Concurrent validity of the scale EHPAP adapted to Spanish preschool population of average intelligence and educational needs of specific support

Article Sidebar

PDF (Español (España))
Published: Jan 21, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n2.v2.885
Keywords:
concurrent validity learning potential childhood

Main Article Content

María Auxiliadora Robles-Bello
http://orcid.org/0000-0002-4317-177X

Abstract

With a sample of 127 school-age children in average intelligence and with difficulties and with Down Syndrome, has been made a correlational study with the objective to determine the concurrent validity of the scale EHPAP that was adapted to Spanish and validated with spanish population. This instrument has been shown to have a good concurrent validity with the type of population used as we find positive and significant correlations between the different subscales and the measures selected criterion.

Downloads

Download data is not yet available.

Article Details

How to Cite
Robles-Bello, M. A. (2017). Concurrent validity of the scale EHPAP adapted to Spanish preschool population of average intelligence and educational needs of specific support. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(2), 289–300. https://doi.org/10.17060/ijodaep.2017.n2.v2.885
Issue
Vol. 2 No. 2 (2017): MONOGRAPH NO. 4. PSYCHOLOGY TODAY: CHALLENGES, ACHIEVEMENTS AND PERSPECTIVES OF THE FUTURE. THE WORLD OF ADULT AND AGING
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Aranov, Z. (1999). The reliability and validity of the Application of Cognitive Function Scale (ACFS) Behavior Rating Scale (BORS). Unpublished Master´s Thesis Touro College, New York, NY.

Bensousan, Y. (2002). The Effectivenness of Mediation on Three subtest of the Application of Cognitive Function Scale, a dynamic assessment procedure for young children. Unpublished Master´s Thesis, Touro College, New York.

Brooks, N. D. (1997). An exploratory study into the cognitive mofifiability of pre-school children using dynamic assessment. Unpublished Mater´s Thesis: University of Newcstle-Upon-Tyne, Newcastle, United Kingdom.

Calero, MD, (2004). Validez de la Evaluación del Potencial de Aprendizaje. Psicothema Vol. 16, n.º 2 pp. 217-221.

Calero, MD, Márquez, J., Robles MA, y Jiménez MI. (2005). Adaptación y Validación a la población española de la Assessment Cognitive Function Scale (ACFS) de Lidz y Jepsen. Comunicación Congreso Europeo de Psicología. 3-8 de julio. Granada.

Calero, MD, Robles, MA, Márquez, J y de la Osa, P. (2009). La Evaluación de Habilidades y Potencial de Aprendizaje para Preescolares. Editorial EOS.

Fernández Ballesteros, R., Calero, MD, Campllonch JM, Belchí J. (1987/1990). Instrumento para la Evaluación del Potencial de Aprendizaje: EPA. Madrid: MEPSA.

Fernández Ballesteros, R., y Calero, MD. (1992). Nuevos enfoques en la medida de la Inteligencia: la Evaluación del Potencial de Aprendizaje. En Inteligencia y Cognición: Homenaje al Profesor Yela (546-590). Madrid: Ed. Complutense.

Feuerstein, R., y Rand, Y. (1974). Mediated learning experiences: an otline of the proximal etiology for differential development of cognivive functions. International Understanding, L. Gold Fein (ed), 9/10, 7-37.

Fuchs, L, Fuchs, D, y Hamlett, C. (1994). Strengthening the connection between assessesment and ainstuctional planning with expert systems. Exceptional Children, 61 (2), 138-146.

Greenwood, C, y Rieth, H. (1994). Current dimensions in technology based assessment in special education. Exceptional Children,2, 105-113.

Haywood, HC, y Lidz, C.S. (2007). Dynamic Assessment in Practice: Clinical and Educational Applications. Cambridge University Press.

Haywood, H.C. y Wingenfeld, S. (1992). The Learning test Concept: Origins, State of the Art and Trends. En H. C. Haywood y D. Tzuriel (Eds). Interactive Assessment (64-93). NY: Springer-Verlag.

Kaufman, A.S., y Kaufman N.L. (1997). K-Bit: Tests breve de Inteligencia de Kaufman. Madrid: TEA ediciones.

