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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 11 results
The Reliability and Construct Validity of Ratings for the Autism Behavior Checklist
Peer reviewed Peer reviewed
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Eaves, Ronald C.; Williams, Thomas O., Jr. – Psychology in the Schools, 2006
The reliability and construct validity of ratings for the Autism Behavior Checklist were examined with a sample of 198 children diagnosed with autistic disorder and conditions often confused with autism. Alpha coefficients for the five scales of the ABC as well as the Total Score were reported and the factor structure of the ABC was examined…
Descriptors: Check Lists, Test Reliability, Test Validity, Factor Analysis
Factor Analysis of the Pervasive Developmental Disorders Rating Scale with Teacher Ratings of Students with Autistic Disorder
Peer reviewed Peer reviewed
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Williams, Thomas O., Jr.; Eaves, Ronald C. – Psychology in the Schools, 2005
The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 2003) is a rating scale that is used in the screening process for pervasive developmental disorders (PDD). The PDDRS contains three scales: Arousal, Affect, and Cognition. In this study, the construct validity of the PDDRS was examined with teacher ratings from a sample of 168…
Descriptors: Test Validity, Rating Scales, Pervasive Developmental Disorders, Factor Analysis
The Reliability of Test Scores for the Pervasive Developmental Disorders Rating Scale.
Peer reviewed Peer reviewed
Williams, Thomas O., Jr.; Eaves, Ronald C. – Psychology in the Schools, 2002
Examines reliability of test scores for the Pervasive Developmental Disorders Rating Scale (PDDRS), a screening instrument used in the assessment of autistic disorder. The results indicated that coefficient alpha for the PDDRS Total Score was adequate for screening purposes for both age groups studied. The results of the test-retest study also…
Descriptors: Autism, Pervasive Developmental Disorders, School Psychology, Screening Tests
Exploratory and Confirmatory Factor Analyses of the Woodcock Reading Mastery Tests--Revised with Special Education Students.
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Williams, Thomas Oliver, Jr.; Eaves, Ronald C. – Psychology in the Schools, 2001
Analyzes the factor structure of the Woodcock Reading Mastery Tests-Revised (WRMT-R) using data from a sample of special education students. Woodcock asserted that the WRMT-R measured two important aspects of reading ability: Basic Skills and Reading Comprehension. Results of the analyses indicated a robust single factor and provided little…
Descriptors: Elementary Education, Factor Analysis, Factor Structure, Learning Disabilities
Criterion-Related and Construct Validity of the Pervasive Developmental Disorders Rating Scale and the Autism Behavior Checklist.
Peer reviewed Peer reviewed
Eaves, Ronald C.; Campbell, Hollie A.; Chambers, DaLee – Psychology in the Schools, 2000
Investigates validity of the Autism Behavior Checklist (ABC) measuring characteristics of individuals with autism, and the Pervasive Developmental Disorder Rating Scale (PDDRS) measuring pervasive developmental disorders. Results showed both instruments significantly discriminated between participants with autistic disorder and children with…
Descriptors: Behavior Rating Scales, Disability Identification, Elementary Education, Elementary School Students
Statistically Significant Differences between Subtest Scores on the Test of Reading Comprehension.
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Eaves, Ronald C.; Simpson, Robert G. – Psychology in the Schools, 1986
Contends that erroneous conclusions concerning intraindividual strengths may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when the difference between the two scores is not statistically…
Descriptors: Academic Ability, Comparative Analysis, Elementary Education, Elementary School Students
The Concurrent Validity of the Peabody Individual Achievement Test and Woodcock Reading Mastery Tests among Students with Mild Learning Problems.
Peer reviewed Peer reviewed
Eaves, Ronald C.; And Others – Psychology in the Schools, 1989
This investigation compared the Peabody Individual Achievement Test and the Woodcock Reading Mastery Test scores of 131 children in grades 1-8, in order to determine whether findings of lower Woodcock scores are equally robust for each level. Differences in validity coefficients decreased from earlier to later grades. (Author/PB)
Descriptors: Achievement Tests, Concurrent Validity, Elementary Education, Junior High Schools
The Concurrent Validity of the Peabody Individual Achievement Test Relative to the Keymath Diagnostic Arithmetic Test among Adolescents.
Peer reviewed Peer reviewed
Eaves, Ronald C.; Simpson, Robert G. – Psychology in the Schools, 1984
Investigated the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test in 171 adolescents. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. (JAC)
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Mathematics Achievement
The Cognitive Levels Test: Its Relationship with Reading and Mathematics Achievement.
Peer reviewed Peer reviewed
Eaves, Ronald C.; And Others – Psychology in the Schools, 1990
Evaluated relationship between Cognitive Levels Test (CLT) and two tests of academic achievement: Woodcock Reading Mastery Tests (WRAT) and KeyMath Diagnostic Arithmetic Test (KeyMath). Findings from children in kindergarten through second grade showed CLT to be rather highly correlated with KeyMath scores, modestly correlated with WRAT total…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Measurement, Mathematics Achievement
Cognition and Academic Achievement: The Relationship of the Cognitive Levels Test, the KeyMath Revised, and the Woodcock Reading Mastery Tests-Revised.
Peer reviewed Peer reviewed
Eaves, Ronald C.; And Others – Psychology in the Schools, 1990
Evaluated ability of Cognitive Levels Test (CLT) to estimate current achievement in mathematics (as measured by KeyMath Revised) and reading (as measured by Woodcock Reading Mastery Tests-Revised) among 38 private elementary and secondary school students. Validity coefficients indicated that CLT scores were moderately to highly correlated with…
Descriptors: Achievement Tests, Adolescents, Children, Cognitive Ability
Using Teacher Judgment and IQ to Estimate Reading and Mathematics Achievement in a Remedial-Reading Program.
Peer reviewed Peer reviewed
Eaves, Ronald C.; And Others – Psychology in the Schools, 1994
Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)
Descriptors: Children, Elementary Secondary Education, Intelligence, Intelligence Tests