Search

Your search keyword '"Patti L"' showing total 19 results
Start Over Author "Patti L" Publication Type Reports
19 results on '"Patti L"'

1. The Principal's Role in Standards-Based Reform: Linking Accountability to Instructional Improvement.

Author

Chance, Patti L. and Anderson, Robert B.

Abstract

In 1997, the Nevada Legislature enacted the Nevada Education Reform Act to implement standards-based reform in all academic subjects in Nevada's schools. The act required that both teachers and principals be engaged in the process. This report describes a study of secondary principals' and secondary science teachers' perceptions of the impact that the new science standards have had on six areas: (1) instruction; (2) curriculum; (3) assessment; (4) accountability; (5) professional development; and (6) supervision. Attention was focused on the instructional leadership activities of principals and what they did to ensure implementation of Nevada science standards. Data were collected through a questionnaire (analyzed using descriptive statistics and t tests) and telephone interviews (analyzed qualitatively through domain analysis). The sample consisted of 159 science teachers and 56 administrators. The results showed that perceptions of administrators and science teachers on the impact of Nevada science standards differed significantly in all six areas related to instructional leadership. Principals tended to view standards as having greater impact on curriculum and instructional practices than teachers did. Teachers and principals generally perceived that teachers, more than principals, are accountable for student achievement. Also includes a summary of questionnaire results in tabular form. (Contains 31 references.) (WFA)

Published
2003

2. Technology Tools for Data-Driven Decision Making: Promising Professional Development for Rural School Leaders.

Author

Chance, Patti L.

Abstract

The Information Environment for School Leadership Preparation (IESLP) is a Web-based instructional system for educational administration preparation programs. The Web site presents a virtual rural school environment: a database of an actual rural school (using pseudonyms) containing information about students, teachers, school board members, test scores, curriculum, policies, and community demographics. It also presents problems that students are to address as school administrators. In an evaluation of the program, students were presented with a scenario concerning parent complaints about low student test scores. Students were organized into teams of four and required to prepare an analysis of student test scores and recommendations for a school improvement plan. Results indicated that after using IESLP, students tended to have a broader perspective on their approaches to decision making in that problems were more apt to be identified in terms of the total organization. Students showed a greater awareness of the use of many different kinds of data, not just peoples' perceptions, as essential sources of information for decision making. Students continued to value participatory decision-making but also indicated the need for people in the organization to possess the necessary information and data to make good decisions. Students reported gains in their professional use of technology in all areas, but especially in the use of spreadsheets and databases. Implications for educational administration preparation and professional development are discussed. (TD)

Published
2000

3. Enduring Expertise of School Psychologists and the Changing Demands of Schools in the United States.

Author

Harrison, Patti L.

Abstract

This book chapter explores the integration of two basic premises: (1) education in the United States will always be changing, and (2) school psychologists have fundamental expertise that will always be necessary regardless of changes in schools. Some changes in U.S. education are: school reform and organizational changes; special education reform; school health care services; increased diversity in student populations; school safety; financial cutbacks and downsizing; and implementation of state and national standards such as Goals 2000. Areas of expertise in school psychology that transcend the changes in education are found in the mini-series topics in one of the major journals in school psychology, "School Psychology Review." Topics are: (1) assessment; (2) consultation for educators and parents; (3) addressing the needs of diverse student populations; and (4) application of research to educational practices and policy. Eight guidelines to promote flexibility and growth in school psychology so that school psychologists remain indispensable professionals are presented. One table lists selected topics of mini-series and thematic issues in "School Psychology Digest" and "School Psychology Review." (JBJ)

Published
1996

4. Contemporary Intellectual Assessment: Theories, Tests, and Issues. Third Edition

Author

Flanagan, Dawn P., Harrison, Patti L., Flanagan, Dawn P., and Harrison, Patti L.

Abstract

In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations--including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities--in today's educational settings. New to this edition include: (1) Incorporates major research advances and legislative and policy changes; (2) Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability; (3) Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities; and (4) Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. This book contains six parts. Part I, The Origins of Intellectual Assessment, contains: (1) A History of Intelligence Assessment: The Unfinished Tapestry (John D. Wasserman); and (2) A History of Intelligence Test Interpretation (Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim). Part II, Contemporary Theoretical Perspectives, contains: (3) Foundations for Better Understanding of Cognitive Abilities (John L. Horn and Nayena Blankson); (4) The Cattell-Horn-Carroll (CHC) Model of Intelligence (W. Joel Schneider and Kevin S. McGrew); (5) Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory (Jie-Qi Chen and Howard Gardner); (6) The Triarchic Theory of Successful Intelligence (Robert J. Sternberg); and (7) Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-Based Theory of Intelligence (Jack A. Naglieri, J. P. Das, and Sam Goldstein). Part III, Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests), contains: (8) The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and the Wechsler Memory Scale-Fourth Edition (WMS-IV) (Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss); (9) The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III), the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test-Third Edition (WIAT-III) (Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss); (10) The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) (Gale H. Roid and Mark Pomplun); (11) The Kaufman Assessment Battery for Children-Second Edition (KABC-II) and the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) (Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman); (12) The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement (Fredrick A. Schrank and Barbara J. Wendling); (13) The Differential Ability Scales-Second Edition (DAS-II) (Colin D. Elliott); (14) The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment (R. Steve McCallum and Bruce A. Bracken); (15) The Cognitive Assessment System (CAS): From Theory to Practice (Jack A. Naglieri and Tulio M. Otero); (16) The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST) (Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines); (17) The NEPSY-II (Robb N. Matthews, Cynthia Riccio, and John L. Davis); and (18) The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations (Jack A. Naglieri and Tulio M. Otero). Part IV, Contemporary Interpretive Approaches and Their Relevance For Intervention, contains: (19) The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions (Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz); (20) Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World (Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff); (21) Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review (Randy G. Floyd and John H. Kranzler); (22) Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal-Performance Dichotomy into Evidence-Based Practice (Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda); and (23) Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD) (Nancy Mather and Barbara J. Wendling). Part V, Assessment of Intelligence and Cognitive Functioning in Different Populations, contains: (24) Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives (Laurie Ford, Michelle L. Kozey, and Juliana Negreiros); (25) Use of Intelligence Tests in the Identification of Giftedness (David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson); (26) Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition (Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega); (27) Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD) (Laura Grofer Klinger, Sarah E. O'Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries); (28) Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder (James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon); (29) Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury (Scott L. Decker, Julia A. Englund, and Alycia M. Roberts); and (30) Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD) (Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau). Part VI, Contemporary and Emerging Issues in Intellectual Assessment, contains: (31) Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests (Jeffery P. Braden and Bradley C. Niebling); (32) Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests (Timothy Z. Keith and Matthew R. Reynolds); (33) The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities (Daniel C. Miller and Denise E. Maricle); (34) The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions (Denise E. Maricle and Erin Avirett); (35) Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications (Rachel Brown-Chidsey and Kristina J. Andren); and (36) Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools (George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers). "The Three-Stratum Theory of Cognitive Abilities" by John B. Carroll is appended.

Published
2012

5. Introduction to Educational Leadership and Organizational Behavior: Theory into Practice. Second Edition

Author

Chance, Patti L. and Chance, Patti L.

