bluuebunny/crossref_metadata_2025 huggingface dataset:
Natural ventilation: Impact of wall material and windows on thermal comfort
Authors: Eftekhari M.M.
Published: December 2008

Thermal comfort in a naturally ventilated test room is investigated. The test room is a lightweight portable cabin located in a sheltered area at Loughborough University, UK. Thermal comfort simulations were carried out for various sizes of openings and glazing. Medium and high thermal mass were added to the test room and their effects on thermal comfort were investigated. The results suggested that thermal mass has significant effect on thermal comfort parameters. Adding a 200 mm thick layer of medium-density concrete to the walls improved the thermal comfort over the summer by 40%.
Climate change: Impact on the environmental design of buildings
Authors: Pretlove S E C , Oreszczyn T.
Published: December 2008

Buildings are designed for a specific climate, yet they often have a lifetime of 100 years. Climate change may require a building to operate over a range of climatic conditions as a result of the impact of global warming. This effect is compounded by the fact that many of the climatic data currently used for design purposes are some 30 years old. This paper investigates the impact that climate change over the last two decades may have on the design and performance of buildings by examining the specific effects of changes in temperature and solar radiation on one particular design variable, energy use. The results indicate that the temperature and solar radiation in the London region of the United Kingdom have changed significantly in the last 15 years, and that the climatic data currently being used for energy design calculations lead to inaccuracies in predictions of energy use of up to 17%. However, evidence is presented which suggests that a proportion of the benefits of milder winters may be taken as improved comfort instead of reduced energy use. It is concluded that the climatic data used in these calculations should be reviewed urgently, as they may be leading designers to adopt solutions which will be inappropriate for future use.
Desiccant cooling: Parametric energy study
Authors: Beggs C.B. , Warwicker B.
Published: December 2008

Desiccants have been used in many applications to provide dehumidification. This paper describes an application of desiccants which provides both dehumidification and sensible cooling, with little or no use of conventional vapour-compression refrigeration plant. Through a parametric study, the energy consumption and costs of a desiccant cooling system are compared with those of a conventional vapour-compression refrigeration-based air-conditioning system.
Air-cooled heat pump with desuperheater: Retrofit for year-round service hot water supply
Authors: Deng Shiming , Song Ziyan , Tan Kunxiong
Published: December 2008

In a case study project an air-cooled heat pump unit was retrofitted with a desuperheater to provide service hot water in addition to chilled water for comfort space cooling in a 24-room holiday villa located in a subtropical region. The retrofit project is described, and system operating performance and energy efficiency are reported. A standard cooling tower was used to extract free heat from ambient air in transitional seasons, thus eliminating the need for electric back-up heating for service hot water.
Steam consumption in a hotel building in Hong Kong
Authors: Deng S.M.
Published: December 2008

The Note presents a case study for the analysis of steam consumption in a hotel building in Hong Kong. Unlike in cold climates, the steam used for hotel buildings in warm climates is mainly for service hot water heating and for specific purposes other than space heating. The results from the study indicated, however, that outdoor weather conditions and hotel occupancy influence steam consumption in the hotel.
Drainage ventilation for underground structures I: Transient analysis of operation
Authors: Swaffield J.A. , Wright G.B.
Published: December 2008

Below-ground structures provide special challenges to the designer of drainage systems, particularly if odour ingress is to be prevented to generally accepted standards. It is insufficient to rely on entrained airflow to ensure that the network is generally at below atmospheric pressures; fan-assisted venting is often required. Transient propagation as a result of both system appliance discharge and the operation of a fan-assisted vent system needs to be analysed to avoid system failure. This paper presents the necessary solution to the governing St Venant equations to allow system simulation. The basis for a numerical simulation is presented and the boundary conditions particular to this class of installation are identified.
Dynamic insulation and natural ventilation: Feasibility study
Authors: Etheridge D.W. , Zhang J.J.
Published: December 2008

Dynamic insulation refers to the use of porous insulation material through which ventilation air enters a building, thereby reducing the conductive heat loss through the material to very low levels. The technical success of dynamic insulation relies on maintaining the required flow direction through the material. This is normally achieved by means of an electrically driven mechanical ventilation system. The energy consumption of the electric system must be offset against the saving from the dynamic insulation, with the result that dynamic insulation becomes much less attractive. This paper describes a theoretical study of the technical feasibility of using dynamic insulation with natural ventilation alone. It also considers the novel use of wind-driven mechanical ventilation to extend the range of application of dynamic insulation while retaining a 'natural' system. The results of the study are promising. They indicate that dynamic insulation and natural ventilation are compatible and that there is a strong synergy between dynamic insulation and wind energy. This could lead to significant reductions in the energy consumption of buildings.
Variable-air-volume air-conditioning systems: Optimal reset of static pressure setpoint
Authors: Wang Shengwei , Burnett John
Published: December 2008

