bluuebunny/crossref_metadata_2025 huggingface dataset:
Efficacy of the Goh Short Form of the WISC-R in the Re-Evaluation of EMR Students
Authors: Cheramie Gail M. , Gates Donald O. , Thomissee Cynthia , Breckenridge Robert L.
Published: March 2007

This study investigated the applicability of the Goh short form of the WISC-R for use in the re-evaluation of students classified as Educable Mentally Retarded (EMR). Sixty-one WISC-R re-evaluation protocols were recorded by the Goh method; the scores obtained then were compared to those yielded by the full form. All correlations between short- and full-form scaled scores and standard scores (IQs) were significant (p<.001). Dependent t-tests were applied between mean standard scores across the two forms for the Verbal, Performance, and Full Scale IQs. The Goh short form yielded lower IQs for the Verbal and Full Scale (p< .001); there was no significant difference on the Performance Scale. In the majority of cases (64%), the Goh short form yielded lower IQs; however, the mean difference between short- and full-form FSIQs was within the standard error of measurement (≈ points). In addition, the short form generated a 71% correct classification rate. The results suggest that the Goh short form may be an effective alternative to administering the full length WISC-R for EMR students who are undergoing triennial re-evaluation.
Play Assessment as a Procedure for Examining Cognitive, Communication, and Social Skills in Multihandicapped Children
Authors: Fewell Rebecca R. , Rich Joan S.
Published: March 2007

This study explores the use of a play assessment procedure for examining the development of cognition, language, and social behaviors. Subjects were 17 multihandicapped children (median age 4-6). Results from an experimental Play Assessment Scale (PAS) were compared to results from multiple measures of cognition, language, and social behavior. All results were highly significant and are discussed in terms of the construct validity of the PAS and of the possible advantage of using a play format to assess skills in difficult-to-test children.
Psychometric Screening for Attention Deficit Disorder in a Clinical Setting
Authors: Sutter Emily , Bishop Peter , Battin R. Ray
Published: March 2007

There is growing dissatisfaction with the DSM-III definition of Attention Deficit Disorder (ADD) and considerable debate among researchers as to whether ADD is a distinct disorder. Additionally, clinicians have relied on nonobjective behavioral observation to diagnose ADD. The present study attempted to find commonly used tests that could discriminate between an ADD sample and a control group with no DSM-III diagnosis. Subjects were 88 children, 7 to 10 years of age, who had received a battery of psychological tests. Discriminant analysis confirmed that hypothesized attention tests from the WISC-R, ITPA, Detroit, plus the GFW Auditory Selective Attention Test, significantly differentiated between the two groups and classified 74% of the cases correctly. It was concluded that use of these tests might add objective evidence to ADD screening and that the overall results lent support to ADD as a valid diagnostic classification.
Multi-Trait-Multi-Method Investigation of the Simultaneous-Successive-Planning Model
Authors: Cowart Charles A. , McCallum R. Steve
Published: March 2007

Constructs that comprise the Simultaneous-Successive-Planning model were assessed to determine their convergent and discriminate validity by use of a Multi-Trait-Multi-Method (MTMM) procedure. Participants, 120 college students, responded to a battery of tests purported to measure the constructs of Simultaneous and Successive processing and of Planning. Results from the MTMM matrix failed to confirm predictions from the model; obtained coefficients ranged from .01 to .35. The constructs do not appear robust relative to other sources of variance, especially method variance. Consequently, the advisability of implementing narrow, non-method-oriented model-based treatement interventions appears questionable.
Significance Testing of Subtest Score Differences: The Case of Nonsignificant Results
Authors: Cahan Sorel , Cohen Nora
Published: March 2007

Though the testing for the statistical significance of subtest score differences yields a considerable proportion of nonsignificant results (e.g., about two-thirds of the V-P IQ differences on the WISC-R, assuming α = .05), the interpretation of such results has been neglected. This paper examines the implications of the decision rule as they concern statistically nonsignificant results. The acceptance of the null hypothesis after a nonsignificant difference is shown to result in a noticeable proportion of both Type II and classification errors. Thus, in view of its low statistical power and the considerable proportion of classification errors involved, the widespread use of significance testing of subtest score differences is questioned; it cannot be justified in terms of a very extreme loss function, which emphasizes the minimization of the α-probability of Type I errors at the expense of the β-probability of Type II errors. Two other explanations for the universal acceptance of the significance testing of subtest score differences are suggested and critically examined.
Academic and Social Self-Efficacy Scale: Development and Initial Validation
Authors: Gresham Frank M. , Evans Sally , Elliott Stephen N.
Published: March 2007

The Academic and Social Self-Efficacy Scale (ASSESS) was developed to assess the self-efficacy judgments of students and to predict academic achievement and sociometric status. Self-reported judgments of academic self-efficacy best predicted academic achievement, whereas self-reported social self-efficacy best predicted sociometric status. Teacher- and parent-reported self-efficacy ratings were minimal predictors of achievement and sociometric status. A multitrait-multimethod (MTMM) analysis failed to provide evidence for convergent and discriminant validity. These results were interpreted in light of the situational specificity of behavior and cross-informant variability in behavior ratings.
A Comparison of the Mexican Version of the Wechsler Intelligence Scale for Children-Revised and the Woodcock Psycho-Educational Battery in Spanish
Authors: Fletcher Todd
Published: March 2007

