bluuebunny/crossref_metadata_2025 huggingface dataset:
Recovery of Salmonella typhimurium from compost with the IMS-PCR method
Authors: Civilini Marcello , Venuti Francesca , de Bertoldi Marco , Damante Giuseppe
Published: November 2009

In this work a procedure was optimized to recover Salmonella typhimurium from a vegetable compost after its artificial contamination. A combination of a bacteriological method, immunomagnetic separation (IMS) and polymerase chain reaction (PCR) techniques allowed a reduction in the detection time to 30 h while maintaining high specificity. The lower threshold of direct amplification from extracts of contaminated compost was 108 salmonellae g-1. To improve the sensitivity, a combination of shortened pre-enrichment and enrichment procedures was optimized and the growth of S. typhimurium evaluated. Immunomagnetic separation using anti- Salmonella Dynabeads™ permitted the recovery of 30 salmonellae per 50 g of compost, the same value obtained with the traditional microbial method, which takes two days longer. Alternative purification methods to reduce organic compound inhibition of the PCR reaction mixture did not improve Salmonella detection under a threshold of 105 salmonellae g-1.
Investigative strategies and risk assessment of old unlined municipal solid waste landfills
Authors: Hoehn E. , Johnson C.A. , Huggenberger P. , Amirbahman A. , Peter A. , Zweifel H.R.
Published: November 2009

A case study was carried out at an old landfill site (Riet site) located in Winterthur, northern Switzerland. The Riet site contains mainly municipal solid wastes (MSW) comprising four discrete unlined landfill compartments, the oldest of which dates back to 1918. One goal of the case study was to assess the investigative techniques used to determine the risk of groundwater contamination. Waste compartments and leachate plumes were delineated with the electromagnetic method EM31 and with tracer methods. The most efficient methods for a risk assessment were flow modelling based on reliable hydraulic head and hydraulic conductivity measurements, and chemical analyses. Chemical analyses of leachate and groundwater samples showed that the older compartments of the landfill pose only a small risk to the groundwater. The other goal of the study was to determine the long-term risk of groundwater contamination posed by MSW landfills of different ages. To this end, chemical concentrations of leachate from the Riet site were compared with those of other MSW landfills of various ages. The long-term risk of landfill compartments older than about 1960 can be considered in general to be considerably smaller than that of younger ones. Age of the compartment and leachate concentrations could be correlated.
Report: the use of Life Cycle Inventory tools to support an integrated approach to solid waste management
Authors: McDougall Forbes R. , Hruska Joseph P.
Published: November 2009

Solid waste management needs to be environmentally sustainable to reduce overall environmental burdens. It also needs to be economically sustainable to be affordable for all sectors of the community served. Integrated waste management (IWM) takes an overall approach to this, involves the use of a range of different treatment options and deals with the entire waste stream. The tool of Life Cycle Inventory (the goal definition and inventory stages of a Life Cycle Assessment) can successfully be applied to integrated waste management systems to assess their environmental burdens. Life Cycle Inventory (LCI) tools for solid waste management have been available for some time. Several models have been developed and applied to both theoretical and actual waste management strategies. This report reviews a case study where a Life Cycle Inventory model was applied in the development of an integrated approach to waste management.
Statistical and Procedural Issues in Psychoeducational Studies
Authors: Smith Philip L.
Published: November 2009

This article provides a discussion of a number of statistical and procedural aspects of psychoeducational studies that can influence the interpretations and conclusions drawn from such research. The topics covered relate to situations that are commonly encountered by researchers and practitioners in the conduct and interpretation of psychoeducational studies. In many cases, guidelines are provided for the practitioner regarding how each of the aspects discussed is most likely to influence the results of a research study. Most of the topics included are not covered in depth but are accompanied by sufficient references for the interested reader to pursue each topic in more depth.
An Analysis of the Influence of the Quantitative Concepts Subtest in the Woodcock-Johnson Scholastic Aptitude Clusters
Authors: McGrew Kevin S.
Published: November 2009

The Woodcock-Johnson Battery contains four Scholastic Aptitude clusters designed to predict achievement. Based on stepwise multiple regression development procedures, the subtests within these clusters are weighted differently. Concerns regarding the inclusion of the Quantitative Concepts subtest in two of these aptitude clusters were investigated in a referral sample (N = 386). The results suggest that the achievement content of Quantitative Concepts subtest, particularly because of its relatively high weighting, may inappropriately affect the scores on the Written Language and Knowledge Aptitude clusters. Implications for interpretation are discussed.
Cognitive Capacity Usage in Responding to Test Items
Authors: Plake Barbara S. , Glover John A. , Kraft Robert G. , Dinnel Dale
Published: November 2009