A strategy for on-line reset of the variable-air-volume (VAV) static pressure setpoint is developed. Dynamic simulation models of the VAV system are developed to test and evaluate the control strategy. The pressure flow characteristics of the VAV systems in an office building were monitored to evaluate the strategy in a real building. The energy saving potential, the on-line control and energy performance of the simulated vav strategy are evaluated in terms of the characteristics monitored in the building.
Chiller models for plant design studies
Authors: Yik Francis W H , Lam Vincent K C
Published: December 2008

Numerical models for air- and water-cooled centrifugal, reciprocating and screw chillers are presented. The models were established by curve-fitting manufacturers' chiller performance data. They relate the electricity demand of a chiller to its cooling output and to the temperature of the condenser inlet cooling medium. Including the cooling medium temperature as an independent variable in the model allows its effect on chiller performance to be accounted for explicitly. This contrasts with relying on an assumed relationship between this temperature and the chiller load (e.g. according to the ARI Standard rating conditions). Using chiller models based on such an assumption can lead to erroneous energy use predictions for chiller plants comprising multiple chillers. Predictions of the chiller models agreed reasonably well with chiller performance data extracted from reocrds of plant operation. The models have been incorporated into an air-conditioning system simulation program BECON as its built-in chiller model. A simulation study aimed at comparing the performance of alternative chiller number-size combinations for a building is described. This shows that such studies should be based on realistic rated COP values for chillers, as they will strongly influence the predicted electricity consumption and thus the conclusion on which combination is to be adopted.
Condensation Targeter II: Modelling surface relative humidity to predict mould growth in dwellings
Authors: Oreszczyn T. , Pretlove S E C
Published: December 2008

Condensation and mould growth are reported as being problems in an estimated 4.2 million dwellings in England, resulting in poor health for the occupants and substantial damage to the fabric of the building. This paper examines the development of an algorithm, Condensation Targeter, to predict the relative humidity of internal surfaces and risk of mould growth in dwellings. The impacts of cold bridging, seasonal variations, variable moisture production and hygroscopic materials are reviewed (but not of interstitial condensation) and a comparison between modelled and measured data for 36 dwellings is carried out. Results indicate that a steady-state model utilising Bredem-8 to predict internal temperatures and Loudon's condensation model to predict moisture shows good (± 10%) agreement with monitored data. A model sensitivity study shows that variations in occupant heating and density can be as important as, or even more important than, ventilation in determining mould.
Predicting thermal performance of a closed-wet cooling tower for chilled ceilings
Authors: Gan G. , Riffat S.B.
Published: December 2008

Computational fluid dynamics (CFD) is applied to the prediction of thermal performance of a prototype closed-wet cooling tower for chilled ceilings. The prediction involves the two-phase flow of gas and water droplets. This is based on an earlier investigation by the authors in which CFD prediction was compared with experimental measurement of the thermal performance for a large industrial closed-wet cooling tower. In the present investigation, the accuracy of CFD modelling of the pressure loss for fluid flow over the heat exchanger is assessed for a range of flow velocities applied in closed-wet cooling towers. The predicted pressure loss for single-phase flow of air over the heat exchanger is in good agreement with the empirical equation for tube bundles. One of the advantages of using CFD is that the effect of flow interference on the pressure loss of single- and two-phase flow over the heat exchanger can be predicted. The present work shows that the performance of the prototype cooling tower can be improved by several methods depending on the requirements for energy efficiency and/or minimum use of air or water. The methods include (1) optimising the air flow rate and the mass flow ratio of spray water to supply air so as to increase the effectiveness of evaporative cooling, (2) installing baffles under the heat exchanger to distribute air and water flows uniformly, and (3) reducing the transverse pitch (tube centre-to-centre distance normal to the flow direction) of the existing heat exchanger to enhance heat transfer between tubes and air.
Air distribution and air quality in a large open space
Authors: Waters J.R. , Simons M.W. , Grazebrook J.
Published: December 2008

A case study of the ventilation characteristics of office accommodation forming part of a recently refurbished building is presented. A mechanical system has been installed to ventilate and cool two floors that are interconnected by a series of atria, with a novel application of displacement ventilation applied where there is a very low ceiling height. The air distribution and air quality within the space have been studied by the application of computational fluid dynamics (CFD) to allow the computation of air change effectiveness in terms of local mean age. Variations in ventilation strategy have been explored and the results have been verified by perceived occupier satisfaction.
Partial ice-storage: Application to air conditioning systems in Hong Kong
Authors: Yang Hongxing , You Shijun
Published: December 2008

