LeAdelle Phelps

The impact of sexual assault on physical health status

This study was conducted to investigate the long-term physical health implications of sexual assault in the rape victim. Fifty-one sexual assault victims, each with 2 or more years of time elapsed since the rape, responded to a self-administered questionnaire composed of demographics items and the Cornell Medical Index-Health Questionnaire (CMI). The victims were matched by age with a control group of 51 nonvictims. The results showed nonsignificant t-test differences between the two groups in demographic factors and in two CMI scores, Past Illness Symptoms and Family Health History. However, significant differences resulted between the groups in perceived current health status (x2 [df=2,N=102]=11.26,p <0.01) and in the CMI scores of Present Illness Symptoms (t=5.51,p ≤0.01), Negative Health Behaviors (t=6.21,p ≤0.01), and Female Reproductive Physiology Illness Symptoms (t=6.21,p ≤0.01).

Correlations between the stanford-binet: Fourth edition and the WISC-R with a learning disabled population

The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed.

Correlations Among the Hiskey, K-Abc Nonverbal Scale, Leiter, and Wisc-r pErformance Scale With Public-School Deaf Children

The Hiskey-Nebraska (H-NTLA), K-ABC Nonverbal Scale (NS), Leiter, and the WISC-R Performance Scale (using Anderson and Sisco deaf norms), were administered to 31 hearing-impaired (HI) children enrolled in self-contained, hearing- handicapped programs in a public school setting. Testing spanned a 3-month interval. The group mean score on the K-ABC NV (M = 94.10) was significantly lower than the Leiter mean score (M = 100.71) or the WISC-R PIQ mean score (M = 103.00), as demonstrated by significant dependent t-test analyses (p < .01, p < .001, respectively). All other t-test results, including the K-ABC NV to the H-NTLA (M = 99.21), were nonsignificant. The Pearson product-moment cor relations among the four instruments were all significant and ranged from .57 (K-ABC NV with H-NTLA, p < .01) to .78 (K-ABC NV with Leiter, p < .0001). While results showed the K-ABC NV to have ample construct validity, it appeared to underestimate the intellectual skills of the HI population. Separate deaf norms on the K-ABC NV would be necessary for the recom mended general use of this instrument.

Comparison of scores for intellectually gifted students on the WISC-R and the fourth edition of the Stanford-Binet

The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores.

Correlations between the Woodcock-Johnson and the WISC-R for a behavior disordered population

Correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were evaluated on a sample of 55 behavior disordered males, 28 of whom were also diagnosed as learning disabled. Concurrent validity for this sample was demonstrated by only a 2.33 point difference between the mean WJTCA Broad Cognitive score and the mean WISC-R Full Scale IQ score. Analysis of Pearson product-moment correlations between each WISC-R subtest and each Woodcock-Johnson cluster score substantiated previous assertions that the WJTCA is unduly weighted with Product-Dominant factors. Construct validity of some of the WJTCA clusters also was questioned. Implications of these results for behavior disordered populations were discussed.

Implications of regression analysis and correlational data between subtests of the WISC‐R and the PPVT‐r for a delinquent population

Computed correlations between the subscales of the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) using as a sample 72 adjudicated male delinquents aged 13-10 to 16-11. Significant relationships at the .0001 level were obtained for 10 subtests with only one, Object Assembly, computed at the .001 level. A forward selection multiple regression analysis resulted in six subtests of the WISC-R correlating to the PPVT-R with a R2 value of .78. The significance and the implications of this relationship for the juvenile delinquent population were discussed.

Concurrent validity of the WISC‐R using deaf norms and the Hiskey‐Nebraska

Using a sample of 49 prelingually deaf youths, test results of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) and the WISC-R Performance Scales for Deaf Children were compared. The H-NTLA was administered using the standard demonstration and/or pantomine instructions, while a total communication directional set was used with the WISC-R. A Pearson product-moment correlation of .913 between the two instruments demonstrated overwhelming commonality and supported the hypothesis that the WISC-R Performance IQ may provide a conveneint alternative to the Hiskey-Nebraska when the score is computed using the Anderson and Sisco deaf norms and a total communication approach for administration.

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

Using a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.

Life satisfaction and the male Vietnam veteran

One hundred and sixty eight males divided into three categories (48 Vietnam veterans, 55 Vietnam-era veterans, and 65 Vietnam-era nonveterans) were compared in the Life Satisfaction Index, an instrument designed to reflect morale or happiness, and on the dempgraphic variables of age, marital status, occupation, dependents, and physician visits per year. None of the demographic variables studied were found to be contributing factors in relation to the Life Satisfaction Index scores. A priori comparisons were computed for each group on the Life Satisfaction Index. The Vietnam veteran group had the lowest Life Satisfaction mean score of the three groups, while the Vietnam-era and the Vietnam-era nonveteran groups both scored above the overall mean. While data showed that all three groups reported a general satisfaction with life, anF ratio of 3.5 indicated that there was a significant difference between the Vietnam veteran and the Vietnam-era nonveteran on this measure. However, the Vietnam veteran appeared no less satisfied with his life than his Vietnam-era veteran counterpart, as illustrated by a nonsignificantt ratio.

Factor Analysis of the Woodcock-Johnson with Conduct Disordered Adolescents.

A factor analysis of the 12 subtests of the Woodcock-Johnson Tests of Cognitive Ability was performed, using 286 conduct disordered male adolescents as subjects. A principal factor analysis procedure was utilized. Factors to be retained were confirmed using the scree test. The factor analysis procedure yielded three factors. These were interpreted as being a primary verbal ability factor, a secondary reasoning factor, and a secondary numerical processing factor. The perceptual speed and memory groupings identified by Woodcock were not duplicated. Implications of these results suggest the cautious use of the Cognitive Factor cluster scores for diagnosis of strengths and weaknesses for the behavior disordered population.