The WISC-R Subtest Profile of a Sample of Severely Emotionally Disturbed Children

1978 ◽  
Vol 42 (1) ◽  
pp. 319-325 ◽  
Author(s):  
John D. Morris ◽  
J. Gary Evans ◽  
Darrell R. Pearson
Keyword(s):  
Emotionally Disturbed ◽  
Quantitative Assessment ◽  
Psychological Testing ◽  
Multivariate Test ◽  
Standardization Sample ◽  
Picture Arrangement ◽  
Severely Emotionally Disturbed ◽  
Picture Completion ◽  
Performance Abilities ◽  
And Performance

The WISC-R subtest profiles of 113 children classified as severely emotionally disturbed (88 males and 25 females; 71 Caucasians and 42 Negroes) ranging in age from 6 yr., 11 mo. to 13 yr., 8 mo. was examined. Diagnosis was based on psychological testing and quantitative assessment of behavioral deviations by parents, teachers, and psychologists. Scores for Caucasian children were significantly superior to those of Negro children, on the Information, Similarities, Vocabulary, and Picture Arrangement subtests. However, all subtest means foe both races were significantly lower than those in the standardization sample. A multivariate test of interaction and a Hotelling T2 suggested that the profiles of Caucasian and Negro subjects were not “flat” as those in the standardization sample and also not parallel. Investigation of the shape of the profiles of the races showed an elevated Picture Completion score for the Negro children and a depressed Coding score for Caucasian children. No evidence supported a discrepancy between Verbal and Performance abilities.

scholarly journals The Relation between Nonverbal IQ and Postoperative CI Outcomes in Cochlear Implant Users: Preliminary Result

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Mina Park ◽  
Jae-Jin Song ◽  
Seo Jin Oh ◽  
Min-Sup Shin ◽  
Jun Ho Lee ◽  
...  
Keyword(s):  
Social Cognition ◽  
Cochlear Implant ◽  
Strongly Correlated ◽  
Picture Arrangement ◽  
Auditory Rehabilitation ◽  
Spearman's Rho ◽  
Spearman’S Rho ◽  
Picture Completion ◽  
And Performance ◽  
Intelligence Scores

Objectives. This study assessed the correlation between performance intelligence and the postoperative cochlear implant (CI) outcome in Korean-speaking children. In addition, the relationship between the performance intelligence subscales and the post-CI speech outcome was evaluated. Materials and Methods. Thirteen pediatric CI users (five males, eight females; median age at implantation 6.2 (range 1.3–14.2) years; median age at intelligence test 9.3 (range 5–16) years) who were tested using the Korean Educational Development Institute-Wechsler Intelligence Scale for children were studied. The correlations between the intelligence scores and 1-2 years postoperative Categories of Auditory Performance (CAP) scores and between subscales of performance and 1-2 years postoperative CAP scores were analyzed. Results. There was no correlation between the categories of verbal intelligence quotient (IQ) and performance IQ for “mentally retarded” and “average,” respectively (Spearman’s rho = 0.42, P=0.15). There was a strong correlation between performance IQ and the postoperative CAP scale (Spearman’s rho = 0.8977, P=0.0008). “Picture arrangement” and “picture completion,” reflecting social cognition, were strongly correlated with the postoperative CAP scales. Conclusion. Performance intelligence, especially social cognition, was strongly related to the postoperative CI outcome of cochlear implant users. Therefore, auditory rehabilitation, including social rehabilitation, should maximize the postoperative CI outcomes.

