Standardized Achievement Tests Used with Learning Disabled and Non-Learning Disabled Adolescent Boys

1979 ◽  
Vol 2 (4) ◽  
pp. 65-70 ◽  
Author(s):  
B. Claire McCullough ◽  
Barbara A. Zaremba
Keyword(s):  
Factor Structure ◽  
Math Achievement ◽  
High Reliability ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Adolescent Boys ◽  
Reading Mastery ◽  
Two Samples ◽  
Standardized Achievement Tests ◽  
Very High

The characteristics of the KeyMath Diagnostic Arithmetic Test and the Woodcock Reading Mastery Test were examined and compared among samples of learning disabled and non-learning disabled boys. The Woodcock was found to be quite similar for both the learning disabled and the non-learning disabled samples with high reliability and a unidimensional factor structure. The KeyMath also was quite similar for the two samples. It was found to have very high reliability, although the assumption of a unidimensional math achievement was found to be less defensible for the learning disabled sample.

Improving the Test-Taking Skills of Behaviorally Disordered and Learning Disabled Children

1986 ◽  
Vol 53 (1) ◽  
pp. 63-68 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Study Skills ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Word Study ◽  
Control Groups ◽  
Behaviorally Disordered ◽  
Stanford Achievement Test ◽  
Test Taking ◽  
Standardized Achievement Tests ◽  
And Control

Seventy-six third- and fourth-grade children classified as learning disabled or behaviorally disordered were randomly assigned to treatment and control groups. Students assigned to the treatment condition were taught test-taking skills pertinent to reading achievement tests. Students were taught, in small groups over a 2-week period, such strategies as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. Following the training procedures, students were administered standardized achievement tests in their normal classroom assignments. Results indicated that trained students scored significantly higher on the Word Study Skills subtest of the Stanford Achievement Test. Scores on the Reading Comprehension subtest were not affected by training. The relevance of these findings to assessment in special education is discussed.

Development and Psychometric Evaluation of a Revised Sense of Coherence Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 206-215 ◽  
Author(s):  
Rahel Bachem ◽  
Andreas Maercker
Keyword(s):  
Posttraumatic Growth ◽  
Factor Structure ◽  
Sense Of Coherence ◽  
Psychological Health ◽  
Psychometric Evaluation ◽  
Health Indicators ◽  
Structure Stability ◽  
Confirmatory Factor Analyses ◽  
Reliability Factor ◽  
Two Samples

Abstract. The present study introduces a revised Sense of Coherence (SOC) scale, a new conceptualization and operationalization of the resilience indicator SOC. It outlines the scale development and aims for testing its reliability, factor structure, and validity. Literature on Antonovsky’s SOC (SOC-A) was critically reviewed to identify needs for improving the scale. The scale was investigated in two samples. Sample 1 consisted of 334 bereaved participants, Sample 2 of 157 healthy controls. The revised SOC Scale, SOC-A, and theoretically relevant questionnaires were applied. Explorative and confirmatory factor analyses established a three-factor structure in both samples. The revised SOC Scale showed significant but discriminative associations with related constructs, including self-efficacy, posttraumatic growth, and neuroticism. The revised measure was significantly associated with psychological health indicators, including persistent grief, depression, and anxiety, but not to the extent as the previous SOC-A. Stability over time was sufficient. The study provides psychometric support for the revised SOC conceptualization and scale. It has several advantages over the previous SOC-A scale (unique variance, distinct factor structure, stability). The scale could be used for clinical and health psychological testing or research into the growing field of studies on resilience over the life span.

