bluuebunny/crossref_metadata_2025 huggingface dataset:
Reliability of the Social Skills Rating System with Rural Appalachian Children from Families with Low Incomes
Authors: Pedersen Jason A. , Worrell Frank C. , French Joseph L.
Published: May 2006

Reliability of scores on the parent and teacher forms of the Social Skills Rating System (SSRS) was examined with a sample of rural Appalachian, low-income, K-2 students. Coefficients of internal consistency, coefficients of stability for parents, and cross-informant coefficients were calculated. Internal consistency coefficients based on SSRS Total Score ranged from .86 to .90 for parents' ratings and from .94 to .98 for teachers' ratings. Parent and teacher ratings on the Behavior Problems supplementary scale averaged .87 and .92, respectively, and teacher ratings of Academic Competence had a median coefficient of .98. Long-term stability coefficients ranged from .32 to .72 for parent ratings. Cross-informant correlations on ratings by successive teachers ranged from .43 to .57, whereas parent-teacher coefficients ranged from .06 to .25.
Is the Revised Psychopathy Checklist Clinically Useful for Adolescents?
Authors: Ridenour Ty A. , Marchant Gregory J. , Dean Raymond S.
Published: May 2006

Recent studies have provided evidence for the reliability and validity of Hare's Psychopathy Checklist, Revised (PCL-R) for forensic samples. The present study investigated PCL-R psychometric properties among Caucasian and African-American adolescent males from forensic and school settings. The clinical utility of the PCL-R was investigated in terms of predicting future delinquency above and beyond data that are more readily available. Good reliability and validity for the PCL-R were found. PCL-R Total and Factors scores were greatest for participants with conduct disorder, followed by those with oppositional defiant disorder, with the smallest scores observed for participants with neither disorder. In a 1-year follow-up, PCL-R scores accounted for a unique proportion of the variance in juvenile criminal justice sentencing above and beyond the baseline number of delinquent acts recorded in juvenile criminal justice records and above a baseline disruptive behavior diagnosis continuum score. Compared to conduct disorder diagnosis, the PCL-R psychopath threshold score provided much better sensitivity with only slightly worse specificity for predicting delinquency during the 1-year follow-up.
Time for the Changing of the Guard: A Farewell to Short Forms of Intelligence Tests
Authors: Kaufman James C. , Kaufman Alan S.
Published: May 2006

The development of short forms of intelligence tests, especially of Wechsler's scales, has been a pastime of researchers and clinicians for decades. These short forms have usually been of the two- or four-subtest variety, but other variants such as Satz-Mogel split-half short forms have also been common. The literature is replete with proposed short forms and with controversies over their proper use, the statistical problems associated with validity coefficients when the short-form data are obtained from a complete administration of the test battery, and the logic of choosing subtests that are long to administer and score in view of the goal to reduce time. This article argues that the time has come to abandon short forms of intelligence tests in favor of brief tests such as the K-BIT, WASI, and WRIT, which are reliable, valid, well normed, and easy both to give and score.
Further Development of the Multidimensional School Anger Inventory: Construct Validation, Extension to Female Adolescents, and Preliminary Norms
Authors: Furlong Michael J. , Smith Douglas C. , Bates Michael P.
Published: May 2006

The responses of 1,166 students in Grades 9 through 12 to the Multidimensional School Anger Inventory (MSAI) were used in four analyses to further examine and extend its psychometric properties. In Analysis 1, the original four-factor structure (Anger Experience, Hostility, Destructive Expression, and Positive Coping) of the MSAI was validated with a subsample of males and extended to a sample of females. Analysis 2 used another nonoverlapping subsample to further improve the MSAI by exploring the utility of adding exploratory items to the two anger expression subscales (Destructive Expression and Positive Coping). Based upon this analysis, four items were added to Destructive Expression and one item was added to Positive Coping. A principal components analysis once again replicated the four-factor structure. Analysis 3 was completed using a third nonoverlapping subsample of males and females to cross-validate the four-factor structure of the refined MSAI. Given the robustness of the MSAI factor structure across nonoverlapping subsamples and its comparability for males and females, Analysis 4 combined data for all 1,166 students to develop preliminary norms for the MSAI. Test-retest data for 508 students found stability coefficients to be moderate (.56 to .62) across the four subscales. Uses of the MSAI for school-based assessment and program evaluation and avenues for further development are discussed.
Construct Stability of the Cognitive Abilities Scale-Second Edition for Infants and Toddlers
Authors: Johnson C. Merle , Bradley-Johnson Sharon
Published: May 2006

