The Relationship of Teacher Rating Scales to Behavior Observations and Reading Achievement of First-Grade Children

1974 ◽  
Vol 8 (4) ◽  
pp. 353-359 ◽  
Author(s):  
Bonnie W. Camp ◽  
Sara G. Zimet
Keyword(s):  
Reading Achievement ◽  
Rating Scales ◽  
Teacher Rating ◽  
First Grade ◽  
Relationship Of ◽  
The Relationship ◽  
Behavior Observations

Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students

2020 ◽  
Vol 64 (2) ◽  
pp. 100-116 ◽  
Author(s):  
D. Betsy McCoach ◽  
Del Siegle ◽  
Lisa DaVia Rubenstein
Keyword(s):  
Rating Scales ◽  
Self Regulation ◽  
Gifted Students ◽  
Teacher Rating ◽  
Parent Rating ◽  
Screening Criteria ◽  
Underachieving Gifted ◽  
Relationship Of ◽  
The Relationship ◽  
Gifted Underachievers

Much has been written about the relationship of giftedness and attention-deficit/hyperactivity disorder (ADHD), as well as the relationship between ADHD and underachievement. The present study examined whether students who were identified as gifted underachievers were more likely to manifest symptoms of ADHD, as measured by the ADHD-IV. Over half of the gifted underachievers met the screening criteria for ADHD based on teacher reports, and almost 30% of the gifted underachievers met the screening criteria for ADHD based on parent reports. Most of these students had elevated scores on the inattention scale. The prevalence of inattention was over 2 times as high as the prevalence in the norming sample using the teacher rating scales and over 5 times as high as the prevalence in the norming sample using the parent rating scales. Although parents and teachers rated students similarly on the hyperactivity scale, teachers rated students as more inattentive than parents did. However, elevated parent ratings of inattention negatively predicted students’ self-regulation, goal valuation, and self-efficacy. Self-regulation was most strongly related to inattention. We cannot know whether the gifted underachievers with high inattention scores have undiagnosed ADHD. However, our results suggest that a substantial percentage of gifted underachievers exhibit attentional problems at home, and that these attentional problems are severe enough to merit further examination.

scholarly journals Youth leadership: a proposal for identifying and developing creativity and giftedness

2013 ◽  
Vol 30 (2) ◽  
pp. 219-229 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Solange Muglia Wechsler
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Leadership Skills ◽  
Youth Leadership ◽  
Global Consensus ◽  
Creative Leadership ◽  
Relationship Of ◽  
The Military ◽  
The Relationship ◽  
Basic Level

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children

2016 ◽  
Vol 118 (2) ◽  
pp. 353-371 ◽  
Author(s):  
Serap Özer
Keyword(s):  
Public Schools ◽  
First Grade ◽  
Important Variable ◽  
Behavioral Regulation ◽  
Turkish Children ◽  
School Adaptation ◽  
Visual Spatial ◽  
Private And Public ◽  
Relationship Of ◽  
The Relationship

Behavioral regulation has recently become an important variable in research looking at kindergarten and first-grade achievement of children in private and public schools. The purpose of this study was to examine a measure of behavioral regulation, the Head Toes Knees Shoulders Task, and to evaluate its relationship with visual spatial maturity at the end of kindergarten. Later, in first grade, teachers were asked to rate the children ( N = 82) in terms of academic and behavioral adaptation. Behavioral regulation and visual spatial maturity were significantly different between the two school types, but ratings by the teachers in the first grade were affected by children’s visual spatial maturity rather than by behavioral regulation. Socioeducational opportunities provided by the two types of schools may be more important to school adaptation than behavioral regulation.

scholarly journals Nutritional Status Associated with Menstruation Disorders

2018 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Fauziah Yulfitria ◽  
Ani Kusumastuti ◽  
Erika Yulita Ichwan
Keyword(s):  
Nutritional Status ◽  
First Grade ◽  
Cross Sectional Study ◽  
Correlation Study ◽  
Menstrual Disorders ◽  
Cross Sectional ◽  
Dependent Variables ◽  
Menstruation Disorders ◽  
Relationship Of ◽  
The Relationship

Menstrual disorders such as delayed menstruation, irregular cycle, menstrual pain, or hypermenorea can bring so much discomfort to women caused by biological abnormalities and psychological factors. However, nutritional status can also play a role in contributing to this disorder. This study aimed to determine the relationship of nutritional status to menstrual disorders in midwifery students. This descriptive analytical study used a cross sectional study design and a correlation study to find the relationship between the independent variables and dependent variables. The samples were all the first grade students of Midwifery Department of Poltekkes Jakarta Kemenkes III by 150 people. Based on the bivariate test, there was a relationship between nutritional status and polimenorea/oligomenorea (0.000), hipermenorea/hipomenorea (0.006) and amhea (0.001). The lecturers of the midwifery program are expected to put more concern on this problem by providing counseling about this issue so that the students can get prepared to face the disorder by having nutritional food in their daily life.

Relationships among Observed Classroom Behavior and Three Types of Teacher Ratings

1984 ◽  
Vol 9 (3) ◽  
pp. 189-195 ◽  
Author(s):  
Miriam R. Cosper ◽  
Marilyn T. Erickson
Keyword(s):  
Observational Data ◽  
Classroom Behavior ◽  
Rating Scales ◽  
First Grade ◽  
Behavioral Observation ◽  
School Behavior ◽  
Behavior Code ◽  
Global Ratings ◽  
Problem Checklist ◽  
The Relationship

The purpose of this study was to investigate the relationship between teachers' ratings of their students' behavior and direct observational data. The subjects for the study were 63 male pupils from eight first-grade classrooms. The O'Leary, Kaufman, Kass, & Drabman (1970) disruptive behavior code was used to collect observational data during a 3-week period. Teachers were asked to rate each child on three rating scales: the Quay-Peterson Behavior Problem Checklist, the Miller School Behavior Checklist, and a scale involving frequency estimates of the nine O'Leary et al. code behaviors. Data analysis revealed considerable independence of the major types of measurement (direct behavioral observation vs. global ratings). The findings are discussed in terms of their implications for the assessment of children in classroom settings.

scholarly journals The Relationship of Conceptual Tempo to Reading Readiness Test Performance

1976 ◽  
Vol 8 (1) ◽  
pp. 83-87 ◽  
Author(s):  
Jon E. Shapiro
Keyword(s):  
Reading Instruction ◽  
Test Performance ◽  
First Grade ◽  
Test Results ◽  
Mental Age ◽  
Beginning Reading Instruction ◽  
Relationship Of ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo

This study was designed to investigate the relationship of reflection-impulsivity to performance on a standardized readiness measure. 90 first grade boys were administered the Matching Familiar Figures test to determine their conceptual tempo. 37 boys were classified as impulsive while 30 were determined to have a reflective conceptual tempo. After determining that no pre-existing differences on chronological age, mental age, or intelligence quotients were evident between the two groups, the 67 subjects were administered the Gates-MacGinitie Readiness Skills Test. Results of the statistical analyses revealed that the reflective subjects were significantly superior on overall test perfromance and on six of eight subtests. Implications for beginning reading instruction and for further research were drawn.

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