摘要:

AbstractThis study assessed the degree of comparability between the McCarthy Scales of Children's Abilities (McCarthy) and the Kaufman Assessment Battery for Children (K‐ABC) for 51 “at‐risk” (Low Birthweight, Head Start, and Developmentally Delayed) and 33 “normal” preschool children. The K‐ABC Mental Processing Composite (MPC) and McCarthy General Cognitive Index (GCI) correlated significantly for both groups, but was significantly greater for the at‐risk preschoolers. The at‐risk group achieved a significantly higher mean MPC than GCI, while the normal comparison subjects achieved a slightly lower mean MPC. As reflected in previous studies, the GCI seems to provide an accurate estimate of the at‐risk child's typical classroom performance. While the MPC may afford an estimate of such children's capacity for academic growth, if provided appropriately tailored remediation, it may also be missing critical aspects of children's cognitive functioning. Mean score discrepancies for at‐risk preschoolers were discussed in relation to the theoretical and psychometric properties of t

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<5::AID-PITS2310250102>3.0.CO;2-K

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

年代:1988

数据来源: WILEY

摘要:

AbstractIn a four‐year follow‐up study, the performance of 338 children on the Miller Assessment for Preschoolers was compared to indices of school functioning. Criterion measures included: retention in school, poor teachers' observations, assignment to special services or special classes, and below average report card grades. Results showed that preschoolers with low MAP scores were significantly more likely to be represented in school problem categories than were preschoolers with higher MAP scores. MAP Total scores differentiated problem and no‐problem school children under all eight problem categories. These results confirm the predictive value of the MAP. Implications for refining school outcome variables in validity research on preschool screening instruments are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<10::AID-PITS2310250103>3.0.CO;2-0

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe validity of the Kaufman Assessment Battery for Children (K‐ABC) was investigated with a sample of Black low SES preschool children. The sample consisted of 38 Black children who were enrolled in a Head Start program. The Stanford‐Binet Intelligence Scale (SB‐LM) was used as a criterion against which to compare K‐ABC scores. While some support was obtained for the convergent and construct validity of the K‐ABC, the results of this study suggest it may be no more culture fair for Black preschool children than is

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<15::AID-PITS2310250104>3.0.CO;2-J

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

年代:1988

数据来源: WILEY

摘要:

AbstractEighty practitioners with varying levels of experience in the administration of the Kaufman Assessment Battery for Children (K‐ABC) were asked to complete a K‐ABC Abilities Matrix to indicate their perceptions of the specific abilities assessed by each of the ten K‐ABC Mental Processing subtests. The practitioners' responses were compared to the perceptions of the K‐ABC authors, and, in roughly half of the judgements, a majority of the practitioners agreed with the test authors, while the remaining judgements constituted majority disagreements. The practitioners associated additional psychoeducational abilities or skills, that had not been identified previously by the K‐ABC authors, with several of the K‐A

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<22::AID-PITS2310250105>3.0.CO;2-O

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe capability of WISC‐R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self‐ratings of behavior from the Behavior Rating Profile Student Rating Scales (BRP‐SRS) to predict academic achievement was investigated. Previous research found that intellectual ability accounted for about 50% of the variance in achievement. Other noncognitive variables are expected to account for a portion of the remaining variance and add significantly to the prediction of achievement. Subjects were public school students referred for psychological evaluations due to learning and behavior problems in the classroom. The results of a multivariate multiple regression analysis indicated that VC and FD factors significantly predicted Woodcock‐Johnson Reading, Mathematics, and Written Language cluster scores. The VC and FD factors accounted for a major portion of the variance in achievement. Behavioral self‐ratings did not contribute significantly to the prediction of achieveme

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<35::AID-PITS2310250106>3.0.CO;2-B

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

年代:1988

数据来源: WILEY

摘要:

AbstractAn early admission procedure is the first step in adjusting formal educational programming to meet the educational, social, and emotional needs of intellectually advanced children. In view of the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, it is important that school systems establish early admission policies. This article presents 12 guidelines for processing an early admission applicant.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<41::AID-PITS2310250107>3.0.CO;2-J

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

年代:1988

数据来源: WILEY

摘要:

AbstractThis article examines the recently investigated phenomena of student stress and burn‐out among American children and youth. Several stress and burnout models developed by researchers are presented and discussed. Both the sources and manifestations of stress and burnout vary in a number of ways. An exploration of the behavioral, physiological, and emotional manifestations experienced by children also is presented, and some stress sources significantly related to the manifestations are outlined. Additionally, several interventions that have been developed to assist students in reducing high stress levels are outlined. Parents and teachers are a child's greatest asset in the education of stress management techniques, and both are able to provide valuable information about and support for the alleviation of excessive and harmful stres

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<44::AID-PITS2310250108>3.0.CO;2-7

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to investigate the correlates of burnout in a national sample of school psychologists. A stress questionnaire, demographic information sheet, and Maslach Burnout Inventory were mailed to 600 randomly selected members of the National Association of School Psychologists. A total of 234 practitioners comprised the final sample. The results indicated that burnout was related to demographic (e.g., age), environmental (e.g., role definitions), and professional activity (e.g., role diversity) variables. Implications for the field of school psychology and future research are discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<54::AID-PITS2310250109>3.0.CO;2-3

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe major goal of this paper is to identify a “five‐level framework of psychological adjustment” specifically for use by school psychologists. The levels range from one of excellent adjustment to severe psychopathology. The school psychologist is guided toward interaction with clients based on a differential scale of adjus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<62::AID-PITS2310250110>3.0.CO;2-Y

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

年代:1988

数据来源: WILEY

摘要:

AbstractThe self‐concept level of Black adolescents with African names was explored. Black males with and without African names were first identified. All participants and their parents were then administered the Terrell and Taylor Black Ideology Scale and the Coopersmith Self‐Esteem Inventory. Differences between groups on the self‐concept measures were then examined using a one way MANOVA with parents' scores on the self‐concept measures serving as covariates. Significant differences were found between groups. Supplemental analyses revealed no differences between groups on the Coopersmith. However, adolescents with African names had significantly higher scores on the Black self‐concept scales than did those without Afri

ISSN:0033-3085    

DOI:10.1002/1520-6807(198801)25:1<65::AID-PITS2310250111>3.0.CO;2-M

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

年代:1988

数据来源: WILEY