This study compared the performance of 90 fifth-grade students in Mexico City on the WISC-RM Escala de Inteligencia Revisada and the Pruebas de Habilidad Cognoscitiva from the Bateria Psicoeducativa Woodcock en Espanol. After controlling for differences in the scores that resulted from differences in the norming groups, the findings were similar to those of other studies performed with corresponding English Versions of these assessment instruments.
Accuracy of Long Momentary Time-Sampling Intervals: Effects of Errors in the Timing of Observations
Authors: Edwards Ron , Kearns Kathleen , Tingstrom Daniel H.
Published: March 2007

The effects of random variation in the timing of observation samples on the accuracy of momentary time-sampling (MTS) estimates were assessed. Continuous interval recording records were simulated to provide standards against which to assess percent occurrence estimates derived from accurately timed (Fixed Interval) and inaccuratelytimed (Random Interval) simulated observation samples using MTS interval lengths of 30 seconds and 5, 10, and 20 minutes. The standards were constructed to simulate various levels of behavior occurrence (i.e., occurrence during 20%, 40%, 60%, or 80% of the observation intervals). Each Random Interval MTS percent occurrence estimate was compared to the corresponding Fixed Interval percent occurrence estimate. The data revealed that random variance (i.e., human error) in the ability to conduct MTS observations at precise time intervals is not likely to reduce substantially the accuracy of MTS estimates.
Use of the Woodcock-Johnson-Revised Writing Tests with Students with Learning Disabilities
Authors: Mather Nancy , Vogel Susan A. , Spodak Ruth B. , McGrew Kevin S.
Published: March 2007

This study investigated the performance of 47 sixth-through eighth-grade students with learning disabilities on the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) writing tests (Woodcock &Johnson, 1989). The purposes were to investigate the construct and concurrent validity of these new tests. The students' WJ-R writing cluster scores were compared to those of a random sample of 47 students selected from the WJ-R standardization group. In addition, interrater reliability for the WJ-R Writing Samples tests was investigated, and the correlations among the WJ-R writing clusters and tests and several other writing tests were examined. The results supported findings of previous studies; students with learning disabilities have significantly more difficulty with basic writing skills than do their non-learning-disabled peers. The intercorrelations and interrater reliability study provide further support for the validity of the WJ-R writing tests.
Multidimensional Self Concept Validation: A Three-Instrument Investigation
Authors: Bracken Bruce A. , Howell Karen Kuehn
Published: March 2007

Sixty-five fifth- and sixth-grade students were administered three measures of self concept (self esteem) to explore instrument equivalence, investigate differences between the construct of self concept and self esteem, and explore the multidimensionality of the construct. The three instruments' total scale scores were highly intercorrelated, indicating that a single construct underlies the three measures; however, significant mean score differences suggest that the tests do not assess the construct in an equivalent fashion. Convergent and discriminant validity subscale correlations lend support for a multidimensional interpretation of the self concept construct.
The Effects of a Temporary Dysphoric Mood upon Selected WAIS-R Subtests
Authors: Wolff Katherine C. , Gregory Robert J.
Published: March 2007

This study assessed the effect of a temporary dysphoric mood upon selected subtests from the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Male and female college students were assigned randomly to either an audiotape-induced dysphoria condition (n = 34) or a control condition (n = 34). Pretests of intelligence and mood revealed no differences between groups. Both groups were administered Arithmetic, Similarities, Block Design, and Object Assembly from the WAIS-R. Subjects in the temporary dysphoria condition scored significantly lower than did controls on Block Design and Object Assembly. Implications for everyday testing practices are discussed.
Assessment of Attention: Teachers' Rating Scales and Measures of Selective Attention
Authors: Das J. P. , Snyder Thomas J. , Mishra Rama K.
Published: March 2007

The major objective of the study was to examine the relationship between teachers' rating of attention of their students and the performance of those students on three tests of selective attention. A new attention checklist was used for obtaining teachers' ratings of attention. The teachers rated 49 students in third- to sixth-grade classes. Each student then was tested on a version of the Posner Physical and Name-matching Test, the Stroop Test, and on an auditory vigilance test that requires selective activation and suppression of response. A minor objective of the study was to examine the correspondence between the checklist and the Conners inattention-passivity, conduct problems, and hyperactivity subscales. In analyzing the results in terms of correlations and factor loadings, a significant association between attention ratings on the one hand and Stroop interference and commission errors in vigilance on the other was clearly in evidence. We suggested that the underlying common cognitive process was resistance to distraction. The checklist and the inattention-passivity subscale, as expected, were correlated highly. Implications for psychoeducational assessment were discussed. It was suggested that the three objective measures of attention would help in the diagnosis of various attentional problems.
A Meta-Analysis of Self-Reported Personality Characteristics of Children and Adolescents with Learning Disabilities
Authors: Prout H. Thompson , Marcal Steven D. , Marcal Debra C.
Published: March 2007

