UTILITY OF THE STANFORD–BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH ETHNICALLY DIVERSE PRESCHOOLERS

Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age, gender, and parental education, were found to have similar patterns of high and low scores on both the composites and all subtests of the SB5. The present study also found that African American and Caucasian preschool children did not differ on overall cognitive ability as measured by the SB5 Full Scale IQ. Implications and suggestions for further research are discussed.     

ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK‐JOHNSON III TESTS OF COGNITIVE ABILITIES

In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock‐Johnson Tests of Cognitive Abilities‐Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty‐one second‐grade students, identified as Limited English Proficient, were recruited from a suburban public school district and were given the WJ III in addition to their annual state standardized assessment of ELP. The findings of this study provide evidence to support a linear, inverse relationship between ELP and performance on tests that require higher levels of English language development and mainstream cultural knowledge. The implications of the findings of the present study suggest that practitioners must consider an examinee's level of developmental language proficiency and cultural knowledge acquisition as continuous variables when determining the impact of such factors on test performance and evaluation regarding whether scores obtained from tests administered in English are indeed valid for interpretation.     

FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN–FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS

The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at increased risk for psychoeducational evaluation. The structural validity of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC‐IV) was investigated with a sample of 176, six‐to‐sixteen‐year‐old Native American children referred for a psychoeducational evaluation. Confirmatory factor analysis procedures replicated the normative first‐order factor structure and a higher‐order general ability factor that accounted for the greatest amount of common (69%) and total (33%) variance. These results support the structural validity of the WISC‐IV with a referred Native American sample and suggest that interpretation of the WISC‐IV scores should not neglect the strong general ability factor.     

INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS

The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.     

A META‐ANALYSIS OF THE PREDICTORS OF CYBERBULLYING PERPETRATION AND VICTIMIZATION

Previous studies so far have investigated various aspects of cyberbullying. Using meta‐analytic approaches, the study was primarily to determine the target factors predicting individuals’ perpetration and victimization in cyberbullying. A meta‐analysis of 77 studies containing 418 primary effect sizes was conducted to exam the relative magnitude of demographic, individual, and contextual predictors. Several study characteristics (i.e., sample age, sample gender, study location, publication status, and publication year) were further analyzed as moderators. The results showed the average effect size of each predictor for both cyberbully and cybervictim groups. Several significant shared and unique predictors were identified as important factors for designing effective prevention and intervention programs. The implications of the findings for future research were discussed in relation to interventions on cyberbullying.     

THE FEASIBILITY AND EFFECTS OF A PARENT‐FACILITATED SOCIAL SKILLS TRAINING PROGRAM ON SOCIAL ENGAGEMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and outcomes of a parent‐facilitated social skills training program, designed to overcome the shortcomings of acquisition, generalization, and maintenance of other programs for children with ASD. Participants in the current study included 5 children with ASD and their parents, recruited from a western state. This study expands previous research by training parents in implementation of a social skills training program comprising several evidence‐based practices. The results of the parent‐facilitated intervention are provided, and implications for practice and future research are discussed.     

MANUALIZATION,FEASIBILITY, AND EFFECTIVENESS OF THE SCHOOL‐BASED SOCIAL COMPETENCE INTERVENTION FOR ADOLESCENTS (SCI‐A)

Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed.