bluuebunny/crossref_metadata_2025 huggingface dataset:
Buyer-Supplier Relationships in Small Firms
Authors: Morrissey W. John , Pittaway Luke
Published: May 2006

This article explores customer and supplier relationships from the perspective of small and medium enterprises (SMEs). A critique of supply chain literature highlights some key problems when research on purchasing behaviour, based on larger firms, is applied to SMEs. Issues considered include the dominance of ideas that depend on the practices of large firms and the assumed homogeneity of the SME population. This article sets out an alternative rationale for exploring what SMEs ‘do’ in terms of purchasing behaviour. The empirical studies outlined explore three groups of firms. The pilot stage, upon which a questionnaire was developed, involved interviews with six plastic moulding companies. Two subsequent surveys were carried out using this questionnaire; the first a general control group across the SME population and the second, a specific purposive sample of steel-based manufacturing companies. The results illustrate the important role of social factors in the management of relationships.
The Use of Suture Anchors in Repair of the Ruptured Patellar Tendon
Authors: Bushnell Brandon D. , Byram Ian R. , Weinhold Paul S. , Creighton R. Alex
Published: May 2006

Background

Rupture of the patellar tendon is a disabling injury that usually requires surgical treatment. The standard method of repair involves placing suture loops through transpatellar tunnels. The use of suture anchors in patellar tendon repair has not been previously described.

Hypothesis

No difference exists in the amount of gap formation during cyclic loading or in ultimate load-to-failure strength between repairs performed with anchors and those performed with 2 types of transpatellar sutures.

Study Design

Controlled laboratory study.

Methods

Six matched pairs of cadaveric knees were tested in a custom biomechanical apparatus based on an established model. Repairs were performed using either suture anchors with No. 2 FiberWire or transpatellar suture tunnels using 2 different types of suture—No. 5 Ethibond and No. 2 FiberWire. Gap formation across the repair site during 250 cycles of extension as well as ramp-up load to failure were measured for each repair.

Results

The mean total gap formation across the repair site at 250 cycles was 4.1 ± 1.9 mm for the suture anchor group, 6.7 ± 1.8 mm for the FiberWire tunnel group, and 8.5 ± 2.7 mm for the Ethibond tunnel group. Mean load to failure was 779 ± 183 N, 730 ± 83 N, and 763 ± 231 N, respectively.

Conclusion

Significantly less gap formation throughout 250 cycles (P = .009) and no difference in load to failure occurred with patellar tendon repairs performed with suture anchors as compared with repairs performed with transpatellar tunnels. Clinical Relevance The newly described method, using suture anchors for repair of patellar tendon ruptures, may be clinically equal or superior to the established method of using transpatellar tunnels.
The Effect of Cyclic Loading on Rotated Bone-Tendon-Bone Anterior Cruciate Ligament Graft Constructs
Authors: Berkson Eric , Lee Gregory H. , Kumar Ashwin , Verma Nikhil , Bach Bernard R. , Hallab Nadim
Published: May 2006

Background

Single-incision anterior cruciate ligament reconstruction with a bone–patellar tendon–bone construct is commonly performed with 180° rotation of the graft. It has been hypothesized that further rotation of the graft to 540° can effectively shorten the graft to address graft length–tunnel mismatch. Initial biomechanical failure characteristics of rotated constructs have been reported, but cyclic loading of tendons has not been performed.

Hypothesis

Graft rotation affects the biomechanical properties of the construct.

Study Design

Controlled laboratory study.

Methods

Thirty-five bone–patellar tendon–bone composite porcine right knee specimens were randomized into 3 groups and were externally rotated to 0°, 180°, or 540°. Each group was then cyclically loaded in an artificial synovial fluid medium between 50 and 250 N for 5000 cycles, loaded between 50 and 500 N for an additional 5000 cycles, and finally subjected to load-to-failure testing.

Results

Graft rotation shortened constructs by 1.7 ± 0.8 mm at 180° of rotation and 7.6 ± 2.0 mm at 540° of rotation (P < .01). There was a statistically significant increase in strain during cyclic loading at 540°. No significant differences in maximum load, yield stress, yield strain, or modulus of elasticity were detected in single-cycle load-to-failure testing after cyclic loading.

Conclusion

Rotation of bone–patellar tendon–bone constructs to 540° predictably shortens the effective graft length at the expense of increased strain with cyclic loading at stresses equivalent to walking and running.

Clinical Relevance

Although rotation to 540° potentially addresses graft length–tunnel mismatch, further clinical evaluation is required to evaluate the impact of increased strain on knee laxity and to determine the effects of physiologic loading of rotated bone–patellar tendon–bone constructs in vivo.
Mechanical and Biochemical Effect of Monopolar Radiofrequency Energy on Human Articular Cartilage
Authors: Yasura Ko , Nakagawa Yasuaki , Kobayashi Masahiko , Kuroki Hiroshi , Nakamura Takashi
Published: May 2006

Background

There are growing concerns about thermal chondroplasty using radiofrequency energy to treat partial-thickness cartilage defects. However, most studies emphasize effects on chondrocyte viability, and other factors such as mechanical properties are less studied.

Hypothesis

Radiofrequency energy may cause significant effects on articular cartilage other than chondrocyte viability.

Study Design

Controlled laboratory study.

Methods

Human osteoarthritic cartilage samples were obtained from total knee arthroplasty, and monopolar radiofrequency energy was applied using commercially available equipment. Material properties (compressive stiffness, surface roughness, and thickness) just before and after thermal treatment were determined using ultrasound. A series of biochemical analyses were also performed after explant culture of the samples.

Results

The cartilage surface became smoother by radiofrequency energy, whereas cartilage stiffness or thickness was not altered significantly. Collagen fibrils, especially in the superficial layers, were converted to denatured form, whereas proteoglycan contents released in the media as well as retained in the tissue remained unchanged. The concentrations of matrix metalloproteinases (MMP-1 and MMP-2) were reduced remarkably.

Conclusion

Radiofrequency energy is able to create a smooth cartilage surface and reduce catabolic enzymes at the cost of collagen denaturation and chondrocyte death in the superficial layers. The stiffness of the cartilage is not changed at time zero.

Clinical Relevance

Further animal as well as clinical studies will be necessary to fully evaluate the long-term effects of radiofrequency energy.
The Incidence and Cross-sectional Area of the Meniscofemoral Ligament
Authors: Nagasaki Shinya , Ohkoshi Yasumitsu , Yamamoto Kazuki , Ebata Wataru , Imabuchi Ryuusei , Nishiike Jun
Published: May 2006

Background

The incidence, morphologic characteristics, and cross-sectional area of meniscofemoral ligaments of the knee are still not clarified.

Hypothesis

The incidence of meniscofemoral ligaments is very high, and they contribute significantly to the cross-sectional area of the posterior cruciate ligament complex.

Study Design

Descriptive laboratory study.

Methods

Clinical study: During arthroscopic anterior cruciate ligament reconstruction, the presence of a meniscofemoral ligament was confirmed in 38 patients (16 men, 22 women; mean age, 23.6 years) by observation and probing. Laboratory study: Posterior cruciate ligaments with the lateral meniscus attached were obtained as specimens from 30 patients (3 men, 27 women; mean age, 71.9 years) during total knee arthroplasty. The posterior cruciate ligament and meniscofemoral ligaments were observed, and the cross-sectional area was measured using an area micrometer.

Results

Clinical study: The anterior meniscofemoral ligament was found in 36.8% of patients, the posterior meniscofemoral ligament was found in 71.1%, and both ligaments were found in 26.7%. The overall incidence of at least 1 meniscofemoral ligament was 84.2%. Laboratory study: The anterior meniscofemoral ligament was present in 5 (16.7%) cases, and the posterior meniscofemoral ligament was present in all cases (100.0%). The cross-sectional area of the posterior cruciate ligament proper was 50.1 ± 16.9 mm2, that of the anterior meniscofemoral ligament was 2.3 ± 1.2 mm2, and that of the posterior meniscofemoral ligament was 7.5 ± 2.5 mm2. The mean ratio of the cross-sectional area of meniscofemoral ligaments to the posterior cruciate ligament proper was 17.2% (4.0%-38.9%). The origin of the posterior meniscofemoral ligament from the posterior horn of the lateral meniscus could be classified into 5 types.

Conclusion

The meniscofemoral ligaments contributed significantly to the cross-sectional area of the posterior cruciate ligament complex.
The Relationship between the Differential Ability Scales (DAS) and the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJ-R COG) for Students Referred for Special Education Evaluations
Authors: Dumont Ron , Willis John O. , Farr Laurie P. , McCarthy Tim , Price Linda
Published: May 2006

The Differential Ability Scales (DAS) and the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJ-R COG standard battery) were administered to 81 children referred for special education services evaluation. Both the General Conceptual Ability (GCA) and the Nonverbal Reasoning scores of the DAS were significantly lower than the WJ-R COG Broad Cognitive Ability-Standard score (BCA-STD). The DAS Verbal and Spatial Composite scores were not significantly different from the BCA-STD. Low to moderate correlations were found between related constructs on the two tests.
Validity of the Bracken Basic Concept Scale-Revised for Predicting Performance on the Metropolitan Readiness Test-Sixth Edition
Authors: Panter Janet E.
Published: May 2006

The tryout version of the Bracken Basic Concept Scale-Revised (BBCS-R) was administered to 71 kindergarten students in the fall of the school year. Seven months later, the Metropolitan Readiness Test-Sixth Edition (MRT-6) was administered to these same students. The BBCS-R was found to be a good predictor of children's performance on the MRT-6. Further, the BBCS-R School Readiness Composite (SRC), a 10-minute screening instrument, accounted for 45% to 52% of the variance in the MRT-6 scores. The SRC was a better predictor for Black students than it was for White students. For Black students, the SRC explained 45% to 65% of the variance in the MRT-6 scores. This study validated the use of the BBCS-R as a screening measure to predict academic achievement.
Independent Examination of the Factor Structure of the Cognitive Assessment System (CAS): Further Evidence Challenging the Construct Validity of the CAS
Authors: Kranzler John H. , Keith Timothy Z. , Flanagan Dawn P.
Published: May 2006

This study is the first to examine independently the factor structure of the Cognitive Assessment System (GAS; Naglieri & Das, 1997) with a primary dataset not collected by its authors. Participants were 155 students (59 boys, 96 girls), ages 8 to 11 (M = 9.81 years, SD = 0.88), in Grades 3 to 6. Confirmatory factor analysis (CFA) was used to compare the fit provided by the planning, attention, and simultaneous-successive (PASS) model, the theoretical model underlying the CAS, with alternative models of cognitive ability suggested by previous research. Results of this study indicated that the PASS model did not provide a better fit to the data than did alternative hierarchical and nonhierarchical models. Not only were the Planning and Attention factors of the PASS model virtually indistinguishable (r = .88), but they demonstrated inadequate specificity for meaningful interpretation. The model reflecting the actual hierarchical structure of the CAS was found to fit the data no better than alternative models based on different theoretical orientations. Of the hierarchical models examined in this study, the best fitting was a hierarchical (PA)SS model with one second-order general factor, psychometric g, and three first-order factors reflecting Fluid Intelligence/Visual Processing (Simultaneous), Memory Span (Successive), and Processing Speed (Planning/Attention). In sum, results of this study support Kranzler and Keith's (1999) conclusion that the CAS lacks structural fidelity, which means that the CAS does not measure what its authors intended it to measure. Results of this study, therefore, provide further evidence challenging the construct validity of the CAS.
Current Nonverbal Assessment Instruments: A Comparison of Psychometric Integrity and Test Fairness
Authors: Athanasiou Michelle Schicke
Published: May 2006

This paper is a review of new and newly revised nonverbal tests of ability. Five nonverbal instruments were compared with regard to psychometric integrity and indications of test fairness. This comparison revealed that although the instruments examined are generally impressive in terms of technical adequacy and sensitivity of administration guidelines, they tend to present less statistical evidence of test fairness. Findings are discussed with regard to implications for users of nonverbal assessment instruments.
Item Invariance in Four Subtests of the Universal Nonverbal Intelligence Test (UNIT) across Groups of Deaf and Hearing Children
Authors: Maller Susan J.
Published: May 2006

The Universal Nonverbal Intelligence Test (UNIT) is a new, individually administered, nonverbal intelligence test that is administered to children ages 5 through 17, regardless of hearing status, via gesture. Methods to detect differential item functioning (DIF), including the Mantel-Haenszel and Item Response Theory (IRT) likelihood ratio procedures, were used to determine whether UNIT items in four subtests (Symbolic Memory, Spatial Memory, Analogic Reasoning, and Object Memory) function differently for profoundly deaf and hearing children from the national standardization sample. No items were found to exhibit DIF, indicating that the probability of a correct response does not seem to be affected by hearing status. Further studies of the psychometric properties of the UNIT when administered to deaf children are encouraged, as well as investigations of DIF in other tests that are widely used for assessing deaf children.
The Development of the Spanish Version of the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3)
Authors: Chen Tsuey-Hwa , Wang Jing-Jen , Mardell-Czudnowski Carol , Goldenberg Dorothea S. , Elliott Colin
Published: May 2006

The procedure for developing the Spanish version of the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL-3) is described. The procedure involved both content development and psychometric investigations. Content development entailed translation and adaptation of testing materials, taking into account the differences in the phonological, semantic, and syntactic characteristics between the English and Spanish languages as well as the different cultural experiences and expectations that influence children's development. Psychometric investigations involved establishment of construct and measurement unit equivalency. Separate monolingual groups were used to collect data for linking the two language versions onto a common scale. Tasks/items with the same content and similar psychometric characteristics were used as common tasks/items for equating. The samples included 605 Spanish-speaking children and 1,560 English-speaking children. Raw score equating based on equal ability estimates was used to link scores on the two language versions and place them onto the same measurement scale. A single set of norms was developed. Analyses of differential task functioning and reliabilities were carried out to examine the equivalency between the two versions. Results showed that the common tasks/items behaved similarly in both samples and the reliabilities were quite comparable across the two language versions.
Cognitive Assessment for the Youngest Children: A Critical Review of Tests
Authors: Bradley-Johnson Sharon
Published: May 2006

Current norm-referenced cognitive measures (the Battelle Developmental Inventory, Bayley Scales of Infant Development-Second Edition, Cognitive Abilities Scale, Leiter International Performance Scale-Revised, Mullen Scales of Early Learning, and Stanford-Binet-Fourth Edition) were reviewed and evaluated in terms of their use with children from birth through 2 years of age. Also, relevant literature on issues critical to appropriate use of the tests is discussed. Careful evaluation of the strengths and problems of each test is critical to accurate diagnosis and evaluation of children's progress. To aid psychologists responsible for assessing the youngest children, variables relevant to test selection and interpretation are discussed.
Social and Antisocial Behavior of Children with Learning and Behavioral Disorders: Construct Validity of the Home and Community Social Behavior Scales
Authors: Lund Jacqueline , Merrell Kenneth W.
Published: May 2006