Data on self-reports of children and adolescents with learning disabilities were analyzed with a meta-analysis to assess how self-reports of these children and adolescents differed from the self-reports of their non-learning-disabled peers. In addition to general trends, data were analyzed in terms of the type of variable assessed. Results indicated a generalized tendency for children and adolescents with learning disabilities to score in the more negative direction on these objective scales.
Gender, Race, and Education Differences on the K-Bit at Ages 4 to 90 Years
Authors: Kaufman Alan S. , Wang Jing-Jen
Published: March 2007

Data from the K-BIT standardization sample (2,022 individuals aged 4 to 90 years) were used to explore gender, race, and education differences on the verbal, nonverbal, and IQComposite components of this brief intelligence test. ANOVAs were conducted to evaluate individual differences on these demographic variables for children, adolescents, and adults, and then ANCOVAs were performed to explore gender and race differences; educational attainment was covaried. Correlational analysis also was used to study the education-IQ relationship. Male-female differences tended to be negligible, while race and education produced large, significant differences. Educational attainment was related strongly to intelligence for Whites, Blacks, and Hispanics. A significant age x race interaction in the ANCOVA indicated that White Black and White-Hispanic differences were largest for adults and smallest for young children.
Components of Variance in Behavior Ratings from Parents and Teachers
Authors: Wright Dan , Piersel Wayne C.
Published: March 2007

The behavior ratings of parents and teachers using the Burks Behavior Rating Scales (BBRS) were examined by means of a paradigm derived from generalizability theory. Internal consistency indices and interrater reliabilities were manipulated to determine and apportion variance into error components. The analysis suggested that large amounts of error variance were present for most of the 19 scales on the BBRS. The large amount of error or situational variance indicated that comparing scores obtained from different raters in different settings is not advisable when one is making judgments with respect to stable child characteristics. Further implications for the development and use of behavior rating scales were discussed.
Interrater Reliability Among Teachers and Mental Health Professionals When Using the Revised Behavior Problem Checklist
Authors: Cutchen Michael A. , Simpson Robert G.
Published: March 2007

The behavior of 181 adolescents diagnosed as conduct disordered was rated by three groups of raters on the Revised Behavior Problem Checklist. Raters included special education teachers, regular education teachers, and mental health professionals who had daily contact with adolescents in a state residential treatment facility. Subscale means and standard deviations were calculated for ratings by all three groups. Analysis of variance revealed statistically significant differences among mean ratings for the three groups. Post hoc procedures indicated statistically significant differences between ratings by special education teachers and regular education teachers across all six RBPC subscales. For the Conduct Disorder and Socialized Aggression subscales, special education teachers rated the students' behavior as more deviant than did the regular education teachers, while mental health professionals rated behavior as more deviant than did special education teachers. Pearson product-moment correlation cofficients revealed a low degree of agreement among all three group of raters. Implications are discussed.
Severe Discrepancy Determination for Retained and Nonretained Students: Ageor Grade-Based Achievement Standard Scores?
Authors: Evans Larry D. , Devers Robert J.
Published: March 2007

This study investigated the differences between exclusive use of age-based and grade-based achievement scores on mean achievement, IQ-achievement discrepancies, and severe discrepancy rates for retained and nonretained students. The sample included 225 nonretained and 142 retained students referred to a Child Development Center for psychoeducational assessment. Each was administered an intelligence test and achievement measure that provided age and grade scores. Compared to use of age-based scores, grade-based scores for retained students resulted in higher mean achievement scores, smaller discrepancy sizes, and lower severe discrepancy rates. For nonretained students, use of age scores resulted in higher mean achievement scores, smaller discrepancy sizes, and lower discrepany rates. Issues that guided score selection are discussed.
Evaluating Family Needs Surveys: Do Standard Measures of Reliability and Validity Tell us What we Want to Know?
Authors: Henderson Laura W. , Aydlett Lydia A. , Bailey Donald B.
Published: March 2007

The search for psychometrically sound instruments that can help determine family needs, concerns, and priorities has been accompanied by an equally significant search for effective methods that can evaluate the usefulness of these types of instruments. While standard techniques provide some indication of psychometric efficacy, it is only through less conventional methods of assessing validity and reliability that the true effectiveness of family needs surveys can be determined. In this paper, we review standard methods for assessing the utility of family needs surveys, suggest alternative strategies, and discuss the specific questions of utility that alternative strategies address.
Teachers' Use and Perceptions of Sociometric Techniques
Authors: Vasa Stanley F. , Maag John W. , Torrey Gregory K. , Kramer Jack J.
Published: March 2007

