Follow-up of "atypical" children--a brief report.
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Autistic Disorder↗
Biomedical subjects
S S Sparrow
Publications and source records attributed to S S Sparrow.
False conclusions about Vineland standard scores: Silverstein's type I errors and other artifacts.
Silverstein expressed concern that Vineland means and standard deviations (SDs) vary considerably from age group to age group in the national standardization sample. He concluded that as a result the following assessments are compromised: standard errors of measurement, domain strengths and weaknesses, and domain pairwise comparisons. This reply serves to document that Silverstein's reasoning is invalid and is directly attributable to his inexplicable failure to control for Type I error in his comparing 61 sample means and 61 sample SDs to population values of 100 and 15, respectively. Vineland users are cautioned to disregard caveats that are based upon flawed reasoning and invalid biostatistical arguments.
Activities of Daily Living↗
Diagnostic uses of the Vineland Adaptive Behavior Scales.
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Child↗
The behavior inventory for rating development (BIRD): assessments of reliability and factorial validity.
In an earlier investigation (Sparrow & Cicchetti, 1978) the authors assessed the reliability and validity of a new instrument for assessing types and levels of adaptive behaviors. Although there was strong evidence for both, the sample was small (N = less than or equal to 45) and consisted only of institutionalized mentally retarded children. The current investigation included a much larger sample of non-institutionalized mentally retarded and other developmentally disabled subjects. As previously, results indicated reliability levels between "good" and "excellent" for most items (e.g., the criteria of Cicchetti & Sparrow, 1981). Also, factor analyses were performed to determine the correlation between the resulting factors and an a priori classification of the BIRD into several areas (subscales) of adaptive behavior (Cognitive Development, Self-Help, Physical Development, Social Behavior, Self-Control). As before, a 4 factor oblique solution was interpretable in terms of a 4 subscale classification of BIRD items (Cognitive Development, Physical Development, Social Behavior, and Self-Control).
Adolescent↗
Diagnostic and prescriptive intervention in primary school education.
This study evaluates the effectiveness of a two-year educational intervention for low-income, minority children. The superior performance by the experimental group on achievement measures administered at the end of both kindergarten and first grade clearly indicates that academic success is facilitated by early educational intervention.
Achievement↗
Behavior rating inventory for moderately, severely, and profoundly retarded persons.
The reliability and validity of the behavior of a sample of institutionalized mentally retarded children, with total IQs between 2 and 53, were assessed by a new scale measuring the following areas; communication, self-help, physical skills, self-control, and social behavior. Clinically and statistically acceptable levels of interrater agreement were found. With respect to validity: (a) several factors loaded very highly on items consistent with the a priori labeling of subscales; (b) two of the factors (cognitive and psychomotor development) could account for about 75% of the explained variance in ward placement levels (multiple R = .86); and (c) individual items on the Behavior Rating Inventory for the Retarded correlated highly with independently derived measures of the actual behavior these items represented. The major advantages of this scale over existing ones include its clearly demonstrated validity and relative ease of administration and scoring.
Adolescent↗