Robert G. Simpson

Koppitz scoring system as a measure of Bender-Gestalt performance in behaviorally and emotionally disturbed adolescents.

Data are presented to assess the use of the Koppitz scoring system for the Bender-Gestalt Test in a sample (N = 87) of behaviorally and emotionally disturbed adolescents. Results suggested that age was modestly related to Koppitz Developmental scores, an indication that visual-motor skills continue to develop beyond age 11. Scores were related to spatial perception skills as measured on the WISC-R. Gender, primary psychiatric diagnosis, educational tests, and MMPI scores were not related to Bender performance. Findings are discussed in terms of a need for additional research into the utility of the Bender as a measure of visual-motor skills in adolescents.

Agreement between Parents and Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children.

Parent and teacher ratings of 141 middle school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. Ratings were then recorded as 1 (normal), 2 (mildly deviant), or 3 (highly deviant). There was a general lack of agreement between parents and teachers in identifying children who were either mildy deviant or highly deviant.

Agreement among Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children.

Using the Revised Behavior Problem Checklist, the behavior of 95 middle school children was rated by two groups of teachers. Pearson correlation coefficients indicated a low degree of relationship between ratings by the two groups. Teacher ratings for each child were then recoded as 1 (normal). 2 (mildly deviant), or 3 (highly deviant). The number of cases in which both groups agreed in identifying deviant children was determined. Results indicate little agreement between the two groups of teachers in identifying children who were either mildly deviant or highly deviant. Several recommendations are offered concerning the use of behavior rating checklists in the diagnostic process.

The Concurrent Validity of the Woodcock Reading Mastery Tests Relative to the Peabody Individual Achievement Test among Retarded Adolescents

To investigate the concurrent validity of the Woodcock Reading Mastery Tests (WRMT) and the Peabody Individual Achievement Test (PIAT), both instruments were administered to 56 adolescents. Scores on the PIAT reading and spelling subtests were correlated with scores on the WRMT subtests which were designed to measure similar skills. Partial correlation coefficients were calculated for male, female, black, and white children as well as for the total group. The presence of relatively high and positive partial correlations between appropriate subtests supported the concurrent validity of the WRMT relative to the PIAT and to criterion variables. Grade equivalents were higher on the Peabody than on the Woodcock. Possible interpretations of the results were discussed.

An Investigation of Racial Bias in the Peabody Picture Vocabulary Test-Revised

Step-down hierarchical multiple regression procedures were employed to investigate whether or not the PPVT-R is racially biased in predicting the scores of white and black subjects on the WISC-R for 75 adolescent subjects. The multiple regression equation slopes for blacks and whites were not significantly different, but intercepts for blacks and whites were significantly different. The results indicate that the PPVT-R is valid for blacks and whites in predicting WISC-R scores.

Career Education for the Gifted

Giftedness has been defined in many ways. The current U.S. Office of Education definition (Marland, 1972) states that &dquo;gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs in order to realize their contribution to self and society.&dquo;

Relationship Between Parent Ratings and Teacher Ratings Using the Revised Behavior Problem Checklist

Parent ratings and teacher ratings of 140 middle school children were collected, using the Revised Behavior Problem Checklist (RBPC). Subjects were equally divided according to sex and race, and ranged from third grade to fifth grade. Subscale means and standard deviations were calculated ofr parent ratings and for teacher ratings. Pearson correlation coefficients revealed generally low variability among the correlations between teacher ratings and parent ratings. The authors offer possible explanations. Normative data are presented according to sex, race, and rater (parent or teacher).

Patterns and Predictors of Performance on the Bender-Gestalt and the Developmental Test of Visual Motor Integration in a Sample of Behaviorally and Emotionally Disturbed Adolescents

A sample of 78 behaviorally and emotionally disturbed adolescents was used to evaluate the degree of similarity between the Bender-Gestalt and the VMI-3R and to investigate the factors involved in performance on these visual-motor tests, using measures of cognitive ability and a self-report personality measure. Results indicated a signify cant relationship between age and VMI-3R scores, which reflects the sensitivity of this measure to continued visual-motor development beyond age 11. VMI-3R performance was correlated with most cognitive ability subtests, which, in conjunction with age, accounted for 57% of the variance. Bender performance showed less developmental sensitivity and considerably fewer relationships with comparison measures. Findings are discussed in terms of the utility of each measure with adolescents and the implications for prediction of performance.

The Effects of Altering the Ceiling Criterion on the Passage Comprehension Test of the Woodcock Reading Mastery Tests

Forty adolescent subjects were administered the Woodcock Reading Mastery Tests. The Passage Comprehension Test for each subject was rescored using three different ceiling criteria: (a) five errors in six consecutive responses, (b) five errors in seven consecutive responses and (c) three consecutive errors. The three scoring methods were found to be equivalent to the scoring method recommended in the Woodcock Manual in terms of internal consistency reliability. Strong positive correlations were found between raw scores obtained by the four scoring methods and between each group of raw scores and an external measure. Analysis of variance revealed statistically significant differences between the raw score means. Bivariate regression equations were provided to allow raw scores obtained with each of the three scoring methods to be adjusted so they can be used to obtain percentile ranks and equivalent scores. Two alternative scoring methods reduced to a statistically significant degree the mean number of items administered with no loss in reliability or validity. Practical recommendations for diagnosticians are provided.

The concurrent validity of the peabody individual achievement test relative to the KeyMath diagnostic arithmetic test among adolescents

To investigate the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test, both instruments were administered to 171 adolescents. Math scores on the Peabody Individual Achievement Test were correlated with all scores on the KeyMath Diagnostic Arithmetic Test. Partial correlation coefficients were computed according to age, sex, race, IQ, and total group. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments.