre‐assessment data (teacher referral information and standardized reading test scores) could successfully be used to predict the handicapping classifications decided on by child‐study teams. We were specifically interested in the predictive power of pre‐assessment information above and beyond that provided by handicapped children's race and gender. Results of our analyses indicated that pre‐assessment data can successfully predict the handicapped classifications of the majority of special education students, as well as differentiate students who are found eligible for special education from those found to be ine

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<19::AID-PITS2310280105>3.0.CO;2-C

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

年代:1991

数据来源: WILEY

摘要:

AbstractMainstreaming decisions, including identification of handicapped students for regular class placement and support service recommendations (e.g., reduced class size, inservice training, consultation services), are frequently made by nonclassroom personnel such as school psychologists, occupational/physical therapists, and speech/language pathologists. Factors considered by these professionals in making mainstreaming decisions are poorly understood, however. This study sought to identify mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as a function of diagnostic category. Ancillary staff members indicated, however, that substantial modifications were needed to facilitate successful mainstreaming. Results are discussed relative to current educational trends.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<28::AID-PITS2310280106>3.0.CO;2-B

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

年代:1991

数据来源: WILEY

摘要:

AbstractIn 1987, state‐level contacts were surveyed concerning retention/promotion policies and the role of the school psychologist in retention/promotion decisions within their states. The intent of the survey was to ascertain specific state policies, compile information concerning the number of students retained at specific grade levels, and compare the individual views of state‐level contacts/consultants on the actual and ideal roles of the school psychologist. Results of the survey are presented and implications are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<35::AID-PITS2310280107>3.0.CO;2-G

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe present study tested whether the paradoxical technique of positive reframing, presented in the form of test instructions, could be used to reduce the cognitive experience of worry and thereby improve the arithmetic test performance of highly test anxious third‐and fourth‐grade children. Thirty high test anxious and thirty low test anxious children were assigned randomly to receive one of three types of instructions prior to taking an arithmetic word problem test: neutral instructions, reassuring instructions, and positive‐reframing instructions, which encouraged the children to view worry as a positive attribute. The results indicated that the type of instructions given had no significant effect upon subsequent test performance. However, both high and low test anxious children who received positive reframing scored significantly higher on a state anxiety measure given post test. These findings suggest that, although positive reframing may have an emotional impact, it is ineffective in improving the arithmetic test performance of highly test anxious chi

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<43::AID-PITS2310280108>3.0.CO;2-I

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

年代:1991

数据来源: WILEY

摘要:

AbstractRecognizing that parental adaptation to having a child with a disability is a life‐long process that occurs within the context of the family's developmental life cycle, psychologists are becoming increasingly interested in life‐cycle transitions and critical events of families with a child who is disabled. Professionals are just now beginning to examine systematically the potential for periodic changes in adaptation throughout a family's life cycle and ways in which professionals can support family members. This article reviews the literature regarding transitions and critical events that present challenges to families and the sources of support that families use during such times. Implications for providing support to families are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<53::AID-PITS2310280109>3.0.CO;2-E

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to consider the stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Participants in the study were 124 female public school teachers of grades K‐12 from the public school systems of two central Georgia counties. Three weeks after completing a set of pretest questionnaires, each teacher participated in one of two three‐hour training sessions. In the individualized training method, participants were led through a step‐by‐step development of an individualized plan for more effectively managing the stressor they had identified at the beginning of the training session. By the end of the session, each participant had her own plan for working on her own major stress. In the global approach training method, information about stress was presented to the participants in a lecture fashion with the focus being on general knowledge with no attempt being made to direct the participants in the development of individualized plans. Approximately three weeks after the training session, all participants were sent a set of questions concerning their activities in stress management since the training. The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<60::AID-PITS2310280110>3.0.CO;2-B

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

年代:1991

数据来源: WILEY

摘要:

AbstractResearch findings in learning disabilities based on Piaget's theory were reviewed. Superimposing the findings of research on Piagetian stages of cognitive development, it appears that during the sensorimotor stage the diagnosis of learning disabilities is difficult. The research findings suggest that there is a delay in cognitive development of learning‐disabled children during elementary school years, which corresponds to preoperational, concrete operational, and transition to formal operational stages. From a genetic epistemological perspective, research evidence supports a “developmental lag” approach to learning disabilities. Implications for assessment, curriculum planning, and education are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(199101)28:1<70::AID-PITS2310280111>3.0.CO;2-7

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

年代:1991

数据来源: WILEY