Children's friendships and peer relationships play important roles in their development. The assessment of children's social skills and the measurement of social relationships among groups of children through the use of sociometrics have been much discussed and researched. In this article, use of sociometric measures by 187 teachers is discussed briefly, and the results of a statewide survey examining teacher use of sociometrics are provided. Specifically, the purposes of the study were to ascertain the reasons for using sociometrics, types of sociometric methods employed, and patterns of use and development of sociometrics. Results of the survey indicated that 41% of teachers used sociometric techniques in the classroom most commonly for grouping students for academic instruction, arranging classroom seating, and forming study teams. Sociograms and peer nominations were the most commonly used sociometric techniques.
Oral and Written Compositions of Students with and without Learning Disabilities
Authors: Lane Susan E. , Lewandowski Lawrence
Published: March 2007

The study compared seventh- and eighth-grade students with and without learning disabilities on two story production tasks -dictation and handwriting. The dependent measures were fluency (total numbers of words), time (total time of composing), rate (fluency divided by time), and thematic maturity (e.g., relevance to picture, title, dialogue). Handwritten compositions were scored further with the syntactic maturity, contextual vocabulary, contextual spelling, and contextual style subtests of the TOWL-2. Results indicated that the handwritten compositions of students with learning disabilities were technically (i.e., syntax, spelling, style, word length) inferior to normal achievers' compositions. Whereas the groups composed similarly on the oral task, thematic maturity scores on the written task increased for normal achievers and decreased for students with learning disabilities. Reading ability accounted for more variance in thematic maturity scores on the hand-written task (26%) than it did on the oral task (9%). It appears that learning-disabled students display weaknesses in various linguistic and technical requirements of writing and that oral composing may offer advantages to these students.
Social-Emotional Assessment Practices in School Psychology
Authors: Kennedy Mary Lynne , Faust David , Willis W. Grant , Piotrowski Chris
Published: March 2007

This study examined the social-emotional assessment practices of a random sample of school psychologists in the United States. For each assessment instrument, respondents indicated frequency of use, rationale for use, information gained, importance, and scoring system used. Results indicate that projective tests remain popular, are used primarily to generate hypotheses about social-emotional functioning, are viewed as important in the assessment process, are applied for a range of purposes, and often are scored with personalized systems. Most objective tests are used to confirm hypotheses about social-emotional functioning, also are viewed as important in the assessment process, and are applied for various purposes. Surprisingly, a considerable percentage of school psychologists use personalized systems to score some objective tests. Implications of the findings are discussed.
Reliable and Abnormal Scaled Score Range Estimates for Common Wechsler Selected Subtest Short Forms
Authors: Thompson Anthony P. , LoBello Steven G.
Published: March 2007

Examination of the subtest scaled score range may be one useful indicator for determining whether to administer a complete Wechsler scale when a selected subtest short form has been employed for screening purposes. This article provides tables of subtest scaled score ranges that are reliable and deviant for common short forms of the WPPSI-R, WISC-III, and WAIS-R. Practitioners can use these range estimates as criteria for noteworthy scatter on Wechsler short forms. This systematic approach to short form scatter is an additional consideration for administrators who must make decisions about further intellectual assessment after screening. Validity studies in which reliable and abnormal scatter are compared for short and full administrations are desirable to clarify further the clinical usefulness of the tables provided.
Using Multi-Sample Confirmatory Factor Analysis to Test for Construct Bias: An Example Using the K-ABC
Authors: Keith Timothy Z. , Fugate Mark H. , DeGraff Michelle , Diamond Christine M. , Shadrach E. Andrea , Stevens Michelle L.
Published: March 2007

Recent research designed to investigate construct bias in the Kaufman Assessment Battery for Children served the additional purpose of illustrating several useful methods for detecting construct bias. The purpose of this reanalysis was to illustrate a new, powerful method for testing the similarity of the constructs measured across groups (and, thus, detecting construct bias): multi-sample confirmatory factor analysis (MCFA). Our reanalysis suggested that the K-ABC measures indistinguishable abilities for Black and White children at ages 7 through 8. Those analyses also showed differences in the attributes measured for Black and White children for ages 9 through 12. Follow-up demonstrated that the differences among that latter group were due to trivial aspects of measurement rather than critical differences in the constructs measured by the test across groups. We argue that MCFA provides a more organized, direct, objective, and complete method for detecting construct bias than do other methods.
Exploratory Factor Analysis of the Wraml with Academically At-Risk Students
Authors: Phelps LeAdelle
Published: March 2007

The Wide Range Assessment of Memory and Learning (WRAML) is a nationally standardized instrument designed to assess memory and learning skills in children and adolescents. Controversy about the factor structure of the instrument has resulted in researchers questioning the validity of the three WRAML composite scores (Verbal Memory, Visual Memory, and Learning). To help clarify this issue, the instrument was administered to 1 5 children referred for academic concerns (M age = 10.15). An exploratory factor analysis extracted three factors defined as Attention/Concentration, Visual Memory, and Verbal Memory. These findings are similar to the factor structure of the Wechsler Memory Scale-Revised. Implications of these data are discussed.
An Examination of the Relationship between Intelligence and Reading Achievement Using the MAT-SF and MAST
Authors: Naglieri Jack A.
Published: March 2007

