Betty E. Gridley

Review of the Bayley Scales of Infant Development—Second edition

Abstract The Bayley Scales of Infant Development-II (BSID-II) is a long-awaited revision/ restandardization of a widely used instrument. This version retains Mental and Motor scales from the original with a complete revision of the Behavior Rating scale. The goals for the revision of updating materials, expanding content coverage, extending the age range, improving clinical utility, updating the norms, and improving reliability and validity have been met for the most part. Specific recommendations are offered for improvement of test materials. Reservations about the use of the test with clinical populations and about interpretations of facet scores are expressed. The new Bayley looks as though it will provide an excellent tool for assessing youngsters aged 1–42 months. However, more research is indicated before clinicians can be as confident in their results as they were with those from its predecessor.

Differential ability scales: Profiles of learning-disabled subtypes†

The purpose of this study was to determine whether distinct subgroups of children with learning disabilities could be identified using a single, recently developed instrument—the Differential Ability Scales (DAS). Wards method of cluster analysis was used to group 83 school-verified children with learning disabilities from the standardization sample. The following six subgroups were identified: (a) generalized, (b) high functioning, (c) normal, (d) underachievement, (e) borderline, and (f) dyseidetic. Not all subgroups displayed the expected discrepancy between intelligence and achievement associated with the current definitions of I.D. In subsequent discriminant analyses, both achievement and diagnostic subtests were necessary for accuracy in classification. This study provided evidence of the DASs ability to diagnose the learning disabled differentially and provided distinct profiles for LD subgroups. Administration of the diagnostic subtests along with achievement subtests can provide the clinician with valuable diagnostic information for LD.

Value of a Scale Used to Measure Metacognitive Reading Awareness

ABSTRACT The role of metacognition in reading comprehension has become a topic of debate. Some studies have linked instruction in metacognitive strategies to increases in reading comprehension, whereas others have not. In addition, little agreement has been reached about the most effective ways of measuring metacognition. In answer to criticisms about early interview methods of determining metacognitive strategy use, Jacobs and Paris (1987) developed and used a multiple-choice instrument called The Index of Reading Awareness. However, the authors did little to detemine the psychometric properties of the scale. The purpose of this study was to determine preliminary reliability and validity data on the scale. We concluded that the obtained Cronbach alpha coefficient of .61 was minimal and that The Index of Reading Awareness should be used cautiously as a measure of metacognition in reading. The adequacy of the scale in its present form for measuring metacognition in reading is acceptable if used as a total ...

Confirmatory factor analysis of the Stanford-Binet: Fourth edition for a normal sample

Abstract The structure of the Stanford-Binet: Fourth Edition for two groups of normal children who were not part of the standardization sample was studied by confirmatory factor analysis. Two models were studied for each age group; the first as theorized by the scales authors and the second after the interpretive structure proposed by Sattler ( Assessment of Children , 3rd ed., 1988). Our results did not support a four-factor structure as theorized by the tests authors for either age group. For children aged 2–6 years, either a two- or three-factor model can be supported. For older students, aged 7–11 years, neither the theoretical nor the Sattler model was supported. However, an alternative model with verbal reasoning, quantitative reasoning, abstract/visual reasoning, and memory factors that allowed for some subtests to load on more than one factor provided a more tenable explanation both statistically and practically. A need for additional construct validation studies with various clinical populations is indicated.

The Relationship between the Bracken Basic Concept Scale and the Differential Ability Scales with a Preschool Sample

This study investigated the relationship between the Bracken Basic Concept Scale (BBCS) and the Differential Ability Scales (DAS) in a sample of 60 preschool children between the ages of 3 years 6 months, and 5 years 11 months from Indiana and Oklahoma. A high relationship (r = .80) was found between the BBCS Total Test score and the DAS General Conceptual Ability (GCA) score. This high relationship indicates that the two measures assess similar skills, but is not high enough to warrant substitution of one for the other. A strong correlation also was found between the School Readiness Composite on the BBCS and the DAS GCA.

