Appropriate interpretation of assessment data requires an appreciation that tools are subject to measurement error. School psychologists recognize, at least on an intellectual level, that measures are imperfect--that test scores and other quantitative measures (e.g., rating scales, systematic behavioral observations) are best estimates of…

This article analyses research of theories and models of intelligence. It examines current developments in intelligence research, covering the formation of more complex and diverse intelligence theories. First, the article examines some of the widely used aptitude/intelligence tests include, such Stanford-Binet Intelligence Quotient, Wechsler…

Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based…

The history of cognitive assessment in Brazil is described through evolutionary movements or waves, when tests were just imported and translated from other countries, criticized, and later evaluated in laboratories on test construction founded at private and state universities. The presence of high standards for test use place Brazil at the…

This archival data study examined the relations between cognitive abilities and math reasoning for Hispanic English learner (EL) students in grades 1 through 5 with an identified learning disability. The 295 student participants were referred for an initial psycho-educational Spanish or English evaluation due to academic concerns by their school…

Publicly funded mental health programs play a significant role in serving children with autism spectrum disorder. Understanding patterns of psychiatric comorbidity for this population within mental health settings is important to implement appropriately tailored interventions. This study (1) describes patterns of psychiatric comorbidity in…

The Cattell-Horn-Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available…

This study investigated the effectiveness of five commonly administered academic testing accommodations on reading and math performance in children with Attention-deficit/Hyperactivity Disorder (ADHD). A total of 96 parents of 3rd-8th grade students with ADHD participated. More than half of the sample also had parent-reported learning difficulties…

In this paper, we report on the design and implementation of a state of the art Student Information System (SIS) being developed in a moderate size Alberta, Canada school jurisdiction. The SIS design is premised upon transparency, balanced, comprehensive, and multi-method assessments that links qualitative and quantitative data in support of…

Most children born preterm are considered neurologically normal and free of disability. However in follow-up studies at school age, preterm children, born without major impairment, have been shown to have lower cognitive abilities and associated academic, social and behavioural difficulties. This study investigated the literacy, phonological…

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…

A popular but unsubstantiated belief is that a reading disability is the most prevalent type of learning disability (LD), that LD in mathematics is rare, and that LD in written expression is very rare. In 485 clinical children administered the WISC-III and WIAT, 65 percent had LD. The most common was LD in written expression (92 percent), either…

Recent data from 12 pairs of tests representing eight standardization samples show that American IQ gains have occurred at a rate of 0.308 points per year from 1972 to 2002. Linked with earlier IQ gains, Americans have gained about 22 points over the 70 years between 1932 and 2002. Comparing the new WISC-IV (2002) and the old WISC-III (1989) shows…

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.…

The relationship between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Clinical Evaluation of Language Fundamentals-Revised (CELF-R) was investigated in 53 third graders from students in the 15 educational cooperatives across Arkansas. Additional information regarding race, academic achievement, and aptitude was gathered for…