Intelligence tests are important tools in psychology and education; however, the stability of scores and use of intelligence tests has always been surrounded by some controversy. Since its conception in 1905, intelligence testing has become one of the most prominent tasks for school psychologists worldwide. Today's need for frequent use of intelligence testing is immeasurable. In schools alone, intelligence testing helps predict student's academic attainment, helps determine the need for special education services, guides program placement, and helps identify students' strengths and weaknesses to drive the direction of the intervention. Other important predictors include job performance, type of occupation, income level, and social status. Thus, stability of intelligence scores is critical as they are often used to guide diagnostic and program-based decisions. Although intelligence test scores are assumed to be relatively stable in typically developing individuals of average intelligence, it is unclear if the same long-term test-retest stability is evidenced with students receiving special education services. While there are many studies that have explored stability of IQ scores with different instruments, there has been limited research investigating long-term stability of intelligence scores using Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), bearing in mind that the WISC-V is a fairly new measure. Therefore, the following study examines the long-term stability of WISC-V scores with children that have previously been identified as meeting a special education classification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]