The construct stability of the Infant Form of the Cognitive Abilities Scale-Second Edition (CAS-2) was examined with 54 children who were assessed when they were between 3 and 23 months old. They were assessed again with the Preschool Form of CAS-2 when they were 2- or 3-year-olds. The two forms have no overlapping items and employ different formats. The correlation for children assessed initially when less than 1 year of age was .28 (.46 corrected for restricted range). For those assessed initially at 12 to 23 months, a correlation of .65 (.76 corrected) was obtained. Results for the majority of individuals remained stable over time. Implications for practice and suggestions for future research are discussed.
Are we Consistent in Administering and Scoring the Bayley Scales of Infant Development-II?
Authors: Chandlee Jeanette , Heathfield Lora Tuesday , Salganik Mikhail , Damokosh Andrew , Radcliffe Jerilynn
Published: May 2006

A pilot examination of interscorer reliability was conducted to assess consistent practice among examiners administering and scoring the Bayley Scales of Infant Development-Second Edition (BSID-II). This study reports the percentage of agreement obtained by 10 highly trained examiners scoring videotaped administrations of 29 children aged 12 to 39 months who completed the BSID-II Mental Scale. Mental Developmental Index (MDI) scores were initially analyzed for overall agreement followed by item analysis to identify specific discrepancies. Sixty items (107 to 166), each administered to seven or more children, were included in the analysis. Agreement was generally high (90% or above consensus); however, 23% of the items were below 90%. Although replication with a larger sample size is necessary, our clinical experience suggests that the variability for those items is not due to chance and can be reduced. Recommendations to reduce potential variability for those items are provided. This information has implications for practitioners and researchers and for training new examiners.
The Effects of Repeated Administrations on Self-Report and Parent-Report Scales
Authors: Durham Chris J. , McGrath Lisa Ducommun , Burlingame Gary M. , Schaalje G. Bruce , Lambert Michael J. , Davies D. Rob
Published: May 2006

The use of repeated measures to track the out-come of psychosocial interventions is becoming common practice in most organizations. One threat with this methodology is the retest artifact. This artifact is defined by a systematic change in scores for individuals who repeatedly complete an outcome instrument yet do not receive an) formal treatment. The retest artifact can call into question the validity of change associated with school-based treatment programs when this change is based upon repeated testing using outcome instruments. This study directly assessed the retest effect for both a youth and an adult psychosocial outcome measure. The frequency of retest administrations was systematically varied (weekly, biweekly, monthly, pre/post testing) over a 9-week period using a youth parent-report and an adult self-report Outcome Questionnaire. Results indicate a statistically significant improvement in functioning at the time of the second administration regardless of the lapse in time for the adult measure and a steady improvement in functioning for the parent-report youth measure. Implications of this finding for evaluating psychosocial interventions are discussed.
MMPI-2 Predictors of Academic Performance
Authors: King Alan R. , Bailly Matthew D.
Published: May 2006

This report describes relationships between MMPI-2 validity and clinical scale scores and four different measures of academic performance (high school GPA, cumulative college GPA, classroom attendance, standardized course grade). A total of 435 MMPI-2 profiles were provided by college students enrolled in various undergraduate psychology courses. Elevations on the F, Pd, Sc, Ma, and Si scales were associated with academic performance difficulties. The number of elevated MMPI-2 scales was found to be significantly related to high school and college GPA. The profile mean elevation was also correlated significantly with high school and college GPA. Efforts were also made to quantify the severity of risk posed to academic performance by particular MMPI-2 attributes. Only about 7.5% of participants reported a cumulative college GPA that was less than or equal to 2.5, but this risk was tripled (22.6%) among participants with F scale elevations (T> 59). About 15.4% of the total sample attended class less than 60% of the time, while only about half (7.4%) of those generating low Pd scores showed equal levels of absenteeism. Simple MMPI-2 interpretive guidelines are provided for the identification of students at elevated risk for academic difficulty. The practical and theoretical implications of these results were discussed within the context of a broader literature involving the use of psychological inventories to identify cognitive and academic functioning deficits.
WISC-III Administration, Clerical, and Scoring Errors Made by Student Examiners
Authors: Belk Michael S. , LoBello Steven G. , Ray Glen E. , Zachar Peter
Published: May 2006

The purpose of this study was to examine the most frequent administration, clerical, and scoring errors made by graduate student examiners who administer the WIS-III. An additional goal was to document the effect of these errors on the IQ values and Index Scores. The graduate students' test protocols contained numerous administration, clerical, and scoring errors that influenced Full Scale IQs on two thirds of the protocols (average change was .83 points). When failure to record errors (failing to record responses on the test protocol) were omitted from the analysis, the subtests found most prone to error were Comprehension, Vocabulary and Similarities. Additionally, no improvement in test administration occurred over the course of several test administrations. Findings of this study have implications for the education and training of psychology graduate students enrolled in intelligence testing courses.
Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time
Authors: Skinner Christopher H. , Belfiore Phillip J. , Watson T. Steuart
Published: May 2006