The relationship between intelligence and achievement was studied to determine whether there are significant developmental differences in the correlations between the variables and to determine the size of the coefficient. It has been hypothesized that the relationship between intelligence and reading increases after grade 2 and that the relationship is small. These hypotheses recently were challenged. In order to test adequately whether developmental changes between intelligence and achievement exist, the same tests of reading and intelligence should be administered to large samples. The present study involved 2,125 students in grades 2-9 who were administered a nonverbal test of intelligence (Matrix Analogies Test-Short Form) and a measure of reading achievement (Multilevel Academic Survey Test-Reading). Results showed similarity across the ages ( rs ranged .43 to .58) and an average correlation between reading and intelligence of .57. The hypothesis that intelligence becomes more correlated with reading after grade 2 was not supported, but the relationship between intelligence and reading achievement was found to be substantial.
Comparison of IQs and Verbal-Performance IQ Discrepancies Estimated from Two Seven-Subtest Short Forms of the WAIS-R
Authors: de Zubicaray Greig , Smith Glen , Anderson Deborah
Published: March 2007

The present study compared IQs and Verbal-Performance IQ discrepancies estimated from two seven-subtest short forms of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in a sample of 100 subjects referred for neuropsychological assessment. The short forms of Warrington, James, and Maciejewski (1986) and Ward (1990) yielded similar correlation coefficients and absolute error rates with respect to WAIS-R IQs, although the Warrington short form requires more time to administer and score. Both short forms were able to detect significant Verbal-Performance IQ discrepancies 70% of the time. However, they incorrectly yielded significant discrepancies for approximately 25% of the sample who did not have significant differences on the full WAIS-R. The results do not support reporting and interpreting significant Verbal-Performance IQ discrepancies estimated from these short forms.
Discovering Core Profile Types in the School-Age Standardization Sample of the Differential Ability Scales
Authors: Holland Anne M. , McDermott Paul A.
Published: March 2007

The ability profiles most representative of the school-age norm group for the Differential Ability Scales (DAS; Elliot, 1990a), an individually administered test of cognitive skills, are identified and described. The cognitive subtest profiles of the 2,400 children aged 6 to 17 years who comprise the DAS national sample were sorted based on their level, shape, and dispersion using multistage hierarchical cluster analyses with independent replications. Seven core profile types were discovered that adequately met established heuristic and statistical criteria, including acceptable internal cohesion, external isolation, replicability, short-term stability, and full coverage of the sample. Each profile type was described in terms of prevalence and constituent children's characteristics (i.e., overall differential ability, academic achievement, and distinguishing prevalence trends for age, sex, race/ethnicity, and parent education). Discussion showed how the typology provides clinicians and researchers with the necessary contrasts against which to evaluate claims regarding the distinctiveness and potential diagnostic and treatment utility of specific DAS profiles. Included are three methods for assessing the uniqueness of any DAS profile: two methods appropriate for research and one suited for clinical practice.
Validity and Reliability of the Multidimensional Students' Life Satisfaction Scale with Canadian Children
Authors: Greenspoon Peter J. , Saklofske Donald H.
Published: March 2007

The aim of this study was to further assess the psychometric properties of the recently developed Multidimensional Students' Life Satisfaction Scale (MSLSS; Huebner, 1994). The MSLSS and a global rating of life satisfaction (GLS) were administered to 314 children in grades 3 through 8. Subsamples completed a retest and the Behavior Assessment System for Children: Self-Report of Personality (BASC-SRP; Reynolds & Kamphaus, 1992). Teachers completed the BASC: Teacher Rating Scales (BASC-TRS) on a subsample and a rating of child adjustment (RCA). Results of the factor analysis supported a five-factor structure. Retest stability was acceptable for the five factors. Virtually all relationships between the MSLSS, BASC-SRP, and GLS supported the validity of the MSLSS. However, several hypothesized relationships between the MSLSS, BASC-TRS, and RCA were not supported. These results offer further evidence for the reliability and validity of the MSLSS, except for teacher-provided data.
Reliability and Validity of Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms
Authors: DuPaul George J. , Power Thomas J. , McGoey Kara E. , Ikeda Martin J. , Anastopoulos Arthur D.
Published: March 2007

The reliability and criterion-related validity of the Home and School versions of the AD/HD Rating Scale-IV were evaluated in a nonreferred sample of 71 students. Parent and teacher ratings were obtained 4 weeks apart at a time contemporaneous with observations of classroom behavior and academic productivity. Results indicated adequate levels of internal consistency, test-retest reliability, and cross-informant agreement for both parent and teacher ratings. Teacher ratings were significantly correlated with classroom observational data, and parent ratings were primarily related to behavior ratings. The discriminant validity of these scales also was examined in a sample of 92 clinic-referred children. Both the Home and School versions of the AD/HD Rating Scale-IV were found to discriminate significantly between children with and without AD/HD. The AD/HD Rating Scale-IV appears to have adequate psychometric properties for the screening and assessment of AD/HD.
Effect of Supply Rate and Concentration of Oxygen and Fuel Location On Co Evolution in Combustion
Authors: Morikawa Tokio
Published: March 2007

