Psychometric Test Scores and School Behavior of Girls Identified as Daydreamers by Their Teachers

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1307-1313 ◽  
Author(s):  
Alan Leviton ◽  
Jane Schulman ◽  
Paula Yaney ◽  
Ruth Strassfeld
Keyword(s):  
Peer Relations ◽  
Test Scores ◽  
Classroom Teachers ◽  
Psychometric Tests ◽  
School Behavior ◽  
Psychometric Test ◽  
Bender Gestalt Test

14 daydreaming Ss were compared to 14 nondaydreaming Ss according to the results obtained from psychometric tests and school questionnaires. The daydreamers' scores on the Bender-Gestalt test and on the performance section of the WISC were appreciably more variable than those of the nondaydreamers. This implies heterogeneity within the group of daydreamers. According to their classroom teachers, daydreamers were more likely to have problems with flexibility, distraction, ability to persist at a task, peer relations, and arithmetic. These findings suggest that daydreaming does not occur as an isolated entity.

Intrinsic Vs Extrinsic Motivation in Learning Disabled Children

1983 ◽  
Vol 57 (1) ◽  
pp. 59-63 ◽  
Author(s):  
Peggy Tarpley Reeve ◽  
Ann Booker Loper
Keyword(s):  
Standardized Tests ◽  
Test Scores ◽  
Extrinsic Motivation ◽  
Learning Disabled ◽  
Report Card ◽  
School Behavior ◽  
Disabled Children ◽  
Behavioral Ratings ◽  
Letter Grades ◽  
Extrinsic Orientation

44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship ( rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

A Preliminary Report on the Discrepancy between Clinical and Test Evaluations of Competence*

1992 ◽  
Vol 37 (9) ◽  
pp. 634-639 ◽  
Author(s):  
Deborah Rutman ◽  
Michel Silberfeld
Keyword(s):  
Mental State ◽  
Test Scores ◽  
Preliminary Report ◽  
Mini Mental State Examination ◽  
Process Approach ◽  
Psychometric Test ◽  
State Examination ◽  
Retrospective Examination ◽  
Difficult Cases ◽  
Cognitive Competency

This report demonstrates the discrepancy that can occur between clinical and test evaluations of competence. It presents retrospective examination of 35 assessments of competence performed on 24 subjects by a multidisciplinary competency panel. The findings of the panel are compared with the subjects' results on the Cognitive Competency Test and on the Mini-Mental State Examination. The results show that the multidisciplinary competency panel will more often find subjects competent than indicated by their psychometric test scores. A process approach to the use of tests is recommended. Reliance on tests to decide the outcome of difficult cases does not appear to be warranted.

Comparison of Scores on Two Visual-Motor Tests for Children Referred for Learning or Adjustment Difficulties

1981 ◽  
Vol 53 (3) ◽  
pp. 863-867 ◽  
Author(s):  
Stephen T. De Mers ◽  
Dan Wright ◽  
Leon Dappen
Keyword(s):  
Normal Subjects ◽  
Classroom Teachers ◽  
Visual Motor Integration ◽  
Adjustment Difficulties ◽  
Developmental Test ◽  
Motor Tests ◽  
Visual Motor ◽  
Highly Correlated ◽  
Mean Differences ◽  
Bender Gestalt Test

93 students 6 to 11 yr. old and referred for evaluation because of learning or adjustment difficulties by their classroom teachers were administered Beery's Developmental Test of Visual-motor Integration and Koppitz's version of the Bender-Gestalt test. Previous research with retarded samples indicated the two tests were highly correlated while one study using normal subjects yielded significant differences between the tests. The present study indicated significant mean differences between the tests and significant but moderate correlations between the measures for each of three age ranges between 6 and 11 yr. In general, Beery's test gave higher standard scores for this sample of referred students; examiners are cautioned not to use the tests interchangeably with similar populations.

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