Attachment difficulties are associated with a range of adverse outcomes in mental health, and people with intellectual disabilities (IDs) may be at greater risk of experiencing difficulties in their attachment relationships. This review critically evaluated recent research measuring the prevalence of attachment difficulties in people with ID.…

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…

The issues of construct validity, predictive validity, and item content bias on the Wechsler Intelligence Scale for Children-Revised (WISC-R) are examined. The review concludes that most objective data have not supported the issue of bias of the WISC-R when used with children of different ethnic backgrounds. (JDD)

Reviews research from 1974 to 1988 that suggests there is promise in valid and reliable use of a short form of the Wechsler Intelligence Scale for Children as a means of obtaining clinically relevant information and as an emergency screening device with children with serious emotional disorders. Discusses situations in which children should…

Explores alternative empirical foundations of verbal and performance dichotomous constructs of Wechsler Intelligence Scales. Argues that Macmann and Barnett's position on the value of these constructs are based upon narrow interpretations of investigative results. Supports contention with IQ data from investigations of diverse populations. (CRR)

Uses the Dumont-Faro short form to estimate the Wechsler Intelligence Scales for Children-III (WISC-III) Full Sale IQ scores for 45 special education students. Results demonstrate that IQ scores were positively correlated with the WISC-III Full Scale scores. However an IQ miscalculation rate of 44% challenges the utility of the Dumont-Faro short…

Examines the concurrent validity of the Slosson Full-Range Intelligence Test (S-FRIT) by comparing S-FRIT scores to the scores of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Woodcock-Johnson Tests of Achievement-Revised (WJ-R). Results revealed that the S-FRIT scores were more related to overall intelligence,…

Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the…

The cultural test bias hypothesis represents the contention that all ethnic or racial group differences on mental tests are due to inherent, artifactual biases produced within the tests through flawed psychometric methodology. This address focuses on an empirical evaluation of the cultural test bias hypothesis, especially emphasizing the construct…

Analyzes the longitudinal factor structure of the WISC-III for both configural and metric invariance with a group of 177 students with disabilities. Concludes that the WISC-III measures the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent…

Three new tests presented as alternatives to the Wechsler tests for children were described in earlier papers of this session. This discussion reviews the earlier papers and comments on the developed tests: (1) the Woodcock-Johnson test; (2) the new Stanford-Binet; and (3) the K-ABC. The Woodcock-Johnson battery, state-of-the-art applications of…

The Blind Learning Aptitude Test (BLAT), an individual test, is described. Distinction is made between product and process sampling in testing for learning aptitude. Standardized upon 961 educationally blind children, it has high reliability; and its validity, particularly with respect to the more complex school learnings, is clearly indicated.…

This study of 174 children meeting criteria for learning disabilities revealed that the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) factors accounted for a large portion of the achievement variance during hierarchical regression analyses. Proposes that the practitioner should refrain from focusing on global scores and…

The paper discusses test bias; presents the rationale of the System of Multicultural Pluralistic Assessment (SOMPA), a test instrument which assumes equal cultural and racial intellectual potential but asserts that there is not one normal curve of measured intellectual performance; and suggests that the test would correct racial and cultural test…

Evaluates the utility of the Bannatyne recategorization of WISC-R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. Concludes that the use of such scores is not warranted. (FL)