Second Paper: Failure-Survival Automatic Flight Control Systems for Aircraft with Particular Reference to a High Reliability Electrohydraulic Actuator

1965 ◽  
Vol 180 (1) ◽  
pp. 246-259
Author(s):  
R. Ruggles
Keyword(s):  
Control System ◽  
Control Systems ◽  
Flight Control ◽  
High Reliability ◽  
Supply System ◽  
Design Criteria ◽  
Flight Control System ◽  
Advantages And Disadvantages ◽  
System Configurations ◽  
Very High

The author discusses some of the problems of failure-survival automatic flight control systems and suggests some basic ground rules as design criteria. The advantages and disadvantages of some of the main types of system are discussed: duplex, triplex, triple component, duplicate-monitored and quadruplex systems being covered. In particular, a quadruplex actuator is described which has been designed and developed mainly for automatic flight control system applications where a very high degrees of failure-survival capability is required. A detailed failure analysis of the various systems is carried out and the importance of the electrical and hydraulic supply system configurations and failure rates is brought out.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

Development of a Letter Coding Desk

1969 ◽  
Vol 184 (8) ◽  
pp. 166-177
Author(s):  
S. C. Knowles
Keyword(s):  
High Reliability ◽  
Future Trends ◽  
Design Features ◽  
Operating Personnel ◽  
Large Numbers ◽  
Letter Code ◽  
Very High

The development of the letter code desk is described, particular reference being made to the necessity for the characteristics to be suited to the operating personnel. An explanation is given of the design features introduced as a result of this unit being required in relatively large numbers for this class of work. The development of the special printing unit for code application is described, with particular emphasis on the very high reliability required. An indication is given of probable future trends.

scholarly journals The peril of adjusting for baseline when using change as a predictor

2019 ◽  
Author(s):  
Kimmo Sorjonen ◽  
Daniel Falkstedt ◽  
Bo Melin ◽  
Michael Ingre
Keyword(s):  
High Risk ◽  
Sample Size ◽  
Simulation Study ◽  
Strong Correlation ◽  
High Reliability ◽  
Large Sample Size ◽  
Present Simulation ◽  
Very High ◽  
Time Point

Some studies have analyzed the effect of a predictor measured at a later time point (X1), or of the X1-X0 difference, while adjusting for the predictor measured at baseline (X0), on some outcome Y of interest. The present simulation study shows that, if used to analyze the effect of change in X on Y, there is a high risk for this analysis to produce type 1-errors, especially with a strong correlation between true X and Y, when X0 and X1 are not measured with very high reliability, and with a large sample size. These problems are not encountered if analyzing the unadjusted effect of the X1-X0 difference on Y instead, and as this effect exhibits power on par with the adjusted effect it seems as the preferable method when using change between two measurement points as a predictor.

New Generation of Brake Callipers to Improve Competitiveness and Energy Savings in Very High Performance Cars

2014 ◽  
Vol 217-218 ◽  
pp. 471-480
Author(s):  
Ivano Gattelli ◽  
Gian Luigi Chiarmetta ◽  
Marcello Boschini ◽  
Renzo Moschini ◽  
Mario Rosso ◽  
...  
Keyword(s):  
High Pressure ◽  
High Performance ◽  
Energy Savings ◽  
High Reliability ◽  
A357 Alloy ◽  
Bench Tests ◽  
Heat Treated ◽  
New Generation ◽  
Non Destructive ◽  
Very High

This paper concerns with the optimisation of the innovative rheocasting process to produce a new generation of brake callipers, characterised by very high reliability and strength. The attained very promising properties favoured their use on a very high performance car and the presented technique can be further extended for other important challenging applications. The prototype components are produced using T6 heat treated A357 alloy. Results on the samples machined directly from the produced callipers are in detail described and analysed. Pieces exhibiting some small defects, individuated by non-destructive tests, as well as defectless pieces have been underlined to severe industrial tests, e.g. high pressure tight, as well as severe bench tests, and it has been observed that the proposed technological process assure the fulfilment of the requirements contained in standards.

Factor Structure of the WISC-R for Children Identified as Learning Disabled

1981 ◽  
Vol 49 (3) ◽  
pp. 891-895 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Perceptual Organization ◽  
Learning Disabled ◽  
Principal Factor ◽  
Disabled Children ◽  
Factor Solution ◽  
Verbal Comprehension ◽  
Sample Support ◽  
Freedom From Distractibility

The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 ( M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factors for this population of learning disabled children resulted.

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