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Direct linkMykyta, Anne D.; Zhou, Zheng – Psychology in the Schools, 2017
Mobile applications (apps) are increasingly being used with children with autism spectrum disorder (ASD) to supplement their intervention packages; however, the Apps' educational utility is not yet understood. The lack of such knowledge results in young children's inequity of accessing quality intervention. The present qualitative study addressed…
Descriptors: Autism, Computer Software, Intervention, Telecommunications
Peer reviewedLevin, Gerald R.; And Others – Psychology in the Schools, 1975
A modification of the Boehm Test of Basic Concepts for use with pre-kindergarten children is presented. Guidelines for administration, age norms and information on reliability and validity are provided. (Author)
Descriptors: Cognitive Measurement, Diagnostic Tests, Disadvantaged Youth, Early Childhood Education
Peer reviewedMoers, Fran; Harris, Jerry – Psychology in the Schools, 1978
First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur, but a significant treatment effect did occur on the Stanford Achievement…
Descriptors: Ability Identification, Academic Achievement, Educational Diagnosis, Elementary Education
Peer reviewedSteinbauer, Erika; Heller, Marc S. – Psychology in the Schools, 1978
Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)
Descriptors: Academic Achievement, Children, Concept Formation, Elementary Education
Peer reviewedPowers, Stephen; And Others – Psychology in the Schools, 1986
The internal consistency reliability of the Boehm Test of Basic Concepts (BTBC) was examined for 40 Hispanic and 40 non-Hispanic kindergarten pupils in the Southwest. Subscale and total scale reliabilities appeared to be comparable. This evidence support the reliability of the BTBC for Hispanic and non-Hispanic kindergarten pupils. (Author)
Descriptors: Early Childhood Education, Hispanic Americans, Kindergarten Children, Test Reliability
Peer reviewedSilverstein, A. B.; And Others – Psychology in the Schools, 1983
Administered form A of the Boehm Test of Basic Concepts (BTBC) to kindergartners (N=180). Neither mean scores nor standard deviations differed significantly, and boys and girls had identical score distributions. Internal criteria for bias yielded totally negative results, showing no evidence of sex differences or sex bias. (Author/WAS)
Descriptors: Kindergarten Children, Primary Education, Sex Bias, Sex Differences
Peer reviewedSilverstein, A. B.; And Others – Psychology in the Schools, 1982
Applied an internal criteria for the detection of bias to standardization data for the Boehm Test of Basic Concepts. Despite sizable social class differences in mean scores, differences in rank orders of item difficulties were negligible. There was little evidence of test bias. (Author)
Descriptors: Children, Comparative Analysis, Elementary Education, Measures (Individuals)
Zhou, Zheng; Boehm, Ann E. – Psychology in the Schools, 2004
Two hundred first- and second-grade Chinese children's knowledge of basic relational concepts in following directions was assessed on the "Applications Booklet" of the "Boehm Test of Basic Concepts-Revised" (BTBC-R, 1986). Chinese children's performance was then compared with that of the standardization sample of the BTBC-R.…
Descriptors: Young Children, Grade 1, Grade 2, Knowledge Level