Assessment data are used to make treatment recommendations for students with mild disabilities. However, no assessment procedures exist that allow one to predict with certainty that one academic intervention will be more effective than another academic intervention for a particular student with mild disabilities. Therefore, hypotheses regarding intervention effectiveness should be tested by assessing students' learning rates under different instructional procedures. In this demonstration, alternating treatment designs are used to show how more precise measurement of instructional time can impact the assessment of relative learning rates when students are exposed to more than one intervention. Discussion centers around the importance of time as a contextual variable when assessing the effects of academic interventions.
The Unidimensionality and Reliability of the Preschool and Kindergarten Behavior Scales
Authors: Edwards Mark C. , Whiteside-Mansell Leanne , Conners Nicola A. , Deere David
Published: May 2006

The unidimensionality and reliability of the Preschool and Kindergarten Behavior Scales (PKBS) for assessing child behavior with at-risk children was examined using a sample of 1,679 2- to 6-year-old children from nine Starting Early Starting Smart study sites. The unidimensionality of the eight PKBS scales was assessed using confirmatory factor analysis for the full sample, and the comparability (invariance) of the scales was examined across gender and Black and White racial groups. The results supported the unidimensionality of six of the eight scales using the full sample. The unidimensionality of the scales varied across gender and racial subgroups. Four of the eight PKBS scales were shown to be comparable across gender subgroups, and three of the eight scales were shown to be comparable across racial subgroups. The reliability of measurements derived from the PKBS was sufficient for using the PKBS as a measure of group performance for young at-risk children.
Comprehensive Tables for Determination of Strengths and Weaknesses on the WMS-III
Authors: Cole Jason C. , Lopez Brian R. , McLeod Jennifer S.
Published: May 2006

Many experts in cognitive test interpretation encourage the use of ipsative strength and weakness determinations. In fact, most modern intelligence tests provide tables for immediate determination of cutoff scores for such ipsative comparisons. The Wechsler Adult Intelligence Scale-Third Edition (WAIS-11) is the most popular cognitive test to do so. However, the conjointly developed Wechsler Memory Scales-Third Edition (WMS-III) did not have a sister table to allow for ipsative determination of strengths and weaknesses provided by the publisher. Recently, Ryan, Arb, and Ament (2000) provided tables for ipsative cutoff scores for the WMS-III based upon the total sample. This article presents a continuation of their tables, providing cutoff scores for all normed age groups (which can vary markedly from one age group to another, as well as from the total sample group). The current article also provides a means by which to obtain cutoff scores for supplemental subtests compared to the average of the primary subtests.
The Development of a Big Five Adolescent Personality Inventory
Authors: Lounsbury John W. , Tatum Holly , Gibson Lucy W. , Park Soo-Hee , Sundstrom Eric D. , Hamrick Frances L. , Wilburn Denise
Published: May 2006

Using data from 3,752 middle and high school students, a series of eight studies developed and validated a measure of the Big Five personality traits tailored to adolescents, the Adolescent Personal Style Inventory (APSI). Study 1 tested the internal consistency reliability of the first version of the APSI. Study 2 validated the APSI against teacher ratings of Big Five traits. Study 3 confirmed the five-factor structure of the APSI. Study 4 developed evidence for the criterion-related validity of the APSI in two high schools using GPA, absences, and behavior problems. Study 5 demonstrated convergence of traits measured in the APSI and the NEO-FFI. Study 6 investigated the construct validity of the APSI in relation to the 16 PF, Myers-Briggs Type Indicator, and Otis-Lennon intelligence test. Study 7 examined known-group validation with two groups-an at-risk group of high school students and a high school leadership group. Study 8 provided descriptive statistics, coefficient alphas ranging from .80 to .85, and intercorrelation coefficients for subscales in the revised version of the APSI. Together the eight studies demonstrate the psychometric adequacy of the new Adolescent Personal Style Inventory.
Comparing the Cognitive Ability Models of Spearman, Horn and Cattell, and Carroll
Authors: Cole Jason C. , Randall Melissa K.
Published: May 2006

In recent years, researchers have focused on the development of hierarchical theories of intelligence. Flanagan and McGrew (1998) recently tested the appropriateness of Carroll's (1993a) hierarchical theory, the three-stratum theory, on the KAIT and WJ-R. Their results suggested that the KAIT is best interpreted from Carroll's theory rather than the test's recommended Gf-Gc theory, yet their sample had limited generalizability. The current study compared a single-factor model, Gf-Gc, and Carroll's hierarchical model on data from the KAIT and K-BIT standardization and validation sample. Results indicated that the Gf-Gc model was the only appropriate interpretive model for the KAIT and KAIT/K-BIT models.
Discriminant Validity of the Cognitive Assessment System for Students with Written Expression Disabilities
Authors: Johnson Judy A. , Bardos Achilles N. , Tayebi Kandi A.
Published: May 2006

