Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validating the potential factor structure. Despite the fact that Relational Skills (RS), Counting Skills (CS) and Operations (O) are expected to constitute…

Children with autism spectrum disorder are often reported to have more sleep deficits and poorer sleep quality compared with children with typical development. However, most previous studies have serious methodological limitations, such as varying sample sizes in the comparison groups, wide age range of participants, and body mass index not…

We explored the potential of a robotics application in education as a measurement tool of child executive functioning skills. Sixty-five kindergarteners received assignments to go through a maze with a programmable robot, the Bee-Bot. Via observation we quantified how they solved these tasks. Their performance was successfully aggregated into a…

Autism spectrum disorders (ASD) are characterized by a series of deficits in social interaction and communication and restricted, repetitive, and stereotyped behavior patterns. In addition, a high percentage of ADS is associated with anxiety disorders. The goal of this study is to assess the perception of anxiety in a group of children and…

To promote efficient clinical practice, interest has been growing in brief assessment scales to replace full-scale versions in some circumstances. In nonclinical populations, the Wechsler Abbreviated Scale of Intelligence (WASI) has substituted for the Wechsler Intelligence Scale for Children--Third Edition (WISC-III). Agreement between these…

Determination of neuropsychological impairment involves contrasting obtained performances with a comparison standard, which is often an estimate of premorbid IQ. M. R. Schoenberg, R. T. Lange, T. A. Brickell, and D. H. Saklofske (2007) proposed the Child Premorbid Intelligence Estimate (CPIE) to predict premorbid Full Scale IQ (FSIQ) using the…

Examines the empirical analysis of assessment instruments currently used by school psychologists. Wechsler Intelligence Scales, Bender-Gestalt, and Draw-A-Person are the instruments most often used by the 251 practitioners surveyed. Data found a strong relationship between training and practice. Discusses the effectiveness of current measures used…

Results of an index of premorbid intellectual functioning in children were cross-validated. Using a clinically relevant sample of 76 nonimpaired and 23 organically impaired children, Wechsler Intelligence Scale for Children-Revised IQs predicted by the index were found to correlate at only minimal and nonsignificant levels with actual IQs. (Author)

A verbal comprehension deviation quotient and a perceptual organization deviation quotient are presented as alternatives to the Verbal and Performance IQs when attempting to measure the Wechsler Intelligence Scale for Children-Revised verbal comprehension and perceptual organization factors. The freedom from distractibility deviation quotient…

Analyzes the longitudinal factor structure of the WISC-III for both configural and metric invariance with a group of 177 students with disabilities. Concludes that the WISC-III measures the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent…

This document examines the use of measurement tools to evaluate children's psychological development. The first part of the document discusses the identification and quantification of developmental landmarks and the reasons for evaluation. The second part reviews several evaluation instruments. The Ruth Griffiths mental development scales are used…

Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. (Author)

Approximately three weeks after taking part of the WISC, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation. (Author)

Inter-relationships between subtests of the WISC, intellectual and behavioral impulsivity, were examined separately for boys and girls in an attempt to confirm that impulsivity is differently related to attainment for the two sexes. (Authors)