Construct validity of the Home and Community Social Behavior Scales, a home version of the School Social Behavior Scales, was examined by investigating its sensitivity to theoretically based group differences. This instrument was designed to provide information regarding parents' (and other home-based raters') perceptions of child and adolescent social behavior in home and community settings. Social behavior of 180 children, ages 6 to 12, was rated by a parent. Sixty of these children had emotional-behavioral disorders, 60 had learning disabilities, and 60 were general education students without any disabilities. Significant differences were found in the ratings of the three groups. Children with emotional-behavioral disorders were rated lowest on social competence and highest on antisocial behavior; general education students were rated highest on social competence and lowest on antisocial behavior; and children with learning disabilities were rated in between these two groups in both areas. The results of this investigation are discussed in terms of future research and clinical applications for social behavior assessment of children and youth.
Cross-Context Agreement of the Adjustment Scales for Children and Adolescents
Authors: Schaefer Barbara A. , Watkins Marley W. , Canivez Gary L.
Published: May 2006

Interobserver agreement of children's problem behavior was assessed using two samples of special education students ages 5 to 18 years. The first sample had observers from the same setting (N= 71); the second sample (N= 182) had observers from different settings with no concurrent observation. Regular and special education teachers and aides completed the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993). Inter- and intraclass correlations were generally significant for both samples, with some exceptions. Substantial interobserver agreement was found for the same-setting sample; however, agreement coefficients were lower for the different-setting sample and some level effects were noted. Overall, interobserver agreement for the ASCA was supported in common settings, but rating variability was evident across classrooms and appears indicative of contextual influences on behavior.
Measuring Sight-Word Acquisition and Retention Rates with Curriculum-Based Assessment
Authors: Burns Matthew K.
Published: May 2006

Few studies have been published that have examined the psychometric properties of Gickling's model of curriculum-based assessment (CBA), even though this model is among the few educational assessment models that include both performance assessment and cognitive learning theory. The current study examined the delayed alternate-form reliability of measuring sight-word acquisition and retention rates using CBA with 91 students from grades 1, 3. and 5. Each student was twice taught a different group of words from the Esperanto International Language, with a 14-day retest interval. The total number of words acquired, number of words retained, and percentage of words retained were correlated between the two sessions. The reliability of the first two rates was above established minimum levels of adequacy for grades 3 and 5, but the retention rates expressed as a percentage were not.
The Generalizability of CBM Oral Reading Fluency Measures across General and Special Education
Authors: Hintze John M. , Petitte Hilary A. Pelle
Published: May 2006

This study examined the generalizability of curriculum-based measurement (CBM) in reading across general and special education. Participants included 12 general and special education students from a combined third- and fourth-grade classroom. CBM reading passage probes were administered to all students, twice weekly, over an 8-week period. Using Generalizability (G) theory, results suggested that, of the total amount of variation present, individual variation among participants and educational placement in reading together accounted for 77% of CBM oral reading fluency performance. Furthermore, CBM was demonstrated to be highly dependable for making both within- and between-individual decisions regardless of whether a student received reading instruction in general or special education.
Children's Human Figure Drawings as Measures of Intelligence: The Comparative Validity of Three Scoring Systems
Authors: Abell Steven C. , Wood William , Liebman Samuel J.
Published: May 2006

This study examined the scoring systems of Goodenough and Harris (1963), Naglieri (1988), and Ayres and Reid (I1966) for using human figure drawings to assess the intellectual abilities of children. Drawing scores of 100 children, aged 6 to 15, were compared to their performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R), while the drawing scores of a separate group of 100 children, aged 6 to 15, were compared to their performance on the Wechsler Intelligence Scale for Children-III (WISC-I1I). All three drawing systems correlated significantly and at similar levels with the WISC-R as well as the WISC-III, suggesting that the far shorter and more recent Naglieri technique may save clinicians time and effort. None of the drawing systems had a pattern of significantly different validity coefficients for children of varying ages or intelligence scores.
Not all Phonemes are Created Equal: The Effects of Linguistic Manipulations on Phonological Awareness Tasks
Authors: Chafouleas Sandra M. , VanAuken Tracy L. , Dunham Katherine
Published: May 2006

The effects of varying linguistic manipulations on the difficulty level of phonological awareness tasks were examined. Participants included 32 kindergarten and 35 first-grade students who were administered two alternate forms of five different phonological awareness tasks (Rhyme-Providing, Sound-Providing, Blending, Segmentation, and Initial Deletion). Items within the tasks were selected and ordered using the following linguistic manipulations: continuant vs. noncontinuant sounds, number of phonemes within a word, and number of phonemes within an initial consonant cluster. Results suggested that significant differences in item difficulty varied depending on the type of task. However, four out of five tasks had some combination of manipulations that was easier or more difficult than others. Implications for creating new or evaluating existing measures of phonological awareness are discussed.
A Comparison of the WISC-III and the Otis-Lennon School Ability Test with Students Referred for Learning Disabilities
Authors: Guilmette Thomas J. , Kennedy Mary Lynne , Queally Paul T.
Published: May 2006