Assessment of Gifted Children with the Woodcock-Johnson III

Publisher Summary This chapter discusses the assessment of gifted children with the Woodcock– Johnson III. The chapter addresses the unique series of issues and concerns addressed for this population. It says that instruments must be chosen carefully in order to address many of the concerns surrounding identification and programming. The purpose of this chapter is to provide information for professionals interested in best practice regarding assessment of gifted students. The development of the WJ III seems to have addressed many of the issues. The first part of the chapter provides a definition of giftedness and some background on its development. It also discusses a rationale for the value of the WJ III in providing relevant information. The chapter also explores an outline of some characteristics of gifted students that have general implications for testing. Finally, the chapter provides three case studies that have illustrated the WJ III use and interpretation with children with high academic abilities and aptitudes.

Reports of Child Sexual Abuse in the Schools.

Few studies have examined the problem of child sexual abuse (CSA) as it relates to the role of the school psychologist. The purpose of this study was to examine the incidence of CSA reports to school psychologists, to examine the perceived quality of service to child victims, and to survey the usage of CSA prevention and screening programs as adjunct services in managing this problem. Of the 171 respondents, 498 child sexual abuse cases were reported. Respondents with prior CSA training rated their performance significantly higher than those without training in handling these cases. Those respondents reporting use of CSA prevention and screening programs generally rated their effectiveness as average or above. The results of this study suggested a need for training of school psychologists in the assessment of child sexual abuse. The results also implicated the use of prevention and screening programs as part of a service delivery program to all students in the public schools.

An Independent Confirmatory Factor Analysis of the Differential Ability Scales

This study investigated the structure of the Differential Ability Scales (DAS; Elliott, 1990a) using confirmatory factor analysis with 130 normal school-aged children. Maximum likelihood estimation, using the six Core subtests, found an extremely good fit with the data and supported the DAS model proposed by Elliott (1990a). In addition, the six Core subtests were found to be strong measures of g, supporting their contribution to the General Conceptual Ability. Replication of Keiths (1990) final model, which included the six Core subtests and three Diagnostic subtests, was also conducted. This model was based on the same theoretical framework against which Keith (1990) tested his models. This theoretical framework was derived from a logical analysis of the nature of the subtests in light of prior research. The present study found a reasonably good fit for the data when the model included both the Core and Diagnostic subtests.

In Search of an Elegant Solution: Reanalysis of Plucker, Callahan, and Tomchin, with Respects to Pyryt and Plucker.

The purpose of this article is to illustrate the use of confirmatory factor analysis (CFA) to explicate constructs underlying performance assessment tasks based on Garders (1983) theory of multiple intelligences. Data from Plucker, Callahan, and Tomchin (1996) were reanalyzed using CFA. I analyzed several models based on the theoretical conceptualization of the authors, their exploratory factor analysis, and the Subsequent reanalysis of the data by Pyryt (2000). Models that allowed for intercorrelations among factors fit better than those without such correlations. Although the performance tasks appeared to measure their constructs as predicted, a model with three factors that combined Linguistic and Iiterpersonal Intelligence, rather than the four original factors, was supported. Higher order models indicated the presence of a general factor underlying the multiple inelteligences. Although not conforming exactly to the original theory, it appears that this set of performance tasks is a step in the right direction in terns of measuring multiple intelligences. Pyryts concern for the influence g was confirmed to some extent, but it appears that both factors and individual tasks retain sufficient varianice to allow for the interpretation that they measure separate abilities.

Construct Validity of the K-ABC with an At-Risk Preschool Population.

The purpose of the study was to explore the construct validity of the Kaufman Assessment Battery for Children (K-ABC) for an at-risk preschool population. The sample consisted of 122 preschoolers from two Midwestern states. Because the K-ABCs authors conceived of an instrument that would measure processing and achievement as separate constructs, two confirmatory factor analyses were done. One analysis compared correlated and uncorrelated models for only the processing variables. The second analysis compared correlated and uncorrelated factor models for the processing and achievement subtests combined. In each case the correlated models fit the data significantly better than the uncorrelated models. We concluded that district constructs of simultaneous and sequential processing could not be verified by this test alone. However, further analyses supported the K-ABC subscales as strong measures of g.