Ronald K. Bramlett

A Comparison of Temperament and Social Skills in Predicting Academic Performance in First Graders.

Abstract This study examined the relationship between temperament, social skills, academic competence, and reading and math achievement in a group of rural first grade children. At the beginning of first grade, parents and teachers rated 104 children with the Temperament Assessment Battery and the Social Skills Rating System. At the end of first grade, the children were administered the Woodcock-Johnson Psychoeducational Battery (Reading and Math). Results showed that the teacher ratings of persistence and approach/withdrawal along with parent ratings of activity were the best predictors of academic competence. These variables accounted for 61% of the variance in teachers ratings of academic competence. Teacher and parent ratings of persistence accounted for 24% of the variance on Woodcock-Johnson reading scores. Adaptability and persistence had the highest correlations with social skills. Teacher ratings of temperament were better than parent ratings at predicting classroom success. Practical implications are discussed.

Phonological Awareness Screening To Identify At-Risk Readers: Implications for Practitioners.

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

TIME PERSPECTIVE OF SUBSTANCE ABUSE PATIENTS: COMPARISON OF THE SCALES IN STANFORD TIME PERSPECTIVE INVENTORY, BECK DEPRESSION INVENTORY, AND BECK HOPELESSNESS SCALE

This study examined the correlations between the Stanford Time Perspective Inventory, the Beck Depression Inventory, and the Beck Hopelessness Scale for an in-patient substance-abuse population of 50. Analysis did not support the hypothesis that substance abusers would be more likely to be present-hedonistic and present-fatalistic rather than past- or future-oriented. However, the results modestly supported the hypothesis that future orientation would be negatively correlated with scores on depression and hopelessness measures. In this sample, there was a slight tendency toward the time orientations of future- and present-fatalistic. Correlations among scores on the three measures were generally low (range = .06 to −.38).

Family factors in preschool assessment and intervention: A validity study of parenting stress and coping measures ☆

Abstract The assessment of family variables is central to recent legislation related to special services for young children. This study examined the relationship between the Parenting Stress Index (PSI) and the Family Crisis Oriented Personal Evaluation Scales (F-COPES) with low-socioeconomic-status caregivers of preschool children. Correlations revealed that the PSI and F-COPES measure relatively independent constructs. The findings also suggest that passive appraisal (inactive or passive coping strategies) is related more to parenting stress than other coping strategies. The combined effect of assessing parent and child functioning rather than one in isolation may assist in more effective identification of risk status.

Implementing Cooperative Learning: A Field Study Evaluating Issues for School-Based Consultants.

Abstract A structured cooperative learning strategy for reading, Cooperative Integrated Reading and Composition (CIRC), was implemented in nine third-grade classes ( n = 198) and compared with a control group of nine classes ( n = 194). Implementation issues for school-based consultants were considered, including treatment integrity and acceptability. Reading subtests of a standardized reading test (California Achievement Test) were utilized in order to compare the CIRC and control groups. Formative evaluation of treatment integrity showed high adherence to the CIRC program, and recommendations are given for consultants to ensure integrity. While teacher ratings indicated general positive attitudes toward CIRC, negative aspects of implementation are discussed. The achievement results showed that as a whole the CIRC group outgained the control group on Reading Comprehension. When the groups were divided into three reading levels (low, middle, and high), significant differences were found for the lower group that favored CIRC.

Using social stories to decrease aggression and increase positive peer interactions in normally developing pre‐school children

Social stories have been widely used for children with autism and developmental delays; however, little research has been conducted that examines their effectiveness with pre‐school children who have no developmental delays. The present study investigated this previously undocumented use of social stories. Social stories were used to decrease aggression and improve positive peer relations in a Head Start pre‐school setting. Participants included three four‐year‐old pre‐school students. A single‐subject, ABC multiple baseline design with counterbalanced treatment order was implemented where social stories were compared to a neutral book. Direct observations and pre‐ and post‐Behaviour Assessment System for Children‐2 (BASC‐2) Teacher Rating Scale (TRS) scores were examined. Results revealed some support for the usefulness of social stories in this setting and with this population. Limitations of the study are discussed and directions for future research are provided.

A Comparison of Nonreferred, Learning-Disabled, and Mildly Mentally Retarded Students Utilizing the Social Skills Rating System.

The assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n = 20) and mildly mentally retarded (n = 20) with a group of nonreferred students (n = 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems.

Child Developmentaleducational Status in Kindergarten and Family Coping as Predictors of Parenting Stress: Issues for Parent Consultation

This study examined the relationship among three constructs that frequently form the basis for parent consultation in early intervention, parenting stress, family coping, and developmental/educational status. Parents (N = 116) of kindergarten children completed the Parenting Stress Index (PSI) and the Family Crisis Oriented Personal Evaluation Scales (F-COPES), while their children were administered the Early Screening Profiles (ESP). Pearson correlations among the PSI, F-COPES, and the ESP revealed low positive to moderately negative correlations; most of the correlations were negative. These negative correlations were expected because coping and developmental/educational attainment may be related inversely to parenting stress. A stepwise multiple regression analysis revealed that the ESP Total Score and two coping strategies, Passive Appraisal and Reframing, accounted for 27.1%o of the variance on the PSI Total Scores. Implications for parent consultation are discussed.

Classification of Risk Status in Kindergarten Screening: A Comparison of Alternative Measures

This study examined the classification agreement associated with estimates of risk status across alternative measures for 92 kindergarten children and their caregivers. The study focused on the child variable of educational risk as measured by two instruments: Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) and Early Screening Profiles (ESP). Family risk was measured by the Parenting Stress Index (PSI). Overall, the classification agreement between the measures designed to assess educational risk was moderate, but higher than past similar studies with preschool children. In contrast, the classification agreement between the measures of educational and family risk was low. The practice of kindergarten screening may need to be expanded to allow for the assessment of other critical variables, such as family risk.

ADHD Assessment: A Comparison of Negative versus Positive Symptom Formats

Abstract This study examined effects of negative versus positive symptom formats on the assessment and subsequent classification of ADHD in children in public schools. Symptoms associated with the disorder based on the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) were presented to parents and teachers of referred children according to both types of formats. Informants were then asked to indicate whether the symptoms described the childs behavior over the last six months. Overall, the negatively phrased symptoms appeared to generate response bias which resulted in an increased percentage of children meeting the DSM-IV criteria for ADHD. Additionally, the decision reliability or classification agreement between the two formats was low, suggesting the possibility of confirmation bias in the assessment process. Implications for practice and future research are discussed.