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Structural Extension of the Cattell-Horn-Carroll Cross-Battery Approach to Include Measures of Visual-Motor IntegrationBrooks, Janell Hargrove 17 August 2009 (has links)
In spite of the long-standing tradition of including measures of visual-motor integration in psychological evaluations, visual-motor abilities have not been included in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities or its complementary cross-battery approach to assessment. The purpose of this research was to identify the shared constructs of a popular test of visual-motor integration and a test of intellectual functioning, and to investigate how a test of visual-motor integration would be classified within the CHC model. A large normative sample of 3,015 participants that ranged in age from 5 to 97 years completed the Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II; Brannigan & Decker, 2003) and the Stanford-Binet Intelligence Scale, Fifth Edition (SB5; Roid, 2003). Correlational analyses indicated positive moderate correlations across all age ranges between the Bender-Gestalt II Copy measure and the SB5 Nonverbal Visual-Spatial Processing subscale and between the Bender-Gestalt II Recall measure and the SB5 Nonverbal Visual-Spatial Processing and Nonverbal Working Memory subscales. Exploratory factor analyses revealed a three-factor model for four age groupings and four-factor model for one age grouping, suggesting factors which represent crystallized ability, fluid reasoning, and visual-motor ability. The results of this study suggest that the Bender-Gestalt II measures abilities that are not included in the SB5. Therefore, the Bender-Gestalt II would complement an intelligence test such as the SB5 in order to form a CHC Visual Processing (Gv) broad ability factor. These findings also address the need for further research to validate the constructs measured by newer versions of widely-used tests of cognitive ability.
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A Comparison of Teachers' and School Psychologists' Perceptions of the Cognitive Abilities Underlying Basic Academic TasksPetruccelli, Meredith Lohr January 2008 (has links)
The Cattell-Horn-Carroll Theory of cognitive functioning is a well-validated framework for intelligence. Cross-battery assessment is a means utilizing CHC theory in practice. School psychologists write recommendations with the assumption that teachers understand the cognitive abilities underlying basic academic tasks in the same way. Theoretically, the more similar the understanding of these two groups, the greater the likelihood of appropriate referrals and intervention fidelity. Teacher perceptions of their students' cognitive abilities impact the referrals that they make and intervention strategies that they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into the CHC broad abilities. The central research questions being asked are as follows: Are school psychologists and teachers equally proficient at identifying the broad cognitive ability demands of a basic academic task? How do the responses of the participants compare to the theoretical model presented? Do teachers and school psychologists become better at identifying the cognitive demands of a task with experience or higher levels of training? In order to answer the first research question, MANOVAs were performed. There was a significant overall difference between groups on their responses. While teachers and school psychologists differed significantly on five of the eight CHC broad ability scales. School psychologists were only significantly better at consistently identifying the basic academic tasks that utilized Fluid Reasoning. To answer the second research question, principal components factor analysis was performed. The factors created displayed limited similarity to the theoretical factors. Pearson correlations between the theoretical factors and the factors created through factor analysis revealed multiple positive correlations that accounted for more than 10% of the variance. The theoretical scales that were more significantly correlated were Fluid Reasoning, Auditory Processing, and Processing Speed. To answer the third research question, Pearson correlations were calculated. This analysis revealed that neither group develops a better understanding of the cognitive abilities required to perform academic tasks with experience. Level of education is not related to accuracy for teachers on any of the items. Level of education is significantly correlated with accuracy in identifying tasks that require Visual Processing for school psychologists. / School Psychology
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Quality of Life in Pediatric Patients with Intestinal Failure on Home Parenteral NutritionCarricato, Megan 06 January 2011 (has links)
Introduction: Medical advances have resulted in reduced mortality of pediatric patients with Intestinal Failure. Consequently, more patients go home on parenteral nutrition (PN) for extended durations. This time-consuming and complicated therapy necessitates persistent vigilance in monitoring and response to potential life-threatening side effects. These issues may impact quality of life (QOL) for patients, caregivers and families.
Methods: This observational, cross-sectional, mixed-methods analysis of multidimensional QOL used a quantitative battery assessment and a qualitative focus group. Questionnaire results were compared to published norms, published small bowel transplant (SBTx), and institutional SBTx patients.
Results: Home PN proxy assessments scored children lower than published norms but similar to SBTx. The child self-reports were similar to both normative and SBTx populations, except lower general and overall health. Generic questionnaires did not capture disease-specific issues.
Conclusion: QOL is compromised in children on home PN and caregivers compared to norms but is similar to SBTx.
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Quality of Life in Pediatric Patients with Intestinal Failure on Home Parenteral NutritionCarricato, Megan 06 January 2011 (has links)
Introduction: Medical advances have resulted in reduced mortality of pediatric patients with Intestinal Failure. Consequently, more patients go home on parenteral nutrition (PN) for extended durations. This time-consuming and complicated therapy necessitates persistent vigilance in monitoring and response to potential life-threatening side effects. These issues may impact quality of life (QOL) for patients, caregivers and families.
Methods: This observational, cross-sectional, mixed-methods analysis of multidimensional QOL used a quantitative battery assessment and a qualitative focus group. Questionnaire results were compared to published norms, published small bowel transplant (SBTx), and institutional SBTx patients.
Results: Home PN proxy assessments scored children lower than published norms but similar to SBTx. The child self-reports were similar to both normative and SBTx populations, except lower general and overall health. Generic questionnaires did not capture disease-specific issues.
Conclusion: QOL is compromised in children on home PN and caregivers compared to norms but is similar to SBTx.
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