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)

Administered the Stanford-Binet and Wechsler Intelligence Scale for Children (Revised) to 121 children with developmental problems. Results showed 28 children received absolute differences of 12 points or greater between the Binet and the WISC-R. There were 10 instances of complete incongruence between the Binet and all the WISC-R IQs. (JAC)

Tested diagnostic classifications of child psychopathology produced by a computerized technique known as multidimensional actuarial classification (MAC), against the criterion of expert psychological opinion. Experts' agreement with MAC was significant for all classification areas, as was MAC's agreement with the experts held as a conjoint…

Describes development, rationale, and potential uses of a scale designed for use in conjunction with the Wechsler Intelligence Scale for Children-Revised or the Wechsler Adult Intelligence Scale. Suggests this scale may provide information on a variety of aspects of memory function in individuals with whom the scale is utilized. (Author)

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children and of the normative sample. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. (Author)

Compared the subtest and IQ scores obtained by learning disabled and retarded children and youth on the Wechsler Intelligence Scale for Children (Revised) after a two-year time interval. Stability coefficients were obtained. The evidence indicated the WISC-R provides stable full-scale IQs. (Author)

An estimated ITPA Psychological Quotient (PQ) was compared to the WISC-R Verbal, Performance, and Full Scale IQs of developmentally disabled children, ages 6 to 13. The PQ related strongly to Verbal and Full Scale IQs. Implications for diagnosis and screening are discussed. (Author/SJL)

Examined the test-retest reliability of the McCarthy Screening Test (MST) with five- and six-year-olds tested early in the school year. Those "at risk" on the first test were retested. Results suggest the MST is not stable enough to be used alone to identify children with potential learning problems. (Author)

Investigated the performance of learning-disabled (LD) and behavior-disorder (BD) children and youth (N=135) on the Wechsler Intelligence Scale for Children-Revised. Results suggested that discriminant function analysis can be useful as one criterion in differentiating LD children from BD children. Implications are discussed. (WAS)

Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)

Assessed the prediction of learning proficiency on the basis of scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) with children (N=60) referred for learning disabilities. The WISC-R Coding accounted for over 50 percent of the variance in a controlled nonverbal paired associate learning measure and was the single best…

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…