摘要:

AbstractInternal consistency, alternate form, and stability coefficients for the CAK‐C were obtained for a sample of 135 educable mentally retarded children. The internal consistency and alternate form coefficients appear to be acceptably high, and the stability coefficients, while appreciably lower, still suggest some degree of consistency over a year's time. The reliability of the CAK‐C is judged to be satisfactory for EMR child

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<4::AID-PITS2310170102>3.0.CO;2-L

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

年代:1980

数据来源: WILEY

摘要:

AbstractBecause of current federal legislation, educators must assess children with possible handicapping conditions and plan an individual education program for each child with a special need. Past trends are inadequate for these two purposes, and, furthermore, have placed bilingual, culturally different children into special education classes disproportionately to their representation in the general population. What needs to be recognized by measurement experts and educators is that no one test method is sufficient for the assessment of bilingual children. This paper discusses past measurement directions and makes recommendations for the assessment of bilingual, culturally different children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<7::AID-PITS2310170103>3.0.CO;2-9

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

年代:1980

数据来源: WILEY

摘要:

AbstractFocus is directed upon the logic and import of the assumption that effective preventative and remedial mental health service demands reasonable agreement among service providers as to the nature and course of psychological problems. The study proceeds to test the belief that school psychologists improve in diagnostic agreement as a function of increased training and experience. Seventy‐two randomly selected members of groups of novice, intern, and expert school psychologists were presented with three child case studies containing a full breadth of information and were subsequently asked to render diagnoses. It was found that diagnostic agreement was absent at all levels of experience, and further, a trend was noted wherein school psychologists tended to demonstrate increasing disagreement with one another as they acquired more training and experience. The findings were examined in the context of comparative research from allied mental health and educational specialties, with a special concern for discovering prevailing patterns of decision‐making errors that result in reduced diagnostic agreement and valid

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<12::AID-PITS2310170104>3.0.CO;2-B

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

年代:1980

数据来源: WILEY

摘要:

AbstractThe Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<25::AID-PITS2310170105>3.0.CO;2-Z

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

年代:1980

数据来源: WILEY

摘要:

AbstractThis study examined the computational errors made by 370 educable mentally retarded students on the arithmetic subtest of the Wide Range Achievement Test. There were 233 males and 137 females in the sample, and the ages ranged from 8 to 18. Engelhardt's (1977) error classification was used to identify error types. Retarded students had a lower percent of grouping and inappropriate inversion errors and a higher percent of incorrect operation errors than regular students had in Engelhardt's study.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<30::AID-PITS2310170106>3.0.CO;2-9

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

年代:1980

数据来源: WILEY

摘要:

AbstractPPVT and WISC‐R scores were compared for 259 students ranging in age from 6 to 16. In descending order, Pearson product correlations ranked best for the total sample, emotionally disabled, regular class, mentally retarded, and learning disabled. In all groups, the PPVT overestimated ability and was significantly different from the WISC‐R scores as measured by correlatedt‐

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<33::AID-PITS2310170107>3.0.CO;2-Y

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

年代:1980

数据来源: WILEY

摘要:

AbstractThis study investigated the utility of the Quick Test in screening for gifted students; 57 identified gifted students were administered forms of the Ammons Quick Test. This screening instrument was unable to identify 60% of the sample tested as gifted.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<37::AID-PITS2310170108>3.0.CO;2-J

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

年代:1980

数据来源: WILEY

摘要:

AbstractForty‐seven talented fourth graders were assessed on different WISC‐R short‐form combinations in order to determine which short‐form was the most effective predictor of high Full Scale WISC‐R IQ. The short‐form combinations of Similarities + Object Assembly + Vocabulary subtests (SI‐OA‐VO) or Similarities + Object Assembly subtests (SI‐OA) were more effective in this regard than eight other WISC‐R short‐form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<40::AID-PITS2310170109>3.0.CO;2-#

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

年代:1980

数据来源: WILEY

摘要:

AbstractResults of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third‐, sixth‐, and eighth‐grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow‐up analyses considered skill classification, sex‐stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third‐grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade leve

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<47::AID-PITS2310170110>3.0.CO;2-4

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

年代:1980

数据来源: WILEY

摘要:

AbstractThe present paper describes the past, current, and suggested future practices in the delivery of school psychological services at the high school level. Because high schools differ from elementary and middle schools (i.e., organizational structure, student characteristics and needs, etc.), school psychologists need to use different approaches in the delivery of services at the secondary level. It is proposed that school psychologists must become integrated into the total social system of the high school to be most effective. Methods for accomplishing this objective, including collaboration with other school personnel and utilization of community resources, are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198001)17:1<53::AID-PITS2310170111>3.0.CO;2-C

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

年代:1980

数据来源: WILEY