Difficulty learning to read presents many struggles for children and their families, and evaluation of parental perspectives of the dyslexia assessment process within the United States represents an under-researched area. This study sought to investigate how parental perspectives change during their child's dyslexia assessment. Six hundred one…

Successful communication between the teacher and school psychologist is considered vital. Teacher-psychologist communication is facilitated through: (a) providing the teacher with a clear understanding of his/her role in the diagnostic and remediation process, (b) employment of a theoretical approach to learning disabilities, and (c) use of a…

A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)

Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…

Examined assessment practices in 54 model programs for early education of handicapped children (ages prenatal through six years). Results showed only 19 tests were used by at least five programs; only one device was used by over one-half. Although technical adequacy was reportedly an important factor in selection, analysis revealed only three…

To determine whether the preponderance of males in classrooms for the learning disabled (LD) constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. No evidence was found to indicate sexual bias in diagnostic and placement practices. (Author/ABB)

Tested the utility of the Wechsler Intelligence Scale for Children-Revised (WISC-R) subscales in differentiating between children with Attentional Deficit Disorder (ADD) (N=24) and children with other problems (N=19). Results indicated that scores on three WISC-R subscales--Arithmetic, Digit Span, and Coding--were significantly lower among the ADD…

Examined the diagnostic utility of two patterns of the Wechsler Intelligence Scale for Children-Revised in differentiating 64 emotionally impaired children (ages 5 to 18) from 290 controls. Data analysis showed neither the high similarities-low information or verbal-performance discrepancy patterns yielded a useful rule for diagnosing emotional…

Recategorized Wechsler Intelligence Scale for Children (Revised) subtest scaled scores for 192 learning disabled Navajo Indian children according to the system recommended by Bannatyne (1974). Results indicated that, as a group, the subjects failed to demonstrate the Spatial/Conceptual/Sequential pattern predicted by Bannatyne. (Author)

Results show that Peabody Picture Vocabulary Test (PPVT) IQs are not interchangeable with Wechsler Intelligence Scale for Children-Revised (WISC-R) IQs in a sample of reading disabled children. The PPVT yielded higher IQs on the average than did the WISC-R, supporting results obtained with learning disabled students. (Author/BEF)

An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)

Findings support Koppitz's assertion that the total error score for the Bender Gestalt Test is stable and reliable. Working time is a relatively stable dimension of Bender performance, which may be of value in assessment activities. Perseveration and integration should not be used in differential diagnosis. (Author)

The most disturbing result was the extent of disagreement in parents' and teachers' perceptions of the problem behaviors of Black emotionally disturbed children. There was agreement in perceptions of White emotionally disturbed children, facilitating communication. High levels of parental involvement are recommended. (Author)

A model of hyperkinesis is introduced based on an ecological conception. The antecedents of hyperkinetic behavior are provided by a child's family, academic, and physiologic environments. These factors influence cognitive processes of the child. Effective treatment is multimodal and can involve the child, family, and school. (Author)

Learning disabled children performed lower than general education children on all five major scale indexes. A similar amount of scatter was present in the profiles of learning disabled and general education children. No specific pattern of scale indexes could be determined as typical for learning disabled children. (Author)