This study explored the PASS cognitive processing theory in junior high students (aged 11-15 years) with and without written expression disabilities. Ninety-six students with (n = 48) and without (n = 48) written expression disabilities were administered the Das-Naglieri: Cognitive Assessment System (DN:CAS; 1997) and the writing subtests of the Wechsler Individual Achievement Test (WIAT; 1992). Discriminant analyses were utilized to identify the DN:CAS subtests and composites that contributed to group differentiation. The Planning composite was found to be the most significant contributor among the four composite scores. Subsequent efficiency of classification analyses provided strong support for the validity of the obtained discriminant functions in that the four DN:CAS composite scale scores correctly identified 83% of the students as members of their respective groups.
Factor Structure of the Conners' Teacher Rating Scale-Short Form in a Low-Income Preschool Sample
Authors: Gerhardstein Rebecca R. , Lonigan Christopher J. , Cukrowicz Kelly C. , McGuffey Julia A.
Published: May 2006

The Conners' Teacher Rating Scale (CTRS) is among the most commonly used rating scales for the evaluation of childhood behavior disorders. This study examined the structural characteristics of the CTRS in a sample of 235 low-income, primarily African American, preschool children. Children were rated on the CTRS by an assessment research assistant, an intervention research assistant, and a classroom teacher. Multiple exploratory factor analyses converged on the same basic three-factor solution. The three factors could be labeled Hyperactivity/Impulsivity, Inattention, and Oppositional Behavior. This three-factor solution did not correspond to the published factor structure of the CTRS. Instead, it more closely paralleled consensus ratings of experts in the field of child psychology and the criteria for behavior disorders according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV; American Psychiatric Association, 1994).
Intelligence and Achievement: Just how Correlated are they?
Authors: Naglieri Jack A. , Bornstein Brienan T.
Published: May 2006

The purpose of this study was to summarize the correlations between individually administered tests of intelligence and achievement reported in various test manuals and published journal articles. An exhaustive review of published findings yielded data that were organized into two groups: studies involving correlations between (a) IQ and achievement test composites and (b) IQ and achievement subtests. Within these two areas, data were further divided into studies involving small (n < 200) and large (n > 200) samples. For the large studies, the ability/achievement composite correlations for the K-ABC (.74) followed by the CAS and WJ-III (both .70) were the top ranked. Results for the large-scale ability and achievement subtest studies demonstrated that the CAS (Standard and Basic Batteries, respectively) had the highest correlations with achievement subtests (.65 and.64), followed by the K-ABC (.63). Thus, the two measures of cognitive processing consistently had the highest correlations with achievement despite the fact that they do not contain achievement-like subtests found in all the other ability measures. These and other findings are discussed and contribute to the conclusion that measures of basic psychological processes offer a viable alternative to traditional IQ for the correlation with achievement.
Rating Scale Assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD): Is there a Normal Distribution and Does it Matter?
Authors: Waschbusch Daniel A. , Sparkes Sandra J. ,   Northern Partners in Action for Child and Youth Services
Published: May 2006

A behavior rating scale for evaluating both exceptionally high and exceptionally low levels of ADHD and ODD symptoms was developed. Mothers, fathers, and teachers in seven elementary schools completed ratings. Resulting data were psychometrically sound, with high internal consistency and test-retest reliability and evidence of factorial, convergent, and discriminant validity. About 25% of children were rated by mothers, fathers, and teachers as having lower than average levels of ADHD, and about 50% were rated as having lower than average ODD symptoms. Children with moderate and severe levels of ADHD and ODD differed from other children on measures of symptom impairment, need for treatment, quality of teacher-student relationship, and peer nominations. Children with exceptionally low levels of ADHD and ODD differed from children with average levels of ADHD and ODD on teacher-completed measures but less so on peer-completed measures. Advantages of evaluating both lower and higher levels of ADHD and ODD are discussed.
Life Satisfaction Reports of Adolescents with Learning Disabilities and Normally Achieving Adolescents
Authors: McCullough Gable , Huebner E. Scott
Published: May 2006

Reports of life satisfaction, as measured by the Multidimensional Students' Life Satisfaction Scale (MSLSS; Huebner, 1994b) of 80 adolescents diagnosed with a learning disability (LD) were compared to the reports of a matched sample of 80 normally achieving (NA) adolescents. The results provide preliminary psycho-metric support for the use of the MSLSS with adolescents with LD in research contexts. Contrary to studies of other groups of students with mild disabilities, comparisons of mean levels of overall life satisfaction and satisfaction in five specific domains (family, friends, school, self, and living environment) revealed no differences between adolescent students with LD and NA adolescents. Both groups of students reported positive overall and domain-specific life satisfaction levels. Implications for future research and delivery of services to adolescents with LD were discussed.
Behavioral Adjustment in the U. S. Elementary School: Cross-Validation of a Person-Oriented Typology of Risk
Authors: DiStefano Christine , Kamphaus R. W. , Horne Arthur M. , Winsor Anne Pierce
Published: May 2006

