Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the "Wechsler Intelligence Scale for Children-Fifth…

The review cites methodological and statistical flaws in studies attempting to identify subtest patterns on the Wechsler Intelligence Scale for Children-Revised indicative of learning disabilities (LD) and concludes that no LD pattern has been found and the search for such a pattern is not justified. (Author/CL)

The original authors respond to a critique of their meta-analysis of 94 studies which had failed to support the presence of distinctive Wechsler Intelligence Scale for Children profiles for learning disabled children. The critique contended such a pattern does exist. (Author/DB)

As part of a continuing dialog concerning the validity of a meta-analysis of 94 studies suggesting that there is a lack of any distinctive pattern in the Wechsler Intelligence Scale for Children (Revised) profiles for learning disabled children, this article maintains the view that such differences do exist. (DB)

Contends that a recent examination of this author's research by Coolidge (1983) regarding distinguishing between learning-disabled and emotionally disturbed children ignored level and dispersion of subtests and belied the original multivariate logic of group discrimination. Discussed the comparative deficit in perceptual organization for…

Critiqued Zarske, Moore and Petersen's article examining the factor structure of the WISC-R as a measure of general intelligence for learning disabled children. Suggests this conclusion doesn't follow from the factor analytic data. Presents the response of Zarske, Moore and Petersen. (Author/RC)

Technical problems in the assessment of learning disabilities (LD) are only a small part of the problems leading to the misidentification of children in this category of handicap. Given all the other motives and purposes served by labeling a child LD in school, apparently sound measurement advice may actually do more harm than good. (LC)

Role of school psychologists in diagnosis of specific learning disability is described. Discusses problems of definition, misidentification, and overidentification and assessment of general intelligence, achievement, perceptual motor coordination, and personality. A model for screening, assessment, and the team evaluation process is discussed, and…

The importance of neuropsychological paradigms of higher order human information processing in providing remedial services to learning-problem children and in providing a guide to the habilitation of learning for all children is explained. The conceptual requirements of such models as well as their implementation are described. (Author/AL)