Hubert Booney Vance
Biographic Data
| ID | 7119681 |
|---|---|
| NAME | Hubert Booney Vance |
| GIVEN NAMES | Hubert Booney |
| FAMILY NAME | Vance |
| SIGNATURE | VANCE H B |
| AFFILIATIONS | James Madison University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 1992 |
| H-INDEX | 0 |
Using Three Different Types of Assessment Data for Diagnostic Purposes
This study investigated the performance of 38 learning disabled and 16 emotionally impaired children and youth on the Wechsler Intelligence Scale for Children--Revised, Wide Range Achievement Test--Revised, and Minnesota Percepto-Diagnostic Test--Revised. The ages of the children ranged from 8.4 to 16.7 years (M = 12.4, SD = 3.6). The findings suggest that discriminate functional analysis may be useful in the differential diagnosis process. Impli…
Relationship of the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a Selected Sample of Young Children
This study investigated the relationship between the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a selected sample of 36 young children. There were 21 boys and 15 girls whose chronological ages ranged from 6-0 to 9-6, with a mean age of 7-3. Pearson product-moment correlations were obtained between the measures and t tests for independent means were computed. Regression analyses used all three Wide-Ran…
Quick Test Alternate-form Reliability for Rural Mountain Children and Youth with Learning Problems
This study investigated the reliability of the Quick Test Forms 1 and 3 for children and youth who exhibited learning problems; 40 subjects (28 males and 12 females) from rural mountain areas of North Carolina and Tennessee. Pearson's product-moment correlations were computed for raw scores and estimated IQs. Alternative-form reliability as determined by rs was .91 ( P < .01), with a correlation of .76 ( p < .01) between forms. Higher correlation…
Equivalence of Forms One and Three of the Quick Test
The alternate form reliability of Forms 1 and 3 of the Quick Test was investigated for a selected sample of 29 boys and 15 girls (6–10 to 17–0) receiving special education services. A high correlation ( r = .97) was obtained between the two forms. In addition, form equivalence as determined by the Wilks (1946) procedure was .97 ( p > .05) which indicates that for all intents and purposes Forms 1 and 3 of the Quick Test are equivalent
Correlations of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson Intelligence Test for a Group of Learning Disabled Students
This study compared scores on the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson intelligence test for 64 students (45 boys, 19 girls) who ranged in age from 7–3 to 13–2. Mean IQ on the Peabody was significantly higher than the mean IQ on the Wechsler Intelligence Scale for Children-Revised and on the Slosson. The mean IQs were 95.0 for the Peabody, 89 0 for the Slosson, and 87.8 for the Wechsler Fu…
Correlations between the Quick Test Forms 1 and 3 and Peabody Picture Vocabulary Test for Children and Youth with Learning Problems
The Quick Test, Forms 1 and 3 and the Peabody Picture Vocabulary Test were administered to 94 children and youth (58 boys and 36 girls) who were referred to a clinic for suspected learning problems. Chronological ages for the sample ranged from 7–4 to 14–5, with a mean of 12–8. Analysis showed no significant differences between the means of the boys and girls on the scores of Quick Test 1 and 3. A pervasive pattern of strong positive correlations…
Hierarchical Factor Structure of the Wisc-R for Referred Children and Adolescents
A hierarchical factor solution was obtained for intercorrelations among the 10 regular WISC-R subtests for 169 children and adolescents referred to a community agency for assessment. This sample was predominantly rural but quite heterogeneous with respect to age, ability, and type of referral problem. The findings indicated an ability hierarchy composed of a strong general ( g) factor and two sub-general factors corresponding to the spatial-perce…
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Hierarchical Factor Structure of the Wisc-R for Referred Children and Adolescents
A hierarchical factor solution was obtained for intercorrelations among the 10 regular WISC-R subtests for 169 children and adolescents referred to a community agency for assessment. This sample was predominantly rural but quite heterogeneous with respect to age, ability, and type of referral problem. The findings indicated an ability hierarchy composed of a strong general ( g) factor and two sub-general factors corresponding to the spatial-perce…
Correlations of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson Intelligence Test for a Group of Learning Disabled Students
This study compared scores on the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson intelligence test for 64 students (45 boys, 19 girls) who ranged in age from 7–3 to 13–2. Mean IQ on the Peabody was significantly higher than the mean IQ on the Wechsler Intelligence Scale for Children-Revised and on the Slosson. The mean IQs were 95.0 for the Peabody, 89 0 for the Slosson, and 87.8 for the Wechsler Fu…
Correlations between the Quick Test Forms 1 and 3 and Peabody Picture Vocabulary Test for Children and Youth with Learning Problems
The Quick Test, Forms 1 and 3 and the Peabody Picture Vocabulary Test were administered to 94 children and youth (58 boys and 36 girls) who were referred to a clinic for suspected learning problems. Chronological ages for the sample ranged from 7–4 to 14–5, with a mean of 12–8. Analysis showed no significant differences between the means of the boys and girls on the scores of Quick Test 1 and 3. A pervasive pattern of strong positive correlations…
Quick Test Alternate-form Reliability for Rural Mountain Children and Youth with Learning Problems
This study investigated the reliability of the Quick Test Forms 1 and 3 for children and youth who exhibited learning problems; 40 subjects (28 males and 12 females) from rural mountain areas of North Carolina and Tennessee. Pearson's product-moment correlations were computed for raw scores and estimated IQs. Alternative-form reliability as determined by rs was .91 ( P < .01), with a correlation of .76 ( p < .01) between forms. Higher correlation…
Equivalence of Forms One and Three of the Quick Test
The alternate form reliability of Forms 1 and 3 of the Quick Test was investigated for a selected sample of 29 boys and 15 girls (6–10 to 17–0) receiving special education services. A high correlation ( r = .97) was obtained between the two forms. In addition, form equivalence as determined by the Wilks (1946) procedure was .97 ( p > .05) which indicates that for all intents and purposes Forms 1 and 3 of the Quick Test are equivalent
Relationship of the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a Selected Sample of Young Children
This study investigated the relationship between the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a selected sample of 36 young children. There were 21 boys and 15 girls whose chronological ages ranged from 6-0 to 9-6, with a mean age of 7-3. Pearson product-moment correlations were obtained between the measures and t tests for independent means were computed. Regression analyses used all three Wide-Ran…
Using Three Different Types of Assessment Data for Diagnostic Purposes
This study investigated the performance of 38 learning disabled and 16 emotionally impaired children and youth on the Wechsler Intelligence Scale for Children--Revised, Wide Range Achievement Test--Revised, and Minnesota Percepto-Diagnostic Test--Revised. The ages of the children ranged from 8.4 to 16.7 years (M = 12.4, SD = 3.6). The findings suggest that discriminate functional analysis may be useful in the differential diagnosis process. Impli…
Psychology (7 works) · Developmental psychology (6 works) · Test (biology (6 works) · Cognition (5 works) · Psychiatry (5 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works) · Wechsler Adult Intelligence Scale (4 works) · Wechsler Intelligence Scale for Children (4 works) · Cognitive Abilities and Testing (3 works)