Riskometer—Voting with Your Feet

As Extension professionals, we are faced with the need to educate youth and adults about risk and to assess their preference for risk; however, many find the concepts difficult to illustrate. This article lays out a simple technique that can be used to illustrate how personal attitudes toward risk change with changes in situations. Youth and adults who participate in the exercise will have a better understanding of risk and their attitudes about risk, which will lead them to make personal choices that are right for them

PRESCHOOL CHILDREN\u27S PERFORMANCE ON STANDARD AND ADAPTED TEST ITEMS OF THE STANFORD-BINET INTELLIGENCE SCALE (FORM L-M)

This study addressed the issue of whether preschool subtests of the Stanford-Binet Intelligence Scale, L-M, (Level II through Level V) which had been adapted or modified for use with young children with handicaps were equivalent to the standard subtests. The question of whether or not the cognitive components of the adapted and the standard subtests had been held constant was examined by a systematic norming of the adapted version of the test on a non-handicapped preschool population. It was hypothesized that no significant differences would be found between the subjects\u27 performances on the adapted subtests and on the standard subtests. Stimulus adaptions were designed for 41 of the 49 subtests of the Stanford-Binet Intelligence Scale, Form L-M, (Level II through Level V). These adaptions consisted of the use of larger and more manipulable materials, enlarged pictures, separation of stimulus materials from book format and changes in the medium of stimulus materials. The primary intent of each adaption was the reduction of the sensory and motor components of each task. The study involved the administration of the standard and the adapted form to each of 70 non-handicapped preschool subjects ranging in age from 2 years to 5 years-11 months with a mean age of 3 years-9 months. Each of the subjects received both forms with a one week interval between administrations. The order of administration of the standard form was counterbalanced with the adapted form. Student t-tests were performed for each pair of items (score on standard subtest and score on adapted subtest) in order to determine which pairs of items had statistically significant differences. The hypothesis that no significant difference would be found was confirmed for all but 5 of the 41 adapted subtests. In response to criticisms regarding adaptive assessment, this study offered a systematic approach to both adapting test items and recording performances, examined the performances of a non-handicapped preschool population using a repeated measures design, and confirmed the practice of modifying standardized subtests for use with handicapped children without sacrificing the cognitive or functional equivalence of the tasks. These results contribute a number of implications both to the assessment of children with handicaps and to the direction of future research in this area

Communication Techniques for Initiating Discussion About Complex Value-Laden Issues

As Extension professionals, we often engage clients who need help with complex, laden issues. This article lays out five simple communication techniques that can be used by Extension professionals when engaging clients. By deploying these techniques, Extension professionals can direct discussions, reduce fears and tensions, address underlying values, and help clients discover unanticipated opportunities. If these communication techniques are successfully deployed, Extension professionals can make their clients comfortable and confident when participating in Extension programs