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…

Introduces Stanford-Binet Intelligence Scale-Fourth Edition (SB4) as an attempt to revitalize Stanford-Binet by maintaining links with previous editions while simultaneously incorporating more recent developments found in other popular tests of intelligence. Discusses the SB4's theoretical foundation, materials and administration, scaling,…

Examines five structured interview formats for assessing psychopathology in children. Presents information illustrating specific characteristics of each interview. Includes reliability and validity data, and draws implications for use of interviews in school settings. Offers suggestions for the development of structured formats and for avenues of…

Reports the clinical validity of the Process for Assessment of Effective Student Functioning. A clinical team studied 300 representative second and fifth graders. Found the Process was valid for predicting independent clinical judgments of the status of these children, and located potentially handicapped children better than teacher referral.…

Questions concerning school psychology services for children of diverse ethnic groups have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions and the preparation of professionals to deal with multicultural and cross-cultural practice. Reviews models of ethnic validity and examines…

Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…

Notes that significantly different results frequently exist between tests that purport to measure the same skill when the same child is tested on both instruments. Considers discrepancies related to examinee, examiner, examinee-examiner interactions, environment, and psychometric characteristics of the tests employed. Cites 10 major psychometric…

A review of the technical data available on the 1972 norms edition of the Stanford-Binet demonstrates how inadequate these data are. The Stanford-Binet should not continue to be used in important decision making processes unless this weakness is corrected. (Author)

Investigates the stability of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) and the Kaufman Assessment Battery for Children (K-ABC) by testing a sample of 65 children from low socioeconomic status families. Mean scores for the group were roughly equivalent, correlation coefficients were high, and change scores for the majority of…

Assesses the temporal stability and convergent validity of the Behavioral Assessment System for Children (BASC). Teachers and parents rated kindergarten and first-grade students using BASC. Teachers were more stable in rating children's externalizing behaviors and attention problems. Discusses results in terms of the accuracy of information…

Explores the role of diagnostic practices in school psychology. Basic principles related to diagnostic typology and concepts of reliability and validity are reviewed in the context of recent diagnostic decision-making research. The intrusion and eventual reduction of particular errors of consistency and inconsistency in psychodiagnosis are…

Experimental results indicated that verbal intelligence was the best predictor of childrens' overall performance on a paired-associate learning task. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence. (Author/JAC)