Abstract

Like the bestselling first edition, this introductory textbook succinctly presents concepts and theories of educational leadership and organizational behavior and immediately applies them to problems of practice. It includes practical case studies, real-world scenarios and analyses, reflection questions, and straightforward explanations of theories useful to practitioners. The second edition includes a new chapter on organizational culture, expanded coverage of organizational structure, systems, and leadership, and additional case studies and scenarios representing real problems of practice. Contents include: (1) Applying Organizational Theory to Educational Leadership: An Overview of Theoretical Foundations; (2) Organizational Structure: Fundamental Constructs that Define Schools; (3) Systems Theory: Understanding the Dynamics of Schools as Open Systems; (4) Organizational Culture: Schools as Learning Organisms; (5) Leadership: Influencing Behavior, Relationships, and School Effectiveness; (6) Contingency Theory: Variables Affecting Organizations and Leadership; (7) Motivation: The Human Dynamics of Leadership; (8) Communication: The Impact of Organizational Structure on Information Flow and Perceptions; (9) Decision Making: An Essential Function of Leadership; (10) Organizational Change: Reforming and Restructuring; and (11) Applying Theory to School Leadership: Concluding Comments.

Published
2009

6. Strategic Communication During Whole-System Change: Advice and Guidance for School District Leaders and PR Specialists. Leading Systemic School Improvement #9

Author

Duffy, Francis M., Chance, Patti L., Duffy, Francis M., and Chance, Patti L.

Abstract

Times of great change in school districts require strategic communication with internal and external stakeholders including the use of school public relations tools and techniques. This book provides theoretical and practical advice and guidance to district-based change leaders and school public relations specialists on how they can support their district's transformation journey by engaging in strategic communication. The book also provides guidance on how to make simultaneous fundamental changes in three key sets (or change paths) of organizational variables that affect a school system's overall performance: Path 1--a district's relationship with stakeholders in the external environment; Path 2--a district's core and supporting work processes; and Path 3--a district's internal social infrastructure. A collection of essays written by school public relations practitioners and other change leaders who share their views is also included. This book is divided into three sections: (1) Navigating Whole-System Change in School Districts: What Change Leaders and School PR Specialists Need to Know to Support the Journey; (2) How Strategic Communication and School Public Relations Can Support Whole-System Change in School Districts; and (3) Voices from the Field. Section 3, Voices from the Field, includes the following essays: (1) Communicating with Key Stakeholders to Enable Strategic Change (Marilyn Saltzman); (2) Finding and Engaging the "Influentials": Effective School Public Relations during Times of Great Change (Barbara M. Hunter); (3) The Role of a School Board in Communicating Change in Front of and behind the Camera (Anne L. Bryant); (4) The Role of School Public Relations: Bringing Order out of Chaos (Sylvia Soholt); (5) Community Involvement in Decatur's Journey toward Excellence (Sunni Lee and Charles M. Reigeluth); and (6) Epilogue: Communicating in Times of Great Change.

Published
2006

7. The 2002 Conference on the Future of School Psychology: Implications for Consultation, Intervention, and Prevention Services

Author

Cummings, Jack A., Harrison, Patti L., and Dawson, Margaret M.

Abstract

In November 2002, the multisite Conference on the Future of School Psychology was sponsored by major professional associations of school psychologists. Conference goals included achieving consensus on current and future demands for school, conceptualizing the practice of school psychology in the face of diminishing numbers and increasing demand for services, and developing an agenda to use school psychology resources to maximize the benefits to the children and schools. Consultation, intervention, and prevention were major themes in all conference activities. The present article provides an overview of the conference and a summary of issues and outcomes from the conference that relate to educational and psychological consultation services.

Published
2004
Full Text
View/download PDF

8. Introduction to Educational Leadership & Organizational Behavior: Theory into Practice.

Author

Chance, Patti L., Chance, Edward W., Chance, Patti L., and Chance, Edward W.

Abstract

This book was written for the student-practitioner. It introduces organizational and leadership theories that are especially relevant to educational administration programs that prepare students for school and district leadership roles. It begins with a historical overview of organizational theory, in chapter 1, to provide a framework for understanding the structure and operation of modern school organizations. Chapter 2 presents basic concepts of organizational structure, focusing on the functions and goals of school organizations as these relate to social and cultural values and norms. Chapters 3 and 4 more fully explain the fundamental concepts of bureaucracy and social-system theories and their applications to school leadership. In chapter 5, theories of leadership are presented in terms of traits and behaviors of leaders. Chapter 6 relates the concepts of leadership to organizational structures through the presentation of contingency theories. Chapter 7 focuses on the concept of motivation, exploring human behavior and its impact on the organization. Chapters 8 and 9 discuss two primary functions of leadership: communication and decision-making. Finally, Chapter 10 pulls together the concepts of organizational structure and leadership through the presentation of organizational change theories. Each chapter concludes with two case scenarios relevant to the theories and concepts presented in the chapter, and references. (RT)

