Children's adaptive behavior scale: A new measure of adaptive functioning

This article describes a new instrument for the measurement of adaptive behavior that is administered directly to the child. It was designed for brief administration, to be educationally relevant, and to measure these five domains of adaptive behavior: Language Development, Independent Functioning, Family Role Performance and Economic-Vocational Activity, and Socialization. An initial study of test-retest reliability indicates the instrument has high reliability.     

Stability of the AAMD adaptive behavior scale,public school version

For a sample of 49 regular class children, test-retest stability was investigated for domains and subdomains of the AAMD Adaptive Behavior Scale, Public School Version. Satisfactory indices of reliability were obtained for all Part One domains except Vocational Activity (r=.43), and for all Part One subdomains except two, Care of Clothing and Dressing and Undressing. Part Two, however, evidenced good reliability coefficients for only three of the 11 domains studied. Moreover, there was a tendency for Part Two retest ratings to be lower (less deviant) than original ratings. These findings suggest that Part One scores are stable and therefore potentially useful, but Part Two domains may lack discriminative power and stability when used with regular class children.     

Scorer reliability on the AAMD adaptive behavior scale,public school version,part one

Two groups of scorers were used to investigate the effects of in-service training in scoring and the reliability of scorers with the AAMD Adaptive Behavior Scale, Public School Version, Part One. A mean scorer reliability of .55 was found. There was a significant difference between the coefficients of agreement computed for the two groups. This established the efficacy of in-service training in scoring. Additionally, most frequent scoring errors were delineated.     

Evaluating subscale performance on the adaptive behavior inventory for children

Statistics are presented to allow ipsative interpretation of the scaled scores for the six subscales of individual children on the Adaptive Behavior Inventory for Children. Included are the standard error of the difference between each part score and the mean of all scores and values required for statistical significance at the traditional significance levels of .05 and .01, with the Bonferroni adjustment for the number of comparisons included. The ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement of children in various regular and special education programs.     

内隐态度及其测量方法的发展

内隐联想测验(IAT)、单类内隐联想测验(SC-IAT)以及简式内隐联想测验(BIAT)是三种有代表性的内隐态度的测量方法。文章对它们的原理、操作以及发展进行了较为详细的介绍,并指出:尽管内隐联想测验存在着一些问题,但大量研究表明,它们的确能够测量到个体态度中的某些内隐成分,是内隐社会认知领域中最重要的研究方法之一。     

两种空气折射率测量方法研究

折射率是表征介质光学特性的物理量之一.空气折射率会随空气状态而改变,在许多研究领域有重要的参考价值.介绍了基于传感器的空气折射率测量仪的系统硬、软件设计,并给出不同温湿度条件下对空气折射率的测量结果;又利用传统光学方法对空气折射率进行了测量,对2种方法的测量结果进行了比对.结果表明,在考虑到传感器温度测量精度仅为0.1℃的精度不高的情况下,该文设计的空气折射率测量仪的测量结果是正确和可信的.     

基于简易光栅尺的位移测量实验教学系统研究

通过对红外发光管和光电接收管的选型,光栅、反射式光栅、光电位移传感器的设计,以及信号采集与处理、算法、延伸设计等内容的介绍,详述了一种基于简易光栅尺的位移测量实验教学系统设计。该系统的教学应用为国内高校面向交叉学科培养实践创新型人才提供了一种新的实践教学参考模式。     

高氯废水中COD测定方法探讨

由于C1^-的干扰，高氯废水中COD测定误差较大，尤其对于高氯低COD的水样，其干扰更为严重，因此COD测定过程中需要对水样中的C1^-进行处理.以重铬酸钾法测定COD，消除C1^-的干扰，一般是采用添加HgSO4的方法.该方法操作简便，但汞盐易对环境造成二次污染.文章采用标准曲线校正法不加HgSO4，能较准确地测定高氯废水中的COD.     

“热力学温标”教学中的科学方法教育

物理学是一门实验和理论高度结合的精确科学,物理学中有一套最全面、最有效的科学方法.因此,作为物理教师在物理教学中传授知识的同时,应有意识地进行科学方法的教育,以提高学生的科学素质.下面来谈谈本人在"热力学温标"一节教学中进行科学方法教育的一些做法.     

A review of recently developed measures of adaptive behavior

Six recently developed adaptive behavior scales were reviewed for their technical adequacy and other issues that need to be considered when selecting a measure of adaptive behavior. Suggestions are made to aid examiners in selecting an appropriate measure of adaptive behavior for a particular student, accurately interpreting results, recognizing the strengths and limitations of various measures, and obtaining useful information for eligibility decisions and program planning.     

Teacher ratings of Hispanic and Anglo students on a behavior rating scale

The study was conducted with 115 Hispanic (53 Males, 62 Females) and 119 Anglo (61 males, 58 females) fifth grade students and 12 teachers (11 females, 1 male) in a public school district in the Southwest. The study was designed to determine teachers’ nomination rates of Hispanic and Anglo students to gifted and talented programs and to establish if there were differences in teachers’ ratings on the SRBCSS across ethnicity and gender groups for nominated and not nominated students. Results indicated that ethnicity was a factor in teachers’ nomination rate and that these differences were more pronounced between Hispanic and Anglo females. Results also indicated that teachers’ ratings on the SRBCSS for nominated Hispanic and Anglo students were similar, but that ratings for non‐nominated students differed significantly by ethnic group.     

Construct validity of the learning behavior scale with an independent sample of students

In this study, the factor structure of the Learning Behavior Scale (LBS; McDermott, Green, Francis, & Stott, 1999) was examined in an independent sample of 257 elementary school students. The LBS is a 29‐item, four‐factor scale on which teachers rate students' positive and negative learning behaviors. The results indicated that the internal consistency of the total LBS scores and the scores on two subscales (Competence Motivation and Attitude Toward Learning) were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were appropriate only for research or screening purposes. Factor analyses extracted factors similar to three of the factors on the LBS (Competence Motivation, Attitude Toward Learning, and Strategy/Flexibility), and suggested that the fourth factor (Attention/Persistence) may benefit from additional study. In general, the results indicate that the LBS may be a useful tool for examining students' learning behaviors. © 2001 John Wiley & Sons, Inc.     

Factor structure of child behavior scale scores in peruvian preschoolers

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.     

冷却法测定盐水比热容的讨论

本文采用冷却法讨论了盐水比热容的测定方法,揭示了冷却法测定盐水比热容需要保证的条件,最后通过实验给出采用不同盐水浓度测定的结果.     

A factor analytic and reliability study of the devereux elementary school behavior rating scale

The inter-rater and test-retest reliabilities of the Devereux Elementary School Behavior (DESB) Rating Scale were found to be satisfactory when averaged over two raters. Two separate factor analyses of the eleven subscales revealed three broadband factors: Classroom Management Problem, Self-Reliant Learner, and Seeks Teacher Approval. Each broad-band or major factor is composed of a cluster of subscales that describe the different facets of the three main factors.