Carolina Picture Vocabulary Test: validation with hearing-impaired students.

When mean Carolina Picture Vocabulary Test standard scores were compared with WISC-R Performance Scale IQs significant differences were observed. The Carolina test scores were also correlated with both Performance IQs and the Performance Scale subtest scores. Most correlations were minimal as the two tests were independent; only WISC-R Picture Arrangement scores correlated significantly with Carolina scores. These outcomes coupled with the technical limitations of the Carolina raise serious questions regarding its utility for hearing-impaired children.

Reading achievement by learning disabled students in resource and regular classes.

K-TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource setting and six teachers in regular settings. K-TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 x 2 repeated-measures analysis of variance, were not significantly different.

WISC-III subtest patterns of ADHD and normal samples.

WISC-III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC-III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC-III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability, and the ACID Profile including Arithmetic, Coding, Information, and Digit Span. Comparisons of WISC-III scaled scores and subtest patterns for the samples with Attention Deficit Hyperactivity Disorder supported the congruence between them. Further, the cumulative percentages of children in the three samples who obtained differences between the SCAD Index and the Perceptual Organization Index were computed. Analysis indicated that 17 of the 35 subjects in the current sample obtained differences of 9 points or greater. The results were substantially different from the WISC-III standardization sample but congruent with the WISC-III sample of children with Attention Deficit Hyperactivity Disorder. These outcomes support the diagnostic utility of WISC-III subtest profile patterns for children with Attention Deficit Hyperactivity Disorder.

Bender-Gestalt developmental scores: predicting reading and mathematics achievement.

This study examined the relative importance of perceptual-motor processes and intelligence in predicting reading and mathematics achievement of children of low birthweight. Subjects were two groups of 153 children, ages 6 to 12 years, of either low (3 lb. or below, n = 72) or normal birthweight (n = 81) who participated in a comparative study on sequelae of children of low birthweight. To examine the utility of the Bender-Gestalt test in predicting academic achievement, Bender developmental scores, WRAT reading and mathematics scores, and WISC-R Full Scale IQs from both groups were compared and then intercorrelated separately. The mean comparisons indicated that children of low birthweight scored significantly lower on both Bender scores and reading achievement and had lower IQs than those of normal birthweight. Bender scores also appeared to have more utility for predicting reading and mathematics achievement for children of low birthweight than for those of normal birthweight.

Scores of the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form for emotionally conflicted adolescents.

Subtest scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form were compared for 27 emotionally conflicted adolescents. Correlations between subtests paired for assumed comparability ranged from .79 to .91 (median r = .69), and one of five mean comparisons was significant (Wechsler Mathematics Reasoning > Kaufman Mathematics Applications). The results suggest that these selected Wechsler subtests possess utility for assessing academic achievement and provide an acceptable alternative to the K-TEA.

K-TEA Mathematics scores of learning disabled students in resource and inclusive settings.

The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were presented at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately compared in 2 x 2 repeated measures analyses of variance, were not significantly different; however, a significant gain was noted across settings for K-TEA Mathematics Application scores.

Validating the Kaufman Test of Educational Achievement, Brief Form with educable mentally retarded students.

To examine the validity of the Kaufman Test of Educational Achievement Brief Form, standard scores were correlated with Woodcock-Johnson Psycho-Educational Test standard scores and WISC-R Verbal, Performance, and Full Scale IQs. Kaufman scores were strongly related to Woodcock-Johnson scores and moderately related to WISC-R scores. Mean comparisons between composite scores were not significant. These outcomes were congruent with data reported in the Kaufman test manual and offer positive support for the concurrent validity of this test.

Validating the Street Survival Skills Questionnaire.

The utility of the Street Survival Skills Questionnaire was investigated using a sample of 18 trainable mentally retarded males attending public schools. Pearson product-moment correlations were computed among the total scores, four standard scores on the Vineland Adaptive Behavior Scale-Survey Form, and three Wechsler Intelligence Scale for Children-Revised IQs. The Street Skills scores correlated significantly with Vineland Daily Living scores and WISC-R Full Scale and Performance IQs; however, nonsignificant relationships were obtained with WISC-R Verbal IQs, Vineland Composite scores, Communication Domain scores, and Socialization Domain scores. The use of the questionnaire in assessment of adaptive behavior was supported but within a narrow scope, i.e., daily or functional living knowledge.

Examination of the validity of the WISC-III with urban exceptional students.

To investigate the criterion validity of the WISC-III, WISC-R and WISC-III IQs of 96 urban special education students who underwent a 3-yr. reevaluation were compared. The study examined (a) differences between WISC-R and WISC-III IQs and scale scores, (b) relationships among respective WISC-R and WISC-III IQs and scale sores, and (c) WISC-III IQ differences across three exceptionalities: Learning Disabled, Mentally Retarded, and Behavioral Disorders. A related question was to assess whether WISC-III Full Scale IQs differed by race. As expected, all WISC-III IQs and subtest scores were lower than the corresponding WISC-R IQs. Correlations computed among the three scales, respectively, indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .82, Performance IQ = .81). Analysis indicated a significant difference in WISC-III Full Scale IQs with respect to race. Comparisons by exceptionality and race indicated that African-American students in the Learning Disabled and Behaviorally Disordered groups obtained significantly higher WISC-III Full Scale IQs than did Euro-American students. No significant difference was obtained on scores for Mentally Retarded groups.