Published
2002

9. Continuing Professional Development Needs and Activities of School Psychologists.

Author

Fowler, Evelyn and Harrison, Patti L.

Abstract

Investigates school psychologists' continuing professional development (CPD) needs and their relationship to selected demographic factors and preservice training. A survey of 235 National Association of School Psychologists members reports that the greatest CPD needs are in the areas of direct service and consultation. No demographic variables were related to respondents' CPD needs. (Contains 27 references and 5 tables.) (Author/GCP)

Published
2001

10. The 'Motherese' of Mr. Rogers: A Description of the Dialogue of Educational Television Programs.

Author

Rice, Mabel L. and Haight, Patti L.

Abstract

Dialogue from 30-minute samples from "Sesame Street" and "Mr. Rogers' Neighborhood" was coded for grammar, content, and discourse. Grammatical analysis used the LINGQUEST computer-assisted language assessment program (Mordecai, Palen, and Palmer 1982). Content coding was based on categories developed by Rice (1984) and consisted of counts of immediacy, emphasis, nonliteral meanings, novel words, and explicit instructions regarding the interpretation of content. Discourse categories were four types of narratives proposed by Health and Branscombe: recounts, accounts, event casts, and stories. Findings indicated that the programs' dialogue was appropriate to young viewers, showing adjustments like those made by adults speaking to young children. Mean length of utterance was comparable to that of adults in interactions with children, the ratio of different words to total words equaled that of young children's language, sentence structure was simplified, and there was a pronounced emphasis on the here and now, as evidenced by a majority of present tense verbs, a high proportion of utterances about immediately visible topics or referents, and a preponderance of event casts as narrative structure. Repeated instances of linguistic emphasis were found, with frequent repetition of key terms. Both programs avoided complex word forms. Overall, the dialogue of educational children's programs follows the constraints and adjustments found in adults' child-directed language. (Author/RH)

Published
1985

11. Behavioral Components of Marital Satisfaction: An Individualized Assessment Approach.

Author

Johnson, Patti L. and O'Leary, K. Daniel

Abstract

Examined how spousal behaviors related to global and daily marital satisfaction. Eighty-two couples completed daily checklists of spousal behaviors for seven days using an individualized or a standardized assessment method. Daily behavioral event measures were significantly related to global and daily measures of marital satisfaction, discriminating distressed from nondistressed spouses. (KW)

Published
1996

12. Planning and Evaluating Preschool Screening and Assessment Programs.

Author

Harrison, Patti L.

Abstract

Guidelines are presented for incorporating screening and assessment into a sequential and comprehensive model of preschool intervention services. At-risk children who may receive intervention services and an ecological intervention model are described. Three categories of children may benefit from services of early intervention programs: children who are biologically at risk because of organic problems; children who are suspected to be at risk because of organic difficulties often associated with later problems; and children who are environmentally at risk because of social and interactional influences. An ecological model of early intervention services consists of a series of comprehensive steps: (1) case finding; (2) screening; (3) comprehensive assessment; (4) development of an intervention plan; (5) implementation of the intervention plan; (6) program monitoring and follow-up; and (7) development and implementation of a transition plan. Among the technical issues in planning and evaluation are the limitations of standardized tests in terms of reliability and construct validity. The criteria used to make decisions from screening and assessment must incorporate information about referral and eligibility rates and the validity of decisions. Five tables present information from previous studies to illustrate the discussion. (SLD)

Published
1990

13. Comparison of Three Draw-A-Person Scoring Systems for Young Children.

Author

Harrison, Patti L.

