摘要:

AbstractDiscriminant analysis was used to examine factors that influenced the educational diagnoses of a sample of 80 referred students in grades 1 to 6. All students had WISCR Full Scale IQs between 63 and 75, which includes the range of scores that is ±2SEmaround the cutoff value of 69 used by the student's school district to define the upper limit of the mildly retarded classification. The results indicate that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<5::AID-PITS2310220102>3.0.CO;2-4

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of achievement over a six‐year period. Twenty‐four kindergarten children were tested with the McCarthy Scales and subsequently examined with the Comprehensive Testing Program achievement tests in sixth grade. A correlational analysis of the data resulted in significant relationships between the McCarthy General Cognitive Index, Quantitative Scale, and Memory Scale and both the CTP and course grades. The McCarthy Perceptual‐Performance Scale showed significant correlations with the CTP but not with course grades; the Verbal Scale was not predictive of academic achievement. The significance of these findings is disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<10::AID-PITS2310220103>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:

AbstractStatistics are presented to allow ipsative interpretation of the scaled scores for the six subscales of individual children on the Adaptive Behavior Inventory for Children. Included are the standard error of the difference between each part score and the mean of all scores and values required for statistical significance at the traditional significance levels of .05 and .01, with the Bonferroni adjustment for the number of comparisons included. The ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement of children in various regular and special education programs.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<14::AID-PITS2310220104>3.0.CO;2-6

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

年代:1985

数据来源: WILEY

摘要:

AbstractTwo sets of transformations were made in scoring WISC‐R Information, Block Design, Comprehension, Picture Arrangement, and Coding subscales in order to estimate the FSIQ of 100 ED children beginning day psychiatric treatment. One set was derived by Kennedy and Elder (1982) (FSIQ‐KE) from a sample of 400 children referred for psychological evaluation by a large, urban southern public school district. The other set was developed from the same five subscale scores of the present ED sample (FSIQ‐ED). FSIQ‐KE scores and FSIQ‐ED scores were then compared to FSIQ scores computed according to the standard procedure including all 10 subscales, using pairedt‐tests and Pearson product‐moment correlation coefficients. No significant differences were found between the mean FSIQ scores on the short and long forms of the WISC‐R. Correlation coefficients were highly significant, ranging from .958 to .997. Furthermore, only one child shifted IQ classifications when using the short forms. Thus, both FSIQ‐KE and FSIQ‐ED formulations provided cost‐effective, time‐saving estimates of the general intellectual performance of ED children beginning da

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<19::AID-PITS2310220105>3.0.CO;2-P

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

年代:1985

数据来源: WILEY

摘要:

AbstractNative American secondary students from the Columbia Basin were found to have significant Verbal‐Performance discrepancies on the WISC‐R and WAIS. Mean Verbal scores were significantly below the normative mean, while Performance scores were at, or above, the normative means. These findings substantiated research with other Native American groups. Also, the Verbal and Performance scales correlated so low as to preclude the Full Scale from being an accurate representation of the “g” factor of intelligence. Further, the predictive validity of the WISC‐R and the WAIS for reading and math achievement was found to be at variance with the standardizat

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<23::AID-PITS2310220106>3.0.CO;2-2

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe Kaufman Assessment Battery for Children (K‐ABC) was administered to 44 4th‐, 5th‐, and 6th‐grade students. Six months later, all students received the California Achievement Test (CAT). Significant positive correlations were obtained between K‐ABC variables and CAT scores. CAT subtest scores and total score correlated higher with the K‐ABC ACHV scale than with the K‐ABC SEQ, SIM, or MPC scales on 8 of the 12 comparisons. The results support the predictive utility of the K‐ABC, and also provide support for the differential validity of the K‐ABC achievement vs. mental

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<29::AID-PITS2310220107>3.0.CO;2-I

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

年代:1985

数据来源: WILEY

摘要:

AbstractThis study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<34::AID-PITS2310220108>3.0.CO;2-T

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe purpose of the present research was to test the utility of the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) subscales in differentiating between children with Attentional Dificit Disorder (ADD) and children with other problems. Twenty‐four children with ADD and a control group of 19 children with behavioral/emotional disorders were identified on the basis of historical background and intake interview. The results indicated that scores on three WISC‐R subscales—Arithmetic, Digit Span, and Coding—were significantly lower among the ADD group. The practical implications of the findings ar

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<40::AID-PITS2310220109>3.0.CO;2-0

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

年代:1985

数据来源: WILEY

摘要:

AbstractThe California Test of Mental Maturity, Short Form (CTMM‐SF) and the WISC‐R were compared in a sample of black and white children, ages 6‐8 to 15‐2 years, referred for learning problems. A 2 × 2 mixed ANOVA (Ethnicity and Test) indicated that ethnicity was the only significant effect, with black children obtaining lower scores than white children. All correlations between the two tests were significant, although they were higher for white children than for black children. The results indicate that the CTMM‐SF has adequate criterion‐rela

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<43::AID-PITS2310220110>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:

AbstractUsing a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) and the Woodcock‐Johnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC‐R subtests correlated with the W‐J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC‐R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equati

ISSN:0033-3085    

DOI:10.1002/1520-6807(198501)22:1<46::AID-PITS2310220111>3.0.CO;2-5

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

年代:1985

数据来源: WILEY