Discriminant validity of teacher ratings for normal, learning-disabled, and emotionally handicapped boys

1989 ◽  
Vol 27 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Arthur S. Ellen
Keyword(s):  
Discriminant Validity ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Emotionally Handicapped

Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

scholarly journals Validity of Sluggish Cognitive Tempo in South America: An Initial Examination Using Mother and Teacher Ratings of Chilean Children

2015 ◽  
Vol 21 (8) ◽  
pp. 667-672 ◽  
Author(s):  
Marta Belmar ◽  
Mateu Servera ◽  
Stephen P. Becker ◽  
G. Leonard Burns
Keyword(s):  
Convergent Validity ◽  
Western Europe ◽  
Discriminant Validity ◽  
Teacher Ratings ◽  
Social Impairment ◽  
Sluggish Cognitive Tempo ◽  
Initial Examination ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Cognitive Tempo

Objective: To examine the validity of sluggish cognitive tempo (SCT) and ADHD–inattention (ADHD-IN) symptoms in children from Chile. Method: Mothers and teachers rated SCT, ADHD-IN, ADHD–hyperactivity/impulsivity (ADHD-HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection (teachers only) in 652 Chilean children (55% boys) aged 6 to 14 years. Results: For both mother and teacher ratings, the eight SCT symptoms and nine ADHD-IN symptoms showed substantial loadings on their respective factors (convergent validity) along with loadings close to zero on the alternative factor (discriminant validity). ADHD-IN showed a uniquely stronger relationship than SCT with ADHD-HI and ODD whereas SCT showed a uniquely stronger relationship than ADHD-IN with anxiety and depression. Although ADHD-IN uniquely predicted academic impairment and social difficulties, SCT did not. Conclusion: This study provides the first evidence for the validity of SCT among children outside of North America or Western Europe.

A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors

2001 ◽  
Vol 26 (2) ◽  
pp. 173-182 ◽  
Author(s):  
Dan Wright ◽  
Gregory K. Torrey
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Discriminant Validity ◽  
Sixth Grade ◽  
Teacher Ratings ◽  
Social Skills Rating System ◽  
Convergent And Discriminant Validity ◽  
Assessment Techniques ◽  
Peer Measures ◽  
Parent And Teacher Ratings

The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students

1986 ◽  
Vol 9 (3) ◽  
pp. 226-234 ◽  
Author(s):  
Gwendolyn Cartledge ◽  
Diane Stupay ◽  
Caroline Kaczala
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Elementary School Students ◽  
Social Perception ◽  
Social Skill ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
School Students ◽  
The Social ◽  
Related Category

Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.

Validity of the Woodcock-Johnson Psycho-Educational Battery for Learning Disabled Youngsters

1981 ◽  
Vol 4 (3) ◽  
pp. 244-249 ◽  
Author(s):  
James E. Ysseldyke ◽  
Bob Algozzine ◽  
Mark Shinn
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Learning Disabled ◽  
Decision Makers ◽  
Woodcock Johnson

Decision makers in the field of learning disabilities routinely administer a variety of tests; the technical characteristics of such assessment devices are important relative to decision making. The validity of the Woodcock-Johnson Psycho-Educational Battery was evaluated with a sample of learning disabled youngsters. In general, the Battery has some convergent validity but little discriminant validity relative to various cluster scores or specific uses. Results are discussed with regard to implications for the field of learning disabilities.

Sign in / Sign up

Export Citation Format

Share Document