Because of this the results of the test may not be effective for what I am studying.
In a study done by Ripley and Yuill, (2005), Patterns of language impairment and behavior in boys excluded from school, expressive and receptive language issues in boys barred from primary and secondary schools, to examine the degree of harm, the outline of associations between age, receptive and expressive language, and associations with dissimilar aspects of behavior was evaluated. The final sample consisted of nineteen excluded boys, fourteen from secondary schools, and five from primary schools and the same number of age-matched controls. Causes for exclusion included verbal and physical violence, failure to follow rules, and other behavior troubles including possession of a dangerous weapon, and for one child, running away from school.
In this study The Word Definitions (WD) task from the Wechsler Intelligence Scale for Children was utilized to tap a child's language expression. A child was given a sequence of words that they were to define. The words varied in difficulty and definitions were scored from 0 to 2. The test consisted of thirty items and testing was stopped after four successive failures. The Verbal Reasoning (VR) test from the WISC was also given. Children were given two items that belonged to a group, and they had to supply a category name. The test had nineteen items scored between 0 and 1, or 0 and 2, with a possible total score of thirty-three. Testing was stopped after four successive failures (Ripley and Yuill, 2005).
The children were tested independently in a quiet room by one of three female experimenters, who had been taught together on test administration. Tests were given in a fixed order, with the quantity of language necessary of the child escalating over the session, to permit children time to become as certain and relaxed as possible. Each test was preceded by practice items. The environment was kept relaxed and friendly (Ripley and Yuill, 2005).
External Validity...
Any differences in delivery between the test groups and the control groups were not indentified. It is assumed that both were administered in the same manner. The impacts of the intervention were identified and explained in detail. There was no talk in the study about any long-term follow-up in regards to this research.
Internal Validity Checklist
- The study looks at suitable and obviously focused questions
- The cases and controls are taken from similar populations
- Cases are clearly described and distinguished from controls
- It is obviously recognized that controls are non-cases
This study addresses a suitable and clearly focused question. The researchers investigated two aspects of roles of expressive and receptive language in behavior troubles: probable age differences in the relation of language and behavior issues, and the kinds of behavior issues linked with receptive and expressive issues. The cases and controls in this study were taken from comparable groups of participants. The test groups were clearly defined and distinguished from the control groups, and it was evidently recognized that the controls were not part of the test group.
References
Assessing Children with the Wechsler Intelligence Scale for Children - Third Edition. (n.d.).
Retrieved from http://library.apsu.edu/guides/1_3_20_1.htm
Ripley, Kate and Yuill, Nicola. (2005). Patterns of language impairment and behavior in boys excluded from school. Retrieved from http://www.glog.nl/wiki/upload/docs/patterns_of_language_impairment_and_behavior_i
n.pdf
