Several researchers have called for schools to interpret universal screening results using posterior probabilities. Following this recommendation could require schools to move away from direct-route, single-measure screening unless base rates of risk fall within a narrow range. In this descriptive study, we investigated two questions surrounding…

Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate…

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students.…

Describes popularity of using percentile rank and offers interpretation of use of percentile rank with normal and skewed score distributions. Explains that, because percentile rank is not linear transformation of raw scores, percentile-rank transformation in lower and upper part of raw-score distribution relates percentile rank and raw scores…

Presents age-referenced tables for Wechsler Preschool and Primary Scale of Intelligence-Revised that provide differences required at .05 and .01 levels of significance between any Verbal scale subtests and average of Verbal scale subtests, any Performance scale subtests and average of Performance scale subtests, and any subtest with average of all…

Provides tables of Wechsler Individual Achievement Test (WIAT) subtests and composite predicted-achievement standard scores based on Wechsler Intelligence Scale for Children-Third Edition (WISC-III) Verbal and Performance intelligence quotients (IQs). Tables allow examiners to determine quickly ability-achievement discrepancies based on WISC-III…

Presents statistics for the six subscales of individual children (N=2,085) on the Adaptive Behavior Inventory for Children (ABIC). Concludes that the ready availability of this information should enhance application of the ABIC in clinical practice and facilitate research on its efficacy for educational planning and placement. (LLL)

Investigated the interscorer reliability between a novice and a professional psychologist for the Minnesota Percepto-Diagnostic Test-Revised (MPDT-R), using a sample of 30 individuals. Results indicated that for three of the four MPDT-R scores there was a significant positive correlation between expert and novice scoring criteria. (JAC)

Developed a system of tables to facilitate interpretation of the McCarthy Scales of Children's Abilities. Presents tables that organize the McCarthy subtests according to three systems of interpretation, and organize McCarthy Scales into categories that reflect factors likely to influence various subtests. (Author/RC)

Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…

Provides new confidence intervals for Wechsler Intelligence Scale for Children-Revised (WISC-R) to improve accuracy over existing tables. Includes alternative confidence interval tables for WISC-R quotients at extreme levels where current tables are least accurate. New tables center confidence intervals on estimated true intelligence quotient and…

In efforts to clarify ambiguity in the scoring directions for part of the WISC, 100 children were given the test which was scored by two sets of criteria. Four sets of data were analyzed, with significant discrepancies apparent only between Verbal-Performance correlations secured by Wechsler in his standardization of the WISC and those secured in…

Applied an approach to the interpretation of test profiles to the McCarthy Scales of Children's Abilities. This resulted in differences required for significance that are two points greater than those suggested by an alternate technique. (Author)

Changes in the full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. The same procedure was followed with those subtests which independently had the smallest effect in lowering full scale reliability. Cautions were noted concerning the exclusion of subtests. (Author)

The results of this study support the notion that different parts of Raven's Coloured Progressive Matrices Test tap different processes. Sets A and Ab employ the rationale of the Inhelder-Piaget Test and rely on solution by graphic processes, whereas set B involves solution by opeational means. Total score results may be less appropriate than the…