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622.
The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly. 相似文献
623.
Nancy M. Jones Jan Loney Fred E. Weissenburger David J. Fleischmann 《Psychology in the schools》1975,12(4):388-392
School personnel are involved in the diagnosis and treatment of hyperkinetic children in many important ways: (a) schools identify and refer the hyper-kinetic child to the physician, who then relies on behavioral reports provided by teachers and parents in making a formal diagnosis and in evaluating treatment; and (b) more recently, schools have begun to administer behavioral intervention programs which may well be as effective as drug treatment in reducing the off-task classroom behavior of many hyperkinetic children. There are many hyperactive children in classrooms who are not referred for medical evaluation and treatment. A group of teacher-identified hyperactive boys was rated significantly higher on the Hyperkinesis Index of the Conners Teacher's Questionnaire than a group of non-hyperactive classmate control boys, but the mean Hyperkinesis Index scores of teacher-identified hyper-actives and clinic-diagnosed hyperkinetics did not differ from each other. The teacher-identified hyperactive boys were observed to be off-task 33% of the time in their classrooms, and the clinic-diagnosed hyperkinetic boys were off-task a comparable 37% of the time. It was suggested that if school personnel use their expertise to identify hyperactive children in the classroom and begin behavioral intervention programs at the earliest possible time, medical referral and treatment will be unnecessary for many children. 相似文献
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Fred Nickols 《Performance Improvement》2010,49(8):21-26
This article presents the target model of human behavior and performance. The model is a closed‐loop, feedback‐governed view of human behavior and performance, which is to say it acknowledges that the performer controls his or her performance. The model provides a useful diagnostic framework for examining problems of human performance in the workplace. An example of its application is included. 相似文献
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