Procedures for validating the complexity level of test items include empirical examinations of item characteristics and subjective judgments of expert raters. These methods have yielded mixed and inconsistent results. This study employs a technique derived from cognitive psychology research in the examination of levels of item complexity. Using a microcomputer to administer test items, response time to a secondary task was used as an index of the level of item complexity. A series of three studies are reported that (1) employ the technique on items of marked discrepancy in complexity level and (2) contrast the sensitivity of the technique to more traditional analyses of level of item complexity. The results suggest that the technique has promise as a mechanism for validating or establishing level of item complexity.
Limitations of Preschool Instruments and Standards for Minimal Levels of Technical Adequacy
Authors: Bracken Bruce A.
Published: November 2009

Serious evaluation of preschool instruments has been limited in part by the lack of standard technical adequacy criteria. This article suggests minimal levels of technical adequacy for subtest and total test internal consistency, stability, floors, subtest item gradients, and validity. Ten commonly used preschool instruments (5 used for placement purposes and 5 used for general skills testing) were evaluated according to the proposed criteria, and suggestions were made that concerned the use of the instruments. The principal recommendation made is that practitioners carefully select instruments for preschool assessment according to the instruments' technical adequacy.
A Personality Inventory for Children (PIC) Profile Typology: III. Relationship to Cognitive Functioning and Classroom Placement
Authors: Kline Rex B. , Lachar David , Boersma David C.
Published: November 2009

Clinical and educational assessment of children requires reliable and valid measures of their behavioral, cognitive, and emotional functioning. The inadequacy of traditional psychiatric categories has long been recognized, and the importance of accurate child adjustment information for educational placement has been appreciated increasingly. This study evaluated the external validity of a new, 12 profile type classification system for the Personality Inventory for Children (PIC) and used cognitive functioning and special education placement data as external criteria. Children who obtained the 12 PIC profile types differed significantly in their performance on several individually administered intellectual and academic tests and their placement in regular vs. special education classrooms. Implications of these findings for use of this profile typology as a screening tool in educational settings are discussed.
Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing Tasks
Authors: Naglieri Jack A. , Das J. P.
Published: November 2009

This paper presents evidence for the construct and criterion-related validity of the Planning - Simultaneous - Successive model of information-integration presented by Das, Kirby, and Jarman (1975) and provides support for tasks designed to operationalize the model. A sample of 434 students in grades 2, 6, and 10 were administered cognitive processing and achievement tests. Significant developmental changes in scores across the three grades and significant correlations with achievement in reading and math provided support for the validity of these cognitive processing tasks. Simultaneous and planning appeared to be more related to math than successive processes at the younger ages, and reading correlated with coding at the lower ages and both coding and planning at tenth grade. Planning and coding correlated significantly with achievement (rs = .23, .45, .56 and .37, .33, .52 for grades 2, 6, and 10 for planning and coding, respectively). Planning was related increasingly to the total MAST, as well as separate reading and math scores, with age. Implications for the assessment of intellectual functioning are presented.
Is Intelligence Stable in Learning-Disabled Children?
Authors: Lally Martha J. , Lloyd Richard D. , Kulberg Janet M.
Published: November 2009

This study investigated the stability of the WISC-R over a 3-year span for 60 students classified as learning disabled and who were receiving special education services. The subjects were identified as learning disabled by use of an ability/achievement discrepancy formula between the WISC-R and the Metropolitan Achievement Test. The initial hypothesis was that learning-disabled subjects would exhibit stable WISC-R scores and, consequently, may not require repeated WISC-R evaluations. The learning disabled subjects demonstrated stable WISC-R scores, and correlation coefficients were significant, but generally lower than previous WISC-R stability studies. Implications for the special education reevaluation process are discussed.
A Survey of Tests Used for Adult Assessment
Authors: Harrison Patti L. , Kaufman Alan S. , Hickman Julia A. , Kaufman Nadeen L.
Published: November 2009

A survey of test usage for adult assessment was responded to by 402 professionals. Based on the responses of 313 individuals who assess adults, the following instruments were the most popular in each domain: WAIS-R or WAIS (intelligence), WRAT-R or WRAT (achievement), MMPI (personality), Vineland (adaptive behavior), and Strong-Campbell (vocational interest). There was a tendency for the most popular instruments to be seen as providing the information of greatest importance, although Draw-A-Person was a clear exception to that finding. Other questions in the survey explored the respondents! perceptions of the strong and weak aspects of intelligence tests, the purposes for which intelligence tests are used, and the domains that are in greatest need of new instruments.
The Motivational Orientation of Higher- and Lower-Achieving Puerto Rican Children
Authors: Soto Lourdes Diaz
Published: November 2009

