James O. Rust
Middle Tennessee State University
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Featured researches published by James O. Rust.
Journal of Early Adolescence | 1991
James O. Rust; Patricia A. Troupe
Adolescent victims of child sexual abuse suffer through complex problems of vast proportions. Treatment of these victims is a challenging task facing mental health professionals. Few studies have assessed treatment success in child and adolescent sexual abuse cases. The present investigation used a pretest-posttest format with three measures from the Stanford Achievement Test and self-concept (Piers-Harris) scores to assess the effectiveness of 6 months of psychotherapy with sexually abused girls. Social workers led psychotherapeutic groups like those described by Blick and Porter. The groups offered the girls a supportive environment to gain insights into their difficulties. The study used a comparison group based on gender, age, IQ, and socioeconomic status. Results indicated that the early adolescent sexual abuse victims in treatment made significant gains on all measured areas whereas the comparison groups scores did not change significantly.
Psychological Reports | 1995
Deborah G. Rowan; William C. Compton; James O. Rust
The relationships between marital satisfaction, self-actualization, and empathy scores were tested for 30 intact couples. Analyses indicated that both self-actualization and empathy scores were independent predictors of marital satisfaction scores for men, but not for women. Implications were discussed.
The Journal of Psychology | 1994
Elysse Dobson; James O. Rust
Visual recognition skills of 26 mentally retarded high school students were compared with the skills of two groups of nonretarded students. All groups were taught to recognize 32 target faces and objects and were retested 1 week, 1 month, and 2 months later. The counterintuitive findings were that there were no significant differences between the retarded and nonretarded groups in memory for faces on any of the retest trials. All groups remembered faces significantly better than they did objects and remembered more of the pictures at 1 week than they did at 1 month or at 2 months. There was no significant loss over time in memory for faces. Relative to nonretarded subjects, the retarded subjects exhibited deficits in encoding and remembering objects but showed no such deficits in encoding and remembering faces. The results suggest that different configurational features may be used to encode objects as opposed to faces.
Journal of School Psychology | 1983
James O. Rust; Karen Q. Kinnard
Abstract The Rokeach Dogmatism Scale and the Eysenck Personality Questionnaire were correlated with educator-reported use of corporal punishment. Respondents were from a medium-size school system in Tennessee. Results indicated that closed-mindedness, as measured by the Rokeach scale, and Neuroticism, as measured by the Eysenck Scale, were highly correlated with reported use of corporal punishment. Of the remaining two dimensions of personality measured by the Eysenck questionnaire, Extraversion was found to be moderately correlated with reported use of corporal punishment while Psychoticism showed no significant relationship. A significant negative correlation was found between years of experience in teaching and use of corporal punishment. Frequency of physical punishment used on an educator when he/she was in grades K-12 was positively correlated with reported use of corporal punishment. Heavy users of corporal punishment tended to be relatively inexperienced, close-minded, neurotic, and impulsive as compared to their peers who did not use corporal punishment.
Psychology in the Schools | 1986
David A. Lampley; James O. Rust
The validity of the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983) was investigated with a sample of preschool-age children. The sample consisted of 50 subjects aged 21/2 through 4 who were distributed roughly equally by age, sex, and race according to the 1980 census. The validity of the K-ABC was examined using the Slosson Intelligence Test (SIT) (Slosson, 1982) and the Classroom Behavior Inventory-Preschool Form (CBI) (Schaefer & Edgerton, 1978) as criterion measures. The SIT and CBI-Preschool Form Verbal Intelligence Scale were found to correlate significantly (p<.01) with the global scales of the K-ABC. The K-ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity studies (Kaufman & Kaufman, 1983) and two-factor theories of intelligence (e.g., Das, Kirby, & Jarman, 1975).
Psychology in the Schools | 1980
James O. Rust; Betti D. Lose
Children who had been nominated as potential candidates for gifted programs were assessed to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing 132 first- through eighth-grade childrens race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students (SRBCSS) scores, and WISC-R IQs. Only children achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that developed for predicting the WISC-R IQ in another study. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower, but still significant, degree of relationship was found between SIT and WISC-R Performance IQ scores. Some difficulties with using the SIT as a screen for gifted programs are discussed.
Psychological Reports | 1996
James O. Rust; Alan Lindstrom
WISC-III and Stanford-Binet IV IQs were correlated for 57 volunteers (27 boys and 30 girls of ages 6 to 17 years) who were tested by 37 graduate students. Order of testing was not counterbalanced. Full Scale IQs on the WISC-III correlated .81 with the Test Composite Standard Age Scores of the Stanford-Binet IV. The average difference between the two tests was less than 2 IQ points. Although the average difference between the two tests was not significant, for some children it was large. Caution is urged when using these assessment instruments as if they provide similar scores.
Psychological Reports | 2003
J. Amanda Johnson; James O. Rust
With rapid advances in technology and an emphasis in efficiency in psychological testing, there is a need to investigate the relation between a computerized cognitive examination and a traditional individually administered intelligence test. The current study provided correlations of intelligence scores from MicroCog: Assessment of Cognitive Functioning and intelligence scores from WAIS–III. MicroCog is a single computerized test measuring intelligence and the WAIS–III is a single traditionally administered test measuring intelligence. The study included 30 participants referred for psychological testing at a Veterans Medical Center in Tennessee as part of the standard intake process. Half of the participants were administered MicroCog first and half the WAIS–III first. Analysis indicated scores on the two tests were positively correlated. Index scores measuring similar constructs also were positively correlated. However, MicroCog was significantly more difficult than the WAIS–III in that scores were, on average, lower on MicroCog.
Journal of School Psychology | 1989
Robert L. Moore; James O. Rust
Abstract The handwriting of 95 first graders was assessed with 10 measures of printing errors (Moore & Rust, 1984, available from author; Simmer, Journal of Learning Disabilities, 15 , 155–159, 1982). Printing errors were used to predict academic achievement 5 years later. These scores were correlated with academic achievement at the end of the sixth grade. The results showed that printing errors developed by Simner effectively predicted academic achievement. Moore and Rusts scoring criteria also correlated with achievement, but added little to Simners prediction.
Early Child Development and Care | 1999
April B. Rainey; James O. Rust
Childrens gender stereotypes can affect their learning and performance of gender‐typed behaviors and possibly their learning in general. Perceived competency also is linked significantly with childrens gender roles. The purpose of this study was to demonstrate that gender stereotyping and perceived competency could be influenced by the ‘Words Can Hurt You” anti‐bias curriculum. The participants were 36 kindergarten students from a rural Southern town. The first author implemented the program to a kindergarten class for 8 weeks. Another kindergarten class received an equal amount of experimenter attention, but did not receive the anti‐bias curriculum. Each child had his or her gender stereotyping and perceived competency tested before and after the intervention program. Scores from the Gender‐Stereotyped Attitude Scale for Children (GASC) and the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children were the dependent variables. Analysis of variance demonstrated that the anti‐b...