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Stability of the Kaufman Assessment Battery for Children for a Sample of At-Risk Preschool Children.
Peer reviewed Peer reviewed
Lyon, Mark A.; Smith, Douglas K. – Psychology in the Schools, 1987
Examined stability of the Kaufman Assessment Battery for 53 at-risk preschool children. Over 9 months the stability coefficients for the global scales ranged from .78 to .88, and for the subtests from .65 to .79. Concluded that scores display adequate stability, but the Simultaneous scale is less stable than the Sequential or Achievement scales.…
Descriptors: Cognitive Measurement, High Risk Students, Preschool Children, Preschool Education
The Question of the Comparability of the WISC and WISC-R: Review of the Research and Implications for School Psychologists
Peer reviewed Peer reviewed
Swerdlik, Mark E. – Psychology in the Schools, 1977
The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. (Author)
Descriptors: Comparative Analysis, Intelligence Tests, Literature Reviews, Psychological Testing
Stability of the McCarthy Scales of Children's Abilities over a One-Year Period for Mexican-American Children.
Peer reviewed Peer reviewed
Valencia, Richard R. – Psychology in the Schools, 1983
Examined the stability of the McCarthy Scales of Children's Abilities for a sample of 42 English-speaking and 42 Spanish-speaking Mexican-American preschoolers. The subjects were retested after one year. Concluded that the McCarthy is a relatively stable instrument for English-speaking Mexican-American children. (Author)
Descriptors: Cohort Analysis, Comparative Testing, Culture Fair Tests, Mexican Americans