The purpose of this study was to establish the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Battery for Children-Revised (WISC-R). The study postulated that ethnicity would be a significant factor in the performance of learning disabled, Anglo and Hispanic students on the K-ABC compared with the WISC-R. Subjects were 33 Anglo and 34 Hispanic students ranging in age from 5 though 12. All students in the study were certified learning disabled and were administered the K-ABC and the WISC-R within one calendar year. Three null hypotheses were tested: (1) There is no significant difference between Anglo and Hispanic performance on the WISC-R Verbal and K-ABC Sequential IQs (Intelligence Quotients), (2) There is no significant difference between Anglo and Hispanic performance on the WISC-R Performance and the K-ABC Simultaneous IQs, and (3) There is no significant difference between Anglo and Hispanic performance on the WISC-R Full Scale and the K-ABC Mental Processing Composite Test IQs. The K-ABC was found to be concurrently valid based on the WISC-R. The range of correlations between the K-ABC and the WISC-R coincided with that necessary to establish a significant positive correlation. The WISC-R Full scale IQ scores for both Anglos and Hispanics correlated with the K-ABC Mental Processing Composite IQ (r =.57, p.05). The WISC-R Verbal scale scores for Anglos and Hispanics correlated (r =.55) with the K-ABC Sequential scale. Anglo and Hispanic scores on the WISC-R Performance scale correlated (r =.75) with the K-ABC. Ethnicity was not found to be a factor in low Hispanic test performance. The results showed no significant difference between the performance of Anglos and Hispanics. Comparisons were also made between the WISC-R and K-ABC performance of Anglos and Hispanics as a function of age, sex, grade and socioeconomic status (SES). Significant differences were found as a function of SES on both the WISC-R Full and Performance scales. Specifically, the higher the SES, the higher the Full and Performance scale IQs. On the K-ABC, SES and grade positively correlated with scores on all three scales. Sex was also positively related to Sequential scale scores with girls scoring slightly higher than boys.

This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The research was conducted in an applied setting by the investigator, the students' learning disabilities teacher. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. A multiple baseline across individuals design permitted demonstration of the effectiveness of the strategy. Conditions of the experiment included baseline, treatment, generalization, maintenance, and, for two students, retraining. During treatment, students received strategy acquisition training over three sessions. When the students demonstrated verbalization of the eight strategy steps from memory, strategy application practice and testing commenced. Utilization of the strategy and improved performance were measured by scores on tests of two-step verbal math problems. The number of correct responses and the number of minutes taken to complete each test were recorded on graphs. Visual analysis of the data indicated that this eight-step cognitive strategy appeared to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated improved performance on two-step verbal math problems with four of the six students generalizing the use of the strategy to three-step problems. Four students maintained improved performance over a two-week lapse in instruction and practice. Substantial increases were noted for the amount of time required to complete the verbal math problem solving tests immediately following strategy acquisition training. Completion time rapidly stabilized to an acceptable level. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to improve verbal math problem solving for learning disabled youngsters. Future research could offer evidence of the applicability of cognitive strategy training to other populations and further delineate the characteristics of students who do and do not benefit from cognitive strategy intervention.

This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.

The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.

The purpose of this study was to determine reliability estimates of authentic assessment for fourth-grade narrative and descriptive writing samples for students with and without learning disabilities. Three types of reliability estimates were established: (a) inter-rater, (b) score stability, and (c) alternate-form. The research design involved 40 teachers, trained in holistic scoring by Education Service Centers 10 and 11 in Dallas and Fort Worth, Texas, who scored 16 writing samples. Approximately 2 weeks later the teachers rescored 8 of the same writing samples. In addition to scoring the writing samples, the teachers also completed a demographic questionnaire. The writing samples, which consisted of eight narrative and eight descriptive writings, were selected based upon teachers' holistic scores and scores from 1993 writing sample of the Texas Assessment of Academic Skills. Based upon these scores, two narrative and descriptive writings of above-average, average, and below-average writings were selected. In addition, two narrative and descriptive writing samples of students with learning disabilities in written language were selected.

Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.

