W. Paul Jones

Effects of Social Skill Instruction for High-Functioning Adolescents With Autism Spectrum Disorders

The purpose of this study Was to investigate the efficacy of using the SCORE Skills Strategy (Vernon, Schumaker, & Deshler, 1996) to teach high-functioning adolescents With autism spectrum disorders five important social skills. Ten male participants ranging in age from 12 to 17 took part in a 10-Week program. Results obtained using a multiple-baseline-across-skills design and a multiple-probe design indicate that all of the boys made significant gains in performance of the five targeted social skills and that the SCORE Skills Strategy is a viable program to use With high-functioning adolescents With autism spectrum disorder. The results further indicate that consumer satisfaction Was high for both the participants and their parents.

Automated Neuropsychological Assessment Metrics (Anam) and Woodcock-Johnson III Tests of Cognitive Ability: A Concurrent Validity Study

This study examines the relationship between a computerized neuropsychological assessment battery, the Automated Neuropsychological Assessment Metrics (ANAM) and a widely used ability measure, Woodcock-Johnson III Tests of Cognitive Ability (WJ-III). Results indicated substantial relationship between the ANAM throughput (accuracy/response time) scores and the WJ-III Cognitive Efficiency cluster. An unexpectedly strong relationship was evident between accuracy scores on the ANAM Logical Reasoning scale and the WJ-III General Intellectual Ability score, purporting to measure the g factor. The findings support the viability of the ANAM as a time- and cost-effective tool for appraisal of cognitive function.

Computer Use and Cognitive Style

AbstractAttempts to identify variables that predict attitudes toward computers and probable computer use have included some attention to the cognitive style construct. Because measures of cognitive style are often already available in educational settings, the construct would seem particularly relevant if the relationship between style and computer valence is evident. Using the Myers-Briggs Type Indicator (MBTI) to assess cognitive style, this study found a relationship between style preferences and selected computer use and attitude variables in a population of university students. These results suggest that attention should be given to both the direction of cognitive style preference and the strength of that preference.

Optimal Number of Questionnaire Response Categories: More May Not Be Better

Two multi-instrument investigations in a university clinic/lab provided an opportunity to explore the impact of reducing the number of response alternatives in a scale measuring vocational personality traits. In a simulation study, a standard computer-based administration provided a numeric scale for each item ranging from 0 to 10. The tests were then rescored to simulate the effect of only three choices. For the follow-up study, two versions of the scale were created, one with two response options and the other with six response options, and were randomly assigned to participants. Typical relationships were evident between the vocational personality traits and scores on standard measures of core personality traits with negligible impact from reducing the number of response alternatives. Neither the ability of the participants nor the self-reported distress had a measurable impact on the utility of the results with the reduction in response alternatives.

Factor Structure of the Wechsler Intelligence Scale for Children Fourth Edition in Children with ADHD

Objective: Recent evidence suggests that the factor structure of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) is better explained by a five-factor model rather than the four-factor model in the standardization sample. The current study examined the WISC-IV’s factor structure in a sample of children with ADHD. Method: Participants included 314 children and adolescents who were diagnosed with ADHD. Confirmatory factor analysis was conducted on the 10 core subtests of the WISC-IV, and three models were examined including two based on Cattell–Horn–Carroll (CHC) theory. Results: A five-factor model consisting of Gc, Gf, Gv, Gsm, and Gs factors provided the best fit for the data. The Perceptual Reasoning factor identified in the original four-factor model split into the two CHC factors, Gf and Gv, and cross-loaded the Symbol Search subtest onto the Gv factor. Conclusion: A five-factor model based on CHC theory provided superior fit for the WISC-IV in children with ADHD, as has been found with the standardization sample.

Play in Supervision: Exploring the Sandtray with Beginning Practicum Students.

Abstract Clinical supervision is a fundamental component of counselor education training. Counselor Educators play an active and dynamic role in helping beginning practicum students conceptualize their work with clients. The use of expressive arts in counseling has been shown to be effective in creating a deeper level and meaning to counselor and client interactions. This article describes the use of a particular expressive art technique, a sandtray, based on Sandplay Therapy, with students enrolled in beginning practicum. Additionally, results from a pilot study comparing ratings of traditional supervision and ratings of sandtray supervision with students enrolled in a beginning practicum experience are provided. Results of the pilot study indicated some preliminary support for the viability of the application comparing ratings of traditional supervision sessions with ratings of supervision using sandtray.

Family beliefs among adolescents at risk for substance abuse

This study investigates the extent to which adolescents identified as at-risk for substance abuse express different beliefs about the importance of family, religiosity, education, and work in comparison to their own parents and to adolescents and parents in control group. It was hypothesized that the success of parents in communicating such values to their children could be a significant variable in risk of substance abuse. We found that parents of at-risk adolescents did not hold significantly different beliefs than parents in the control group. Beliefs of the at-risk adolescents were significantly different from other adolescents and both parent groups. We also found that the absolute difference in age between parent and adolescent significantly smaller in the at-risk group as compared to the control group.

Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock—Johnson Tests of Cognitive Ability, Third Edition (WJ-III) With University Students

Validity studies with the Reynolds Intellectual Ability scales (RIAS) indicated that RIAS composite intelligence index (CIX) and verbal intelligence index (VIX) scores have moderate-to-high correlation with comparable scores on other instruments. The authors of the RIAS described the VIX scale as a measure of crystallized ability and the nonverbal index (NIX) as a measure of fluid ability, but no studies were available comparing the VIX and NIX scores with an established measure of these abilities, nor studies specifically addressing the utility of the RIAS with a university population. The study examined RIAS scores of university students in comparison to scores on the Woodcock—Johnson Tests of Cognitive Ability (third edition; WJ-III). Consistent with previous studies, there were moderate-to-high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores.

The consequences of parental abduction: a pilot study with a retrospective view from the victim

This descriptive pilot study examined parental abductions through a retrospective view from the abductee. The purpose of this pilot study was to help mental health professionals better understand the psychological consequences that result from a parental abduction in order to help the victims when they return home. A multiple choice and short answer questionnaire was developed for this pilot study and administered through phone interviews. A total of 13 people participated in the study. Effects identified in this study by the abductees included loss of trust with the opposite sex, trouble making and keeping friends, feeling like they were in a dream-like world, trouble recalling important aspects of the abduction, and trouble sleeping and concentrating after the abduction.

Bayesian Interpretation of Test Reliability

A Bayesian alternative to interpretations based on classical reliability theory is presented. The central issue in reliability is defined as the extent to which a test score can predict itself, rather than a hypothetical true score. Procedures are detailed for calculation of a posterior score and credible interval with joint consideration of item sample and occasion error.