Investigated the validities of IQs obtained from independent administration Terman-Merrill (T-M) versus the rescoring method (SF) of the short form of the Stanford-Binet Form L-M. Results indicated that the T-M, depending on test sequence, correlated significantly different with the Full Scale Binet IQ than did the SF rescoring method. (Author)

Higher mean IQ scores were obtained on the Wechsler Intelligence Scale for Children (WISC) compared to the revised version (WISC-R). The WISC-R had a facilitative effect on the WISC that did not appear when the WISC was administered first. Differences in instructions may have enhanced the practice effect. (Author/JAC)

The Wechsler Intelligence Scale for Children-III and the Kaufman Brief Intelligence Test were administered in counterbalanced order to a sample of 39 school identified students (28 males and 11 females) with learning disabilities. Mean age was 9 years, 3 months. The WISC-III Full Scale IQ and K-BIT IQ Composite produced a correlation of .74 (p…

Finds further evidence of the close equivalence of scores derived from the Wechsler Intelligence Scale for Children (Revised) and the Stanford-Binet, but fails to support the practice of computing adjusted mental age scores. Subjects were (N=25) children in the bright normal range of intelligence. (JAC)

Learning disabled children performed lower than general education children on all five major scale indexes. A similar amount of scatter was present in the profiles of learning disabled and general education children. No specific pattern of scale indexes could be determined as typical for learning disabled children. (Author)

The Wechsler Intelligence Scale for Children (Revised) may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action taken to insure that children are evaluated for special class placement on comparable bases.…

An apparent discrepancy between building level scores in basic skills produced by Pennsylvania's state assessment program (EQA) and building summary scores, generally a grade equivalent, provided by commercial standardized achievement tests is investigated. The impetus for the study came from occasional reports by school administrators that their…

This study examined agreement rates between identified strengths and weaknesses in shared abilities and influences on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Sixty-seven students in the first through seventh grades referred for learning disabilities (LD) evaluation were…

Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…

Both on-level and out-of-level tests were administered to third and fifth grade children in order to compare the scaled scores of different level tests of the same testing program and to discover whether the relationship between levels might be distorted by ceiling or floor effects. Only reading tests were used in this study. The Stanford…