Thesis (Ed.S.)--Marshall University, 2008. / Title from document title page. Includes abstract. Document formatted into pages: contains 21 p. Includes bibliographical references (p. 20-21).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 107 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 94-107).

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Measurement of the abilities of gifted children is challenging. Identifying patterns of performance for gifted children has proven elusive. The WJIII COG, a theory-driven measure, purports to provide information about a child's pattern of abilities, including areas previously not measured by other cognitive instruments. Only one study has addressed the relationship between the WJIII COG and gifted children. (Rizza, et al., 2001) The purpose of this study was to examine the WJIII COG's appropriateness for use with gifted children. Interpretive guidance when using the WJIII COG with gifted children was sought. The following question was addressed: Do children of high intellectual ability display distinct patterns of performance on the WJIII COG Stratum II variables. If so, do these patterns qualitatively differ from the performance of children of non-high intellectual ability?The participants for this study were taken from the standardization sample of WJIII COG participants (N= 3,145). The participants were divided into two groups: high intellectual ability, Group 1 (N = 389), and "other," (Group 2) (N = 2756). Group 1 participants had a GIA Standard score of 120 or above. The participants were further divided into three subgroups, determined by age: preschool, school-aged, and collegeaged. Approximately half of the sample was male. White participants were the majority of the sample (77.4 - 87.9%). Most participants were non-Hispanic (91.3 - 94.9%). Means, standard deviations, ranges, minimum values, and maximum values, were obtained. WJIII COG Stratum II variables were paired and compared. The comparisons made were ranges and point differences. Cumulative percentages of point differences were calculated at the 5, 7, 10, 15, 20, 25, 30 point levels.Two primary findings emerged. The first finding was that Group 1 participants scored higher overall than Group 2 participants when averages were compared. The second finding was that no gifted profile emerged for Group 1. Although no gifted pattern emerged, there was a great deal of variability within individual student profiles for both Groups. It was suggested that further research be directed at whether subtypes of students with high abilities could be identified that would have clinical implications congruent with multidimensional theories of giftedness. / Department of Educational Psychology

The purpose of this investigation was to examine the validity of the Woodcock Johnson Tests of Cognitive Ability-Revised (WJTCA-R) in discriminating between individuals with neurological or psychiatric impairments and those without known impairment. The primary question was whether WJTCA-R Standard Battery test scores significantly differentiated between individuals with brain-damage (n = 36), depression (n = 21), and without known impairments (n = 32). Archival data obtained for the development of a new neuropsychological assessment measure utilizing the WJTCA-R was analyzed. The results of a discriminant functions analysis indicated that significant differences between the groups existed on the WJTCA-R. Based on WJTCA-R Standard Battery performance alone, participants had a 53% chance of being correctly classified into their diagnostic group. Brain-damaged individuals had the best chance of being correctly classified while correct classification of depressed individuals was only slightly greater than that obtained from random assignment. In addition to moderately supporting the use of a multi-factored, theory-driven assessment instrument, the results of this study have clinical relevance for the development of diagnosis-specific recommendations for brain-damaged and depressed individuals. / Department of Educational Psychology

The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute. / Department of Educational Psychology

Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1 Dalva Alice Rocha Mol.pdf: 3149572 bytes, checksum: f806553a69f59c46eb1df3caf215be1e (MD5) Previous issue date: 2007-05-18 / The assessment of cognitive abilities of children who have learning disabilities (slow learners) is a major topic in psychology research. This doctorate thesis investigates the cognitive abilities of schoolchildren who have difficulty learning. Two different groups of informants were analyzed. The first group comprised 60 7- and 8-year-old schoolchildren of both genders 30 slow learners and 30 fast learners from two state schools in the State of S?o Paulo, Brazil. The second group comprised 8 primary school teachers also from two state schools in the State of S?o Paulo. We used Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) composed of 10 tests, a questionnaire filled out by the teachers and an analysis of the pupils marks in Portuguese, Math and Science. The results from the Multivariate and Univariate Analysis of Variance showed significant differences between the group of slow learners and the group of fast learners. The Pearson Assessments showed the children s performance improved as they moved to higher grades. The children s marks were consistent with the results from the WJ-III. Therefore we concluded that the cognitive abilities are significantly different between fast and slow learners and that WJ-III can be used to analyze learning disabilities. / A avalia??o das habilidades cognitivas de crian?as que apresentam dificuldades de aprendizagem constitui-se um importante campo de investiga??o psicol?gica. Este estudo objetivou investigar as habilidades cognitivas de crian?as com e sem dificuldades de aprendizagem pela Bateria Woodcock-Johnson. Duas amostras foram compostas: a primeira amostra por 60 crian?as de ambos os sexos, sendo 30 participantes sem indica??o de dificuldades de aprendizagem e 30 com indica??o de dificuldades de aprendizagem, que freq?entavam a primeira e segunda s?rie do Ensino Fundamental de duas escolas p?blicas do interior do estado de S?o Paulo. A segunda amostra foi composta por oito professores de primeira e segunda s?ries de duas escolas p?blicas do interior do estado de S?o Paulo. Utilizou-se a Bateria de habilidades cognitivas Woodcock-Johnson III (WJ III), composta por 10 testes, um question?rio escolar preenchido pelos professores e as notas escolares obtidas em Portugu?s, Matem?tica e Ci?ncias. As An?lises da Vari?ncia Multivariada e Univariada apontaram os efeitos significativos no tipo de grupo e de s?rie escolar das habilidades cognitivas avaliadas pela WJ III. A correla??o de Pearson mostrou a rela??o entre as habilidades cognitivas e os indicadores de dificuldades de aprendizagem, apontados pelo professor, sobre as crian?as com e sem dificuldades de aprendizagem. As notas escolares tamb?m se associaram significativamente aos resultados da WJ III. Desta forma, concluiu-se que existem diferen?as significativas nas habilidades cognitivas entre crian?as com dificuldades e crian?as sem dificuldades de aprendizagem, e que a WJ III ? uma medida v?lida para avaliar tais dificuldades.

