Journal of Psychoeducational Assessment

Gender differences in self-reported internalizing symptoms of children in grades 3-6 were investigated. Using the Internalizing Symptoms Scale for Children (ISSC), and normative data from a large, nationwide sample, self-reported internalizing symptom scores of boys (n = 876) were compared to those of girls (n = 840). Total internalizing scores of girls were significantly (p < .001) larger than those of boys, indicating a higher degree of self-reported internalizing symptoms. The average scores of the girls were approximately one third of a standard deviation higher than the average scores of the boys. Using a discriminant function analysis, the ISSC item scores were found to be reasonably effective in classifying subjects by gender. Seven critical self-report items that contributed the most to the separation of subjects by gender were identified. Implications of this study for psychoeducational assessment practice, early identification of internalizing problems, and subsequent intervention efforts are discussed.

When new or revised intelligence batteries are published, it is important to know the general factor loading and uniqueness information of the individual subtests prior to using them for clinical interpretation. Recently, Kaufman and Kaufman (1993) presented this information for 8 of the 10 subtests at 6 broad age groups for the new Kaufman Adolescent and Adult Intelligence Test (KAIT). This study investigated the general factor and uniqueness characteristics of all 10 individual KAIT subtests for all 13 KAIT technical age groups. Findings showed that all but one (Auditory Delayed Recall) of the 10 KAIT subtests consistently had “good” average general factor loading characteristics. Similarly, the KAIT subtests had either “adequate” or “ample” average uniqueness classifications for all ages. Only one (Auditory Delayed Recall) of the 10 KAIT subtests had “inadequate” uniqueness at all ages. Comparisons to the test authors' reported values revealed a number of differences, particularly for the KAIT subtest uniqueness classifications. Implications for clinical interpretation are discussed.

This study examined the effects of WISC-III IQ changes on the IQ-achievement discrepancy required for special education eligibility in the area of Specific Learning Disabled. Within a sample of 224 students with learning disabilities, WISG-III scores were significantly lower when compared to WISC-R scores. No significant changes occurred in achievement scores as measured by the Woodcock-Johnson Revised and the Wechsler Individual Achievement Test. As a result, fewer children retested with the WISC-III qualified for LD services. This drop in eligibility rates was evidenced by both the simple difference and regression methods. The possibility that a significant number of students no longer qualify for LD services should raise concern among psychologists and educators alike. In response to these results, emphasis should be placed upon consultation and pre-assessment intervention designed to serve those students who may no longer qualify for services.

The internal consistency and concurrent validity of the Self-Perception Profile for Children (SPPC) were investigated for 107 elementary-age Mexican American children. The results indicated a high degree of similarity between the responses of this population and those of the original norm group. The internal consistency coefficients for the entire instrument (.89) as well as the individual subscales (.62 to .74) were sufficiently strong to support the use of this instrument. To establish the concurrent validity of the Scholastic Competence subscale of the SPPC, the results were compared to the children's responses to the School Attitude Measure (SAM) and to their most recent math achievement scores. Significant, moderate correlations for attitude toward school (.58) and achievement scores (.31) were found. Preliminary support for the use of the SPPC with Mexican American children was provided. Further work is needed to establish the validity of the other subscales with this population.

This study tested the hypothesis that the WAIS-R Comprehension (C) and Picture Arrangement (PA) subtests measure social intelligence. Fifty subjects' C, PA, and estimated Full Scale IQ scores were compared to scores on the Chapin Social Insight Test (SIT) and the Interpersonal Perception Task (IPT). C scores did not significantly predict social information-processing abilities. Regression results supported the notion that PA scores reveal information about subjects' ability to interpret the nonverbal behavior of others. However, further analysis cautioned against interpreting PA as a measure of social intelligence. Sample size and participant characteristics may limit the generalizability of the study; recommendations for future studies are briefly mentioned.

This study, a survey of 859 National Association of School Psychologist (NASP) members from eight states, identified school psychologists' assessment practices with bilingual and limited-English-proficient (LEP) students and compared test usage frequencies between English-only and bilingual psychoeducational assessment. Cognitive, achievement, and adaptive behavior domains were examined. In the area of cognitive assessment, the WISC-R or WISC-III administered in English only was the measure most frequently used. Moreover, the use of nonverbal intelligence tests appeared to be a common practice. With respect to achievement testing in English and Spanish, the Woodcock instruments were used by approximately three-fourths of the respondents. Curriculum-based assessment was employed significantly more often in bilingual psychoeducational assessment than in traditional English-only assessment. For assessing adaptive behavior, 90% of the sample used at least one of the Vineland Adaptive Behavior Survey Scales. Across all three domains, there was much more diversity in test usage in bilingual psychoeducational assessment in comparison to assessment conducted with English-speaking pupils. An evaluation of and recommendations for assessment practices with LEP and bilingual students are provided.

One hundred and fifty-five preschool children (59 with hearing impairment, 37 with developmental delay, and 59 nondisabled children) were tested with the Snijders-Oomen Nonverbal Intelligence Test - Revised (2½-7) (SON-R 2½-7) and the Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The aim of the study was to examine the suitability of the SON-R 2½-7 for Australian children. Within each group, the two tests were counterbalanced. Children with hearing impairment or developmental delay were given only the Performance Scale of the WPPSI-R. Correlations between SON-R 2½-7 IQ and WPPSI-R Performance IQ averaged around .73 for the three groups. In the nondisabled group, the SON-R 2½-7 IQ correlated .52 with the Verbal IQ of the WPPSI-R and .75 with the Full Scale IQ. The SON-R 2 ½-7 appeared to provide a satisfactory test of general intelligence for Australian preschool children, but IQs obtained on the SON-R 2½-7 tended to underestimate those obtained on the WPPSI-R.