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• 881. [Article] The Relationship of Written Expression to Self Concept in Primary Children

  This thesis, the outcome of nearly three years of preparation, including study, development of procedures, trial and observation, was begun in an attempt to answer the following questions: How may original ...

  Citation × Citation Citation Abstract Copy Title: The Relationship of Written Expression to Self Concept in Primary Children Author: Case, Anna Lou Year: 1972 This thesis, the outcome of nearly three years of preparation, including study, development of procedures, trial and observation, was begun in an attempt to answer the following questions: How may original writing among elementary pupils be motivated successfully? Can positive feelings about self be promoted to a measurable degree as a result of emphasizing individual oral and written expression? Although much thinking and evaluating occurred during the three years, the experimentation and results reported here are limited to the work accomplished and findings obtained during the third year. The twenty-six children involved in this study were third-year elementary pupils, whose ages ranged from seven to nine years. During the experimental period, listening, speaking, thinking, and writing were emphasized in the language arts program. A variety of topics provided subjects for written composition. To test the hypothesis that a measurable increase in self concept or self report ratings could be brought about by experiencing feelings of success and acceptance as a result of self-expression in writing, the Piers-Harris Children's Self Concept Scale was administered to two third grade classes, the experimental group and a control group, at the beginning and at the conclusion of an eight-week experimental period. Average reading scores from the Metropolitan Achievement Test, Form F, were available as an index to the ability of the two groups. During the experimental time, a writing topic was presented to the experimental group daily. Questions were used to promote discussion, elicit ideas, and encourage thinking and interest. When the majority of the group members had participated orally, and appeared to be interested and involved, paper was distributed and writing was begun. The writer could choose the form his writing was to take, and a variety of ideas could be derived from the topic presented. The result might be an account of a personal experience, original imaginative writing, rhymed or unrhymed verse, or a factual report. At the conclusion of the eight-week experimental period, self report scores of the two groups were compared. To demonstrate a significant change in score from the initial to the final report, a difference in individual raw scores of ten or more points was required. The raw scores of four subjects in the experimental group, and two subjects in the control group increased by ten or more points. However. the findings of this study indicated no significant differences to the self concepts of children in the experimental group as compared to the self concepts of children in the control group as a result of the writing treatment. Title: The Relationship of Written Expression to Self Concept in Primary Children Author: Case, Anna Lou Year: 1972 This thesis, the outcome of nearly three years of preparation, including study, development of procedures, trial and observation, was begun in an attempt to answer the following questions: How may original writing among elementary pupils be motivated successfully? Can positive feelings about self be promoted to a measurable degree as a result of emphasizing individual oral and written expression? Although much thinking and evaluating occurred during the three years, the experimentation and results reported here are limited to the work accomplished and findings obtained during the third year. The twenty-six children involved in this study were third-year elementary pupils, whose ages ranged from seven to nine years. During the experimental period, listening, speaking, thinking, and writing were emphasized in the language arts program. A variety of topics provided subjects for written composition. To test the hypothesis that a measurable increase in self concept or self report ratings could be brought about by experiencing feelings of success and acceptance as a result of self-expression in writing, the Piers-Harris Children's Self Concept Scale was administered to two third grade classes, the experimental group and a control group, at the beginning and at the conclusion of an eight-week experimental period. Average reading scores from the Metropolitan Achievement Test, Form F, were available as an index to the ability of the two groups. During the experimental time, a writing topic was presented to the experimental group daily. Questions were used to promote discussion, elicit ideas, and encourage thinking and interest. When the majority of the group members had participated orally, and appeared to be interested and involved, paper was distributed and writing was begun. The writer could choose the form his writing was to take, and a variety of ideas could be derived from the topic presented. The result might be an account of a personal experience, original imaginative writing, rhymed or unrhymed verse, or a factual report. At the conclusion of the eight-week experimental period, self report scores of the two groups were compared. To demonstrate a significant change in score from the initial to the final report, a difference in individual raw scores of ten or more points was required. The raw scores of four subjects in the experimental group, and two subjects in the control group increased by ten or more points. However. the findings of this study indicated no significant differences to the self concepts of children in the experimental group as compared to the self concepts of children in the control group as a result of the writing treatment. Close

• 882. [Article] Teaching social studies from a global viewpoint

  The need for preparing our youth to live in an interdependent world on this finite planet has become urgent since the beginning of the nuclear age at the end of World War II. There is a need to extend ...