The Piers-Harris Self-Concept Scale for Children, the Florida Key: A Scale to Inter Learner Self-Concept, and the Walker Problem Behavior Identification Checklist were used to assess the self-concepts of 18 ambulatory physically handicapped children between the ages of 6 and 12 years. Data were analysed via one-sample t-tests. The hypothesis that mainstreamed handicapped children would exhibit somewhat lower self-concept than their nonhandicapped peers was not supported. In fact, some mainstreamed physically handicapped children may indeed exhibit higher frequencies of relating to peers and teachers, less acting-out behavior (among males), and better overall self-concept than the nonhandicapped populations from which the normative data were obtained (p < .05). These results were discussed in terms of the children's experiences within the hospital environment from which they were selected.

M.Ed. / Every child has the right to education regardless of race, religion, colour, creed, or ability or disability. Learners with disability experienced great difficulty in gaining access to education (Department of Education, 2001:9). It is therefore imperative that such inequalities be amended and the process of 'education for all" accelerated. In a foreign country such as the USA for example, “Calls for educational reform” and “school restructuring” within the educational community are echoed in media, in state legislatures and in local schools. Questions regarding the effectiveness of current educational systems approaches to educating an increasing diverse student population are raised. The concept of “inclusive school practices” is discussed as a philosophical basis for reconstructing the manner in which schools are organized to meet the needs of all learners” (Sands, Kozleski & French, 2000:1-4). As teachers alter their instructional methods in response to student diversity in South Africa, they also need to change their practices in response to other social, political and economic conditions. Information Technology (IT) has expanded both the amount of information we access and the ways we access it (Dede, 1989:4). Changes in the world necessitate changes in what and how students are taught. / Prof. D. Van der Westhuizen

Thesis (M.Ed. (Educational Psychology))--University of the Witwatersrand, Education Faculty, 1998 / Reports received on psychoeducational assessments of their pupils, were rated by 93 teachers from Ex-"Model"C" primary schools in the greater Johannesburg area. The reports came mainly for psychologists in private practice (n=63) followed by departmental support services. (n=27) and education clinics (n=3). The chief reason for referral was academic difficulties. Thf majority of teachers held favourable attitudes to psychologists and test data in general, found report content as presented in specific reports useful, and found reports useful overall. Forced choices ratings also indicated that the majority of teachers were satisfied with their reports in areas commonly criticised in the literature (length of report, .understanding of the teacher’s role, specificity and number of recommendations, language use). These very positive findings are tempered by indications that teachers may have been : somewhat biased toward giving positive ratings, and by certain criticisms of the reports.Also reports were not seen as positively with regards to helping teachers deal with classroom ; behaviour and in helping develop specific instructional plans/methods. Language use, particularly in the presentations of test results, may represent a difficulty for teachers, Teacher ratings of the overall usefulness of specific reports did not relate significantly to their demographic charactel^ajs, or their attitudes to psychologists or test data.

Parents of children with developmental disabilities (DDs) often suffer from psychological distress stemming from their children’s behavioral problems. One cause of distress is their challenge to accept their children’s illnesses mindfully. A culturally tailored and readily accessible mindfulness intervention may increase mindfulness and reduce distress. Also, there were insufficient studies regarding culturally relevant mindfulness trainings that have been conducted in Thailand. Therefore, a Brief Culturally Tailored Thai Mindfulness intervention (BCTTMi) was developed, merging the work of Jon Kabat-Zinn with Buddhist philosophy. The purpose of this study was to examine the effects of the BCTTMi on stress, anxiety, and mindfulness in these parents. An experimental waitlist control crossover design with the 2-weekend BCTTMi was employed in 22 Thai parents and caregivers of children with DDs. They were all Thais and Buddhists; more than half had practiced meditation. They completed three Thai-version questionnaires: (a) the Parenting Stress Index-Short Form-4th edition; (b) the State Anxiety Inventory-Form-Y-1; and (c) the Mindfulness Assessment Scale, at three measurements (baseline, posttest, and two-week follow-up). Repeated measure ANOVA analyses were used to analyze data. The findings showed that anxiety significantly decreased from baseline to posttest, and mindfulness significantly increased with the BCTTMi. Nevertheless, stress did not significantly reduce over time, and change between intervention and control conditions did not differ for anxiety level. Moreover, there were no differences in any outcomes from posttest to two-week follow-up. In spite of Buddhist homogeneity of participants and sustained stress, mindfulness increased, and anxiety decreased following the BCTTMi. These findings indicate the feasibility of tailoring the mindfulness-based training to specific cultures and its usefulness as an efficient option for parents and caregivers of children with DDs. Further studies regarding the BCTTMi are warranted in broader populations and settings. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection