Plates taken with the 48-inch schmidt telescope for the National Geographic Society-Palomar Sky Survey reveal the existence of two new faint extragalactic stellar systems in the constellation of Leo. The first system is less than one-third of a * Read at the Salt Lake City meeting of the A.S.P.
We factor analyzed the Chinese revision of the Wechsler Adult Intelligence Scale (WAIS-RC) in a sample of 59 individuals with medically diagnosed brain damage. The Chinese subjects consisted of 42 males and 17 females with means for Verbal. Performance, and Full Scale IQ of 83.88 (SD = 22.11), 75.49 (SD = 20.63), and 78.42 (SD = 21.97), respectively. Clear support was found for a general intelligence factor (g) and the Full Scale IQ. Similarly, the two-factor solution provided support for Wechsler's (1981) Verbal and Performance IQ designations. The three-factor solution revealed the familiar Verbal-Comprehension and Perceptual-Organization factors. However, the Freedom From Distractibility factor was less clearly defined. Comparisons of Chinese and American factor structures for neurologically impaired persons demonstrated high coefficients of congruence, ranging from .93 to .98. Overall, the findings demonstrated substantial congruence cross culturally for Chinese and American brain-damaged samples and suggest that the WAIS-RC measures essentially the same constructs as the WAIS-R.
Forty-one teachers who had experience with LD preassessment procedures responded to a 25-item questionnaire regarding their attitudes toward the preassessment process. The results suggested that while the teachers were pleased with the preassessment team members themselves, they did not agree that their teams' intervention recommendations were successful in correcting the referral problem. It was not clear that the teams provided any new intervention ideas or whether the teams explored a sufficient variety of intervention options. As a result of their experiences with their teams, about as many teachers reported that they will continue to refer cases to the preassessment teams as those who will not. Suggestions for improving the preassessment team process are offered. I n a recent study of special education referral procedures, regular classroom teachers who had referred students for a comprehensive evaluation were asked what they expected to gain from the referral (Ysseldyke, Christenson, Pianta, & Algozzine, 1983). The overwhelming majority flatly stated that they expected the students to be tested and placed in special education programs. In fact, Ysseldyke, Thurlow, et al. (1983) contended that the decision to refer a student for psychoeducational evaluation is the most important decision that gets made in the referral-toplacement process. In other words, once a child is referred for a comprehensive evaluation, the probability is very high that he or she will be declared eligible for special education placement. Of the 3% to 6% of the school-age population referred for evaluation each year, an average of 92% are tested, and 78% of those tested are declared eligible for special education services (Algozzine, Christenson, & Ysseldyke, 1982). One might reasonably assume that such a high placement rate implies that these students require specialized instructional strategies not available in the regular classroom. On the contrary, in the case of learning disabilities referrals there is little evidence that LD teachers employ different instructional approaches, material, or techniques with LD students than those commonly used with any other students (Mirkin & Potter, 1982). Ysseldyke has concluded that the multidisciplinary team assessment and decisionmaking process operates as a "rubber stamp" to verify the original referral problems. The outcome is that children referred for possible learning disabilities will almost certainly be found eligible for special education services.It has been suggested that one way to break the referral-to-placement lockstep may be for multidisciplinary teams to focus more intensively on interventions made in the regular classroom setting prior to referral for comprehensive evaluation. Several different terms have been used to describe this kind of team, such as "teacher assistance teams," or "child study teams." For the purposes of this paper, this team approach employed prior to comprehensive evaluation will be called the "preassessment team."The first step in the preassessment team ...
T he Multidimensional Aptitude Battery (MAB; Jackson, 1984) is a new group intelligence test designed to be a paper-and-pencil parallel to the Wechsler Adult Intelligence Scale-Revised (WAIS-R;Wechsler, 1981). For years, the WAIS-R (or its precursor, the WAIS) has been the most widely used standardized measure of late adolescent and adult intelligence. The WAIS-R has excellent psychometric properties; however, it takes at least an hour to administer, and it must be administered and scored by a professional psychologist. It can thus be quite time consuming, especially if there are several subjects that need evaluation. The MAB was designed as a group administered intelligence test with subtests and factors parallel to the WAIS-R, but employing an objective, multiple-choice format capable of being hand or computer scored and reporting a greater ceiling.Because the MAB was constructed to be a paper-and-pencil equivalent to the WAIS-R, it consists of five Verbal subtests and five Performance subtests. Nine of the 10 subtests have the same names as the corresponding subtests on the WAIS-R, the exception being that the MAB uses a "Spatial" subtest rather than the "Block Design" of the WAIS-R. As on the WAIS-R, the five Verbal subtests combine for an overall Verbal scale score, the five Performance subtests combine for an overall Performance scale score, and the Verbal and Performance scale scores combine for a Full scale IQ score.Despite the similarity in subtest names, none of the items on the MAB are the same as those on the WAIS-R. The test is quite creative in translating the verbal and manipulative item format of the WAIS-R into the paper-and-pencil multiple-choice format of the MAB, especially on the Performance subtests. For example, on the Object Assembly subtest several silhouetted segments of a car are randomly arranged and numbered. The examinee must determine the correct order of the segments and match that order with one of the orderings of numbers given as possible item responses. A similar strategy is employed for the Picture Arrangement subtest. On the Spatial subtest, a geometric shape is given as the stimulus, and five similar shapes are given as possible answers. One of the five answers depicts the stimulus being simply rotated; the other four are renderings of the stimulus being first flipped over and then rotated. The examinee must manipulate the image of the object in memory in order to match it correctly to the stimulus. The MAB seems to creatively tap, via objective measures, many of the same mental functions as the WAIS-R. ADMINISTRATIVE FEATURESTwo separate test booklets and answer sheets are used, one each for the Verbal and Performance subtests, thus making it possible to administer the sets separately or in combination. A positive feature of the MAB is the standardization of instructions, which allows the test to be administered by a psychological examiner using voice, audio/video recorder, or computer. The item format of one correct answer with four distracters is used throughout, and no p...
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