  Citation × Citation Citation Abstract Copy Title: Teaching social studies from a global viewpoint Author: Clemmer, Janet Hays Year: 1971 The need for preparing our youth to live in an interdependent world on this finite planet has become urgent since the beginning of the nuclear age at the end of World War II. There is a need to extend the loyalty of the citizen tor the nation-state to human needs seen from a global view. The involvement of the United States in the international community already is extensive because of its predominant power. This involvement is not reflected in our education, either from the amount of time devoted to social studies in our schools or in the emphasis on international relations in that curriculum. To achieve the global view which our changing society demands it is suggested that some unifying concepts be chosen which cross the various social science disciplines namely, the concepts of change (both violent and non-violent), conflict, authority or power, order, freedom and responsibility. These concepts enable the teacher, using a problem-solving approach, to raise questions which make values explicit, and provide flexibility in subject matter and range of student ability. In a global context, the following specific goals would be encouraged: overcome ethnocentrism, recognize the diversity of faces that the U.S. presents to the world, seek a transnational view based on human rights, emphasize the problem rather than the institution, and seek foreign points of view in source materials. During the 1960s there have been 80me innovations in both subject matter and method in teaching social studies, ranging from entire school systems to single schools and classes, and there are a number of new curricula materials coming out of projects funded by both government and private sources. This thesis has l.dent1tied a number of these with the idea that the teacher who is interested in presenting a global orientation now has a growing number of tools to choose from. He need not wait to construct a new curriculum but can supplement and reorient his approach in his own classroom. However, this implies that the teacher baa a global view already. Opportunities for foreign studies are becoming widespread and, hopefully, more and more teachers will feel they are an essential part of their preparation. Unfortunately, there is very little course preparation for the global view at the college level, where the largest proportion of teachers will develop.-or not develop--an international awareness. The community at the state or local level can often be of considerable help in encouraging this kind of experience for its teachers. It is probable that the more activist role of today’s student has been a factor in the trend toward using the inquiry, or discovery, method in the classroom. Certainly, this method has the advantage, for a global view, of using concepts which' can present controversial subject matter in an open-ended way. It uses the techniques of a scientific approach and enables the social studies to introduce more social science findings of current global concern. Discussion of values becomes an essential element. Such discussion begins with the student's experience, and by exposing him to a clash of personal beliefs there is evidence that motivation is increased and a possible shift in attitudes occurs. The teacher who aims to teach from a global viewpoint will need help, both in keeping abreast of the current curricula and in having available the most recent findings of social science and educational research which could affect the attitudes of his students. In particular, the area of conflict studies has potential for resolving international problems. The teacher, thus, has a key role in preparing future citizens to meet the changes of a global society. Title: Teaching social studies from a global viewpoint Author: Clemmer, Janet Hays Year: 1971 The need for preparing our youth to live in an interdependent world on this finite planet has become urgent since the beginning of the nuclear age at the end of World War II. There is a need to extend the loyalty of the citizen tor the nation-state to human needs seen from a global view. The involvement of the United States in the international community already is extensive because of its predominant power. This involvement is not reflected in our education, either from the amount of time devoted to social studies in our schools or in the emphasis on international relations in that curriculum. To achieve the global view which our changing society demands it is suggested that some unifying concepts be chosen which cross the various social science disciplines namely, the concepts of change (both violent and non-violent), conflict, authority or power, order, freedom and responsibility. These concepts enable the teacher, using a problem-solving approach, to raise questions which make values explicit, and provide flexibility in subject matter and range of student ability. In a global context, the following specific goals would be encouraged: overcome ethnocentrism, recognize the diversity of faces that the U.S. presents to the world, seek a transnational view based on human rights, emphasize the problem rather than the institution, and seek foreign points of view in source materials. During the 1960s there have been 80me innovations in both subject matter and method in teaching social studies, ranging from entire school systems to single schools and classes, and there are a number of new curricula materials coming out of projects funded by both government and private sources. This thesis has l.dent1tied a number of these with the idea that the teacher who is interested in presenting a global orientation now has a growing number of tools to choose from. He need not wait to construct a new curriculum but can supplement and reorient his approach in his own classroom. However, this implies that the teacher baa a global view already. Opportunities for foreign studies are becoming widespread and, hopefully, more and more teachers will feel they are an essential part of their preparation. Unfortunately, there is very little course preparation for the global view at the college level, where the largest proportion of teachers will develop.-or not develop--an international awareness. The community at the state or local level can often be of considerable help in encouraging this kind of experience for its teachers. It is probable that the more activist role of today’s student has been a factor in the trend toward using the inquiry, or discovery, method in the classroom. Certainly, this method has the advantage, for a global view, of using concepts which' can present controversial subject matter in an open-ended way. It uses the techniques of a scientific approach and enables the social studies to introduce more social science findings of current global concern. Discussion of values becomes an essential element. Such discussion begins with the student's experience, and by exposing him to a clash of personal beliefs there is evidence that motivation is increased and a possible shift in attitudes occurs. The teacher who aims to teach from a global viewpoint will need help, both in keeping abreast of the current curricula and in having available the most recent findings of social science and educational research which could affect the attitudes of his students. In particular, the area of conflict studies has potential for resolving international problems. The teacher, thus, has a key role in preparing future citizens to meet the changes of a global society. Close

• 883. [Article] A validation study of the screening test for developmental apraxia of speech

  The term "developmental apraxia of speech" (DAS) has been a confusing one since Morley, Court and Miller (1954) first applied it to articulatory patterns of a specific group of children. Until recently, ...

