Compared the performance of learning-disabled and behavior-disordered children (N=60) on the Personality Inventory for Children (PIC). Results showed that learning-disabled and behavior-disordered children could be differentiated clearly on subtests that comprise the cognitive development and conduct disorder factors. However, less differentiation…

Analyzed 400 Wechsler Intelligence Scale for Children (Revised) (WISC-R) protocols to determine whether an abbreviated form could be identified that would be cost-effective. Results indicated that the derived prediction equation could be applied to the results of five designated WISC-R subtests to predict range of intellectual functioning with…

Examined the validity of a subtest combination as an estimate of the Wechsler Intelligence Scale For Children (Revised) Full Scale IQ. Satisfactory correlations were found between the short and full scale IQ. The short form did not allow precise IQ estimation but shows promise as a screening device. (Author)

Fifty subjects were classified as having a primary (endogenous) or secondary (exogenous) reading disability; then their Bender protocols were scored. Results indicated that specific score distortions, but not total developmental scores, differentiated between the two groups and that the primary group was more severely reading retarded. (Author/SJL)

Results indicated that despite very high correlations between deviation quotients and traditional measures, changes of potential diagnostic significance occurred in scores of over half the sample (N=2,200). Discusses the potential utility of the factorially pure deviation quotients. Presents a table for translation of scaled scores into these…

Analyzed the reliability, abnormality, and validity of Verbal Performance discrepancy scores on the WISC-R in relation to clinical decision making about learning disabilities. Suggests the information of greatest value seems to be the magnitude of the discrepancy that is both reliable and valid for learning-disabled children. (Author)