Made available in DSpace on 2016-04-04T18:29:56Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 2654186 bytes, checksum: 8afcc46d0d34b2195ce3af9b190696ab (MD5) Previous issue date: 2012-02-28 / Pontif?cia Universidade Cat?lica de Campinas / The study on how the different intellectual abilities interact and operate has always aroused man's curiosity due to his need to explain individual differences in the use of information. In this sense, this paper aims to adapt and validate the ten subtests that make up the extended version of the Woodcock-Johnson III Cognitive Abilities Battery (WJ-III Extended) taking into account the Brazilian reality. To this end, we developed four different studies: 1 - Adaptation of the battery (translation, creation and adaptation of items to the Brazilian reality); 2 - Convergent validation by comparing the results of the WJ-III Standard Battery with the Extended version; 3 and 4 - Validation of convergent criteria by comparing the results of two clinical groups, i.e., children diagnosed with Benign Childhood Epilepsy with Centrotemporal Spikes (BCECS) and children diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). To perform study 2, convergent validation, we evaluated 70 public primary and secondary school children, 43 male and 27 female, aged between 7 and 12. The obtained results were analyzed using Pearson's correlation and a Variance Analysis regarding sex and age of each instrument. Significant correlations were found between the total scores of the expanded WJ-III version and total scores of the standard WJ-III version (0.80), as well as between the subtests which assess Crystallized Intelligence (Gc) of both the expanded and the standard WJ-III (Gc) (0.77). Significant correlations were also observed when we compared the subtests used to assess other skills of both versions of the WJ-III battery (0.73). The Age variable differed significantly in both the expanded and the standard version, whereas the influence of the Sex X Age variable was only significant in the WJ-III standard version. To perform studies 3 and 4 that validated convergent criteria, we analyzed 21 children diagnosed with BCECS and 20 children diagnosed with ADHD aged between 7 and 12 of both sexes. The two clinical groups were matched with children without neurological disorders of the same age and sex. Information obtained in the tests was analyzed by means of a Variance Analysis for group, sex and age. The results of study 3 showed a lower performance of all evaluated skills in the BCECS group compared to the performance of children without neurological disorders. Regarding Study 4, the ADHD children group also showed lower performance in all skills when compared to the control group. Those data demonstrate the convergent validity between the Extended WJ-III and the Standard WJ-III, as well as the convergent criteria validity by differentiating two clinical groups. This could contribute to a more detailed diagnosis of the different cognitive abilities and widen the range of instruments used for intellectual evaluation. / O estudo da intera??o e funcionamento das diferentes habilidades intelectuais sempre despertou curiosidade devido ? necessidade do ser humano de esclarecer as diferen?as individuais no uso das informa??es. Neste sentido, o presente trabalho prop?s a adaptar e validar, para a realidade brasileira, os dez subtestes que comp?em a vers?o Ampliada da Bateria de Habilidades Cognitivas Woodcock-Johnson III (WJ-III Ampliada). Para a realiza??o deste projeto foram desenvolvidos 4 diferentes estudos: 1- adapta??o da bateria (tradu??o, cria??o e adapta??o de itens para a realidade brasileira); 2- validade convergente, comparando os resultados da bateria WJ-III Padr?o com a Ampliada; 3 e 4 - validade de crit?rio tipo concorrente, comparando os resultados de dois grupos cl?nicos, crian?as diagnosticadas com Epilepsia Benigna da Inf?ncia com Pontas centro-temporais (EBICT) e crian?as com o diagn?stico de Transtorno do D?ficit de Aten??o e Hiperatividade (TDAH). Para o estudo 2 de validade convergente, foram avaliadas 70 crian?as de escola p?blica do Ensino Fundamental e M?dio, sendo 43 do sexo masculino e 27 do sexo feminino, com faixa et?ria entre 7 e 12 anos. Os resultados obtidos foram analisados segundo a correla??o de Pearson e An?lise da Vari?ncia entre sexo e idade para cada instrumento. Foram encontradas correla??es significativas entre as pontua??es totais da WJ-III Ampliada e as pontua??es totais na WJ-III vers?o Padr?o de (0,80), assim como, entre os subtestes que avaliam Intelig?ncia Cristalizada (Gc) da WJ-III Ampliada com a WJ-III Padr?o (Gc) (0,77). Tamb?m foram observadas correla??es significativas quando relacionados os subtestes que avaliam as demais habilidades de ambas as vers?es da Bateria WJ-III (0,73). Houve diferen?a significativa para a vari?vel Idade tanto na vers?o Ampliada quanto na vers?o Padr?o. J? a influ?ncia da vari?vel Sexo X Idade foi significativa apenas na vers?o Padr?o da WJ-III. Com rela??o aos estudos 3 e 4 de validade de crit?rio do tipo concorrente, foram estudadas 21 crian?as diagnosticadas com EBICT e 20 diagnosticadas com TDAH, com faixa et?ria entre 7 e 12 anos e de ambos os sexos. Os dois grupos cl?nicos foram pareados por crian?as de mesma idade, sexo e diagnosticadas sem dist?rbios neurol?gicos. As informa??es obtidas nos testes foram analisadas segundo a An?lise de Vari?ncia entre grupo, sexo e idade. Os resultados do estudo 3 apontaram para um desempenho inferior em todas as habilidades avaliadas no grupo EBICT em compara??o ao desempenho de crian?as diagnosticadas sem dist?rbios neurol?gicos. No estudo 4 o grupo de crian?as diagnosticadas com TDAH tamb?m apresentou desempenho inferior em todas as habilidades ao comparar com o desempenho do grupo controle. Portanto, tais dados indicam que a Bateria WJ-III vers?o Ampliada possui validade convergente com a WJ-III vers?o Padr?o e validade de crit?rio tipo concorrente ao diferenciar dois grupos cl?nicos, podendo assim contribuir para um diagn?stico mais detalhado das v?rias habilidades cognitivas e enriquecer ainda mais as possibilidades de instrumentos para avalia??o intelectual.

