bluuebunny/crossref_metadata_2025 huggingface dataset:
Cousin Marriage in Victorian England
Authors: Anderson Nancy Fix
Published: March 2007

Cousin marriage, a common practice among preindustrial propertied classes and usually arranged by the families for economic reasons, continued as a marriage pattern among middle-class Victorians, for whom individual choice based on romantic love was the appropriate criterion for the selection of a marriage partner. This article argues that many Victorians married cousins as surrogates for beloved nuclear family members, toward whom strong attachments, accompanied by power ful unconscious incestuous feelings, were engendered in the privatized, emotionally intense, nineteenth-century home. This argument is supported by an analysis of specific Victorian cousin marriages. This article examines the late nineteenth-century controversy over the dangers of cousin marriage, and attributes its decline in the twentieth century to medical opposition and the changing psychodynamics of English family life.
Rural Economy and Male Marriage in China: Jurong, Jiangsu 1933
Authors: Li Jiang Hong , Lavely William
Published: March 2007

This article examines the relationship between economic and socio-demographic variables and male marriage patterns in 144 rural villages of Jurong county, Jiangsu province, China, in 1933. While marriage for females is young and universal, the incidence of male marriage varies greatly across villages, a variability that is consistent with an economic view of marriage. Marriage is associated with farm ownership, land quality and male literacy. The demographic context, as measured by the sex ratio of the marriageable population, is also important. High sex ratios in Jurong produce a chronic marriage squeeze for males. These ratios also correspond to the economic conditions of a locale.
A Note on Remarriage Reporting in the 1910 U.S. Census
Authors: Kramarow Ellen A.
Published: March 2007

The quality of remarriage reporting among native-born whites in the 1910 United States Census is assessed using indirect demographic estimation techniques and vital statistics on divorce. Specifically, I compare the reports of remarriage in the census with estimates based on the extent of widowhood and divorce. After adjusting for possible levels of underreporting of divorce in the census, I estimate that the reports of remarriage among native- born whites in the 1910 census are underreported by less than 5 percent through age 49. At older ages, however, the underreporting rises to 9 percent among women and up to 21 percent among men. In the process of validating the remarriage reports in the census, I calculate the proportion of the divorced and widowed population who remarry, information that is not available directly from the census. These estimates can be used as a baseline for studies of remarriage in the U.S. in the twentieth century.
Anne Finch and Jacobitism: Approaching the Wellesley College Manuscript
Authors: Hinnant Charles H.
Published: March 2007

The essay seeks to provide an answer to the question of the long-standing editorial neglect of the poetry of Anne Finch. It contends that gender alone cannot account for this neglect, for the literary record suggests that the difficulties facing other women poets of the era were far from insurmountable. The solution, the essay suggests, lies in the long-standing commitment of Anne Finch and her husband to the exiled Stuart family and to the Jacobite cause. A number of poems in the Wellesley College manuscript reflect that commitment, and after the failure of the Jacobite rebellion of 1715, it would have become increasingly unlikely that these poems could obtain a favorable hearing.
Familial Religiosity and Images in the Home: Eighteenth-Century Puebla De Los Angeles, Mexico
Authors: López Rosalva Loreto
Published: March 2007

This article examines the connection between religious images and the internali zation of Christian piety among household members in eighteenth-century Puebla de los Angeles. An analysis of notarial documents relating to sixteen prominent families elucidates the relationship between types of religious images, their settings, the spatial distribution, and the participation of the spectator in the process of learning religious values. The interplay between paintings and their frames as well as light and iconographic meanings was absorbed by the people who daily viewed these works. This mechanism became an unconscious reiteration of the values associated with Christianity and an important way in which piety was implanted in young persons.
Twentieth-Century Family Life Cycle and Its Determinants in the United States
Authors: El-Khorazaty M. Nabil
Published: March 2007

Fertility schedules, one of the most important vital statistics, are used to construct a new period and cohort time series macrolevel data set of family life cycle/ childbearing and fertility-inhibiting indices for the United States in the twentieth century. Calculation of these macrolevel indices on an annual basis is accom plished by the application of recent demographic methodologies, which require only knowledge of age-specific fertility rates. These annual sets of indices, which otherwise would require detailed biographical information on the dates of such events, are needed to fully capture demographic change and to quantitatively ascertain changes in fertility behavior and attitudes and, hence, describe family structure and the timing and speed of child production for better understanding of American society.
Breast-Feeding in Medieval Islamic Thought: a Preliminary Study of Legal and Medical Writings
Authors: Giladi Avner
Published: March 2007