  Citation × Citation Citation Abstract Copy Title: A validation study of the screening test for developmental apraxia of speech Author: Thorsen, Deborah L. Year: 1984 The term "developmental apraxia of speech" (DAS) has been a confusing one since Morley, Court and Miller (1954) first applied it to articulatory patterns of a specific group of children. Until recently, the differentiation of diagnostic features of DAS in children as compared to other articulatory disorders has been difficult. One evaluation tool, developed by Blakeley (1980), to assist in differential diagnosis of DAS is the Screening Test for Developmental Apraxia of Speech (STDAS). This study examined the validity of this tool by comparing its results with the evaluations by three Speech-Language Pathologists knowledgeable in the area of developmental and/or acquired apraxia of speech. Twenty subjects, ranging in age from 4-5 to 7-7 years, participated in this study. The subjects were independently screened by four evaluators. The first evaluation was conducted by this researcher, administering the STDAS to each subject. The other three evaluators screened each subject using their own procedures, excluding the STDAS. The STDAS resulted in a probability rating for DAS. The three evaluators were instructed to rate each subject on probability of DAS based upon their individual methods of assessment. To determine the relationship between the three evaluator pairs (BC, BD, CD) the index of association used was the Pearson Product - Moment Correlation Coefficient (Pearson-r). The results indicated the evaluators only slightly agreed with one another. Although they were in general agreement as to what characteristics constitute DAS, their perceptions of each subject were quite varied. In correlating the STDAS (A) with each evaluator (B, C, D) using the Pearson-r, the results ranged from slight correlation of AB (.20) to high correlation of AD (.73). This outcome may indicate that the STDAS tapped more of the components of apraxia (in the sense of comprehensiveness) than any single evaluator measure. Two factors seemed to contribute to the varied results among evaluators: (1) lack of information about the subjects' history of development, including familial history and management history; and (2) varied amount of structure used among the evaluators. When comparing the STDAS results with an evaluator who used a highly structured method of assessment, the correlation was high. This evaluator had the advantage of objective data, as well as clinical judgment upon which to base the final rating for each subject. The inconsistency among the evaluators' assessment results is an excellent argument for a screening instrument that uses the current body of knowledge concerning DAS. The STDAS forces the examiner to assess the child more objectively. The resulting data of this study support Blakeley's intention for the STDAS to be used as part of a differential diagnosis of DAS. When combined with other measures, such as case history, clinical judgment and neurological assessment, the STDAS can play an important contributing role in differentiating DAS from other articulatory disorders. Title: A validation study of the screening test for developmental apraxia of speech Author: Thorsen, Deborah L. Year: 1984 The term "developmental apraxia of speech" (DAS) has been a confusing one since Morley, Court and Miller (1954) first applied it to articulatory patterns of a specific group of children. Until recently, the differentiation of diagnostic features of DAS in children as compared to other articulatory disorders has been difficult. One evaluation tool, developed by Blakeley (1980), to assist in differential diagnosis of DAS is the Screening Test for Developmental Apraxia of Speech (STDAS). This study examined the validity of this tool by comparing its results with the evaluations by three Speech-Language Pathologists knowledgeable in the area of developmental and/or acquired apraxia of speech. Twenty subjects, ranging in age from 4-5 to 7-7 years, participated in this study. The subjects were independently screened by four evaluators. The first evaluation was conducted by this researcher, administering the STDAS to each subject. The other three evaluators screened each subject using their own procedures, excluding the STDAS. The STDAS resulted in a probability rating for DAS. The three evaluators were instructed to rate each subject on probability of DAS based upon their individual methods of assessment. To determine the relationship between the three evaluator pairs (BC, BD, CD) the index of association used was the Pearson Product - Moment Correlation Coefficient (Pearson-r). The results indicated the evaluators only slightly agreed with one another. Although they were in general agreement as to what characteristics constitute DAS, their perceptions of each subject were quite varied. In correlating the STDAS (A) with each evaluator (B, C, D) using the Pearson-r, the results ranged from slight correlation of AB (.20) to high correlation of AD (.73). This outcome may indicate that the STDAS tapped more of the components of apraxia (in the sense of comprehensiveness) than any single evaluator measure. Two factors seemed to contribute to the varied results among evaluators: (1) lack of information about the subjects' history of development, including familial history and management history; and (2) varied amount of structure used among the evaluators. When comparing the STDAS results with an evaluator who used a highly structured method of assessment, the correlation was high. This evaluator had the advantage of objective data, as well as clinical judgment upon which to base the final rating for each subject. The inconsistency among the evaluators' assessment results is an excellent argument for a screening instrument that uses the current body of knowledge concerning DAS. The STDAS forces the examiner to assess the child more objectively. The resulting data of this study support Blakeley's intention for the STDAS to be used as part of a differential diagnosis of DAS. When combined with other measures, such as case history, clinical judgment and neurological assessment, the STDAS can play an important contributing role in differentiating DAS from other articulatory disorders. Close

• 884. [Article] The rights of students in public high schools

  The United States Bill of Rights guarantees American citizens’ personal freedom and at the same time places limitations on the actions of the various levels of government. Questions arise in regards to ...

  Citation × Citation Citation Abstract Copy Title: The rights of students in public high schools Author: Lindahl, Keith James Year: 1973 The United States Bill of Rights guarantees American citizens’ personal freedom and at the same time places limitations on the actions of the various levels of government. Questions arise in regards to the age at which citizens are guaranteed rights and freedoms under the Bill of Rights. The young American citizen, in a public school, has not always enjoyed the exercise of the rights of American citizenship. This paper examines the current status of the rights of public high school students, specifically in the State of Oregon. First to determine just which rights do apply in Oregon High Schools, court decisions, primarily from federal courts, were examined in order to extract the current judicial definitions of civil rights and liberties. As a result of this research, it was found that high school students are guaranteed the First Amendment rights of free expression and the Fourteenth Amendment privileges of due process or fair procedures in civil actions involving the school administration. The Fourth Amendment has been the basis of numerous cases dealing with locker searches and seizures, but the courts have held that the guarantees of the Fourth Amendment do not apply in light of the special circumstances of the school environment. Secondly, the status of the these student rights in the Oregon public school systems was examined by studying the state guidelines for student conduct codes and individual district codes from the 1971-72 and 1972-73 school years. It was concluded that as of 1972-73, most of Oregon’s high school students are guaranteed the rights that have been judicially defined as applying to high school students; this guarantee, at the local school district level, came about as a result of new Oregon Revised Statutes and new Oregon Board of Education policy. Third, the attitudes of high school students and principals towards student rights were polled and tallied. The results show that though both groups are not aware of all current judicial definitions, the students are more in accord with the courts decisions and current legal interpretations than are the principals. As a result, it is concluded that young Oregonians in public high schools are guaranteed rights under the United States Constitution; and with the advent of detailed rights and responsibilities codes in the local school districts, students are now allowed to exercise their rights in most Oregon high schools. The majority of students are aware of their rights, thus providing a situation in which students can function socially and politically as much as they would if they were out of high school. Title: The rights of students in public high schools Author: Lindahl, Keith James Year: 1973 The United States Bill of Rights guarantees American citizens’ personal freedom and at the same time places limitations on the actions of the various levels of government. Questions arise in regards to the age at which citizens are guaranteed rights and freedoms under the Bill of Rights. The young American citizen, in a public school, has not always enjoyed the exercise of the rights of American citizenship. This paper examines the current status of the rights of public high school students, specifically in the State of Oregon. First to determine just which rights do apply in Oregon High Schools, court decisions, primarily from federal courts, were examined in order to extract the current judicial definitions of civil rights and liberties. As a result of this research, it was found that high school students are guaranteed the First Amendment rights of free expression and the Fourteenth Amendment privileges of due process or fair procedures in civil actions involving the school administration. The Fourth Amendment has been the basis of numerous cases dealing with locker searches and seizures, but the courts have held that the guarantees of the Fourth Amendment do not apply in light of the special circumstances of the school environment. Secondly, the status of the these student rights in the Oregon public school systems was examined by studying the state guidelines for student conduct codes and individual district codes from the 1971-72 and 1972-73 school years. It was concluded that as of 1972-73, most of Oregon’s high school students are guaranteed the rights that have been judicially defined as applying to high school students; this guarantee, at the local school district level, came about as a result of new Oregon Revised Statutes and new Oregon Board of Education policy. Third, the attitudes of high school students and principals towards student rights were polled and tallied. The results show that though both groups are not aware of all current judicial definitions, the students are more in accord with the courts decisions and current legal interpretations than are the principals. As a result, it is concluded that young Oregonians in public high schools are guaranteed rights under the United States Constitution; and with the advent of detailed rights and responsibilities codes in the local school districts, students are now allowed to exercise their rights in most Oregon high schools. The majority of students are aware of their rights, thus providing a situation in which students can function socially and politically as much as they would if they were out of high school. Close

