Five-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n=10), behavior control deficits (n=13), or normal language and behavioral development (n=16). Results generally supported the predictive validity of the…

D.V. Cicchetti, A.S. Kaufman, and S.S. Sparrow (this issue) use six criteria to evaluate the published findings from seven different studies of PCB exposure and neuropsychological function. They point out a number of weaknesses or flaws in each study and conclude that these weaknesses make the overall conclusion that PCB exposure negatively…

Urban EMR students' WISC-R scores (N=20) were compared with their previously administered WISC scores. The results of this study indicated that WISC-R scores in comparison to WISC scores appeared to be more stable in the lower IQ ranges and less vulnerable to cultural bias. (Author)

Evaluated the Wechsler Intelligence Scale for Children-Revised (WISC-R) as a tool for understanding children's learning problems. Analyzed the predictive utility of several WISC-R subtest recategorizations with regard to academic achievement for 105 children referred for psychoeducational evaluation because of classroom learning problems. Stepwise…

Investigated the change in IQ scores over time of subjects in classes for the Educable Mentally Handicapped. Analysis indicated a significant difference existed between Wechsler Intelligence Scale for Children scores administered at initial placement and Wechsler Adult Intelligence Scale scores administered later (mean age, 17 years-6 months).…

Examined the relationship between performance on the Expressive One-Word Picture Vocabulary Test (EOWPVT) and other verbal and nonverbal ability measures in a group of preschool borderline retarded children. Results tentatively support the use of the EOWPVT as a measure of verbal intelligence in this population. (Author/JAC)

Recategorized Wechsler Intelligence Scale for Children (Revised) subtest scaled scores for 192 learning disabled Navajo Indian children according to the system recommended by Bannatyne (1974). Results indicated that, as a group, the subjects failed to demonstrate the Spatial/Conceptual/Sequential pattern predicted by Bannatyne. (Author)

Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)

Obtained intelligence scale scores to predict academic achievement scores on a comprehensive testing program given at the end of grades one, two, and three. Results show that correlations between achievement and verbal IQ are significant at all three grade levels. Findings indicate that verbal abilities are more predictive of academic achievement…

Examines whether individual intelligence tests such as the WISC-R are biased against Hispanic school-aged children. Discusses three common but faulty notions of test bias, and advances a psychometric definition of bias. Analyzes evidence regarding external and internal validity. Presents guidelines for intellectual assessment of bilingual…

The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC-III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index…

Administered System of Multicultural Pluralistic Assessment (SOMPA) to 700 White, 700 Black, and 700 Hispanic elementary school students. Ten years later, again tested 1,184 of original 2,100 students with SOMPA in high school. Results suggest that some subtests of the SOMPA may have some validity for predicting school achievement for students…

Reviews some approaches to test bias and considers its fundamental causes. Suggests that because test validity is consistently high, the cultural bias of schooling is responsible. Proposes that because schooling reflects social values, resolution lies in social-political action, not psychological or psychometric advances. Discusses implications.…

The use of regression equations to predict the expected achievement levels of five- and six-year-old children on the Wide Range Achievement Test are discussed. Problems are found in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are described.…