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Doug Prillaman - One of the best experts on this subject based on the ideXlab platform.

Adriana G. Mceachern - One of the best experts on this subject based on the ideXlab platform.

  • School Counselor Preparation To Meet the Guidance Needs of Exceptional Students: A National Study.
    Counselor Education and Supervision, 2003
    Co-Authors: Adriana G. Mceachern
    Abstract:

    A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing Students to work with Exceptional Students (ES). Program courses in Exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty-two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.

Lori Korinek - One of the best experts on this subject based on the ideXlab platform.

Gary L. Sapp - One of the best experts on this subject based on the ideXlab platform.

  • Examination of the Validity of the WISC-III with Urban Exceptional Students:
    Psychological Reports, 1997
    Co-Authors: Gary L. Sapp, Gypsy Abbott, Roxanne Hinckley, Andy Rowell
    Abstract:

    To investigate the criterion validity of the WISC-III, WISC-R and WISC-III IQs of 96 urban special education Students who underwent a 3-yr. reevaluation were compared. The study examined (a) differences between WISC-R and WISC-III IQs and scale scores, (b) relationships among respective WISC-R and WISC-III IQs and scale sores, and (c) WISC-III IQ differences across three Exceptionalities: Learning Disabled, Mentally Retarded, and Behavioral Disorders. A related question was to assess whether WISC-III Full Scale IQs differed by race. As expected, all WISC-III IQs and subtest scores were lower than the corresponding WISC-R IQs. Correlations computed among the three scales, respectively, indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .82, Performance IQ = .81). Analysis indicated a significant difference in WISC-III Full Scale IQs with respect to race. Comparisons by Exceptionality and race indicated that African-American Students in the Learning Disabled and Behaviorally Disordered groups obtained significantly higher WISC-III Full Scale IQs than did Euro-American Students. No significant difference was obtained on scores for Mentally Retarded groups.

  • COMPARISON OF WISC-R AND WISC-III SCORES OF URBAN Exceptional Students '
    Psychological Reports, 1997
    Co-Authors: Martha P. Carlton, Gary L. Sapp
    Abstract:

    Summay.-WISC-R IQs and WISC-111 IQs of 65 urban, Exceptional Students who underwent a 3-yr. reevaluation were compared. Primary questions concerned (a) mean Merences in scores between respective WISC-R and WISC-ILI scales and subtests and (b) the relationships among scores on WISC-R and WISC-III scales and subrests. Analysis indicated that mean scores on the WISC-111 scales were significantly lower than those on the WSC-R scales. Among the subtests, WISC-I11 IQs were signi£icantly lower than WISGR IQs on Similarities, Comprehension, and Coding. Intercorrelations computed benveen all Wechsler scales' IQs indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .86, Performance IQ = .82). The utility of che WISC-LIT in the placement process was supported; however, the changes on che WISC-III scales and subtests are such that caution must be exercised in the reclassification of Exceptional Students. Identification of Exceptional Students is predicated on the assumption that intelltgence is a highly stable construct. While this assumption has received a considerable amount of support in the general population (Stavrou, 1990; Wechsler, 1991), it is less well-documented for Exceptional children. These children may demonstrate significant variabhty in test performance and present erratic test profiles (Bolen, Achinger, Hall, & Webster, 1995; Webster, 1988). Currently, there are relatively few published studies using the WISC-I11 which have examined long-term changes in IQ between initial evaluation and reevaluation of Exceptional Students. These studies demonstrated the expected decrement in mean WISC-I11 IQs; however, not all decrements were significant. Newby, Recht, Caldwell, and Schaefer (1993) tested 26 dyslexic children with the WISC-R and retested them with the WISC-111 two years later. They obtained significantly lower WISC-I11 scores on Verbal and Full Scale IQs. Differences in WISC-R and WISC-111 scores with a mixed sample of 84 regular and Exceptional Students were assessed by Graf and Hinton (1994). After a 3-year interval, WISC-I11 Performance IQs and Full Scale IQs were significantly lower than the comparable WISC-R scale scores. Citing outcomes from 22 studies of varying duration, Weiss (1995) re

Ofelia B Miramontes - One of the best experts on this subject based on the ideXlab platform.

  • organizing for effective paraprofessional services in special education a multilingual multiethnic instructional service team model
    Remedial and Special Education, 1991
    Co-Authors: Ofelia B Miramontes
    Abstract:

    A challenge for the instruction of linguistically diverse Exceptional Students is the need for identifying individuals who can provide links between the Students' home and the school. Individuals fluent in the Students' home language and familiar with their culture can play important roles in the prereferral process and in staffing and intervention. Finding certificated bilingual/bicultural personnel in the many languages represented by Exceptional Students in schools remains difficult and, too often, support personnel are not sufficiently prepared to represent special education to their respective communities. This paper explores important elements necessary to develop a stable, well-prepared itinerant instructional team that includes paraprofessionals working collaboratively with, and under the direct instructional supervision of, a certified special education teacher. Such a team can provide a vehicle by which districts with limited bilingual/bicultural personnel can maximize their resources, integrate...

  • Organizing for Effective Paraprofessional Services in Special Education: A Multilingual/Multiethnic Instructional Service Team Model
    Remedial and Special Education, 1991
    Co-Authors: Ofelia B Miramontes
    Abstract:

    A challenge for the instruction of linguistically diverse Exceptional Students is the need for identifying individuals who can provide links between the Students' home and the school. Individuals fluent in the Students' home language and familiar with their culture can play important roles in the prereferral process and in staffing and intervention. Finding certificated bilingual/bicultural personnel in the many languages represented by Exceptional Students in schools remains difficult and, too often, support personnel are not sufficiently prepared to represent special education to their respective communities. This paper explores important elements necessary to develop a stable, well-prepared itinerant instructional team that includes paraprofessionals working collaboratively with, and under the direct instructional supervision of, a certified special education teacher. Such a team can provide a vehicle by which districts with limited bilingual/bicultural personnel can maximize their resources, integrate...

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