Mark A. Lyon

Academic Self-Concept and its Relationship to Achievement in a Sample of Junior High School Students

This study examined the relationship of academic self-concept to achievement for a sample of junior high school students. Academic self-concept was found to correlate significantly more strongly with achievement than general self-concept, motivation, and class- room behavior, but not with locus of control. The results of a multiple regression analysis, however, indicated that academic self-concept was approximately twice as powerful a predictor of achievement as locus of control. These results are discussed in light of their implications for educational assessment.

A Comparison Between WISC-III and WISC-R Scores for Learning Disabilities Reevaluations

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 students with learning disabilities (LD) at the time of their triennial reevaluations. WISC-III Full Scale, Verbal, and Performance IQs were significantly lower than comparable WISC-R IQs by approximately one-third to one-half of a standard deviation. Correlations among the IQ scores were moderate to moderately strong. Implications of these findings for LD reevaluations are discussed.

Consultation in school psychology: Changes from 1981 to 1984

In order to assess changes in consultation activities by practicing school psychologists, questionnaires were sent to a nationwide sample of practitioners engaging in consultation on a regular basis. Responses were received from 225 school psychologists, for a return rate of 58%. These responses were compared to their previous responses in 181-82 and revealed a significant increase in both the actual amount of time spent in consultation and the amount of time desired for consultation. School psychologist to student ratio was significantly lower, as was overall satisfaction with the profession, compared to the 1981-82 results. Sex differences were found for perceived competency in teacher consultation. The results and their implications for the field of school psychology are discussed.

A Comparison of At-Risk Preschool Children's Performance On the K-Abc, McCarthy Scales, and Stanford-Binet

This study examined the relationship among performance on the Kaufman Assessment Battery for Children (K-ABC), McCarthy Scales, and Stanford-Binet for 72 children referred for placement in two early intervention preschool programs. The correlational results of the study yielded moderate positive relationships between both the Mental Processing Composite (MFC) and General Cognitive Index (GCI) (r = .59) and the MPC and Stanford-Binet IQ (r = 45). Individual performance profiles of the children placed in the programs were relatively flat on both the K-ABC and McCarthy. On the K-ABC, the Simultaneous scale (SIM) was 2 points higher than the Sequential scale (SEQ), and the Achievement scale (ACH) was about 2 points higher than MPC. On the McCarthy, all of the scale indexes were within 2 to 3 points of each other, except Verbal, which was 4 to 5 points higher.

A Validity Study of the Stanford-Binet Fourth Edition with Students with Learning Disabilities

This study compared the performance of 18 elementary-age students with learning disabilities on the Stanford-Binet Intelligence Scale: Fourth Edition and the Kaufman Assessment Battery for Children. Correlations (corrected for restriction of range) between the two instruments were strong, r = .74, p < .001 for Test Composite/Mental Processing Composite and r = .85, p < .001 for Test Composite/Achievement.

Relationship Between the K-ABC and WISC-R for Students Referred for Severe Learning Disabilities

This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as having severe learning disabilities. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns reflected a preponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ patterns for the students with severe learning disabilities, but not for the students without severe learning disabilities. The results of t tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement, and Performance IQ > Verbal IQ differences for the students with severe learning disabilities.

Comparison of K-ABC Performance between at-Risk and Normal Preschool Children

This study examined differences in K-ABC performance between at-risk (n = 44) and normal (n = 49) preschool children. For the group at-risk, all of the mean global scores on the K-ABC clustered around a standard score of approximately 90. The normal groups mean scores were 15 to 21 standard-score points higher and clustered near 110. The results of t tests for independent samples indicated that the normal groups scores on both the global scales and K-ABC subtests were significantly higher than the at-risk groups scores in nearly every instance. Correlations among scores were consistent with previous findings for preschoolers on the K-ABC For the normal group, correlations obtained among the global scales were nearly identical to chose reported for the standardization sample. For the at-risk group, however, the correlation of .75 between Sequential processing and Achievement was higher than that (.58) between Simultaneous processing and Achievement.