The primary purpose of this investigation was to examine differences in the motivational orientation of higher- and lower-achieving Puerto Rican children. The Intrinsic versus Extrinsic Orientation Scale (Harter, 1980) was administered to 28 higher-achieving and 29 lower-achieving fifth-grade and sixth-grade mainland Puerto Rican students in their homes. The higher-achieving and lower-achieving children were chosen by their most recent standardized test scores, The Iowa Test of Basic Skills. Statistical analyses revealed significant differences in motivational orientation between higher-achieving and lower-achieving students. Avenues for further research are explored, as are implications for classroom teachers and parents.
Feuerstein's Representational Stencil Design Test: A Comparison of Two Scoring Methods
Authors: Huberty Thomas J. , Cross Richard W.
Published: November 2009

The Representational Stencil Design Test, one of the tasks from Feuerstein's Learning Potential Assessment Device, was administered to 370 seventh- and eighth-grade students from regular public school classrooms. Two scoring methods were used to investigate factorial and psychometric differences that would relate to problem-solving processes used by the students. The dichotomous method scored each design as correct or incorrect (possible range = 0 to 20 points). The non-dichotomous method gave 2 points for each stencil chosen and put in correct juxtaposition to other stencils or 1 point if placed incorrectly (possible range = 0 to 160 points). Coefficient alpha and split-half reliability values for both methods ranged from .88 to .96. Both scoring methods were subjected to principal components factor analyses with Varimax rotation. For the dichotomous method, four factors were identified; the first two accounted for about 36% of the variance. For the nondichotomous method, however, three factors were derived, the first of which accounted for about 52% of the variance. These results suggest that different problem-solving skills are revealed when the two methods are used. Implications for theory and future research are discussed.
Teachers' Social Validity Ratings of Social Skills: Comparisons between Mildly Handicapped and Nonhandicapped Children
Authors: Gresham Frank M. , Elliott Stephen N.
Published: November 2009

Teachers have certain expectations or standards for children's social behavior in mainstream classrooms. The purpose of the present study was to document regular education teachers' social behavior standards for a sample (N = 250) of mildly handicapped (LD, BD, and MR) and nonhandicapped students matched on sex and race. Using the teacher version of the Social Skills Rating Scale (SSRS-T), 125 teachers rated the importance of 50 objectively described social behaviors. Results of the teachers' ratings indicated that they valued academic-related social behaviors as more important to classroom functioning than peer-to-peer interaction behaviors. High rater agreement, as measured by rank-order correlations, was demonstrated between Black and White teachers (rho = .96) and male and female students (rho = .93). Rank-order correlations between each handicapped subsample and matched nonhandicapped subsamples were also high (rho ranged from .91 to .98). Thus, teachers' ratings of importance did not vary much as a function of student race, sex, or classification. These findings are discussed in the context of a “model behavior profile” expected for students in classrooms and the appropriate selection of target behaviors for intervention.
Cross Validation of the Einstein Assessment of School-Related Skills
Authors: Gottesman Ruth L. , Cerullo Frances M.
Published: November 2009

The Einstein Assessment of School Related Skills is a brief screening measure designed to assist professionals in the educational, medical, and health care fields in identifying children at risk for or experiencing learning problems in grades kindergarten through five. Students identified by the Einstein are intended to be referred for a more comprehensive individual evaluation. The current study presents cross-validation data from a new sample of students from a socioeconomic back-ground similar to the standardization sample. The Einstein Assessment of School-Related Skills was administered to a total of 164 children in grades kindergarten through five who attended two outpatient hospital clinics, one for primary pediatric medicine and the other for children with developmental disabilities. Testing results indicated that between 87% and 89% of the sample was classified correctly. The study's results support the findings from the original test standardization, i.e., that the Einstein is an effective predictor of school learning difficulties.
Processing Styles of Learning-Disabled Children on the Kaufman Assessment Battery for Children (K-ABC) and their Relationship to Reading and Spelling Performance
Authors: Kempa Linda , Humphries Tom , Kershner John
Published: November 2009

This study investigated the validity of the Kaufman Assessment Battery for Children (K-ABC) in making predictions about the processing styles of 40 randomly selected White learning-disabled children, aged 8 years, 0 months to 12 years, 5 months. A typical pattern of lower sequential-higher simultaneous processing was obtained for the total sample when the group mean scores were analyzed. However, adherence to Kaufman's criteria for subtyping individual children indicated that the majority of subjects had equal difficulty in sequential and simultaneous processing. For the K-ABC processing subtypes that emerged, none of the expected relationships was found between processing styles and accuracy of reading and spelling single words on the Boder Test of Reading-Spelling Patterns. The results support the validity of the K-ABC for continuing to investigate the nature of processing styles in the learning disability population, but not for making more specific recommendations about appropriate remedial programs on the basis of individual K-ABC processing subtypes that erroneously have been assumed to predict unique reading-spelling profiles.
Cognitive Differences between Bilingual and Monolingual Children on the Kaufman Assessment Battery for Children
Authors: Pearson Cheryll A.
Published: November 2009

