Initial Validation of an Elementary Version of the Positive Family Support Strengths and Needs Assessment

2018 ◽  
Vol 45 (1) ◽  
pp. 73-80
Author(s):  
S. Andrew Garbacz ◽  
Tiffany Beattie ◽  
Julianne Masser ◽  
Dave DeGarmo
Keyword(s):  
Elementary School ◽  
Needs Assessment ◽  
Family Support ◽  
School Children ◽  
External Validity ◽  
Elementary School Children ◽  
Risk Management Strategy ◽  
Initial Validation ◽  
Universal Screener ◽  
Additional Support

The purpose of the present study was to conduct an initial validation of the Positive Family Support–Strengths and Needs Assessment (PFS-SaNA) for elementary school children. The PFS-SaNA is designed as a universal screener wherein parents report on common areas their children may need additional support. Parents of children attending one elementary school participated in two consecutive years. A total of 627 parents of elementary school children participated (Year 1 = 368, Year 2 = 259). Exploratory factor analysis was conducted across Years 1 and 2 and a replicability test compared item loadings from Year 1 and Year 2. Finally, evidence of external validity was examined. Results suggested the PFS-SaNA is unidimensional with findings indicating item loadings replicated from Year 1 to Year 2. Finally, evidence of external validity was found. Implications for the PFS-SaNA as a universal parent screener that can be embedded in a multiple gating risk management strategy in elementary school are discussed.

Comparison of Students' Perception of Ability Scale with the Piers-Harris Children's Self-Concept Scale

1978 ◽  
Vol 47 (3) ◽  
pp. 827-832 ◽  
Author(s):  
Frederic J. Boersma ◽  
James W. Chapman
Keyword(s):  
Elementary School ◽  
School Children ◽  
External Validity ◽  
Elementary School Children ◽  
Discriminant Validity ◽  
Self Concept ◽  
School Grades ◽  
Remedial Programs ◽  
Measure Change ◽  
Unique Domain

Performance on the Students' Perception of Ability Scale and Piers-Harris Children's Self-concept Scale was compared for 642 children in Grades 3 to 6. Intercorrelations between Perception of Ability scale and Piers-Harris Full and subscale scores varied from –.029 to .078. Perception of Ability Full and subscale scores also correlated moderately with end-of-year school grades, whereas the Piers-Harris showed little, if any, relationship with grades. It was concluded that the Perception of Ability scale is tapping the unique domain of academic self-concept, rather than general self-concept, and accordingly, that it has discriminant validity. The results were discussed in terms of using the scale to measure change in academic self-concept in conjunction with remedial programs with elementary school children and with regard to currently conducted studies of external validity.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

Sign in / Sign up

Export Citation Format

Share Document