Test de guthrie pdf

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Sign Up. Upcoming SlideShare. Learning theory. Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Share Email. Top clipped slide. Download Now Download Download to read offline. Ansheera Hashim Follow. Dimafilis, ariel g. Hull's Theory of Learning. Theories of Learning. Behaviorism Learning Theory. Cognitive theories of learning. Factor Analysis was carried out using both varimax orthogonal and oblique non-orthogonal varimax rotation.

The oblique rotational method was preferred because it assumes the underlying constructs to be interrelated. In addition, the oblique model had simpler factor structure that was easier to interpret. Four factors were identified using the oblique rotation method.

These factors had a simpler factor structure with much less cross loading compared to the orthogonal results, making for easier interpretation. These final oblique factors also had a higher correlation with the original subscales compared to the orthogonal factors.

The language construct was not picked up with the four-factor model. The variables determined below are based on factor scores.

Factor I: Social Relatedness, containing questions related to empathy, intimacy and social language accounted for Factor II: Circumscribed Interests, also with questions relating to social blindness, accounted for Factor IV: Social Anxiety accounted for A comparison of factor loadings differential item function by gender and by ASD vs. The initial RAADS-R mean score for the comparison subjects was 20, and 21 when repeated Table 7 contains the statistical analyses for test—retest data.

It must be emphasized, however, that if a subject has a score of 64 or lower but clinical judgment indicates that ASD is present, the clinical judgment should take precedence. This is due to the many limitations of self-rating scales that will be elaborated upon in the discussion section. Additionally, the mean RAADS-R scores of the ASD subjects and the comparison subjects were significantly different in each of the nine centers, as well as all of the centers combined.

Both the clinically assigned question-domains and the statistically derived factors demonstrated high internal consistency. It is designed to be administered by clinicians in a clinical setting. It is not intended to be a mail in or an online screening instrument. The questions are designed for individuals with average IQ and above.

This is a population with mild or subclinical ASD. These individuals often escape diagnosis. Scales based on self-reports have inherent limitations: First, a subject may not understand a question, and while answering to the best of their ability, give a misleading answer.

This was mitigated in the present study by having a clinician remain with the subject to clarify possible misunderstandings during the administration of the RAADS-R. Second is the issue of unawareness i. To control for this we added the SRS-A, which is a second party instrument. However, since only 69 subjects were available to complete the SRS-A, further studies are warranted. Their mean age was These subjects may see themselves relatively unaffected for this reason.

Another confounding factor is that the same symptoms of ASD reported to be unobtrusive by some subjects may be serious to incapacitating in others. As noted in the Results section, four factors emerged from Factor Analysis. For the clinical domain, the Cronbach alpha for language was the weakest. Factor IV contains questions relating to social anxiety and anxiety in general. This factor is important to examine. Targeting the social anxiety questions within the instrument may help the clinician differentiate social anxiety from ASD.

The two diagnoses are often difficult to differentiate. As shown in the results section, there were significant differences of the mean RAADS-R scores among the nine research centers. This is most likely due to a large variation in the number of subjects per center maximum 53 to a minimum of 7.

Further validation studies are indicated. No difficulties were reported in administration even though subjects were evaluated at nine medical centers on three continents.

Slifka foundation, Marilyn Miller and Angela Pih, for their contributions and support. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author s and source are credited.

These questions have asterisks by their number Table 9. National Center for Biotechnology Information , U. Journal of Autism and Developmental Disorders.

J Autism Dev Disord. Published online Nov Riva Ariella Ritvo , 1, 8 Edward R. Ritvo , 2 Donald Guthrie , 2 Max J. Skin Color Measurement. Hair Texture Measurements.

Measuring Hair Color. Measuring Thickness of Lips. Anthropometry and Blacks. Defining Racial Differences. Classification of Black-White mixtures. Cultural Anthropologists. Early Black Anthropologists. Brass Instruments and… Expand. Save to Library Save. Create Alert Alert. Share This Paper. Background Citations. Methods Citations. Results Citations.