bluuebunny/crossref_metadata_2025 huggingface dataset:
Local mean age of air: Predictive techniques compared
Authors: Simons MW , Waters J.R. , White P R S
Published: December 2008

Local mean age, which is a very useful indicator of air change efficiency, may be predicted at design stage by post-processing the results of a computational fluid dynamics (CFD) analysis that has been used to establish the internal air movement characteristics. The local mean age may be determined by a number of procedures. In this paper the use of the zonal method, which is very efficient in terms of computer power, is investigated and compared with alternatives based on the age of air transportation equation and the measurement of contaminant concentration. It is concluded that the effect of turbulent diffusion on air distribution patterns is very slight, with the implication that the zonal method provides an extremely efficient means of assessing the air change efficiency within ventilated buildings. It is also concluded that the type and locations of objects within a space are as important as the method of introducing the air supply in determining the room airflow patterns and local air change efficiency.
Work, Health, and Family at Older Ages in Japan
Authors: Raymo James M. , Liang Jersey , Kobayashi Erika , Sugihara Yoko , Fukaya Taro
Published: December 2008

The authors investigated ways in which the relationship between health and labor force exit at older ages is moderated by family characteristics. Using two waves of data from a national sample of older Japanese men collected in 1999 and 2002, the authors estimated logistic regression models for labor force exit beyond age 63 as a function of health change, family characteristics, and their interactions. Poor health was strongly associated with labor force exit and evidence showed that moderating influences of family context depend on the level of health. However, the results were only partially consistent with hypotheses that the relationship between health and the likelihood of labor force exit should be stronger for (1) those with good health and family incentives to exit the labor force and (2) those with poor health and family incentives to remain in the labor force.
Pupil-Teacher Classroom Observation Scale
Authors: Simpson Robert G.
Published: December 2008

The author presents a classroom observation scale (the PTCOS) designed to be used in the observation and recording of an individual student's behavior and the teacher's response to the behavior. Several advantages and uses of the scale are presented including the quantification of observed student behavior, supervision of student teachers and professional self-improvement. The author defines four simple behavior categories and presents step-by-step instructions in how to complete an observation using the scale. A completed sample form is provided and discussed. Inter-rater reliability for the scale was calculated to be 88.5%, based on total agreement by three observers-raters.
Electrophysiologic Measurement In Neural Processing Disorders: Application of Auditory Brainstem Response Techniques
Authors: Talbott Richard E.
Published: December 2008

The application of electrophysiologic measurement techniques in the study of mental retardation, autism, and other disorders previously considered "behavioral" or "psychological" is discussed. A description of the previous research using auditory brain stem response measurement with these cases is presented and the implications for future research is examined.
Implications of The ITPA For Eligibility Committees
Authors: Mayfield Don , Fallen Nancy H.
Published: December 2008

Somehow, although we know not how, the first half of the article, Implications of the ITPA for Eligibility Committees, Diagnostique 4(1); 26 - 34, Wtnter/Spring, 1979, became fragmented in the rewriting, typing; publishing process. B ecause, its message was distorted and the errors so complex, the entire article is reprinted here.
Non- Hand icapped Students' Attitudes as Assessment Variables
Authors: Miller Maurice , Hagan Michael , Armstrong Susan
Published: December 2008

Assessment variables should include, in addition to performance of the handicapped child, peer relationships and attitudes of the non-handicapped peer. A scale of Children's Attitudes. Toward Exceptionalities was developed to assess non-handicapped elementary school students attitudes about handicapped children. Initial data on this instrument revealed attitudes could be assessed reliably; students while generally positive, reacted more positively to sensory and physical rather than learning handicaps; students were most positive on social distance statements; and third grade students generally were more positive than fifth grade sudents.
The Effects of Several Confounding Variables on Color Vision Assessment in Young, Handicapped Children
Authors: Hausman Ralph M. , Buro Richard , Hargrove Katherine , Adams Cathy
Published: December 2008

The possible effects of several confounding variables on color vision assessment was investigated with 75 mildi moderately mentally, retarded children ranging. in age I three to seven years. The s study, was an extension of a p study by Justen and Harth (1976). Support was obthined for the Justen and Harth conclusion that figure-ground perception may function as a confounding variable in color vision assessment. Other factors, including chronological age, cognitive ability level and visual-motor coordination, also appeared to be possible influences on color vision test performance of young midly to moderately mentally retarded children, implications for future research were briefly addressed.
Assessment of Exceptional Children: Guidelines for Practice
Authors: Bennett Randy Elliot
Published: December 2008

Assessment is a process that provides information needed for a number of important decisions in the education of exceptional children. These decisions include eligibility, diagnostic classification, program planning and placement, and program effectiveness. Because assessment contributes so centrally to the educational process and because the consequences of inadequately performed assessment are severe, it is crucial that assessment practice be guided by a clear set of standards. This paper presents twelve guidelines for special education assessment. The guidelines are based on legal and professional codes and on ourrent knowledge of the constituents of good assessment practice. The guidelines are proposed as an initial set of standards from whish a formal series of comprehensive standares atually be developed.
Classroom Decision Making as a Function of Diagnostic Labels and Perceived Competence
Authors: Algozzine Bob , Webber JO , Coleman Maggie , Moore Suellen , Gilliam Jim
Published: December 2008

Special education teachers were asked to make some decisions about a 4th grade boy who was portrayed as learning disabled or emotionally handicapped and whose work samples were representative of one of two levels of competence (i.e., high or low) Classroom placement decisions and future performance predictions were foud to be a function of the child's perceived competence. The results were discussed with regard to implications within labeling research and mainstreaming.
Identification of Statistically Significant Differences Between Standard Scores on the Woodcock Reading Mastery Tests
Authors: Simpson Robert G.
Published: December 2008

The author contends that erroneous conclusions regarding relative strengths and weaknesses may result from comparing scores on the Woodcock Reading Mastery Tests. Occasionally, differences in test scores seem to indicated that a student performs much better in one reading area than in another when, in reality, the differences may not be statistically significant. The author presents a table in which statistically significant differences between Woodcock test standard scores are identified. Use of the table enables the clinician to more precisely determine intra-individual strengths and weaknesses.
Describing and Comparing Infant Progress During Intervention1
Authors: Sheehan Robert , Krakow Joanne B.
Published: December 2008

The present paper concerns the methodology of quantitative documentation of the progress of Infants in early Intervention. programs. Example data from an infant intervention program are used to illustrate various steps which can be taken to increase the information available from an infant documentation effort. The present article discusses design and analysis issues concluding that the utilization of several designs and analytic techniques provides useful exploration of hypotheses in early intervention programs.
Further Investigation and Interpretation of the Expectancy Effect Generated by Disability Labels
Authors: Simpson Robert G.
Published: December 2008

The author investigated possible components of teacher expectancy and attitudes toward the integration of emotionally disturbed students into regular classes Subjects were thirty-four teachers of grades four through six. All subjects were shown a video tape of a "normal" child. Half of the subjects were told that the child showed indications of emotional distrubance.The other half were told that the child was nornaire.The label "emotionally disturbed" was found to be a significant predictor of teacher ratings. The author suggested that initial teacher expectancy generated by a babel might be weakened by additional contact with or information concerning the labeled child.
Work Samples as Predictors of Vocational Success
Authors: Dunn Dennis J.
Published: December 2008

This article deals with the limitations on the use of work samples as predidtors of vocational success. The predictive model is briefly reviewed and ways in which the assumptions underlying this model can be violated or altered in vocational evaluation settings are described. Simple interventions have been shown to substantially alter work sample scores .Of particular concern are those variations which vocational evaluators themselves introduces into the evaluation situation. The potential for abuse of work sample evaluation is great and, in the absence of knowledge and respect for the available technology, is likely.
Performance of Learning Disabled and Normal Adolescents on the Clinical Evaluation of Language Functions (CELF)
Authors: Parker Susan C. , Berryman Joan D.
Published: December 2008

The Clinical Evaluation of Language Functions (CELF) was administered to 21 learning disabled and 21 matched normal adolescents. One subtest yielded significant differences between the two grops when both raw scores and pass-fall incidence were compared. Production subtests, as a whole, were failed more often by the learning disabled subjects than by the normal subjects; this waxs not true of processing subtests. Likewise, the learning disabled subjects exhibited more failures on subtests from the semantics category than did the matched normals; failure on subtests within the syntax and memory categories was not associated with group memberships. These results offer limited support for the construct validity of the CELF.
Intelligence Testing: The Mystique, the Myth, the Maelstrom, and the Mandate
Authors: Burton Thomas A.
Published: December 2008

As a result of early events in the testing movement, the value of intelligence testing was extended beyond its intent and the psychologist was not answerable to any measure of accountability. More recently, the value of testing in the decision-making process has been challenged in the courts and is now restricted by legislative mandate. A resistance to the issue of accountability has grown among psychologists and others who assess intelligence. Continued resistance to the extant mandate may lead to an even more undesirable alternative to accountability—the demise of the standardized test.
Improving the Reliability of Curriculum-Based Measures of Academic Skills for Psychoeducational Decision Making
Authors: Fuchs Lynn S. , Deno Stanley L. , Marston Douglas
Published: December 2008

