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Budiselik, William Robert. "Child-safe organisations : a wise investment?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1979.
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This thesis explores how in the last two decades a ‘child-safe organisations movement’ has emerged in Australia. The thesis title does not signal that the question posed therein is answered in this project, or even that it is answerable. The title is an invitation to the reader to hold the question in their mind as they read the thesis.This thesis addresses two research questions: What is a child-safe organisation? How can an organisation’s child-safe status be effectively represented to stakeholders? The outcomes of this project include a child-safe organisations framework and its critique. These are offered to those involved in organisations providing services to children as stimuli for reflection and loose scripts for enactment.The child-safe organisations framework and its critique were developed within interpretivist theoretical traditions and assumptions. Qualitative research methods consistent with these traditions were utilised to derive data from various sources including organisations’ stakeholders and purposively selected professionals (social workers, lawyers, administrators and insurers) to develop the framework.The research questions’ context is established by identifying the emergence of an Australian child-safe organisations movement. Impetus for the movement’s emergence came from revelations in the mid-1980s about child abuse in children’s institutions and then from recommendations of the Royal Commission into the New South Wales Police Service, which made findings about paedophilia. The thesis argues the movement’s advice can be typologised as good management, child protection, children’s rights and injury reduction.The thesis’ relevance and topicality has become more evident throughout the period of the project. In 2009 the Council of Australian Governments announced a specific strategy within a broad national framework to develop a nationally consistent approach to working with children checks and child safe organisations across jurisdictions (Protecting children is everyone's business: National framework for protecting Australia's children 2009-2020, 2009).
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Gleize, Lênia Pisani. "Manifestations of the grotesque in Angela Carter's love and wise children." reponame:Repositório Institucional da UFSC, 1996. https://repositorio.ufsc.br/xmlui/handle/123456789/158074.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T21:07:43Z (GMT). No. of bitstreams: 1 104004.pdf: 1399215 bytes, checksum: 8014e436ecbcba420b788b6cc1dbd2df (MD5) Previous issue date: 1996
Esta dissertação tem como objetivo investigar o emprego do grotesco, segundo as teorias de Wolfgang Kayser e Mikhail Bakhtin, em dois romances de Angela Carter: Love (1971) e Wise Children (1991). O primeiro capítulo caracteriza o "grotesco trágico", de acordo com a definição proposta por Wolfgang Kayser, bem como o "grotesco cômico", a partir do estudo de Mikhail Bakhtin. A seguir, analisa-se Love, tendo como foco de análise a trágica perspectiva de vida da protagonista do romance, a partir da descrição detalhada de seu comportamento. Neste capítulo, fica claro que o tipo de grotesco utilizado prioriza o grotesco romântico, ou trágico, assim descrito por Kayser, através da paródia do tema do amor romântico/trágico que está comprometido com o texto autenticamente "Romântico" de Edgar A. Poe. No terceiro capítulo apresenta-se a análise de Wise Children identificando-se o tom cômico empregado pelo narrador com o "grotesco cômico", assim descrito por Bakthin, focalizando-se basicamente em dois aspectos: o riso, e a velhice. A partir daí, sugere-se que houve uma modificação no emprego do grotesco cômico, ou seja, em Carter o uso do grotesco cômico reflete a ambigüidade inerente ao seu tempo, e não mais a certeza de transformação presente na interpretação Bakhtiniana do grotesco. Na conclusão, chama-se atenção para o fato de que uso dos dois tipos de grotesco identificados por Kayser e Bakhtin sofrem modificações, em Carter, que servem para demonstrar as mudancas sofridas pelo emprego contemporâneo do grotesco na narrativa.
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Root, Janine. "Performing and identity in Angela Carter's Nights at the circus and Wise children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/MQ52075.pdf.
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Wise, Wendy E. "The Effects Of The Wise Self-Esteem Project Upon The Development Of Self-Esteem In Primary Grade Children." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3474.
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Purpose of the study was to determine the effects of the Wise Self-Esteem Project (WISEP) on the development of self-esteem in primary grade children. Sample population was ethnically composed of approximately 270 Asian, Black, Hispanic, and White students. The majority of students were White and Hispanic; a lesser proportion were Asian and Black. The research questions focused on gains in self-esteem for WISEP participants. The Self-Appraisal Inventory (SAI), a student self-report measure, and the Behavioral Academic Self-Esteem (BASE), an observer rating scale, were used for data collection. Data analyses were based on pretest and posttest data from both instruments. Three-Way Anova of the gain scores indicated consistently superior gains for WISEP participants on all BASE subtests for grades one and three. Pearson correlation showed correlations between subtest scores to be substantial and significant. Second-grade WISEP participants whose research circumstances differed from first- and third-grade participants compared less favorably with second-grade control group. Chi-Square Test of Association showed gains of self-esteem level for WISEP participants to be significantly higher than the control group. Anova results indicated a significant gain in one category of self-esteem on the SAI for WISEP participants at the first-grade level. There were no significant gains for WISEP participants in any of the four categories at second- and third-grade level and no significant gains for the control group at any of the three grade levels.
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Trajano, Fábio Jarbeson da Silva. "Writing beyond the edges: appropriation, rewriting and blurring of genres in Angela Carters Nights at the Circus and Wise Children." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1815.
