At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were given concurrently to 50 learning disabled students during triennial reevaluation. Intelligence/ achievement discrepancy scores were calculated by subtracting Kaufman BF achievement subtest scores from achievement levels predicted by performance on the Binet GP and WISC-R intelligence scales. These discrepancy scores were compared to determine how use of the Binet GP might effect eligibility for placement in a learning disabilities program. Cognitive scores derived from the Binet GP and the WISC-R were also compared.Descriptive statistics and univariate correlations were computed. The correlational relationship between intelligence scores on the Binet GP and the WISC-R was significant, positive and substantial. The relationship between discrepancy scores was significant, positive and high. A repeated measures analysis of mean differences between Binet GP and WISC-R scores was nonsignificant as was a comparison of the variances and mean discrepancy scores. A chi-square and a coefficient of level of classification (Kappa) were used to test agreement in classification as projected by Binet GP and WISC-R discrepancy scores. Agreement in classification and level of classification was significant with 86% of the subjects classified the same by both cognitive measures. It appears that, used judiciously and in like context, the Binet GP might be a time efficient and valid addition to reevaluation. / Department of Educational Psychology

The purpose of this study was to test the construct validity of the Behavior Assessment System for Children (BASC), Parent and Teacher Rating Scales (PRS and TRS). Six samples were considered, including the Normative General and Clinical Samples for each measure (Reynolds & Kamphaus, 1992). Another pair of samples were taken from a database of a Georgia hospital (PRS n = 130, TRS n = 108). The Normative Clinical Sample of TRS scores was multicollinear, and was not used.Five models were designed for each measure: a single factor solution, the theoretical model of the BASC, and three adaptations of the scoring system. Using AMOS, these models were fit to the samples. Only the theoretical model met minimum standards for adequate fit. Multi-sample analyses with different combinations of parameter restrictions were conducted to determine which aspects of the theoretical model's factor structure accounted for the most sample variance. When fit to both normative samples of PRS scores, all aspects of the factor solution were found to contribute. For all other runs, it was found that error, unique, and factor variances contributed the most to the factor solution. This suggests that the relationship of variables/scales to the factors/composites in this model could be improved. It is suggested that practitioners disregard composite scores, and that the authors/publishers of the BASC consider using regression weights to formulate composite scores in the scoring program. / Department of Educational Psychology

With increases in medical technology, infant mortality has decreased, while infant morbidity has increased over the past half century. Moreover, the definition of high-risk pregnancy continues to lack true universal acceptance. Thus, continued research in the area of perinatal complications is warranted. There have been studies that have suggested short-term and long-term deficits considered to be secondary to perinatal complications. Psychologists often gather information about a given child’s perinatal history, but do not always have means to interpret how those complications may impact the child later in life. The Maternal Perinatal Scale (MPS) has been shown to have good reliability and validity in past studies, but a scoring system has yet to be established. This project consisted of two studies. The first study created a preliminary scoring system for the developmental questionnaire, the Maternal Perinatal Scale. This questionnaire has proven to have potential for good clinical utility, but prior to this study, had nothing beyond item-by-item analysis for interpreting the results. To test the validity of the proposed scoring system, a second study was conducted to determine cutoff scores and classification rates for the scoring system on data previously collected with children in elementary school. Results revealed proposed scores for each item on the MPS and classification rates associated with certain developmental disorders later in life. / Department of Educational Psychology

Thesis (MPsy(Clinical))--University of South Australia, 2002.

Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2009. / Committee Chair: Roberts, James; Committee Member: Embretson, Susan; Committee Member: James, Larry

Thesis (Ed.S.)--Western Kentucky University, 2009. / Tables. Includes bibliographical references (leaves 49-56).

Thesis (Ed.S.)--Western Kentucky University, 2009. / Includes bibliographical references (leaves 55-61).

Thesis (M.S.)--Brock University, 2004. / Includes bibliographical references (leaves 94-109). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Brock University, 2004. / Includes bibliographical references (leaves 94-109).

Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 138-147). Also available via the World Wide Web.