The effects of aggregation on the reliability of curriculum-based measuresof academic performance were explored in two studies. In the first , 30 children were tested four times, over four consecutive weeks, on three reading tests. Group stability coefficients, within-subject reliability coefficients, and group correlations between variables were calculated on the basis of one testing and then on the basis of aggregations over four testings. On the standardized measure and on the curriculum-based test correct score, reliability was high initially and aggregation had little impact. However, on the curriculum-based test correct score, reliability was high initially and aggregation substantially improved reliability, as evidenced in all three analyses. In the second study, 78 children were tested 10 times, over 10 weeks, on alternate forms of two curriculum-based reading measures and one curriculum-related written expression test. Group stability coefficients were calculated on the basis 2, 4, 6, 8 and 10 observations. For the reading test correct score, an initially precise measure, aggregation had little effect, whereas aggregating over occasions and test forms dramatically improved the reliability of the initially inaccurate measures, the reading test error score and the written expression score. Implications for the measurement of curriculum-based academic behavior are discussed.
Statistical Models of Fairness and Their Impact on Nonbiased Assessment
Authors: Arnold Mit
Published: December 2008

Technical scholars of testing have developed various statistical models to reduce bias in the assessment process. This paper reviews a series of such models and describes the intent of each model and their interactive effect in the process of nonbiased educational evaluation.
Participants' Verbal and Nonverbal Behavior in Familiar and Unfamiliar Test Conditions: An Exploratory Analysis
Authors: Fuchs Douglas , Zern David S. , Fuchs Lynn S.
Published: December 2008

A microanalysis was conducted of the test-related behaviors of examiners and preschool speech- and language-handicapped children. Each child was videotaped during two sessions while tested on the same expressive language measure, once by a familiar examiner and once by an unfamiliar examiner. Preliminary analysis revealed that the children spoke significantly more often and with greater complexity when tested by familiar examiners. The purpose of the microanalysis was to describe test participants' behavior in an attempt to explore how this differential performance occurred. Results indicated that familiar examiners (a) exercised more frequent and longer intervals of silence than unfamiliar examiners, (b) often used eye contact with examinees as a crue in deciding when to speak whereas unfamiliar examiners rarely used this crue, (c) employed largely directive language, in contrast to unfamiliar examiners' speech which more frequently was participatory in nature, and (d) spoke for shorter durations than unfamiliar examiners. Implication for testing handicapped children are discussed.
. Efficacy of WISC-R Short Forms with Special Education Referrals
Authors: McCloud Barbara K. , Nicholson Charles L.
Published: December 2008

The protocols of 327 students referred for psychological evaluation for possible special education services were examined using brief forms of the WISC-R. Several combinations of subtests were used to predict the FSIQ. Although significant correlations were obtained between the estimated FSIQ and actual IQ, significant t tests were also obtained, indicating significant discrepancies between the two lQs, Thirty-four protocols were selected at random and Hobby's (1981) split-half technique was applied. Again significant correlations and correlated t tests were obtained with only a very few cases having a significant shift in IQ. The authors concluded that brief forms of the WISC-R should be avoided; however, if a brief form is necessary, Hobby's technique is recommended.
Multisource Assessment of Young Handicapped Children: A Comparison of a Diagnostician, Teachers, Mothers, and Fathers
Authors: Sexton David , Hall Julia , Thomas Paulette J.
Published: December 2008

Four scores were generated for 32 young handicapped children on the Learning Accomplishment Profile-Diagnostic Edition and on the Developmental Profile, using a diagnostician, teachers, mothers, and fathers as data sources. All data sources were found to be extremely highly correlated on their estimates. Significant differences were found, however, between mothers and the diagnostician on the total number of items credited as passed on the Learning Accomplishment Profile-Diagnostic Edition. Significant differences also were found between the diagnostician and mothers and the diagnostician and fathers on overall scores for the Developmental Profile. Parents tended to report more items passed than did the diagnostician for both instruments. Results were discussed in terms of implications for multidisciplinary assessment teams.
Diagnostic Use of WISC-R Subtest Scatter: A Note of Caution
Authors: Taylor Ronald L. , Partenio Ingrid , Ziegler Edward W.
Published: December 2008

Historically, the diagnostic use of WISC-R subtest scatter in the identification of special education students has been widespread. Research in this area has been based primarily on studies using referred populations (i.e., students with known or suspected learning problems). Data regarding subtest scatter of nonreferred students, however, minimize the diagnostic importance of such an approach. This study investigated the subtest scatter of a large sample of nonreferred students of three ethnic backgrounds-black, white and Hispanic. The magnitude of the subtest scatter was similar to Kaufman's (1976) analysis of the standardization data. The inclusion of the Hispanic group, however, produced a pattern somewhat different than that of Kaufman's study, particularly regarding scatter as a function of over-all IQ level. The implications of these results are discussed, focusing on the cautions use of the scatter index as a diagnostic method.
An Investigation of the Reported Discrepancy between the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised
Authors: Ipsen Shyla M. , McMillan James H. , Fallen Nancy H.
Published: December 2008

