Gerald B. Fuller

DIFFERENCES IN LEVELS OF PARENTAL STRESS AMONG MOTHERS OF LEARNING DISABLED, EMOTIONALLY IMPAIRED, AND REGULAR SCHOOL CHILDREN '

This study examined the stress among mothers of children in regular and special education. The sample of 45 mothers had children enrolled in public schools from Kindergarten to Grade 8. To three groups, Group 1 of mothers with children in regular education, Group 2 of mothers with children classified as learning disabled, and Group 3 of mothers with children classified as emotionally impaired, the Parenting Stress Index was given to examine whether differences in stress among groups were significant. An analysis of variance and Tukeys HSD indicated significant differences in the Child Domain and on certain child subscales (Acceptability, Mood, Distractibility, Reinforcement), with Group 3 scoring significantly higher than Group 1. Groups 2 and 3 scored significantly higher on the Total Child Domain than Group 1. Group 3 also scored higher than Group 1 on the Parent Domain and on the sum of both domains.

Intelligence, Achievement, and Visual-Motor Performance among Learning Disabled and Emotionally Impaired Children.

This study investigated the performance of Learning Disabled (LD) and Emotionally Impaired (EI) children on intelligence, achievement, and visual-motor tests. An attempt was made to find patterns of performance and/or specific variables that would aid in identification and differentiation of these two groups. Eighty elementary school children were selected on the basis of their placement within either a learning disability or emotionally impaired classroom, according to the specifications of Michigan Mandatory Special Education Guidelines. The LD group consisted of 38 subjects and the EI group of 42. All of the children were tested on the Wechsler Intelligence Scale for Children-Revised (WISC-R), Wide Range Achievement Test (WRAT), and the Minnesota-Percepto-Diagnostic Test (MPD). In addition, age and sex were investigated. The data were analyzed by discriminant function analysis and stepwise multiple regression analysis. A cutoff score was established that significantly separated the LD and EI children. It was also established which of the test scoring variables used were the best predictors.

Discriminant Function Analysis of LD/BD Children Scores on the WISC-R.

Investigated the performance of learning-disabled (LD) and behavior-disorder (BD) children and youth on the WISC-R. A stepwise discriminant function analysis and chi-square analysis were used to analyze the performance of 135 children and youth (83 males, 52 females) on the WISC-R. The sample consisted of 68 LD and 67 BD Ss, whose ages ranged from 81-1 month to 168-6 months with a mean age of 123-1 months. Results suggest that discriminant function analysis can be useful as one criterion in differentiating LD children from BD children. Implications are discussed.

The validity of the human figure drawings with disturbed and normal children

Abstract This study was an attempt to replicate the validity study by Koppitz (1966) of 30 emotional indicators in HFDs of children age five through 12. A comparison of HFDs by 72 disturbed children and 80 normal school children resulted in significant differences on nine emotional indicators. The results also supported Koppitzs notion that emotional indicators occur more often in HFDs of disturbed children. However the finding is misleading since the number of indicators cannot adequately differentiate between disturbed and normal groups. Her hypothesis that two or more items are valid emotional indicators is untenable.

A Comparison of The Minnesota Perceptual Diagnostic Test Revised And The Bender Gestalt

This study involved two objectives, first to compare the Bender Gestalt and the Minnesota Perceptual Diagnostic Test-Revised (MPDT-R) in ability to predict childrens intellectual and academic performance as measured by standardized tests such as the Wechsler Intelligence Scale Revised (WISC-R) and the Wide Range Achievement Test (WRAT) and second to evaluate the item correlations between Bender, MPDT-R, WRAT and WISC-R scores to determine if either perceptual motor test provides unique information abut the cognitive-perceptual abilities of children. Thirty-three children were given the WISC-R, WRAT. Bender Gestalt and MPDT-R. Multiple regression analyses with the Bender and the MPDT-R as predictor variables were used to predict intellectual and academic performance. These analyses indicated that the MPDT-R was clearly superior to the Bender in prediction of WISC-R Full IQ and WRAT spelling and math scores. Neither perceptual motor test was a significant predictor of the WRAT reading performance. Factor analysis suggested that the MPDT-R provides unique information concerning a childs perceptual-cognitive development which may be useful in differential assessment of learning disabilities.

RELATION OF SCORES ON WISC-III AND WRAT-3 FOR A SAMPLE OF REFERRED CHILDREN AND YOUTH

This investigation compared the Wechsler Intelligence Scale for Children–III with the Wide Range Achievement Test–3 for a sample of 60 children and youth who were referred for special education services. Pearson product-moment correlations for the criterion measures for the WRAT–3 showed a significant positive association with the WISC–III scores. Implications for concurrent validity between the tests are discussed.

The relationship between the millon clinical multiaxial inventory and the MMPI in a private outpatient mental health clinic population

The concurrent validity of the MCMI as compared to the MMPI was assessed by administering both tests to 106 newly admitted outpatients and calculating the intercorrelations between these two tests. Of the 20 MCMI scales, 12 were found to correlate with the MMPI in a manner that suggested that they do measure some degree of personality dysfunction, emotional disturbance, or specific psychological symptomatology. Eight of the MCMI scales failed to show correlations that would indicate that they effectively measure any of the pathological personality characteristics or clinically significant symptom patterns known to be measured by the MMPI.

A longitudinal comparison of WISC‐III and WISC‐R scores of special education students

This study investigated the performance of 166 special education students who had been administered the WISC-R and approximately 3 years later the WISC-III. The sample ranged in age from 6.0 to 16.6 years. The scores were analyzed using Pearson product moment correlation coefficients and t tests of the differences between means for related samples. The results indicated that there was a significant, positive correlation among global scales (p < .001). This finding suggests that the WISC-R and the WISC-III IQ scores measure similar abilities. Analysis of mean IQ score differences revealed significant differences in the WISC-R and the WISC-III IQ scores, with the WISC-III global scores being lower. Implications for the evaluation of students for special education are discussed, with special emphasis on the role and function of the psychologist practicing in the schools.

Visual-Motor Ability of Children with Articulation Disorders

The present study was done to assess differences between children with diagnosed functional articulation disorders and a control group on the variable of visual-motor ability. A group of 34 elementary children with articulation problems were matched with a control group of 34 for sex, age, and grade. Both groups were administered the Goldman-Fristoe Test of Articulation and the Minnesota Percepto-Diagnostic Test—Revised. Analysis indicated that children with articulation problems performed significantly lower on visual-motor skills.

Comparison of nonpsychiatric blacks and whites on the MMPI

The literature indicates inconsistent results when MMPI differences between black Ss and white Ss were investigated. In general, most studies found that blacks responded in a more pathological direction. However, previous studies can be criticized because they have used students, prisoners, and hospital patients as Ss with variables that were controlled inconsistently and varied widely. In this study a comparison was made of MMPI scales for 56 black and 56 white males who were full-time employees of a large chemical company. Ss were matched for age, education, occupation, seniority, mental ability level, and socioeconomic level. The 10 standard clinical and 3 validity MMPI scales were recorded for each S as well as six experimental scales: Control (C), Dependency (DPD), Dominance (DOM), Ego Strength (ES), Anxiety Index (AI), and Internalization Ratio (IR). Using K corrected T-scores for the MMPI scales, a repeated measures analysis of variance indicated that subtests and group X subtests were significant. More specifically, blacks scored significantly higher than white Ss on the MA scale, and white Ss scored significantly higher than blacks on the PA, C, DOM, and Es scales. While the present study did find significant differences between black and white Ss on the MMPI, the scores were all well within the normal range (T less than 70), and all scales but two were less than 60.