Cluster analysis is a popular technique in the social sciences for classifying subjects into smaller, homogenous groups; however, cluster solutions are not often externally replicated. This study externally replicated the seven-cluster solution found by the BASC TRS-C Norm sample. External replication was conducted on two independent samples of children between the ages of 6 and I1. Replication was shown by three methods: (a) independent cluster analysis, (b) cross-classification among grouping procedures, and (c) relationships between disciplinary actions and cluster membership. Results showed that the seven-cluster behavioral typology of child behavior could be replicated. Implications for future use of the behavioral typology are discussed.
Assessing Early Literacy Skills with the Mountain Shadows Phonemic Awareness Scale (MS-PAS)
Authors: Watkins Marley W. , Edwards Vicki A.
Published: May 2006

Considerable evidence suggests that phonemic awareness is associated with the development of skilled reading. Consequently, it is recommended that beginning readers be assessed to ensure adequate development of phonemic awareness skills. When choosing an assessment method, reliability and validity, ease of administration and scoring, and cost-effectiveness should be considered. To meet these standards, a new phonemic awareness assessment measure, the Mountain Shadows Phonemic Awareness Scale (MS-PAS), was presented. This 20-item sound categorization task takes 20 minutes for an entire first-grade classroom. Reliability and validity data were good to excellent. It was recommended that the MS-PAS be used to identify students in need of explicit phonological awareness instruction or those who require more extensive individualized assessment.
Preschool Children's Learning Behaviors, Concept Attainment, Social Skills, and Problem Behaviors: Validity Evidence for Preschool Learning Behaviors Scale Scores
Authors: Schaefer Barbara A. , Shur Kimberely Fitch , Macri-Summers Maria , MacDonald Scott L.
Published: May 2006

This study provides concurrent and predictive validity and test-retest reliability evidence for scores from the preschool teacher-completed Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis, & Stott, 2002) using two regional samples of preschool children aged 3 to 5.5 years (Ns of 61 and 70). Teacher ratings of social skills and problem behaviors were collected using the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994), and estimates of preschoolers' basic concept attainment were obtained using the individually administered Bracken Basic Concept Scale (BBCS; Bracken, 1984). Results indicated that preschoolers' adaptive learning behaviors were positively correlated with social skills and negatively associated with problem behaviors but were not significantly related to subsequent basic concept attainment. Four-week test-retest coefficients for the PLBS Total score and Competence Motivation, Attention/Persistence, and Attitude Toward Learning subscale scores were adequate. Results support the unique contribution of PLBS scores in understanding children's responses to learning activities in preschool classroom environments.
The Role of Phonological Awareness, Rapid Automatized Naming, and Orthographic Processing in Word Reading
Authors: Holland Jason , McIntosh David , Huffman Lisa
Published: May 2006

The purpose of this study was to explore the relationship of three subskills associated with word decoding. The skills utilized for this study were phonological, rapid automatized naming (RAN), and orthographic processing. To do this, six separate models were utilized to define different ways that these three subskills (represented as factors) related to one another, with the goal of finding which model provided the best prediction of word decoding. A sample of 100 subjects from the PAIRW normative sample was used for this study. Results of structural equation modeling, utilizing the AMOS 4.0 program, revealed that using all three subskills concurrently provided the best-fitting model. Contrary to previous research, orthographic, rather than phonological, processing skills were found to be the best predictor of word decoding. RAN was found to be the second best predictor, but only indirectly through the Phonological and Orthographic factors. Moreover, when RAN was utilized as a predictor of orthographic and phonological processing, it provided a better-fitting model than when orthographic and phonological processing were used as predictors of RAN. Utilizing RAN as a predictor of both phonological and orthographic processing was found to provide a better-fitting model than when RAN was used to predict either the Phonological or Orthographic factor alone. The relevance of utilizing all three subskills in psychoeducational assessment is discussed, as well as implications for future research.
Validity of the Wide Range Intelligence Test: Differential Effects across Race/Ethnicity, Gender, and Education Level
Authors: Shields Jennifer , Konold Timothy R. , Glutting Joseph J.
Published: May 2006

This study investigated the differential validity of the Wide Range Intelligence Test, which is a new, brief measure of ability. Participants (N= 744) ranged in age from 5 through 85 years (M = 26.7 years, SD = 21.4 years) and varied by the demographic variables of gender, race/ethnicity (Anglo, African American, Hispanic), and education level (less than high school degree, high school degree, some postsecondary training, college and beyond). General, Verbal, and Visual IQs from the WRIT were used to predict Reading, Mathematics, and Spelling criteria on the Wide Range Achievement Test-Third Edition. Differences in prediction were evaluated among demographic subgroups via Potthoff s technique. Of the 90 simultaneous tests, 65 revealed no statistically significant between-group differences. The majority of statistically significant differences were found to have little practical influence when measures of effect size were considered. Results are discussed in the context of other ability measures that were previously investigated for differential validity, as well as educational implications for clinicians.
The Relationship between Race, Income, and Oral Reading Fluency and Performance on Two Reading Comprehension Measures
Authors: Hixson Michael D. , McGlinchey Margaret T.
Published: May 2006