• 885. [Article] Simulation of Brain Damage on Bender-gestalt Test by College Subjects

  It is a frequent occurrence in accident cases involving alleged brain injury and attendant damage suits, for the defendant's attorney to charge the plaintiff in the case with malingering. At some time ...

  Citation × Citation Citation Abstract Copy Title: Simulation of Brain Damage on Bender-gestalt Test by College Subjects Author: Bruhn, Arnold Rahn Year: 1972 It is a frequent occurrence in accident cases involving alleged brain injury and attendant damage suits, for the defendant's attorney to charge the plaintiff in the case with malingering. At some time in the court proceedings it i.s also common that the plaintiff's psychologist will testify to the court that his client's brain damage is genuine, not feigned. but heretofore, clinicians have been able to speak to the court only from their own background of clinical experience, and clinicians have been known to disagree. They have not been able to refer to a body of research that has addressed itself to the question, Can Ss simulate brain damage on the Bender-Gestalt Test? This issue is particularly significant since many clinicians use the Bender to assess cases in which brain damage is suspected. Since the thrust of this study was exploratory, the answer to this experimental question is not totally conclusive. However, it was determined that college Ss of at least normal intelligence who did not present evidence of brain damage on an initial Bender screening could not simulate traumatic brain damage. Although there is little reason to believe that non-organic Ss from other kinds of educational backgrounds (excluding, possibly, Ss who are extremely knowledgeable about the Bender), ages and levels of intelligence could simulate traumatic brain damage successfully, this possibility exists and should be researched. The project consisted of a pilot study and a main study. In the pilot study 18 volunteers from an upper division psychology class were tested with a Bender in a group situation under standard instructions. Four weeks later they were . asked to simulate brain damage on the Bender. The test records of 18 organic Ss were used to form a criterion group. An ABPP certified clinical psychologist then attempted to sort the malingerers from the organics (Sort 1) and the normals from the organics (Sort 2). On the first sort, 2 of the 18 Ss in each group were missorted. On the second sort, 1 organic and 2 normals were missorted. The resulting Phi coefficients were .78 and .83, respectively. Since existing quantitative sorting methods (Le., the Pascal-Suttell system and the Canter system) were not able to validly differentiate malingerers from organics, it became necessary to spell out the implicit criteria which the clinician used as he performed his sorts. An analysis of the criteria then revealed that all of the missorts, except 1 organic S, involved confusions of "normal" Ss who were either borderline organics or mildly organic with organic S5 who were mildly organic. The main study was necessary to replicate the findings obtained from the pilot study since the criteria devised therefrom were formulated 'ex post facto.' The results obtained were generally comparable to those from the pilot study. In the main study, a second clinician independently sorted the groups in order to provide a reliability check on the sorting procedure. An analysis of the sorting decisions resulting from the criteria-based sorting procedure indicated that the sorting decisions of the 2 clinicians concurred on 84% of the protocols in the malingerer-organic sort and on 94% of the records in the normal-organic sort. A sort-resort operation by the first clinician on the malingerer-organic sort with one day intervening resulted in 100% agreement between his judgments. Title: Simulation of Brain Damage on Bender-gestalt Test by College Subjects Author: Bruhn, Arnold Rahn Year: 1972 It is a frequent occurrence in accident cases involving alleged brain injury and attendant damage suits, for the defendant's attorney to charge the plaintiff in the case with malingering. At some time in the court proceedings it i.s also common that the plaintiff's psychologist will testify to the court that his client's brain damage is genuine, not feigned. but heretofore, clinicians have been able to speak to the court only from their own background of clinical experience, and clinicians have been known to disagree. They have not been able to refer to a body of research that has addressed itself to the question, Can Ss simulate brain damage on the Bender-Gestalt Test? This issue is particularly significant since many clinicians use the Bender to assess cases in which brain damage is suspected. Since the thrust of this study was exploratory, the answer to this experimental question is not totally conclusive. However, it was determined that college Ss of at least normal intelligence who did not present evidence of brain damage on an initial Bender screening could not simulate traumatic brain damage. Although there is little reason to believe that non-organic Ss from other kinds of educational backgrounds (excluding, possibly, Ss who are extremely knowledgeable about the Bender), ages and levels of intelligence could simulate traumatic brain damage successfully, this possibility exists and should be researched. The project consisted of a pilot study and a main study. In the pilot study 18 volunteers from an upper division psychology class were tested with a Bender in a group situation under standard instructions. Four weeks later they were . asked to simulate brain damage on the Bender. The test records of 18 organic Ss were used to form a criterion group. An ABPP certified clinical psychologist then attempted to sort the malingerers from the organics (Sort 1) and the normals from the organics (Sort 2). On the first sort, 2 of the 18 Ss in each group were missorted. On the second sort, 1 organic and 2 normals were missorted. The resulting Phi coefficients were .78 and .83, respectively. Since existing quantitative sorting methods (Le., the Pascal-Suttell system and the Canter system) were not able to validly differentiate malingerers from organics, it became necessary to spell out the implicit criteria which the clinician used as he performed his sorts. An analysis of the criteria then revealed that all of the missorts, except 1 organic S, involved confusions of "normal" Ss who were either borderline organics or mildly organic with organic S5 who were mildly organic. The main study was necessary to replicate the findings obtained from the pilot study since the criteria devised therefrom were formulated 'ex post facto.' The results obtained were generally comparable to those from the pilot study. In the main study, a second clinician independently sorted the groups in order to provide a reliability check on the sorting procedure. An analysis of the sorting decisions resulting from the criteria-based sorting procedure indicated that the sorting decisions of the 2 clinicians concurred on 84% of the protocols in the malingerer-organic sort and on 94% of the records in the normal-organic sort. A sort-resort operation by the first clinician on the malingerer-organic sort with one day intervening resulted in 100% agreement between his judgments. Close