The Otis-Lennon School Ability Test-Sixth Edition (OLSAT-6) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-I1) were administered to 201 elementary school children who were referred for evaluation of possible learning disabilities. The OLSAT-6 and the WISC-III were significantly correlated (r = .62, r2 = 38%), although the WISC-III Full Scale IQs were significantly higher than the OLSAT-6 Total scores. In two-thirds of cases, the OLSAT-6 Total score underestimated the WISC-III Full Scale IQ by a range of 1 to 35 points. The standard error of estimate for the OLSAT-6 in predicting the WISC-III was 7.48 points. The use of the OLSAT-6 in estimating overall intellectual abilities in children with suspected learning disabilities is not encouraged because it may frequently underestimate students' actual abilities, which may result in fewer appropriate referrals for further educational and intellectual assessment.
Correspondence between Parent and Adolescent Ratings of Life Satisfaction for Adolescents with and without Mental Disabilities
Authors: Huebner E. Scott , Brantley Ashley , Nagle Richard J. , Valois Robert F.
Published: May 2006

Using a self-report measure of multidimensional life satisfaction reports, the Multidimensional Students' Life Satisfaction Scale (MSLSS; Huebner, 1994), the correspondence between parent and adolescent ratings of life satisfaction was investigated with 80 high school students with mild mental disability (MMD) and a matched sample of 80 normally achieving students. The results revealed acceptable levels of correspondence between parent and normally achieving adolescent ratings, but not for adolescents with MMD. The lack of correspondence between parents and adolescents with MMD suggests possible differences with respect to rater accuracy or differences in the meaning of life satisfaction reports of adolescents with MMD and their parents. Potential users of life satisfaction measures, such as the MSLSS, should be cautious in interpreting the meaning of reports of students with special needs. The comparability of subjective well-being reports of adolescents with and without disabilities should not be assumed, the meaning of reports of normally achieving students may not generalize to particular groups of students with special needs (e.g., students with learning and or behavioral disabilities).
Analyzing Digit Span Components for Assessment of Attention Processes
Authors: Hale James B. , Hoeppner Jo-Ann B. , Fiorello Catherine A.
Published: May 2006

The Digit Span (DS) subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is thought to be a measure of attention, concentration, sequencing, number facility, and auditory short-term memory. An optional WISC-III subtest and part of the Freedom from Distractibility (FD) factor, DS assesses several cognitive constructs, yet its utility in differential diagnosis has been questioned because poor DS or FD performance has been inconsistently associated with attention processes. In this study of 195 children referred for comprehensive neuropsychological evaluations, Digits Forward (DF) and Digits Backward (DB) component scores were found to be differentially predictive of attention, executive function, and behavior rating measures. Results suggest that DB is associated with attention and executive function processes, not the short-term rote auditory memory processes tapped by DF.
Using Self-Report Assessment to Identify Children with Internalizing Problems: Validity of the Internalizing Symptoms Scale for Children
Authors: Merrell Kenneth W. , McClun Lisa A. , Kempf Kari K. G. , Lund Jacqueline
Published: May 2006

Evidence regarding the sensitivity of the Internalizing Symptoms Scale for Children (ISSC) in detecting differences between clinic-referred children identified as internalizers, clinic-referred noninternalizing children, and nonreferred children was examined. ISSC scores differentiated accurately among the three groups. Accuracy of ISSC scores in classifying children into clinic-referred and nonreferred children, as well as internalizers and noninternalizers, was also studied. Results indicated that children were classified into their respective diagnostic groups very efficiently using the overall pattern of all ISSC item scores. Evidence for the criterion-related validity of ISSC scores through correlations with scores on the Child Behavior Checklist (CBCL) was also evaluated. ISSC scores were correlated significantly with the CBCL broadband scores and with the classification of clinic-referred children as internalizers and noninternalizers. These results provide additional support for the validity of the ISSC as a measure of internalizing symptoms and positive and negative affectivity in elementary-age children.
Identifying Gifted Students Using Teacher Rating Scales: A Review of Existing Instruments
Authors: Jarosewich Tania , Pfeiffer Steven I. , Morris Jacqueline
Published: May 2006

The federal definition of giftedness conceptualizes giftedness as extraordinary intellectual and academic ability and high performance capability in creativity, the arts, and leadership. The practice of identifying gifted students in the schools typically centers on assessing intellectual and academic abilities. Rarely do schools identify the other areas of giftedness. This article reviews the technical adequacy and usefulness of three popular teacher rating scales designed to identify gifted students: the Gifted and Talented Evaluation Scales (GATES; Gilliam, Carpenter, & Christensen, 1996); Gifted Evaluation Scale, Second Edition (GES-2; McCarney & Anderson, 1989); and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli, Smith, White, Callahan, & Hartman, 1976; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 1997).
Normative Factor Structure of the AAMR Adaptive Behavior Scale-School, Second Edition
Authors: Watkins Marley W. , Ravert Christina M. , Crosby Edward G.
Published: May 2006

