Showing papers in "Canadian Journal of School Psychology in 1987"
TL;DR: This article evaluated the effectiveness of the Teacher's School Readiness Inventory (TSRI), an empirically derived five-item questionnaire, in identifying at-risk or failure-prone preschool children.
Abstract: This investigation was undertaken to evaluate the effectiveness of the Teacher's School Readiness Inventory (TSRI), an empirically derived five-item questionnaire, in identifying at-risk or failure-prone preschool children. Four samples totalling 453 children, screened with the TSRI in the spring of either pre-kindergarten or kindergarten, were followed through the end of first grade. The evidence showed, first, that scores on the TSRI produced an average correlation of .58 with the children's performance across the first grade curriculum and, second, that the cutoff points on this inventory correctly identified 73% to 90% of those preschool children whose subsequent work in first grade placed them at or near the bottom of the class while achieving an overall hit rate of 86%.
10 citations
TL;DR: However, despite a lack of concensus on the constituent elements of childhood depression, researchers almost universally emphasize the central importance of loss of self-esteem in depressive symptomatology.
Abstract: Despite a lack of concensus on the constituent elements of childhood depression, researchers almost universally emphasize the central importance of loss of self-esteem in depressive symptomatology (Bakwin, 1972; Connell, 1972; Glaser, 1967; Krakowski, 1970; McConville, Boag & Purohit, 1973). Andrew’s perception of himself is typical of increasing numbers of school-age children who are referred to mental health professionals because of maladjusted, often withdrawn, classroom behaviours and impaired school performance. Over the past decade, school psychologists have become increasingly concerned that many of these children manifest pronounced depressive symptoms, such as lowered self-esteem, distortions of inference and evaluation, feelings of helplessness and psychosomatic complaints. As school psychologists have begun to move away from more traditional emphasis on individual assessment and have incorporated a broader range of consultative services, several types of school-based intervention programmes have been developed to combat depressive symptoms among children (Butler, Miezitis, Friedman & Cole, 1980; Butler & Miezitis, 1980; Miezitis, Butler & Friedman, 1977; Morris, 1980). Many of these programmes have been influenced by increased awareness of the complex interrelationships between self-concept, psychological adjustment to school and success in cognitive learning (Johnson, 1981; Williams & Cole, 1968; Winter, Cole & Wright, 1983; Yeger & Miezitis, 1980). The conceptualization of childhood depression adopted by the writer is derived from both Seligman’s &dquo;learned helplessness&dquo; model (Seligman, 1975; Seligman & Peterson, 1986) and from the cognitive model of depression developed in recent years by Beck and his colleagues (Beck, 1976; Beck, Rush, Shaw & Emergy, 1979; Beck z Shaw, 1977; Kovacs & Beck, 1978). Seligman’s theory links attributional thinking to ’&dquo;
8 citations
TL;DR: In this paper, a group of Latency-aged children with behavior problems participated in a lunch activity group at school, where members were given responsibility for designing the format of the sessions and performing the duties involved in preparing and serving lunch, and cleaning up.
Abstract: Latency-aged children with behavior problems participated in a lunch activity group at school. Members were given responsibility for designing the format of the sessions and performing the duties entailed in preparing and serving lunch, and cleaning up. The group chose a format which suggested their willingness to engage co-operatively in age-appropriate tasks. Themes that emerged during the sessions suggest that these children were aware of, and disapproved of their inappropriate behaviors. They made considerable progress in defining more appropriate behaviors and strategies for managing conflicts with peers. Teachers' ratings of their behavior show generalized gains in the development of more appropriate behaviors observed in the classroom. Comparison with a control group shows similar gains made by classmates included in the control group.
3 citations
TL;DR: In this article, two models for identifying LD children were examined by applying identification criteria to a simulated population, one model employed a set of criteria which simulated standardized diagnostic measures and the second model simulated a two-stage identification process involving both teachers' clinical judgments and standardized diagnostic measure.
Abstract: Research studies have reported that the WISC-R IQ's of some learning disabled children decrease during the period that the children receive individually designed education programs. It has been suggested that the apparent decreases do not necessarily reflect actual decreases in intellectual ability but rather may result from measurement problems inherent in the identification of LD children. Two models for identifying LD children were examined by applying identification criteria to a simulated population. One model employed a set of criteria which simulated standardized diagnostic measures. The second model simulated a two-stage identification process involving both teachers' clinical judgments and standardized diagnostic measures. The simulation of the two-stage process identified a sample whose characteristics closely resembled those of actual LD samples. Independently collected interview and questionnaire data obtained from school personnel involved in the LD identification process provided additional ...
1 citations
TL;DR: In this paper, Sattler et al. proposed an edu-clinical approach to score interpretation, which proceeds in a series of steps starting at the subtest level and focussing on an ipsative analysis of scale components.
Abstract: to emphasize the applied nature of the exercise and the outcome orientation toward educational intervention. Sattler (1982) outlines a typical psychometric approach to WISC-R interpretation in his five-step plan which begins with the global or Full Scale IQ as the basis for evaluation. The approach involves working from general (IQ) scores to specific (subtest) scores, or from summary scores backwards through their component parts. An edu-clinical approach to score interpretation, on the other hand, proceeds in a series of steps starting at the subtest level and focussing on an ipsative analysis of scale components. The conceptual framework underlying the approach is the recognition of the WISC-R scales as additive structures: IQ scores are derived from a summation of equally weighted components or subtests. A requirement for additivity is similarity among the component parts. When there are extreme fluctuations among subtest scores within a scale, the integrity of the summary score (IQ) may be questioned. Similarly, a significant discrepancy between the Verbal and Performance IQ’s may raise a question about the meaningfulness of the Full Scale IQ.
TL;DR: The interpretation of results obtained using WISC-R should be guided by basic measurement principles as discussed by the authors, and the most common sources of interpretation error are: ( 1 ) making multiple comparisons and (2) changing significance levels.
Abstract: The WISC-R is a measurement instrument. The interpretation of results obtained using this instrument should be guided by basic measurement principles. The most common sources of interpretation error are: ( 1 ) making multiple comparisons and (2) changing significance levels. Traditional profile analysis involves comparing the Verbal and Performance IQ scores, comparing each Verbal subtest scaled score to the