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Education for All Handicapped…1
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Aiello, Rachel; Ruble, Lisa; Esler, Amy – Journal of Applied School Psychology, 2017
This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…
Descriptors: School Psychologists, National Surveys, Evidence Based Practice, Pervasive Developmental Disorders
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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
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Dempsey, Allison G.; Keller-Margulis, Milena; Mire, Sarah; Abrahamson, Catherine; Dutt, Sonia; Llorens, Ashlie; Payan, Anita – Advances in School Mental Health Promotion, 2015
Children born preterm are at risk for developmental deficits across multiple functional domains. As the rate of survival for preterm infants increases due to medical advancements, a greater understanding is needed for how to meet the needs of this growing population in schools. Because approximately 50-70% of children born preterm require…
Descriptors: Premature Infants, Guidelines, At Risk Persons, Developmental Disabilities
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Gregoire, Jacques; Coalson, Diane L.; Zhu, Jianjun – Assessment, 2011
The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not include verbal IQ and performance IQ scores, as provided in previous editions of the scale; rather, this edition provides comparisons among four index scores, allowing analysis of an individual's WAIS-IV performance in more discrete domains of cognitive ability. To supplement…
Descriptors: Intelligence Quotient, Measures (Individuals), Cognitive Ability, Scores
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MacLean, Hannah; McKenzie, Karen; Kidd, Gill; Murray, Aja L.; Schwannauer, Matthias – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
Intellectual assessment is central to the process of diagnosing an intellectual disability and the assessment process needs to be valid and reliable. One fundamental aspect of validity is that of measurement invariance, i.e. that the assessment measures the same thing in different populations. There are reasons to believe that measurement…
Descriptors: Mental Retardation, Factor Analysis, Goodness of Fit, Evaluation Methods
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Taki, Yasuyuki; Kinomura, Shigeo; Sato, Kazunori; Goto, Ryoi; Wu, Kai; Kawashima, Ryuta; Fukuda, Hiroshi – Brain and Cognition, 2011
This study applied volumetric analysis and voxel-based morphometry (VBM) of brain magnetic resonance (MR) images to assess whether correlations exist between global and regional gray/white matter volume and the cognitive functions of semantic memory and short-term memory, which are relatively well preserved with aging, using MR image data from 109…
Descriptors: Semantics, Cognitive Tests, Older Adults, Short Term Memory
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Coyle, Thomas R.; Pillow, David R. – Intelligence, 2008
This research examined whether the SAT and ACT would predict college grade point average (GPA) after removing g from the tests. SAT and ACT scores and freshman GPAs were obtained from a university sample (N=161) and the 1997 National Longitudinal Study of Youth (N=8984). Structural equation modeling was used to examine relationships among g, GPA,…
Descriptors: Intelligence, Grade Point Average, Structural Equation Models, Predictive Validity
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Whitaker, Simon – Intellectual and Developmental Disabilities, 2008
A meta-analysis of the stability of low IQ (IQ less than 80) was performed on IQ tests that have been commonly used--tests that were derived by D. Wechsler (1949, 1955, 1974, 1981, 1991, 1997) and those based on the Binet scales (L. M. Terman, 1960; L. M. Terman & Merrill, 1972). Weighted-mean stability coefficients of 0.77 and 0.78 were found…
Descriptors: Intelligence Tests, Intelligence Quotient, Evaluation Methods, Test Validity
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Jauregi, J.; Arias, C.; Vegas, O.; Alen, F.; Martinez, S.; Copet, P.; Thuilleaux, D. – Journal of Intellectual Disability Research, 2007
Background: Prader-Willi syndrome (PWS) is associated with a characteristic behavioural phenotype whose main features are, alongside compulsive hyperphagia, deficits in social behaviour: social withdrawal, temper tantrums, perseverative speech and behaviour, mental rigidity, stereotyped behaviour, impulsiveness, etc. Similar symptoms may also be…
Descriptors: Patients, Personality Traits, Memory, Intelligence Quotient
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Hopwood, Christopher J.; Richard, David C. S. – Assessment, 2005
Research on the Wechsler Adult Intelligence Scale-Revised and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) suggests that practicing clinical psychologists and graduate students make item-level scoring errors that affect IQ, index, and subtest scores. Studies have been limited in that Full-Scale IQ (FSIQ) and examiner administration,…
Descriptors: Scoring, Psychologists, Intelligence Quotient, Graduate Students
Slemon, Jill C.; Shafrir, Uri – 1998
This study investigated how obtaining predicted and actual scores on aptitude tests can provide crucial information regarding personal beliefs about ability. The ACID profile of the Wechsler Adult Intelligence Scale (Revised) (WAIS-R) was used to collect the subjective and objective scores of 92 college students with severe scholastic deficits…
Descriptors: Academic Ability, Academic Achievement, College Students, Evaluation Methods
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Carvajal, Tony L.; And Others – Psychology in the Schools, 1984
Investigated the change in IQ scores over time of subjects in classes for the Educable Mentally Handicapped. Analysis indicated a significant difference existed between Wechsler Intelligence Scale for Children scores administered at initial placement and Wechsler Adult Intelligence Scale scores administered later (mean age, 17 years-6 months).…
Descriptors: Adults, Children, Elementary Secondary Education, Evaluation Methods
Pray, Bruce S., Sr. – 1979
Professional assessment of mental retardation (MR) and learning disabilities (LD) is crucial to the implementation of P.L. 94-142 because it necessarily precedes the employment of trained teachers and because a plan for remediation depends on accurate assessment. Intelligence is a key element in the identification of MR-LD, but competent, fair…
Descriptors: American Indian Education, American Indians, Cultural Influences, Culture Fair Tests
Davis, Phillip J.; James, Leonard E. – 1974
A review of the literature indicated a recognition that interview behavior was critical to job placement and successful employment. Previous research, however, has not specified either the structure of inverview training with the mildly retarded or the outcomes of those programs. In a recent study, 29 of 40 mentally retarded young adults filled…
Descriptors: Adults, Employment Interviews, Evaluation Methods, Interpersonal Competence
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Vanderploeg, Rodney D.; And Others – Psychological Assessment, 1996
The validity of a technique for estimating premorbid intellectual functioning based on Wechsler Adult Intelligence Scale-Revised (WAIS-R) subtest performance and demographic information used in best-performance fashion was investigated with the 1,880 individuals from the WAIS-R standardization sample. Results support use of the approach. (SLD)
Descriptors: Ability, Adults, Demography, Estimation (Mathematics)
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