Low molecular weight fuels, ethanol, n-hexane, acetone etc., which are close to the thermal decomposition products of polymers such as polyethylene, poly styrene, cellulose, etc., were combusted in a tube furnace.
The Toxicity of Fire Effluents From Textiles and Upholstery Materials
Authors: Kallonen Raija , von Wright Atte , Tikkanen Leena , Kaustia Kirsti
Published: March 2007

The toxicities of the airborne combustion products of 11 textiles and 6 upholstery materials at medium temperatures (500-700 °C) were examined ac cording to the standard DIN 53436 using rats as experimental animals. Also the chemical composition of the combustion products was determined. According to the results obtained there were some cases in which one or more individual com ponents (mainly HCN and CO) of the airborne combustion products could be shown to be the main cause of toxicity.
Measures to Mitigate the Impact of Toxic Hazards
Authors: Christian S.D. , Phil M.
Published: March 2007

Many measures must be adopted to ensure the safety of building occupants from the effects of smoke and toxic gases. This paper examines the work of local authority fire prevention and building control officers to mitigate these problems by the use of the provisions of the Fire Precautions Act 1971 and the Building Regulations 1976.

The implications of proposals to amend the 1971 Act in line with suggestions contained in a Green Paper on the review of fire policy and the commitment of the Government to use appropriate standards for regulatory purposes is discussed.
Soot From Fires: II. Mechanisms of Soot Formation
Authors: Hirschler M.M.
Published: March 2007

The mechanisms described for soot formation have been reviewed. It is clear that no one simple mechanism can yet totally describe the complex processes in volved. It has been well established that ions have an important role in the nucleation stage, but controversy still surrounds the extent of their importance as precursors of soot. In the case of polymeric fuels, the gaseous fuels produced by thermal breakdown of the polymer are small organic molecules, which will then, generally, produce soot by mechanisms similar to those for fuels originally gaseous.
Numerical Analysis of Fire Gas Toxicity: Mathematical Predictions and Experimental Results
Authors: Tsuchiya Yoshio , Nakaya Ichiro
Published: March 2007

Equations were developed to predict the time required before a toxic effect is observed in a living body exposed to air containing a toxic gas or a mixture of toxic gases. Values for the constants in the equations for CO and HCN were calculated from data on animal experiments found in literature. The predicted times were compared with times from experiments where the concentration of toxic gases was varied with time.
Thermogravimetric Analysis and Pyrolysis Kinetics of Cotton Fabrics Finished with Pyrovatex CP
Authors: Ning Jianguo  , Qiu Rong
Published: March 2007

Unmodified cellulose and cellulose fabrics finished with different N/P mole ratios of Pyrovatex CP were subjected to thermogravimetric analysis and flame retardant tests. The relationship between kinetic data and flame retardancy are interpreted for the main cellulose pyrolysis stage; the mechanism of cotton fabrics finished with reactive flame retardants is also discussed.
A Statistical Comparison of Test Protocols Used in the Assessment of Combustion Product Toxicity
Authors: Debanne S.M. , Haller H.S. , Rowland D.Y.
Published: March 2007

Previously we reported a criterion for choosing an appropriate statistical model to describe the tolerance distribution for estimation of the median effec tive dose [1]. In the present paper we have shown how this statistical approach can be used to assess the precision of toxicity test data and the predictive abili ties of test methods. Specifically, we conducted statistical analyses of data generated by using the University of Pittsburgh (UP) and the National Bureau of Standards (NBS) combustion toxicity protocols. These evaluations revealed that 30% of the LD50 values from the UP test were not valid while with the NBS test 26% and 5% of the LD50 values under flaming and non-flaming conditions, respectively, were not valid. Comparisons of the two test methods also showed that there was not agreement on ranking across protocols except for the very few with extreme toxicities. These results indicated that caution should be exercised in the review and interpretation of combustion toxicity data and that these tests are probably only useful in identifying consistently super-toxic chemicals.
Inhalation Toxicity of Carbon Monoxide and Hydrogen Cyanide Gases Released During the Thermal Decomposition of Polymers
Authors: Esposito Francis Michael , Alarie Yves
Published: March 2007

The acute lethality of thermal decomposition products of various polymeric materials was investigated using bioassay procedures and a small scale com bustion apparatus. The concentrations of pertinent fire gases individually and in various combinations and the amount of combusted material needed to cause 50% lethality (LC50) during a planned 30 minute exposure and 10 minute recovery period were determined along with the lethal blood cyanide and car boxyhemoglobin (COHb) concentrations. Also, the results of controlled pure gas experiments with CO, HCN, CO2, or low O2 singly or in combination are used in an attempt to explain their role during intoxication by smoke from a variety of polymeric materials, particularly those containing nitrogen and yielding HCN during thermal decomposition. These data gathered in controlled and combustion experiments using mice are compared to toxicological findings in human fire fatalities in an attempt to establish a threshold value for fatal cyanide concentrations in the blood of fire fatalities.
The Fractional Effective Dose Model for Assessment of Toxic Hazards in Fires
Authors: Hartzell Gordon E. , Emmons Howard W.
Published: March 2007

