The Personality Inventory for Children (PIC) is an objectively scored, multidimensional measure of child and adolescent behavior, affect, and cognitive ability and can be completed by parents. The overall goal of this project was to evaluate the psychometric characteristics of the PIC as a screening device for use with preschool populations. The…

The study investigated statistically significant correlations between levels of test anxiety and socioeconomic status among college sophomores and juniors. The Anxiety Scale (Alpert and Haber) was administered to students in an educational psychology course. Administrations were conducted at a neutral time, 45 days prior to the final exam, and…

This study was undertaken to examine the reliability and validity of a student-designed instrument developed to provide feedback to high school teachers on student perception of teacher performance. The Student Observation of Teachers and Teaching Techniques (StOTT) questionnaire was developed by a board of eleventh- and twelfth-grade Pennsylvania…

The Inventory of Individually Perceived Group Cohesiveness (IIPGC) is a self-report measure of an individual's perception of group cohesiveness, which is defined as the perceived degree, extent, or strength of mutual attention given by the membership to processes of cooperation, control, and task communication. The IIPGC provides a reliable…

Intended for employers concerned about problem solving and communication within their organization, this document outlines a strategy for developing an instrument that would provide objective data rather than impressionistic data. A questionnaire was designed to explore the relationship between the central constructs of problem solving and…

This report describes the development of the 1969-70 Michigan Educational Assessment measures used in assessing the levels and distribution of educational performance for Michigan's districts, schools, and pupils. The report has four sections. The first section contains a brief description of the 1969-70 assessment program, including a statement…

Three studies explored the effects of grouping versus randomized items in questionnaires on internal consistency and test-retest reliability with samples of 80, 80, and 100, respectively, university students and undergraduates. The 2 correlational and 1 experimental studies were reasonably consistent in demonstrating that neither format was…

A new questionnaire instrument, the Life Satisfaction Index for Adolescents (LSIA), has been developed for adolescents with Duchenne muscular dystrophy (DMD). This article reviews the conceptual basis of the LSIA, its development, and its reliability and validity (established with 15 male adolescents with DMD). (DB)

The validity of the Five Dimensional Life Satisfaction Index was evaluated with 48 adults with moderate mental retardation. Results showed reliability of alternate forms and internal consistency, convergent and discriminant validity, and construct validity. (Author/DB)

An instrument was developed to assess the community functioning of released insanity acquitees using items from previous scales and some original items. Preliminary results with samples from 254 to 1,187 subjects indicate that the developed questionnaire compares favorably in reliability with existing instruments. (SLD)

The Survey of Teenage Readiness and Neurodevelopmental Status (STRANDS), which includes a questionnaire and structured interview designed to assist in assessing learning problems in high school students, was administered to 54 older adolescents either normally achieving or with learning disabilities. Results provided preliminary support for the…

The Short Acculturation Scale for Hispanic Youth is a modification of an existing acculturation scale for Hispanic adults. Initial normative data as well as internal consistency and split-half reliabilities are provided. Exploratory factor analysis on scores of 141 Hispanic youth, grades 5-8, resulted in factors labeled Extrafamilial Language Use,…

The Speech-Language Pathologist Stress Inventory is a 48-item questionnaire adapted from the Teacher Stress Inventory. Factor analyses of the responses of 626 speech-language pathologists revealed 4 stress source factors: bureaucratic restrictions, time and workload management, lack of professional supports, and instructional limitations. (DB)