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O objetivo desta dissertação é investigar e analisar a transgressão e o borramento de fronteiras de gênero (categoria narrativa) e sua conexão com a emancipação do sujeito feminino no nível da narrativa nos dois últimos romances de Angela Carter, Nights at the Circus e Wise Children, à luz da teoria da intertextualidade paródica. O tipo de opressão pela qual passam as narradoras/protagonistas Fevvers e Dora Chance bem como as outras personagens femininas em ambos os romances mostra-se intrinsicamente relacionada às restrições ideológicas e formais tradicionalmente impostas aos gêneros (categoria narrativa) pelo patriarcalismo. Estas são precisamente as normas e regulamentos que Angela Carter se propõe desvelar, questionar e minar de forma a preparar o caminho para novas alternativas bem como diferentes possibilidades de futuro tanto para homens como mulheres. A principal contribuição desta dissertação está em sua tentativa de relacionar gênero (categoria narrativa), gênero (determinação sexual) e mudança social a fim de encorajar mais pesquisas sobre o poder político que subjaz a pós-moderna reescritura ou reinvenção e borramento de gêneros (categoria narrativa) praticada pelo sujeito femininoThe aim of this dissertation is to investigate and analyse the transgression and blurring of genre boundaries and its connection with the emancipation of the female subject on the level of the narrative in Angela Carters last two novels, Nights at the Circus and Wise Children, in the light of parodic intertextuality theory. The sort of oppression the narrators/protagonists Fevvers and Dora Chance as well as the other female characters undergo in both novels turn out to be intrinsically related to the ideological and formal constraints traditionally imposed on genres by patriarchy. These are precisely the norms and regulations Angela Carter sets out to unveil, question and undermine so as to pave the way for new alternatives as well as different future possibilities for men and women alike. The main contribution of this dissertation lies in its attempt to relate genre, gender and social change in order to nourish further research on the political power underlying postmodern female rewriting or reinvention and blurring of genres
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Tyson, Cynthia A. ""Shut my Mouth wide Open:" African American Fifth Grade Males Respond to Contemporary Realistic Children's Literature." The Ohio State University, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39271566.html.
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Del, Vecchio Tony. "The relationship between the Wechsler intelligence scale for children-revised (WISC-R), a short form (WISC-RSH), and the wide range achievement test (WRAT) in learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/724568.
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The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations.Department of Educational Psychology
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Wall, Mark. "The Effect of Ritalin on WISC-R Block Design WISC-R Coding and Bender Gestalt Developmental Scores of Hyperactive Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331544/.
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Psychological research suggests that Ritalin reduces the rate of maladaptive behaviors in hyperactive children but does not improve their academic performance. Teachers, however, often assert that writing skills and other graphic work are improved by Ritalin. Twenty elementary school children who had been diagnosed as hyperactive and who were taking Ritalin were tested using WISC-R coding, WISC-R block design, and Bender Gestalt. Ten of the subjects were assigned to a group which was first tested when the children were off Ritalin and subsequently tested when they were on Ritalin. The sequence was reversed for the remaining ten. This procedure was designed to counterbalance the effect of practice. Direct difference t-tests indicated that there were no differences between groups regarding any of the three dependent measures. Thus, results indicate that the popular conceptions among educators regarding the efficacy of Ritalin for improving visual-motor efficiency is open to serious question.
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Pollard, Anné Francoisé. "Group music therapy in a paediatric oncology ward working with a wide open group in a wide open space /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10072008-132209/.
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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.
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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.
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Rogers, Kendra. "Sex-role beliefs of children exposed to wife abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0030/MQ62494.pdf.
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Angeliki, Theodosi Eleni. "Intentional communication in children wish ASD : an ecological approach." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434762.
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Nickens, Nicole M. "Impact of intersubtest scatter on predictive validity of WISC-III /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091949.
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Maller, Susan Joyce. "Validity and item bias of the WISC-III with deaf children." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186756.
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The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is likely to become the most widely used test of intelligence with deaf children, based on the popularity of the previous versions of the test. Because the test was constructed for hearing children who use spoken English, the following major research questions were asked: (a) Does the WISC-III demonstrate adequate construct validity? and (b) Do specific items exhibit differential item functioning (DIF), and does the nature of the content of each item that exhibits DIF imply that the item is biased? The test was translated into sign language and administered to a total of 110 deaf children at three different sites. The deaf children ranged from ages 8 through 16 (M = 13.25, SD = 2.37), had hearing losses identified as severe or worse, were prelingually deaf, used sign language as their primary means of communication, and were not identified as having any additional handicapping conditions. The sample of deaf children was compared to a sample of 110 hearing children similar in age and Performance IQ. Construct validity was examined using a LISREL multi-sample covariance structure analysis. The covariance structures were different (χ ² (91) = 119.42, p =.024). A Rasch Model was used to detect DIF on the following subtests: Picture Completion, Information, Similarities, Arithmetic, Vocabulary, Comprehension. All of these subtests exhibited DIF, and DIF plus the differences in mean logit ability resulted in numerous items that were more difficult for deaf children on the above Verbal subtests. Item bias was judged by examining the contents of items that exhibited DIF. Items were biased due generally to translation issues and differences in the educational curricula. Thus, deaf children are at a distinct disadvantage when taking these WISC-III subtests. Practitioners are urged to consider these findings when assessing deaf children.
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Voight, Margaret M. "Is a view different from a wish? Considering the child's view in parenting disputes in Australian family law matters." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104438/1/Margaret_Voight_Thesis.pdf.
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This thesis explored the significance of and the intended purpose of the child custody law 2006 child 'voice' provision amendments to the Family Law Act of ascertaining a child's view instead of a child's wish. This thesis conducted both doctrinal and qualitative analysis to examine whether parliament intended that the amendment would translate to a change in statutory meaning which should in turn change the way Independent Children's Lawyers and Judges practiced. This thesis recommended legislative amendments to the Family Law Act to facilitate a clearer legislative pathway for a child's voice to be heard in parenting disputes.
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Smolkowski, Keith. "An evaluation of school-wide positive behavior support in middle schools with the Oregon Healthy Teens student survey /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411111&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-98). Also available for download via the World Wide Web; free to University of Oregon users.
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Hawken, Leanne S. "Evaluation of a targeted group intervention within a school-wide system of behavior support /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055691//.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 99-105). Also available for download via the World Wide Web; free to University of Oregon users.
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Lo, Miu-kwan Miriam. "An examination of the effects of marital violence on children." Hong Kong : [University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13417563.
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Scott, Mary Ann Lugo. "A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Zappia, Irene Antonia. "Cognitive performance of English and Spanish speaking Mexican-American children on the WISC-R and EIWN-R." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184315.
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The purpose of this study was to do a comparative analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R), a test of intelligence which is frequently used with Mexican American students, and its Spanish translation the Escala de Inteligencia Wechsler Para Ninos-Revisada (EIWN-R). The WISC-R was administered in English to 109 bilingual English proficient Mexican American students, and the EIWN-R was administered in Spanish to 109 other than English proficient or monolingual Spanish speakers. Language proficiency was determined according to students scores on the Language Assessment Scales (LAS). The groups were matched by sex, school and grade. Students tested were students who were referred for testing because of academic difficulties or students placed in Special Education classes who are required to be re-evaluated every three years. Using Confirmatory factor analysis, the first objective was to determine if the factor structures underlying the EIWN-R and the WISC-R are equivalent to the factor structure of the WISC-R normative population. The correlation matrices of both groups were compared to the correlation matrix of the normative population. Factor structures of the WISC-R and the normative population were found to be statistically different, while the factor structures of the EIWN-R and the normative group were not found to be different. The second objective was to determine if the subtest means of the WISC-R and EIWN-R were significantly different. To determine this, the subtest means of both groups were subjected to MANOVA. Significant differences between subtest means were found on four of the subtests. A MANOVA was also utilized for the third objective which set out to determine if significant differences in performance are present in the EIWN-R between those students who are placed in Special Education programs and those students who are not placed. So as not to confound the results, the EMR population was removed from the sample. Significant differences in the placed and the non-placed groups were found on eight of the eleven subtests. Implications of research findings are discussed as well as future trends regarding the assessment of language minority students.
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Lee, Jong Wook. "A genome-wide association study of cisplatin-induced hearing loss in children." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48487.
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Cisplatin is an effective chemotherapeutic agent used for a variety of solid organ malignancies in children and adults. However, its clinical use is limited by the high incidence of cisplatin-induced ototoxicity (CIO), which can affect up to 40-60% of children treated. To date, the genetic basis for CIO has been studied with only focused candidate-gene approaches.
Here we report the findings of the first genome-wide association study (GWAS) of cisplatin-induced ototoxicity in children. We examined 738,432 genetics markers in a discovery cohort of 282 Canadian paediatric patients treated with cisplatin, followed by a replication study in an independent Canadian cohort of 82 children. In addition, clinical, therapeutic, and demographic characteristics of cases and controls were analysed to identify clinical factors that may also contribute to the susceptibility to CIO.
The genome-wide analyses identified a significant association within the toll-like receptor 4 (TLR4) gene on chromosome 9. The most highly associated single nucleotide polymorphism (SNP) rs960312 conferred a highly protective effect against cisplatin-induced hearing loss (P = 1.19x10-⁸ , odds ratio = 0.22). This variant was subsequently replicated in an independent paediatric cohort (P = 0.018, odds ratio = 0.25). This variant is a tag SNP for a TLR4 promoter haplotype reported to have significantly altered transcriptional efficiency of TLR4. In both cohorts, CIO is significantly associated with younger age (P = 3.41x10-⁶), concomitant vincristine use (P = 2.03x10-¹²), and germ-cell tumour type (P = 4.50x10-⁶). After correcting for these clinical factors, TLR4 rs960312 remains highly associated (Uncorrected P = 1.16x10-⁹ ; Corrected P = 1.01x10-⁹).
Several lines of evidence from in vitro and in vivo studies have implicated TLR4 in cisplatin-induced cochlear toxicity and hearing loss. Here we provide the first evidence linking TLR4 and CIO in human patients treated for cancer, leading to new insights into the mechanism underlying this pervasive and clinically limiting adverse drug reaction. The identification of additional markers that contribute to the susceptibility of CIO can be used to develop individualized patient treatments, which can potentially improve safety and treatment outcome of cisplatin.Medicine, Faculty of
Medical Genetics, Department of
Graduate
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Snyder, Barbara Jean. "WISC-R performance patterns of referred Anglo, Hispanic, and American Indian children." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185671.