Systems Collaboration with Schools and Treatment of Severely Emotionally Disturbed Children or Adolescents

2013 ◽  
Vol 35 (3) ◽  
pp. 155-168 ◽  
Author(s):  
M. Y. Lee ◽  
B. Teater ◽  
K. S. Hsu ◽  
G. J. Greene ◽  
J. S. Fraser ◽  
...  
Keyword(s):  
Emotionally Disturbed ◽  
Severely Emotionally Disturbed ◽  
Systems Collaboration ◽  
Emotionally Disturbed Children

Interpreting WISC-R Verbal-Performance Discrepancies: A Note for Practitioners

1983 ◽  
Vol 56 (1) ◽  
pp. 96-98 ◽  
Author(s):  
Fred M. Grossman
Keyword(s):  
Normal Population ◽  
Frequency Data ◽  
Standardization Sample ◽  
Reporting Discrepancies ◽  
And Performance ◽  
Verbal Performance

Information relating to the significance of WISC-R Verbal-Performance IQ discrepancies and the frequencies of such differences in the standardization sample have been available to practitioners for several years. With regard to the magnitude of significant discrepancies -within the normal population, such data are often misunderstood and misinterpreted by clinicians. Specifically, the nondirectional aspect of significant frequencies reported in the literature is often misconstrued and interpreted incorrectly. An example of a common misinterpretation is presented as well as suggestions for remedying inaccuracies in reporting discrepancies between Verbal and Performance IQs and frequency data.

The Effects of Physical Time-Out on the Aggressive Behaviors of a Severely Emotionally Disturbed Child in a Public School Setting

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 399-406 ◽  
Author(s):  
Mary Beth Noll ◽  
Richard L. Simpson
Keyword(s):  
Public School ◽  
Emotionally Disturbed ◽  
Physical Restraint ◽  
School Setting ◽  
Verbal Aggression ◽  
Disturbed Child ◽  
Physical Time ◽  
Time Out ◽  
Severely Emotionally Disturbed ◽  
The Subject

A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school. The treatment procedure consisted of physically holding the subject, contingent on the occurrence of verbal aggression, a response frequently accompanied by physical aggression. Following each instance of verbal aggression, the subject was placed in a “basket hold”; this consisted of crossing the child's arms in front of him while the adult simultaneously stepped behind and sat him on the floor between his legs. The subject's eyes were covered by one hand of the adult to reduce external stimuli and to firmly establish the security of adult control. The subject was not released from physical time-out until all verbal and physical aggressions had ceased for a period of 30 seconds. Experimental sessions were conducted through an A-B-A-B design, where A consisted of baseline sessions and B of sessions in which physical time-out was initiated. The data indicate that the restraint procedure was effective in significantly reducing the maladaptive aggressive responses of the subject in the public school setting.

Blended Learning in Nigeria

2011 ◽  
pp. 190-207 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Blended Learning ◽  
Quantitative Assessment ◽  
Positive Impact ◽  
University Education ◽  
Sub Saharan Africa ◽  
Chi Square ◽  
Assessment Design ◽  
Sub Saharan ◽  
And Performance ◽  
University Setting

Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.

The Effects of Baker-Miller Pink on Physiological and Cognitive Behavior of Emotionally Disturbed and Regular Education Students

1991 ◽  
Vol 17 (1) ◽  
pp. 47-55 ◽  
Author(s):  
James E. Gilliam
Keyword(s):  
Blood Pressure ◽  
Grip Strength ◽  
Emotionally Disturbed ◽  
Regular Education ◽  
Pressure Pulse ◽  
Cognitive Behavior ◽  
Digit Symbol ◽  
Education Students ◽  
Experimental Conditions ◽  
And Performance

Little systematic attention has been given to examining the effects of the color Baker-Miller pink on emotionally disturbed students, and research has yielded conflicting results. In this study two groups of students (14 emotionally disturbed students and 16 regular education students) were exposed to two experimental conditions with different visual stimuli — white and Baker-Miller pink. Group One was exposed to the white condition followed by the pink condition. Group Two was exposed initially to the pink condition followed by the white condition. Blood pressure, pulse rate, grip strength, and performance on the Digit-Symbol subtest of the WAIS-R were monitored under both experimental conditions. Multivariate analysis of variance revealed significant differences on systolic and diastolic blood pressure results but not on pulse, grip strength, nor the Digit-Symbol test. Caution is advised to persons considering using Baker-Miller pink for treatment of aggression, anxiety, and concentration.

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