Knowledge Alert - JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT

> Journal Name: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT (ISSN: 0734-2829)
> Issue: Vol. 31 No. 4, 2013
>
>
>
> *Pages: 351-362 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700001
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>
> Title:
> Psychometric Properties of a Proposed Short Form of the BASC Teacher Rating Scale-Preschool
>
> Authors:
> Yanosky, DJ; Schwanenflugel, PJ; Kamphaus, RW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):351-362; AUG 2013
>
> Abstract:
> A 25 item short form of the Behavioral Assessment System for Children
> (BASC) Teacher Rating Scale-Preschool (TRS-P) was developed by the BASC
> authors to serve as an emotional/behavioral indicator for an academic
> intervention study targeting preschool-aged students. The BASC screener
> is thought to fulfill a need for an abbreviated behavior rating scale
> for preschool-aged students that teacher's can complete in a short
> amount of time. The purpose of the current study is to assess the
> psychometric properties of the BASC screener. Internal reliability
> analysis demonstrated remarkably high internal consistency for the
> screener. Long-term test-retest reliability was found to be acceptable.
> Furthermore, the construct validity of the screener was investigated
> using both exploratory and confirmatory factor analysis methods. Results
> showed that the screener measures three distinct constructs: Social
> Skills, Attention/Cognition, and Affect. Evidence of
> convergent/divergent and discriminant validity is provided.
>
> ========================================================================
>
>
> *Pages: 363-374 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700002
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>
> Title:
> Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function
>
> Authors:
> Hauser, PC; Lukomski, J; Samar, V
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):363-374; AUG 2013
>
> Abstract:
> This study investigated the reliability and validity of the Behavior
> Rating Inventory of Executive Functions-Adult Form (BRIEF-A) when used
> with deaf college students. The BRIEF-A was administered to 176 deaf and
> 184 hearing students of whom 25 deaf students and 56 hearing students
> self-identified as having an Attention Deficit Hyperactivity Disorder
> (ADHD) diagnoses. Cronbach's alpha internal consistency reliabilities
> for the deaf participants ranged from .55 to .96, similar to the
> published BRIEF-A normative sample. Differential Item Function analysis
> revealed that only 3 of the 75 items showed evidence of item bias for
> deaf students. The participants with ADHD had significantly higher
> scores on all nine scales. Discriminant analysis revealed comparable
> sensitivity and specificity of the BRIEF-A for discriminating ADHD from
> non-ADHD individuals for deaf and hearing groups. Finally, the deaf and
> hearing ADHD groups exhibited score profiles across the nine BRIEF-A
> scales that followed the pattern of the BRIEF-A ADHD clinical sample
> profile. The results suggest that the BRIEF-A is a reliable, largely
> unbiased diagnostic tool for deaf college students, with comparable
> discriminant and predictive validity for ADHD.
>
> ========================================================================
>
>
> *Pages: 375-390 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700003
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>
> Title:
> Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults
>
> Authors:
> Miller, DI; Davidson, PSR; Schindler, D; Messier, C
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):375-390; AUG 2013
>
> Abstract:
> New editions of the Wechsler Adult Intelligence and Memory scales are
> now available. Yet, given the significant changes in these new releases
> and the skepticism that has met them, independent evidence on their
> psychometric properties is much needed but currently lacking. We
> administered the WAIS-IV and the Older Adult version of the WMS-IV to
> 145 older adults. We examined how closely our data matched the normative
> sample by comparing our scaled scores with those of the publisher and by
> evaluating interrelations among subtests using confirmatory factor
> analysis. Not surprisingly, scaled scores from our sample were somewhat
> higher than those from the normative sample on some tests. Factor
> analysis on our sample provided support for a higher-order model of the
> WAIS-IV/WMS-IV Older Adults battery combined. In addition, allowing some
> subtests to load on more than one factor significantly improved model
> fit. The best fitting model for our sample was also the best for the
> normative sample. Overall, the data suggest that the factor analysis
> models generated from the normative samples for the new WAIS-IV and
> WMS-IV are reliable.
>
> ========================================================================
>
>
> *Pages: 391-395 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700004
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>
> Title:
> The Development and Validation of the Children's Anxiety in Math Scale
>
> Authors:
> Jameson, MM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):391-395; AUG 2013
>
> Abstract:
> Math anxiety has been historically overlooked in samples of children.
> This may be due in part to the lack of appropriate tools to measure
> anxiety in young children. The current exploratory study reports on the
> development and examination of reliability, validity, and factor
> structure of a new tool to measure math anxiety in young children. The
> findings of this exploratory study suggest that the Children's Anxiety
> in Math Scale is a reliable and valid measure to assess math anxiety in
> children as young as first grade.
>
> ========================================================================
>
>
> *Pages: 396-403 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700005
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>
> Title:
> The Reliability and Validity of the Chinese Version of the Learning and Study Strategies Inventory (LASSI-C)
>
> Authors:
> Yip, MCW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):396-403; AUG 2013
>
> Abstract:
> The Learning and Study Strategies Inventory (LASSI) is widely used in
> assessing students' learning and study strategies at both university and
> high school levels. The present study developed a Chinese version of
> LASSI (LASSI-C) and then further investigated the reliability, factor
> structure, and validity of LASSI-C scores, using a sample of 612
> university students from Hong Kong. Results confirm that the scores
> measured from LASSI-C generally revealed the expected 10 subscales and a
> 3-factor structure that was originally postulated in LASSI.
>
> ========================================================================
>
>
> *Pages: 404-409 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700006
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>
> Title:
> Structural Validity of the Polish Adaptation of the Picture-Based Value Survey for Children (PBVS-C)
>
> Authors:
> Cieciuch, J; Harasimczuk, J; Doring, AK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):404-409; AUG 2013
>
> Abstract:
> Recent years have witnessed an increasing number of studies, also in the
> field of educational psychology, on values within the framework proposed
> by Schwartz, involving younger and younger respondents. A fresh impetus
> to studies on children's values was given by the Picture-Based Value
> Survey for Children (PBVS-C), which was developed by Doring and her
> colleagues. This article presents the development and structural
> validation of the Polish version of the PBVS-C, which measures
> Schwartz's four higher-order values self-transcendence,
> self-enhancement, openness to change, and conservation. A theory-based
> multidimensional scaling (MDS) analysis performed in a sample of 910
> children (aged 8-12 years) revealed a differentiated value structure
> that closely corresponds to Schwartz's prototype. These findings are
> discussed in light of cross-cultural assessment in childhood.
>
> ========================================================================
>
>
> *Pages: 410-417 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700007
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>
> Title:
> Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills-II Vocabulary Assessments
>
> Authors:
> French, BF; Gotch, CM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):410-417; AUG 2013
>
> Abstract:
> The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is a
> diagnostic battery intended for children in grades 1st through 6th. The
> aim of this study was to test for item invariance, or differential item
> functioning (DIF), of the CIBS-II across sex in the standardization
> sample through the use of item response theory DIF detection methods.
> Specifically, we studied two subtestsReading Vocabulary Comprehension
> and Listening Vocabulary Comprehension. Form A exhibited a smaller
> degree of DIF compared to Form B across the two subtests. Thus, we
> recommend that Form A be the form of choice for practitioners.
>
> ========================================================================
>
>
> *Pages: 418-422 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700008
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>
> Title:
> Preschool-Wide Evaluation Tool (PreSET) Manual: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood
>
> Authors:
> Rodriguez, BJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):418-422; AUG 2013
>
> ========================================================================
>
>
> *Pages: 423-427 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700009
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>
> Title:
> Children's Psychological Processing Scale (CPPS)
>
> Authors:
> McGill, RJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):423-427; AUG 2013
>
> ========================================================================
>
>
> *Pages: 428-431 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700010
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>
> Title:
> Comprehensive Evaluations: Case Reports for Psychologists, Diagnosticians, and Special Educators
>
> Authors:
> Krach, SK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):428-431; AUG 2013
>
>
>