Based on data from 783 primary-grade children, results of princi pal component factor analyses of the Raven Coloured Progressive Matrices are reported. Analyses were done using phi coefficients, phi/phi max ratios, and tetrachoric correlation coefficients. The re sults indicated that phi/phi max coefficients and tetrachoric correla tions yielded identical factor patterns that were not affected by item difficulty. Factors derived from phi coefficients tend to be, at least partially, an artifact of item difficulty. Regardless of the coefficient used, three factors were identified. For phi/phi max and tetrachoric correlation coefficients the three dimensions were identified as: Clo sure and Abstract Reasoning by Analogy (Factor I), Pattern Com pletion through Identity and Closure (Factor II), and Simple Pattern Completion (Factor III).
Reliabilities for the Raven Colored Progressive Matrices Test (CPM) are reported for three age groups (ages 5'/2-6'/2, 6!/2-7!/2, and 7'/2-8'/2 years) and three ethnic groups (Anglo, black, and Hispanic). The total sample consisted of 783 children: 301 Anglo, 203 black, and 279 Hispanic. Reliability estimates were calculated using all CPM items and only those with p values between .20 and .80. Results indicate that the CPM does not appear to be equally reliable for all age groups, with the lowest reliability found for the youngest group. The test appears to be equally reliable for the three ethnic groups. Eliminating items with extremely low or high p values does little to affect the reliability of the test.
This article outlines the assessment and quantifica tion procedures involved in determining the goodnessof-fit (congruence) between persons and their environ ments. A three-step procedure is outlined that includes (a) assessing a person's behavioral capabilities on a series of either community living or vocational skills, (b) determining the performance requirements within the person's respective living or work environments, and (c) computing a Goodness-of-Fit Index (GOFI) that quan tifies the congruence. Concurrent validity and correla tional data are presented that summarize the relation ship among criterion groups, GOFIs, and a number of outcome measures. This article concludes with a discus sion of potential uses of the GOFI procedure for com pleting discrepancy analyses, person-and setting-inter vention strategies, and formulating program develop ment and evaluation strategies.Recent studies have indicated that the successful adjustment of people with disabilities to their environ ments is related to both person-specific behavioral ca pabilities and setting-specific performance require ments (Landesman-Dwyer, 1981;Schalock, Gadwood, & Perry, 1984;Wilier & Intagliata, 1984). These results are consistent with a social ecological model which proposes that a person's successful adjustment depends on both the measurement and programming of personand setting-specific factors, and the facilitation of the congruence between persons and their environments (Romer & Heller, 1983).The present article focuses on one approach to operationalizing the social-ecology model. This article summarizes how one might assess the goodness-of-fit (congruence) between a person's behavioral capabilities and setting-specific performance requirements. Once assessed, these data can be used for a number of pur poses, including providing an index of important matched and mismatched skills; quantifying the con gruence for planning, monitoring, and evaluation purRequests for reprints should be sent to Robert L. Schalock,
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