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A Culture of Knowledge Production: Testing and Observation of Dutch Children with Learning and Behavioural Problems (1949-1985)
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Bakker, Nelleke – Paedagogica Historica: International Journal of the History of Education, 2017
This article focuses on the role the Dutch school for children with "learning and behavioural problems" (LOM) has played in knowledge production about learning disabilities and in the development of academic study of special education between 1949 and 1985. LOM-schooling grew rapidly during these years and attracted relatively many…
Descriptors: Foreign Countries, Educational History, Testing, Observation
Impact of Test-Taking Behaviors on Full-Scale IQ Scores from the Wechsler Intelligence Scale for Children-IV Spanish Edition
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Oakland, Thomas; Harris, Josette G. – Journal of Psychoeducational Assessment, 2009
Research on children's counterproductive test behavior supports a three-factor model for behaviors: inattentiveness, avoidance, and uncooperative mood. In this study, test behaviors measured by the Guide to the Assessment of Test Session Behaviors (GATSB) are rated on a sample of 110 Hispanic Spanish-speaking children included in the Wechsler…
Descriptors: Intelligence Tests, Testing, Intelligence Quotient, Measures (Individuals)
Student Error in Administering the WISC-R: Identifying Problem Areas.
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Slate, John R.; Jones, Craig H. – Measurement and Evaluation in Counseling and Development, 1990
Investigated most frequent types of examiner errors made by graduate students (n=26) in administering Wechsler Intelligence Scale for Children-Revised (WISC-R) and examined on which items these mistakes were most likely to occur. Findings identified deficiencies in traditional methods of teaching students how to administer the WISC-R. Students…
Descriptors: Error Patterns, Examiners, Graduate Students, Higher Education
Problems in the Practical Establishment of Predictive Measures in the Schools: Part Two.
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Severson, Roger A. – 1970
This report discusses the practical problems encountered in a longitudinal study now in its fourth year, where the focus has been the early identification of later learning disorders. The general goal was the identification of tests with the characteristics of high reliability, low cost, short time to administer, low demand on scoring…
Descriptors: Academic Achievement, Educational Diagnosis, Intelligence Tests, Learning Problems
Comparison of Scores on the WISC-R and the Stanford-Binet, Fourth Edition, for Rural Gifted Students.
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Ellzey, John; Karnes, Frances A. – Rural Special Education Quarterly, 1993
For 40 gifted students, the mean Full Scale score of the Wechsler Intelligence Scale for Children-Revised was 13.52 points higher than the mean composite score of the Stanford-Binet, Fourth Edition (Binet-IV). Between the two instruments, 11 of 15 possible subscale correlations were significant. Use of the Binet-IV might result in placement of…
Descriptors: Elementary Secondary Education, Gifted, Intelligence Quotient, Intelligence Tests
Development of WISC-R Administration Observational Checklist.
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Stewart, Krista J. – 1985
The Wechsler Intelligence Scale for Children-Revised (WISC-R), one of the most commonly used tests of cognitive ability, is difficult to administer accurately. The purpose of this study was primarily to assess interrater agreement on the WISC-R Administration Observational Checklist (WAOC), a new observational instrument that can be used by an…
Descriptors: Educational Psychology, Elementary Secondary Education, Examiners, Higher Education