Concern generated by results of previously published research led to this replication and comparison study. The purpose was to investigate the validity of the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) by analyzing the reported discrepancies between the WJTCA and Wechsler Intelligence Test for Children-Revised (WISC-R). Means and correlations from the performance of normal, learning disabled, and emotionally disturbed children (n=60= on both tests were analyzed. Results attest to the validity of the WJTCA general cognitive ability score and indicate subscale differences between the tests that should be considered interpreting test results.
Woodcock and PIAT Reading Scores: A Lack of Equivalency
Authors: Caskey William E. , Hylton Sheila , Robinson Judy B. , Taylor Robert L. , Washburn Frances F.
Published: December 2008

Using each student as his or her own control, 76 students in grades 2 through 6 from rural to urban localities in upper east Tennessee were administered the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. Comparisons were made between the PIAT Reading Recognition and Woodcock Word Identification tests and between the PIAT Reading Comprehension and Woodcock Passage Comprehension tests. While the correlations for the total group were highly significant in both comparisons, a breakdown by grade level demonstrated variability in the results, ranging from not significant to highly significant. In assessing the comparability of the obtained scores, the scores from the total grouup were significantly different. However, a breakdown by grade level found the same variability as for the correlations. Concern for errors in diagnosis is expressed and a call for the development of local norms is made.
Use of the Leiter International Performance Scale and the Wechsler Intelligence Scale for Children-Revised with Hearing-Impaired Children
Authors: Ulissi Stephen Mark , Gibbins Spencer
Published: December 2008

The educational records of 40 hearing-impaired children given both the Leiter International Performance Scale and the Wechsler Intelligence Scale for Children-Revised, Performance Scale, were reviewed. The psychometric characteristics of and interrelationship between the two measures of intelligence are presented. The Leiter was found to have a standard deviation significantly greater than that reported in the examiner's manual. Discussion is presented of the care that must be taken when interpreting Leiter IQs of hearing-impaired children.
Relationship Between Parent Ratings and Teacher Ratings Using the Revised Behavior Problem Checklist
Authors: Simpson Robert G. , Humphrey W. Ray
Published: December 2008

Parent ratings and teacher ratings of 140 middle school children were collected, using the Revised Behavior Problem Checklist (RBPC). Subjects were equally divided according to sex and race, and ranged from third grade to fifth grade. Subscale means and standard deviations were calculated ofr parent ratings and for teacher ratings. Pearson correlation coefficients revealed generally low variability among the correlations between teacher ratings and parent ratings. The authors offer possible explanations. Normative data are presented according to sex, race, and rater (parent or teacher).
Assigning Grades in the High School Mainstream: Perceptions of Teachers and Students
Authors: Calhoun Mary Lynne , Beattie John
Published: December 2008

High school progams for mildly handicapped individuals usually provide the opportunity for handicapped students to attend regular classes for at least part of the school day. Thus, students with identified learning problems are placed in classrooms with non handicapped peers, and teachers are confronted with new dilemmas regarding what constitutes acceptable classroom performance. Special education professionals have suggested that traditional grading practices may victimize handicapped students and that handicapped students should not be compared with regular students for grading purposes. This study investigated actual grading practices by academic and vocational teachers in the mainstream and the perception of grades by exception at students. An emergent naturalistic design was employed and individual interviews were conducted with 41 teachers and 15 students. An analysis of the qualitative data indicated that teachers use a different set of criteria for assigning grades to handicapped students effort and attendance are heavily weighed, and some teachers make a systematic effort to establish performance standards for exceptional students. The students themselves indicate an awareness that good behavior and good effort are essential criteria for passing. Teachers expressed an awareness and concern for the special needs of exceptional students and a sense of discomfort with current grading practices.
Intellectual and Educational Characteristics of Court-Identified and School-Identified Violent and Assaultive Youth
Authors: Roth Henry , Nicholson Charles L.
Published: December 2008

Results from the scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children (WISC-R) and the Pea body Individual Achievement Test (PIAT). Uncorrelated t tests indicated that IQs, three of the WISC-R subtests (i.e., Vocabulary, Comprehension, Coding), and the PIA T Reading Comprehension Reading Recognition, and Spelling scores differentiated significantly between the two groups. The possibility that court-identified violent and assaultive youth have more severe cognitive deficits that contribute to their excessively aggressive behavior was discussed. In addition, some of the educational implications of these cognitive deficits were identitified.
Parents as Experts: An Assessment Approach for Hard-to-Test Children
Authors: Calhoun Mary Lynne , Newson Elizabeth
Published: December 2008

