Gary L Sapp
Biographic Data
| ID | 4224561 |
|---|---|
| NAME | Gary L Sapp |
| GIVEN NAMES | Gary L |
| FAMILY NAME | Sapp |
| SIGNATURE | SAPP G L |
| AFFILIATIONS | University of Alabama at Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
Tennessee Self-Concept Scale Scores of Urban African-American Women
The Tennessee Self-concept Scale: Second Edition scores of 33 urban, African-American women were compared in a pretest-posttest design. The treatment was exposure to a 3-mo. literacy and social skills training program. Contrary to expectations, scores on just two subscales--Self-criticism and Physical Self--fell outside the average range. Also, Physical Self was the only scale score to change significantly (-3.83). These results suggest that self…
Wisc—III Subtest Patterns of ADHD and Normal Samples
WISC-III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC-III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC-III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability,…
Comparison of Scores on the Workplace Literacy Test and the Tests of Adult Basic Education
This study examined the associations between scores obtained on the Workplace Literacy Test and the Tests of Adult Basic Education for 30 unemployed single mothers mandated to attend an adult education class. These students completed the tests to facilitate educational planning by the course instructor. Test scores were examined using Pearson correlations and a principal components factor analysis. Inter-correlations of scores on the two tests ra…
Comparison of Wisc-R and Wisc-III Scores of Urban Exceptional Students
WISC-R IQs and WISC-III IQs of 65 urban, exceptional students who underwent a 3-yr. reevaluation were compared. Primary questions concerned (a) mean differences in scores between respective WISC-R and WISC-III scales and subtests and (b) the relationships among scores on WISC-R and WISC-III scales and subtests. Analysis indicated that mean scores on the WISC-III scales were significantly lower than those on the WISC-R scales. Among the subtests, …
K-Tea Mathematics Scores of Learning Disabled Students in Resource and Inclusive Settings
The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were pretested at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately comp…
Examination of the Validity of the Wisc-III with Urban Exceptional Students
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 Disor…
Scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form for Emotionally Conflicted Adolescents
Subtest scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form were compared for 27 emotionally conflicted adolescents. Correlations between subtests paired for assumed comparability ranged from .79 to .91 (median r = .69), and one of five mean comparisons was significant (Wechsler Mathematics Reasoning > Kaufman Mathematics Applications). The results suggest that these selected Wechs…
Comparison of Scores on Wisc-III and Wisc—R of Urban Learning Disabled Students
Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children--Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets o…
Validating the Street Survival Skills Questionnaire
The utility of the Street Survival Skills Questionnaire was investigated using a sample of 18 trainable mentally retarded males attending public schools. Pearson product-moment correlations were computed among the total scores, four standard scores on the Vineland Adaptive Behavior Scale-Survey Form, and three Wechsler Intelligence Scale for Children-Revised IQs. The Street Skills scores correlated significantly with Vineland Daily Living scores …
Bender-Gestalt Developmental Scores
This study examined the relative importance of perceptual-motor processes and intelligence in predicting reading and mathematics achievement of children of low birthweight. Subjects were two groups of 153 children, ages 6 to 12 years, of either low (3 lb. or below, n = 72) or normal birthweight (n = 81) who participated in a comparative study on sequelae of children of low birthweight. To examine the utility of the Bender-Gestalt test in predicti…
Validating the Kaufman Test of Educational Achievement, Brief Form with Educable Mentally Retarded Students
To examine the validity of the Kaufman Test of Educational Achievement Brief Form, standard scores were correlated with Woodcock-Johnson Psycho-Educational Test standard scores and WISC-R Verbal, Performance, and Full Scale IQs. Kaufman scores were strongly related to Woodcock-Johnson scores and moderately related to WISC-R scores. Mean comparisons between composite scores were not significant. These outcomes were congruent with data reported in …
Stress, Locus of Control, and Achievement of High School Seniors
High school seniors in the top and bottom quartiles of achievement ( ns = 30) showed locus of control was strongly related to tension-stress, those internally oriented showing lower tension-stress. Number of life changes was associated with tension-stress; girls scored higher than boys. School-related stress was deemed to be an important factor in the lives of these students
Comparison of the Stanford-Binet Intelligence Scale