This study examined the effects of bilingualism and monolingualism on the cognitive functioning of 36 Mexican-American children who were screened for linguistic proficiency and global intelligence. It was predicted that proficient bilingual children would obtain significantly higher scores than monolingual children on specific subtests of the Kaufman Assessment Battery for Children (K-ABC) that are purported to be influenced by cognitive abilities and cognitive styles associated with bilingualism. Results did not support this prediction. Findings are discussed in terms of possible influences of acculturation on subjects' performance and the sensitivity of the K-ABC for detecting specific differences in cognitive ability and style.
Validity of the DIAL-R for Identifying Children with Special Education Needs and Predicting Early Reading Achievement
Authors: Jacob Susan , Snider Katherine P. , Wilson James F.
Published: November 2009

The validity of the DIAL-R for identifying special-needs children and predicting early achievement was investigated for 463 prekindergarten screening program participants. The DIAL-R was found to be useful for selecting children in need of follow-up services. A decision-to-refer rule based on one low DIAL-R area score was most satisfactory in identifying special-needs children (sensitivity = .57; specificity = .95). All children with more disabling educational handicaps and one-half of those with less severe impairments were identified. Findings supported the use of locally validated decision-to-refer rules and multiple cut-off scores (OK, monitor, refer). The correlation between DIAL-R and kindergarten Clymer-Barrett Readiness Test scores was r = .64 (p <.01); the correlation of the DIAL-R with first-grade Stanford Reading Test scores was .54 (p <.01). Consistent with findings for other screening instruments, results suggested that the DIAL-R has limited validity for predicting the achievement of individual children beyond kindergarten.
Cognitive and Neuropsychological Correlates of Academic Achievement: A Levels of Analysis Assessment Model
Authors: Shurtleff Hillary A. , Fay Gayle E. , Abbott Robert D. , Berninger Virginia W.
Published: November 2009

Regression techniques were used to evaluate whether combining a subtest of a cognitive battery and a subtest of a neuropsychological battery contributes to educational asessment. The Wechsler Intelligence Scale for Children-Revised (WISC-R), the Halstead Reitan Battery for Older Children (9-14), the Wide Range Achievement Test, and the Analytical Reading Inventory were administered to 49 children aged 10 to 12 referred to a medical center for assessment of school learning problems. Correlations between subtests in the cognitive battery (WISC-R) and the neuropsychological battery (Halstead-Reitan) indicated both common and unique variance between these batteries. When combinations of a cognitive and a neuropsychological subtest were compared to a single cognitive or neuropsychological subtest alone, significantly more variance in word decoding, reading comprehension, and arithmetic was explained by combinations than by single subtests. These findings show that cognitive and neuropsychological subtests are not redundant and that inclusion of both improves educational assessment. Both cognitive and neuropsychological testing are needed for inferences about levels of function within working brain systems related to school achievement.
Think-Aloud Protocol Analysis: An Investigation of Reading Comprehension Strategies in Fourth-and Fifth-Grade Students
Authors: Meyers Joel , Lytle Susan , Palladino Donna , Devenpeck Gillian , Green Michael
Published: November 2009

School assessments too often ignore the process of individuals' cognitions. As part of a systematic effort to develop an assessment procedure focused on the tactics used to facilitate reading comprehension, this research investigated Lytle's (1985) approach to think-aloud protocol analysis. Data are presented for fourth- and fifth-graders that show the degree to which they used reasoning, elaboration, signaling understanding, analysis, judging, and monitoring doubts while they were reading three fictional passages. The percentage of each move used by individual subjects was stable across the three stories that were administered. Significant correlations were obtained between comprehension of the passage used to obtain the think-aloud protocols and two of the six categories of moves: Reasoning and Signaling Understanding. These students used Elaboration, Signaling Understanding, and Reasoning most frequently; they used Monitoring Doubts less frequently; and they rarely used Analysis and Judging. Unique contributions of this research include the extension of previous work with this method to elementary school students, demonstration of stability in the use of moves across the three stories, and detection of correlations between this system and comprehension of the passage used to obtain the think-aloud protocol. Suggestions are made for future research that concerns the validity of think-aloud protocol analysis as a diagnostic technique and an approach to facilitate comprehension skills.
A Comparison Of ADD/H Children and Clinical Controls on the Kaufman Assessment Battery for Children (K-ABC)
Authors: Carter Bryan D. , Zelko Frank A. J. , Qas Peter T. , Waltonen Stuart
Published: November 2009