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The purpose of this study was to investigate the performance patterns of Anglo, Hispanic, and American Indian children on the WISC-R. The WISC-R is the most commonly used measure of ability for students who are referred for psychoeducational evaluation to determine special education placement. For this study, the WISC-R was administered to 48 American Indian children from various tribes, 64 Hispanic children, and 64 Anglo children who attended an urban school in a large Southwestern city. The subjects of the study, who were in 1st through 8th grades, were referred for evaluation based on their academic difficulties or were being reevaluated to determine the necessity for continued placement in learning disability programs. An examination of mean differences between the Verbal and Performance scores of the three groups revealed that differences between the Verbal and Performance scores were smallest for Anglo subjects. The Hispanic and American Indian groups each had a difference of one standard deviation between their Verbal and Performance scores. An exploratory factor analysis resulted in differing factor structures for each group. The Anglo children demonstrated the three factor structure defined by Kaufman (1975). The principal axis factoring extracted four factors for the Hispanic group. Three factors were extracted for the American Indian subjects; however, Factor 1 and Factor 2 differed from those of the Anglo subjects. Factor 3 was similar to that of the Anglo subjects. A confirmatory factor analysis was used to evaluate the equivalency of a hypothesized factor structure and Kaufman's (1975) three-factor structure among the three groups. The hypothesized model was found to fit across the three groups. The best fit for this model was between the Anglo and American Indian subjects. The poorest fit was between the American Indian and Hispanic students. No fit between the Anglo and Hispanic students was found for Kaufman's three-factor model. Implications of these results and recommendations for future research examining the assessment of children from minority cultures are discussed.
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Edwards, Wynne Margaret, and University of Lethbridge Faculty of Education. "School-aged children who have witnessed wife abuse : a descriptive study of social, educational, and health issues." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1987, 1987. http://hdl.handle.net/10133/6.
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Since the 1970s, wife abuse has been recognized and studied as a major problem in the Western World. Until this decade, little attention has been directed to the effects of these battering relationships on the children who witnessed them. This exploratory study described a group of children whose mothers had been previously physically abused by their intimate partners. Specifically, the school behavior and achievement, social behavior, and health concerns of the children were described. Twenty school-aged children between the ages of seven and thirteen years formed the sample. A combination of quantitative and qualitative research modes were used in the study. The children and their mothers were interviewed using semi-structured interviews designed for the study. A standardized behavior checklist, the Achenbach Child Behavior Checklist, was also completed by each mother, which further described her child and allowed for comparisons between the children in this study and children in a normalized sample. Comparisons were made between gender groups within the sample. The data were also reviewed for indications of the modeling behavior described in Social Learning Theory.
Children in the sample were reported to have witnessed the abuse of their mothers for an average of 4.7 years. Child abuse as well as wife abuse had occurred in a high percentage of the homes. There was a high incidence of intergenerational violence in the families of the children studied. Mother and child reports were highly consistent and comparisons based on gender showed no significant differences between boys and girls. Many school problems including a high percentage of school grade repeats were described. Aggressive behavior was reported for over half of the children. Few serious health problems were reported although many of the children complained of headaches and stomachaches. A large number of improvements occurred in the children after the abuse of the mother ended.
In spite of the many problems described, most of the children in the study seemed to be functioning well and the mothers were optimistic about their futures. It was concluded that with the help of such measures as supportive parenting and short-term counselling, these children should continue to function well. However, approximately one quarter of the children had more severe problems and will probably require long-term help.xiv, 125 leaves ; 28 cm
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Kelly, Esther Ellen Kuhn. "A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.
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Mullins, James E. "A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IV." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1172.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).
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Watts, Tirza Ramona. "Children's Perceptions of a District-Wide Physical Education Program." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2359.
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It is important that physical educators, teacher educators, and researchers do all they can to understand and help promote positive attitudes among students, as attitudes toward physical education (PE) may influence students' physical activity intentions and behaviors. The purpose of this study was to identify children's perceptions of PE as it is delivered via a district-wide PE program. Specifically, the study examined the following: (a) student perceptions of enjoyment and usefulness of the PE program as it is systematically delivered in their district, (b) student likes and dislikes with respect to PE, and (c) student voice as expressed directly by the students. The study used a previously validated attitude questionnaire (N = 277) with fifth and sixth grade students (ages 10-13) and follow-up focus-group and individual interviews (n = 24) to identify student perceptions of PE. Results identified three main categories: (a) teacher engagement, (b) student engagement, and (c) the impact of PE on students. Findings show students in this study had positive attitudes toward PE. This was due to curriculum and teachers, both perceived as enjoyable and useful. The quality of the PE these students received was possible through the components of the district-wide PE program.
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Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.
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The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction with, and importance of, various transition activities, as well as a measure of each child's adjustment to kindergarten was obtained from the respondents two months following the beginning of the school year. All respondents reported high levels of satisfaction with the overall transition process and rated nearly all of the individual transition activities as important to the overall transition process. However, parents were significantly more satisfied with the transition process than were the preschool or elementary school teams. In general, elementary school teams appeared less satisfied with their ability to understand the student's needs and family concerns, while preschool teams were less satisfied with their ability to make systemic decisions for their students. The data suggest that by incorporating a district-wide preschool to kindergarten transition process, parents and educators were able to provide satisfactory transitions for a group of young children with special needs. Limitations of the present study, as well as future directions for research, are also discussed.
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Tap, Relinde. "High-Wire Dancers: Middle-Class Pakeha and Dutch Childhoods in New Zealand." e-Thesis University of Auckland, 2007. http://hdl.handle.net/2292/1517.
