摘要:

AbstractPractitioners are frequently faced with the need to evaluate the intellectual skills of individuals with very high levels of functioning. Due to the statistical rarity of these persons, few tests have sufficient range of scores for a detailed analysis of intraindividual differences in performance. This paper describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high‐functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programmin

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<5::AID-PITS2310230102>3.0.CO;2-Y

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe Conners Teacher Rating Scale was completed as part of a comprehensive psychological evaluation of 138 children who were subsequently placed into one of four special education classrooms in a large metropolitan public school system. The questionnaires were subjected to principle components analysis with varimax rotation, and comparisons were made between the newly created factor structure and Conners' (1969, 1973) original factor solution. Finally, comparison of behavioral profiles of the four special education groups was done according to both factor solutions.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<13::AID-PITS2310230103>3.0.CO;2-5

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

年代:1986

数据来源: WILEY

摘要:

AbstractForms M and L of The DUSO Affectivity Assessment Device were administered to 23 first‐grade children. Alternate form reliability was significant at the .02 level of confidence. Forty‐five first‐grade children were administered Form L of The DUSO AAD and one week later the California Test of Personality. Concurrent validity correlations were significant for the total group and for subgroups differentiated b

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<24::AID-PITS2310230104>3.0.CO;2-Z

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe present study evaluated a school district's psychoeducational screening program to determine the best predictors of two difference score variables: (a) WISC‐R FSIQ – PIAT reading recognition score and (b) WISC‐R FSIQ – PIAT math score. The study also investigated the merit of using scores from a group‐administered achievement test (CAT) as predictors. Subjects were 61 first through fifth graders initially referred for testing from 1982–1984. Multiple regression analyses indicated: (a) for reading, the SIQ score and the PPVT‐R – CAT reading difference score were significant predictors, together accounting for 27% of the variance, and (b) for math, the PPVT‐R score accounted for 28% of the variance, with additional variables producing nonsignificant increments. Results suggest that CAT scores may prove useful predictors when combined with screening IQ tests to form

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<27::AID-PITS2310230105>3.0.CO;2-N

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe internal consistency reliability of the Boehm Test of Basic Concepts (BTBC) was examined for 40 Hispanic and 40 non Hispanic kindergarten pupils in the Southwest. Subscale and total scale reliabilities appeared to be comparable. This evidence supported the reliability of the BTBC for Hispanic and non Hispanic kindergarten pupils.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<34::AID-PITS2310230106>3.0.CO;2-S

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K‐ABC)–Nonverbal Scale with severely hearing impaired children. The K‐ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K‐ABC scores. Also, neither group scored significantly different from the K‐ABC norms. Both groups scored significantly lower than K‐ABC norms on the Spatial Memory subtest. Significant correlations were found between the K‐ABC and Wechsler Intelligence Scale for Children‐Revised (WISC‐R). A significant correlation also was found between K‐ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K‐ABC than they did on the WISC‐R Performance Scale. The study provides support for the appropriateness of the K‐ABC f

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<37::AID-PITS2310230107>3.0.CO;2-G

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

年代:1986

数据来源: WILEY

摘要:

AbstractStudies of special education students consistently indicate a preponderance of males in classrooms for the learning disabled (LD). To determine whether the overrepresentation of males and underrepresentation of females constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. Factors such as intelligence, socioeconomic status, and reason for referral also were investigated to help explain the large disparity of boys to girls diagnosed and placed as LD. Data were collected on 235 LD students and 290 students referred for special education who were declared not impaired (NI). No evidence was found to indicate that group membership in a sexual class was related to diagnostic and placement practices. Approximately one half of the students labeled as LD did not show a reliable discrepancy between expected and actual achievement.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<44::AID-PITS2310230108>3.0.CO;2-L

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

年代:1986

数据来源: WILEY

摘要:

AbstractState implementation plans required by PL 94–142 were collected and reviewed to determine whether psychologists were mentioned as appropriate members of multidisciplinary evaluation teams. Questionnaire data from 625 directors of special education also were analyzed to determine the frequency with which psychologists actually participated on the evaluation teams. The review revealed an apparent reluctance on the part of states to specify psychologists as appropriate team members. When psychologists were mentioned, school psychologists and other types of psychologists were identified with near equal frequencies. Even though states' implementation guidelines infrequently identified psychologists for participation on multidisciplinary teams, 81% of the surveyed teams actually included a psychologist. However, psychologists' rate of participation varied among the states. Implications of the minimum state requirements and varying participation of psychologists among states are discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<53::AID-PITS2310230109>3.0.CO;2-K

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe majority of unserved and underserved handicapped children live in rural America (Sher, 1978). One obstacle to serving these children is a lack of qualified staff (Helge, 1981). The turnover rates for rural and urban school psychologists in Virginia were determined for the years 1977–78 through 1979–80: the rate for rurai school psychologists is four times the rate for urban school psychologists (p<.001). Rural school psychologists who terminated employment and rural school psychologists who remained were surveyed on selected background variables in 1981. School psychologists who remained were much more likely than those who left to have been raised in a nonurban community. Implications for training programs are discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<59::AID-PITS2310230110>3.0.CO;2-S

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

年代:1986

数据来源: WILEY

摘要:

AbstractThe heated debate over the reliability and effectiveness of IQ testing has spilled over into the realm of mental retardation. Indeed, the recent Federal Appeal Court (9th Circuit) decision to uphold the Larry P. v. Riles decision has elevated the MR IQ testing stigma controversy from a regional issue (California) to a national concern. Clearly, the MR dimension adds new relevance to the IQ controversy, notably: What do IQ tests really measure and for what purpose and which populations? This paper examines the role of IQ testing within the larger MR evaluation process, looking at this phenomenon from both the historical and contemporary perspectives.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<64::AID-PITS2310230111>3.0.CO;2-2

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

年代:1986

数据来源: WILEY