The way medieval Islamic writings discuss breast-feeding reflects not only general attitudes of adults toward children but also concepts that adults held of the first stages of socialization, the status of women, and the power relations that obtained within the family. The nursling's well-being was a central point of deliberation among Muslim religious scholars as well as physicians, whose understanding of the nursling's needs and of parental sentiments is impressive. Moreover, a mother's rights to breast-feed her own children and have custody of them, as formulated by Muslim jurists, constituted the foundations of a sort of female autonomy within the patriarchal domain. By having nonmaternal breast-feeding create a complex and ramified network of impediments to marriage, Islamic law made this natural activity play an important role in social life—it influenced the way relations between different families were established, reduced the occurrence of en dogamous marriages, and created semiprivate spaces.
Family Strategies and the Institutional Confinement of "Idiot" Children in Victorian England
Authors: Wright David
Published: March 2007

This article examines the role of families in the institutional confinement of idiot children in Victorian England. First, it surveys the changing historiography of mental hospitals, showing how historians of medicine are increasingly looking to paradigms of familial strategies and household structure to understand why people were committed to asylums. Second, it contributes to the growing literature on the characteristics of patients by examining the results of admission records for more than 2,000 children admitted to one philanthropic institution—the Earlswood Asylum for Idiots. Third, it selects a sample of 400 inmates to investi gate more extensively the geographical location of the "institutionalising " family and the occupation of guardians. Last, this article applies the technique of nominal record linkage to medical records and census enumerators'schedules to discover any demographic factors involved in families' decision to commit children to the Earlswood Asylum.
Public Welfare and Child Circulation, Mexico City, 1877 to 1925
Authors: Blum Ann S.
Published: March 2007

Nineteenth-century trends in abandonment to Mexico City's foundling home, the Casa de Niños Expósitos, reflected changing social, economic, and political enti tlements to family life. Even as liberal governments rewrote family law and reor ganized welfare, abandonment remained linked to constructs of family honor and ritual kinship datingfrom the colonial period. But by the late 1890s, migration and economic stress had created a new poor who relied on ritual kin to resist perma nent relinquishment of children to the state. The welfare bureaucracy, in turn, facilitated the acquisition of children by households of means through adoption. After the Mexican Revolution, the emerging revolutionary state centered child welfare on medicine and social hygiene but continued to rely on internment. With out social services providing material support to families, however, single mothers remained at risk for separation from their children.
Raised Voices in the Cine Montecarlo: Sex Education, Mass Media, and Oppositional Politics in Mexico
Authors: Rubenstein Anne
Published: March 2007

This article closely reads a single protest by a small group of male high school stu dents in Mexico City, 1934. The protestors interrupted a movie to voice their oppo sition to sex education in the public schools (a new program that had inspired widespread controversy but was never instituted). This protest represented wider tensions over post-Revolutionary modernization and urbanization, particu larly in its effects on children and families. It marked the moment when these tensions ceased to focus on government policies directly and turned toward opposi tion to media representations of social transformations.
"The Political Economy of Hub Currency Defense: Sterling and the Dollar"
Authors: Williams Robert G. , Williams Robert G.
Published: March 2007

This essay implicitly views the crisis of the dollar as an integral part of the secular decline of U.S. empire. It argues that as a response to the 1978 international money crisis, the United States entered a new phase in which the state began to actively in tervene to defend the dollar as hub currency. This paper explores the contradictions of dollar depreciation and appreciation both domestically and internationally. It shows how the stance of defending the dollar in times of crisis periodically places the inter national banking community in a position to design emergency measures to mediate the crisis. In terms of fiscal policy the emergency measures can quickly dismantle state activities that are viewed as hindrances to capital in general. In this way, small gains made by workers, environmental groups, and the poor can be disposed of swiftly. In terms of monetary policy, the emergen cy measures can [bring off] a degree of monetary stringency that would normally be politically impossible to administer. Never theless the state has increasing difficulties carrying out the measures as people hit by the program begin to organize and resist. If the state succumbs to these pressures, another run on the dollar could develop. If the run is allowed to build momentum to the point where an international financial crisis is threatened, the international banking community can reassert its position with another emergency plan to defend the dollar. Since the U.S. is only beginning this phase of the dollar's decline, the paper looks for insights from two longer periods when the British state at tempted to defend the pound sterling against its decline. Long- run implications of sterling defense are examined, and lessons for struggle are drawn from the two periods.
Face To Face
Authors: Garland Caroline , Garland Caroline
Published: March 2007

In this special section, four students from the Institute of Group Analysis record a personal viewpoint on the meaning to them of group analysis. The papers were originally delivered at seminars on the Qualifying Course of the Institute.
Crisis of Legitimation and the Workers' Movement: Understanding Poland
Authors: Markus Maria
Published: March 2007

" ... the political situation into which Poland has been brought is a thoroughly revolutionary one, and it leaves Poland with no other choice but to be revolutionary or perish."
Knowledge and Opinions About Social Security
Authors: Klemmack David L. , Lee Roff Lucinda
Published: March 2007

This study of a probability sample of 2,207 adult Alabama residents found respondents to be relatively well informed about the major features of the Social Security retirement system. Level of knowledge, however, was not systematically related to public preferences for recently advanced policy alternatives for the system.
The Modest Proposal Nursing Home: Dehumanizing Characteristics of Nursing Homes in of Nursing Home Residents
Authors: Berdes Celia
Published: March 2007

Humanistic care is care that leads to quality of life. The viewpoint of nursing home residents is uniquely indicative of humanistic and dehumanizing care in nursing homes. Therefore, three books by nursing home residents about their experiences in nursing homes are examined in the context of three themes of humanization: control, privacy, and relationships. These insights are then translated into the model "Modest Proposal" Nursing Home, less infeasible than its Swiftian namesake and equally thought-provoking.

