Booney Vance

Further investigation of comparability of the WISC-R and PPVT-R for children and youth referred for psychological services

Etude comparative du WISC-R et du Peabody Picture Vocabulary Test de Dunn administres a des enfants et des adolescents a problemes psychologiques divers

Relationship between the standard scores of Peabody Picture Vocabulary test-revised and wide range achievement test

This investigation explored the relationship between the Revised Peabody Picture Vocabulary Test and the Wide Range Achievement Test. The sample included 37 children and youth referred for special education services. Pearson product movements (rs) and correlated t values were employed in the data analysis. The PPVT-R standard score correlated positively and significantly with the WRAT Reading standard score. The concurrent validity of the PPVT-R is discussed.

Comparison of the Token Test of Language Development and the Wechsler Intelligence Scale for Children--Revised.

Correlations were calculated between the Token Test of Language Development (Token) and scores of the Wechsler Intelligence Scale for Children—Revised (WISC-R) based on responses from 38 Caucasian children (23 boys and 15 girls) of a semi-rural Northeastern Ohio school district. The relatively low Pearson correlations (.25 to .47) between the standard scores in the Token test and WISC-R IQs are discussed in relation to ability and achievement.

Interscorer reliability of the Minnesota Percepto‐Diagnostic Test‐Revised

This study investigated the interscorer reliability between a novice and a professional psychologist for the Minnesota Percepto-Diagnostic Test-Revised (MPDT-R). The sample consisted of 30 individuals (18 males and 12 females) who were referred to the Applied Neuroscience Institute of the University of Maryland Eastern Shore. Results from the study indicated that for three of the four MPDT-R scores there was a significant positive correlation between expert and novice scoring criteria. Implications for the assessment of perceptual-motor problems using the MPDT-R are discussed.

Predicting WRAT scores from the WISC-R for a selected sample of LD children and youth.

Investigated the concurrent validity of the WISC-R 11 subtests and three IQs as related to the WRAT standard scores. Correlations were computed for a sample of 28 children (20 boys, 8 girls), aged 7-9 to 16-5 (means of 11-8), who were diagnosed learning disabled by LEA placement terms according to state and federal guidelines. Regression analysis used all three Wide Range Achievement subtests as criteria, and the 11 subtests and three IQ scale scores of the WISC-R as predictors. The results did not support the concurrent validity of the WISC-R for this sample of disabled children and youth.

The Micro Meets the IEP

The microcomputer can help to create and maintain an exhaustive list of short- and long-term objectives. Heres how its done.

Methods of Treating Learning Disabled Children: an Overview

The last decade has seen many special education personnel rushing madly about creating technological change and social upheaval whether it was needed or not. But change is inevitable, whether social or technological, in any discipline. The point is that educators can be guilty of behaving like the Bear Who Went Over the Mountain-constantly searching for something new and unique. This has been especially true in the