Issues in the psychological assessment of preschool children

Lidz, Carol S.

doi:10.1016/0022-4405(77)90028-0

Cited by 15 publications

(11 citation statements)

References 14 publications

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“…3,6,10 -12 Very young children present challenging behaviors that can make it difficult to administer structured tests. [13][14][15] When compared to their older peers, very young children have shorter attention spans and are more distractible and inattentive, which can interfere with learning and performance. 16 When they lose interest in a task, they are more likely to turn their attention to something else 16 or refuse to cooperate.…”

Section: Introductionmentioning

confidence: 99%

Ability of Very Young Children to Produce Reliable Isometric Force Measurements

Gajdosik

2005

Pediatric Physical Therapy

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Section: Introductionmentioning

confidence: 99%

Ability of Very Young Children to Produce Reliable Isometric Force Measurements

Gajdosik

2005

Pediatric Physical Therapy

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“…Flock and Velcer (1977) indicate that the DAM provides a measure of nonverbal conceptual content and motor control. Halpern (1965) and Lidz (1977) also suggest that drawing activities are a positive way to begin assessing young children . since they provide a nonthreatening means to make children cornfortable with the test situation.…”

Section: Instrumentsmentioning

confidence: 96%

“…Although evidence exists for differences in cognitive style, tests seldom measure mental processes (Keogh, 1972). Increasingly, researchers (Abbott & Crane, 1977;Keogh & Becker, 1973;Lidz, 1977;Wendt, 1978) have iterated the need for assessing how preschool children approach tasks and their strategies of organization, speed of decisions, and persistence. The Lock Box represents a standardized measure for evaluating the processes a preschool child (ages 2-6 to 5-11) uses to organize an unstructured, problematic situation.…”

Section: Instrumentsmentioning

confidence: 99%

“…An untapped advantage of investigating cognitive styles is that reliable information on these variables would provide insight on mental processes. Knowledge of how children approach tasks, the speed with which information is processed, and the types of information used to solve problems would also provide educators with a solid basis for the development of remedial programs (Abbott & Crane, 1977;Keogh & Becker, 1973;Lidz, 1977).…”

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confidence: 99%

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Effects of Student Attributes On Kindergarten Scores Across Product and Process Tests

Glutting¹,

Barker

Gelardo³

1983

Journal of Psychoeducational Assessment

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Three preschool tests were administered to a group of 583 kindergarten children in order to investigate the effects of age, ethnicity, sex, socioeconomic status level, and language background on the scores of two product tests (one verbal and one nonverbal) and one process test. In addition, the study examined how student differences on process variables contribute to score disparities on product tests across ethnic and language background groups. The Cooperative Preschool Inventory—Revised Edition (PI), Drawa-Man (DAM), and Goodman Lock Box were administered to Anglo, black, English-dominant Puerto Rican, and Spanish-dominant Puerto Rican children. Findings were subjected to linear regression analyses. While the scores on all three tests were modified by at least two of the studentattribute variables, the process scores measured by the Lock Box were less affected than the product scores on the PI and DAM. Results are discussed in terms of the difficulty Spanishdominant Puerto Rican children showed in processing cognitive stimuli. Research and programming suggestions are provided for investigations at the kindergarten level where English proficiency varies within ethnic groups.During the past decade, efforts have been directed toward the early identification of children likely to fail in school. Professionals estimate that from 15 % to 40 % of all kindergarten children have developmental lags (Bradley, 1975;Feriden & Jacobsen, 1970;Kirk, 1972; National Advisory Committee on Dyslexia and Related Reading Disorders, 1969). While the need for accurate preschool assessment is apparent, there is considerable evidence showing that score differences on product (versus process) tests occur when student groups have dissimilar background characteristics. Differences on product tests across race groups at the preschool level are well documented, with Anglos obtaining higher scores than minority children (Jensen,

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“…While several studies have been conducted to determine the predictive validity of short forms (Long, 1976;Schodlatz, 1978), the same attention has not been devoted to determining thcir reliability (Tellegen & Briggs, 1967). The property of reliability is particularly important for a preschool instrument because of fluctuations in the test behavior of very young children (Lidz, 1977). These behavioral fluctuations can affect the consistency of a test at a given point in time and over a longer period of time.…”

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confidence: 99%

The test-retest reliability of the mccarthy screening test

1981

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Examined the test‐retest reliability of the MST. Ss were 9715‐ and 6‐year‐olds, who were tested early in the school year. Those “at risk” on the first test were retested 4 to 10 weeks later (N = 276). Obtained reliability coefficients for the six subtests ranged from 0.30 to 0.83. A comparison of the results with the statistics reported in the test manual was made, and it was concluded that the MST is not stable enough to be used alone to identify children with potential learning problems.

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Issues in the psychological assessment of preschool children

Cited by 15 publications

References 14 publications

Ability of Very Young Children to Produce Reliable Isometric Force Measurements

Ability of Very Young Children to Produce Reliable Isometric Force Measurements

Effects of Student Attributes On Kindergarten Scores Across Product and Process Tests

The test-retest reliability of the mccarthy screening test

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