• 886. [Article] Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables

  The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful ...

  Citation × Citation Citation Abstract Copy Title: Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables Author: Wilde, Richard Wayne Year: 1991 The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data. Title: Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables Author: Wilde, Richard Wayne Year: 1991 The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data. Close

• 887. [Article] A comparison of object dropping and echoic vocalizing as response modes to pure tone stimuli among mentally retarded children

  Mentally retarded children demonstrate an abnormally high incidence of hearing impairment, and many, particularly those with IQs below 40, are difficult for audiologists to test. Consequently, there is ...

  Citation × Citation Citation Abstract Copy Title: A comparison of object dropping and echoic vocalizing as response modes to pure tone stimuli among mentally retarded children Author: Stewart, Elton L. Year: 1970 Mentally retarded children demonstrate an abnormally high incidence of hearing impairment, and many, particularly those with IQs below 40, are difficult for audiologists to test. Consequently, there is great need among this population for investigating response modes and conditioning of responses to auditory stimuli. A review of the literature reveals no studies of echoic vocalization as a conditioned response mode to pure tone stimuli among the retarded. In this study, a heterogenous sample of 13 moderately and severely retarded children ranging in age from 7 years 7 months to 16 years 3 months were compared on two response modes to suprathreshold pure tone signals of 500 and 4000 Hz: (1) dropping poker chips, and (2) echoic vocalization (EVR). All subjects received both treatments but were divided into Groups A and B, the former receiving Treatment One (object dropping) first, the latter receiving Treatment Two (EVR) first. Operant procedures combined social and tangible reinforcement in each treatment to achieve stimulus control without specific verbal instructions. EVR included two unusual stages: (1) conditioning of imitations to the experimenter’s vocalizations, usually /a/ and (2) conditioning of response transfer from vocal to pure tone stimuli. Acquisition and extinction to first 500, then 4000 Hz proceeded sequentially within each treatment. Acquisition criterion for vocal and pure tone stimuli was eight consecutive responses. Extinction criterion was failure to respond to six out of eight tonal stimuli following withdrawal of reinforcement. Eleven of the 13 children achieved acquisition criterion for both response modes, with only three of the older subjects encountering substantial difficulty in response transfer in Treatment Two. Differences in acquisition data between treatments were not significant. Three times as much extinction occurred with EVR in Treatment Two than with object dropping in Treatment One, but there was a tendency toward more false responses in the latter mode. Otherwise, data up to achievement of extinction criterion in the extinction phases did not differ significantly between treatments Order of presentation of treatment and frequency of the pure tone stimuli were not significant factors in the results. It was concluded that despite substantially greater occurrence of extinction following withdrawal of reinforcement as compared with object dropping, echoic vocalization response has been shown to be an effective, practical response mode to suprathreshold pure tone stimuli among the children in this sample. It was recommended that further investigation with EVR be directed toward: (1) the feasibility of eliminating response transfer by use of verbal assistance and direct conditioning of EVR to pure tones; (2) if response transfer is necessary, comparison of older and younger retardates on that procedure; (3) the possibility of increasing resistance to extinction in EVR through visual reinforcement; (4) comparison of EVR and object dropping on threshold determination among MR children; (5) the practicability of paring EVR and object dropping response modes; and (6) investigation of other forms of both breath expulsion and breath inspiration as response modes to pure tone stimuli among mentally retarded children. Title: A comparison of object dropping and echoic vocalizing as response modes to pure tone stimuli among mentally retarded children Author: Stewart, Elton L. Year: 1970 Mentally retarded children demonstrate an abnormally high incidence of hearing impairment, and many, particularly those with IQs below 40, are difficult for audiologists to test. Consequently, there is great need among this population for investigating response modes and conditioning of responses to auditory stimuli. A review of the literature reveals no studies of echoic vocalization as a conditioned response mode to pure tone stimuli among the retarded. In this study, a heterogenous sample of 13 moderately and severely retarded children ranging in age from 7 years 7 months to 16 years 3 months were compared on two response modes to suprathreshold pure tone signals of 500 and 4000 Hz: (1) dropping poker chips, and (2) echoic vocalization (EVR). All subjects received both treatments but were divided into Groups A and B, the former receiving Treatment One (object dropping) first, the latter receiving Treatment Two (EVR) first. Operant procedures combined social and tangible reinforcement in each treatment to achieve stimulus control without specific verbal instructions. EVR included two unusual stages: (1) conditioning of imitations to the experimenter’s vocalizations, usually /a/ and (2) conditioning of response transfer from vocal to pure tone stimuli. Acquisition and extinction to first 500, then 4000 Hz proceeded sequentially within each treatment. Acquisition criterion for vocal and pure tone stimuli was eight consecutive responses. Extinction criterion was failure to respond to six out of eight tonal stimuli following withdrawal of reinforcement. Eleven of the 13 children achieved acquisition criterion for both response modes, with only three of the older subjects encountering substantial difficulty in response transfer in Treatment Two. Differences in acquisition data between treatments were not significant. Three times as much extinction occurred with EVR in Treatment Two than with object dropping in Treatment One, but there was a tendency toward more false responses in the latter mode. Otherwise, data up to achievement of extinction criterion in the extinction phases did not differ significantly between treatments Order of presentation of treatment and frequency of the pure tone stimuli were not significant factors in the results. It was concluded that despite substantially greater occurrence of extinction following withdrawal of reinforcement as compared with object dropping, echoic vocalization response has been shown to be an effective, practical response mode to suprathreshold pure tone stimuli among the children in this sample. It was recommended that further investigation with EVR be directed toward: (1) the feasibility of eliminating response transfer by use of verbal assistance and direct conditioning of EVR to pure tones; (2) if response transfer is necessary, comparison of older and younger retardates on that procedure; (3) the possibility of increasing resistance to extinction in EVR through visual reinforcement; (4) comparison of EVR and object dropping on threshold determination among MR children; (5) the practicability of paring EVR and object dropping response modes; and (6) investigation of other forms of both breath expulsion and breath inspiration as response modes to pure tone stimuli among mentally retarded children. Close