The performance and payback period of a partial ice-storage (PIS) air conditioning system in Hong Kong are investigated in this paper. The results between different operating modes are compared. It is concluded that it is very difficult for local investors of PIS air conditioning systems to recover their capital investment under the current power supply tariff arrangement. If the off-peak electricity price is reduced to HK$0.30-0.35, the payback period could be about 5-6 years.
Assessing thermal comfort in Ghadames, Libya: Application of the adaptive model
Authors: Taki A.H. , Ealiwa M.A. , Howarth A.T. , Seden M.R.
Published: December 2008

This survey measures human thermal comfort and assesses the validity of the adaptive thermal comfort model when applied to the climatic extreme (hot dry) condition of Ghadames. This paper reviews the results from two field surveys of thermal comfort within two types of buildings, old (free running) and new (climate control), in Ghadames oasis in Libya in the summer seasons of August 1997 and July 1998. Questionnaires were collected from 19 buildings representing 88 subjects: nine old buildings that employ a natural ventilation system with a courtyard and ten new buildings that employ an air conditioning system. The results from the present study show that the neutral temperatures in old and new buildings are 31.6°C and 29.4°C respectively. The adaptive model is shown to be valid, without modification, for predicting the thermal comfort of sedentary occupants in such environments.
Community Interaction Early Education Project (CIEEP): A Model for the Identification and Diagnosis of Young Handicapped Children
Authors: Kayetheimer R. , Shanahan Woods Jan
Published: December 2008

An assessment model is presented that provides a framework for the evaluation of young handicapped children and their families. The theorical of young handicapped children and their families. The theoretical base of interactionism and role modeling along with the application of the diagnostic prescriptive method provide the basis for the approach. The system utilizes an interdisciplinary team approach that includes the parent, teacher, educational specialist, audiologist, child development specialist, developmental pediatrician, psychologist, social worker, and a speech and language consultant. The goal of the CIEEP model is to provide evaluation of previously under-served preschool handicapped children.
The Use of Grade and Age Equivalent Scores in Educational Assessment
Authors: Bennett Randy Elliot
Published: December 2008

This paper describes some of the difficulties inherent in the use of grade and age equivalent scores in educational assessment. The limitations discussed include the fact that these scores (a) imply a false standard against which students are routinely judged, (b) have unequal variance across content areas and grade and age groups, (c) are developed through "guessing" procedures, and (d) encourage comparison of students to inappropriate reference groups. Suggestions for the use of scores that provide more meaningful and technically sound information about pupil achievement are also given.
Adapting the WISC-R for Deaf Children
Authors: Ray Steven
Published: December 2008

This study developed and assessed the impact of a standardized procedure upon the WISC-R Performance Scales used with deaf children. The general findings provide evidence that the deaf child's scores on the WISC-R do not differ significantly from that of the Wechsler norms for hearing children. A peculiar subtest profile was detected and found to be significant. Analysis of the data suggests that this profile can best be explained by the Experiential Deficits hypothesis. Suggestions were made that future investigations should center around assessing the intelligence of deaf children of deaf parents, since this population showed a significantly higher overall IQ and no peculiarities of profile.
A Demographic Study of the Council for Educational Diagnostic Services (CEDS)
Authors: Hunter Lyman R. , Ipsen Shyla M. , Enright Brian
Published: December 2008

As a part of the CEDS Competency statement project, demographic data on the membership of CEDS was gathered. The membership of CEDS is approximately 25% male and 75% female; 55% work in urban, areas, 34% work in rural areas, and 9% split their time between urban and rural work settings. When considering position title, the membership appears to divide itself into five major groups: (1) Educational Diagnosticians, (2) Teachers, (3) Psychologists, (4) Higher Educators, and (5) Administrators. The average age of the membership is 41 and the mean number of years they have worked in the assessment field is 6.5 years. Most members are certified by state education agencies with only 10% being, licensed or certified by other state agencies. While 95% use diagnostic educational tests, only 30% assess personality and 71 % use measures of intellectual functioning.
Comparison of Maternal Estimates and Performance-Based Assessment Scores for Young Handicapped Children
Authors: Sexton David , Kelley Michael F. , Scott Randall
Published: December 2008

The authors compared maternal estimates of child performance and performance-based scores using the Learning Accomplishment Profile. Very strong positive relationships were found for maternal estimates and evaluator ratings for overall scores as well as for four subscales. No significant difference was found for overall scores between the two data sources. A significant difference was found, however, for one subscale, gross motor. Results indicated that professionals should be aware of the purpose of individual assessment activities in order to effectively use parents as data sources.
Spelling Assessment: Practice and Promise
Authors: Carpenter Dale
Published: December 2008