Some persons of desponding Spirit are in great Concern about that vast Number of poor People, who are Aged, Diseased, or Maimed; and I have been desired to employ my thoughts what course may be taken, to ease the Nation of so grievous an Incumbrance. But I am not in the least Pain upon that Matter; because it is very well known, that they are every Day dying, and rotting, by Cold and Famine, and Filth, and Vermin, as fast as can be reasonably expected. (Jonathan Swift, A Modest Proposal)
Evidence of Item Bias in the Verbal Subtests of the WISC-R for Mexican-American Children
Authors: Mishra Shitala P.
Published: March 2007

The study investigated cultural bias in the verbal items of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Six verbal subtests of the WISC-R were administered to 40 Anglo and 40 Mexican-American subjects matched for grade level, sex, and socioeconomic status. The responses of two groups of subjects to individual items comprising verbal subtests were analyzed by log-linear technique using the likelihood ratio chi-square statistic. The findings revealed that the performance of subjects was homogeneous across two cultural groups on the items comprising Arithmetic, Comprehension, and Digit Span subtests. Ten (13%) of the 79 items comprising Information, Similarities, and Vocabulary subtests were, however, found to be biased against Mexican-American subjects. Three of these items are from the Information subtest, two from Similarities, and the remaining five items from Vocabulary. Implications of these findings for the psychoeducational assessment of minority children were discussed.
The Readability of Child Personality Assessment Instruments
Authors: Harrington Robert G. , Follett Gloria M.
Published: March 2007

Rating scales, checklists, and self-report inventories have become favorite methods for screening children with emotional disabilities and behavior problems. Despite their widespread use, there may be some basic flaws in the most widely used objective child behavior inventories. Some of these inventories may be too difficult for individual respondents to read. The purpose of this study was to analyze the readability of some of the most frequently used child personality scales using a computerized reading analysis. Four different readability indices are presented for 18 tests analyzed. Results are discussed in reference to the validity of child personality assessment, and suggestions are given for test developers to improve the readability of instrumentation. Strategies that examiners can use to quickly test the readability of a personality assessment are also proposed.
The Luria-Nebraska Neuropsychological Battery-Children's Revision: Validation with Brain-Damaged and Normal Children
Authors: Gustavson John L. , Golden Charles J. , Wilkening Greta N. , Hermann Bruce P. , Plaisted James R. , Macdnnes William D. , Leark Robert A.
Published: March 2007

This paper discusses briefly the development and rationale behind the Luria-Nebraska Neuropsychological Battery-Children's Revision. Three investigations are discussed: (a) the development of normative data on a group of 125 normal children between the ages of 96 and 155 months, (b) development of the critical level formula for determining the upper bounds for normal performance given a child's age, and (c) a validation of the ability of the battery to discriminate between normal and brain-injured children selected as a separate sample from that used in the initial investigations. In the third study, a MANOVA as well as subsequent individual t tests indicated highly significant group differences. Counting scores above the patient's critical level (as determined from the formula designed in the second investigation) resulted in correct classification of 89% of the normal children and 79% of the brain-injured children. Methods of interpreting the battery and limitations of the current study are discussed.
Investigation of the Verbal/Nonverbal Structure of the Woodcock-Johnson: Implications for Subtest Interpretation and Comparisons with the Wechsler Scales
Authors: McGrew Kevin S.
Published: March 2007

The Woodcock-Johnson (WJ) is a relative new-comer on the assessment scene that has generated significant interest. Cognitive mean score differences with the WISC-R have been reported, and a number of hypotheses have been advanced to explain this difference. Possible differences in verbal/nonverbal factor structure were investigated via exploratory factor analysis of the WJ norm intercorrelation tables. Both a Verbal and Nonverbal factor were extracted, and comparisons with similar WISC-R factor data suggest both similarities and differences. Grade analysis also suggests that the abilities tapped by certain WJ subtests may vary due to developmental factors.
Seriously Emotionally Disturbed Children's Performance on the Kaufman Assessment Battery for Children: A Concurrent Validity Study
Authors: Pommer Lois Therres
Published: March 2007

