Reflection-impulsivity and academic attainment in emotionally disturbed children

Sixty-five emotionally disturbed children were administered the Matching Familiar Figures Test (MFF) and standard achievement tests. Significant correlations were obtained between MFF errors and achievement and Mental Age (MA) but not between MFF latencies and achievement and MA. Fifteen impulsive and fifteen reflective children, matched on MA and not differing on Chronological Age (CA), did not differ on their levels of academic achievement. However, the reflective group was found to be two grades above the impulsive group in actual grade placement. Results are discussed in terms of possible behavioral differences and their consequences for the individual.     

WISC short forms with emotionally disturbed children

The complete WISC protocols of 100 emotionally disturbed children were rescored according to 30 selected-subtest and 1 selected-item methodologies and then compared for their correspondence to the standard form. High correlations between all of the short forms and the standard WISC were obtained. However, 16 of the selected-subtest short forms and the selected-item short form resulted in a significantly different mean than the standard. In addition, all short forms resulted in a high percentage of individuals changing IQ classification. Results are interpreted as indicating the inappropriateness of short forms with emotionally disturbed children when individual scores are of prime interest.     

Reflection-impulsivity and information seeking in emotionally disturbed children

Forty-four emotionally disturbed children were administered the Matching Familiar Figures Test by one examiner after which the 13 most impulsive and 13 most reflective were chosen. A second examiner administered the Fixed Alternatives Question-Asking Game in whichSs sought information by asking questions that could be answered either yes or no. These questions were classified on a developmental basis; reflective children were found to employ more mature questions than did impulsive ones. Indirect comparisons between the present results and those obtained with normalSs were made.     

Anxiety and locus of conflict in emotionally disturbed children

The State Trait Anxiety Inventory for Children (STAIC) and the Children's Manifest Anxiety Scale (CMAS) were administered to 50 emotionally disturbed children (40 males and 10 females). In addition, ratings on a Locus of Conflict Rating Scale were obtained from their special education teachers. Significant correlations were obtained between all anxiety measures. However, anxiety, as measured by the CMAS, A State and A Trait, was not significantly correlated with the ratings of internalization, externalization, or the total maladjustment index. Girls reported greater anxiety than boys on the CMAS and the STAIC A Trait scale, while boys were rated as significantly higher on the internalization and externalization scales, and in total maladjustment.     

Reliability of state-trait anxiety with emotionally disturbed children

The test-retest reliability and the internal consistency of the State-Trait Anxiety Inventory for Children (STAIC) was determined for 30 emotionally disturbed children. The STAIC was administered at the beginning and end of a three month period. Test-retest reliability for the STAIC A-State and A-Trait scale were. 63 and 44, respectively. Alpha values of internal consistency were 89 and 88. Differences in these results and findings previously reported by Spielberger (1973) are discussed in terms of population differences.     

Self-image of emotionally disturbed adolescents

This study examined the ways in which normal, depressed, and conduct-disordered adolescents differ with regard to self-image. Normal and psychiatrically hospitalized adolescents completed the Offer Self Image Questionnaire for Adolescents (OSIQ). Patients were grouped on the basis of their DSM-III diagnoses, and their OSIQ scores were compared. Major depressive disorder, particularly the first episode, was associated with poor self-evaluation in multiple areas, while conduct disorder was associated with almost no specific self-image deficits. For younger (12- to 15-year-old) adolescents, a repeated episode of depression was associated with a poorer selfimage than was a diagnosis of dysthymic disorder or a typical depression, but a better self-image than a single episode of depression, suggesting that at this age, repeated episodes are met with internal adaptation rather than continued self-devaluation. Adolescents who received a diagnosis of both conduct disorder and major depression reported an overall level of self-image disturbance between those with either of these disorders alone, suggesting that acting-out behaviors may attenuate the self-devaluing experience of depression. Results are discussed in terms of current issues in adolescent development and developmental psychopathology.Portions of this article were presented at the annual meeting of the Midwestern Psychological Association, Chicago, 1986, and the annual meeting of the Association for the Advancement of Behavior Therapy, Chicago, 1986. The author wishes to express her appreciation to Kenneth I. Howard for his continued guidance throughout this project; to Lauren B. Alloy, Richard R. Bootzin, G. Daniel Lassiter, William Revelle, and two anonymous reviewers for helpful comments on an earlier draft; to Daniel Offer and Eric Ostrov for allowing use of their normative data; and to the staff of Charter Barclay and Riveredge Hospitals for their assistance in the data collection.     

Utility of the Mini-Mult with parents of emotionally disturbed children.

In order to determine the potential usefulness of the Mini-Mult as a screening instrument with parents of emotionally disturbed children, two studies were conducted. In the first study 128 MMPI profiles were rescored for the Mini-Mult and comparisons with MMPI were made. In the second study 50 parents were administered both the MMPI and the Mini-Mult. Results of both studies indicate that the Mini-Mult is not a good screening instrument with parents of emotionally disturbed children.     

An observational study of emotionally disturbed and learning-disabled children in school settings

It has been alleged that populations of learning-disabled (LD) and emotionally disturbed (ED) children are essentially indistinguishable on important intervention-related symptoms. To examine this claim, a direct observation study of social interactions during class, lunch, and recess settings in two public schools was conducted. Teacher ratings of school behavior were also collected. The results indicated that the ED boys exhibited significantly more nonphysical aggression and noncompliance than the LD boys across settings, and that the LD boys had significantly higher rates of physical and non-physical aggression and immature behavior than the LD girls. The correlations between the observations and teachers' ratings were modest but consistent with previous studies. The results are discussed with regard to their assessment and treatment implications.This study was supported, in part, by a grant from the National Institute of Mental Health (MH30058). The authors wish to acknowledge the assistance of the following individuals: Patricia Grayson, James Fogarty, Merrill Zusmer, James Burke, Elizabeth Mulvihill, and the teachers from the Sayville and Premm Learning Centers (L. Fass, J. Gould, K. Jones, C. Lacey, B. Licking, S. Ott, S. Palmer, J. Thorpe, C. Wangenstein, D. Wayne, and L. Wetter). We also wish to thank Michael H. Epstein and Jan Loney for their helpful comments on an earlier draft of this paper.