Current spelling assessment practices, including formal and informal instruments plus promising procedures, were reviewed. First, six individually administered standardized tests that are presently available to special educators and diagnosticians were examined. Second, informal procedures were grouped into two categories: Inventories and criterion-referenced tests, and error analysis. Each informal procedure was analyzed in terms of specific advantages and disadvantages. Finally, two particularly promising procedures, miciodiagnostics and developmental spelling, were reviewed.
The Use of Estimated True Scores, Standard Errors of Measurement, and Confidence Intervals in Reporting Assessment Data
Authors: Harris Karen R.
Published: December 2008

Assessment data play an important role in educational decision making. All too often we act as if we have total confidence in the test scores we interpret, though we know that error of measurement is always present. Three procedures that help to determine the degree of confidence we can place in any raw score are discussed in this article (a) computing the standard error of measurement, (b) computing the estimated true score, and (c) constructiong conference intervales. These three procedures are easy to and require only mathematical skills individuals. The process of pupil assessment should these three simple procedures.
Electrodermal Response Audiometry Using Novel Sounds
Authors: Hartley Harold V.
Published: December 2008

Electrodermal responses to novel sounds for 10 adult MR subjects were compared to behavioral hearing thresholds. The novel sounds were presented from 10dB below to 25dB above the subjects' behavioral hearing thresholds. There was no consistent pattern of electrodermal response and level of presentation. This procedure is not recommended for clinical use with the population studied.
A Systems Framework for Special Education Program Evaluation
Authors: Maher Charles S. , Bennett Randy Elliot
Published: December 2008

Evaluation of special education programs and services is a growing concern of many educators and school psychologists. For special education program evaluation to be worthwhile at the local level, however, a broad-based view of the process is necessary. This paper describes a systems framework for special education program evaluation that allows practitioners to more readily adapt program evaluation methods, procedures, and techniques to the problems and nature of special services delivery, Use of the framework as an organizing device helps provide definition and direction to the relatively underdeveloped area of special education program evaluation methods, procedures, and techniques to the problems and nature of special services delivery. Use of the framework as an organizing device helps provide definition and direction to the relatively underdeveloped area of special education program evaluation.
Assessment of Basic Competencies: An Alternative to Intelligence Tests
Authors: Somwaru Jwalla P.
Published: December 2008

Intelligence tests were designed to assess individual differences and have been used for classification and placement. In the current context of providing appropriate education for all handicapped students, there is a need for new instruments that provide diagnostic information that can coordinate with instruction. A conceptual alternative to intelligence tests is presented. It consists of the assessment of a student's performance on defined criteria with known relevance to school learning. The procedure was put into operation by developing 11 tests that represent sequences of learning in three broad domains: information processing, language, and mathematics. The results of assessment can be interpreted developmentally or diagnostically; the diagnostic interpretation consists of the identification of clusters of skills that could be improved by instruction.
Performance of Gifted and Talented Subjects on the Woodcock-Johnson Tests of Cognitive Ability and the WISC-R
Authors: Mather Nancy , Bos Candace
Published: December 2008

This study compared the performance of a sample of 46 gifted and talented students on the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised. The difference between full scale scores was not significant, suggesting concurrent validity between the two full scale measures. Scores obtained on the Reasoning cluster were suspect for some of the gifted and talented subjects, with the altemative cluster of Broad Reasoning providing a more acappraisal of ability.
The Development and Validation of a Gifted Student Screening Scale
Authors: Hall Eleanor G. , Trentham Landa L.
Published: December 2008

This article describes the development and validation of the Gifted Student Screening Scale (GSSS). Factor analyses indicated that the scale is appropriate for use with both gifted and nongifted students. Cross-validation using discriminant analysis showed that the GSSS stably differentiated gifted and nongifted students. Cut-scores for identifying students for further testing for gifted program were established. The GSSS is a stable, empirirically documented instrument for screening that is relatively easy to use, relatively accurate, and based on previous reasearch.
Using Difference Scores in Making Screening and Placement Decisions
Authors: Morrison Hugh E.
Published: December 2008

This paper presents a step-by-step procedure for finding the probability of occurrence of the difference between test scores and the probalitily of occunerce of errors of measurement, This procedure is useful ininterpreting test results to parents and in making placement decisions. Difference scores are often used in the placement of students in learning disabilities and remedial reading programs. This type of profile analysis is hazardous unless the reliability of the pairs of tests is taken into account.
The Social Perception Behavior Rating Scale: Initial Evidence
Authors: Maheady Larry , Harper Gregory F.
Published: December 2008