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In contemporary New Zealand discourses the 1950s, 1960s and the early 1970s are seen as the era of the ‘Golden Weather’. This time came to an end when social change on an unprecedented scale took place from the end of the 1960s onwards. During the 1980s and 1990s the changes became very rapid due to transformations as part of the neoliberal reforms. Neoliberalism established new ways of governing the self through discourses of personal reflection, flexibility and choice as well notions of uncertainty, instability and risk. Risk discourses can be found at different junctures in New Zealand’s history, but contemporary discourses surrounding the self and childhood have shifted risk discourses in new ways. This has led to new regimes of rationality and practices of childhood and an increased governance of children and their families. This research documents the contexts and the interrelationships which influenced the new regimes of rationality and governance of childhoods in New Zealand. It also discusses the way a range of contradictory and conflictual cultural repertoires are negotiated and reproduced in the middle classes. In the last decades Pakeha and Dutch middle-class families in New Zealand have faced the prospect of declining fortunes. They have therefore adopted a cultural logic of childrearing which stresses the concerted cultivation of children. These regimes of concerted cultivation include risk discourses which affect everyday relationships and practices. This more global middle-class regime coexists with a local regime based on the New Zealand narrative of the time of the ‘Golden Weather’. Within this local repertoire a ‘typical’ New Zealand childhood is seen as safe and quite relaxed. This perceived childhood space is filled with beaches and other activities associated with nature which give children the opportunity and freedom to explore and develop a distinct Kiwi self. This local figuration is in contradiction with the often hectic pace of concerted cultivation and the anxieties surrounding risk discourses. Dutch middle-class parents in New Zealand also use concerted cultivation and they have adopted some of their host country’s figurations surrounding childhood and the outdoors. However, there is a difference in emphasis as Dutch parental narratives of self are more focussed on relationships with people rather than nature.The Ministry of Social Development, Building Research Capacity in the Social Sciences Doctoral Research Award, The New Zealand-Netherlands Foundation, The Anthropology Department,University of Auckland.
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Powers, Lisa J. "Examining effects of targeted group social skills intervention in schools with and without school wide systems of positive behavior support /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115581.
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Kuppers, Reiner. "An investigation of the Wisc-R coding subtest as a measure of learning potential." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25434.
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The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were classified as "learning disabled" and came from regional learning centers in each district. Twenty one students selected from elementary schools in the two districts were classified as "normal." Analysis of the data showed that the students could be pooled into two groups, one labeled "normal" and one "learning disabled." Further analysis found significant differences between the pre-and posttest Coding scores for the normal group but not for the learning disabled group. There was also a significant difference between the two groups on both their pre-and posttest Coding scores. Significant correlations were found between all four of the B.C.Q.U.I.E.T. subtest and posttest Coding scores for normal subjects. The learning disabled group's scores correlated significantly with the Coding subtest. For the normal group no significant correlations were found between pre-and posttest Coding scores; however these scores were correlated significantly for the learning disabled group. A multivariate discriminant analysis
found the two groups could be clearly separated by using a combination of all four B.C.Q.U.I.E.T. subtests and the pre-and posttest Coding scores.
Results indicated that students classified as "normal" showed significantly greater practice effects on the WISC-R Coding subtest than students classified as "learning disabled". Furthermore these two groups could be identified clearly using a discriminant analysis with a combination of all four subtests of the B.C.Q.U.I.E.T. and pre-and posttest Coding scores. It would seem that there is merit in pursuing the use of the WISC-R Coding test-retest scores to screen for learning disabilities, especially in combination with B.C.Q.U.I.E.T. subtest scores. Implications were
discussed.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Jones, Margaret Pearman. "I Wish I were a Tiger... Domestic Violence Research with Children Who Have Witnessed Domestic Violence." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-06112007-095021/.
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Thesis (honors)--Georgia State University, 2007.Title from file title page. Julia Perilla, thesis advisor. Electronic text (34 p. : ill.) : digital, PDF file. Description based on contents viewed Jan 16, 2008. Includes bibliographical references (p. 28-31).
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Ferrell, Natasha Shantel. "Evaluating the relationship between treatment integrity, social acceptability, and behavior outcomes within a school-wide positive behavior support system." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=62&did=1905733931&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270228113&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 63-71). Issued in print and online. Available via ProQuest Digital Dissertations.
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Pace, Deborah Faith. "An Analysis of Item Bias in the WISC-R with Kainaiwa Native Canadian Children." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6076.
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The present study examined the responses of 332 Kainai students ranging in age from 6 to 16 years to the Information, Arithmetic, and Picture Completion subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) in order to determine the validity of these subtests as a measure of their intelligence. Two indices of validity were assessed: (a) subtest unidimensionality, and (b) order of item difficulty. With regard to the assumption of unidimensionality, examination of the data indicated low item-factor loadings on the Information, Arithmetic, and Picture Completion subtests. Examination of difficulty parameters revealed a nonlinear item difficulty order on all three subtests.
These results support the conclusion of previous research that the WISC-R does not adequately assess the intelligence of Native children. Possible bases for the invalidity of the WISC-R for this population are discussed and recommendations for future research are presented.
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Enarson, Penelope Marjorie. "Improving the quality of care for inpatient management of childhood pneumonia at the first level referral hospital : a country wide programme." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96840.
