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151.
152.
The validity of the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983) was investigated with a sample of preschool-age children. The sample consisted of 50 subjects aged 21/2 through 4 who were distributed roughly equally by age, sex, and race according to the 1980 census. The validity of the K-ABC was examined using the Slosson Intelligence Test (SIT) (Slosson, 1982) and the Classroom Behavior Inventory-Preschool Form (CBI) (Schaefer & Edgerton, 1978) as criterion measures. The SIT and CBI-Preschool Form Verbal Intelligence Scale were found to correlate significantly (p<.01) with the global scales of the K-ABC. The K-ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity studies (Kaufman & Kaufman, 1983) and two-factor theories of intelligence (e.g., Das, Kirby, & Jarman, 1975). 相似文献
153.
A survey was conducted of 231 psychologists from a midwestern state. Investigators surveyed perceptions of job satisfaction, job stability, and quality of professional life. Responses of rural and urban professionals were compared. While resembling urban colleagues in most regards, rural psychologists appear more satisfied with working environments and job policies. Discussion is presented on differences between the two groups on a number of variables influencing perceptions. 相似文献
154.
Joseph Polubinski Lawrence E. Melamed O. Veronika Prinzo 《Psychology in the schools》1986,23(4):337-341
Beery's Developmental Test of Visual-Motor Integration was individually administered to 193 school-age children. Test protocols were factor analyzed by a principal component solution. Four factors were obtained, indicating that the test does not measure a unitary dimension of perceptual-motor development, but rather four distinct levels or stages for the age range of children investigated. The structural features of the designs that make up the test were used to define the factors. It is argued that a more useful interpretation of performance on this test would be one that designates visualmotor processing in terms of levels, not age equivalents. 相似文献
155.
Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
156.
157.
The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects. 相似文献
158.
Ernest A. Collabolletta Allen J. Fossbender Thomas Edward Bratter 《Psychology in the schools》1983,20(4):450-455
Before choosing to become involved with students who currently are abusing psychoactive substances, teachers must consider not only the potential consequences and payoffs to them professionally, but also what specifically they can do to help adolescents. This article presents some of the philosophical problems, and suggests potential solutions of how to relate to students who engage in potentially self-destructive, drug-related behavior. There is a need for teachers to become quasi-counselors and consultants, since they are the first line of defense against substance use and abuse. 相似文献
159.
The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context. 相似文献
160.
The factor composition of the Metropolitan Readiness Test was investigated, using 1st-grade subjects in a suburban school district. In this analysis, a total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas (auditory, visual, or quantitative abilities) or a distinct prereading measure were identified for this sample. 相似文献