A major thrust in combustion toxicology is in the development of mathe matical models for predicting toxic hazards from appropriate analytical, toxico logical and flammability data. Incremental exposure doses (concentration x time increments) are calculated and related to the total Cxt exposure dose which would be required to produce a given toxicological effect at the instan taneous concentration being considered. Continuous summation, or integra tion, of these "fractional effective doses" is carried out and the time at which the sum becomes unity represents the time at which exposed subjects would be expected to incur the effect, e.g., incapacitation, lethality, etc. The concept of the FED model can be used with either individual fire toxicants or with smoke produced from the burning of materials. In the first case, a data base of toxic potency values for individual component gases is used; in the latter, smoke toxic potency values for materials are employed along with mass burning rate data. Potentially valuable tools are obtained to enable assessment of toxic hazards.
Better Codes via Fire Technology
Authors: Todd Norman W. , Ryan John D.
Published: March 2007

This paper provides an illustration of the concept of how fire tech nology may be used to determine the combustion characteristics of building products in laboratory-scale tests and, in turn, through the use of computer models, to predict the hazard that such products could generate in a specific fire scenario. By using this technology, building code requirements may be written which better differentiate a group of building products and provide a greater degree of protection for life and property in a given occupancy.

The products chosen for this study are used for internal wall coverings and in clude four varieties of molded plastic panels and one woven fabric. The fire hazard assessment model was validated by comparing results predicted from the assessment model with observed results from a full-scale test. An example is given of how new building code requirements may be written for these prod ucts, reflecting the new technology.
The Influence of Polymer Morphology on the Combustion of Melamine Filled Flexible Foams
Authors: Schrock A.K. , Solis R. , Beal G.E. , Skorpenske R.G. , Parrish D.P.
Published: March 2007

The combustion of flexible polyurethane foams is drawing in creasing interest from regulators, fire fighters, and the public around the world. Recent legislation in the United Kindgom has banned the use of conven tional foam for residential furnishings. Regulations based on the British Standard 5852 Part 2 have resulted in the production of foams filled with melamine as a means of meeting the test protocols by dramatically altering the combustion behavior of foam. As part of a continuing effort to understand the role of polymer morphology on foam combustion, we have evaluated the role played by a series of foam parameters on the combustion test results of foams made without and with melamine. We have examined the relative importance of increased polyarylureas which result from high water levels in foam for mulations and the decreased foam density. Density changes made by incorpora tion of blowing agents separate the effects of changes in surface area from chang ing polyarylurea content. The results of modified British Standard 5852 part 2 source 5 testing indicate that weight loss values for melamine filled foams are density dependent at low foam density but relatively density independent above some level which will be formulation dependent. The Downward Vertical Burn Test is unable to predict foam pass or fail in the BS 5852 test, but can sep arate the melamine filled foams from unfilled foams on the basis of burn rate analysis. The Ohio State University calorimeter burn test results indicate den sity dominates trends in combustion over polymer morphology. Correlations between slope E and performance in the BS 5852 test indicate the importance of time to maximum heat release as well as maximum rate of heat release for passing the weight loss criteria.
A Comparative Ignition Propensity Study of Foreign and U.S. Cigarettes
Authors: Lewis Leslie S. , Townsend David E. , Robinson Amy L.
Published: March 2007

The United States and Canada have the highest fire death rates in the Western industrialized world, over twice as high as those of England, France, and Japan. While the careless handling of cigarettes has been asso ciated with only about 7% of the residential fires of known origin in the U.S. in recent years, these fires are also associated with over 25% of the fire deaths. Several groups have suggested that the differences in fire deaths between the U.S. and other countries is the design of the cigarettes made and sold in those countries.
Full Scale Fire Tests of Upholstered Furniture with Rate of Heat Release Measurements
Authors: Nurbakhsh Said , Mikami Joanne F. , Damant Gordon H.
Published: March 2007

In this study 10 sets of fully upholstered chairs were tested in the California Bureau of Home Furnishings (CBHF) test room, ASTM room and furniture calorimeter. The rooms were instrumented identically. Replicate tests were conducted with the newspaper and gas burner ignition sources. The test results from the two rooms and furniture calorimeter were compared. A correlation between the ceiling temperature and heat release rate was ob tained. A peak heat release criterion and an absolute mass loss criterion for TB133 were adopted. It was found that similar results can be obtained in the CBHF room and in the ASTM room. Results from regular TB133 tests at CBHF were also compared with the data from the 10 sets of chairs. The agreements were satisfactory.
Minimum Flux for Fire Propagation: A New Parameter for Classification of Foam/Fabric Composites
Authors: Gallagher James A.
Published: March 2007