The Woodcock-Johnson 4th Edition Test Battery is the latest version of assessment battery which measures cognitive function in childhood and adulthood. This is a very large test battery and the adaptation of the Czech version of this method is in progress. However, some subtests are closely related to the language and cultural habits of a country. The aim of this diploma thesis is to examine selected verbal tests of the Woodcock-Johnson assessment battery in the Czech environment. Specifically if these subtests do not disadvantage children who are from other language environment than Czech. The theoretical part of the thesis speaks about the concept of bilingualism (definition, categorisation) and how bilingualism is reflected in the results of cognitive tests. It also introduces the theory of CHC, which was the basis for the creation of the Woodcock- Johnson assessment battery. It analyses verbal subtests of the Woodcock-Johnson test battery, fourth edition, in more details. The research study focuses on comparison of the results of two groups of children. The groups are divided according to the language environment from which the tested children come from: either Czech or Russian-Czech. The focus will be put onto (1) the extent to which the dissimilarities in the groups express cultural...

This diploma thesis aims to compare the results in the field of cognitive functions obtained by static and dynamic assessment of children with attachment disorder at preschool age. The ACFS-cz assessment battery was used for the dynamic assessment, specifically four subtests: Categorisation, Short-term auditory memory (Story Retelling), Short-term visual memory, Sequential Pattern Completion. The method of static assessment was Woodcock- Johnson IV COG, specifically four subtests: Visualization, Verbal Attention, Picture Recognition, Analysis-Synthesis. The research sample consisted of 16 preschool children (3 to 6 respectively 8 years) placed in institutional care. The results showed that there were no differences between the of the ACFS-cz pretest scores and the Woodcock-Johnson IV COG scores. While the comparison of the results of the ACFS-cz posttest with Woodcock- Johnson IV COG showed significant differences in the three examined areas (Categorisation, Short-term auditory memory, Short-term visual memory). The outcomes of the dynamic assessment lead to suitable interventions for the cognitive development of children in institutional care. Keywords ACFS, Woodcock-Johnson IV COG, cognitive functions, attachment disorder, preschool age.