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The K-ABC and the Stanford-Binet IV (abbreviated test battery) were administered in a counterbalanced order to 32 gifted third-and fourth-grade students. It was found that the Stanford-Binet IV produced scores that were an average of eight points higher than those on the K-ABC. The concurrent validity coefficient of .70 indicated a high degree of association between test performance on these two tests. When the diagnostic heuristic of + 2 SDs is used to identify gifted children, 68.6% concordance was found between these tests. Eighty percent of the discordance involved cases in which the Binet IQ was above + 2 SDs and the K-ABC was below + 2 SDs. Implication for the assessment of gifted children is discussed.

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Increased understanding of the relationship between infancy and subsequent development has led to the establishment of model programs for handicapped infants. During 1979-1980, a total of 30 demonstration and outreach projects for handicapped infants between the ages of 0 to 3 were funded by the United States Department of Education, Office of Special Education. A survey of these 30 projects reveals that a wide range of innovative services has been developed to aid handicapped infants and their parents. In addition to the results of the survey, detailed descriptions of seven projects are provided along with suggestions for applied research and practices that can be readily adapted by other projects serving similar populations.