The Adaptive Behavior Scale-School, Second Edition (ABS-S:2; Lambert, Nihira, & Leland, 1993) is one of the most popular tests of adaptive behavior. Critical methodological flaws in the confirmatory factor analysis reported in the test manual and the results of independent exploratory factor analyses leave the structural validity of the ABS-S:2 underdefined. The present study conducted exploratory factor analysis of the combined ABS-S:2 normative sample of 3,328 students (2,074 with mental retardation and 1,254 without mental retardation). Following principal axis factor extraction and oblique rotation, a two-factor solution was deemed the best dimensional model. These results suggest that interpretation of the ABS-S:2 should focus on its two major conceptual components (personal independence and social behavior) rather than the five factors and 16 domains endorsed by its authors.
Parental Reports of Preschool Children's Social Behavior: Relations among Peer Play, Language Competence, and Problem Behavior
Authors: Mendez Julia L. , Fogle Livy M.
Published: May 2006

This investigation examined relations between preschool children's play behavior, language competence, and problem behavior. Parents and teachers provided information on 113 preschool children enrolled in a Head Start program. A subset of these children (n = 34) who participated in a second year of this early intervention preschool program was assessed at 8-month follow-up. Correlational analysis confirmed relations between parent ratings of play performance, parent ratings of problem behavior, and teacher ratings of play performance at time one. Parent ratings of play were also related to assessments of children's language competence at the beginning of the following school year, whereas parent ratings of problem behavior were not related to subsequent language competence. The findings provide additional validity for a parent measure of preschool children's peer play and support the need for greater inclusion of parental assessment of young children's social behavior during early childhood. Implications for the assessment of play behavior, hyperactivity, and attentional difficulties with preschool children are also discussed.
Confirmatory Factor Analysis of the WPPSI, WPPSI-R, and WISC-R: Evaluation of a Model Based on Knowledge-Dependent and Processing-Dependent Subtests
Authors: Ottem Ernst
Published: May 2006

Previous factor analyses of the Wechsler scales have supported a two-factor (WPPSI and WPPSI-R) and three-factor solution (WISC-R). The present paper explores the validity of a four-factor model across these three instruments. The four-factor model maintains Wechsler's original distinction between verbal and nonverbal domains but distinguishes between “knowledge dependent” and “processing dependent” factors within each domain. Four separate LISREL maximum likelihood confirmatory factor analyses were performed on the WPPSI, WPPSI-R, and WISC-R standardization samples. A best-fitting model was determined by comparing the present four-factor model to the traditional two-factor model that distinguished between Verbal and Performance and a three-factor model that parallels the WISCR factor structure. The new four-factor model resulted in a significant improvement of fit compared to both the two-factor and three-factor models across the three samples. The clinical validity of the model was examined by analyzing the profile patterns of language-impaired children (N = 198) tested with the WPPSI and reading-impaired children (N= 230) tested with the WISC-R. Because processing-dependent tests require more mapping than knowledge-dependent tests, the pattern “knowledge dependent” > “processing dependent” is predicted. This pattern was confirmed in both samples.
Performance of Children with Attention Deficit Hyperactivity Disorder and Anxiety/Depression on the WISC-III and Cognitive Assessment System (CAS)
Authors: Naglieri Jack A. , Goldstein Sam , Iseman Jacqueline S. , Schwebach Adam
Published: May 2006

The purpose of this study was to examine differences in cognitive performance between samples of children diagnosed with ADHD, anxiety and/or depression, and the normative groups on two tests of ability. Matched samples of 25 children diagnosed with Attention Deficit Hyperactivity Disorder were contrasted with 25 children diagnosed with anxiety/depression. Both groups were also compared to the normative values for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and tests of Planning, Attention, Simultaneous, and Successive cognitive processes from the Cognitive Assessment System (CAS). Children with ADHD had lower Planning scores than those with anxiety/depression (6.5 points; effect size of 0.6) and lower Planning scores than the standardization sample (12.7 points; effect size of 0.9). No significant difference was found between children with ADHD, children with anxiety and depression, and the matched clinical sample on the WISC-III. The findings are commensurate with other studies, suggesting that Wechsler scores differentiated the samples minimally but CAS scores appear sensitive to the cognitive processing difficulties experienced by children with ADHD.
Behavior Rating Scales for Assessment of Emotional Disturbance: A Critical Review of Measurement Characteristics
Authors: Floyd Randy G. , Bose Jillayne E.
Published: May 2006

