Steve McCallum - Academia.edu (original) (raw)

Papers by Steve McCallum

School Psychology Review, 2002

Abstract A normative typology was developed and applied using multivariate profile analysis of su... more Abstract A normative typology was developed and applied using multivariate profile analysis of subtest scores of the Universal Nonverbal Intelligence Test (UNIT) standardization sample. Multistage cluster analyses were applied to the standardization sample for the UNIT Extended Battery, comprising all six subtests; and the UNIT Standard Battery, comprising four subtests. The results yielded a seven-profile cluster solution for the Extended Battery, and a six-profile cluster solution for the Standard Battery. Tight profile clusters that were separated extremely well from each other were produced. Demographic prevalence trends and replication rates of the resultant clusters are similar to other studies, but help to describe the cluster composition. Additionally, the results lend support to the UNIT's underlying factor structure. Finally, user-friendly methods of determining whether clinical profiles are unique when compared to the profiles identified in the standardization sample are discussed.

Innovative Higher Education

In this study, the high school and college GPAs of college students who were screened as twice-ex... more In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a sample of 32,741 college students, those screened as gifted earned significantly higher means than students screened as twice-exceptional (2e) and the general college population on both high school and college GPA (p .05), but STEM majors had higher high school mean GPAs than those with non-STEM majors (p < .001). Additionally, 2e students screened as having a reading learning disability (LD) yielded higher mean high school and college GPAs than 2e students screened as having a math LD (p < .001). Implications for advising are discussed.

Gifted Child Today, 2021

The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monit... more The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the “advanced” range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted.

Journal of College Student Retention: Research, Theory & Practice, 2020

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., tho... more In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p > .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p < .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

Routledge eBooks, May 17, 2023

SpringerReference, Jan 20, 2012

ABSTRACT

Psychological Reports, Oct 1, 1982

The PPVT has been used as a screening instrument for evaluating potentially gifted students. It w... more The PPVT has been used as a screening instrument for evaluating potentially gifted students. It was recently replaced by the PPVT-R. The present study investigated the comparability of the two tests and of Forms L and M of the PPVT-R for 36 gifted students. All validity and reliability indices were statisrically significant and ranged from .57 to .75. When means of various forms were compared the F ratio was significant, but the Newman-Keuls post hoc procedure identified only one statistically significant contrast, namely, the mean PPVT IQ was significantly higher than the mean PPVT-R, Form L, standard score.

Psychology in the Schools, Oct 1, 1981

University o/ Wisconsin-Milwaukee Alternate forms of the PPVT-R were compared for 72 preschool ch... more University o/ Wisconsin-Milwaukee Alternate forms of the PPVT-R were compared for 72 preschool children. Pearson product moment correlation coefficients for whites, blacks, males, females, and for the total sample were significant; values ranged from .74 to 36. Using standard scores for analyses, differences between Form L and Form M mean scores were nonsignificant for whites, males, females, and for the total group. However, for black preschoolers, Form L was apparently more difficult to complete successfully than Form M.

School Psychology Review, Mar 1, 1984