How best to make use of parental input in multidisciplinary assessment is a question that faces professionals involved in evaluating hard-to-test children. An integrated parent-professional approach to assessment has been used at the Child Development Research Unit, Nottingham University. This approach uses parents as expert information gatherers and verifiers in an ongoing process of evaluating the child and establishing treatment goals. The Nottingham assessment model is described here, and suggestions for implementing parent-professional collaboration are discussed.
Factor Structure of the WISC-R Across Ethnic Groups: An Investigation of Construct Validity
Authors: Taylor Ronald L. , Ziegler Edward W. , Partenio Ingrid
Published: December 2008

This study analyzed scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) of 560 subjects (189 black, 184 Hispanic; 187 white) to determine if the factor structure was similar across ethnic groups. Results of a two-factor solution yielded highly similar loadings corresponding to the verbal comprehension and perceptual organization factors for all three ethnic groups. Three-factor solutions yielded similar loadings for the Hispanic and white samples but somewhat different loadings for the black subjects. Implications of these data regarding the construct validity as well as suggested uses for the WISC-R are discussed.
The Use of the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests in the Diagnosis of a Learning Disability in Reading: A Caveat
Authors: Caskey William E.
Published: December 2008

Using a counterbalanced order, 34 learning disabled students from three schools in southern Appalachia were given the Peabody Individual Achievement Test (PIAT) and the Woodcock Reading Mastery Tests (Woodcock). PIAT Reading Recognition and Woodcock Word Identification scores were compared, as were the PIAT Reading Comprehension and Woodcock Passage Comprehension scores. The results from a correlated t test revealed highly positive and significant correlations but equally highly significant differences between the means (p < .001). The PIAT scores were uniformly higher. The results were interpreted as supporting the results of previous research studies. Further analysis revealed that, according to the regulations of the state of Tennessee, fewer students were certifiable as learning disabled in reading by the scores from the PIAT than by scores from the Woodcock. Cautions are expressed about the use of the PIAT (designed by its authors to be a screening device) in the diagnosis of a learning disability in reading unless or until further research demonstrates the concurrent validity of the PIAT.
Dimensions of Students' Behavior Disorders: An Alternative to Medical Model Classification Practices
Authors: Schloss Patrick J.
Published: December 2008

Traditional medical oriented classification schemes have been criticized for their limited reliability and validity. The major deficiency of these approaches is their failure to produce treatment-relevant information. This paper discusses an alternative approach to classifying students' behavior disorders. The approach considers the topography of deviant behaviors, the degree of exceptionality, the nature of deviance, and events influencing the deviance. The proposed approach is discussed in the context of developing and monitoring education/treatment programs.
Significant Discrepancies between the Wechsler Adult Intelligence Scale-Revised and the Woodcock-Johnson PsychoEducational Battery, Part II: Tests of Achievement with a College Population
Authors: Salvia Shawn Amig , Salvia John
Published: December 2008

Freshman at The Pennsylvania State University were stratified on the basis of SAT scores and major (science or nonscience), and a stratified random sample of 100 was selected. All subjects were given the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Woodcock-Johnson Pscycho-Educational Battery, Part II: Tests of Achievement (WJ). WAIS-R VIQs, PIQs, and FSIQs were correlated with scale scores on the Reading, Math, Written Language, and Knowledge clusters on the WJ. Beta weights and intercepts as well as standard deviations of predicted differences and standard errors of predicted differences are presented for each WAIS-R scale by WJ cluster combination.
Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures
Authors: Marston Douglas , Fuchs Lynn S. , Deno Stanley L.
Published: December 2008

In a series of two studies, the relative sensitivity of traditional standardized achievement tests and alternative curriculum-based measures was assessed. In the first investigation, the magnitude of student growth over a 10-week period on the two types of instruments was compared in the areas of reading and written language. The second study was an operational replication employing different reading tests over a 16 week interval. Results indicated that the curriculum-based measures were more sensitive to student progress and related more consistently to a criterion measure of student growth. Implications for practice are discussed.
Interpreting Report Card Grades in Secondary Schools: Perceptions of Handicapped and Nonhandicapped Students
Authors: Calhoun Mary Lynne
Published: December 2008

