Scored protocols for 683 gifted students aged six to 12 years using 1961 and 1981 norms of the Slosson Intelligence Test (SIT). Average 1981 norm score was 5.17 points lower than the 1961 norm score. Differences increased with age. Discussed implications for using the SIT for selecting gifted children. (Author/BH)

The author discusses conclusions presented in two artcles by H. Vance et al. titled "Determining WISC-R (Wechsler Intelligence Scale for Children-Revised) Profiles for Reading Disabled Children" and "Developing Remedial Hypotheses from Ability Profiles." The validity of five distinct WISC-R profiles for reading disabled…

The authors reply to M. Miller's concerns regarding their work on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles for reading disabled children. Among the criticisms addressed are those dealing with subject sampling, Ss not fitting into the five WISC-R profiles, and factor analysis procedures used. (SBH)

The author responds to rebuttals by F. Wallbrown et al. regarding criticisms of their research on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of reading disabled children. (SBH)

Obtained developmental norms for the Sentence Repetition Test from children (N=1,081) ranging in age from three to 13 years. Utilized a substanially larger number of children in each age group than previous reports. (Author/LLL)

Analyzes the contribution of gender, ethnic status, age, and school classification to the five factor scores and the comparison score of the Adaptive Behavior Scale-School Edition (ABS-SE). Results provide evidence for the validity of the ABS-SE factor and comparison scores and show the factor and comparison scores are not affected by gender or…

Findings from a study of San Diego (California) elementary schools indicate that students in year-round schools outperformed those in traditional schools in the degree of achievement in reading, language, and math test scores. (MLF)

Demonstrates how data smoothing procedures--procedures commonly used in the development of continuous test norms--can provide better estimates of the reliability, uniqueness, and general factor characteristics for the Wechsler Intelligence Scale for Children, third edition, subtests. Suggests that such procedures are applicable to other test…

Diagnostic judgments are often based on the comparison of two measures in order to judge whether the individual shows a genuine discrepancy in the traits or characteristics that the two measures represent. Until a perfect psychometric battery comes along, psychometricians can offer some guidance on the level of confidence to be placed in…

Revised Peabody Picture Vocabulary Test was administered to 410 Australian children to determine if significant cultural differences were apparent on Form L or M of revised test. Data indicated that there were differences that, while statistically nonsignificant, could lead to inaccurate clinical classification if all American items and norms were…

A Pearson product-moment correlation of .913 between the two instruments demonstrated overwhelming commonality and supported the hypothesis that the Wechsler Intelligence Scale for Children-Revised Performance score may provide a convenient alternative to the Hiskey-Nebraska when the score is computed using the Anderson and Sisco deaf norms and a…

Collected normative data for the Children's Depression Inventory on 1,463 public school children in Grades 2 through 8. Obtained significant sex and grade differences, but the absolute magnitude of these differences was small. Scores were very consistent with those previously reported. (Author/BH)

Questions the construct validity, representatives of the norms, and reliability of the Kaufman Assessment Battery for Children. While the K-ABC is attractively produced and easy to administer, reliance on a particular theory restricts the range of cognitive abilities sampled. (JAC)

The study evaluated the Woodcock-Johnson Psycho-Educational Battery (WJPEB) with 71 elementary grade learning disabled (LD) students. The following questions were addressed: (1) Are there significant discrepancies between ability and achievement, as measured by the WJPEB, for LD children, and if so, in what academic areas? (2) Are there patterns…

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R (Wechsler Intelligence Scale for Children-Revised) were compared. Results provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the intelligence quotients on the two tests may not be interchangeable.…