Suitability of the California Abbreviated WISC for WISC-R subtests with mentally retarded and slow learner children

This study was undertaken to determine the suitability of the California Abbreviated WISC—Form 1 (CAW-1) for use with WISC-R subtests. Subjects were drawn from the files of previously evaluated students from two southern mountain communities. Examination of WISC records within the age and IQ ranges of the CAW-1 (CA 8-0 to 13-6, IQ 50 to 80) indicated that our sample was not significantly different from the CAW-1 noim group (N = 148, r = .85 between CAW-1 & WISC Full Scale IQ). WISC-R recods (N = 178) for the same ranges were examined and were found to be more highly predictive of Full Scale IQs (r = .91, FSIQ = .98 CAWIQ + 2.2). Extensions of the age range from 6-0 to 16-11 and of the IQ range from 40 to 100 were attempted. Final results (N = 284) indicated the CAW-1 could be used with the WISC-R over the full age range and for IQs ⩽ 100 with minor alteration (r = .96, FSIQ = 1.09 CAWIQ - 5.4). The second sample served for cross validation of these results. Using the alteration, results were consistent with original findings (N = 202, r = .93, FSIQ = .98 CAWIQ + 2.2). It was concluded that the CAW-1 was suitable for use with WISC-R subtests with minor alterations.     

How is Challenging Behaviour Associated with Depression in Boys with an Autism Spectrum Disorder?

The association between aberrant behaviour and depression was examined in a sample of 150 young males with Autism Spectrum Disorder via parent ratings on the Aberrant Behavior Checklist (ABC) and the Major Depressive Disorder subscale of the Child and Adolescent Symptom Inventory (CASI-4-D). Although several subscales of the ABC were significantly correlated with CASI-4-D scores, only the Irritability subscale was a significant predictor of CASI-4-D, but with different patterns of association across younger (6–12 years) and older (13–18 years) participants. When examined at an individual ABC item level, adolescents’ depression was primarily predicted the presence of temper tantrums that were associated with the introduction of variability or frustration at not getting his or her own way.     

Self-Study as a Means for Urban Teachers to Transform Academics

Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies.