摘要:

AbstractThe Quick Neurological Screening Test‐Revised (QNST‐R) was administered to 122 children diagnosed with learning disabilities (FSIQ>80) between the ages of 6 and 13 years to examine the test's factorial structure and utility as a screening measure for this clinical population. On the basis of principal components analyses, the QNST‐R appears to measure primarily lower‐order sensory perception/processing and fine and gross motoric skills, which are thought presumably to serve as the basis for later higher‐order cognitive functions. Age, but not gender differences obtained, indicate a general maturity factor related to overall test pe

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<5::AID-PITS2310300102>3.0.CO;2-D

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

年代:1993

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine whether distinct subgroups of children with learning disabilities could be identified using a single, recently developed instrument—the Differential Ability Scales (DAS). Ward's method of cluster analysis was used to group 83 school‐verified children with learning disabilities from the standardization sample. The following six subgroups were identified: (a) generalized, (b) high functioning, (c) normal, (d) underachievement, (e) borderline, and (f) dyseidetic. Not all subgroups displayed the expected discrepancy between intelligence and achievement associated with the current definitions of I.D. In subsequent discriminant analyses, both achievement and diagnostic subtests were necessary for accuracy in classification. This study provided evidence of the DAS's ability to diagnose the learning disabled differentially and provided distinct profiles for LD subgroups. Administration of the diagnostic subtests along with achievement subtests can provide the clinician with valuable diagnostic information for

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<11::AID-PITS2310300103>3.0.CO;2-R

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

年代:1993

数据来源: WILEY

摘要:

AbstractThe present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC‐R scores. Thirty‐one non‐learning‐disabled children (NLD) and 29 learning‐disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p<.01). These results suggest that Kaufman regroupings and Verbal‐Performance scatter analysis may be used to assist in diagnosing

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<24::AID-PITS2310300104>3.0.CO;2-E

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

年代:1993

数据来源: WILEY

摘要:

AbstractThe discriminant and concurrent validity of the Gordon Diagnostic System (GDS) was investigated in 29 youngsters categorized into “normals” or “ADHDs” based on teacher ratings. The results failed to demonstrate the discriminant validity of any GDS score regardless of the behavior rating used. The Vigilance Correct and Vigilance Omission scores were significantly correlated with ADHD Rating Scale scores completed by teachers. The sample size in the study demands cautious interpretation of these results; however, the authors suggest the continued use of multiple behavior ratings by teachers as the “gold standard” for the classification of youngsters with a suspected Attention‐deficit Hyperacti

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<29::AID-PITS2310300105>3.0.CO;2-X

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis study examined the relationship between the WAIS‐R and WRAT‐R among 78 EMR adolescents enrolled in resource classes in a public school setting. Results indicated that the WAIS‐R Verbal IQ was significantly correlated with all WRAT‐R subtests (rrange = .66 to .77). The Performance IQ was found to be significantly related only to Arithmetic (r= .26). The Full Scale IQ was significantly related to Reading (r= .25) and Arithmetic (r= .56), but not Spelling. Results suggest that the WAIS‐R Verbal IQ and Full Scale IQ generally show moderate correlations with achievement but the Performance IQ generally shows no or little relationship to achievement. This pattern of findings is somewhat different from prior Wechsler research with other populations. Implications for the diagnostic activities of school psychologists are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<37::AID-PITS2310300106>3.0.CO;2-Z

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

年代:1993

数据来源: WILEY

摘要:

AbstractBased upon a review of the literature regarding burnout among the helping professions, this article discusses organizational, interpersonal, and intrapersonal conditions that may create or exacerbate problems of burnout among school psychologists. Suggestions for coping with burnout in school settings are presented. The need for a research agenda related to burnout among school psychologists is underscored.

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<40::AID-PITS2310300107>3.0.CO;2-F

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

年代:1993

数据来源: WILEY

摘要:

AbstractMany studies examine the development of infants born at risk for medical and developmental problems during the early years of life, but far fewer follow these children into their school years. This project compared high‐risk vs. low‐risk children in their performance on the WPPSI at pre‐ and postkindergarten levels. In general, both groups of children demonstrated increases in performance; however, their patterns of performance were different. The high‐risk children showed increases predominantly in the Performance areas of the test, whereas the low‐risk children demonstrated increases predominantly in the Ver

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<50::AID-PITS2310300108>3.0.CO;2-B

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

年代:1993

数据来源: WILEY

摘要:

AbstractA sample of 80 special education directors completed a survey regarding the functions of school psychologists, the degree of effectiveness of psychologists in delivering certain services, and activities in which they should become more (or less) involved. The results reveal that there is no single activity that accounts for the majority of the school psychologist's time. School psychologists were rated as more effective in assessment, consulting, and crisis intervention. Activities rated as needing more involvement were counseling and consultation. Although these results are supportive of role expansion and consistent with the literature, of particular concern was the failure to identify involvement with at‐risk and regular education students as a major need. These concerns suggest that there is a need for increases in primary and secondary prevention service

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<53::AID-PITS2310300109>3.0.CO;2-#

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

年代:1993

数据来源: WILEY

摘要:

AbstractThis paper examines the usefulness of an independent group contingency system for decreasing inappropriate behaviors. Twenty‐five fourth‐grade students enrolled in a regular class setting participated in this intervention, which involved a public posting system using positive reinforcement for desired behaviors. The program involved identification of target behaviors, collection of baseline data, program implementation, and follow‐up. Targeted behaviors showed marked decreases across the 8‐week treatment period and remained at this level through the end of the school year. Positive and negative factors influencing the effectiveness of the independent group contingency approach are reviewed. A second aspect of this paper is to discuss teacher‐related variables that can influence the success of a management program developed by a psychological c

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<60::AID-PITS2310300110>3.0.CO;2-X

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

年代:1993

数据来源: WILEY

摘要:

AbstractThe effect of general self‐management skills on the achievement of behavior disordered (BD) students on independent math tasks is described. Eighteen students with behavior disorders were trained to apply general self‐management strategies to affect improvement in performance on independent math calculation practice sheets. A single‐subject multiple baseline design across three subjects with five direct, concurrent replications was used to analyze the data. Student performance under two separate conditions, baseline and self‐management, was compared. Based on the weekly mean percentage of correct responses to daily mathematics worksheets, students' achievement improved significantly under the treatment condition. Implications for the use of self‐management strategies by special needs students are

ISSN:0033-3085    

DOI:10.1002/1520-6807(199301)30:1<67::AID-PITS2310300111>3.0.CO;2-9

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

年代:1993

数据来源: WILEY