This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…

This article provides a 24-year update on the 10 standardized tests used most frequently with children and youth by school psychologists. Data were acquired from 64 countries through an international survey, with one respondent from each country. The informants were solicited due to their expertise in the area of assessment. The data from the…

The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client's test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this…

The concepts of intelligence and methods to assess it constitute important contributions to psychology and have had a profound impact on school psychology practice. While the perspectives and practices of North American and European psychologists toward the construct and assessment of intelligence generally are well known, the views held by…

Research on children's counterproductive test behavior supports a three-factor model for behaviors: inattentiveness, avoidance, and uncooperative mood. In this study, test behaviors measured by the Guide to the Assessment of Test Session Behaviors (GATSB) are rated on a sample of 110 Hispanic Spanish-speaking children included in the Wechsler…

Articles responds to some issues raised in "The Bell Curve: Intelligence and Class Structure in American Life," such as the nature of intelligence, its measurement, the importance of personal decisions in determining life outcomes, and the modifiability of intelligence in infants and young children. (Author/JDM)

Summarizes some prevailing policies and practices important to the assessment of mental retardation in Australia, France, the United States, and Zimbabwe. Discusses international standards for diagnosis and classification of mental disorders and cross-national similarities and differences. Also discusses implications for test development. (SLD)

Interrater differences in scoring actual WISC protocols were determined for three different IQ levels. In general, differences among the 94 examiners tended to be within an acceptable range as established by the standard error of measurement; variance on two Verbal subtests occasionally exceeded their corresponding standard error of measurement.…

Conducted international survey of tests used with children and youth in 44 countries. Identified total of 455 tests. Median number of tests used in each country was 15; range was from 2 to 41. Measures of intelligence, personality, and achievement were most common. Locally developed tests generally were thought to have better psychometric…

Examined relationships among the ABIC, pluralistic assessment's Estimated Learning Potential (ELP), and school achievement for elementary children. The ABIC is largely independent from both WISC-R IQs and achievement. In contrast to highly significant IQ-achievement correlations, the ELP-achievement correlations tend to be lower. (Author/BEF)

A defense is presented against the criticism that school psychologists who critically evaluate the System of Multicultural Pluralistic Assessment (SOMPA) are biased (TM 504 174). (MH)

Assessed test bias on the Wechsler Intelligence Test for Children-Revised (WISC-R) and Bender-Gestalt. On the Bender, evidence of bias was infrequent and irregular. On the WISC-R, group differences were most discernible for age, sex, family structure, and race. Consistent patterns of bias were not apparent among comparison groups. (Author)

The lower percentage of Black and Hispanic students in Gifted and Talented (GT) programs is due to multiple causes, including failure to be nominated, the grade in which students first are nominated, the qualities that constitute the GT program, information considered during the screening process, and the use of national norms. These five issues…

Examined the relationships of reading and math achievement with intelligence and adaptive behavior in Anglo, Black, and Mexican American children (N=345). The variance accounted for by the full model (race, sex, age, and socioeconomic status) was significant for reading and math. Variance associated with race and socioeconomic status was…

Concurrent and predictive validity estimates for scores on the Wechsler Intelligence Scale for Children-Revised and Estimated Learning Potential are presented for 396 children (grades one-eight) stratified by racial-ethnic groups (Anglo, Black, Mexican American) and social classes (middle and lower). (Author/PN)