Identification of special education needs with the Personality Inventory for Children (PIC): A hierarchical classification model.

Kline, Rex B.; Lachar, David; Boersma, David C.

doi:10.1037/1040-3590.5.3.307

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…Similarly, Zelko (1991) assessed the relative contributions of three parent-completed behavior rating scales in identification of ADHD, psychiatric, and normal boys, and determined that multidimensional scales are preferable for clinical diagnostic purposes. Another approach applied by Kline, Lachar, and Boersma (1993) using the parent-completed Personality Inventory for Children (PIC; Wirt, Lachar, Klinedinst, & Seat, 1984) combined discriminant function analyses (DFA) and profiles of LD, SED, or mentally impaired youths to identify PIC scales contributing to group discrimination. A set of six hierarchical classification rules derived from DFA were developed, and cross validation indicated 90% accuracy in regular versus special education classifications, but only about 50% accuracy for specific problems (LD vs. SED).…”

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confidence: 99%

Interrater agreement for discriminant classifications for the adjustment scales for children and adolescents

Canivez

Watkins

Schaefer

2002

Psychology in the Schools

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Investigation of interrater agreement for the Adjustment Scales for Children and Adolescents (ASCA) discriminant classifications is reported. Two teaching professionals or paraprofessionals working in the same classroom for a minimum of 1 hour per day provided independent ratings of the same child using the ASCA. A total of 119 students ranging in age from 7 to 18 years were independently rated on the ASCA. Results indicated significant and moderate to substantial interrater agreement for the discriminant classifications.

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confidence: 99%

Interrater agreement for discriminant classifications for the adjustment scales for children and adolescents

Canivez

Watkins

Schaefer

2002

Psychology in the Schools

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“…CDATA[& Darliuk, in press; Lufi et al, 2004; Paget CDATA[& Reynolds, 1984). Additionally, Sideridis et al (2006) pointed to the fact that psychopathology accounted for significant amounts of variability in achievement, compared to several cognitive and metacognitive variables.Based on the above, we suggest that classification studies are needed for at least three reasons: (a) because the identification criteria of the disorder have been questioned of the presence of comorbid characteristics (e.g.,Kline et al, 1993), which often are stronger predictors of LD-related outcomes than those from cognitive variables. Expanding the taxonomy of LD characteristics may be particularly important for the development of interventions that target both academic and nonacademic (e.g., social) outcomes.…”

mentioning

confidence: 99%

Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology

Sideridis

Mouzaki

Simos

et al. 2006

Learning Disability Quarterly

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Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and (b) to profile students with and without reading comprehension difficulties across those variables. Participants were 87 students who scored more than 1.3 SD below the mean on a standardized reading comprehension battery and 500 typical students in grades 2 through 4. Results using linear discriminant analyses indicated that students with reading comprehension difficulties could be accurately predicted by low cognitive skills and high competitiveness. Using cluster analysis, students with significant deficits in reading comprehension were mostly assigned to a low skill/low motivation group (termed helpless) or a low skill/high motivation group (termed motivated low achievers). Based on these findings, it was concluded that motivation, emotions, and psychopathology play a pivotal role in explaining the achievement tendencies of students with reading comprehension difficulties.

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“…Identifikasi merupakan kegiatan penjaringan, sedangkan asessmen merupakan penyaringan. Kegiatan penyaringan tidak dapat dilakukan jika tahapan penjaringan tidak dilakukan (Kline et al, 1994): (Kline et al, 1993). Maka dari itu tahapan paling awal yang harus dilakukan sebelum asessmen adalah melakukan identifikasi.…”

Section: Pendahuluanunclassified

Pelatihan Penggunaan Instrumen Identifikasi Kesulitan Fungsional Belajar Siswa Menggunakan Aplikasi Kobotoolbox Bagi Guru SDN 21 Cakranegara

Widodo,

Affandi,

Indraswati

et al. 2023

JIWPP

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The identification process is the earliest step in the service stages for children with learning functional difficulties. Knowledge and skills about the identification process must be owned by the teacher. A teacher must have the ability to identify children who are suspected of having learning difficulties. This ability is important for teachers to have in providing appropriate learning services to students who experience functional learning difficulties. The results of observations in several partner schools found a problem that the knowledge and skills of teachers in identifying children with learning difficulties were still lacking. Based on these problems, it is necessary to make efforts to increase the knowledge and skills of teachers in identifying children with functional learning difficulties. The solution offered to overcome this problem is to conduct Training on the Use of Functional Difficulty Identification Instruments for Student Learning Using the Kobo toolbox Application for elementary school teachers. Through this training, it is hoped that it will increase the knowledge and skills of teachers in identifying children with learning difficulties.

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Identification of special education needs with the Personality Inventory for Children (PIC): A hierarchical classification model.

Cited by 7 publications

References 34 publications

Interrater agreement for discriminant classifications for the adjustment scales for children and adolescents

Interrater agreement for discriminant classifications for the adjustment scales for children and adolescents

Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology

Pelatihan Penggunaan Instrumen Identifikasi Kesulitan Fungsional Belajar Siswa Menggunakan Aplikasi Kobotoolbox Bagi Guru SDN 21 Cakranegara

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