Initial evidence for the reliability and validity of a scale to assess social perception, the Social Perception Behavior Rating Scale (SPBRS), is presented. In addition to a reliability study, three validity studies are reported: (a) a study of difference in group means between mildly handicapped and nonhandicapped children; (b) a study correlating SPBRS scores with three other social behavior scales-the Hahnemann Elementary School Behavior Rating Scale, the Pupil Rating Scale-Revised, and the Walker Problem Behavior Identification Checklist; and (c) a study correlating SPBRS ratings with indices of sociometric status among third- and fourth-graders. Results indicate adequate reliability, marked differences in the scores of handicapped and nonhandicapped children, and a logical pattern of correlations with other scales and sociometric status. Suggestions for further investigation of this research instrument are presented.
Assessment and Instructional Decision-Making Practices of Preschool Teachers of Handicapped Children
Authors: Thurlow Martha L. , Nania Paula A. , Ysseldyke James E.
Published: December 2008

Assessment and instructional decision-making practices were documented for a national sample of teachers serving handicapped preschool children. All had been nominated as “good” teachers. Surveys of 60 teachers and in-depth interviews of an additional 10 revealed that evaluation and monitoring procedures are not used systematically or regularly. Behavioral observations were the most widely used single source of information for making instructional decisions. Teacher self-reports indicated that criterion-referenced measures provided the information used most often in developing IEPs and in monitoring student progress, while progress on previous IEP objectives was used most often in changing IEPs. This sample of teachers of handicapped preschool children did not regularly or systematically engage in direct and continuous monitoring of pupil progress.
Assessment of the Severely Handicapped Preschool-Aged Child
Authors: Robinson Cordelia C. , Hupp Susan C.
Published: December 2008

Issues in the assessment of preschool-aged children who have severe to profound handicapping conditions are considered in the context of characteristics of the population and purposes of assessment. Specifically, the utility of standardized assessment of infants and pre-schoolers for the purpose of program planning is examined. The process of assessment is discussed and a model is proposed for analyzing underlying cognitive requirements of assessment tasks and for using the results of such an analysis for program planning.
Observing Preschool Children In Situ: Behavior and Environmental Assessment
Authors: Day David E.
Published: December 2008

This paper presents a rationale for naturalistic assessment of young handicapped and nonhandicapped children in classrooms. The types of questions one may ask in completing such assessments and the implications for teaching are discussed. Four alternative assessment procedures are presented, with illustra generated by each.
Efficacy of WAIS-R Short Forms with Special Education Referrals
Authors: Roberts Adrian R. , Nicholson Charles L.
Published: December 2008

Two WAIS-R short-form procedures were used with 69 subjects referred for evaluations due to slow progress in school. The first procedure, the Satz-Mogel model, was found to be the most effective for predicting the Full-Scale IQ. Using the Verbal IQ or Performance IQ to predict the FSIQ was also useful. The second procedure, using selected five or six subtest combinations, was also helpful in predicting the FSIQ. Using three, two, or one subtest combinations to predict the FSIQ was not recommended. Predicting the VIQ or IQ using short forms was also not recommended. Any short-form procedure should be used only as a gross estimate of ability and not for diagnostic or placement purposes.
Dynamic Criterion-Referenced Vocational Assessment: An Alternative Strategy for Handicapped Youth
Authors: Schloss Patrick J. , Smith Maureen A. , Hoover Tracy , Wolford Joy
Published: December 2008

Accurate assessment of skills that contribute to employability is a key factcr in the access of vccateonal education. The use of norm-referenced devices for this purpose has many disadvantages. Criterion-referenced tests may be more appropriate, however as currently used, they provide little indication of the learner's capacity to acquire skills necessary for success in competitive employment. This paper presents the Dynamic Criterion-Referenced Vocational (DCRV) Assessment as a technique for measuring a person's potential for modification of behaviors rekevant to a specific learning situation. It describes the purpose of DCRV assess ment, provides an example of its applications, and discusses its implications for handicapped learners, practitioners, and employers.
Performance of Learning Disabled University Students on the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement
Authors: Gajar Anna Helen
Published: December 2008

Identification and diagnosis of learning disabilities (LD) at the university level involves the appraisal of intelligence and achievement. This study examined the adequacy of one of the most popular individual achievement tests, the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement, with an LD university sample. The scores of 68 subjects referred to the University Program for Learning Disabled Students were analyzed. Means and standard deviations for each cluster and for each subtest were computed. Following this procedure, each test was analyzed to ascertain internal consistency of the subtests and clusters, item order, and ceiling effects. A notable lack of correspondence in item order between the normative population and this sample was observed on three of the subtests (Proofing, Word Attack, and Humanities), raising the question of validity of ceiling rules when testing LD university students. Ceiling effects were not as pervasive as those reported in studies with regular college students. Cluster and subtest reliabilities proved adequate for use in screening and diagnosis for the identification of university students with learning disabilities.
Questioning Teacher Feedback Practices: What Goes on in Special Classes?
Authors: Korinek Lori , Morsink Catherine V. , Algozzine Kate , Algozzine Bob
Published: December 2008