• 888. [Article] Identifying Modifiable Factors associated with Depression across the Lifespan in Stroke Survivor-Spouse Dyads

  Depression is the most common psychological sequela associated with stroke, affecting approximately 33% of stroke survivors (Hackett, Yapa, Parag, & Anderson, 2005) with corresponding impacts on spouses, ...

  Citation × Citation Citation Abstract Copy Title: Identifying Modifiable Factors associated with Depression across the Lifespan in Stroke Survivor-Spouse Dyads Author: McCarthy, Michael Joseph Year: 2011 Depression is the most common psychological sequela associated with stroke, affecting approximately 33% of stroke survivors (Hackett, Yapa, Parag, & Anderson, 2005) with corresponding impacts on spouses, partners, or other informal caregivers (Han & Haley, 1999; Low, Payne, & Roderick, 1999). Although stroke is more common in older persons, persons of all ages are at risk for stroke and especially post-stroke depression (Centers for Disease Control and Prevention [CDC], 2007; Barker-Collo, 2007; Hughes, Giobbie-Hurder, Weaver, Kubal, & Henderson, 1999). One of the factors which could explain increased risk of depression is "biographical disruption" (Bury, 1982), which happens when couples experience chronic illnesses that are developmentally off schedule or unexpected (Faircloth, Boylstei, Rittman, Young, & Gubrium, 2004; Pound, Gompertz, & Ebrahim, 1998; Roding, Lindstrom, Malms, & Ohman, 2003). The goal of this dissertation study was to examine modifiable factors associated with depression in stroke survivor-spouse dyads, including the potential moderating effects of biographical disruption. This goal was accomplished by pursuing three specific aims: (1) investigating the extent to which dyad-level factors are associated with current depression in stroke survivor-spouse dyads, above and beyond the influence of individual-level factors; (2) investigating the extent to which biographical disruption associated with stroke moderates the strength of association between individual and dyad-level factors and depression; and (3) exploring additional individual- and dyad-level features of disruption from stroke not included in the structured portion of the interview, and to explore how the experience of stroke may be different for couples in different developmental stages of life. Thirty-two recent stroke survivor-spouse dyads were interviewed using a combination of standardized measures and semi-structured interviews. Results showed that several dyad-level factors such as relationship quality, illness appraisal, and coping patterns were significant predictors of depression for survivors and spouses. The presence of biographical disruption did not statistically moderate these relationships, although the qualitative aspect of the study uncovered many aspects of disruption not addressed in the structured interview and the illness experience was clearly unique for couples in different developmental stages. These results have relevance for the development of effective interventions for post-stroke depression in couples, and are encouraging with respect to operationalizing and measuring the notion of biographical disruption from chronic illness across the lifespan. Title: Identifying Modifiable Factors associated with Depression across the Lifespan in Stroke Survivor-Spouse Dyads Author: McCarthy, Michael Joseph Year: 2011 Depression is the most common psychological sequela associated with stroke, affecting approximately 33% of stroke survivors (Hackett, Yapa, Parag, & Anderson, 2005) with corresponding impacts on spouses, partners, or other informal caregivers (Han & Haley, 1999; Low, Payne, & Roderick, 1999). Although stroke is more common in older persons, persons of all ages are at risk for stroke and especially post-stroke depression (Centers for Disease Control and Prevention [CDC], 2007; Barker-Collo, 2007; Hughes, Giobbie-Hurder, Weaver, Kubal, & Henderson, 1999). One of the factors which could explain increased risk of depression is "biographical disruption" (Bury, 1982), which happens when couples experience chronic illnesses that are developmentally off schedule or unexpected (Faircloth, Boylstei, Rittman, Young, & Gubrium, 2004; Pound, Gompertz, & Ebrahim, 1998; Roding, Lindstrom, Malms, & Ohman, 2003). The goal of this dissertation study was to examine modifiable factors associated with depression in stroke survivor-spouse dyads, including the potential moderating effects of biographical disruption. This goal was accomplished by pursuing three specific aims: (1) investigating the extent to which dyad-level factors are associated with current depression in stroke survivor-spouse dyads, above and beyond the influence of individual-level factors; (2) investigating the extent to which biographical disruption associated with stroke moderates the strength of association between individual and dyad-level factors and depression; and (3) exploring additional individual- and dyad-level features of disruption from stroke not included in the structured portion of the interview, and to explore how the experience of stroke may be different for couples in different developmental stages of life. Thirty-two recent stroke survivor-spouse dyads were interviewed using a combination of standardized measures and semi-structured interviews. Results showed that several dyad-level factors such as relationship quality, illness appraisal, and coping patterns were significant predictors of depression for survivors and spouses. The presence of biographical disruption did not statistically moderate these relationships, although the qualitative aspect of the study uncovered many aspects of disruption not addressed in the structured interview and the illness experience was clearly unique for couples in different developmental stages. These results have relevance for the development of effective interventions for post-stroke depression in couples, and are encouraging with respect to operationalizing and measuring the notion of biographical disruption from chronic illness across the lifespan. Close