Assigning grades to exceptional students in regular high school classes has been described as a dilemma for teachers. The studies presented in this article investigated the meanings of report card grades to handicapped and nonhandicapped students in the high school mainstream. Study 1 found significant differences in the interpretation of report card grades between these two groups. Nonhandicapped students gave stronger endorsements to statements indicating that grades tell how much has been learned and how much effort has been expended than did handicapped students. Individual interviews with 10 special education students and 10 nonhandicapped peers in Study 2 found acceptance of differentiated requirements for passing grades based on student ability. These studies support the need for systematic modifications of grading practices to communicate progress more effectively to exceptional students.
Assessment of Emotionally Disturbed Preschoolers
Authors: Zentall Sydney S.
Published: December 2008

Addressed in this article are the identification, differential diagnosis, and treatment evaluation of emotionally disturbed preschoolers. Specific disorders and differentiating behavior were defined (a) within a borad normative context to provide for generality in reporting assessment data to other professionals and (b) within specific settings to provide for a determination of severity and the ecological specificity necessary for treatment. Conclusions were that practitioners must begin to assess disorders in order to assume the role of professionals in the treatment of disorder. Early treatment is critically important in the area of emotional disorders because the longer the child displays inappropriate behavior, the more intractable the problem becomes.
Assessing Family Needs: The First Step in Providing Family-Focused Intervention
Authors: Chandler Lynette K. , Fowler Susan A. , Lubeck Roger C.
Published: December 2008

The role the family plays in early childhood and infant intervention programs is currently in transition. Researchers and practitioners are calling for changes in the ways in which programs assess family needs, design interventions, and evaluate program success. This article reviews a number of issues related to family assessment as part of their involvement in early intervention programs. The authors recommend the inclusion of family needs assessment as a first step in developing family-focused interventions. Suggestions for the design, selection, and use of needs assessment are made.
Family Needs, Sources of Support, and Professional Roles: Critical Elements of Family Systems Assessment and Intervention
Authors: Trivette Carol M. , Deal Angela , Dunst Carl J.
Published: December 2008

A family-level, needs-based model of assessment and intervention is described. The model includes three major components: specification of family needs, identification of sources of support and resources to meet needs, and staff roles in helping families access resources from their support networks. The importance of a broader-based, social systems approach to assessment and intervention is emphasized.
The Performance of Gifted Children on the Edwards Personal Preference Schedule
Authors: Gallucci Nicholas T
Published: December 2008

The personality functioning of 90 children with intelligence quotients greater than 135 was examined with the Edwards Personal Preference Schedule (EPPS) (Edwards, 1959). A criterion measure, the Child Behavior Checklist, was also administered to determine whether deviations for EPPS variables from age-appropriate norms indicated psychopathology. Significant divergence for males and females was noted. However, reliable differences from high school norms were more frequent for females, as the scores of males and females in this gifted sample were more similar to each other than to scores from the high school norms. Results for the Child Behavior Checklist demonstrated that the incidence of psychopathology in this sample was comparable to that in the normative population. Results on the EPPS and Child Behavior Checklist variables were comparable for children with intelligence quotients greater than 150 and those with IQs between 136 and 140.
Availability and Usefulness of Assessment Information for Emotionally Disturbed/ Behaviorally Disordered Students: A Replication
Authors: Zabel Robert H. , Peterson Reece L. , Smith Carl R.
Published: December 2008

The replication of a 1980 study of special education teachers' reports of availability and their judgments of usefulness of several types of assessment information is presented. Data from this study are reported and compared with those from the earlier study. Patterns of the relative availability and of the ratings of usefulness of most types of information were similar in the two studies. In both, several "more useful" types of information were less available than some "less useful" information. However, progress appears to have occurred, with most types of assessment information as available as or more available than in 1980. Notable increases in availability were found for some types of assessment information, such as formal behavior observation data, that teachers consider educationally relevant. Interpretations and implications of these trends are discussed in the context of those who are responsible for assessment of emotionally disturbed/behaviorally disordered students.
The Relationship among the Test of Nonverbal Intelligence, Ammons' Quick Test, and Wechsler Intelligence Scale for Children-Revised
Authors: Vance Booney , Hankins Norman , Brown Wesley
Published: December 2008

The relationship among IQs of the Wechsler Intelligence Scale for Children-Revised (WISC-R), Test of Nonverbal Intelligence (TONI), and Quick Test (QT) were investigated. The sample consisted of 51 subjects whose grade placements ranged from second to eighth grades and whose ages ranged from 7-2 to 15-5. Analysis of variance with repeated measures was used to analyze the data and the new Duncan Range Test was used to identify significant differences among pairs of scores. The results indicated that the subjects scored significantly higher on the TONI than on the WISC-R Verbal and Full Scales. No differences were found between the TONI and QT IQs nor between the QT IQs and the WISC-R IQs. Correlation coefficients ranged from a low of .57 between the WISC-R Verbal IQ and TONI to a high of .91 between the WISC-R Full Scale and Verbal Scale. Implications for the use of the TONI, QT, and WISC-R by clinicians were discussed.
Static and Dynamic Measures of Learning in Young Handicapped Children
Authors: Burns M. Susan , Vye Nancy J. , Bransford John D. , Delclos Victor , Ogan Tamra
Published: December 2008

