The WISC-R and the Slosson Intelligence Test (SIT) were given to 69 randomly selected children in grades one through six in an urban school system. A regression equation for predicting WISGR full scale I& from SIT was developed. Previous studies had reported that SIT IQs tended to beconsistently higher than WISC-R IQs. The resent study revealed that SIT I Q were considerably higher than WISC-R fQs m the upper range and slightly lower in the lower range. A possible reason for the dmcrepancy is that the present study used a normal p ulation and revious studies used restricted ranges. It wa8 concluded that t%e SIT provifes a good estimate of WISCR full scale 1% when a regression equation is used. It was recommended, however, that educational placement decisions should not be made on t,he basis of any single I& measure.The last decade has seen an increase in the need for quick, yet valid, measures of children's intelligence. Specially trained personnel have been overburdened with routine intelligence testing for placement in special education classes. The Slosson Intelligence Test (SIT) was published in 1963 and is frequently used as a screening test for intelligence. It is a 15-to 20-minute test that was developed in part upon the Gesell Developmental Schedules and the Stanford-Binet. The SIT can be administered by teachers, counselors, or others with relatively little special training. It has been especially useful as a screening instrument in identifying children in need of a more comprehensive evaluation of intellectual abilities for placement in special classes. The Wechsler Intelligence Scale for Children (WISC) is frequently used for the comprehensive assessment.Previous studies have validated the SIT with the WISC and the StanfordBinet (S-B) . Stewart and Jones (1976) reviewed relevant articles published during the previous decade and found the correlations between the SIT and S-B to be predominantly in the .90 range. Their review also noted that the SIT-WISC Full Scale median correlation was .78. The WISC Verbal IQ had the highest degree of relationship to the SIT and typically was in the .90 range. The WISC Performance I& had a somewhat lower correlation with the SIT and approximated the relationshp between the SIT and WISC Full Scale I&. The authors cautioned examiners concerning making placement decisions based on IQ ranges such as slow learner vs. educable mentally retarded. Even though studies have indicated high correlations between the SIT and WISC or S-B, a significant number of individuals were classified in different categories than indicated by the criterion tests. Using the WISC and the criterion, Lessler and Galinsky (1971) found 40% of the students with IQs below 85 would have been misclassified. Stewart, Wood, and Gallman (1971) found the same results with mentally retarded children and noted t,hat SIT IQs tended to be higher than WISC Full Scale IQs for this group. Covin (1977) found that the SIT also overRequests for reprints should be sent to Howard N. Anderson, Psychology