This review provides an overview and critique of the design characteristics, technical properties, and validity evidence of behavior ratings scales focusing on measurement of the characteristics of emotional disturbance. Manuals and published research supporting nine parent and teacher rating scales were reviewed. These rating scales included the Behavior Evaluation Scale-2: Home Version (McCarney, 1994a); the Behavior Evaluation Scale-2: School Version (McCarney, 1994b); the Behavior Disorders Identification Scale, Second Edition: Home Version (McCarney & Arthaud, 2000a); the Behavior Disorders Identification Scale, Second Edition: School Version (McCarney & Arthaud, 2000b); the Devereux Behavior Rating Scale-School Form (Naglieri, LeBuffe, & Pfieffer, 1993); the Emotional and Behavior Problem Scale, Second Edition: Home Version (McCarney & Arthaud, 2001a); the Emotional and Behavior Problem Scale, Second Edition: School Version (McCarney & Arthaud, 2001b); the Scale for Assessing Emotional Disturbance (Epstein & Cullinan, 1998); and the Social-Emotional Dimension Scale (Hutton & Roberts, 1986). All instruments demonstrated several limitations in technical adequacy and were supported by generally incomplete and weak collections of validity evidence that limit their usefulness during the assessment of behaviors associated with emotional disturbance.
Assessment of Reading Rate in Postsecondary Students
Authors: Lewandowski Lawrence J. , Codding Robin S. , Kleinmann Ava E. , Tucker Kimberly L.
Published: May 2006

There has been a steady increase in students with disabilities attending college and making requests for test accommodations. Most requests are for extended time, presumably due to slow reading speed. Tests of reading rate for adults have been criticized for poor psychometric adequacy, and no current norms exist regarding the expected reading rate for college students. This study examined reading rate via two methods, as well as their relationship to other reading measures. Ninety typical college students (67% female) were administered the Nelson Denny Reading Test (Reading Rate [NDRR] and Comprehension [NDC] tests), the Woodcock Johnson-III Reading Fluency (RF) and Word Attack (WA) tests, and three oral reading probes used to obtain words read correctly per minute (WRCM). On average, college students read 189 words correctly per minute based on oral reading probes and 231 wpm based on NDRR. The WRCM measure was more strongly related to RF and WA than was NDRR and was a better predictor of reading comprehension (NDC). It would appear that WRCM may be a better measure of reading rate than the often used, much criticized, Nelson Denny Reading Rate. Additional research on WRCM with adults is recommended.
Planning Facilitation and Reading Comprehension: Instructional Relevance of the Pass Theory
Authors: Haddad Frederick A. , Garcia Y. Evie , Naglieri Jack A. , Grimditch Michelle , McAndrews Ashley , Eubanks Jane
Published: May 2006

The purpose of this study was to evaluate whether instruction designed to facilitate planning would have differential benefit on reading comprehension depending on the specific Planning, Attention, Simultaneous, and Successive (PASS) cognitive characteristics of each child. A sample of 45 fourth-grade general education children was sorted into three groups based on each PASS scale profile from the Cognitive Assessment System (CAS). The groups did not differ by CAS Full Scale standard score, chronological age, gender, or pretest reading comprehension scores. After each child's pretest reading comprehension instructional level was determined, a cognitive strategy instruction intervention was conducted. The children completed a reading comprehension posttest at their respective instructional levels after the intervention. Results showed that children with a Planning weakness (n = 13) benefited substantially (effect size of 1.52) from the instruction designed to facilitate planning. Children with no weakness (n = 21; effect size = .52) or a Successive weakness (n = 11; effect size of .06) did not benefit as much. These results support previous research suggesting that PASS profiles are relevant to instruction.
Predicting Math Achievement Through Neuropsychological Interpretation of WISC-III Variance Components
Authors: Hale James B. , Fiorello Catherine A. , Bertin Mark , Sherman Rachel
Published: May 2006

Although prevalence estimates suggest that mathematics learning disorders (MLD) are as common as reading disorders, there has been comparatively little research conducted that examines the psychological processes involved in math competency for typical children, and the characteristics, etiology, and treatment of children with MLD. Previous research in disabled populations has implicated dysfunctional right hemisphere cognitive processes as a cause of MLD and suggested that impaired visual-spatial skills lead to specific MLD error patterns. In this study of 587 unidentified children with variable intellectual test profiles, the cognitive predictors necessary for math competency were interpreted from a neuropsychological orientation. Results revealed that complex interactions between WISC-III Verbal and Performance subtests were predictive of Albert Einstein College of Medicine math word problems and computation skills, suggesting that semantic/mathematics knowledge, working memory, executive function, novel problem solving, and visual-perceptual-motor processes are necessary for mathematics performance. Contrary to the right hemisphere hypothesis of math competency, results suggest that left hemisphere crystallized abilities and frontal executive functions are most predictive of mathematics achievement for children with variable test profiles. Consistent with theoretical and empirical advances regarding lateralization of function, the numerous predictor commonalities found support a reconceptualization of the left-verbal/right-nonverbal dichotomy of the cognitive processes underlying mathematics competency.
The Utility of the Differential Abilities Scales with Specific Language-Impaired Preschoolers
Authors: Walenta Tracey M. , McCabe Paul C.
Published: May 2006