• 889. [Article] The Relationship between Mindfulness and Burnout among Master of Social Work Students

  Social work students frequently endure elevated levels of prolonged stress and psychological affliction that might result in serious consequences, such as development of burnout. Some experts suggest that ...

  Citation × Citation Citation Abstract Copy Title: The Relationship between Mindfulness and Burnout among Master of Social Work Students Author: Piatkowska, Jolanta Maria Year: 2014 Social work students frequently endure elevated levels of prolonged stress and psychological affliction that might result in serious consequences, such as development of burnout. Some experts suggest that burnout originates in the exposure to chronic interpersonal stressors in the work environment. Yet, there is emerging evidence suggesting that mindfulness practice might be beneficial in alleviating stress. Thus, the purpose of this exploratory study was to examine the relationship between mindfulness and burnout among Master of Social Work students. Burnout, mindfulness, religiosity, spirituality and their potential relationship were discussed and related to previous scholarly literature. Specifically, this study focused on testing the hypothesis that current MSW students who demonstrate higher levels of mindfulness will report less burnout, regardless of the year in the MSW program and regardless of the years of practice in human services. In addition, the hypothesis that students currently involved in direct social work practice (either outside of the MSW program, in the MSW field placement, or both) experience higher levels of burnout than students not yet practicing was scrutinized. Moreover, the hypothesis that as students progress in their studies they will exhibit progressively more burnout was explored. Finally, one of this study's goals was to explore whether patterns/relationships between the religious and spiritual beliefs and practices predict burnout levels among Master of Social Work students. Participants were mostly non-Hispanic White females, with a mean age of 35, married (or in legally recognized unions), and first year students enrolled full-time in the Direct Human Services track. Two years was the most common length of their experience in human services. They came from the metropolitan Portland area (on-campus students) and other regions of Oregon (off-site students). The mindfulness of the participants was measured with the Five Facets Mindfulness Scale and the levels of their burnout with the Maslach Burnout Inventory. Study results indicated that the more mindful the MSW students were, the less burnout they reported experiencing. A large correlation of mindfulness to reduced burnout (p < .001) was found, a relationship that persisted when controlling for other significant variables through sequential regression analysis. However, neither year in the MSW program, length of practicing in human services, nor religious/spiritual affiliation and practices had any significant influence on burnout among participants. Given the results of this study demonstrated statistically significant relationships between mindfulness and burnout among social work students, it is recommended that appropriate training in mindfulness for the students (and social workers) affected by secondary trauma and burnout should be incorporated in social work education, either as a part of curricula, or in an extra-curricular training program. Title: The Relationship between Mindfulness and Burnout among Master of Social Work Students Author: Piatkowska, Jolanta Maria Year: 2014 Social work students frequently endure elevated levels of prolonged stress and psychological affliction that might result in serious consequences, such as development of burnout. Some experts suggest that burnout originates in the exposure to chronic interpersonal stressors in the work environment. Yet, there is emerging evidence suggesting that mindfulness practice might be beneficial in alleviating stress. Thus, the purpose of this exploratory study was to examine the relationship between mindfulness and burnout among Master of Social Work students. Burnout, mindfulness, religiosity, spirituality and their potential relationship were discussed and related to previous scholarly literature. Specifically, this study focused on testing the hypothesis that current MSW students who demonstrate higher levels of mindfulness will report less burnout, regardless of the year in the MSW program and regardless of the years of practice in human services. In addition, the hypothesis that students currently involved in direct social work practice (either outside of the MSW program, in the MSW field placement, or both) experience higher levels of burnout than students not yet practicing was scrutinized. Moreover, the hypothesis that as students progress in their studies they will exhibit progressively more burnout was explored. Finally, one of this study's goals was to explore whether patterns/relationships between the religious and spiritual beliefs and practices predict burnout levels among Master of Social Work students. Participants were mostly non-Hispanic White females, with a mean age of 35, married (or in legally recognized unions), and first year students enrolled full-time in the Direct Human Services track. Two years was the most common length of their experience in human services. They came from the metropolitan Portland area (on-campus students) and other regions of Oregon (off-site students). The mindfulness of the participants was measured with the Five Facets Mindfulness Scale and the levels of their burnout with the Maslach Burnout Inventory. Study results indicated that the more mindful the MSW students were, the less burnout they reported experiencing. A large correlation of mindfulness to reduced burnout (p < .001) was found, a relationship that persisted when controlling for other significant variables through sequential regression analysis. However, neither year in the MSW program, length of practicing in human services, nor religious/spiritual affiliation and practices had any significant influence on burnout among participants. Given the results of this study demonstrated statistically significant relationships between mindfulness and burnout among social work students, it is recommended that appropriate training in mindfulness for the students (and social workers) affected by secondary trauma and burnout should be incorporated in social work education, either as a part of curricula, or in an extra-curricular training program. Close

• 890. [Article] Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders

  The purpose of this investigation was to determine if children labeled as “severe” functional articulation disordered, who had been enrolled in public school speech programs for one year or more, exhibited ...