Composite standard age scores and the four Area standard age scores of the Standard-Binet Fourth Edition (SBIV) were each compared to the Stanford-Binet Form L-M IQs of 30 11-yr.-old public school children. The Pearson correlation of the total scores was .72, while the correlations of the SBIV Area scores and Form L-M IQs ranged from .81 (Verbal Reasoning vs L-M), .72 (Quantitative Reasoning vs L-M), .47 (Short-term Memory vs L-M) to .40 (Abstrac…
Comparison of the Stanford-Binet Intelligence Scale- Form L-M and the Stanford-Binet Intelligence Scale Fourth Edition
Composite standard age scores and the four Area standard age scores of the Standard-Binet Fourth Edition (SBIV) were each compared to the Stanford-Binet Form L-M IQs of 30 ll-yr.-old public school children. The Pearson correlation of the total scores was .72, while the correlations of the SBIV Area scores and Form L-M IQs ranged from .81 (Verbal Reasoning vs LM), .72 (Quantitarive Reasoning vs L-M), .47 (Short-term Memory vs LM) to .40 (Absuact/V…
Handbook of Moral Development
Religious Orientation and Moral Judgment
Two studies were conducted to examine 1) the relationship between the three dimensions (quest, end, and means) of Batson's model of religiosity and level of moral judgment; and 2) the utility of Allport's religious orientations (intrinsic, extrinsic, indiscriminately proreligious, and indiscriminately antireligious) in predicting differences in level of moral judgment. Of Batson's three dimensions, only the quest orientation correlated significan…
Factor Analysis of the Wisc—R for Gifted Students
Prior research examining the factor structure of the Wechsler Intelligence Scale for Children—Revised for gifted children has produced somewhat contradictory results. This study examined the factor structure of the WISC—R for gifted children for comparison with those of previous studies. The basic factor structure of the Verbal Comprehension and the Perceptual Organization factors was reconfirmed for a gifted sample; factors were similar to those…
The Otis-Lennon School Ability Test
The Otis-Lennon School Ability Test, Primary I was validated by comparing scores with those on the Wechsler Intelligence Scale for Children—Revised. Correlations, t tests, and regression equations were computed for the total group of 60 first-grade children and by ethnic group membership. High positive correlations between Otis-Lennon and WISC—R IQs were obtained, and the means were similar. Comparisons by ethnic group membership indicated that t…
Religious Orientation and Moral Judgment
Two studies were conducted to examine 1) the relationship between the three dimensions (quest, end, and means) of Batson's model of religiosity and level of moral judgment; and 2) the utility of Allport's religious orientations (intrinsic, extrinsic, indiscriminately proreligious, and indiscriminately antireligious) in predicting differences in level of moral judgment. Of Batson's three dimensions, only the quest orientation correlated significan…
The Otis-Lennon School Ability Test
The Otis-Lennon School Ability Test, Primary I was validated by comparing scores with those on the Wechsler Intelligence Scale for Children—Revised. Correlations, t tests, and regression equations were computed for the total group of 60 first-grade children and by ethnic group membership. High positive correlations between Otis-Lennon and WISC—R IQs were obtained, and the means were similar. Comparisons by ethnic group membership indicated that t…
Factor Analysis of the Wisc—R for Gifted Students
Prior research examining the factor structure of the Wechsler Intelligence Scale for Children—Revised for gifted children has produced somewhat contradictory results. This study examined the factor structure of the WISC—R for gifted children for comparison with those of previous studies. The basic factor structure of the Verbal Comprehension and the Perceptual Organization factors was reconfirmed for a gifted sample; factors were similar to those…
Religious Orientation and Moral Judgment
Two studies were conducted to examine 1) the relationship between the three dimensions (quest, end, and means) of Batson's model of religiosity and level of moral judgment; and 2) the utility of Allport's religious orientations (intrinsic, extrinsic, indiscriminately proreligious, and indiscriminately antireligious) in predicting differences in level of moral judgment. Of Batson's three dimensions, only the quest orientation correlated significan…
Comparison of the Stanford-Binet Intelligence Scale
Composite standard age scores and the four Area standard age scores of the Standard-Binet Fourth Edition (SBIV) were each compared to the Stanford-Binet Form L-M IQs of 30 11-yr.-old public school children. The Pearson correlation of the total scores was .72, while the correlations of the SBIV Area scores and Form L-M IQs ranged from .81 (Verbal Reasoning vs L-M), .72 (Quantitative Reasoning vs L-M), .47 (Short-term Memory vs L-M) to .40 (Abstrac…
Comparison of the Stanford-Binet Intelligence Scale- Form L-M and the Stanford-Binet Intelligence Scale Fourth Edition
Composite standard age scores and the four Area standard age scores of the Standard-Binet Fourth Edition (SBIV) were each compared to the Stanford-Binet Form L-M IQs of 30 ll-yr.-old public school children. The Pearson correlation of the total scores was .72, while the correlations of the SBIV Area scores and Form L-M IQs ranged from .81 (Verbal Reasoning vs LM), .72 (Quantitarive Reasoning vs L-M), .47 (Short-term Memory vs LM) to .40 (Absuact/V…
