Brian J. Stone

Home Alone: Is it a Risk Factor for Middle School Youth and Drug Use?

This study examined the relationship between middle school/junior high student latchkey status and early experimentation and use of alcohol, tobacco, and other drugs. Students were queried about the frequency (number of times per week) and quantity (number of hours per day) of unsupervised after school days in an average week. Questions were also asked regarding their experiences with “gateway” drugs, inhalants, and steroids. Chi square analysis was used to test the strength of association. The results of this study indicated that latchkey youth (LKY) who were home alone two or more days per week were four times more likely to have gotten drunk in the past month than those youth who had parental supervision five or more times a week. Also, significant differences were observed for LKY with respect to cigarette smoking, inhalants, and marijuana use. Other findings and demographic variables were discussed as they pertain to LKY as well as suggested strategies for healthy self-care alternatives.

A Confirmatory Factor Analysis of the WPPSI-R

The purpose of this study was to determine the underlying factor structure of the WPPSI-R. Previous factor analyses of the WPPSI generally have supported a two-factor interpretation. Three separate maximum likelihood confirmatory factor analyses were performed on the WPPSI-R standardization sample (N = 1,700). A one-factor (general), a two-factor (verbal and performance), and a three-factor solution were imposed on the median intercorrelation matrix of the 12 WPPSI-R subtests. A comparison of underlying theory and goodness-of-fit statistics for the three analyses provided support for the two-factor solution as best representing the underlying structure of the WPPSI-R. The verbal and performance factors correlated highly, which indicates an underlying general component. The results lend continued support for the interpretation of separate Verbal and Performance Scales and for the interpretation of a Full Scale Score.

Joint confirmatory factor analyses of the DAS and WISC-R

This study investigated the joint factor structure of the Differential Abilities Scale and the Wechsler Intelligence Scale for Children-Revised for 115 children. Theoretically supportable models were compared to determine which model provided the best fit to the data. Competing theoretical models were Spearmans General factor, Wechslers Verbal and Performance (and Freedom From Distractibility) factors, and Elliotts verbal, nonverbal, spatial, and diagnostic perspective. Elliotts model provided a significantly better fit to the data than the alternative models. Interestingly, the WISC-R Freedom From Distractibility factor was “pulled apart,” suggesting caution in interpreting it as a single entity.

Learning disabilities and learned helplessness: a heuristic approach

This study investigated whether students with learning disabilities exhibited learned helpless behavior at a greater rate than their normal achieving peers when confronted with reading failure. Forty-five third grade students from a suburban elementary schools were participants in the study. Thirty of the subjects were classified as having a learning disability (LD) and the remaining 15 subjects were from regular education (RE) classrooms. Fifteen of the students with LD were placed in the treatment group and the remaining fifteen were placed in the control group. All the regular education students were placed in the treatment group. After randomly assigning the students with LD into either a treatment (stressed) group or a control (nonstressed) group, the stressed students were administered a reading instrument in order to measure how they dealt with failure. A one-way ANCOVA was conducted to determine whether significant differences existed between the groups based on their posttest scores. The results indicate that stressed students with LD have a significantly more difficult time recovering from stress than their regular education peers.

Bias in learning disabilities placement

A nationally representative sample of 20,614 eighth grade students was examined for bias in placement decisions for children said to have learning disabilities. Factors investigated for bias were race, sex, and socioeconomic status. Path analysis showed significant and direct paths from sex and race to placement, controlling for socioeconomic status, academic ability, and behavioral competency. Boys were overrepresented in such classes beyond what their somewhat lower academic and behavioral competencies would predict. Caucasians were similarly overrepresented controlling for other variables in the model. It appears that boys and Caucasians are overrepresented in learning disabilities placements on a national scale even when other contributing factors are controlled.

Joint Factor Analysis of the DAS and WISC-R

The joint factor structure of the Differential Abilities Scale (DAS) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) was investigated. Principal components analysis with varimax rotation was conducted (n = 115). A four-factor solution emerged, consisting of Verbal-conceptual, Visual-spatial, Attention-Quantitative, and Processing Speed Factors. The WISC-R Third Factor split apart, as Coding joined the DAS Speed of Information Processing subtest to form a fourth factor, Processing Speed. Overall, the analysis supported the DAS structure, and was also consistent with the WISC-III four-factor reinterpretation of the WISC-R.

Validation of a Battery of Preschool Screening Tests for Predicting Special Education Placement.

The accuracy and bias of a kindergarten screening battery for predicting educational placement was examined. The battery contained four well-validated commercial instruments. Subjects were 519 White and 183 American Indian children who had been tested prior to entering kindergarten. The children were monitored and 98 of the original 702 (14%) were eventually placed in special education resource classes. The battery predicted educational placement equally for both groups. However, the hit rate for both groups combined was only slightly over chance. While the battery had good accuracy for identifying normals (97%) it correctly identified only 39% of the special education students. A predictive value statistic was used to determine that the battery would have flagged 59 children as at-risk, 38 of which would have qualified for special education (or 64% of those identified). Inasmuch as the overall hit rate masks the low rate of identification of true positives, sensitivity and predictive value are argued as being more meaningful in evaluating the accuracy of a screening battery.