Human-figure drawings of 316 public school pupils, half of whom were referred for counseling services, were analyzed using the Koppitz system of indicators of emotionality. Subjects in the study were considered to be either learning disabled, educationally handicapped, behavior disordered, or ineligible for special education services on the basis of their most recent psychological evaluation. The results demonstrated that the counseling-referred children's drawings contained a higher number of many of the Koppitz emotional indicators than did the drawings of nonreferred children. However, school psychologists were not able to distinguish the drawings of counseling-referred pupils from those of the nonreferred using clinical inspection. The results of a discriminant function analysis suggested that the learning-disabled students could be distinguished from the other groups on the basis of the type of emotional indicator present in their protocols. A factor analysis of the data produced one easily interpretable factor comprised of emotional indicators for missing body parts within the drawings.
Because no report gives comparative performance of preschool handicapped children in all-day, alternate-day or half-day, every-day programs, in the present study the performance of 17 handicapped children from all-day, alternate-day programs was examined and 20 from half-day, every-day programs. Each child was given the McCarthy Scales of Children's Abilities, the Peabody Picture Vocabulary Test—Revised, the California Preschool Social Competency Scale, and the Lollipop Test. Pretesting took place in September, 1984 and posttesting in May of 1985. The half-day, every-day children did not differ from the all-day, alternate-day students on posttest performance after controlling for entering differences. These results agree with reviewed research on the preschool population and suggest that, while instruction of quality is beneficial to preschool children, the delivery schedule of that instruction is of less importance.
603 preschoolers who attended early childhood screenings were administered the Lollipop Test, the Cognitive Language Profile of the Early Screening Profiles, and the Fluharty Preschool Speech and Language Screening Test. Scores from the Lollipop and the Cognitive-Language Profile significantly predicted speech/language referral-status based on Fluharty scores and clinical judgment.
82 public school students who were referred for psychological evaluations because learning problems were suspected were administered the Rotter Incomplete Sentences Blank: High School Form and the protocols scored for errors in grammar. Grammatical errors were moderately correlated with performance on the reading and spelling subtests of the Wide Range Achievement Test and the Peabody Individual Achievement Test. Factor analyses suggested the existence of an independent factor for grammatical errors.
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