The relationship between hyperactivity and neuropsychological test performance at different age levels was investigated with 90 children 6-8 years old and 92 children 9-12 years old. Subjects were administered a battery of neuropsychological tests, and a parent completed the Child Behavior Checklist (CBC). Young children demonstrated no…

Scores of two groups of White and Hispanic children at 11 age levels from 2.5 years to 12.5 years were assessed. The scores were drawn from the Kaufman Assessment Battery for Children (K-ABC), an individually administered assessment battery designed to measure intelligence and achievement and intended for minority group assessment. Reliability…

One hundred eighty one sets of black twins and 223 sets of white twins provided responses to four 12-item subtests of the Raven's Progressive Matrices Test, Standard Version. The children were in elementary school and their item response patterns were analyzed with the use of revised ordering-theoretic methods to search for best-fitting…

No relationship was found between social class and 12 Wechsler Intelligence Scale (WISC) for children subtests, the WISC Overall total, the WISC Verbal Subtests, the WISC Verbal total, or the WISC Performance total. A relationship was found between social class and the six WISC Performance subtests. (Author/BJG)

The practice and interpretation of intelligence testing of educable retarded and learning disabled children is examined in this report. The current and future state of intelligence testing is discussed in terms of its predictive, diagnostic, and remedial functions. The first section places a consideration of individual testing formats within a…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) standard scores by Stanford-Binet Intelligence Scale scores were compared across race for matched groups of 60 black and 60 white children selected from among a large number of children who had been referred for psychological services by their classroom teachers. The white…

The major objective of this study was to determine whether understanding prepositions and the relationships they signal is related to reading comprehension. A sample of 127 fourth grade students was selected from three socioeconomic levels of the Columbus, (Ohio) Public Schools using a stratified random sampling technique. The subjects were…

An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…

The nonverbal Wechsler Intelligence Scale for Children-Revised can provide insight into students' learning characteristics, when diagnostic interpretations of subtest results offer meaningful information. Sample report statements are given for such subtests as picture completion and arrangement, block design, object assembly, coding, and puzzles,…

An alternative way of studying group differences is proposed based on ordering analysis using item hierarchies as a basis of comparison between two groups. Subjects were sets of twins in elementary school. Results showed that blacks and whites and males and females had similar item hierarchies for complex items. (Author/LMO)

Full Wechsler Intelligence Scale for Children-Revised evaluations have become a drain on school resources. A screening formula for gifted students, utilizing three WISC-R subtests, was evaluated using traditional epidemiological techniques. The screen correctly detected the majority of gifted students and could have major implications in terms of…

WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…

Recent research on the Woodcock-Johnson Psycho-Educational Battery (WJPEB) is reviewed as it related to three issues: the mean score discrepancy issue, the verbal/nonverbal composition of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), and the WJTCA overlap with achievement and abundance of scores generated by the WJPEB. (DWH)

Investigated the construct validity of the 10 primary Illinois Test of Psycholinguistic abilities subtests in a clinical population of learning disabled children (N=91). Results via factor analysis and correlational analyses generally supported the independence of the channel dimension, i.e., visual versus auditory. The dimension of levels…