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Thesis (MCur)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Pneumonia is the greatest single cause of mortality in children less than five years of age throughout the world causing more deaths than those due to AIDS, malaria and tuberculosis combined. Approximately 50% of all childhood pneumonia deaths occur in sub-Saharan Africa. Children in developing countries being treated for pneumonia frequently have one or more comorbid conditions which increases their risk of dying. The proper management of the child with severe or very severe pneumonia is essential to reduce case fatality. Standard case management (SCM) of pneumonia, has been shown to be an effective intervention to reduce deaths from pneumonia, but what is lacking is a means of delivering it in low-resource/high burden countries. A major barrier to wide application of this intervention in low-income countries is weak health-care systems with insufficient human and financial resources for implementing SCM to a sufficient number of children at a level of quality and coverage that would result in a significant impact. The objective of this dissertation is to address this issue by investigating ways of improving delivery of standard case management of pneumonia in district hospitals throughout Malawi, a high HIV-prevalent country which would result in a decrease in the in-hospital case fatality rates (CFR) from pneumonia in children less than five years of age. We reviewed the evidence base for SCM. Then we evaluated the development and implementation of a national Child Lung Health Programme (CLHP) to deliver SCM of severe and very severe pneumonia and a programme to provide uninterrupted oxygen supply in all paediatric wards at District Hospitals throughout Malawi. We demonstrated that it was feasible to implement and maintain both programmes country-wide. Thirdly we evaluated the trend in case fatality rates in infants and young children (0 to 59 months of age) hospitalized and treated for severe and very severe pneumonia over the course of the implementation of the CLHP. The findings from this study showed that in the majority (64%) of cases, who were aged 2-59 months with severe pneumonia there was a significant effect of the intervention that was sustained over time whereas in the same age group children treated for very severe pneumonia there was no interventional benefit. No benefit was observed for neonates. Fourthly we investigated factors associated with poor outcome reported in the previous study, in a subset of this cohort to determine the individual factors including demographics of the study population, recognised co-morbidities and clinical management that were associated with inpatient death. This study identified a number of factors associated with poor pneumonia-related outcomes in young infants and children with very severe pneumonia. They included co-morbidities of malaria, malnutrition, severe anaemia and HIV infection. The study found that the majority of reported comorbid conditions were based on clinical signs alone indicating a need for more accurate diagnosis and improved management of these comorbidities that may lead to improved outcomes. Other identified factors included a number of potentially modifiable aspects of care where adjustments to the implementation of SCM are indicated. These included enhancing correct classification of the severity of the disease, the use of correct antibiotics according to standard case management, more extensive availability and use of oxygen together with oximetry to guide its use,. Finally recommendations were made to address the identified reasons for poor outcomes and suggested future research.
AFRIKAANSE OPSOMMING: Pneumonie is die grootste enkele oorsaak van sterftes by kinders jonger as 5 jaar in die wêreld en veroorsaak meer kindersterftes as die menslike immuungebrekvirus (MIV), malaria en tuberkulose saam. Ongeveer 50% van kindersteftes van pneumonie kom in sub-Sahara-Afrika voor. Kinders in ontwikkilende lande, wie vir pneumonie behandel word, het dikwels een of meer bydraende toestande wat die doodsrisiko verhoog. Kinders wie ernstige of baie ernstige pneumonie onderlede het moet korrek behandel word om sterfte te voorkom. Die standaard protokolle om kinderpneumonie korrek te behandel het getoon om effektief te wees om die sterftesyfers te verlaag. In lae inkomste lande bestaan die strategieë nie om die protokolle aan te wend nie. ‘n Groot struikelblok in die aanwending van die pneumonie behandelingsprotokolle in lae-inkomste lande is die swak gesondheidsorgsisteme met onvoldoende menslike en finansiële hulpbronne. Die tekorte gee aanleiding tot die beperkte implementering van pneumonie protokolle wat die omvang en kwaliteit van die pneumonie protokolle beperk en daarom impakteer die protokolle nie op die kindersterftesyfer nie. Die doel van die verhandeling is om hierdie probleem aan te spreek deur navorsing hoe om die pneumonie protokolle landwyd in alle distrikhospitale in Malawi, ‘n land met ‘n hoë MIV prevalensie, aan te wend om sodoende die kindersterftesyfer (kinders jonger as 5 jaar) as gevolg van pneumonie te verlaag. Ons het die getuienis van die pneumonie protokolle ondersoek. Hierna is ‘n nasionale Kinderlong Gesondheidsprogram ontwikkel en landwyd geïmplementeer. Volgens die program is kinders met ernstige en baie ernstige pneumonie volgens Wêreldgesondheidsorganisasie (WGO) protokolle behandel. Ononderbroke suurstoftoevoer in alle pediatriesesale in distrikshospitale in Malawi veskaf. Die navorsing het getoon dat die implementering en instandhouding van pneumonie behandelingsprotokolle is landwyd moontlik. Verder het ons die tendens ondersoek of die kindersterftesyfer in babas en jong kinders (0 tot 59 maande) wat in die hospital opgeneem en behandel is vir ernstige en baie ernstige pneumonie tydens die implementering van pneumonie protokolle verminder het. Die bevindinge van hierdie verhandeling wys dat in die meerderheid (64%) van die kinders tussen 2 en 59 maande met ernstige pneumonie, en met die toepassing van die pneumonie protokolle, statistiesbetekenvol die sterfte syfer verlaag het. Die protokolle vir die behandeling van baie erstige pneumonie het nie dieselfde wenslike effek gehad nie. In neonate (jonger as 2 maande) was daar ook geen verlaging in die sterftesyfer nie. Laastens het ons die redes vir die swak uitkomste ondersoek in ‘n substudie en veral klem gelê op bydraende siektes en kliniesesorg tekorte geassosieer met pneumonie sterftes. Die studie het ‘n aantal faktore geïdentifiseer wat bygedra het tot die sterftesyfer in kinders met baie ernstige pneumonie en in neonate. Die geïdentifiseerde bydraende faktore het malaria, wanvoeding, erge anemie en MIV-infeksie ingesluit. Voorkomende maatreëls moet vir die geïdentifiseerde faktore ingestel word. Aanpassings in die pneumonie protokolle is voorgestel. Ten slotte word aanbevelings gemaak om die geïdentifiseerde redes vir swak uitkomste aan te spreek en verdere navorsingidees word aanbeveel.
