Showing papers in "Journal of Psychoeducational Assessment in 1983"
TL;DR: In this article, various assessment methods were classified as Type I, Type II, and Type III measures based on their social validity, and the authors focused on the increased use of Type I measures, the establishment of appropriate normative groups for these measures and the adoption of a competence-correlates definition of social skills.
Abstract: Social validity is a concept that, in part, deals with the social or applied importance of the effects of intervention programs. Given the importance of assessing social competence in school-age children and youth, it is critical that these measures be socially valid. That is, these measures should reflect outcomes that social systems such as the schools consider important. Various assessment methods were classified as Type I, Type II, and Type III measures based on their social validity. Conclusions focused on the increased use of Type I measures, the establishment of appropriate normative groups for these measures, the adoption of a competence-correlates definition of social skills, and the increased use of multivariate research methods in the area of social skills assessment.
84 citations
TL;DR: In this paper, the validity of the Teacher Form of the Temperament Assessment Battery was investigated and a questionnaire was designed to measure activity level, adaptability, approach/withdraw...
Abstract: This paper investigates the concurrent validity of the Teacher Form of the Temperament Assessment Battery. This questionnaire was designed to measure activity level, adaptability, approach/withdraw...
68 citations
TL;DR: In this paper, the primary reasons for referral were learning-related and behavioral; most of the major desired outcomes related to special education consideration and/or intervention, and a comparison of students referred primarily for learning versus behavior problems is described.
Abstract: The purpose of this investigation was to describe elementary classroom teachers' specific reasons and desired outcomes for referral. Data were collected from 105 teachers at the point when they referred students for psychoeducational assessment. The primary reasons for referral were learning-related and behavioral; most of the major desired outcomes related to special education consideration and/or intervention. A comparison of students referred primarily for learning versus behavior problems is described. Implications and future research needs for the assessment and decision-making process are discussed.
59 citations
TL;DR: In this article, two studies on planful behavior are reported with a view to delineate the nature of planning as a factor within the neuropsychological model of Luria and suggest that assessment of planning can be made by observing how strategies are used in games and in experimental situations.
Abstract: In assessing cognitive processes, one can distinguish between coding and planning functions. Two studies on planful behavior are reported with a view to delineate the nature of planning as a factor within the neuropsychological model of Luria. In the first study, planning emerged as a factor which was orthogonal to two other coding factors consistent with previous research. In the second study, good and poor performers in visual search, a marker task for planning, could be clearly distinguished in a game of strategies, “Master Mind.” It was suggested that assessment of planning can be made by observing how strategies are used in games and in experimental situations.
58 citations
TL;DR: In this paper, the number of students identified by each of 14 operational definitions that were based on either ability-achievement discrepancies, low achievement, or scatter were examined. And the relationship between each definition and actual school classification was also examined.
Abstract: Despite many proposed definitions of learning disabilities and efforts to operationalize these definitions, there continues to be little agreement on either the definition of learning disabilities or the criteria that should be used to identify learning-disabled (LD) students. The number of students identified by each of 14 operational definitions that were based on either ability-achievement discrepancies, low achievement, or scatter were examined. The relationship between each definition and actual school classification was also examined. Subjects were 48 school-identified LD children and 96 non-LD children; all had previously been administered a battery of psychoeducational tests. Classification of each child as LD or non-LD according to each of 14 operational definitions indicated that different definitions identify significantly different numbers of students. The three categories of definitions did not discriminate LD and non-LD children consistently. Within the limitations of the present study, the ...
46 citations
TL;DR: In this article, the WISC-R subtest scores profile was analyzed, with four distinct profiles identified: profile elevation, scatter, and shape scores for each child in the combined samples.
Abstract: Seventy-seven children referred for psychological evaluations to a school psychology training clinic in Pennsylvania and 192 children referred for psychological evaluations through the public schools in Nebraska had their WISC-R subtest scores profile analyzed, with four distinct profiles identified. Cross-validation indicated that the four profiles were similar across the two samples. Profile elevation, scatter, and shape scores were calculated for each child in the combined samples. The use of these scores in a stepwise multiple regression procedure indicated that profile elevation was the major predictor of academic achievement. Shape values added significant but almost inconsequential variance to the predictions of both Reading and Arithmetic. Scatter in dices did not aid in the prediction of achievement. The meaning and usefulness of WISC-R profile analysis is discussed.
37 citations
32 citations
TL;DR: In this paper, the Luria-Das model of simultaneous and successive processes was used for the interpretation of WISC-R sub-test sub-tests for referred children.
