Two types of quantitative Rorschach scales are discussed: first, those based on the response categories of content, location, and the determinants, and second, global scales based on the subject's responses to all ten stimulus cards. (Author/JKS)

Relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children culturally different by virtue of low family income and residence in mountainous areas of Virginia and North Carolina. (Author)

This study attempts to use a subtest grouping approach to analyze the WISC-R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC-R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic groups. (Author)

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. For this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. (Author)

Results show that the achievement test is as valid a predictor as the verbal intelligence test and that both tests are more valid than the nonverbal intelligence test and nearly as valid as previous grades for predicting later grades. (Author/DEP)

Discussed is the use of profile analysis of subtest scores on the Wechsler Intelligence Scale for Children-Revised as a basis for educational programing for learning disabled students, and noted is the lack of evidence suggesting the use of these profile analyses in planning remedial programs. (IM)

Results of the Test of Nonverbal Intelligence (TONI), Wechsler Intelligence Scale for Children-Revised (WISC-R), and Wide Range Achievement Test were compared for 66 learning disabled children in grades one through six. The TONI mean score was found to be significantly different from the WISC-R Performance Intelligence Quotient (IQ). Implications…

The study examined correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Picture Vocabulary Test-Revised (PPVT-R), and the Kaufman Assessment Battery for Children (K-ABC) for 44 learning disabled primary and intermediate special class students. The Mental Processing and Achievement scales of K-ABC…

Questions the construct validity, representatives of the norms, and reliability of the Kaufman Assessment Battery for Children. While the K-ABC is attractively produced and easy to administer, reliance on a particular theory restricts the range of cognitive abilities sampled. (JAC)

Discusses the use of intelligence tests for placing students in Educationally Mentally Retarded (EMR) classes. Presents findings which suggest that in order to reduce the overrepresentation of Blacks in such classes, a lower IQ criterion is used for Black candidates than for White canditates. (KH)

The Kaufman Assessment Battery for Children's (K-ABC) systematic effort to achieve fairness for minorities and exceptional children in the assessment process is appealing, but potential for abuse is real. As the K-ABC has reduced the black/white IQ discrepancy, it should have a positive and stimulating effect on this persistent issue in…

A study conducted with kindergarten and elementary school children showed that Piagetian tasks which measured seriation, conservation, and multiple classification were equal or superior to traditional intelligence tests in predicting number language, number line comprehension, and verbal arithmetic. (GC)

Spanish translations of English forms of the Peabody Picture Vocabulary test were compared experimentally. Spanish-speaking children scored higher on the English version. Significant interactions of trial x form and trial x language were found. This local Spanish version is inappropriate for use with bilingual children. Full standardization is…

Examined Wechsler Intelligence Scale for Children--Revised (WISC--R) profile analysis research germane to differential diagnosis of learning disabled children and related to methodological problems of score use and interpretation. Recommends that clinicians not use the WISC--R profile to diagnose specific learning disabilities, but use profiles in…

Cross-validated the factor analysis of the McCarthy Scales and determined construct validity for children who score one standard deviation below the normative mean on general cognitive ability. Findings discourage interpretation of the Quantitative Scale for school-age children with General Cognitive Indexes below 84. (Author)