  Citation × Citation Citation Abstract Copy Title: Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders Author: Mitcham, Sara Miller Year: 1975 The purpose of this investigation was to determine if children labeled as “severe” functional articulation disordered, who had been enrolled in public school speech programs for one year or more, exhibited dyspraxic-like characteristics. Twenty individuals between the ages of 8 and 11 were chosen from the Gresham Public Schools, Lynch Public Schools, Portland Public Schools, Rockwood Public Schools and the Crippled Children’s Division, University of Oregon Medical School to serve as subjects for the three groups in this study. Eight subjects who comprised the experimental group were 11 severe11 functional articulation disorders and were selected from the public schools. Each misarticulated four or more phonemes, consistently or inconsistently, in isolation, syllables, words or conversation; each had made little or very slow progress according to his speech clinician and each had been enrolled in speech management for one year or more as a functional articulation case. Eight subjects in the normal control group were individuals selected from the public schools, with no speech or language problems. Each had never been enrolled in nor recommended for a speech intervention program. Four subjects in the dyspraxic control group were selected from the University of Oregon Medical School. Prior to the date of this investigation, each had been diagnosed as displaying developmental dyspraxia, dyspraxia of speech or verbal dyspraxia. The Modified Apraxia Battery (NAB) utilized in this investigation was a nonstandardized battery consisting of a verbal section and a nonverbal section. The verbal section was composed of ten subtests designed to delineate the presence of a dyspraxia of speech; the nonverbal section was composed of one subtest designed to delineate an oral apraxia and one subtest designed to delineate a limb apraxia. The results of this study revealed a highly significant difference in performance on the verbal section between the normal subjects and the “severe” functional articulation subjects with the normals performing better. A highly significant difference also was found between the normal subjects and the dyspraxic subjects with the normals performing better on the verbal section of the MAB. No significant difference was revealed, however, between the dyspraxics and the “severe” functional articulation cases. It was inferred, therefore, that these two groups performed in a similar manner because they exhibited similar verbal characteristics. “Severe” functional articulation disordered subjects were, therefore, found to exhibit verbal dyspraxic-like characteristics. No significant difference in performance was shown on the nonverbal section among the three groups. It appears the verbal section of the Modified Apraxia Battery much more effectively differentiates those displaying dyspraxic-like characteristics from those who do not than does the nonverbal section. Chi square analysis of items on the NAB supported this contention further suggesting subsection 3, Multisyllabic Words and subsection 6, Sentences are the most discriminating verbal items. Title: Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders Author: Mitcham, Sara Miller Year: 1975 The purpose of this investigation was to determine if children labeled as “severe” functional articulation disordered, who had been enrolled in public school speech programs for one year or more, exhibited dyspraxic-like characteristics. Twenty individuals between the ages of 8 and 11 were chosen from the Gresham Public Schools, Lynch Public Schools, Portland Public Schools, Rockwood Public Schools and the Crippled Children’s Division, University of Oregon Medical School to serve as subjects for the three groups in this study. Eight subjects who comprised the experimental group were 11 severe11 functional articulation disorders and were selected from the public schools. Each misarticulated four or more phonemes, consistently or inconsistently, in isolation, syllables, words or conversation; each had made little or very slow progress according to his speech clinician and each had been enrolled in speech management for one year or more as a functional articulation case. Eight subjects in the normal control group were individuals selected from the public schools, with no speech or language problems. Each had never been enrolled in nor recommended for a speech intervention program. Four subjects in the dyspraxic control group were selected from the University of Oregon Medical School. Prior to the date of this investigation, each had been diagnosed as displaying developmental dyspraxia, dyspraxia of speech or verbal dyspraxia. The Modified Apraxia Battery (NAB) utilized in this investigation was a nonstandardized battery consisting of a verbal section and a nonverbal section. The verbal section was composed of ten subtests designed to delineate the presence of a dyspraxia of speech; the nonverbal section was composed of one subtest designed to delineate an oral apraxia and one subtest designed to delineate a limb apraxia. The results of this study revealed a highly significant difference in performance on the verbal section between the normal subjects and the “severe” functional articulation subjects with the normals performing better. A highly significant difference also was found between the normal subjects and the dyspraxic subjects with the normals performing better on the verbal section of the MAB. No significant difference was revealed, however, between the dyspraxics and the “severe” functional articulation cases. It was inferred, therefore, that these two groups performed in a similar manner because they exhibited similar verbal characteristics. “Severe” functional articulation disordered subjects were, therefore, found to exhibit verbal dyspraxic-like characteristics. No significant difference in performance was shown on the nonverbal section among the three groups. It appears the verbal section of the Modified Apraxia Battery much more effectively differentiates those displaying dyspraxic-like characteristics from those who do not than does the nonverbal section. Chi square analysis of items on the NAB supported this contention further suggesting subsection 3, Multisyllabic Words and subsection 6, Sentences are the most discriminating verbal items. Close