Teaching is the systematic presentation of content assumed necessary for successful progress in school. In recent years, professional understanding of the principles of successful teaching has substantially increased. Teacher feedback is among the variables identified as important in studies of effective teaching practices. Little is known about the characteristics of instruction provided in special education classrooms. The focus of this research was an analysis of teacher feedback provided in self-contained special education classes serving students classified as learning dsabled, emptionally handicapped, or mentally retarded. Forty teachers in self-contained special education classes were observed during various academic instructional periods. No differences were indicated in the extent to which different types of teachers provided feedback to their students. Questions about the appropriateness of categorical grouping of students for instruction are evident in the findings of this research.
Confidence Intervals for the PPVT-R
Authors: Naglieri Jack A. , Bardos Achilles
Published: December 2008

Dunn and Dunn (1981) provided a minimal amount of information about the confidence intervals for the Peabody Picture Vocabulary Test-Revised (PPVT-R). While bands of error are included on the PPVT-R record form, these estimated true score-based intervals (Robwtson & Eisenberg, 1981) are for the 68% level of confidence only. This paper provides confidence intervals for the 80, 85, 90, and 95% levels of confidence for the PPVT-R using the estimated true score and obtained score-based methods. Implications of these results for use of the test are presented.
Transitional Assessment for Students with Mental Retardation
Authors: Agran Martin , Martin James E. , Mithaug Dennis E.
Published: December 2008

This article argues that it is necessary to identify and teach the work behavior that is essential for successful employment. This orientation toward survival skills provides a framework to assist in determining what skills should be targeted for change. To ensure success, students must have a full repertoire of vocational and social skills, as well as a set of adaptability skills that will help them assess a problem, set a course of action, and modify their performances. Failure to assess and provide these students with the necessary skills will inevitably lead to unsatisfactory work experiences.
Career Assessment and Transition Through School to Adult Life
Authors: Peterson Michael
Published: December 2008

Career assessment is the foundation upon which school systems and community agencies should base services to special needs students in order to insure a successful transition through school to community living. The assessment of interests, skills, and needs of handicapped students related to work, home, community, and leisure is critical if public schools and community agencies are to provide services leading to effective community integration. Career assessment should begin at a very young age, be closely connected to functional curriculum, and be an integral part of the comprehensive assessment process for all handicapped students. This article describes a framework that is designed to assist personnel in developing a community-wide, interagency process of career assessment.
Concurrent Validity of the Battelle Developmental Inventory Screening Test
Authors: McLean Mary , McCormick Katherine , Baird Samera , Mayfield Phyllis
Published: December 2008

The Battelle Developmental Inventory (BDI) Screening Test is a recently developed, standardized screening tool for use with children from birth to 8 years of age. Although information on the full-scale BDI is becoming available, there is currently little information available on the use of the BDI Screening Test. This study compared the results of the BDI Screening Test to the Denver Developmental Screening Test-Revised (DDST-R) for a population of children with identified handicaps and a population of nonhandicapped children from 6 months to 6 years of age. Fbllow-up to screening was done with a full-scale BDI. The use of the BDI Screening Test in early childhood special education is discussed.
Relationship Between Teacher Ratings Using the Revised Behavior Problem Checklist
Authors: Simpson Robert G. , Arnett Karen
Published: December 2008

The behavior of 95 children (grades 3 through 6) was rated by two groups of teachers using the Revised Behavior Problem Checklist. Subjects were approximately equally divided according to sex and grade placement. Subscale means and standard deviations were calculated for ratings by both groups of teachers. Multivariate analysis of variance revealed no significant difference between the mean ratings of the two groups. Pearson product-moment correlation coefficients revealed a generally low to moderate degree of relationship between teacher ratings. Possible explanations are discussed. Normative data for males and females are presented.
Validity of the Gifted Student Screening Scale
Authors: Thomas Paulette J. , Miller James H. , Stack Ellen G. , Banbury Mary M.
Published: December 2008

