Nationally certified school psychologists received case study material containing both relevant and irrelevant information for diagnosing a learning disability. The psychologists were asked to indicate the probability that the client was learning-disabled, their confidence in the diagnosis, and their decision-making strategy. Results indicate that…

Wechsler Intelligence Scale for Children-Revised short-form procedures were used with 69 adolescents with slow school progress. The Satz-Mogel model was most effective in predicting the Full-Scale IQ. The Verbal IQ, Performance IQ, and selected five or six subtest combinations were also helpful predictors. Short-form procedures are inadequate for…

States that 43 adolescents diagnosed as dyslexic/reading disabled had markedly lower scores on the WISC-III than on the earlier WISC-R. Reports that only 2 subjects had scores above the 25th percentile. Discusses the impact of lower WISC-III IQs on guidelines for classification of students as learning disabled. (PA)

Evaluated correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 55 behavior disordered adolescent males. Results indicated good concurrent validity for the WJTCA Broad Cognitive Score but suggest that WJTCA is heavily verbal weighted. (JAC)

A multidimensional clinical assessment project was conducted on an at-risk adolescent population (n=78) in a public school setting. The focus of the project was on the identification of specific learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) as they relate to mental health problems and scholastic difficulties.…

Reports possible validity of particular American Indian cognitive style based on the Bannatyne categories of the Wechsler Scales. Found statistically significant pattern of spatial ability, sequential ability, and verbal conceptual ability in 75 junior and senior high school Yakima Indian students. (LFL)