摘要:

AbstractThe study compared differences and similarities between WISC and WISC‐R scores for 48 ten‐ and thirteen‐year‐old EMR students, who were matched according to sex and race. The WISC‐R yielded significantly lower VS, PS, and FS IQ scores than the WISC for this predominantly rural Georgia population. The FS IQ scores from the WISC‐R averaged 7.5 points lower than the WISC FS IQs, with similar differences noted for VS and PS scores. There was no significant difference in FS IQs between the two age groups. Results suggest that many children classified as “Borderline” or slightly above by the WISC will be classified as “Mentally Deficie

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<4::AID-PITS2310130102>3.0.CO;2-5

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

年代:1976

数据来源: WILEY

摘要:

AbstractThis paper compares the 1972 Norms Edition of the Stanford‐Binet Intelligence Scale, Form LM, and the Wechsler Intelligence Scale for Children, Revised (1974), from a practitioner's viewpoint The strengths and weaknesses of each instrument are explored in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age‐range limitations and finally, (d) the utility of both instruments as aids in prediction of academic succ

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<9::AID-PITS2310130103>3.0.CO;2-O

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to do a canonical correlation analysis of demographic information and the Behavior Problem Checklist (BPCL) in order (a) to employ the demographic information in a manner that had not been possible using other methods, and (b) to examine the four factors on the BPCL as a general measure of mental health and mental illness. Subjects were 2,314 children who differed in grade in school, sex, social class, ethnic group status, and type of class in school (i.e., regular or special education). Teachers provided the demographic information and the BPCL ratings. It was found that the four factors on the BPCL were significantly correlated. It was also found that there were four canonical correlations between the demographic information and the BPCL ratings of which three were and one was not significant. The meanings of the four canonical correlations were described for the demographic information and for the four factors on the BPCL.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<15::AID-PITS2310130104>3.0.CO;2-1

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe MAT was administered to 35 original Head‐Start children 3–4 years after initial WPPSI testing. WPPSI verbal IQ did not correlate significantly with any of the subject areas of the MAT, while Performance IQ correlated only moderately with mathematical components of the MAT (r = .42 –

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<19::AID-PITS2310130105>3.0.CO;2-N

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe relationship between visual‐motor perception as measured by Koppitz errors on the Bender and classroom behavior as indicated by teacher ratings on the Devereux was investigated for a sample comprised of 76 first‐grade children from a suburban school. Most of these children came from upper middle class homes and were within the bright normal range of intelligence. Analysis of the regression of Koppitz errors on Devereux ratings indicated that three types of classroom behavior tend to be associated with poor visual‐motor perception: (a) children with problems in this area seem to encounter difficulty understanding what is going on around them in the classroom; (b) these children appear to rush through their work without much concern for quality, and (c) they do not seem to show overt disrespect or resistance toward their teacher, school, or school

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<20::AID-PITS2310130106>3.0.CO;2-9

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

年代:1976

数据来源: WILEY

摘要:

AbstractUsing Otis‐Lennon Mental Ability Test, Elementary II Level, and WISC verbal, Performance and Full Scale IQs of 40 white children, correlations of.71,.57 and.73, respectively, were computed. The results suggest that IQs on the Otis‐Lennon are not directly comparable to the WISC IQs and should be interpreted with caution when used as a criterion for identifying mentally retarded white children attending public scho

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<25::AID-PITS2310130107>3.0.CO;2-S

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

年代:1976

数据来源: WILEY

摘要:

AbstractComparison of informants' ratings of 20 preschool children on the VSMS showed no significant correlations between either the social quotients or the rankings by mothers and daycare center teachers. Of significance, however, was the difference between the means of the two groups, the mothers consistently reporting the social quotients of the children to be higher than did the teachers.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<27::AID-PITS2310130108>3.0.CO;2-J

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

年代:1976

数据来源: WILEY

摘要:

AbstractThe validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth‐grade students. The study was designed like that of Engin (1974) which investigated whether or not the addition of one or both of the supplementary WISC sub‐tests, Digit Span and Mazes, materially affected the obtained IQs of high achieving fifth‐grade subjects. All 12 subtests of the WISC were individually administered to the students, and IQs were then calculated in such a manner that specific comparisons could be made. These comparisons were between verbal, Performance and Full Scale IQs composed of the maximum number of subtests, and verbal, Performance, and Full Scale IQs exclusive of Digit Span, Mazes, or both subtests. T‐tests for correlated means were employed and revealed highly significant differences. The addition of Digit Span and Mazes in the WISC battery served to depress the verbal, Performance and Full Scale IQs of the high achieving students. The study serves to validate the previous investigation by Engin

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<29::AID-PITS2310130109>3.0.CO;2-A

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

年代:1976

数据来源: WILEY

摘要:

AbstractAlthough consultation is readily recognized as a priority for pupil personnel specialists, more heat than light has been shed on the subject. The failure to consult effectively with teachers is often due to a lack of understanding the purpose of behavior. Specific propositions basic to understanding behavior are presented. A transcript which clearly illustrates and critiques Adlerian consultation is included. Specific steps in the consultant process are included. These procedures are taught by The Communication and Motivation Training Institute.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<32::AID-PITS2310130110>3.0.CO;2-J

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

年代:1976

数据来源: WILEY

摘要:

AbstractA survey of representative teachers in a school district of 8,000 students was used as a basis for evaluating psychological services. Reactions suggested that teachers were dissatisfied with: (a) the wait in receiving service, (b) the nature of the services provided (not enough placement in special programs), and (c) limited follow‐up of cases. A new procedure for providing psychological services is described which handles many of the teachers' concerns. The advantages, possible limitations and initial reactions to this “accountability” model are further pres

ISSN:0033-3085    

DOI:10.1002/1520-6807(197601)13:1<39::AID-PITS2310130111>3.0.CO;2-W

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

年代:1976

数据来源: WILEY