A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application

School psychologists have traditionally experienced difficulty in assessing children referred to them for behavior disorders. Given this reported difficulty, a behavioral assessment model is proposed which specifies three types of assessment information: direct observations, rating scale data, and interview data. Characteristics of these three types of assessment information are discussed, along with recommendations for their use. Two psychological models are suggested to guide school psychologists through the assessment process. Bergan's behavioral consultation model is recommended for securing valid and reliable interview and observational data, and Campbell and Fiske's multitrait-multimethod model is proposed as a means of logically integrating behavioral assessment information. The notion of convergence or agreement between dissimilar assessment methods is discussed.     

Factor comparison of two Minnesota Multiphasic Personality Inventory short forms

A sample of 315 valid Minnesota Multiphasic Personality Inventory (MMPI) protocols were selected from inpatient files and scored for both the MMPI-168 and Faschingbauer Abbreviated MMPI short forms. Each short form was then factor-analyzed by a principal axis strategy with varimax rotation. The six factors extracted from each short form were then compared as to their similarity by use of the s index. This procedure showed five of the six factors in each short form as having a significant relationship of the pattern of salient variables they had in common with the complimentary factors of the other form. These data suggest that both short forms, though based on different construction methodologies, share the same underlying personality attributes. Future research is suggested to replicate these results and extend them to the full MMPI.     

Teachers' observations on pupils' untruthfulness in relation to the ‘Lie’ scale

This study inspected the scores obtained on a ‘Lie’ scale in relation to teachers' observations on untruthful behaviour among four adolescent samples. The first and second groups were composed of 81 boys and 81 girls attending two comprehensive schools. The third group consisted of 81 boys who had been committed to a training school for delinquent boys and the fourth of 42 boys placed in a secure unit attached to the training school. The overall pattern of results suggested that the ‘Lie’ scale was associated with pupil characteristics of truthfulness and social conformity. The implications of these findings are discussed in relation to the meaning of the ‘Lie’ scale and its usefulness in practice.     

Acquisition of the hierarchy of tonal functions in music

The acquisition of the hierarchy of tonal stabilities in music is investigated in children of elementary school age. Listeners judge how good short tone sequences sound as melodies. The ratings show a pattern of increasing differentiation of the pitches in an octave range. The youngest listeners distinguish between scale and nonscale tones; older listeners distinguish between the tonic triad tones and other scale components. A group of adult listeners show octave equivalence and temporal asymmetries, with a preference for sequences ending on the more stable tones within the hierarchy. Pitch height effects do not interact with the age of the listener. These results are discussed in terms of the primacy of physical variables, novice-expert differences, and general cognitive principles governing the acquisition and development of internal representations of pitch relationships.     

Individual differences in digit span, susceptibility to proactive interference, and aptitude/achievement test scores

Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with adults. Susceptibility to proactive interference was estimated from performance in a position task in Experiment 1, and from the Brown-Peterson task in Experiment 2. In contrast to previous research, digit span was strongly correlated with many of the aptitude/achievement scores in both experiments, suggesting that the digit span task taps some important components of mental ability. The results of both experiments were also consistent in offering no support for the hypothesis that susceptibility to proactive interference is an important source of span differences. Finally, the results of Experiment 2 suggest that susceptibility to proactive interference is a source of individual differences in reading comprehension and knowledge of word meanings, but not in grammar and word usage skills, reading rate, or quantitative ability.     

Orthogonal procrustes rotation maximizing congruence

Procedures for assessing the invariance of factors found in data sets using different subjects and the same variables are often using the least squares criterion, which appears to be too restrictive for comparing factors.Tucker's coefficient of congruence, on the other hand, is more closely related to the human interpretation of factorial invariance than the least squares criterion. A method maximizing simultaneously the sum of coefficients of congruence between two matrices of factor loadings, using orthogonal rotation of one matrix is presented. As shown in examples, the sum of coefficients of congruence obtained using the presented rotation procedure is slightly higher than the sum of coefficients of congruence using Orthogonal Procrustes Rotation based on the least squares criterion.The author is obliged to Lewis R. Goldberg for critically reviewing the first draft of this paper.     

The importance of home practice for progressive relaxation training

The efficacy of home practice assignments was evaluated as a component of standardized progressive relaxation training. Subjects reporting general anxiety and tension problems were assigned to either a home practice relaxation, no home practice relaxation or wait-list control condition. Treatment was conducted for 10 sessions over a 5-week period. In addition, subjects in both conditions engaged in in-vivo application of their relaxation skills during a final 2-week application period. Group comparisons showed that both progressive relaxation conditions significantly improved on daily self-monitored general anxiety and tension levels relative to the wait-list control condition. Group analyses of percent subject improvements supported the effectiveness of home practice assignments, especially during the application period. No systematic differences between groups, on physiological and self-report variables, were found during several laboratory relaxation evaluation sessions. This study supports the contribution of home practice assignments to progressive relaxation training.     

Correlations of measures of personality and of intelligence within and across generations

Members of over 100 families were administered the Wechsler Adult Intelligence Scale (WAIS) as well as various psychometric tests of personality. Individual cognitive and personality measures often were associated. Parent personality scale scores often were associated with offspring WAIS scores and vice versa. Stepwise multiple regressions demonstrated that knowledge of parental personality test scores substantially increased the predictability of offspring WAIS scores.     

“Masculinity,” “femininity,” and adjustment in college men

The regression of adjustment—indexed by measures of anxiety and depression— on “masculinity” (instrumentality) and “femininity” (expressiveness)—as assessed by the BSRI, PRF ANDRO, and the Short BSRI—was studied in 122 college men. The findings revealed that: (a) anxiety and depression marked a single adjustment factor; (b) self-esteem mediated the relationships between instrumentality, expressiveness, and adjustment, such that when the variance due to it was removed, neither instrumentality nor expressiveness accounted for significant variance in Anxiety-Depression; (c) the Short BSRI index of expressiveness behaved differently from the other indices and more like that of the PAQ; (d) instrumentality and expressiveness interacted significantly, such that instrumentality was positively associated with adjustment for those with low or average expressiveness and expressiveness was positively associated with adjustment only for those with low or average instrumentality; and (e) men high in instrumentality and low in expressiveness reported slightly higher adjustment than “androgynous” men.