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Gilchrist, James. "Genetic susceptibility to invasive Nontyphoidal Salmonella disease in African children." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:cd5097bf-1279-423b-a5e5-5cda104dae7f.
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Nontyphoidal Salmonella (NTS) causes invasive, and frequently fatal, disease in African children. The burden of disease secondary to NTS reflects inadequacy of Salmonella-control strategies in Africa, with expanding antibiotic resistance, and no licensed anti-NTS vaccine. The delivery of improved interventions to prevent, diagnose, and treat invasive NTS (iNTS) infection, will be facilitated by an improved understanding of the biological determinants of susceptibility to iNTS, including host genetic factors. To identify host genetic determinants of iNTS disease, we performed a GWAS and replication analysis of NTS bacteraemia in African children. This analysis identified and validated a common genetic variant in STAT4 associated with increased iNTS risk. To characterise the function of the NTS-associated STAT4 variant, we utilised a genotype-selectable bioresource of healthy European adults and samples from African children with iNTS disease. In these experiments, the risk genotype at STAT4 is associated with reduced STAT4 RNA expression in stimulated leukocytes, and reduced IFNγ production in both ex vivo stimulated natural killer cells and in the serum of African children with acute NTS bacteraemia. To validate genetic variation suggestively associated with NTS bacteraemia in the GWAS, NTS-associated loci with evidence of regulatory function were prioritised for functional characterisation. Using in vitro models of intracellular Salmonella infection and RNA interference, I characterise the role of a candidate NTS-susceptibility determinant, EVI5L, in Salmonella infections. Finally, applying a pathway enrichment analysis to the NTS bacteraemia GWAS demonstrated that NTS-associated genetic variation in African children is enriched for methionine salvage enzymes. I further investigate the potential for host-pathogen interaction in this pathway, generating and characterising Salmonella mutants deficient in methionine metabolism. Taken together, these data represent the first unbiased assessment of genetic susceptibility to iNTS disease in unselected populations. These results have important implications for the design of Salmonella-control strategies for use in Africa.
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Runciman, Carey Lynn. "A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1007467.
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The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperform Black Xhosa speaking children on Verbal, Performance and Full Scale IQs and all subtests, but that these differences tended to disappear when Full Scale IQ and school grade average were controlled for. No subtest score scatter was present for either group although more specific test items appeared to be more difficult for Xhosa speaking subjects and may have contributed to generally lowered scores. Results suggest that caution must be employed in assigning Xhosa speaking South African children to absolute IQ categories. However, the WISC-R has validity for diagnostic use on both White English speaking and Black Xhosa speaking South African children as there was no evidence of a significant Verbal IQ/Performance IQ discrepancy, or significant low subtest scatter for either group. Normative tables are presented for the use of WISC-R Adjunctive tests.KMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
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Duis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.
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The purpose of this investigation was to compare the performances on the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) of children with different developmental and neurological disorders. The primary question was whether the WRAML subtests significantly differentiate among children with Developmental Reading Disorders (RD; n = 44), with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 37), with Traumatic Brain Injury (TBI; n = 30), and without developmental or neurological disabilities (n = 103). Archival data from the TBI Project at James Whitcomb Riley Hospital for Children and from the Division of Psychology at Alfred I. duPont Institute was analyzed. The results of a discriminant functions analysis indicated that significant differences among the groups do exist on the WRAML and that the groups were discriminated from one another by three distinct types of tasks (i.e., functions): rote memory, verbal learning, and meaningful memory. Furthermore, based on WRAML performance alone, participants had a 63% chance of being classified into their proper diagnostic group. In addition to supporting the use of multi-dimensional tasks to assess memory, the results of this study have clinical relevance for developing diagnosis-specific recommendations for memory and learning problems.Department of Educational Psychology
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York, Jennifer. "Comparison of the Kaufman Brief Intelligence Test (K-BIT) and the Wechsler Scale for Children (WISC-IV) with referred students." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=622.
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Shafer, Micheal E. Neumann Craig Stephen. "Traumatic brain injury in children and adolescents an evaluation of the WISC-III four factor model and individual cluster profiles /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9033.
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Lo, Miu-kwan Miriam, and 盧妙群. "An examination of the effects of marital violence on children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B43893387.
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Avis, Cheryl Esme. "WISC-R coding incidental recall, digit span and supraspan test performance in children aged 6 and 7." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007506.
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The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.
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Krouse, Hailey Elizabeth. "The Reliability and Validity of the WISC-IV with Deaf and Hard-of-Hearing Children." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04282008-152708/.
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The present study examined the reliability and validity of the Wechsler Intelligence Scale for ChildrenâFourth Edition (WISC-IV) for use with Deaf and Hard-of-Hearing (D/HOH) children. The participants, who were psychologists working directly with D/HOH children, entered data on D/HOH children (n= 128) in encrypted Excel spreadsheets sent via email. Results revealed that 8 of the 10 WISC-IV subtests/composites assessed were significantly more reliable (p < .05) compared to the split-half internal consistency reliabilities reported in the WISC-IV Technical and Interpretive Manual (2003) for the normative sample. In addition, the mean Perceptual Reasoning Index (M = 93.21) and Verbal Comprehension Index (M = 80.86) for this sample were significantly lower (p < .001) than the population mean (M = 100). Although the mean Verbal Comprehension Index was not significantly lower than one standard deviation from the mean (M = 85) Interrelationships among the WISC-IV subtests for this sample were assessed through Pearson Product Moment correlations. Of the 44 correlations, 29 were significantly greater than zero (i.e., the 95% confidence interval did not contain zero). Overall, the results support the reliability of the WISC-IV for D/HOH children. However, the evidence for the validity of the WISC-IV with D/HOH children is inconclusive. Further research is needed to investigate the validity of the WISC-IV (e.g., convergence, test-criterion, factor structure) for use with D/HOH children.