The purpose of this study was two-fold. We compared children's performance on static and dynamic assessment and we compared two different types of dynamic assessment, graduated prompt and mediation. Forty-four young handicapped children (mean age = 68. 75 months) par-this study, In Phase I of the study, children repeived static and graduated prompt assessment. Children who did not on graduated prompt assessment received a secon essment in Phase II of the study. In Phase II ueted prompt or mediation dynamic assessm. as found between static and graduated p 34% of the children, static and dgrac sistent Therefore, graduated prornot a ntial of children that was not identli ance findings indicated that the gradudid not differ. Analysis of children who er scores for the mediation group. on and graduated prompt scores were at identified learning potential of children graduated prompt assessment.
The Life-Centered Career Education (LCCE) Inventory: A Curriculum-Based, Criterion-Related Assessment instrument
Authors: Bucher Dale E. , Brolin Donn E.
Published: December 2008

This article describes the development of a Knowledge Battery to assess the competency level of secondary special education students receiving instruction in the Life-Centered Career Education (LCCE) Curriculum (Brolin, in press-a). The LCCE Knowledge Battery is one of two batteries developed by Brolin and associates that resulted in a comprehensive curriculum-based assessment instrument called the LCCE Inventory. The other battey, being completed at the time of this writing, is a Performance Battery. The LCCE Knowledge Battery consists of 89 subcompetency tests, each comprising 20 true-false and multiple-choice items. The battery was developed with the assistance of expert special education item writers and field tested extensively throughout the United States. Test development consisted of the building of an item pool, conducting a pilot and two field tests to identify good items, and a final field test to standardize the battery and determine cutting scores, reliability, and validity. The Inventory, including the Knowledge Battery, should be available from The Council for Exceptional Children in late 1988.
Project CO-OP: A Model for Assessing Job Requinements, Trainee Skills, and Job-Trainee Matches for People with Moderate to Profound Handicaps
Authors: Renzaglia Adelle , Hutchins Margaret
Published: December 2008

The assessment model developed by Project CO-OP is presented in the following article. Included in the model are strategies for conducting community assessment, trainee assessment, and job-trainee matches. It is now clear that individuals with moderate to profound handicaps can be employed successfully in community businesses and industries. Procedures for evaluating jobs, trainees, and work options were developed by Project CO-OP to exemplify methods for systematically collecting and analyzing information that can facilitate long-term employment for people with handicaps.
Vocational Education for Special Needs Students: Linking Vocational Assessment and Support
Authors: Leconte Pamela J. , Neubert Debra A.
Published: December 2008

Considerable gains have been made in recent years in effective vocational education and employment preparation of students with special needs. Two specific service delivery systems have contributed significantly to this progress: vocational assessment and vocational support. Special needs students can achieve optimal success when these two service systems operate collaboratively. This article presents a vocational assessment design tied directly to the provision of vocational support in that support activities are based on assessment outcomes. The roles of assessment and support personnel are delineated within this collaborative approach with the intention that they be replicated in settings where they do not currently exist.
Transition Assessment in Rural Aneas
Authors: White Warren
Published: December 2008

This article describes some of the current transition issues facing teachers and educational diagnosticians who work in rural settings. Three major barriers to successful assessment and programming are discussed: financial factors, human factors, and visibility. Finally, seven suggestions are offered that may help individuals seeking to implement a transition assessment and programming component in a rural district.
Assessing Transition: An Inquiry Concerning Decision Making
Authors: Guy Barbara A. , Knowlton H. Earle
Published: December 2008

The transition of Roy Seiver, a young adult with moderate to severe handicapping conditions, was assessed using interpretive naturalistic inquiry procedures (Guba, 1981; Lincoln & Guba, 1985). A series of structured and unstructured interviews with immediate family and service delivery personnel, as well as observations of Roy's home, community, and employment settings, revealed dilemmas related to decision making and comprehensive planning. Decision making was influenced by the personal and cultural values of the participants, was based on the services available, and reflected a lack of informed choices. Personal and cultural values also affected the planning process in the form of miscommunication compounded by confusion over role responsibilities. Implications of the case study's findings for the transition process and its relevant assessment are discussed.
The Association Between Handicapped Student Self-Ratings and Vocational Teacher Ratings of Generalizable Communications Skills
Authors: Greenan James P. , Browning Debra A.
Published: December 2008