Abstract

Draw-A-Person (DAP) techniques are often used as developmental screening measures of non-verbal cognitive ability, particularly for young children who are being screened for possible early intervention services. The validity of the interchangeable use of three DAP scoring systems for kindergarten students was investigated by comparing scores and determining the relationship between the scores and predictive criterion measures of school aptitude and achievement. Subjects were 75 kindergarten students (42 females and 33 males) in a rural elementary school. Subjects were given the same instructions to draw a person, and results were scored by each of three systems: (1) the Goodenough-Harris Drawing Test of D. B. Harris (1963); (2) the McCarthy Draw-A-Child subtest of the McCarthy Scales of Children's Abilities (D. McCarthy, 1972); and (3) the Draw-A-Person scoring system of J. A. Naglieri (1988). In April of the children's first-grade year, 11 months after administration of the DAP tests, children were given the Stanford Achievement Test and the Otis Lennon School Ability test to establish predictive validity criterion data for the 60 subjects in the study who were still enrolled in the school. Results support a strong relationship between the scores of the three measures. However, there were significant differences in the mean scores, suggesting that different measures may result in different screening decisions. Results provide some limited support for the validity of the three measures in predicting later school ability and achievement. Three tables contain data from the study. (SLD)

Published
1990

14. Vineland Adaptive Behavior Scales Performance of EMR and TMR Children.

Author

Harrison, Patti L.

Abstract

Data were collected to develop special norms for the Vineland Adaptive Behavior Scales (VABSs) for educable mentally retarded (EMR) and trainable mentally retarded (TMR) children. These scales currently report special norms for retarded adults. The study also sought to determine if the low to moderate relationship typically found between intelligence and adaptive behavior scores of normal children is supported for samples of EMR and TMR children using the VABSs. Practitioners of the VABSs were contacted and asked to record demographic information; placement category; Vineland Survey Form (VSF), Vineland Expanded Form (VEF), and Vineland Classroom Edition (VCE) scores; intelligence test scores; and other test data concerning their clients. Data forms were studied for 204 EMR children and 113 TMR children ranging in age from 3 through 18 years at the time of VSF or VEF administration, and from 3 to 12 years at the time of VCE administration. Three tables of supplementary norm group percentile ranks were prepared. As expected, the mean Vineland scores for TMR children were lower than were those for EMR children. The means of VSF and VEF scores for EMR children indicate that the sample typically scored in the low range. However, means for the VCE daily living skills and socialization domains were in the moderately low range for EMR children. Most correlations with measures of intelligence indicated that the low to moderate relationship between intelligence and adaptive behavior was supported for EMR children. Seven tables present study data. (SLD)

Published
1990

15. We the People: The Celebration Continues.

Author

Franklin County Educational Council, Columbus, OH. and Denney, Patti L.

Abstract

This curriculum guide contains teacher-prepared elementary school lesson plans on the U.S. Constitution. The document was developed as a result of a Franklin County (Ohio) Educational Council U.S. Bicentennial-related Constitution workshop, during which elementary school teachers and principals exchanged knowledge and resources. Each lesson plan includes: (1) the lesson title; (2) a goal; (3) objectives; (4) a suggested lesson length; (5) the grade level(s); (6) required resource materials; (7) procedures and activities; (8) an evaluation statement; and (9) the name, school, and school district of the person who submitted the lesson. Some lessons contain student learning activity sheets. Specific units include: (1) 33 primary level lesson plans; (2) 43 intermediate level lesson plans; (3) 3 middle school lesson plans; and (4) 11 lessons that can be adapted for use in most of the elementary grades. Eight supplementary units, activities, or lessons are provided. Maps, photographs, and drawings are included. (JHP)

Published
1988

16. K-ABC Mental Processing Profiles for Gifted Referrals.

Author

Harrison, Patti L.