A major dilemma in the identification of gifted students is how effectively and efficiently to screen the general population without excluding potential candidates for gifted programs. A new instrument, the Gifted Student Screening Scale (GSSS) (Hall, 1985), offers a promising solution to the screening problem. The purpose of this investigation was to determine if the GSSS, with a validating sample of almost all middle-class and white students, could assure effective and efficient screening of students. A total of 479 fourth, fifth, and sixth graders from seven parochial schools were rated on the GSSS by their classroom teachers. A cutoff score of 50 is recommended by the author of the test; below that score a student is probably not gifted, and above it a student should be tested further for giftedness. Participants consisted of 54 students randomly selected from the pool of students whose scores clustered around the cutoff score. These 54 students were given the WISC-R by trained graduate students. Several statistical analyses were performed on the resulting data. When the students were grouped by GSSS scores into two groups (30-49 and 50-70), there was no significant difference in WISC-R scores. Discriminant analysis revealed little difference between the groups, indicating that the GSSS contributed very little to group discrimination. A one-way analysis of variance was performed on the WISC-R Full-Scale IQs of the white and nonwhite students in the sample with a result of no significant difference. These results indicate that the GSSS did not exclude any gifted student and that it is not racially biased. However, the GSSS also did not include any gifted students. It is suggested that the cutoff score of 50 may be too low for this population. Further investigation is recommended to establish a cutoff score appropriate for use with students like those included in this study.
Implications of Type of Metric On Regression Assessment
Authors: Allinder Rose M.
Published: December 2008

An investigation was conducted to determine if different types of metrics would affect indexing of regression following a summer vacation. Students with learning disabilities and mild mental disabilities from three elementary schools were assessed before and after a summer vacation in math and spelling using grade-level curriculum-based measurement (CBM) materials. Results indicated that the type of metric used, raw score or z-score, affected indexing of regression: Students appeared to have regressed when raw scores were analyzed but appeared not to have regressed when z-scores were analyzed. Possible explanations for this difference and suggested recommendations are discussed.
Student-Assisted Functional Assessment Interview
Authors: Kern Lee , Dunlap Glen , Clarke Shelley , Childs Karen E.
Published: December 2008

Functional assessment procedures have emerged as an important tool for understanding challenging behaviors in classrooms and other settings. A variety of methodologies are currently available for conducting a functional assessment. In this article, we describe the Student-Assisted Functional Assessment Interview. The purpose of this interview is to solicit information directly from students about their preferences and their appropriate and inappropriate behaviors. The results of the interview can be used to assist in developing hypotheses regarding the function of a target behavior.
Parent-Teacher Concordance and Gender Differences in Behavioral Ratings of Social Skills and Social-Emotional Problems of Primary-Age Children With Disabilities
Authors: Merrell Kenneth W. , Popinga Monique R.
Published: December 2008

Parents' and teachers' ratings of social competence and problem behaviors for 164 special education students in grades K-3 were measured using the Social Skills Rating System. Weak to moderate relationships were found between parents' and teachers' ratings. Gender comparisons within the study group revealed mixed findings: teachers' ratings indicated that girls had better social skills but relatively similar levels of problem behaviors than boys, but parents' ratings indicated that boys were rated as having higher levels of both social skills and problem behaviors than girls. These results provide some additional evidence for the convergent validity of the SSRS and also suggest that source and setting variance strongly influence behavior ratings. These results also raise some interesting questions regarding gender differences in social behavior of young children with disabilities.
An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales
Authors: Jentzsch Clarice E. , Merrell Kenneth W.
Published: December 2008

The construct validity of the Preschool and Kindergarten Behavior Scales (PKBS) was examined using a sample of 94 Kindergarten students. Both convergent and discriminant validity were examined by comparing scores on the PKBS with scores on the Scale of Social Competence and School Adjustment and a modified version of Achenbach's Teacher's Report Form. In addition, the PKBS' sensitivity to group differences was examined. Results of the study support both convergent and discriminant validity of the two scales on the PKBS (i.e., Social Skills and Problem Behavior). They also provide evidence that the PKBS is sensitive to differences between behaviorally at-risk students and a group of comparison children.
The Effects of Repeated Reading On Two Types of CBM: Computer Maze and Oral Reading With Second-Grade Students With Learning Disabilities
Authors: Swain Kristine D. , Allinder Rose M.
Published: December 2008

The purpose of this study was to determine if two types of curriculum-based measurement, computer maze and oral reading, are equally sensitive to improvements made due to the strategy of repeated reading. The subjects were 3 second-grade students with learning disabilities who were measured twice a week for 12 weeks on both assessment procedures. The intervention of repeated readings was introduced sequentially one student at a time at 3-week intervals. The data indicate that the effects of an instructional strategy may result in conflicting results depending on the method of monitoring. Students' perceptions of the two procedures were also measured, and 2 students selected the maze procedure as the assessment they would want to continue. Implications of the use of the two types of CBM and how students' preferences are related to the results are discussed.
An Investigation of School Psychologists' Assessment Practices of Language Proficiency With Bilingual and Limited-English-Proficient Students
Authors: Ochoa Salvador Hector , Galarza Aitza , Gonzalez Doreen
Published: December 2008