This investigation studied the relationship between handicapped student self-ratings and vocational teacher ratings of the student's generalizable communication skills. Among the subgroups that included sizable numbers, the results indicated that the ratings disagree with one another. These results generally agree with previous research concerned with this topic.
Concurrent Validity of the Peabody Picture Vocabulary Test-R and the Expressive One-Word Picture Vocabulary Test for Language-Delayed and Non-Language-Delayed Young Children
Authors: Vance Booney , Kutsick Koressa , West Russell
Published: December 2008

This study investigated the concurrent validity of the Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test with the Wechsler Preschool and Primary Scale of Intelligence for a sample of 15 language-delayed and 36 non-language-delayed children. The children's ages ranged from 45 months to 76 months. A 2 x 5 analysis of variance with repeated measures was used to analyze the data. The Newman-Keuls multiple-comparison test was used to identify pairwise differences between specific means. Pearson product-moment correlations were also computed for the two groups between scores on the Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test scores, Verbal, Performance, and Full-Scale IQs on the Wechsler Preschool and Primary Scale of Intelligence. The 2 x 5 ANOVA (group x test) yielded a significant main effect across the five tests, but no effects related to the groups. The interaction effect was not statistically significant. Implications for the use of the Wechsler Preschool and Primary Scales of Intelligence, Peabody Picture Vocabulary Test-Revised, and Expressive One-Word Picture Vocabulary Test with language-delayed young children are discussed.
Ethnic Differences on the Minnesota Percepto-Diagnostic Test-Revised
Authors: Fuller Gerald B. , Thomas Arthur R. , Vance Booney
Published: December 2008

This study compared performance of three different ethnic groups on the Minnesota Percepto-Diagnostic Test-Revised (MPD-R) with age and IQ controlled. The MPD-R was administered to 45 black children, 45 Hispanic children, and 45 white children who had been referred for school psychological services. The MPD-R was scored for degrees of rotation of figures, separation of circle-diamond, distortion of circle-diamond, and distortion of dots. The results, using a one-way analysis of variance, indicated no significant differences among the three ethnic groups for the rotation T-score, which is controlled for IQ and age. However, significant differences were found for the supplementary scores. When IQ and age were controlled, the separation of circle-diamond score was not significant, but the other two scores remained significant, with whites perfnrming better than blacks on most scores. Hence, when evaluating the supplementary scores, race and IQ must be taken into account.
Performance of Special Education Students on a Minimal Competency Test
Authors: Vitello Stanley J. , Camilli Gregory , Molenaar Mari
Published: December 2008

During the 1986-87 school year 4,299 handicapped students were given New Jersey's competency test. The test measures academic achievement in reading, mathematics, and writing. Twelve percent of these students passed the test. There was a variance across the student classifications; the math subtest was particularly difficult for the students. Educational implications are discussed.
An Exploratory Study of Dynamic Assessment Involving Two Instructional Strategies On Experts and Novices' Performance in Solving Part-Whole Mathematical Word Problems
Authors: Jitendra Asha K. , Kameenui Edward J.
Published: December 2008

The study assessed the differential effects of a specific and general strategy on experts and novices' transfer and maintenance performance of Part-Whole addition and subtraction word problems utilizing dynamic assessment. Dynamic assessment indicated important differences between experts and novices across and within the two instructional groups (specific and general) on transfer and maintenance performance when a criterion level of performance (75% correct) on the training task (one-step Part-Whole word problems) was considered. Implications of the information from dynamic assessment are discussed in terms of instructional strategies for experts and novices in the two groups.
Recent Developments in Functional Assessment: Implications for School Counselors and Psychologists
Authors: Tobin Tary
Published: December 2008

New developments in the technology of behavioral assessment call for a different approach to consultation with teachers in the resolution of serious behavior problems. A "cookbook" approach based on the teacher's description of the student's actions is no longer recommended. Instead, it is necessary to conduct an individual functional assessment of the events that predict and maintain the challenging behavior, and to identify the contextual factors that are relevant to effective behavioral support. Although this approach requires more work initially than the traditional topography-only assessment, it is worthwhile because functional assessment increases the probability that the intervention will be effective.
The Changing Character of Behavioral Assessment and Treatment: A Historical Introduction and Review of Functional Analysis Research
Authors: Fowler Rollen C. , Schnacker Lance E.
Published: December 2008

This paper presents a brief introduction to the historical development of functional analysis as an important pretreatment assessment and analysis strategy for treating academic and social behavior problems. Studies considered to be seminal or influential are reviewed to highlight the historical and contemporary refinement of functional analysis methodologies. Conclusions are presented in terms of functional analysis' conceptual and methodological impact on behavioral assessment and treatment, and its advancement into various human service sectors concerned with the care of individuals with special needs.