This study focused on the concurrent validity of two measures of intelligence, the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R), with a sample of 59 seriously emotionally disturbed children. Moreover, since the K-ABC does not stress language skills, the children were given the Woodcock Language Proficiency Battery which was used in combination with the cognitive scales of the K-ABC to study relationships with the WISC-R. Intercorrelations, means, and standard deviations of the K-ABC and WISC-R were computed. The validity evidence collected suggested that the K-ABC has a significant, positive relationship with the WISC-R for seriously emotionally disturbed children. The results of the regression analyses indicated that the relationship between the K-ABC Mental Processing Composite and the WISC-R Full Scale IQ was statistically significant; however, the addition of the Woodcock Language Proficiency Battery did not account for an appreciable increase in variance explaining the WISC-R Full Scale IQ.
Current Screening and Diagnostic Practices in a State Offering Free Preschool Screening Since 1977: Implications for the Field
Authors: Ysseldyke James E. , Thurlow Martha L. , O'Sullivan Patrick , Bursaw Robert A.
Published: March 2007

Current screening and diagnostic practices for identifying young handicapped children were surveyed. Information was gathered on the populations served, the professionals and tools employed in screening and diagnosis, the decision criteria, and the perception of gaps and duplications in services in a state in which free preschool screening and programs for young handicapped children have been available since 1977. Findings were consistent with results from surveys of model early childhood programs. The results indicated a heavy reliance on a limited number of instruments for screening, even though the technical adequacy of several of the instruments is questionable. The special educator was the professional most often involved in conducting preschool developmental assessments. Other findings and several issues related to early childhood screening and diagnosis are discussed.
Metacognitive Awareness about Reading and its Relation to Reading Ability
Authors: Kirby John R. , Moore Phillip J.
Published: March 2007

An interview schedule for assessing metacognitive awareness about reading was developed, based upon the work of Myers and Paris (1978). Scoring scales were developed for each item, which allowed for a variety of parametric statistical procedures. This interview schedule was administered to 88 children in grades 2, 4, and 6. Item-by-item results showed general increases in metacognitive knowledge with grade and a particularly high level of awareness in grade 6 children of above-average reading comprehension ability. A principal components analysis of the interview item scores yielded four metacognitive factors, which were labelled Withholding Closure, Reading Skill, Semantic Selection, and Use of Context. Further analyses showed that all factor scores increased with grade and, again, that high-ability sixth-graders had a particular advantage in the two semantic factors (Semantic Selection, Use of Context). Correlational analyses suggested that the Use of Context factor is the strongest contributor to comprehension in grade 6, but may be detrimental to comprehension in grade 4. Implications of these results for the measurement of metacognitive awareness, for a model of the development of reading skill, and for the improvement of instruction are discussed.
Exploratory Factor Analysis of the Woodcock-Johnson Tests of Cognitive Ability
Authors: McGrew Kevin S.
Published: March 2007

The school-age standardization samples (grades K-12) of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were subjected to a variety of exploratory factor analysis solutions. In addition, parallel analyses were conducted in two public school referral samples. The factors identified in the various solutions suggested a number of alternative models for WJTCA interpretation. Subtest specificity and g loading data for all WJTCA subtests across the 13 school-age samples also were computed. The specificity data suggest that the WJTCA subtests possess higher average specificity than subtests from other measures of intelligence. The plausability of a variety of WJTCA interpretive models suggests the need to subject the WJTCA to confirmatory factor methods.
The Battelle Developmental Inventory: Teacher Perceptions and Implementation Data
Authors: Bailey Donald B. , Vandiviere Pat , Dellinger Janice , Munn Duncan
Published: March 2007

This article reports results from a statewide implementation study of the Battelle Developmental Inventory. A total of 76 teachers participated by assessing 247 handicapped preschoolers. Data are presented with regard to perceived usefulness of the BDI, administration and scoring time, scoring accuracy, usefulness of adaptations, and calculation of extreme scores. Teachers were moderately positive about the various possible uses of the measure, although ratings for use with severely handicapped children were much lower than those for mild and moderately handicapped youngsters. Teachers made a large number of errors in administering and scoring the instrument. Approximately half of the adaptations for handicapped children were rated as appropriate. Implications of these and other findings for use of the BDI in early intervention programs are discussed.
Confirmatory Factor Analysis of the WAIS-R: Competition of Models
Authors: Plake Barbara S. , Gutkin Terry B. , Wise Steven L. , Kroeten Terrence
Published: March 2007

A modified confirmatory factor analysis of the WAIS-R was used to refine the initial confirmatory factor analysis solutions identified by Plake, Gutkin, and Kroeten (1984) in order to have a more complete comparison of the factor structure models postulated by Wechsler (1981) and Gutkin, Reynolds, and Galvin (1984). Root mean square residuals of the final modified solutions were compared for the Wechsler and Gutkin Models at each of the nine age levels and for the total group. In most cases, the modified Gutkin model provided a better fit to the data than did the modified Wechsler model. Implications for score interpretation are discussed.
Spelling Error Patterns of Normal, Learning-Disabled, and Underprepared College Writers
Authors: Gregg Noel , Hoy Cheri , Sabol Ruth
Published: March 2007