Abstract: The aim of this investigation was to provide an empirical basis for the interpretation of the WISC-R according to the Luria-Das model of simultaneous and successive processes. Using both an empirical and logical approach, those WISC-R subtests that were expected to involve simultaneous and successive processes were identified. Then the subtest intercorrelation matrices reported by Wechsler (1974) for normal children, Van Hagen and Kaufman (1975) for mentally retarded children, and Stedman, Lawlis, Cortner, and Achterberg (1978) for referred children were factor analyzed. Results of these analyses yielded support for interpreting the WISC-R in accordance with the Luria-Das model of simultaneous and successive processes.
29 citations
TL;DR: In this article, the authors examined various objective methods for determining the number of factors that best explain the factorial structure of the WAIS-R. In general, the two and three-factor solutions appeared to be the most viable.
Abstract: The present investigation examined various objective methods for determining the number of factors that best explain the factorial structure of the WAIS-R. The six methods yielded a wide of range of number of factors and the “correct” answer was determined to be equivocal. In general, the two- and three-factor solutions appeared to be the most viable. Practical implications these data are discussed.
27 citations
TL;DR: The Kaufman-Assessment Battery for Children (K-ABC) as discussed by the authors is another assessment tool for children that assesses problem-solving styles and information processing with respect to word finding problems and the usefulness of the simultaneous vs. successive processing dichotomy.
Abstract: The Kaufman-Assessment Battery for Children (K-ABC), a new individually administered intelligence and achievement tool which assesses problem-solving styles and information processing, is reviewed with respect to the identification of word finding problems and the usefulness of the simultaneous vs. successive processing dichotomy in the understanding of children's word retrieval disorders. A framework for identifying potential expressive language problems while conducting other comprehensive assessments is recommended. Hypothetical profiles contrasting children's scores on simultaneous vs. successive tasks are discussed with respect to types of word finding problems manifested on the K-ABC. Extension testing is recommended where appropriate.
26 citations
TL;DR: A state of the art review and discussion of dynamic, or process, approaches to psychological assessment, as this model relates to preschool children is discussed.
Abstract: A state of the art review and discussion of dynamic, or process, approaches to psychological assessment, as this model relates to preschool children is discussed. Dynamic assessment is defined and contrasted with static, or traditional, models, and the role of this approach is presented in the context of the overall assessment process. Three specific dynamic or process measures currently available for use with preschool children between the ages of three and five are described.
TL;DR: The Raven's Progressive Matrices and tasks measuring memory for design, figure copying, free recall, serial recall, and digit span were ad ministered to 67 college students as mentioned in this paper.
Abstract: The Raven's Progressive Matrices and tasks measuring memory for design, figure copying, free recall, serial recall, and digit span were ad ministered to 67 college students. Factor analytic results indicated that the first three measures loaded on a factor termed simultaneous processing while the latter three measures loaded on a successive processing factor. These results were consistent with previous research with young children indicating that these cognitive processing styles are employed by college students as well as younger students. A self-report measure of preference for simultaneous or successive cognitive processing was found to be unrelated to measured processing styles.
TL;DR: This paper presented an overview of the Kaufman Assessment Battery for Children (K-ABC) and addressed some frequently asked questions about the new battery, including the rationale for the 2½-to-12½-year age range, the predictive validity of the battery, the impact of teaching items on reliability, the sequential-simultaneous dichotomy, and the issue of K-ABC versus WISC-R.
Abstract: This paper presents an overview of the Kaufman Assessment Battery for Children (K-ABC) and addresses some frequently asked questions about the new battery. Topics treated include the rationale for the 2½-to-12½-year age range, the predictive validity of the battery, the impact of teaching items on reliability, the Sequential-Simultaneous dichotomy, and the issue of K-ABC versus WISC-R.
TL;DR: The PPVT-R and WISC-R were administered to 30 learning-disabled and 29 referred students as discussed by the authors, and form M correlated significantly with all WISCR measures for both groups.
Abstract: The PPVT-R and WISC-R were administered to 30 learning-disabled and 29 referred students. Form M of the PPVT-R correlated significantly with all WISC-R measures for both groups. The PPVT-R also yie...
TL;DR: In this article, the authors determine the relationship between self-concept and locus of control, and the relationship of each variable to ability, achievement, and degree of over-or underachievement in a group of seventh graders in an urban junior high school.
Abstract: The purpose of this study was to determine the relationship between self-concept and locus of control, and the relationship of each variable to ability, achievement, and degree of over-or underachievement in a group of seventh graders in an urban junior high school. Support was found for the association between students' attitudes concerning self-concept and locus of control and their academic achievement, between attitudes and ability, and between attitudes and over-or underachievement. These relationships were stronger for the female group than the male group. Self-concept and locus of control were closely related variables for both sexes and merit further study in order to integrate the two constructs in educational theory. Ability test scores proved to be the best predictors for achievement test scores, a finding that must be kept in mind an any instructional program.
