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doi: 10.1002/(SICI)1520-6807(199601)33:1<5::AID-PITS1>3.0.CO;2-Spmid: N/A
The Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) is a nationally standardized instrument designed to assess memory and learning skills in children and adolescents. This study assessed the relationship of WRAML scores to WISC‐III and WJ‐R results in three groups: (a) LD children with reading difficulties, (b) ADHD children, and (c) nonhandicapped referred children. Total sample size was 120. Discriminant function analysis demonstrated that the WRAML provided little distinguishing information for ADHD and LD children. Likewise, the usefulness of the Learning subtests is questionable. It is suggested that inclusion of working memory tasks that require reconfiguration of material, problem solving, and more complexity may be more beneficial in identifying processing weaknesses with suspected ADHD and LD youngsters. © 1996 John Wiley & Sons, Inc.
Flanagan, Dawn P.; Alfonso, Vincent C.; Primavera, Louis H.; Povall, Laura; Higgins, Deirdre
doi: 10.1002/(SICI)1520-6807(199601)33:1<13::AID-PITS2>3.0.CO;2-Xpmid: N/A
The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc.
Lukens, John; Hurrell, Rose Marie
doi: 10.1002/(SICI)1520-6807(199601)33:1<24::AID-PITS3>3.0.CO;2-Wpmid: N/A
The Stanford‐Binet IV and the WISC‐III were administered in counterbalanced order to 31 subjects, aged 11 to 17 years, who were previously identified as functioning in the range of mild mental retardation. The correlations among the scores on the two tests were significant, but the Stanford‐Binet IV Composite IQ was higher than the WISC‐III Full Scale IQ for 29 of 31 subjects. The results suggest that children identified as functioning in the range of mental retardation on the WISC‐III could be identified as functioning at a higher level if the Stanford‐Binet IV were used. The consistency of the results points to the need for the use of multiple criteria in making decisions regarding educational accommodation. © 1996 John Wiley & Sons, Inc.
Furlong, Michael; Babinski, Leslie; Poland, Scott; Muñoz, Jessica; Boles, Sharon
doi: 10.1002/(SICI)1520-6807(199601)33:1<28::AID-PITS4>3.0.CO;2-Spmid: N/A
Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner‐city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban‐not inner‐city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc.
Ferguson, Phil; Streib, Mary Mueller
doi: 10.1002/(SICI)1520-6807(199601)33:1<38::AID-PITS5>3.0.CO;2-Spmid: N/A
Fourth‐grade follow‐up achievement outcome data of placed and nonplaced transition extra‐year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second‐grade findings. New analysis of correlation data indicates that within‐sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non‐at‐risk students nonretained or recommended for retention. This age‐achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at‐risk students (students retained in a transition extra‐year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc.
Fairchild, Thomas N.; Seeley, Tracey J.
doi: 10.1002/(SICI)1520-6807(199601)33:1<46::AID-PITS6>3.0.CO;2-Upmid: N/A
This article illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception of the school psychologist in general. Procedures, results, and recommendations are discussed. © 1996 John Wiley & Sons, Inc.
Masten, William G.; Stacks, James R.; Caldwell‐Colbert, A. Toy; Jackson, Jacqueline S.
doi: 10.1002/(SICI)1520-6807(199601)33:1<56::AID-PITS7>3.0.CO;2-Upmid: N/A
This case study describes a selective mute Mexican‐American boy who, at initial referral, had never spoken to peers or teachers while in school. The treatment procedure employed shaping and reinforcement of speech in therapy sessions. These sessions involved the psychologist alone, the classroom teacher and psychologist, the boy's best friend and the psychologist, a small assertiveness skills group, and a small group for reading instruction. Results indicated that the subject first whispered one word and then gradually expanded his vocalizations from one‐word answers to complete sentences over a 3‐year period. By the end of the treatment, he answered questions in a normal tone of voice but rarely asked questions. Through the use of shaping, positive reinforcement, and stimulus fading, the treatment was successful in helping the boy to speak in several settings. © 1996 John Wiley & Sons, Inc.
Newman, Joan; Brody, Pamela J.; Beauchamp, Heather M.
doi: 10.1002/(SICI)1520-6807(199601)33:1<61::AID-PITS8>3.0.CO;2-Zpmid: N/A
Research and theory concerning the value of play for children's development as well as current factors reducing the amount of play time that children experience are discussed. To ascertain play opportunities occurring in the schools, teachers' attitudes toward play, and provision of play for children in grades 1–6 were surveyed. The amount of recess time provided ranged from 0 to 65 min., with a mean of almost 19 min. Findings indicated that teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play time than teachers in urban areas. Further, the amount of play time provided was influenced by the teachers' attitudes. That is, teachers who indicated generally positive attitudes toward play tended to allot more time for play in school. However, teachers from upper grade levels, who were more likely to perceive greater pressure to provide highly structured academic instructional programs, tended to de‐emphasize the role and value of play and in turn allotted less time for play in school. The results of the present investigation demonstrate that children who are given less recess time are also likely to have teachers who report less positive attitudes toward play. It is recommended that school psychologists be aware of the adverse impact that restricted play opportunities may have on children's development. © 1996 John Wiley & Sons, Inc.
Pasnak, Robert; Hansbarger, Alice; Dodson, Shannon L.; Hart, Julie B.; Blaha, John
doi: 10.1002/(SICI)1520-6807(199601)33:1<70::AID-PITS9>3.0.CO;2-#pmid: N/A
The same cognitive intervention was attempted with children from two schools serving different populations. All children were identified by their teachers as having cognitive difficulties in kindergarten. Within each school, children were randomly assigned to experimental and control groups. Children in the experimental groups received more than 40 short lessons on unidimensional classification (oddity), seriation, and number conservation. These lessons were taught via a learning‐set procedure employing 160 kinds of manipulatable objects. Children in the control groups received an equal amount of instruction on verbal and mathematics materials recommended by their teachers. Five months after the instruction was concluded, the experimental group in one school scored significantly better on a psychometric test of reasoning. There was no significant difference in verbal and mathematics achievement. Differences in the significance of outcomes of the intervention at the two schools suggest that children at different stages of cognitive development will benefit differently from cognitive interventions. © 1996 John Wiley & Sons, Inc.
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