The spelling performance of normally achieving, learning-disabled, and underprepared college writers was examined across three measures to determine which, if any, measures were effective in differentiating among the three groups. The types of spelling errors made by each group also were examined. Results indicated that the Wide Range Achievement Test-Revised spelling subtest effectively distinguished among groups, while the other measures only distinguished between adequate (normal) and poor (learning-disabled and underprepared) writers. A modified version of Cromer's spelling error analysis was applied to a spontaneous writing sample and revealed no significant group differences with respect to type of spelling error between normal and underprepared writers. However, significant differences were found between the learning-disabled writers and both the normal and underprepared writers on all the spelling error types except spelling-rule errors.
Do Neuropsychological Measures Contribute to the Prediction of Academic Achievement? The Predictive Validity of the LNNB-CR Pathognomonic Scale
Authors: McBurnett Keith , Hynd George W. , Lahey Benjamin B. , Town Patricia A.
Published: March 2007

It is well known that measures of intelligence are good predictors of academic achievement. Because many children with behavioral or learning problems also do poorly on neuropsychological measures, it was of interest to examine the predictive validity of a measure of neuropsychological integrity and determine its joint and independent contribution in comparison with traditional intelligence measures. The Pathognomonic Scale (PS) of the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-CR), which consists of the 13 items from the full LNNB-CR that best discriminate brain-damaged from normal children, was obtained for a sample of 77 children referred to a psychology clinic for behavioral and emotional problems. The PS was found to account for a small (12% or less), but statistically significant amount of variance that was independent of that accounted for by WISC-R intelligence scores in predicting reading and spelling, but not arithmetic achievement. These results provide limited support for the use of the PS in the prediction of academic achievement.
Differential Effects of WISC-R Factors on Special Education Eligibility for Three Ethnic Groups
Authors: Barona Andres
Published: March 2007

The influence of the WISC-R factors, identified by Kaufman (1975), on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze data on 300 students referred for evaluation and found to be either not eligible for services (NE) or eligible for special education services as mentally retarded (MR) or learning disabled (LD). Results indicated that all three WISC-R factors individually made a significant contribution to the prediction of all three groups, namely, mentally retarded, learning disabled, and those not eligible for services. The Freedom from Distractibility factor was found not to contribute significantly to the prediction of the not eligible category.
An Evaluation of the Battelle Developmental Inventory for Determining Special Education Eligibility
Authors: McLinden Stacey E.
Published: March 2007

The implementation of P.L. 99-457 requires the identification of appropriate instruments for use in making program eligibility decisions for infants, toddlers, and preschool children. One test that has been recommended for this purpose is the Battelle Developmental Inventory (BDI; Newborg, Stock, Wnek, Guidubaldi, & Svinicki, 1984). This paper provides a review of the technical characteristics of the BDI that would support its use for this purpose. Information presented in the test manual on standardization, reliability, and validity of the BDI suggests that its use as a normative measure for purposes of determining program eligibility is not supported.
Probing the Validity of Intelligence Tests for Preschool Children: A Smallest Space Analysis
Authors: Zeidner Moshe , Feitelson Dina
Published: March 2007

This study investigates the intra- and inter-test associations between subtest scores on two preschool intelligence measures using Guttman's smallest space analysis (SSA). A sample of 168 Israeli preschoolers from both upper- and lower-class background from nine different kindergartens were tested under controlled conditions on two intelligence test batteries, purporting to assess similar abilities. Notwithstanding the fact that group means on the two test batteries were highly comparable, correlations between subtests across batteries were surprisingly moderate. Instead of points in the SSA-I configuration representing subtests that should have occupied similar regions, the projections of the subtests of the two batteries were in widely separated regions. However, separate projections of subtests in the two batteries onto the smallest space resulted in highly similar spatial configurations, indicating that there are indeed some underlying intrinisc relationships among the abilities tested. Moreover, the points representing subtests of verbal, numerical, and geometric language occupied distinct regions of the smallest space. The similarity of the projections for the two intelligence test batteries that emerged in this study indicates that, despite surface impressions, the ability constructs measured by the two batteries tapped the same areas of competence and apparently have the same meaning for our sample of Israeli preschoolers. The implications of this study for intelligence assessment among preschool children were discussed.
The Construct Validity of the Cognitive Levels Test and the Academic Levels Test when Compared with the WISC-R and PIAT for a Group of Adjudicated Delinquents
Authors: Eaves Ronald C. , Cutchen Michael
Published: March 2007

