Background: Tests of intelligence are a prelude to the diagnosis of specific learning disabilities. This study selected three commonly preferred performance measures, such as the Porteus Maze Test (PMT), Seguin Form Board (SFB), and Gesell Drawing Test (GDT), to examine their inter-correlations. A single-shot correlation survey design was combined with convenience sampling to determine the nature, direction, degree, and extent of co-variance of test scores between the chosen tests for an overall sample of 161 students with specific learning disabilities. The overall trends and concerning personal-demographic variables like age, gender, level of schooling, and type of curriculum, were investigated. For the overall sample (N: 161), the obtained mean SFB mental age of 109.79 (SD: 20.38), GDT mental age of 98.80 (SD: 20.07), and PMT mental age of 103.75 (SD: 29.07) months. The GDT appears to be estimating mental ages less by five points against the PMT, and by twelve points against the SFB in the targeted children. Analysis of inter-correlations between the test scores on pairs for the three tests of intelligence shows moderate to highly significant correlation (p: 0.05) ranging from 0.48 and 0.53, irrespective of which among them is used as anchor test. This means that they all possess good convergent validity for their regular use during clinical practice in the diagnosis of children with learning disabilities.

Background: Identification, listing, and prioritizing problem behaviors, and identification of rewards require unanimity among caregivers for effective management of children. Differential perception between the child handlers can endanger behavior correction program. Method: This cross sectional survey enlists the nature, frequency and intensity of problem behaviors, examines rank order preferences for target setting, and elicits reward preferences as reported separately by 94 father-mother-teacher-therapist caregivers for and on behalf of their 31 children with intellectual/developmental disabilities. Data was collected using standardized problem behavior tool and evocative procedures like open ended interviews and key informant reports. Results: There is greater propensity toward externalizing than internalizing forms of problem behaviors in the children. The point prevalence overall frequency count of problem behaviors per respondent is 20.15 and per child is 15.44. Significant differences and inverse correlations are seen between informants on all aspects of reporting frequency, intensity and/or types of problem behavior, their prioritizing and listing of rewards. Mothers report highest number of problem behaviors in their children compared to teachers, fathers and therapists. The implications of this poor agreement are presented and discussed for optimizing problem behavior remediation programs.