This dissertation aims to bridge the gap between validity theory and the practice of validation. The dissertation employs a three-article approach. Following the introduction in Chapter I, three independent manuscripts representing three empirical studies are presented (i.e., Chapters II - IV). Each chapter is a stand-alone publishable manuscript,…

Professional organization ethical codes are adopted to protect the public by educating their members to standards of conduct and by facilitating resolution of ethical complaints. Given that the last survey on ethics in school psychology was conducted over a decade ago, the aim of this study was to investigate the ethical dilemmas practitioners…

The purpose of this systematic review was to characterize the implementation of reliability generalization meta-analytic (RGM) practices within mathematics education-related empirical research. RGM studies are used to investigate and generalize the reliability of a measure across various studies. An exhaustive literature search was conducted to…

School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…

School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…

This study aims to investigate the psychometric properties of the revised multidimensional scale of perceived social support (R-MSPSS) for Chinese school teachers. A questionnaire comprising the R-MSPSS and other psychological measures was administered to a sample of 539 school teachers in Hong Kong. A series of confirmatory factor analysis was…

This article reviews the "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), a newly updated individual measure of academic achievement for students in Pre-Kindergarten through Grade 12 (age 4 years, 0 months to 19 years, 11 months). Suitable for use in educational, clinical, and research settings, the stated purposes of the WIAT-III…

This study surveys practicing school psychologists (N=86) in both private and public sectors for their estimates of the time required to administer, score, and interpret the tests they regularly administer in their schools. It provides school districts and school psychologists with time estimates, which can be used to quantify the actual time…

The 1985 edition of the American Psychological Association's "Standards for Educational and Psychological Testing" has greatly expanded its coverage of the testing of handicapped students. Recent surveys of practitioners' knowledge of basic testing and measurement concepts suggest the need for extensive in-service training if these…

Human figure drawings of 316 public school pupils (8 to 16 years old), half of whom were referred for counseling services, were analyzed using the Koppitz system of indicators of emotionality. A factor analysis of the data produced one easily interpretable factor comprised of emotional indicators for missing body parts within the drawings. (Author)

Three ethical-legal case incidents involving computer-assisted psychodiagnostic assessment in the schools are presented. Each case is analyzed in terms of applicable laws, ethical codes, and standards for professional practice. (Author)

The article contrasts North American and Soviet views and approaches to student evaluations, especially in the area of testing differences in academic achievement. It provides a brief summary of Soviet schooling and evaluative procedures. (Author/SB)

The use of psychological and educational tests in World War I led to their adoption in schools for testing intelligence and achievement in order to classify students academically according to a national norm. After World War II, rapid changes in occupational and social structure demanded the education and identification of students for employment.…

Psychologists (N=40) were surveyed about reevaluations of special education students. Responses indicated that reevaluations comprised a substantial portion of evaluations, involved a considerable amount of time, and were perceived as an important check on a child's diagnosis and placement. (Author/HLM)

A table which describes the four categories of human figure drawings of learning disabled children along with their characteristics and an illustration of each are presented. The four categories examined include developmental immaturity, aggression/withdrawal tendencies, neurological impairments, and grotesqueness or bizarreness. (PHR)