Levy, C. (1999). The discriminant validity of the Application of Cognitive Funsctions Scale (ACFS): A perfonrmance comparison between typically developing and special needs preschool children. Unpublished Master´s Thesis, Touro College, New York.

Lidz, C.S. (1992). Extent of incorporation of dynamic assessment in cognitive assessment courses: A national survey of school psyhology trainers. Journal of Special Education, 26, 325-331.

Lidz, C.S. (2002). Mediated Learning Experience (MLE) as a basis form an alternaive approach to assessment. School Psycholgy International, 23 (1),68-84

Lidz, C. S. y Jepsen, R. H. (2003). Application of Cognitive Functions Scale (ACFS). Technical Manual. Manuscrito no publicado.

Lidz, C.S. (2004). Assessment procedure with deaf student between the ages of for and eight years. Educational and Child Psychology, vol.21 (1).

Lidz, C.S. (2005). The Appplication of Conitive Function Scale: A dynamic procedure for young children. In O-S Tan yA. Seok Hoon Segn (Eds.), Enhancing cognitive Functions:Appliction across context (pp.77-101). Singapore: McGraw-Hill.

Lidz, C. S. y Elliot, J. G. (2006). Use of dynamic assessment with gifted students. Gifted Education International, 21, 51-61.

Lidz, C.S. y Gindis, B. (2003). Dynamic Assessment of the evolving Cognitive Functions in Children. E A. Kozulin, b. Gindis, V. Ageyev y S. Miller (Eds.). Vygotsky´s Educational Theory in Cultural Context (pp. 99-116). Cambrigde: Unviersity Press.

Lidz, C. S. y Jepsen, R. H. (2000). The Application of Cognitive Functions Scale, Administration Manual. New York: Graduate school of Education and Psychology, Touro College.

Lidz, C.S. y Macrine, s. (2001). An Algernative Approach to the Idetifction of Gifted Culurally and Linguistically Diverse Learnes. School Psychology International, 22 (1), 74-94.

Lidz, C.M., y Van der Aalsvoort, G.M. (2005). Usefulness of the Application of Cognitive Functions Scale with Young Children from the Netherlands. Translyvanian Journal of Psychology, 6, 25-44.

Malowitsky, M. (2001). Investigation of the effectiveness of the mediation portion of two subtests of the Application of Cognitive Function Scale, a dynamic assessment procedure for young children. Master´s Thesis. Touro College, New York, NY.

Oakhill, J.V., Yuill, N.M. y Parkin, A. (1986). On the natre of the difference between skilled and less skilled comprehenders. Journal of Research in Reading, 9, 80-91.

Portellano, J.A., Mateos, R., y Martínez, R. (2002). Cuestionario de Madurez Neuropsicológica Infantil CUMANIN. TEA ediciones, S.A., 2ª edición.

Ramírez, M.J. (1999). Diseño y validación de un sistema de Evaluación Dinámica de funciones básicas para preescolares ciegos. Psykhe. 8 (2), 43-58.

Seigneuric, A, Ehrlich, MF., Oakhill, JV., y Yuill, N. M. (2000). Working memory resources and children´s reading comprenhension. Reading and Writing: An Interdisciplinary Journal 13: 81-103.

Shurin, R. (1998). Concurrent and discriminant validity assessment procedure with special needs and typical prescool children. Unpublished Master´s Thesis. Touro College. New York. NY.

Sternberg, R.J., y Grigorenko E.L. (2003) Evaluación Dinámica. Naturaleza y mediación del potencial de aprendizaje. Paidós.

Tatik, T. (2000). Aconcurrent validity study betwewn the Appplication of Cognitive Functions Scale and the Leiter-Revised International Performance Test. (ERIC Document Reproduction Service Nl. ED445033; Cleringhouse Identifier TM031638).

Tzuriel, D., Kaniel, S., Kanner, E. y Haywood, C.H. (1999). Effects of the “Bright Start” Progam in Kindergarten on Transfer and Academic Achievement. Early Childhood Research Quarterly, 14 ,nº1, (pp. 111-141).

Vygotsky, L.S. (1978). El desarrollo de los procesos psicológicos superiores. Barcelona: Grijalbo.

Wechsler, D. (1949/1979). Wechsler Intelligencie Scale for Children (WISC-R). Ediciones TEA.