Oral reading fluency is a good predictor of performance on state reading assessments. The present study addressed the issue of bias by examining whether oral reading fluency scores differentially predict performance on a state reading assessment and the Metropolitan Achievement Tests, 7th Edition (MAT/7) across economic and racial groups. Information from 442 fourth-grade students from a Midwest public school was analyzed using multiple linear regression. All three variables made a significant contribution to predicting performance on the state assessment and the MAT/7. Oral reading fluency made the greatest contribution. The results also indicate that the oral reading fluency scores exhibit intercept bias on the state reading test. A stepwise regression procedure found no evidence of bias. On both the state reading test and the MAT/7, the test scores of African American and low-income students were overpredicted, whereas those of Caucasian and higher-income students were underpredicted.
Assessing the Construct Validity of the Adjustment Scales for Children and Adolescents
Authors: Canivez Gary L. , Sprouls Katie
Published: May 2006

This study examined the construct validity of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993). Distinct group differences and discriminative validity (Youngstrom, Findling, Danielson, & Calabrese, 2001) were examined with a sample of 106 students ranging from grade 1 through 6 (53 met the DSM-IV/DISCIV criteria for ADHD, and 53 were members of a randomly selected and matched control group). Statistically significant group differences were observed with large effect sizes. Further, the ASCA demonstrated near perfect discrimination of the two groups and all diagnostic efficiency statistics were highly supportive in differentiating students meeting DISC-IV/DSM-IV criteria for ADHD from a random and matched control group
Enhancing the Clinical Utility of the Wasi: Reliabilities of Discrepancy Scores and Supplemental Tables for Profile Analysis
Authors: Ryan Joseph J. , Brown Kristina I.
Published: May 2006

Internal consistency reliabilities for the Wechsler Abbreviated Scale of Intelligence (WASI; Wechsler, 1999) Verbal Scale IQ (VIQ)-Performance Scale IQ (PIQ) and subtest discrepancy scores are presented separately for the child and adult standardization samples. The reliabilities of the VIQ-PIQ discrepancy scores range from .78 to .87 for children and .81 to .91 for adults. The subtest discrepancy scores range from .59 to .81 for children and .67 to .85 for adults. Also provided are tables to (a) determine the significance between pairs of WASI subtest Tscores and (b) assist practitioners with ipsative strength and weakness determinations. Formulas are provided for practitioners who wish to generate additional tables when the situation requires a more precise analysis of a WASI profile.
Black-White Differences in Cognitive Processing: A Study of the Planning, Attention, Simultaneous, and Successive Theory of Intelligence
Authors: Naglieri Jack A. , Rojahn Johannes , Matto Holly C. , Aquilino Sally A.
Published: May 2006

Researchers have typically found a mean difference of about 15 points between Blacks and Whites on traditional measures of intelligence. Some have argued that the difference between Blacks and Whites would be smaller on measures of cognitive processing. This study examined Black ( n= 298) and White ( n= 1,691) children on Planning, Attention, Simultaneous, and Successive cognitive processes (PASS theory of intelligence) as operationalized by the Cognitive Assessment System (CAS). Regression analyses, controlling for key demographic variables, showed an estimated CAS Full Scale mean score difference of 4.8, which is smaller than that found with traditional IQ. Correlations between the PASS scores and achievement were similar for Blacks (median of .70) and Whites (median of .64). Moderated regression analyses showed no interaction effect for race by CAS Full Scale with achievement, suggesting that there are similar relationships between the CAS and achievement for Black ( n= 298) and White ( n= 1,691) groups. Nonsignificant interactions resulted when the Black and White child groups were analyzed with smaller matched samples ( n= 298; n= 298). These results add to the growing body of literature supporting the validity of the PASS theory as measured by the CAS and the utility of the theory for assessment of minority students.
Factor Structure of the Social Skills Rating System Across Child Gender and Ethnicity
Authors: Walthall Johanna C. , Konold Timothy R. , Pianta Robert C.
Published: May 2006

The Social Skills Rating System (SSRS) provides a multi-rater assessment of child social behaviors that influence the development of social competence and adaptive functioning. This study examined whether the items on the teacher version of the SSRS provide reasonable indicators of the three first-order social skills dimensions proposed by the authors. In addition, multi-group methods of confirmatory factor analysis were used to investigate the invariance of factor loadings across ethnicity and gender. Results support the presence of three factors that were invariant for White and non-White groups and nearly invariant for boys and girls.
Criterion-Related Validity of Measuring Sight-Word Acquisition with Curriculum-Based Assessment
Authors: Burns Matthew K. , Mosack Jill L.
Published: May 2006