Abstract

This study sought to extend previous research by investigating performance of intellectucally gifted children on the Mental Processing Composite of the Kaufman Assessment Battery for Children (K-ABC). A sample of 54 children (aged 6-12) referred for possible gifted placement were administered the Sequential and Simultaneous scales. Average scores on the Sequential and Simultaneous scales were analyzed, and ipsative comparisons were examined. There were no significant differences between mean scores from the Sequential and Simultaneous scales. Ipsative comparisons indicated that the majority, 57 percent, exhibited no statistically significant differences between Sequential and Simultaneous scores. Thirty-one percent of the sample had a significant Sequential strength, compared to only 11 percent who had a Simultaneous strength. Spatial Memory was the most difficult subtest for the sample; Number Recall and Matrix Analogies stood out as the subtests on which subjects performed the best. Results of the investigation did not strongly support a characteristic profile on the K-ABC for children referred for gifted programs. (JDD)

Published
1988

17. An Annotated Bibliography Reviewing Recent Research Dealing with Factors and Innovations of School Readiness.

Author

McGlauchlen, Patti L.

Abstract

The early elementary teacher must find a reasonable solution to the question of how to best meet the needs of incoming 5-year-olds. This study reviews recent research on the academic and emotional needs of young students and on existing programs dealing with school readiness. Brief annotations are presented for 54 research articles. These articles deal with environmental and educational factors contributing to school readiness, school readiness screening instruments, and existing programs that offer alternatives to entry according to chronological age. A five-page summary discusses the findings of these studies. On the basis of the review, it is recommended that (1) children enter school at the traditional starting age requirement; (2) after the initial kindergarten experience, each child undergo screening to indicate readiness for first grade; and (3) a transitional program be offered for children needing a year to grow and mature before entering first grade. (CB)

Published
1984

18. The Performance of Emotionally Disturbed, Hearing Impaired, and Visually Handicapped Children on the Vineland Adaptive Behavior Scales.

Author

Harrison, Patti L.

Abstract

The Vineland Adaptive Behavior Scales were administered to 134 emotionally disturbed children (9-15 years old), 323 hearing impaired children (6-13 years old), and 185 visually handicapped children (6-13 years old). Respondents were residential program staff familiar with the children's daily activities. Scores were computed for six domains: communication, daily living skills, socialization, motor skills, and two measures of maladaptive behavior. Means and standard deviations are presented across the six domains for each of the three populations. Results indicated that the difference between the visually handicapped and non-handicapped sample was much greater than differences between the other two handicapped samples and the nonhandicapped sample. Greater variability in adaptive behavior scores was noted for hearing impaired and visually impaired samples. In general, the intercorrelations among adaptive behavior domains were higher for the visually impaired sample. Data supported the need for special norming of the Vineland for these populations. (CL)

Published
1983

19. Predicting Ego-Strength from Problem Solving Ability in College Students.

Author

Ittenbach, Richard F. and Harrison, Patti L.

Abstract

How successfully a student responds to the stresses of college life depends on several factors, including the time of onset, the degree of perceived threat, and the student's repertoire of coping skills. This study was conducted to determine if personal adaptability or ego-strength in college students could be predicted from knowledge of performance on scales reflecting five different problem solving dimensions of the personality (developmental autonomy, locus of control, intellectual competence, problem solving ability with a verbal component, and problem solving ability with a nonverbal component). College students (N=339) completed the Autonomy Scale of the Student Developmental Task Inventory-2, the Intellectual Efficiency Scale of the California Psychological Inventory, the Ego-Strength scale of the Minnesota Multiphasic Personality Inventory, the Internal-External Locus of Control Scale, and the Mystery Codes subtest and the Four Letter Words subtest of an experimental form of the Kaufman Adolescent and Adult Intelligence Test. The results of a step-wise regression analysis revealed that a measure of ego-strength could be predicted from knowledge of one's performance on other personality measures such as intellectual competence and locus of control. (Author/NB)

Published
1988

Catalog

Books, media, physical & digital resources
See catalog results