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Evaluating the Convergent Validity of the PEAK Comprehensive Assessment (PCA): Intelligence, Behavior Challenges, and Autism Symptom Severity
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Aletha Sutton; Angelica Pikula; Zhihui Yi; Mark R. Dixon – Journal of Developmental and Physical Disabilities, 2022
The present study examined the relationships between the standardized applied behavior analysis (ABA) direct assessment, the PEAK Comprehensive Assessment (PCA), and established assessments commonly used in educational and clinical settings, including the Childhood Autism Rating Scale - Third Edition (CARS-3), the PDD Behavior Inventory (PDDBI),…
Descriptors: Test Validity, Intelligence, Behavior Problems, Autism Spectrum Disorders
A Pilot Study for Extracting Psychometric Properties of an Adapted Jordanian Version of the Parents' Evaluation ODF Developmental Milestones (PEDS:DM)
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Mattar, Jehan W.; Arouri, Yousef M. – International Journal of Special Education, 2017
This study aimed to extract the psychometric properties of a Jordanian version of the Parents Evaluation of Developmental Status: Developmental Milestones (PEDS:DM) to present a psycho-metrically reliable Arabic scale that benefits the Jordanian context as an effective childhood intervention scale. The validity of the scale was achieved in three…
Descriptors: Pilot Projects, Psychometrics, Questionnaires, Test Validity
Development of a Cognitive Assessment Battery for Young Children with Physical Impairments.
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Guerette, Paula; Tefft, Donita; Furumasu, Jan; Moy, Fabiola – Infant-Toddler Intervention: The Transdisciplinary Journal, 1999
This study developed a test battery to assess the cognitive skills in children with physical limitations. A preliminary battery of 83 items was administered to 26 children, aged 26 to 36 months, with severe physical impairments. Rasch analysis yielded a final battery of 35 items with high internal consistency, interrater reliability, and…
Descriptors: Behavior Rating Scales, Cognitive Development, Cognitive Tests, Physical Disabilities
Cognitive Style, School Readiness, and Behavior as Predictors of First-Grade Achievement.
Wood, Carolyn M. – 1979
This study investigated the predictive power of four indices of cognitive style, the intercorrelations of cognitive style with selected cognitive and affective variables, and the test-retest reliability of the Matching Familiar Figures (MFF) test. The social, emotional, and cognitive development of 38 kindergarten children was assessed by their…
Descriptors: Academic Achievement, Behavior Rating Scales, Cognitive Development, Cognitive Style
Intensive Evaluation of Head Start Implementation in the Tucson Early Education Model.
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Rentfrow, Robert K. – 1972
As part of the national Head Start Planned Variation Study, this study used a relatively small sample in an intensive evaluation of program implementation in one field community using the Tucson Early Education Model (TEEM). A modified Solomon four-group research design formed the organization framework. Evaluation of six TEEM classrooms and two…
Descriptors: Affective Behavior, Analysis of Covariance, Attitude Measures, Behavior Rating Scales
The Lexington Developmental Scale: An Instrument of Measurement. First Revision.
United Cerebral Palsy of the Bluegrass, Inc., Lexington, KY. – 1973
The Lexington Development Scale was designed to be used by the teacher as an instrument for assessing developmentally handicapped children, as an aid in helping parents to better understand their child, as a basis for curriculum planning for the total class and especially for the individual child, as a means for evaluating the progress of the…
Descriptors: Academic Achievement, Behavior Rating Scales, Child Development, Cognitive Development