Abstract
As part of a larger study of articulatory deviant children, 5 personality instruments were administered to 671 children in Grades 1 through 5 in 7 public schools. Complete descriptive statistics on grade by sex samples, analyses of variance for grade by sex by school effects, test-retest coefficients, and intercorrelations are presented. Comparison of the descriptive data and published norms suggests that investigators should give serious consideration to possible influences of stimulus modes, response modes, and examiner behaviors on children's self-report scores for these constructs. Inter- and intra-scale characteristics look promising for multivariate analyses of the role of these constructs as trait, moderator, or suppressor variables in predicting articulation improvement with or without speech therapy.
Get full access to this article
View all access options for this article.