The relationship between the long and short forms of the Bruininks-Oseretsky Test of Motor Proficiency was investigated. Forty-eight regular education students, who had been referred to adapted physical education, were administered the long form of this test. Short form scores were subsequently derived from the long form items. Pearson product-moment r values generally indicated strong relationships between long and short form scores when the data were converted to standard and percentile scores. T-test analyses, however, indicated that long and short form standard score mean differences were significant at the .01 level (conventional .05 alpha level was reduced to .01 by the Dunn Test) for the two younger age groups and the all-subjects group. These results indicate that placement decisions in adapted physical education may vary depending upon which form of the test is used.
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- Author: Joan M.S. Verderber x
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Joan M.S. Verderber and V. Gregory Payne
Joan M.S. Verderber, Terry L. Rizzo, and Claudine Sherrill
This study developed a theoretically-driven survey, using the theory of reasoned action (TRA), to give validity evidence about intentions of middle school children to work and play with children with severe disabilities in general physical education. Participants were students in a Southern California middle school. Survey development included student interviews to identify beliefs that guided item construction, a pilot study, and the revised survey. Data were collected on TRA constructs and demographic variables. Path analysis, applying stepwise multiple regression and analyses, showed that attitude, subjective norm, educational placement (mild disability), and grade were significant predictors of a favorable intention and explained 72% of the variation in intention. Factor analysis revealed four factors representing 57.6% of the variance.