A case report: Subacute necrotizing encephalopathy (Leigh's Disease)     

S. G. Menon  P. P. Durgawale  P. S. Shukla 《Indian journal of clinical biochemistry : IJCB》1996,11(2):180-181

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INFORMANT EFFECTS ON BEHAVIORAL AND ACADEMIC ASSOCIATIONS: A LATENT VARIABLE LONGITUDINAL EXAMINATION     

Timothy R. Konold  Kathan D. Shukla 《Psychology in the schools》2014,51(6):554-566

Discrepancies among informants’ ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that captured children's development from 54 months of age through fifth grade. Latent internalizing and externalizing behavioral constructs, as separately measured by mothers and teachers, were modeled as time‐varying predictors of achievements to capture changes that occur as children progress through different developmental stages. Behavioral ratings obtained by both informants explained largely equivalent levels of reading achievement variance, and teachers’ ratings of child behavior explained more variance in analytic type achievements than did those of mothers.  相似文献   

Estimating School Climate Traits Across Multiple Informants: An Illustration of a Multitrait–Multimethod Validation Through Latent Variable Modeling     

Timothy R. Konold  Kathan Shukla 《Educational Assessment》2017,22(1):54-69

The use of multiple informants is common in assessments that rely on the judgments of others. However, ratings obtained from different informants often vary as a function of their perspectives and roles in relation to the target of measurement, and causes unrelated to the trait being measured. We illustrate the usefulness of a latent variable multilevel multitrait–multimethod measurement model for extracting trait factors from reports of school climate obtained by students (N = 45,641) and teachers (N = 12,808) residing within 302 high schools. We then extend this framework to include assessments of linkages between the resulting trait factors and potential outcomes that might be used for addressing questions of substantive interest or providing evidence of concurrent validity. The approach is illustrated with data obtained from student and teacher reports of two dimensions of school climate, student engagement, and the prevalence of teasing and bullying in their schools.  相似文献