Thirty-eight consecutive referrals to an outpatient pediatric diagnostic clinic for children with deficiencies in academic performance were classified as either (a) having Attention Deficit Disorder with Hyperactivity (ADD/H) or (b) non-ADD/H clinical controls based upon DSM-III criteria and multi-situational parent and teacher behavior ratings with standardized scales. All participants (23 ADD/H and 15 clinical controls) were administered the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R). ADD/H subjects differed significantly from clinical controls on the Sequential Processing scale of the K-ABC and on the WISC-R Freedom from Distractability factor. The significantly lower performance of the ADD/H group on the K-ABC Sequential Processing Scale was due primarily to lower scaled scores on the Word Order subtest. These findings are compared to studies of the K-ABC with learning-disabled populations. Applications of the K-ABC to the diagnosis of cognitive deficits and remedial planning in ADD/H children are discussed.
Some Comments on Testing Luria's Model: A Response to Cowart and McCallum
Authors: Naglieri Jack A. , Das J. P.
Published: November 2009

Based upon the results of a multi-trait — multi-method (MTMM) investigation, Cowart and McCallum (1988) found minimal support for the simultaneous-successive-planning (S-S-P) model of cognitive processing proposed by Das and his colleagues. This paper provides a critical appraisal of the study and draws special attention to methodological weaknesses that seriously undermine the author's conclusions. Interested readers are encouraged to examine the considerable evidence on S-S-P and more recent research on the full explication of Luria's model, which includes the first functional unit of attention in addition to S-S-P.
Testing Luria's Model: A Reply to Naglieri and Das
Authors: Cowart Charles A. , McCallum R. Steve
Published: November 2009

We respond to Naglieri and Das' criticisms of the methodology used in a study designed to explore the simultaneous-successive-planning (S-S-P) model (Cowart & McCallum, 1988). That study represents the first attempt to partial trait and method variance using the multi-trait-multi-method technique (for the S-S-P model). Principal limitations cited by Naglieri and Das were noted in the original study. In this article we address those and other limitations raised by Naglieri and Das and conclude that our original concern is still valid. That is, the methods typically used to assess these processing constructs, particularly simultaneous and successive processing, confound their interpretability. Consequently, future efforts to assess the constructs should address the need to separate and determine the relative contributions of method vs. trait (to the total variance).
Found: Our Intelligences: What Do they Mean?
Authors: Reschly Daniel J.
Published: November 2009

The theoretical foundations and factor structure of the Woodcock-Johnson-Revised (WJ-R) Cognitive Battery as a measure of intelligence are reviewed. The WJ-R appears to assess a broader variety of abilities than other widely used individually administered measures of cognitive functioning. Although this advance is potentially significant, critical issues remain with regard to the diagnostic utility, intervention implications, and treatment validity of the WJ-R and other individually administered cognitive instruments.
Goodness of Fit of the Woodcock-Johnson Psycho-Educational Battery-Revised to the Horn-Cattell Gf-Gc Theory
Authors: Ysseldyke James E.
Published: November 2009

Empirical evidence is examined on the extent to which the structure of the Woodcock-Johnson Psycho-Educational Battery-Revised is matched to Horn-Cattell Gf-Gc Theory. Confirmatory factor analysis is described, and the confirmatory factor analyses used to support the match are examined. It is concluded that the test is a good fit to the model, though some questions and research possibilities are raised.
Wechsler's Intelligence Scales: Theoretical and Practical Considerations
Authors: Zachary Robert A.
Published: November 2009

The utility of Wechsler's intelligence scales, along with some important limitations, is deeply rooted in some basic theoretical notions about the tests. The present article traces the theoretical basis for the Wechsler scales and examines empirical evidence for and against the theory. Consistent with Wechsler's theoretical notions, construct and predictive validity of the Wechsler Scales are greatest at the more global IQ level and weakest at the level of profile analysis and individual subtest interpretation. Implications for clinical practice are discussed.
Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice
Authors: McDermott Paul A. , Fantuzzo John W. , Glutting Joseph J.
Published: November 2009

Wechsler's beliefs about the nature of human intelligence and its measurement have profoundly influenced contemporary theory and practice. He encouraged interpretations not only of more global intellective indices, such as IQ but encouraged as well the search for pathognomonic meaning in patterns of underlying, more specific, subtest scores. This article examines the evidence that concerns the interpretation of Wechsler and similar tests as measures of specific rather than global ability. Popular practices that involve use of subtests for both intraindividual and interindividual assessment are viewed in the light of empirical research, and recommendations are presented.
Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes as a Model for Intelligence
Authors: Naglieri Jack A. , Das J. P.
Published: November 2009

This paper proposes an alternative theory of cognitive processing to serve as a model for reconceptualizing intelligence and facilitate evolution in this important area. The Planning, Attention, Simultaneous, and Successive (PASS) model, based on the work of A. R. Luria, is suggested as a broad conceptualization and framework for cognitive processing. Luria's view of these processes is presented in detail, as are experimental tasks developed by Das and Naglieri to measure these processes. An analysis of the WISC-R and K-ABC from the PASS model is provided to gain some understanding of what current tests measure. Factor analytic, criterion related and discriminant validation of the PASS model is presented, as are the current experimental tasks used in the Das-Naglieri Cognitive Assessment System. Finally, responses to some of the conference reviewers' comments are provided.
Consideration of the Das-Naglieri Cognitive Assessment System
Authors: Lambert Nadine M.
Published: November 2009

The Das-Naglieri Cognitive Assessment System is a new assessment approach now undergoing national standardization that includes four groups of subtests based on Luria's PASS model of cogniive processes. The PASS model subtests of the CAS include tests that measure Planning, Attention, and Simultaneous and Successive Processing. Each of the tests is designed to measure these elementary cognitive processes, none of which is heavily dependent on schooling. Validity of the battery is based on factor analytic studies that show that the sets of subtests replicate the PASS model. Criterion-based and predictive validity studies are still in their exploratory stages, but preliminary evidence indicates that performance on the test improves with age and that there is a significant relationship between performance on the tests and reading.
Does PASS Pass the Test? A Critique of the Das-Naglieri Cognitive Assessment System
Authors: Telzrow Cathy F.
Published: November 2009

This critique of the Das-Naglieri Cognitive Assessment System (CAS) examined the theoretical model of intellectual functioning that underlies the measure, as well as the effectiveness of the scale in operationalizing the theory. Luria's model of functional brain organization, which serves as the basis for the PASS model, has generally wide support in the neuroscience literature as a viable conceptual paradigm for describing neuropsychological functioning. This review suggests that there is theoretical, clinical, and empirical support for the Planning and Coding (Successive, Simultaneous) dimensions of the PASS model in reflecting intellectual functions. However, support for Attention as a separate cognitive processing construct appears limited. The CAS subtests were reviewed through the use of face validity inspection, as well as factor analytic and exceptional sample studies. The degree to which the CAS meets the authors' stated objectives of providing diversity in content and mode of presentation varies among the PASS domains. The data reviewed suggest that there is both factor analytic and clinical support for the tasks and scales that comprise the CAS. Given the still-developing nature of the CAS, its ultimate conceptual and clinical merit remain to be determined.
K-ABC Theory in Historical and Current Contexts
Authors: Kamphaus Randy W.
Published: November 2009

This article reviews the development of the conceptual principles of the K-ABC theoretical model and places them in contemporary perspective. The K-ABC is deeply rooted in theories associated with clinical and experimental neuropsychology and, to a lesser extent, cognitive psychology. The sequential/simultaneous model is also an outgrowth of the Kaufmans' research with the McCarthy Scales and the WISC-R. Various studies of the validity of the K-ABC theory suggest that this theory warrants further research. There are additional studies, however, that propose alternative interpretations of the data. Overall, the wealth of research evidence to date makes the K-ABC sequential/simultaneous model a useful heuristic for the study of children's intelligence.
The Nature and Structure of Children's Abilities: Evidence from the Differential Ability Scales
Authors: Elliott Colin D.
Published: November 2009

The nature and the structure of children's abilities are considered in the light of evidence from the Differential Ability Scales (DAS), a newly published, individually administered cognitive test battery for children age 2 years 6 months through 17 years 11 months. The DAS was developed primarily to assess children's cognitive profiles. Evidence is presented on its relatively high levels of reliable specific variance (a requirement for identifying reliable intertest differences in a profile). The DAS cognitive battery also yields a number of focused composite scores: a measure of psychometric g, called General Conceptual Ability (GCA) and measures of Verbal and Nonverbal Ability at the preschool level, and of Verbal, Nonverbal Reasoning and Spatial Ability at the school-age level. The case is argued against the use of terms “intelligence” and “IQ” in describing children's abilities, and evidence on the factorial structure of the DAS is presented through both confirmatory and exploratory factor analyses.
Confirmatory and Hierarchical Confirmatory Analysis of the Differential Ability Scales
Authors: Keith Timothy Z.
Published: November 2009

The purposes of this research were, first, to determine whether the varied tests contained in the Differential Ability Scales (DAS) measure the same constructs across its wide range, and, second, to determine what constructs and abilities are being measured by this new test. Confirmatory analysis was performed on the standardization data of the DAS using the LISREL 7 computer program. The first set of analyses, which included statistical comparisons of covariance matrices and first-order confirmatory factor analyses, suggested that the constructs measured by the DAS are quite consistent across overlapping age ranges. The second set — hierarchical confirmatory factor analyses — suggested that the DAS first provides a good measure of g, general intelligence. Also, the DAS appears to measure verbal ability and nonverbal reasoning skills.
Would the Real Factors of the Stanford-Binet Fourth Edition Please Come Forward?
Authors: Thorndike Robert M.
Published: November 2009

Publication of the Stanford-Binet Intelligence Scale, Fourth Edition has resulted in publication of at least six factor analyses of the instrument. After the principles for factor analysis are discussed, four of these analyses are reviewed and criticized in detail, and two others are noted. After the shortcomings of previous analyses are described, factor analyses of the standardization data are reported that are based on principal axis factorings of the age-specific and age-grouped correlation matrices with Oblimin rotation. At ages 2 through 7 the instrument produced two correlated factors of verbal and nonverbal ability. Above age 7 there are three correlated factors: verbal ability, abstract/spatial ability, and memory. The correlations among the primary factors are taken as evidence of a second-order factor of general intelligence. The factors remain stable across age levels. Analysis of the median correlations across all ages yielded evidence of the four factors hypothesized by the test constructors.
A New Binet, an Old Premise: A Mismatch between Technology and Evolving Practice
Authors: Canter Andrea
Published: November 2009

While the Fourth Edition of the Stanford-Binet represents many technical advances over the earlier instruments, it is argued that the new test offers an unnecessarily complex means of addressing typical referral questions. Regardless of the sophistication of theory and structure, modern measures of intelligence lack treatment utility and, thus, fail to address the desired outcomes of psychoeducational assessment — potential intervention strategies. The Binet-IV and its contemporaries probably will contribute more to research than to the daily assessment practices of school psychologists.
Amazingly Short Forms of the WAIS-R
Authors: Kaufman Alan S. , Ishikuma Toshinori , Kaufman-Packer Jennie L.
Published: November 2009

Although valid short forms of the WAIS-R exist, they require a long administration time. This study developed new, extremely brief short forms of the WAIS-R that are both valid and reliable. In developing the abbreviated batteries, the administration and scoring time of the component subtests was considered, as was each task's placement in the administration sequence. The latter variable was important for the dyad and triad based on Thompson's research into the “motivation effect.” The selected dyad was composed of Information and Picture Completion, while the triad added Digit Span to this dyad. The tetrad was composed of Arithmetic, Similarities, Picture Completion, and Digit Symbol. Each of these abbreviated WAIS-Rs averages less than 20 minutes' administration time, yet each has a reliability of .90 or above and validity coefficients that average .88 for the dyad, .92 for the triad, and .95 for the tetrad.
A Measure of Young Children's Problem and Competence Behaviors: The Early School Behavior Scale
Authors: Caldwell Constance B. , Pianta Robert C.
Published: November 2009

This paper reports on the development and the psychometric properties (reliabilities and validity) of the Early School Behavior Scale (ESBS), a 46-item measure of competencies and behavior problems among children aged 4 to 7. Factor analysis of the ESBS yielded three factors: Competence, Anxiety, and Conduct Problems, consistent with studies on older children. Subscales based on these factors were found to have adequate internal consistency reliability for screening purposes and to be related significantly to teachers' ratings of school adjustment. Gender differences were found in the pattern of these relations. The need for a brief measure of both competence and dysfunction among children in the preschool and early school years is discussed.
Creativity and the Finding and Solving of Real-World Problems
Authors: Okuda Shawn M. , Runco Mark A. , Berger Dale E.
Published: November 2009

Divergent thinking tests have been criticized for their low correlations with real-world performance. The primary objective of this study was to ascertain whether real-world problems are more predictive of creative accomplishments than problems contained in standard divergent thinking tasks. A second objective was to examine the relationship between performance on problem-finding tasks and traditional problem-solving tasks. Four tasks were administered to 77 elementary school students, with a check list of creative activities that was used as a criterion measure. Correlational results indicated that the real-world problem-finding measure was more predictive of creative accomplishments than standard divergent thinking tasks and the real-world problem-solving task. Hierarchical regression analyses indicated that the real-world problem-finding task added significantly to the prediction of creative activities, beyond the prediction from the other tasks.
Social Skills Ratings of Exceptional Students
Authors: Janke Robert W. , Lee Kim
Published: November 2009

The differences in teacher-rated social skills among gifted, severe behavior handicap, specific learning disability, developmental handicap, and regular education students were investigated. The Social Behavior Assessment-Teacher Version was used to obtain the ratings. The results indicated that gifted students had the most positive and that severe behavior handicap students had the most negative social skills ratings. Significant differences (p < .05) in social skills ratings were obtained between all exceptional student comparisons with the exception of the specific learning disability students compared to developmental handicap students. Social skills ratings increased the overall agreement with existing school system classifications of exceptional students when used in combination with intelligence and academic achievement contrasted with the degree of agreement when social skills ratings were not used (p < .01). A recommendation was made to include social skills assessment as a component of the multi-factored psychoeducational assessment of exceptional students.
The Validity of Einstein Assessment Subtest Scores as Predictors of Early School Achievement
Authors: Bennett Randy Elliot , Gottesman Ruth L. , Cerullo Frances M. , Rock Donald A.
Published: November 2009

The Einstein Assessment of School-Related Skills was developed to help professionals in education, medicine, and health care identify children who need comprehensive evaluation for school learning problems in grades kindergarten through five. This brief (7- to 10-minute) screening instrument was designed to measure reading, arithmetic, auditory memory, language-cognition, and visual motor abilities. The purpose of this study was to evaluate the validity of Einstein subtest scores as predictors of early school achievement. In the fall of 1988, the Einstein was administered to 796 students in kindergarten through second grade from schools in Cleveland, Ohio and the Bronx, New York. Multiple regression analyses were used to identify those subtests that made significant, independent contributions to the prediction of subsequent achievement, with achievement marked by teacher ratings, end-of-year grades, and standardized test scores. Results showed that a single subtest generally predicted as well as the total test, that the best combination of subtests was always an abridgement of the full battery, and that the most powerful predictors tended to be reading measures. Which single subtest or combination predicted best was modulated by both grade level and achievement criterion. Implications of these results for research, clinical practice, and test revision are discussed.
Identifying Gifted Kindergarten Students with Brief Screening Measures and the WPPSI-R
Authors: Schneider Barry H. , Gervais Martin D.
Published: November 2009

This study explored the viability of an identification procedure for gifted kindergartners that involved brief screening tests and selective individual administration of the WPPSI-R. The Bracken Basic Concept Scale-Screening Test and the Matrix Analogies Test were administered in small groups of 978 participants. The WPPSI-R was administered individually to subjects who scored in the top two stanines on either screening measure. The Bracken scale correlated highly with WPPSI-R results, whereas the intercorrelations of the Matrix Analogies Test and WPPSI-R were smaller, although statistically significant. Confirmatory factor analysis of the WPPSI-R provided further support for a two-factor solution; a modified two-factor structure, with Arithmetic allowed to load on both factors, fit the data best. Implications for identification practices in schools are discussed.
General-Factor and Specific Variance in the WPPSI-R
Authors: Roid Gale H. , Gyurke James
Published: November 2009

Although theorists disagree on the structure of intelligence, many researchers and clinical professionals have documented the practical importance of psychometric g, a general factor that has appeared consistently in factor analytic studies of cognitive batteries. Given the widespread use of each of the Wechsler scales, an understanding of the proportion of general-factor variance across the preschool, child, and adult versions of the scales is important for both research and clinical assessment. Because the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) is a widely used early-childhood battery and represents a substantial revision of the WPPSI, an updated analysis of subtest variance was needed, especially with the addition of the new Object Assembly subtest. The WPPSI-R standardization sample (N = 1,700) was employed to assess the proportion of general-factor (g), common-factor, specific, and error variance for each subtest and the battery as a whole, using methodology comparable to previous studies. Subtests that had the highest g loadings (Information and Arithmetic) and the lowest loadings (Animal Pegs and Mazes) were identified. The subtests with lowest specificity were Information and Object Assembly. WPPSI-R then was compared to WPPSI and other Wechsler batteries, and a trend toward higher g saturation in adult vs. children's batteries was noted.
Concurrent Validation of the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with Two Criteria of Cognitive Abilities
Authors: Faust Douglas S. , Hollingsworth Jane Oakes
Published: November 2009

The present study investigated the performance of preschool children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and two widely used measures of cognitive functioning, the McCarthy Scales of Children's Abilities (MSCA) and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Subjects were normally functioning children between the ages of 48-60 months ( N = 33). There were no significant differences in test scores on the principal measures as a function of test administration order or gender. Mean performance on each instrument was within the average range (i.e., WPPSI-R FSIQ M = 106.8; MSCA GCI M = 108. 1; PPVT-R M = 101.5). Results indicate a strong and significant correlation between the WPPSI-R Full Scale IQ and the MSCA-GCI ( r = .70, corrected for restricted range.) Similarly high intercorrelations were noted between the MSCA-GCI and WPPSI-R VIQ and PIQ. By contrast, the correlation between the FSIQ and the PPVT-R was significantly lower.
Bright Children and the Revised WPPSI: Concurrent Validity
Authors: Kaplan Charles H. , Fox Leonard M. , Paxton Lynda
Published: November 2009

This study examined the comparability of the revised WPPSI and the 1967 WPPSI in children from upper-middle-class backgrounds who have had extensive preschool experience. Thirty 4 ½- to 5½-year-old children who were seeking admission to an academically oriented kindergarten program in an independent school were administered both the WPPSI and the WPPSI-R in counter-balanced order with 3 to 5 weeks between the testing sessions. As predicted, scores on the revised instrument were substantially lower than on the older version of the WPPSI (p < .001). Additionally, compared with the older WPPSI, the WPPSI-R produces larger Verbal IQ-Performance IQ discrepancies (p < .03) and more subtest “scatter” within the Performance scale (p < .001). The two tests do not differ significantly in the amount of subtest scatter within the Verbal scale.