The effects of systematically varying the administration procedure of the Wechsler Intelligence Scale for Children (WISC) for Anglo and Spanish American children were studied. Procedures used were standard, verbal feedback and monetary feedback for correct answers. Ninety rural 5th grade students from southern New Mexico were divided into 3 groups by socioeconomic status (SES): 30 Anglos from lower-SES, 30 Anglos from middle-SES, and 30 Spanish Americans from lower-SES. The WISC was administered to one-third of the children in each ethnic SES group under the standard administration procedure, one-third received it under verbal feedback, and one-third received it under monetary feedback. All WISC's were administered and scored by a single examiner. The findings were: (1) the only significant results were produced by group membership as defined by SES or ethnicity; (2) the performance level for the Anglo students did not change when additional information or incentive is offered during its administration; and (3) no significant evidence was found to warrant altering test administration procedures for rural, 5th grade lower-SES Spanish American students and lower- and middle-SES Anglo students. (Author/NQ)