The purpose of this study was to examine the utility of the Differential Ability Scales (DAS) in distinguishing preschoolers with specific language impairment (SLI) and specific subtypes of language delays. Three hundred forty-eight language-impaired preschoolers' response patterns across DAS General Conceptual Ability (GCA), Ability cluster, and subtest scores were compared to response profiles of 57 preschoolers without language impairment as well as the standardized mean. Participants' specific type of language impairment (Articulation, Expressive, Receptive, Pragmatic, Expressive-Receptive, Expressive-Articulation, Receptive-Articulation, and Articulation-Pragmatic) was then compared to their response patterns. Results indicated that, in general, SLI preschoolers had significantly lower GCA, Verbal Ability, Nonverbal Ability, and subtest scores on the DAS compared to preschoolers without language impairment. However, different response patterns across the GCA, Ability clusters, and subtests emerged depending on the SLI subtype. SLI children with Articulation-only impairments tended to score higher on Ability Cluster and subtest scores, whereas children with Receptive and Expressive-Receptive impairment scored lowest. Discriminant analysis revealed that subtype profiles could predict SLI subtype in 26% to 38% of the cases. Finally, factor analysis indicated a new factor structure for both younger and older preschool batteries, suggesting that practitioners working with the SLI-referred population should carefully consider the utility of the original DAS factors.
Screening Early Reading Skills in Preschool Children: Get Ready to Read
Authors: Molfese Victoria J. , Molfese Dennis L. , Modglin Arlene T. , Walker Jennifer , Neamon Jessica
Published: May 2006

This study examined a new screening tool (Get Ready to Read) for assessing early reading skills in 73 three-year-old and 79 four-year-old children from low-income families and relating performance to more extensive assessments of phonological sensitivity and language skills (vocabulary and print knowledge) that have been found to be related to the development of reading skills. GRTR scores correlate with scores on the cognitive assessments, with vocabulary skills most strongly related to performance. Phonological sensitivity accounted for less variance than vocabulary, but both were stronger predictors than environmental print. GRTR is one option for early childhood educators seeking to identify a developmentally appropriate assessment tool to screen preschool children's progress in acquiring reading-related skills. Further research linking GRTR performance with later reading skills is needed.
An Interpretative Analysis of Five Commonly Used Processing Speed Measures
Authors: Feldmann Gregory M. , Kelly Ruth M. , Diehl Virginia A.
Published: May 2006

Processing speed subtests are components of widely used intellectual assessment instruments. Many researchers interpret these measures as assessing a unitary construct, but there is a question concerning the constructs assessed by these measures and, ultimately, their interpretative utility. Coding and Symbol Search from the Wechsler Intelligence Scale for Children-Third Edition (Wechsler, 1991), Visual Matching and Cross Out from the Woodcock Johnson Tests of Cognitive Ability-Revised (Woodcock & Johnson, 1989), and Speed of Information Processing from the Differential Ability Scales (Elliott, 1990) were administered to 102 volunteer participants. Using regression analyses, performance on each of these tests was predicted by motor speed and/or number facility factors. Individual differences in motor speed were found to be related to each of the five processing speed measures, whereas number facility was related to three of the measures.
Measures of Child Emotional and Behavioral Strengths and Family Functioning: A Preliminary Report on the Reliability and Validity of their Spanish Translations
Authors: Walrath Christine M. , Franco Eileen , Liao Qinghong , Holden E. Wayne
Published: May 2006

There is a documented need for reliable and valid Spanish-translated child mental health assessment tools. Although the psychometric properties of some of the more commonly used Spanish translations have been demonstrated, many instruments that were developed, tested, and normed in English are being Spanish-translated and used without further psychometric investigation. The current study found preliminary support for the internal consistency and convergent validity of the Spanish-translated Family Assessment Device and Behavioral and Emotional Rating Scale using data from the national evaluation of the Comprehensive Community Mental Health Service for Children and Their Families Program. A discussion of these findings as they relate to the psychometric properties of the English versions is included. Finally, next steps for more in-depth psychometric analyses are outlined.
A Construct Validation Study of Phonological Awareness for Children Entering Prekindergarten
Authors: Webb Mi-Young Lee , Schwanenflugel Paula J. , Kim Seock-Ho
Published: May 2006

The purpose of this study was to determine the psychometric characteristics of a phonological awareness assessment for prekindergarten children using Messick's (1989) framework for unitary construct validity. Upon entry into prekindergarten, children were given rhyme discrimination, syllable segmentation, initial phoneme isolation, and phoneme blending assessments drawn from The Phonological Awareness Test (Robertson & Salter, 1997). Item analyses indicated high internal consistencies, but some tasks were fairly difficult for the age group. Confirmatory factor analysis revealed that the four phonological awareness tasks have two correlated factors that underlie the measurement (large unit and small unit tasks). Multiple regression analysis showed that all four tasks had significant predictive validity for alphabetic knowledge. Given the paucity of standardized phonological awareness tests for children under 5 and the increased attention to preliteracy assessment, this off-level use of the test has the advantage of providing an ongoing examination of children's early and later phonological awareness development using the same instrument.