摘要:

AbstractThe effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the PIAT mathematics and reading recognition subtests were examined. Seven items on the math subtest and one item on the reading recognition subtest were significantly easier or harder than their test placement indicated. The use of basal and ceiling rules had a pronounced effect on the means, variances, and reliabilities on the multiple choice math subtest, while the rules' effects on the reading recognition subtests were minor. Item order also affected scores on the math subtest.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<4::AID-PITS2310160102>3.0.CO;2-L

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

年代:1979

数据来源: WILEY

摘要:

AbstractSchool teachers and administrators are often faced with the dilemma of deciding what level of an achievement test to assign a child whose developmental rate is atypical of his peers. It is not attractive to mismatch the developmental and achievement test level; however, alternative procedures often call for extra testing time. The ITBS has an out‐of‐level option which allows for a developmental/achievement test level match that does not require additional testing. Since the procedures used by ITBS to assign grade equivalent scores do not take grade level into account, questions have been raised about the interpretation of grade equivalent scores achieved from out‐of‐level testing. This research addresses the question of the comparability of equal scores on the same test from children in different grades. The results indicate that the scores are comparable and support the assignment of ITBS levels that match the child's developmenta

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<8::AID-PITS2310160103>3.0.CO;2-6

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

年代:1979

数据来源: WILEY

摘要:

AbstractThis study evaluates the reliability of profile analysis for assessing differential abilities on the McCarthy Scales for Children's Abilities (MSCA). Subjects were enrolled in private schools and ranged in age from 5–5 to 6–5. The test‐retest interval ranged from 3 to 6 weeks, with a mean interval of 24 days. Results indicated 70.9% of the sample showed profile variability not reasonably accounted for as real fluctuations in measurable abilities. General application of the null hypothesis procedure for calculating statistical significance of scaled score differences as a basis for interpretive judgments is disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<14::AID-PITS2310160104>3.0.CO;2-K

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

年代:1979

数据来源: WILEY

摘要:

AbstractPatterns of perceptual deficits were investigated in a population of academically deficient juvenile delinquents. Comparisons were made with a group of youthful offenders with adequate academic skills. Auditory perceptual deficits appeared to be a more significant factor in accounting for the severe academic deficiencies observed in the delinquent subjects than did visual‐perceptual deficits. However, multiple perceptual deficits involving both auditory and visual perceptual skills formed the basis of the majority of academic deficiencies and social maladaptation. The results indicate the potential ill effects of an undiagnosed and untreated learning disability on subsequent emotional development. Prevention of delinquency may begin with the preschool child who is at high‐risk for developing behavioral problems in later ye

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<19::AID-PITS2310160105>3.0.CO;2-2

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

年代:1979

数据来源: WILEY

摘要:

AbstractThis study investigated sex differences on the WISC‐R subtests for retarded males and females who were matched in terms of WISC‐R Full Scale IQs. The sample consisted of 126 children and youth (63 females, 63 males) ranging in chronological age from 7–3 to 8–3, with a mean CA of 7–8. Each subject was matched in terms of Full Scale IQ score. A 2 × 10 analysis of variance with repeated measures on a single factor was used to analyze the data. Students'Tand Fisher'sFratios were calculated, and differences between subtest means were analyzed by Newman‐Keuls test for sample effects. Evidence from the investigation indicated that a significant interaction effect existed between sex and su

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<27::AID-PITS2310160106>3.0.CO;2-4

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

年代:1979

数据来源: WILEY

摘要:

AbstractOne hundred thirty‐five children with adjustment problems, referred to a semiresidential educational setting, were evaluated utilizing the Children's Nowicki‐Strickland Scale of Internal‐External Control (N‐S Scale). Pretest scores were factor analyzed, revealing two correlated factors (20 items): (a) general feelings of helplessness in interpersonal relationships, and (b) general feelings of lack of control over events or problems. The 20‐item reduced scale was found to be more reliable, especially at the younger ages, and reliability data are provided for each scale. Results are discussed relative to previous research findings and suggestions for further research ar

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<32::AID-PITS2310160107>3.0.CO;2-F

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

年代:1979

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to establish developmental norms for maternal‐rated problem behaviors within a disadvantaged group of preschool children. The sample included 406 children between two and five years of age from lower socioeconomic families. Mothers completed the Behavior Problem Checklist (BPC) reporting the frequency of conduct (acting‐out) and personality (inhibition) problems. The analyses investigated differences for males and females among four age groups for frequency of behavior problems. No significant age differences were found for either sex on the acting‐out or inhibition dimensions of the BPC. The results revealed that the frequency of behavior problems becomes apparent at an early age and remains consistent throughout the preschool years. The consistency across age levels of these maternal‐reported behavioral difficulties suggests that early screening with BPC is a viable procedure. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschoo

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<38::AID-PITS2310160108>3.0.CO;2-V

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

年代:1979

数据来源: WILEY

摘要:

AbstractFederal legislation demands that bilingual children be assessed in their primary language or mode of communication. This means that bilingual children with possible handicapping conditions must be assessed to determine their dominant language, and that further testing must be conducted in their primary mode of communication. This paper explores the issues involved in assessing bilingualism and handicapping conditions (e.g., learning disabilities) of bilingual, culturally different children and evaluates the assessment methods that have been devised.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<43::AID-PITS2310160109>3.0.CO;2-5

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

年代:1979

数据来源: WILEY

摘要:

AbstractFor the school psychologist, interviewing is a commonly used but little understood assessment technique, often appreciated for its apparent simplicity and flexibility but criticized for its frequent lack of psychometric rigor. With few standardized and/or validated assessment interview schedules and little systematic training in diagnostic interviewing, the school psychologist is left to develop his or her own personalized assessment interview style. Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored) which appear to determine assessment interview structure and format are described and operationally defined and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords practitioners a model for classifying their own assessment interview techniques. Further research into the psychometric qualities of different types of assessment interviews so classified is suggested.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<51::AID-PITS2310160110>3.0.CO;2-#

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

年代:1979

数据来源: WILEY

摘要:

Abstract“Mainstreaming” legislation requires that special needs students participate in regular classroom activities to the extent possible. Studies indicate, however, that, neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. Existing evidence supports the need for comprehensive training programs for these groups which provide an interface between their experiences with special needs students and an introduction to new knowledge. School psychologists should assume a leadership role in development and implementat

ISSN:0033-3085    

DOI:10.1002/1520-6807(197901)16:1<61::AID-PITS2310160111>3.0.CO;2-W

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

年代:1979

数据来源: WILEY