This study identified school psychologists' language proficiency assessment practices with bilingual and/or limited-English-proficient students. The sample consisted of 859 school psychologists who had prior experience conducting bilingual psychoeducational evaluations. The results of the survey indicated that 62% of school psychologists usually conduct their own language proficiency assessment, while 38% primarily or only use other district or outside sources in this area. The Language Assessment Scale (LAS) was the most frequently used instrument by outside sources. Approximately 46% of the school psychologists reported that the language proficiency information they obtained from outside sources was more than six months old. Several concerns pertaining to primarily or only using outside sources to obtain language proficiency data are discussed. With respect to school psychologists who conduct their own language proficiency assessment, the Test de Vocabulario en Imágenes Peabody and the Peabody Picture Vocabulary Test-Revised were the instruments most frequently used in Spanish and English, respectively. Fifty percent of the school psychologists who have conducted bilingual psychoeducational assessments reported that they had used non-standardized means to assess language proficiency. The most frequently cited method of informal language proficiency assessment was obtaining a language sample or conducting a student interview. An evaluation of school psychologists' language proficiency is provided.
Novelty, Age, and IQ: a Theoretical Look At Human Preference for Novelty
Authors: Eaves Ronald C. , Glen Roderick
Published: December 2008

The differences in preferences for novelty among school-aged children who varied in chronological age and IQ were investigated. The results indicated that children in the high-IQ group spent significantly more time responding to novel items than did children in the low-IQ group. Also, children in the high-IQ group devoted a significantly higher percentage of time responding to novel items, relative to total item-inspection time, than did children in the low-IQ group. A significant CA X IQ interaction was found, which indicated that older children with higher IQs exhibited a significantly higher mean percentage of novelty preference than any of the other three groups (i.e., low CA-high IQ, high CA-low IQ, and low CA-low IQ). Correlations between novelty scores and IQ were consistent with those found in the infancy literature. The findings are congruent with the theory that preference for novelty is a continuing phenomenon from infancy through childhood and beyond. We infer that the interest shown by human beings in unfamiliar elements of their environment is one of an unknown number of fundamental building blocks of successful adaptation. We further speculate that the preference-for-novelty phenomenon may offer the underpinnings of a parsimonious solution to the learning paradox.
Using Semantic Map Tests To Assess Subject Matter Comprehension
Authors: Parker Richard , Guillemard Luisa , Goetz Ernie , Galarza Aitza
Published: December 2008

The purpose of this investigation was to develop and pilot-test maze-like semantic maps for assessing reading comprehension of content-area information. Semantic map tests reflect students' understanding of relationships among key passage concepts, as an integrated whole. The production, administration, and scoring of semantic map-tests was standardized, using undergraduate college students in education. Next, inter-scorer reliability, scaling and interpretation of four types of map-scores were investigated. The scores were also validated against three criteria: standardized test scores, science report card grades, and teacher ratings. These psychometric properties were investigated through pilot-testing with a heterogeneous group of 144 Grade 7 and 8 students in a low-achieving school. Results showed that good quality maps could be produced and scored with high reliability among preservice teachers. Criterion related validity based on a standardized test was weak, but moderate-to-strong validity was obtained against criteria of teacher ratings and science grades. Interestingly, teacher ratings and science grades supported different types of map-test scores. Semantic map tests merit further research, with emphasis in three areas: (a) retest and alternate form reliabilities, (b) relative sensitivity to background knowledge versus text-based knowledge, (c) usefulness in an instructional context.
Aligning the Basal Curriculum and Assessment in Elementary Mathematics: The Exploratory Development of Curriculum-Valid Tests
Authors: Jitendra Asha K. , Parker Richard , Kameenui Edward J.
Published: December 2008

The purpose of the present investigation was to develop curriculum-valid mathematics survey tests based on an analysis of district adopted basal mathematics curriculum material. We describe a taxonomy of curriculum analysis that was beneficial, in part, in item creation and test construction. Test items were selected to accurately represent the curriculum. The survey test was piloted with a group of 240 students each in Grades 3, 4, and 5 of six schools. A second, parallel test was developed and administered to the same group approximately six months later. Test results were reported to teachers as student and item information. Implications for future assessment research and practice involving students with learning difficulties are also discussed.
Interrater Agreement of the Adjustment Scales for Children and Adolescents
Authors: Watkins Marley W. , Canivez Gary L.
Published: December 2008

Standardized behavior rating scales and checklists offer unobtrusive evaluations of students' behavior in natural social environments. This study investigated the interrater agreement of the Adjustment Scales for Children and Adolescents (ASCA), a behavior rating scale used in school settings. Participants were 71 students enrolled in a variety of special programs who were rated by 29 observers in 24 classrooms. Resulting interrater reliability coefficients were substantial, and level differences, although significant, were not clinically meaningful. It was concluded that the ASCA produced acceptable levels of interrater agreement when educational professionals and paraprofessionals observed exceptional students within a common environment.