A new parameter, the Minimum Flux for Fire Propagation, has been developed. It is defined as the lowest radiant flux at which a foam/fabric composite will lose 15-20% of its weight when exposed to piloted ignition. This parameter may be used to classify foam/fabric composites and could aid in screening upholstered furniture constructions prior to full scale testing (e.g., California TB 133).
The Effect of Oxygen Plasma on Some Experimental Polymers Containing Silicon and Phosphorus
Authors: Connell J.W. , Smith J.G. , Hergenrother P.M.
Published: March 2007

As part of a NASA program on high performance polymers for space applications, polymers containing silicon and phosphorus were prepared, characterized and exposed to an oxygen plasma under vacuum. Thin films of polyimides containing pendent siloxane groups, thermosetting resins contain ing silicon and poly(arylene ether)s containing phenylphosphine oxide were ex posed to a radio frequency generated oxygen plasma to assess their stability. The weight loss of the films was monitored as a function of exposure time and compared with that of Ultem® and Kapton® polyimide films of the same thick ness exposed under identical conditions. All of the experimental materials ex hibited better weight retention than either of the commercial polyimides. The thermosetting resins containing silicon and poly(arylene ether)s containing phosphine oxide exhibited only minor weight loss (0-5%) compared to that ex hibited by Ultem® (75-100%) and Kapton® (35-82%). Organic polymers con taining silicon are known to form silicates and silicon dioxide when exposed to atomic oxygen providing an in situ protective coating. Likewise, polymers con taining phosphorus have been shown to form an inorganic phosphate surface layer which subsequently provides protection from further oxidation. The same inherent characteristics that provide the polymers with atomic oxygen resis tance (i.e., high oxidation state or inorganic oxide formation) may also impart fire resistance. Materials containing phosphorus are known to exhibit good flame resistance. The chemistry, properties, limiting oxygen index and oxygen plasma resistance of these materials will be discussed.
Flame Spread over Fuel-Spilled and/or Snow-Covered Asphalt Road
Authors: Ishida Hiroki , Sato Katsuhisa , Hokari Kozo , Hara Tomio
Published: March 2007

Flame spread characteristics over the fuel-spilled and/or snow- covered asphalt road (both porous and non-porous) were studied experimentally from the point of view of fire hazard prevention in many fuel spill accidents on the urban asphalt road. A large scale pool burning occurs on the non-porous usual asphalt road, but flame spread and pool burning cannot occur on the porous asphalt road owing to the drainage of fuel. When the liquid fuel was spilled on the snow-covered road and ignition occurred, the liquid fuel burns on the fuel-soaked sleety snow layer. On the thick snow layer, if the amount of spilled fuel was not so large, the combustion on the fuel-spilled region cannot continue for a long time, even for highly flammable fuels such as gasoline.

However, if the snow layer was not so thick, and a large amount of fuel was spilled, the sleety snow layer beneath the flame reaches the road surface with the lapse of time of combustion. The water layer due to snow-melting is formed and pool burning occurs on the exposed road surface. On the porous asphalt road, however, such pool burning cannot occur because both the water and the fuel are drained. Comparison between the flame spread rate measured on the fuel-spilled snow-covered non-porous road and that predicted by a simplified model suggested that both the mechanism of combustion on fuel-soaked sleety snow layer and the scale effect, causing a strong fire-induced convection flow, should become important factors for flame spread on the snow-covered road.
Fire Hazard Assessment of Polypropylene Wall Linings Subjected to Small Ignition Sources
Authors: Zhang J. , Shields T.J. , Silcock G.W.H.
Published: March 2007

The fire hazards associated with polypropylene wall linings sub jected to small ignition sources, were evaluated using large scale experiments and cone calorimetry. A series of seven ignition sources with increasing sever ity as recommended in BS 5852 were used in the tests. The results obtained in dicate that ignition of the polypropylene linings is likely when exposed to igni tion sources 5 to 7 as defined in BS 5852. It was observed that the melting behaviour of the polypropylene wall linings significantly affected the burning behaviour. A pool fire, consisting of melted polymer, formed at the base of the wall which then controlled the fire growth processes. The rate of flame spread on the lining surface which depended on the growth of the pool fire was slow because the thin polymer sheet could only supply a limited amount of melted polymer to the pool. The estimated heat release rates from the pool fire were close to the values measured in the cone calorimeter at the heat flux level of 25 kW m-2.
Mechanisms for Flame Retardancy and Smoke suppression -A Review
Authors: Green Joseph
Published: March 2007

The prevailing mechanisms for halogen and phosphorus flame retardancy are reviewed. Halogens act in the vapor phase and phosphorus can act in either the vapor or condensed phase depending on the specific phos phorus compound and the chemical composition of the polymer. Halogen- antimony synergy is discussed. Convincing evidence is presented for bromine- phosphorus synergy in specific polymers. The mode of decomposition of polycarbonate is shown and the effect of salts of organic acids in changing the mode of decomposition hence producing a more flame resistant polymer is shown. Intumescence in polyolefins is discussed. Inorganic metal hydrates used in large concentration cool by endothermically releasing a large concentration of water. The effect of boron compounds is discussed. Methods of smoke suppres sion are presented as is the role of zinc borate, molybdenum and tin compounds acting as Lewis acids in PVC.