Handbook of Moral Development
Stress, Locus of Control, and Achievement of High School Seniors
High school seniors in the top and bottom quartiles of achievement ( ns = 30) showed locus of control was strongly related to tension-stress, those internally oriented showing lower tension-stress. Number of life changes was associated with tension-stress; girls scored higher than boys. School-related stress was deemed to be an important factor in the lives of these students
Validating the Kaufman Test of Educational Achievement, Brief Form with Educable Mentally Retarded Students
To examine the validity of the Kaufman Test of Educational Achievement Brief Form, standard scores were correlated with Woodcock-Johnson Psycho-Educational Test standard scores and WISC-R Verbal, Performance, and Full Scale IQs. Kaufman scores were strongly related to Woodcock-Johnson scores and moderately related to WISC-R scores. Mean comparisons between composite scores were not significant. These outcomes were congruent with data reported in …
Bender-Gestalt Developmental Scores
This study examined the relative importance of perceptual-motor processes and intelligence in predicting reading and mathematics achievement of children of low birthweight. Subjects were two groups of 153 children, ages 6 to 12 years, of either low (3 lb. or below, n = 72) or normal birthweight (n = 81) who participated in a comparative study on sequelae of children of low birthweight. To examine the utility of the Bender-Gestalt test in predicti…
Validating the Street Survival Skills Questionnaire
The utility of the Street Survival Skills Questionnaire was investigated using a sample of 18 trainable mentally retarded males attending public schools. Pearson product-moment correlations were computed among the total scores, four standard scores on the Vineland Adaptive Behavior Scale-Survey Form, and three Wechsler Intelligence Scale for Children-Revised IQs. The Street Skills scores correlated significantly with Vineland Daily Living scores …
Scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form for Emotionally Conflicted Adolescents
Subtest scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form were compared for 27 emotionally conflicted adolescents. Correlations between subtests paired for assumed comparability ranged from .79 to .91 (median r = .69), and one of five mean comparisons was significant (Wechsler Mathematics Reasoning > Kaufman Mathematics Applications). The results suggest that these selected Wechs…
Comparison of Scores on Wisc-III and Wisc—R of Urban Learning Disabled Students
Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children--Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets o…
Comparison of Wisc-R and Wisc-III Scores of Urban Exceptional Students
WISC-R IQs and WISC-III IQs of 65 urban, exceptional students who underwent a 3-yr. reevaluation were compared. Primary questions concerned (a) mean differences in scores between respective WISC-R and WISC-III scales and subtests and (b) the relationships among scores on WISC-R and WISC-III scales and subtests. Analysis indicated that mean scores on the WISC-III scales were significantly lower than those on the WISC-R scales. Among the subtests, …
K-Tea Mathematics Scores of Learning Disabled Students in Resource and Inclusive Settings
The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were pretested at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately comp…
Examination of the Validity of the Wisc-III with Urban Exceptional Students
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 Disor…
Comparison of Scores on the Workplace Literacy Test and the Tests of Adult Basic Education
This study examined the associations between scores obtained on the Workplace Literacy Test and the Tests of Adult Basic Education for 30 unemployed single mothers mandated to attend an adult education class. These students completed the tests to facilitate educational planning by the course instructor. Test scores were examined using Pearson correlations and a principal components factor analysis. Inter-correlations of scores on the two tests ra…
Wisc—III Subtest Patterns of ADHD and Normal Samples
WISC-III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC-III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC-III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability,…
Tennessee Self-Concept Scale Scores of Urban African-American Women
The Tennessee Self-concept Scale: Second Edition scores of 33 urban, African-American women were compared in a pretest-posttest design. The treatment was exposure to a 3-mo. literacy and social skills training program. Contrary to expectations, scores on just two subscales--Self-criticism and Physical Self--fell outside the average range. Also, Physical Self was the only scale score to change significantly (-3.83). These results suggest that self…
Psychology (18 works) · Developmental psychology (15 works) · Cognition (10 works) · Psychiatry (9 works) · Intelligence quotient (8 works) · Wechsler Adult Intelligence Scale (8 works) · Wechsler Intelligence Scale for Children (7 works) · Clinical Psychology (6 works) · Clinical Psychology (6 works) · Cognitive Abilities and Testing (5 works)