This study investigated the performance of 89 students on the Test of Nonverbal Intelligence, Quick Test, and Wechsler Intelligence Scale for Children‐Revised IQ scores for ethnic and sex differences. The sample consisted of 61 males, 28 females (37 Black, 52 White). A two‐way analysis of variance and the new Duncan's Multiple Range Test were used to identify significant differences between the mean scores. The findings did not indicate any significant differences between the IQ scores with regard to ethnicity or sex. Implications of these findings are discussed in terms of assessing minority group members with the Wechsler Intelligence Scale‐Revised, Test of Nonverbal Intelligence, and Quick Test.

This investigation compared the Wechsler Intelligence Scale for Children-III with the Wide Range Achievement Test-3 for a sample of 60 children and youth who were referred for special education services. Pearson product-moment correlations for the criterion measures for the WRAT-3 showed a significant positive association with the WISC-III scores. Implications for concurrent validity between the tests are discussed.

determine if either perceptual motor test provides unique information abut the cognitive-perceptual abilities of children. Thirty-three children were given the WISC-R, WRAT, Bender Gestalt and MPDT-R. Multiple regression analyses with the Bender and the MPDT-R as predictor variables were used to predict intellectual and academic performance. These analyses indicated that the MPDT-R was clearly superior to the Bender in prediction of WISC-R Full 1Qand WRAT spelling and math scores. Neither perceptual motor test was a significant predictor of the WRAT reading performance. Factor analysis suggested that the MPDT-R provides unique information concerning a child's perceptual-cognitive development which may be useful in differential assessment of learning disabilities.

As part of a comprehensive preschool screening program, the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test‐R, and the Expressive One Word Picture Vocabulary Test were administered to 51 young children, who varied in age form 45 to 76 months (M = 57.5, SD = 4.9). The sample consisted of 21 females and 30 males, of whom 80% were White, 18% Black, and 2% Native Americans. Stepwise regression was used with the WPPSI Verbal, Performance, and Full Scale IQs as criterion variables (dependent variables) and the PPVT‐R and EOWPVT as the predictor (independent variables). The stepwise regression technique was helpful in identifying the specific combination of independent variables that could best be used to predict WPPSI scores. Results indicated that the PPVT‐R and QT can be used successfully as predictors of the WPPSI IQs for young preschool children. Implications and limitations for the use of regression equations by clinicians are discussed.

The study investigated the stability of the WISC-R IQ scores of 32 exceptional students (24 males, 8 females) over a six-year interval. The sample was composed of 20 learning disabled and 12 mentally handicapped students who ranged in age from 6-5 to 16-1 1. Analyses of variance for repeated measures and product-moment correlations were used to analyze the data. Test-retest findings indicated that the rs ranged from .53 to .87, with a median value of .74, with four of the nine values below .70. Implications for clinicians in terms of the importance of reevaluation of exceptional students are discussed.Stability of ability assessment data is essential if placement decisions are not to be reconsidered at frequent intervals. The most common method for assessing the stability of a test is to administer it to a group of subjects and then to readminister the instrument to the same group at a later date. The correlation between the two sets of scores becomes the coefficient. The longer the delay between the original administration and the subsequent testing, the lower the stability coefficient, usually.Wechsler (1974) investigated the stability of the WISC-R by retesting 303 children from the standardization sample after a one-month period. The results of Wechsler's study indicated that the average increase in IQ between the first and second testing was 7 IQ points for the Full Scale, about 4 points for the Verbal Scale, and about 10 points for the Performance Scale (Sattler, 1982). The stability coefficients ranged from .95 for the Full Scale to .90 for the Performance and .93 for the Verbal Scale. Sattler explains these differences as practice effect. Vance, Blixt, Ellis, and DeBell (1981) investigated the stability of the WISC-R for a sample of exceptional children over a two-year interval. The results of the Vance et al. study indicated that the WISC-R is a very reliable instrument over time when used with learning disabled and retarded youngsters. For their sample, the stability coefficients were .80 for the Verbal Scale IQ, .91 for the Performance Scale IQ, and .88 for the Full Scale IQ. The mean absolute change in measured IQ on the Verbal, Performance, and Full Scales was about two points. The sample score was two points lower on the Verbal Scale IQ and two points higher on the Performance Scale IQ, with the Full Scale IQs being about equal.An interesting study conducted by Smith and Rogers (1978) compared the reliability of standardized assessment instruments when used with learning disabled children. Smith et al. found for a sample of learning disabled children, who were tested after approximately a six-month interval, that the coefficients of temporal stability on the IQ indices ranged from .79 to .82. In addition, these investigations compared the correlation between the stability coefficients for their LD sample and the WISC-R standardization sample and found a .597 0, = ,006) correlation. However, this finding could have been vitiated by the different test-retest interval for the two groups. Smith et al. c...