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1.
Child Welfare ; 79(2): 197-222, 2000.
Article in English | MEDLINE | ID: mdl-10732259

ABSTRACT

Psychological assessments of children and parents are frequently used by social service caseworkers when making case planning decisions. Often, however, the two disciplines--psychology and social work--have difficulty collaborating in and coordinating their respective work. Caseworkers may lack formal training in how to understand and use psychological reports. Psychologists may lack formal training in forensic assessment and in understanding the constraints of the social service and child welfare systems. This article describes how caseworkers may become more sophisticated consumers of psychological assessments, and how collaborative relationships between evaluating psychologists and caseworkers can be fostered.


Subject(s)
Psychological Tests , Psychology , Psychometrics/methods , Referral and Consultation , Social Work/methods , Child , Humans , Interprofessional Relations , Psychology/methods , Psychology/standards
3.
Percept Mot Skills ; 83(1): 307-16, 1996 Aug.
Article in English | MEDLINE | ID: mdl-8873206

ABSTRACT

This study examined the differences among social skills and problem behaviors of disabled (n = 22) and nondisabled (n = 27) preschoolers on Social Skills Rating System-Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and 8 teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.


Subject(s)
Child Behavior Disorders/diagnosis , Disabled Persons/psychology , Personality Assessment/statistics & numerical data , Social Behavior , Child Behavior Disorders/psychology , Child, Preschool , Early Intervention, Educational , Female , Humans , Internal-External Control , Male , Psychometrics , Reproducibility of Results
4.
J Learn Disabil ; 28(4): 253-5, 1995 Apr.
Article in English | MEDLINE | ID: mdl-7738437

ABSTRACT

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 students with learning disabilities (LD) at the time of their triennial reevaluations. WISC-III Full Scale, Verbal, and Performance IQs were significantly lower than comparable WISC-R IQs by approximately one-third to one-half of a standard deviation. Correlations among the IQ scores were moderate to moderately strong. Implications of these findings for LD reevaluations are discussed.


Subject(s)
Learning Disabilities/diagnosis , Wechsler Scales/statistics & numerical data , Adolescent , Child , Female , Follow-Up Studies , Humans , Intelligence , Learning Disabilities/psychology , Male , Psychometrics , Reproducibility of Results
5.
Psychol Rep ; 75(2): 1027-41, 1994 Oct.
Article in English | MEDLINE | ID: mdl-7862776

ABSTRACT

Current conceptions of adult children of alcoholics do not account for recent suggestions that characteristics used to describe them are not valid. These conceptions do not explain the documented heterogeneity with regard to life and therapeutic outcomes. In this paper, an alternative model of outcomes is formulated. This model is based on self-schema theory, behavioral self-regulation and self-efficacy, the influences of the "ecological environment," and objective signs and subjective symptoms of dysfunction. It is argued that the model provides a better "fit" to the empirical data concerning outcomes and carries implications for assessment, treatment, and research.


Subject(s)
Alcoholism/psychology , Child of Impaired Parents , Research , Adaptation, Psychological , Humans
6.
Psychol Rep ; 66(3 Pt 2): 1135-42, 1990 Jun.
Article in English | MEDLINE | ID: mdl-2385702

ABSTRACT

This study examined the relationship of academic self-concept scores of 122 children with their achievement in Grade 6 as compared to general self-concept and locus of control. Academic self-concept correlated significantly higher with teachers' grades and standardized measures of achievement than either general self-concept or locus of control. A multiple regression analysis also confirmed the potential usefulness of academic self-concept for predicting students' achievement. Academic self-concept may be a more useful construct in helping understand students' achievement than frequently administered measures of general self-concept.


Subject(s)
Achievement , Personality Development , Personality Tests , Self Concept , Adult , Child , Female , Humans , Internal-External Control , Male , Psychometrics
7.
J Learn Disabil ; 22(4): 260-1, 1989 Apr.
Article in English | MEDLINE | ID: mdl-2738463

ABSTRACT

This study compared the performance of 18 elementary-age students with learning disabilities on the Stanford-Binet Intelligence Scale: Fourth Edition and the Kaufman Assessment Battery for Children. Correlations (corrected for restriction of range) between the two instruments were strong, r = .74, p less than .001 for Test Composite/Mental Processing Composite and r = .85, p less than .001 for Test Composite/Achievement.


Subject(s)
Intelligence Tests , Learning Disabilities/psychology , Stanford-Binet Test , Child , Female , Humans , Learning Disabilities/diagnosis , Male , Psychometrics , Students
9.
Percept Mot Skills ; 66(2): 619-26, 1988 Apr.
Article in English | MEDLINE | ID: mdl-3399341

ABSTRACT

This study examined differences in K-ABC performance between at-risk (n = 44) and normal (n = 49) preschool children. For the group at-risk, all of the mean global scores on the K-ABC clustered around a standard score of approximately 90. The normal group's mean scores were 15 to 21 standard-score points higher and clustered near 110. The results of t tests for independent samples indicated that the normal group's scores on both the global scales and K-ABC subtests were significantly higher than the at-risk group's scores in nearly every instance. Correlations among scores were consistent with previous findings for preschoolers on the K-ABC. For the normal group, correlations obtained among the global scales were nearly identical to those reported for the standardization sample. For the at-risk group, however, the correlation of .75 between Sequential processing and Achievement was higher than that (.58) between Simultaneous processing and Achievement.


Subject(s)
Achievement , Education, Special , Intelligence Tests , Language Development Disorders/psychology , Learning Disabilities/psychology , Child, Preschool , Female , Humans , Male , Risk Factors
10.
J Reprod Med ; 29(10): 705-11, 1984 Oct.
Article in English | MEDLINE | ID: mdl-6542591

ABSTRACT

Interest in the premenstrual syndrome (PMS) has increased rapidly in both the lay and professional communities during the past few years. Research on the causes, diagnosis and treatment of the disorder continues to expand. An area that has received little attention, however, is the current treatment practices of physicians who recognize PMS as a treatable disorder. Our study was a survey of 502 physicians from the United States and Canada regarding diagnostic and treatment services provided to their PMS patients. Descriptive results of the survey, as well as breakdowns by medical specialty and region, were obtained. The results have implications for current practice and future research.


Subject(s)
Premenstrual Syndrome/drug therapy , Female , Humans , Premenstrual Syndrome/diagnosis , Progesterone/adverse effects , Progesterone/therapeutic use , Suppositories , Syndrome , Vitamins/therapeutic use
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