Curriculum-Based Assessment for Instructional Design (CBA-ID) provides data used to ensure an appropriately challenging learning task. One aspect of appropriate challenge measured by CBA-ID, called the acquisition rate (AR), involves the amount of new information a student could acquire and retain during initial learning. Previous research suggested adequate reliability, consistency with theory, expected developmental changes, and instructional utility, but the correlation between CBA-ID data and criterion variables has not been examined. Criterion-related validity coefficients could be an important source of data with which validity of CBA-ID data can be evaluated. The current study examined the criterion-related validity of assessing ARs with CBA-ID by correlating acquisition rates with scores from the Test of Memory and Learning (TOMAL) for 25 students in third and fourth grade. Corrected coefficients were equal to or exceeded .70 for two of the three TOMAL indices and equaled .59 for the third. Thus, these data supported the criterion-related validity of measuring ARs with CBA-ID.
Evaluation of Floors and Item Gradients for Reading and Math Tests for Young Children
Authors: Bradley-Johnson Sharon , Durmusoglu Gokce
Published: May 2006

Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0 through 7-11. Results indicate that few of these tests have adequate floors at the age at which their norms begin. Although most of the reading tests have adequate item gradients, only 4 of the 12 math tests did not have item gradient problems. If test floors and item gradients are not considered, examiners risk misdiagnosing young children and drawing invalid conclusions for research and program evaluation, especially for low-performing children.
The Emergence and Possible Futures of Response To Intervention
Authors: VanDerHeyden Amanda M. , Witt Joseph C. , Barnett David W.
Published: May 2006

Response to intervention (RTI) has emerged as a promising, but possibly vulnerable, alter native to the current model of identification and eligibility assessment in special education. Nested within a simple and compelling struc ture for RTI are many questions and chal lenges that make its future as "policy" at-risk unless these issues can be satisfactorily resolved. As it stands, RTI is likely to improve many decisions about educational interven tions, especially when combined with universal screening procedures. In a full RTI implemen tation, potential benefits may include (a) increased achievement schoolwide, because struggling children are identified proactively and immediate help is provided to determine whether or not more intensive help is needed, as well as (b) a coherent and flexible system of services. Whereas many of the components of RTI are well established, RTI needs further operationalization, development, standardiza tion, and field-testing. All first- and second- grade children ( N = 182 children; 364 poten tial reading or math cases) at an elementary school were screened using four measures (curriculum-based measurement, Brigance subtests, state reading test, and teacher identi fication). Decision rules were applied to the screening data to select those children who were at-risk academically. Each of these chil dren ( n = 101 reading and math cases) partici pated in an individual curriculum-based assess ment (CBA) in reading or math. Of these cases, 32 met criteria to participate in individ ual intervention (16 math and 16 reading interventions). Standard protocol intervention was implemented for 5 to 9 intervention ses sions or until children met intervention suc cess criteria. All second-grade children were administered the Iowa Test of Basic Skills. Data were generated to examine various criteria for judging intervention responsiveness and to raise empirical questions about the reliability and accuracy with which decisions could be made under an RTI model.
Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
Authors: Ardoin Scott P. , Witt Joseph C. , Connell James E. , Koenig Jennifer L.
Published: May 2006

An alternative to the IQ-achievement discrep ancy model for identifying students with learn ing disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school psychologists when evaluating students for special education. The research base on RTI is expanding but there has been little empirical work directed toward understanding RTI as it is implemented by school-based practitioners. The current study examined a simple three-phase RTI model. Universal screening in mathematics was used in Phase I in conjunction with a brief skill/per formance deficit assessment to identify stu dents in need of instructional intervention. In Phase II, a classwide intervention was imple mented to evaluate the extent to which poor academic performance was a function of lack of instruction. Phase III provided intensive intervention to five students who did not respond adequately to the classwide interven tion. Only one student did not respond ade quately to individual intervention.
Assessment of Disruptive Behaviors in Preschoolers
Authors: Pelletier Julie , Collett Brent , Gimpel Gretchen , Crowley Susan
Published: May 2006

Disruptive behavior disorders (e.g., attention-deficit/hyperactivity disorder and oppositional defiant disorder) are increasingly being diagnosed in preschool children. However, the assessment and differential diagnosis of these disorders presents several challenges to clinicians. For example, most rating scales used to help diagnose such problems were developed using school age children. Thus, the psychometric properties of many commonly used assessment tools have yet to be investigated with a preschool population. The purpose of this study is to investigate the psychometric properties of the Disruptive Behavior Disorders Rating Scale (DBDRS) and the School Situations Questionnaire (SSQ) when used with a community sample of at-risk pre school children. Results indicate that both measures have adequate psychometric properties for use with preschoolers. Additionally, as with school-age populations, a three-factor solution, with factors reflecting inattentive, hyperactive-impulsive, and oppositional defiant behaviors, was the best fit for the DBDRS data. Implications for clinicians are discussed, as are limitations and suggestions for future research.
Curriculum-Based Measures and Performance on State Assessment and Standardized Tests
Authors: Shapiro Edward S. , Keller Milena A. , Lutz J. Gary , Santoro Lana Edwards , Hintze John M.
Published: May 2006