The construct validity of four test batteries (i.e., the Wechsler Intelligence Scale for Children-Revised; Cognitive Levels Test; Peabody Individual Achievement Test; and Academic Levels Test) was investigated for a group of adjudicated delinquent youth. The degree of convergent and discriminant validity indicated by the intercorrelations among the 18 scores obtained was evaluated. Results revealed that the constructs of cognitive ability and academic achievement were supported insofar as the correlations were generally higher than those typically found in the literature. Also, the ranks of groups of correlations were ordered as hypothesized. Briefly, (a) reliabilities of individual tests were highest in magnitude; (b) correlations between scores matched on the basis of content (e.g., Verbal Reasoning and Verbal IQ) were second; (c) correlations between measures of the same broad construct (e.g., cognitive ability: Quantitative Reasoning and Verbal IQ) ranked third; and (c) correlations between measures of unmatched constructs (e.g., cognitive ability [Performance IQ] and achievement [Spelling]) were lowest. Multiple comparisons to examine differences between mean scores revealed few significant differences. On the whole, the results were interpreted as providing strong support for the validity of the batteries. Departures from the generally positive conclusions were discussed.
Regression, Practice, and Expectation Effects on the Revised Conners Teacher Rating Scale
Authors: Brandon Karen A. , Kehle Thomas J. , Jenson William R. , Clark Elaine
Published: March 2007

This study investigated the influence of practice effects, regression toward the mean, teachers' expectations, and warm-up procedures on the Revised Conners Teacher Rating Scale. Sixty elementary school teachers viewed videotapes of 3 Attention Deficit Hyperactivity Disordered children on two or three occasions. The teachers rated each child on the Revised Conners directly after watching that child's videotaped classroom observation. The teachers were divided randomly into three groups: expectation, control, and warm-up.

The data were analyzed by a “doubly” repeated measures multivariate analysis of variance (MANOVA). Results indicated that practice effects, regression, teachers' expectations, and warm-up procedures did not play a significant role in influencing teachers' repeated ratings of the 3 children. There were significant effects for the order of presentation of the children on the tapes at the time of the first rating. On the whole, findings lend support for the validity of the Revised Conners.
Behavioral Ratings of Emotionally Handicapped, Learning Disabled, and Nonreferred Children: Scale and Source Consistency
Authors: Costenbader Virginia K. , Keller Harold R.
Published: March 2007

This study examined how well two sources of information, two behavioral rating scales, and two measures differentiated between nonreferred children and emotionally handicapped or learning-disabled children in the schools. Two sources of information, parents and teachers, rated their children on two rating scales, the Child Behavior Checklist (CBCL) and Conners Parent and Teacher Rating Scales (PRS & TRS). On the CBCL, two measures of behavior were considered (behavior problems and social competence). A second question concerned the extent to which each source, scale, and measure provided unique information about the three groups of children. Source, scale, and measure discriminability were found. That is, within each source and each scale the emotionally handicapped children reportedly had more behavior problems (and lower social competence) than the learning-disabled children, who had more behavior problems (and lower social competence) than the nonreferred children. High within-source, between-scale correlations indicated that the two scales overlapped considerably. Low between-source correlations indicated that children's reported behavior problems and social competencies were situationally specific, so information from both the home and school settings was useful. The value of both information sources and of both behavior problem and social competence ratings was illustrated through the results of predictive efficiency analyses. Correlations between scales indicated that the TRS appeared to sample a restricted range of dimensions.
A New Symbol Substitution Test for Investigating Reading Disabilities
Authors: Evans James R. , Mask Nan , Johnson Carlyle
Published: March 2007

Three symbol association subtests were constructed that involved association of words with geometric designs, words with nonsense words, and geometric designs with other designs. These tests were standardized on 457 children. In an initial study, each test was administered to 19 reading-disabled children and matched controls. Five specific score patterns were found for 15 poor readers, but only 4 controls. In a second study of 10 disabled readers, all showed one of these same five patterns. The possibility that the patterns reflect different types of cognitive dysfunction that underlie some specific reading disabilities is discussed. With further validation, the tests might prove useful in research and clinical practice with reading-disabled children.
Stanford-Binet Intelligence Scale (Fourth Edition): Factor Structure and Verbal Subscale Scores for Three-Year-Olds
Authors: Molfese Victoria , Yaple Karen , Helwig Susan , Harris Lynette , Connell Sarah
Published: March 2007

Questions that concern the new Stanford-Binet Intelligence Scale: 4th Edition (SB-4) have been raised with respect to the correspondence between the underlying theory and the hypothesized factor structure of the scale. Contrary to the Thorndike, Hagen, and Sattler (1986b) four-factor model, evidence exists that there are fewer factors and that factor structure changes with age. The present study obtained data from 3-year-old children to explore the factor structure and the correspondence between SB-4 verbal scores and verbal scores from the McCarthy. Both EFA and CFA results identify only verbal and nonverbal factors and replicate the findings of others, including R. M. Thorndike (1990b). Stanford-Binet verbal scores derived from models constructed from the factor analyses correlate strongly with McCarthy verbal scores.
Relative Cognitive Complexity of the Kaufman Assessment Battery for Children (K-ABC) and the WISC-R
Authors: Kline Rex B. , Guilmette Sylvie , Snyder Joseph , Castellanos Maria
Published: March 2007