TL;DR: The Kaufman Assessment Battery for Children (K-ABC) as mentioned in this paper was designed to measure problem-solving skills in a manner not directly related to prior academic achievement, and it has been used to evaluate the ability of children to solve problems.
Abstract: The Kaufman Assessment Battery for Children (K-ABC) was designed to measure problem-solving skills in a manner not directly related to prior academic achievement. As with any new instrument, it is ...
TL;DR: In this paper, the authors examined cognitive processing in reading-disabled children according to two models: simultaneous-sequential and Bannatyne's WISC-R subtest recategorization.
Abstract: The present study discusses reading disabilities from a neuropsychological perspective and examines cognitive processing in reading-disabled children according to two models: simultaneous-sequential and Bannatyne's WISC-R subtest recategorization. Scores on the Kaufman Assessment Battery for Children (K-ABC) were compared for a group of reading-disabled and matched normal children. Results revealed a clear sequential processing deficit for the reading-disabled sample. This group also scored significantly lower on the K-ABC Mental Processing Composite and reading achievement subtests than the matched normal group. An analysis of WISC-R scores in terms of Bannatyne's system further indicated a significant sequential weakness for the reading-disabled children. Implications of deficit processing patterns in disabled readers are considered.
TL;DR: This article evaluated the potential bias of items in the Revised Children's Manifest Anxiety Scale, a scale used in the diagnosis and evaluation of emotional disturbance, a race-by-sex-by...
Abstract: To evaluate the potential bias (racial and sexual) of items in the Revised Children's Manifest Anxiety Scale, a scale used in the diagnosis and evaluation of emotional disturbance, a race-by-sex-by...
TL;DR: This article investigated the creative thinking and movement styles of three culturally homogeneous groups of kindergarten children to identify whether, and in what ways, they ex ect ect ect their ex ectiveness.
Abstract: The purpose of this study was to investigate the creative thinking and movement styles of three culturally homogeneous groups of kindergarten children to identify whether, and in what ways, they ex...
TL;DR: The usefulness of a modified version of the Token Test as a quick language screening test is demonstrated by comparison of Token Test Scores with Preschool Language Scale (PLS) Scores.
Abstract: The usefulness of a modified version of the Token Test as a quick language screening test is demon strated by comparison of Token Test Scores with Preschool Language Scale (PLS) Scores. Subjects were 90 children ages 31 months to 103 months with a mean age of 66.4 months. High correlations were found between the Token Test and the PLS overall Language Age raw scores (r = .78, p < .01), between the Token Test and PLS Auditory Comprehension raw score (r = .74, p < .01) and between the Token Test and the PLS Verbal Ability raw score (r = .76, p < .01). The Token Test also demonstrated strong agreement with the PLS in identifying children as either normal or language delayed.These findings indicate that the modified version of the Token Test is a quick, sensitive, and reliable predictor of both receptive and expressive language abilities.
TL;DR: The authors investigated the relationship between cognitive mode and right hemisphere test performance and found that subjects with a predominant right hemisphere cognitive mode (N = 38) scored significantly higher on the judgment of line orientation test, Torque Task, and Word Production test, and significantly lower on the Bender-Gestalt test.
Abstract: This study investigated the relationship between cognitive mode and right hemisphere test performance. Seventy-six randomly selected elementary students were administered the Adapted Children's Form of Your Style of Learning and Thinking (SOLAT) to obtain their left, right, and integrated hemisphere cognitive mode scores. The same students were also administered the Judgment of Line Orientation test, Bender-Gestalt test, Torque Task, and the Word Production test. Subjects determined to have a predominant right hemisphere cognitive mode (N = 38) scored significantly higher on the Judgment of Line Orientation test, Torque Task, and Word Production test, and significantly lower on the Bender-Gestalt test than subjects with a predominantly left hemisphere cognitive mode (N = 25) and/or integrated hemisphere cognitive mode (N = 13). Right hemisphere cognitive mode scores correlated positively and significantly with Judgment of Line Orientation scores, and negatively and significantly with Bender-Gestalt scores.
TL;DR: In this paper, the Peabody Picture Vocabulary Test-Revised (PPVT-R) was investigated with Anglo-American and Mexican-American students in first through fourth grade.
Abstract: Concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) was investigated with Anglo-American and Mexican-American students in first through fourth grade (Total N = 105). Only scores on Form L were significantly correlated with achievement for both ethnic groups. Correlations between PPVT-R Form M and achievement were significant for the total sample. Comparisons of the correlation coefficients between the two ethnic groups were not significant, indicating a consistent relation ship between PPVT-R scores and academic performance for Anglo-American and Mexican-American students in the grades from which the sample was drawn.
