Fiona H. Spencer

Test Reliability and Stability of Children's Cognitive Functioning

This study addresses the test reliability of a screening test and stability of childrens cognitive functioning. Children aged 5 to 8 years in western Sydney were assessed on three occasions. The first assessment provided a baseline, with the second assessment at 2-, 4-, or 12-week intervals. The final assessment was 4 weeks later. Indicators of reliability and stability suggested that a distinction can be made between test reliability and the phenomenon (cognitive functioning) stability. Cognitive functioning was assessed using the School-Years Screening Test for the Evaluation of Mental Status (SYSTEMS). The findings have implications for indicators of reliability and stability of cognitive assessments in developmental research and clinical practice. (J Child Neurol 2003; 18: 5—11).

Professional development for inclusive differentiated teaching practice

Abstract In this study a survey was developed in order to ascertain the beliefs of teachers in relation to differentiated instruction and inclusive teaching practices for students who experience difficulties with literacy. The survey was administered to 64 teachers in five participating primary schools. Teachers generally held positive beliefs about inclusion and differentiated teaching practice but 8 per cent of respondents reported that all students could not be successful in their classes and 41 per cent of respondents were unsure whether all students could be successful. Not all teachers believed that they could ensure success by adapting the curriculum and around 17 percent of respondents believed that students with learning difficulties hold back students who are not impaired. All staff had an opportunity to develop a more heightened awareness of their beliefs through provision of feedback and opportunity to discuss responses to the surveys. The beliefs of teachers were addressed in a professional development activity on differentiated instruction, during which teachers were provided with information and given opportunities to reflect on their teaching practices.

Cognitive screening for young children: development and diversity in learning contexts.

SYSTEMS is a screening tool of general cognitive functioning for school-aged children that entails cognitive manipulation and information skills. Our aim was to extend the test for 4- and 5-year-old children at preschool to estimate theoretical starting points in typical cognitive profiles, which are critical in the early years. Participants (N = 1164, girls/boys, 50%) were 4 to 11 years old (mean 7.9, SD 2.2) at preschools and schools in diverse socioeconomic areas of Sydney, Australia. Childrens responses created the normative database, and the parameters were derived from curve estimation and regression procedures. The results suggest that cognitive screening is reliable and valid for younger and older children and show a nonlinear relation of childrens test scores with age, which is characteristic of rapid change for younger children. The characteristic curve with the best fit to the data had a theoretical starting point before school age, at around 3 years of age. The findings are discussed in light of alternative models and the clinical and educational applications. (J Child Neurol 2004; 19:313-317).

A model of children's cognitive functioning & cognitive self‐concepts

Abstract This project proposes a ‘feed forward’ skill developmental model of cognitive assessment in relation to cognitive self‐concepts for children over initial short intervals of time. Study 1 was a cross‐sectional design with 5 to 11 year old children (N = 186). Study 2 was a longitudinal design with 5 to 8 year old children (N = 135). In one‐to‐one sessions, children completed the SYSTEMS School‐Years Screening Test for the Evaluation of Mental Status (Ouvrier, Hendy, Bornholt & Black, 1999, 2000) and ASK‐KIDS self‐concepts inventory (Bornholt, 1996) extended to cognitive activities (Black, 2001, Black & Bornholt, 2000). Study 1 showed that childrens self‐concepts and test scores were unrelated. Study 2 confirmed that performance and self‐concepts are separate aspects, and showed that over initial brief intervals of time cognitive assessments feed forward to subsequent self‐concepts. Findings have implications for assessment and early interventions in clinical and educational settings.

Relationships between Personal Responsibility, Emotional Intelligence, and Self-Esteem in Adolescents and young Adults

Abstract The purpose of the present study was to examine the relationships between personal responsibility, emotional intelligence and self-esteem in adolescents and young adults and explore the psychometric properties of the Personal Responsibility Questionnaire. One hundred and fifty high school students and 186 university students completed self-report questionnaires examining personal responsibility, emotional intelligence and self-esteem. Results revealed that older students reported higher levels of personal responsibility, emotional intelligence and self-esteem than the Year 11 students. The Personal Responsibility Questionnaire was found to significantly correlate with emotional intelligence and self-esteem suggesting strong construct validity.

Personal Responsibility: The creation, implementation and evaluation

The purpose of the present study was to create, implement and evaluate a Personal Responsibility education program for high-school students. Using a constructivist framework, a five-lesson program was developed around key themes identified by adolescents in focus groups. This program was implemented in one term at a public high school in urban Queensland, with students examining and discussing notions of choices, consequences, emotional awareness, personal responsibilities and social responsibilities. Feedback from students and teachers showed the program to be interesting, relevant and informative for students, and to have strengthened relationships between students within a class and between students and teachers. As such, the program offers high schools the opportunity to enhance adolescents’ personal, emotional and social development.