We evaluated whether abilities measured by the Kaufman Assessment Battery for Children (K-ABC)are as complex as those measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R)within a sample of referred children. Results of factor and multidimensional scaling analyses indicated that abilities tapped by the K-ABC Mental Processing scale are not as complex as those assessed by the WISC-R. K-ABC Achievement scale subtests, however, seemed to assess skills as complex as those measured by many WISC-R subtests. The relative cognitive complexity of the K-ABC and the WISC-R seem comparable, but only when all the K-ABC subtests are administered.
Is Life Satisfaction Multidimensional?: The Factor Structure of the Perceived Life Satisfaction Scale
Authors: Huebner E. Scott , Dew Tammy
Published: March 2007

Responses of 222 secondary-school students to the Perceived Life Satisfaction Scale were subjected to principal components analyses. Four primary life satisfaction factors emerged, which suggests that PLSS scores may be interpreted from a multidimensional perspective. Implications for theory development and assessment of life satisfaction among adolescents are discussed.
Evaluating the Congruence among Methods of Reading Disability Identification
Authors: Glaub Vincent E. , Kamphaus Randy W.
Published: March 2007

Diagnostic procedures used to identify reading disabilities must meet acceptable psychometric standards and produce groups of subjects who possess known characteristics of the disorder. The issue addressed in this study is whether there are significant differences in the numbers of children identified as reading disabled according to an achievement cut-off method and a regression method of discrepancy analysis. These approaches then are compared to clinic diagnosis and other criteria. The achievement cut-off approach identified a significantly higher number of subjects as reading disabled than did the other methods. This approach also resulted in significant reading-disabled/non-disabled group differences that were not seen when groups were formed using the regression method. The achievement cut-off approach had a lower level of agreement with clinic diagnosis than did the regression method and met fewer of the evaluative criteria than did the regression method. Use of the achievement cut-off approach resulted in the apparent overidentification of reading disabilities in the current sample, thus this approach cannot be recommended for use without more supportive research.
Factor Structure of the Wide Range Assessment of Memory and Learning in a Clinical Population
Authors: Aylward Glen P. , Gioia Gerard , Verhulst Steven J. , Bell Sabra
Published: March 2007

The Wide Range Assessment of Memory and Learning (WRAML) factor structure is evaluated in a clinical sample of 323 children referred because of problems in school performance ( M age 9.83 years, M grade 4.18, M FSIQ 95.03). Of these, 72% had attention deficits, whereas 8 to 35% had learning disabilities. Pairwise principal factor analyses with the Montanelli and Humphreys criterion produced a three-factor solution that accounted for 36% of the variance: Factor 1 is a Visual Content factor (four subtests), factor 2 is a Short-term Verbal factor (2 subtests), and factor 3 is a Verbal Semantic/Strategic factor (2 subtests). “Learning” subtests did not separate out, and Sound-symbol did not load significantly on any factor. Solutions for the two age divisions of the test were highly similar. These findings are not consistent with the WRAML factor structure reported by the test authors and suggest that alternative means of interpretation be considered. Modality-related and functional processing dimensions (strategic/nonstrategic, episodic/semantic) are recommended for clinical use in the evaluation of children's memory.
WISC-III Verbal Item Invariance across Samples of Deaf and Hearing Children of Similar Measured Ability
Authors: Maller Susan J.
Published: March 2007

Invariance of item difficulty estimates on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) Verbal scale was investigated across samples of deaf children and younger hearing children of similar ability. The samples consisted of 110 deaf children who use sign language and subsamples of younger hearing children from the WISC-III standardization sample. The samples were of similar ability as measured by total raw scores and Rasch mean logit ability estimates. Items were calibrated using a Rasch Model. Methods for detecting differential item functioning (DIF), including standardized differences and anchor item fit statistics, were used to examine invariance. Numerous items were found to function differently across groups, indicating that the item level performance of the deaf children was not characteristic of younger hearing children. Thus, Verbal subtest scores should not be used as an indication of delayed verbal ability, and the subtest scores of deaf and hearing children should not be compared.
Relevance of WISC-III Indicators for Assessment of Learning Disabilities
Authors: Daley Christine E. , Nagle Richard J.
Published: March 2007

