Descriptor
Source
| Psychology in the Schools | 13 |
Author
| Algozzine, Bob | 1 |
| Bennett, Deborah E. | 1 |
| Bohning, Gerry | 1 |
| Clarizio, Harvey F. | 1 |
| Gutkin, Terry B. | 1 |
| Oakman, Sue | 1 |
| Powers, Sandra M. | 1 |
| Pryzwansky, Walter B. | 1 |
| Rethazi, Maya | 1 |
| Reynolds, Cecil R. | 1 |
| Smith, Monte D. | 1 |
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| Journal Articles | 10 |
| Reports - Research | 9 |
| Reports - Evaluative | 1 |
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Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 6 |
| Kaufman Assessment Battery… | 2 |
| Peabody Individual… | 2 |
| Developmental Test of Visual… | 1 |
| Slosson Intelligence Test | 1 |
What Works Clearinghouse Rating
Peer reviewedOakman, Sue; Wilson, Barry – Psychology in the Schools, 1988
Examined records of 170 learning-disabled students to determine stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) test scores. WISC-R was readministered three years later to 150 subjects. Stability coefficients were .72, .70, and .74 for Verbal, Performance, and Full Scale Intelligence Quotient scores. Results suggest WISC-R…
Descriptors: Elementary Secondary Education, Intelligence Tests, Learning Disabilities, Special Education
Peer reviewedWebster, Raymond E. – Psychology in the Schools, 1988
Examined temporal stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) for adolescents (N=155) identified as either educable mentally retarded (EMR) or learning disabled (LD). Found three major scales of WISC-R to be more stable over three-year period for LD than for EMR group, while subtest scales for EMR group showed greater…
Descriptors: Adolescents, Learning Disabilities, Mild Mental Retardation, Special Education
Peer reviewedStavrou, Esther – Psychology in the Schools, 1990
Examined Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 100 learning-disabled and 60 mildly retarded children retested on 3 separate occasions at 3-year intervals. Different results were obtained depending upon criterion considered. (Author/ABL)
Descriptors: Elementary Secondary Education, Learning Disabilities, Mild Mental Retardation, Scores
Peer reviewedClarizio, Harvey F.; Bennett, Deborah E. – Psychology in the Schools, 1987
Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…
Descriptors: Children, Diagnostic Tests, Educational Diagnosis, Elementary Education
Peer reviewedZimmerman, Irla Lee; And Others – Psychology in the Schools, 1986
Assessed the degree of comparability between the tests over time for two samples of referred adolescents of borderline intelligence. Results indicated that the Wechsler Adult Intelligence Scale-Revised significantly overestimated the Wechsler Intelligence Scale for Children-Revised by three to five points. Differences were most marked at the lower…
Descriptors: Adolescents, Comparative Analysis, Intelligence Tests, Learning Disabilities
Peer reviewedPowers, Sandra M. – Psychology in the Schools, 1977
The Vane Kindergarten Test (VKT) is judged to have limited usefulness in early detection of learning handicaps for two reasons: (a) Its reliability is too low to allow discrimination between individuals, and (b) The ability of the VKT to predict problem behaviors is quite limited. (Author)
Descriptors: Behavior Patterns, Behavior Problems, Kindergarten Children, Learning Disabilities
The Kaufman Assessment Battery for Children (K-ABC) in the Assessment of Learning Disabled Children.
Peer reviewedRethazi, Maya; Wilson, Anne Keeton – Psychology in the Schools, 1988
Examined whether Kaufman Assessment Battery for Children (K-ABC) could discriminate between learning disabled and normal preadolescents. Tested 43 learning disabled (LD) students and 20 students without learning disabilities. Results indicated that the Achievement score relative to the Mental Processing Composite score was the only measure to…
Descriptors: Elementary Education, Evaluation, Foreign Countries, Intelligence Tests
Peer reviewedSmith, Monte D. – Psychology in the Schools, 1978
Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. (Author)
Descriptors: Elementary Education, Exceptional Child Education, Handicapped Children, Learning Disabilities
Peer reviewedPryzwansky, Walter B. – Psychology in the Schools, 1977
This article investigates teacher use of the Developmental Test of Visual-Motor Integration (VMI) as a screening instrument with groups of young school-age children. Findings argue for some refinement in the scoring system in order to improve consistency in scoring. (Author)
Descriptors: Group Testing, Individual Testing, Kindergarten Children, Learning Disabilities
Peer reviewedBohning, Gerry – Psychology in the Schools, 1980
An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)
Descriptors: Children, Educational Diagnosis, Elementary Secondary Education, Intelligence Tests
A Longitudinal Study of the Wechsler Intelligence Scale for Children-Revised over a Six-Year Period.
Peer reviewedVance, Booney; And Others – Psychology in the Schools, 1987
Investigated stability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) intelligence quotient scores of 32 exceptional students over six-year interval. Used 20 learning disabled and 12 mentally disabled students aged 6 to 16. Test-retest findings indicated median reliability value of .74. Discusses implications for clinicians and…
Descriptors: Adolescents, Children, Elementary Secondary Education, Emotional Disturbances
Peer reviewedReynolds, Cecil R.; Gutkin, Terry B. – Psychology in the Schools, 1980
When conducting a profile analysis of the Peabody Individual Achievement Test, only those subtests in which the subtest specific variance equals or exceeds 25 percent of the total variance and exceeds error variance should be considered for interpretation. Behavioral factors and testing conditions also should be considered. (Author/BEF)
Descriptors: Achievement Tests, Elementary School Students, Elementary Secondary Education, High School Students
Peer reviewedAlgozzine, Bob; Ysseldyke, James E. – Psychology in the Schools, 1981
Ability-achievement discrepancies were analyzed using the Woodcock-Johnson Psycho-Educational Battery, WISC-R, and the Peabody Individual Achievement Test administered to a sample of low achievers. Reliabilities of difference scores were moderately high. Reliabilities of differences for devices normed on both the same and different populations…
Descriptors: Academic Ability, Academic Aptitude, Comparative Analysis, Educational Diagnosis