TL;DR: The Boehm Test of Basic Concepts has been severely criticized by some minority psychologists as being culturally biased as mentioned in this paper, and these criticisms have been based to date on subjective analysis and impressi...
Abstract: The Boehm Test of Basic Concepts has been severely criticized by some minority psychologists as being culturally biased. These criticisms have been based to date on subjective analysis and impressi...
TL;DR: This article reviewed the purpose and function of suppressors and points out how their use may confuse the interpretation of the test results, and a case example illustrates how this problem may occur in the case of the Woodcock-Johnson Cognitive Battery.
Abstract: The Woodcock-Johnson Cognitive Battery contains two cognitive clusters that use suppressor scores. This paper reviews the purpose and function of these suppressors and points out how their use may confuse the interpretation of the test results. A case example illustrates how this problem may occur.
TL;DR: In this paper, bias under the regression definition was carried out for seven major tests used to predict first grade performance on the Metropolitan Achievement Tests, over a 12-month interval, using Potthoff's (1966) method.
Abstract: Tests for bias under the regression definition were carried out for seven major tests used to predict first-grade performance on the Metropolitan Achievement Tests, over a 12-month interval, using Potthoff's (1966) method. Analyses were con ducted to evaluate bias in prediction for 322 children across sex and race (black-white). In the 112 tests for bias, only 13 significant differences in prediction occurred; in each case intercept bias was present that resulted in the overprediction of minority performance on the criterion measures. Correlation coefficients between pre- and post-tests were also compared across groups. For the 112 comparisons of validity coefficients, only two showed any race or sex differences, a chance finding at p < .05.
TL;DR: In this article, the effects of ethnicity, grade, sex, and SES were examined and found to influence teachers' behavior ratings of gifted students significantly, and it was concluded SRBCSS norms, local or national, when constructed should consider these variables.
Abstract: This investigation was designed to determine whether there were similarities in the behavioral ratings of developmentally and culturally different gifted children, and whether norms could be developed for the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). The SRBCSS was used by teachers to rate gifted students' learning, motivational, creative, and leadership characteristics. The effects of ethnicity, grade, sex, and SES were examined and found to influence teachers' behavior ratings of gifted students significantly. It was concluded SRBCSS norms, local or national, when constructed should consider these variables.
TL;DR: Examination of the relationship of three neurological measures and their relationship to the McCarthy Scales of Children's Abilities from a concurrent-and predictive-validity perspective concludes that the McCarthy Motor Scale may be of value in assessing the neurologic integrity in the 4-year-old.
Abstract: The neurophysiological paradigm is increasing in popularity in education and psychology, although the complexity of behavior-to-brain inference may limit its immediate utility. The present study examines the relationship of three neurological measures and their relationship to the McCarthy Scales of Children's Abilities from a concurrent-and predictive-validity perspective. Also investigated is the ability of traditional neurocognitive McCarthy indicators to differentiate between children with and without signs of neurologic abnormality. Findings warrant a dual approach to neuropsychological assessment (clinical and quantitated) and also sugest that the McCarthy Motor Scale may be of value in assessing the neurologic integrity in the 4-year-old. Findings concerning traditional neurocognitive indicators are inconclusive.
TL;DR: This paper investigated cultural bias in the verbal items of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and found that the performance of subjects was homogeneous across two cultural groups on the items comprising Arithmetic, Comprehension, and Digit Span subtests.
Abstract: The study investigated cultural bias in the verbal items of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Six verbal subtests of the WISC-R were administered to 40 Anglo and 40 Mexican-American subjects matched for grade level, sex, and socioeconomic status. The responses of two groups of subjects to individual items comprising verbal subtests were analyzed by log-linear technique using the likelihood ratio chi-square statistic. The findings revealed that the performance of subjects was homogeneous across two cultural groups on the items comprising Arithmetic, Comprehension, and Digit Span subtests. Ten (13%) of the 79 items comprising Information, Similarities, and Vocabulary subtests were, however, found to be biased against Mexican-American subjects. Three of these items are from the Information subtest, two from Similarities, and the remaining five items from Vocabulary. Implications of these findings for the psychoeducational assessment of minority children were discussed.
TL;DR: The Elementary Form of the Estes Attitude Scales was administered to 317 children in grades 3-6 who were attending two rural schools in western Virginia and to 49 fourth graders in an urban Pennsyl...
Abstract: The Elementary Form of the Estes Attitude Scales was administered to 317 children in grades 3-6 who were attending two rural schools in western Virginia and to 49 fourth graders in an urban Pennsyl...