General outcome measures (GOMs) provide educators with a means to evaluate student progress toward curricular objectives. Curriculum-based measurement (CBM) is one type of GOM that has a long history in the research literature with strong empirical support. With the increased emphasis on instruction linked to state standards and statewide achievement tests, the relationship between CBM and these measures has been called into question. This study examined the relationships between CBM of reading, math computation, and math concepts/applications and the statewide standardized achievement test as well as published norm-referenced achievement tests in two districts in Pennsylvania. Results showed that CBM had moderate to strong correlations with midyear assessments in reading and mathematics and both types of standardized tests across school districts. The data suggest that CBM can be one source of data that could be used to potentially identify those students likely to be successful or fail the statewide assessment measure.
Replication of the Learning Behaviors Scale Factor Structure With an Independent Sample
Authors: Canivez Gary L. , Willenborg Erin , Kearney Amanda
Published: May 2006

This study reports on the replication of the four-factor structure and the internal consistency of the Learning Behaviors Scale (LBS) with an independent sample of 241 students in Grades 1 through 7. Internal consistency estimates were as high or higher than those obtained with the standardization sample. Substantial replication of the four LBS factors (Competence Motivation, Attitude Toward Learning, Attention/Persistence, and Strategy/Flexibility) was found. Most items in the study were associated with the identical factor found with the standardization sample. Coefficients of congruence tested the factorial invariance and resulted in “good” to “excellent” matches to the exploratory factor analysis results based on the LBS standardization sample. Furthermore, three of the five LBS items that cross-loaded in this study were also items that cross-loaded in the standardization sample and did so on the same factors. Substantial evidence was found for the internal consistency and construct (factorial) validity of the LBS.
The Reliability of Scores for the Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults
Authors: Williams Thomas O. , Fall Anna-Maria , Eaves Ronald C. , Woods-Groves Suzanne
Published: May 2006

The reliability of scores for the Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults is examined with a sample of 110 college students from two universities in the southeast. The alpha coefficient for the total sample and the interscorer and intrascorer reliability for a subset of 31 students are analyzed. The alpha coefficient for the 23 items for the total sample was .82. The correlation coefficient for IQ is .83 for interscorer reliability and .92 for intrascorer reliability. Results are consistent with those reported by the test authors.
Projective Test Use Among School Psychologists
Authors: Hojnoski Robin L. , Morrison Rhonda , Brown Melissa , Matthews William J.
Published: May 2006

The use of projective techniques by school psychologists has been a point of interest and debate, with a number of survey studies documenting usage. The purpose of this study is to update the status of projective use among school psychologists, with a specific focus on their use in the social emotional assessment of children in schools. In addition to gathering information about the frequency of use, this study provides information about the types of assessment activities in which the assessments are used and practitioner’s perception of the utility of specific instruments. Results indicate that school psychologists view projective assessments as moderately useful and that they continue to use projectives across grades and for a variety of educational purposes, including eligibility determination and intervention development. Results are discussed critically in the context of previous research.
Concurrent Validity of the KAIT for Students in Grade Six and Eight
Authors: Vo Dawn Huong , Weisenberger Jennifer Layton , Becker Richard , Jacob-Timm Susan
Published: May 2006

Thirty 6th- and 30 8th-grade students were administered the Kaufman Adolescent and Adult Intelligence Test (KAIT) and the Wechsler Intelligence Scale for Children-Third Edition (WISGIII) in counterbalanced order. The tests yielded similar mean IQs. Correlations between the KAIT Composite and WISC-III Full Scale IQ and between the KAIT Crystallized and WISCIII Verbal IQ were strong; correlations between the KAIT Fluid and WISC-III Performance IQ were moderately strong. Sixth-grade WISC-III IQs were more variable than KAIT IQs, and the WISC-III yielded lower minimum IQs for the 6th-grade, but not the 8th-grade, sample. The WISCIII may be preferable to the KAIT for 6th graders because it has an ample number of easy items at that age level. The KAIT and WISCIII correlated about equally well with California Achievement Test scores.
Personality Profiles of Adults with Verbal and Nonverbal Learning Disabilities
Authors: Waldo Susan L. , McIntosh David E. , Koller James R.
Published: May 2006

This study examined the MMPI-derived personality profiles of three learning-disabled sub-types. Results obtained through profile analysis indicated that there were no significant differences between the three groups on the validity and 10 basic scales of the MMPI. However, the combined learning-disabled groups differed significantly from the normative sample on the MMPI, scoring higher on 11 of the 13 scales studied. Statistical analyses revealed that 20% of the LD sample displayed significantly marked elevations on one or more of the MMPI scales.