The reliable and accurate diagnosis of learning disabilities (LD) is a prevailing concern for school psychologists and educators. Research seeking specific LD markers has often focused on the identification of characteristic performance profiles on cognitive measures. This study analyzed the scores of 308 learning disabled students on the Wechsler Intelligence Scale for Children-Third Edition (WISGIII). Variability indices, patterns of subtest strengths and weaknesses, and postulated profiles based on factor scores and recategorizations were examined in an attempt to identify useful diagnostic indicators. Factor scores were derived and clustered via a hierarchical group procedure in order to ascertain the presence of potential LD subgroups. Findings provide little support for the use of WISCIII subtest patterns in the diagnosis of learning disabilities. Implications for research and practice are discussed.
Factorial Validity of the Devereux Behavior Rating Scale-School Form
Authors: Gimpel Gretchen A. , Nagle Richard J.
Published: March 2007

The construct validity of the Devereux Behavior Rating Scale-School Form was examined, primarily through use of factor analysis. The subjects in this study were 384 children ages 5-18 who were either receiving special education services as seriously emotionally disturbed (SED; n = 171) or receiving no special education services (non-SED; n = 213). Parents and/or teachers rated each student on the Devereux Behavior Rating Scale-School Form. Item-level factor analyses were conducted for both the 5-12 age version of the scale and the 13-18 age version. These analyses were originally conducted separately by the SED sample and the non-SED sample. Because of differences in these factor structures, the final analyses were conducted with the SED and non-SED samples combined but with the effects of group placement partialed out. These analyses did not replicate the four Devereux subscales. For both age groups, a three-factor solution was found to best represent the data. Items did group together by original subscale to some extent, but there was a substantial amount of item-crossover. Internal consistency reliabilities of the subscale scores and obtained factor scores were calculated and were consistently high. Mean differences between the SED and nonSED students on the subscale scores and factor scores were also calculated. SED students were rated as having a significantly higher level of problems on all subscale and factor scores. These results are discussed and implications related to the use of this scale are highlighted.
The Invariance of the Self-Concept Construct across White and Hispanic Student Populations
Authors: Tansy Michael , Miller Jeffrey A.
Published: March 2007

The psychoeducational assessment of children commonly involves measuring self-concept. Although Hispanic children comprise a large number of special education referrals, there is little research ruling out bias in the construct validity of existing self-concept measures with this population. Although Hispanic children were adequately represented in the norming sample of the Multidimensional Self Concept Scale (MSCS), a recently developed measure of children's self-concept, there has been no examination of bias in construct validity of the MSCS between White and Hispanic student populations. The purpose of this study was to examine whether the factor structure of the MSCS was invariant across White and Hispanic student populations. In this study, we first confirmed Bracken's (1992) six-domain model of the MSCS with a sample of 458 White fifth-, eighth-, and twelfth-grade students. Next, the covariance matrix of MSCS scores from a sample of 246 English-speaking Hispanic fifth-, eighth-, and twelfth-grade students was tested for goodness-of-fit with the structural model derived using the White sample. The MSCS self-concept model was found to be consistent with Bracken's (1992) theoretical model in a sample of White students and was invariant across an English-speaking Hispanic sample.
Confirmatory Factor Analysis of the Stanford-Binet Intelligence Scale: Fourth Edition with Preschoolers with Developmental Delays
Authors: Kaplan Stephen L. , Alfonso Vincent C.
Published: March 2007

The Stanford-Binet Intelligence Scale: Fourth Edition (Binet IV; Thorndike, Hagen, & Sattler, 1986) has allowed for the evaluation of cognitive abilities across the life span and has been used frequently to assess the cognitive functioning of young children (e.g., 2-year-olds). Traditionally, four cognitive factors are interpreted along with an overall composite score. This study presents results of confirmatory factor analyses of the Binet IV, administered to 441 children between the ages of 2 and 5 years who have developmental delays. Four competing models were tested using iterative, maximum likelihood estimation of parameters. Results are consistent with previous factor analytic studies in that the traditional four-factor model is inferior to a two-factor or three-factor model. Implications for interpretation of Binet IV scores with young children with developmental delays are discussed.
Reliability and Validity of the Southern California Ordinal Scales of Development for a Sample of Young Children with Disabilities
Authors: Cate Ineke M. Pit-ten , Miller A. Cate , Rosen Carol , Gordon Robert M. , Bicchieri Stephen M. , Marks Bonnie C.
Published: March 2007

The primary purpose of this study was to investigate the reliability and validity of the Southern California Ordinal Scales of Development (SCOSD). The SCOSD is a criterion-referenced test that assesses six domains of development and was designed for use with children with disabilities. Results found that the SCOSD alpha internal consistency coefficients ranged from .94 to .98; percent agreement between raters ranged from 85% to 100%; and interrater correlations ranged from .96 to .99. Strong intercorrelations were found between the SCOSD and standardized domain-specific instruments (.65 to .92), providing evidence of concurrent validity. The secondary purpose was to investigate patterns of development across domains of the children's functioning. As expected, results revealed a hierarchy of skill development, with the children showing relatively less development in gross-motor skills and practical abilities.