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Martin, Laura Paige. "The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500228/.
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The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration scores were used to compare high- and low-test-anxious subjects by the type of instructions they received prior to testing. This comparison yielded no significant differences between high and low-test-anxious subjects, indicating that the way the WISC-R is Introduced does not play a significant role in the WISC-R performance of high- and low-test-anxious children.
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Havey, James Michael. "The relationship among K-ABC and WISC-R scores obtained from learning disabilities referrals : a multiple regression analysis." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441106.
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The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R as part of a standard battery.Descriptive statistics and univariate correlations were computed. Multiple regression procedures revealed that significant relationships existed between the composite of predictor variables, the Wechsler Verbal and Performance IQ's, and the criterion variables, the K-ABC Mental Processing Composite and the K-ABC Achievement score when each was considered separately.Stepwise multiple regression procedures indicated that the unique contribution of the Wechsler Verbal IQ to the prediction of the K-ABC Mental Processing Composite was statistically significant. A significant relationship was not found, however, between the Performance IQ and the K-ABC Achievement score when the Verbal IQ had been statistically controlled.
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Norman, Prater Kimberly. "A WISC-III short form and the Woodcock-Johnson III tests of cognitive abilities : correlations with gifted children." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292036.
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The overall purpose of this study was to investigate the nature of the relationship between a recently revised, multidimensional intelligence test (WJ III COG) and a short form of an older, well-established intelligence test (WISC-III) with intellectually gifted children. As such, this study examined the implications of using a theoretically and empirically sound choice (WJ III COG) as compared to a more practical alternative (i.e., WISC-III short form); it also explored the impact of different cut-off and eligibility criteria upon eligibility decisions. Participants were solicited from a group of 75 students who had been nominated for a gifted program at a small elementary school located on the urban fringe of a midsize city in the Midwest. Thirty-five students, ranging in age from 9 years, 2 months to 11 years, 1 month, participated in this study. The sample included 15 students who were admitted into the program and 20 students who were deemed ineligible. The WISC-III short form exhibited a positive relationship with the WJ III COG, as its FSIQ estimate correlated significantly with both the WJ III COG GIA-Std and BIA scores, accounting for approximately 33% and 35% of the variance, respectively. The eligible group performed significantly higher on the WISC-III short form than the WJ III COG, whereas the ineligible group performed consistently across all global measures of intelligence. The eligibility of 46% of the sample varied as a result of the test and restrictiveness of the cut-off criteria. More students were identified as intellectually gifted when flexible, rather than strict, cut-off criteria were used to make eligibility decisions. Moreover, the eligibility of approximately 63% of the participants varied as a result of the test and whether eligibility criteria involved general and specific intellectual abilities or solely general intellectual ability. More students were deemed eligible when general and specific intellectual abilities were considered as compared to decisions based only on general intellectual ability.Department of Educational Psychology
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Bickell, Alexa. "WISC-IV test performance of grade 3 Xhosa-speaking children : an extension of a prior South African normative database." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5730.
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Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.
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Hofstadter, Kristi L. "Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.
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Garner, Briel Francis. "Measuring Speech Perception in Children With Speech Sound Disorders Using the Wide Range Acoustic Accuracy Scale." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9109.
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The purpose of this study was to measure the speech perception of children with speech sound disorders and compare it to that of adults and typically developing children. A secondary purpose was to determine if an adaptive-tracking tool, the Wide Range Acoustic Accuracy Scale (WRAAS) equalized task demands across participants independent of perceptual ability. The participants included 31 adults, 15 typically developing children, and 15 children with speech sound disorders. Children with speech sound disorders all had difficulty producing /r/ correctly. Each participant completed perceptual testing discriminating differences in three syllable contrast pairs: /bɑ/-/wɑ/, /dɑ/-/gɑ/, and /rɑ/-/wɑ/. Results indicated that children with speech sound disorders had significantly poorer perception than the adults for /bɑ/-/wɑ/ and /dɑ/-/gɑ/ and significantly poorer perception than their typically developing peers for the /rɑ/-/wɑ/ contrast. Adults and typically developing children did not differ in their perception of any contrast. Results also indicated that WRAAS equalized the number of trials across all participants irrespective of perceptual ability. We discuss clinical implications of these results and how WRAAS may be used in future research and in clinical work to efficiently and effectively determine perceptual abilities of children with speech sound disorders.
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Jacoby, Rhonda L. Edwards Linda L. "The effectiveness of a proactive school-wide approach to discipline at the middle school level." Diss., UMK access, 2008.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2008."A dissertation in urban leadership and policy studies in education and education." Advisor: Linda L. Edwards. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 6, 2009. Includes bibliographical references (leaves 84-91). Online version of the print edition.
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Campbell, Krystal. "Correlations between the WISC-IV, SB: V, and the WJ-III Tests of Achievement which has a better relationship with reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=618.
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