An abbreviated form of the WISC-R for use with emotionally disturbed children

Two sets of transformations were made in scoring WISC-R Information, Block Design, Comprehension, Picture Arrangement, and Coding subscales in order to estimate the FSIQ of 100 ED children beginning day psychiatric treatment. One set was derived by Kennedy and Elder (1982) (FSIQ-KE) from a sample of 400 children referred for psychological evaluation by a large, urban southern public school district. The other set was developed from the same five subscale scores of the present ED sample (FSIQ-ED). FSIQ-KE scores and FSIQ-ED scores were then compared to FSIQ scores computed according to the standard procedure including all 10 subscales, using paired t-tests and Pearson product-moment correlation coefficients. No significant differences were found between the mean FSIQ scores on the short and long forms of the WISC-R. Correlation coefficients were highly significant, ranging from .958 to .997. Furthermore, only one child shifted IQ classifications when using the short forms. Thus, both FSIQ-KE and FSIQ-ED formulations provided cost-effective, time-saving estimates of the general intellectual performance of ED children beginning day psychiatric treatment.     

Characteristics of frequently cited articles related to children's emotional/behavioral disorders

The purpose of this article was to identify and characterize frequently cited journal publications in the field of emotional/behavioral disorders in children from 1976 to 1985. Based on the frequency of citations in the Social Science Citation Index, 25 frequently cited articles were identified. These articles were compared with randomly selected articles on a number of characteristics (e.g., funding source, research design, statistical method). Implications related to the characteristics and quality of articles that influence the field of emotional/behavioral disorders were discussed.     

Children's Categorization and Evaluation of Different Types of Lies and Truths

This study investigated the ability of children from three age groups (4, 8, and 11 years of age; N = 72) to categorize three different types of intentionally false and true statements as lies and truths, and also measured their evaluation of such statements. Results revealed that the older children were more likely to categorize false statements as lies and true statements as truths than were the 4-year-olds. All children evaluated telling lies as worse than telling truths. Antisocial lies were rated as the most serious lie type and "white lies" as the least serious. Anticipated regulatory control was more advanced for the 8- and 11-year-olds, who expected both self-approval for truth-telling and self-disapproval for lying for two of the three truth and lie types; the younger children did not anticipate greater self-approval for truth-telling and self-disapproval for lying for any of the truth and lie types.     

Empowering geographic questions with multicultural perspectives: Suggestions for teachers by teachers

Teachers frequently ask their students various types of geographic questions. The questions may be relevant to academic content and the learning process or they may be pertinent to students' personal lives. All geographic questions and conversations yield ideal opportunities for teachers to convey powerful multicultural perspectives integrated within the context of their curriculum and daily teaching practices. Many teachers are not aware of the meaningful learning experiences that they can create for their students by empowering their geographic questions with multicultural perspectives. Nor are they aware of the powerful role modeling they share with their young learners. These conclusions were some of the outcomes compiled by a group of 25 graduate students, all practicing kindergarten through 12th grade teachers, enrolled in a multicultural education course. They examined the links between various geographic questions that teachers ask their students and the multicultural perspectives that teachers model and reinforce with their students that communicate powerful messages for valuing cultural diversity. This article shares the results of their exploration and gives five suggestions for teachers to integrate into their effective instructional practices.     

Comparability of WISC-R and WAIS IQ scores in educable mentally handicapped adolescents

The WISC-R and WAIS were administered to 30 16-year-old EMH students in a test-retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results from t-tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC-R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups.