Concurrent validity of the early screening profiles and the differential ability scales with an at-risk preschool sample

2000 ◽  
Vol 37 (3) ◽  
pp. 201-207 ◽  
Author(s):  
David E. McIntosh ◽  
Laura Gibney ◽  
Kevin Quinn ◽  
Deborah Kundert
1995 ◽  
Vol 76 (1) ◽  
pp. 219-224 ◽  
Author(s):  
David E. McIntosh ◽  
Marci L. Brown ◽  
Stacey L. Ross

This study investigated the relationship between the Bracken Basic Concept Scale and the Differential Ability Scales with 35 at-risk preschoolers between the ages 3–6 and 5–11. A Pearson product-moment correlation coefficient of .70 was obtained between the Bracken Basic Concept Scale Total Test scores and the General Conceptual Ability scores of the Differential Ability Scales. This association supports the use of the Bracken scale to predict intelligence if replicated with a larger sample and specific handicaps. In addition, support for the administration of the more brief Bracken School Readiness Composite compared to using the Bracken Total Test score in the prediction of the Differential Ability Scales General Conceptual Ability score was found.


1991 ◽  
Vol 29 (3) ◽  
pp. 271-277 ◽  
Author(s):  
Leslie Oliver Platt ◽  
Randy W. Kamphaus ◽  
Joan Keltgen ◽  
Fran Gilliland

1999 ◽  
Vol 84 (2) ◽  
pp. 563-574 ◽  
Author(s):  
David V. Daleo ◽  
Brian R. Lopez ◽  
Jason C. Cole ◽  
Alan S. Kaufman ◽  
Nadeen L. Kaufman ◽  
...  

Horn's distinction between fluid intelligence (Gf) and visualization (Gv) was investigated with two Nonverbal Reasoning subtests from the Differential Ability Scales and three Simultaneous Processing subtests from the Kaufman Assessment Battery for Children. The sample comprised a predominantly Euro-American group of 57 normal boys and girls between the ages of 6 and 12 years. Principal factor analysis yielded clear-cut Gf and Gv dimensions. The Gf factor was composed both of Differential Ability Scales and Kaufman–ABC subtests, suggesting that the construct of simultaneous processing is not merely a measure of Gv, as some researchers have hypothesized, but also measures Horn's Gf fluid intelligence to a considerable extent.


Author(s):  
Rebecca M. Cain ◽  
Kelly Coulehan ◽  
Ida Sue Baron

2019 ◽  
Author(s):  
Jennifer Zuk ◽  
Jade Dunstan ◽  
Elizabeth Norton ◽  
Xi Yu ◽  
Ola Ozernov-Palchik ◽  
...  

ABSTRACTRecent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who donotsubsequently develop dyslexia to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners who subsequently developed dyslexia, those who did not were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and microstructure of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between microstructure of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: microstructure of the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children.


2019 ◽  
Vol 1 (3) ◽  
pp. 18-25
Author(s):  
Norzah Md Yunus ◽  
Suziyani Mohamed

Not only education is important in developing one’s intellectual and personal quality, but also an influential factor in seeking employment. Therefore, education is even more important for disabled individuals, as it enables them to read and write, communicate, make decisions and most importantly be employed.  However, Dr. Mullai Ramaiah stated that the current Malaysian education system does not only lack in early screening, but also teachers who are equipped to teach and handle children with special needs (Arukesamy, 2017). Therefore, this current study intends to investigate the competency of preschool teachers in identifying children who are at risk of any learning disabilities (LD). This was done by administering a questionnaire survey to examine teachers’ knowledge of some common learning disabilities that usually affects preschool children. In this research, the relationship between teachers’ competency and teacher’s education level has been investigated. Findings from the data analysis indicated that the level of teacher’s competency in identifying children at risk is relatively low. It was revealed, a majority of general preschool teachers do not have any knowledge or acquired minimal knowledge in identifying children who are at risk of an LD.  Findings also show that there was a significant difference in competencies between teachers of different levels of education. Finally, it was found teachers’ experience does not contribute to their knowledge in identifying children at risk of LD.


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