Test examiners used the Test Observation Form (McConaughy & Achenbach, 2004) to rate test session behavior of 177 6- to 11-year-old children during administration of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and Wechsler Individual Achievement Tests-Second Edition (WIAT-II). Participants were assigned to four groups…

Evaluates the criterion-related validity of unusual subtest profiles from the Differential Ability Scales. Participants were a large cohort stratified in proportion to United States Census data. Children with unusual profiles were identified and matched to controls. Two groups were compared across a variety of criteria. No group differences were…

Evaluates three approaches to dynamic assessment of intelligence in terms of their ability to address both classification and remediation functions of assessment in schools. Argues that relative to traditional intelligence tests, dynamic approaches have failed to provide evidence of satisfactory technical characteristics, such as reliability and…

Found most representative subtest profiles for 1,200 children comprising standardization sample of Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Grouped scaled scores from WPPSI subtests according to similar level and shape using sequential minimum-variance cluster analysis with independent replications. Obtained final solution of…

Reviewed 285 studies describing intelligence of deaf and hard-of-hearing people to determine assessment practices used with this population; outcomes of intellectual assessments; and interaction between assessment practices and outcomes. Found research growing slowly, Wechsler Performance Scales being most popular assessment instruments, methods…

Evaluates the extent to which newer IQ tests represent an improvement over their historical predecessors, the Binet and Wechsler scales, in terms of the potential for improved educational and psychological service delivery. Discusses three conceptually relevant criteria: theoretical foundations, psychometric integrity, and implications for…

Responds to Kranzler and Keith (this issue) by providing data from a data-driven approach that suggests the Cognitive Assessment System (CAS) has validity. Provides evidence that the interpretation of the planning, attention, simultaneous and successive (PASS Scales) theory described in the "CAS Interpretive Handbook" is well supported.…

This article describes the author's courtroom experience as a witness for the defense in the Larry P. v. Wilson Riles case; provides excerpts of the testimony and cross-examination; and makes suggestions for individuals who may testify as expert witnesses. (Author/BW)

Investigates long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for children with specific learning disability (SLD), serious emotional disability (SED), and mental retardation (MR). There were no differential effects of disability groups on long-term stability coefficients. Stability coefficients for Full…

Discusses intelligence tests in relation to theory of cognitive processing which can serve as model for reconceptualizing cognitive functioning. Analyzes what is measured using Wechsler, Kaufman Assessment Battery for Children, Stanford-Binet IV, and McCarthy scales, and reflects on effectiveness. Suggests that Planning, Attention, Simultaneous,…

The Jastak System of obtaining scores on "personality" dimensions is currently widely promoted. It is shown to be totally spurious, based on hereditarian doctrines long in disrepute, and dangerous in use. The promotional techniques used are also described. (Author)

A normative typology was developed and applied using multivariate profile analysis of subtest scores of the Universal Nonverbal Intelligence Test (UNIT) standardization sample. The results yielded a seven-profile cluster solution for the Extended Battery, and a six-profile cluster solution for the Standard Battery. Additionally, the results lend…

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)

The authors respond to Brandt's critique (TM 508 782) of their work. They object to the unsupported criticism and indications that they "overgeneralize." They assert that cultural differences need not imply deficit. The needs of American Indian children demand the application of a variety of perspectives and interdisciplinary skills.…

School psychologists spend more time on assessment than in other activities. Attempts to establish three links between issues and practice for intellectual assessment: technologies for intellectual assessment, methods of intellectual assessment, and theories of intellectual assessment. Argues that practitioners should heed research showing strong…