Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

scholarly journals Development of selective attention in preschool-age children from lower socioeconomic status backgrounds

2017 ◽  
Vol 26 ◽  
pp. 101-111 ◽  
Author(s):  
Amanda Hampton Wray ◽  
Courtney Stevens ◽  
Eric Pakulak ◽  
Elif Isbell ◽  
Theodore Bell ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Selective Attention ◽  
Preschool Age ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Preschool Age Children

scholarly journals EFEKTIVITAS TERAPI TOUCH AND TALK DAN TERAPI BERCERITA TERHADAP KECEMASAN ANAK USIA 3-6 TAHUN DI RUANG EDELWEIYS RSUD Dr. M. YUNUS BENGKULU

2019 ◽  
Vol 7 (1) ◽  
pp. 1-9
Author(s):  
Harsismanto J Harsismanto J ◽  
Lussyefrida Yanti ◽  
Ilham Alfathona
Keyword(s):  
Quantitative Study ◽  
Test Scores ◽  
Therapy Group ◽  
Sampling Technique ◽  
Statistical Test ◽  
Preschool Age ◽  
Anxiety Score ◽  
P Value ◽  
Talk Therapy ◽  
Preschool Age Children

Between preschool age children will be very careful about something that is considered hurt themselves, besides that children's fears can occur because children are afraid of losing parents like when children are treated. The purpose of this study was to determine the comparison of the effectiveness of touch and talk therapy and therapy storytelling to anxiety of children aged 3-6 years in Edelweis rooms RSUD Dr. M. Yunus Bengkulu.This research is a quantitative study with a quasy experiment design, two groups pretest-posttest design. Sample of 32 respondents was taken by purposive sampling technique which was divided into 2 intervention groups. The results were obtained from 16 respondents before Touch and talk therapy. The average anxiety score was 31.62 and after intervention was 17.31 with a p-value of 0.000, the therapy group storytelling from 16 respondents, the average anxiety score before giving intervention was 31.56 and after intervention was 24.38 with p-value 0,000.The results of the statistical test scores after touch and talk therapy and storytelling therapy obtained p-value 0.001 alpha (0.05). It can be concluded that there are differences in effectiveness between touch and talk therapy and storytelling therapy. Touch and talk therapy is more significant for reducing anxiety in children aged 3-6 years compared to storytelling therapy. Further research is suggested to be able to collaborate between these two therapies with other therapies by considering the factors that influence the administration of therapy. Keywords: touch and talk therapy, storytelling therapy and anxiety

Early Identification of Developmental Strengths and Weaknesses in Preschool Children

1979 ◽  
Vol 46 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Douglas G. Ullman ◽  
Donald F. Kausch
Keyword(s):  
Head Start ◽  
Nursery School ◽  
Teacher Evaluations ◽  
Preschool Age ◽  
Cutoff Score ◽  
Lower Socioeconomic ◽  
Head Start Children ◽  
Preschool Age Children ◽  
Child Development Inventory ◽  
Head Start Teacher

The ability of the Minnesota Child Development Inventory (MCDI) to identify developmental strengths and weaknesses was investigated with 60 nursery school children and 62 Head Start children. As expected, the MCDI identified more problems in the high risk Head Start group and, for five of the eight developmental areas, significantly predicted subsequent Head Start teacher evaluations of each child. Also, modifying the MCDI cutoff score reduced substantially the false negatives. Thus, the MCDI was found to show some promise as a useful developmental screening instrument for lower socioeconomic, preschool age children. Implications for remedial planning are addressed.

AN EXAMINATION OF THE EFFECT OF TANGIBLE AND SOCIAL REINFORCERS ON INTELLIGENCE TEST PERFORMANCE OF MIDDLE SCHOOL STUDENTS

1985 ◽  
Vol 13 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Janice Miller ◽  
Ben F. Eller
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Middle Class ◽  
Test Performance ◽  
Test Scores ◽  
Intelligence Quotient ◽  
Lower Class ◽  
School Students ◽  
Verbal Praise ◽  
Lower Socioeconomic

The purpose of this study was to determine if intelligence quotient mean test scores of middle school students of different races, sexes, and socioeconomic classes could be significantly increased through the use of tangible and intangible rewards of money and praise. One hundred and thirty-five students from lower and middle socioeconomic classes were randomly assigned to three groups. The stratified groups, two experimental and one control, contained approximately the same number of male and female students. The students were identified as lower and middle socioeconomic class whites and lower socioeconomic blacks. Ten hypothesis were tested and the results supported the following:). Significant increases in the intelligence quotient test scores of lower class blacks were dependent upon monetary reward. 2. Significant increases in the intelligence quotient test scores of middle and lower class whites occurred when spoken verbal praise was administered. 3. The sequencing of money first and praise second led to significant increases in the scores of lower and middle class white females and middle class males.

The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum

2017 ◽  
Vol 48 (4) ◽  
pp. 260-272 ◽  
Author(s):  
Marleen F. Westerveld ◽  
Jacqueline M. A. Roberts
Keyword(s):  
Adaptive Behavior ◽  
Test Performance ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Narrative Comprehension ◽  
Oral Narrative ◽  
Published Data ◽  
Vineland Adaptive Behavior Scales ◽  
Preschool Age Children ◽  
Vineland Adaptive Behavior

Purpose This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method Twenty-nine preschool-age children (aged 4;0–5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales–Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated. Children listened to an unfamiliar fictional narrative and answered comprehension questions afterward. After listening to the narrative a second time, children were asked to retell the narrative without picture support. Narratives were transcribed and analyzed for length, semantic diversity, grammatical complexity and accuracy, intelligibility, inclusion of critical events, and narrative stage. Results All children participated in the comprehension task, and 19 children produced an analyzable narrative retell. Compared with published data on typically developing children, significant difficulties were observed in narrative comprehension, intelligibility, and grammatical accuracy. Most of the children told descriptive or action sequences, with only 1 child producing an abbreviated episode. Significant positive correlations were found (a) between performance on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007) and semantic diversity and narrative comprehension and (b) between parent-reported receptive communication competence (Vineland Adaptive Behavior Scales–Second Edition) and narrative comprehension. Conclusions This study provides preliminary evidence of specific difficulties in oral narrative comprehension and production skills in verbal preschoolers on the autism spectrum.

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