This article is a commentary on McGill et al.'s (2020) article "Use of Translated and Adapted Versions of the WISC-V: Caveat Emptor." McGill et al. use caveat emptor in their title to indicate that the buyer of an assessment must be careful about the product being purchased, presumably because the seller of the assessment is not being…

The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and…

In this commentary of "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design" by Davis, Engberg, Epple, Sieg, and Zimmer, we examine the background of the study, critique the methods used, and discuss the results and implications. The study used a fuzzy regression discontinuity design…

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

Weiss, Keith, Zhu, and Chen (2013a) and Weiss, Keith, Zhu, and Chen (2013b), this issue, report examinations of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), respectively; comparing Wechsler Hierarchical Model (W-HM) and…

Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…

In order to investigate unique and shared characteristics and to determine factors predictive of group classification, quantitative comparisons of behavioral and emotional problems were assessed using the Developmental Behavior Checklist (DBC-P) and the Vineland Adaptive Behavior Scales in autistic disorder, Williams syndrome (WS), and…

Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties. Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks measure how boys create and evaluate inferences,…

The objective of this study was to evaluate the outcome of child psychoanalytic psychotherapy in a clinical outpatient setting in a city in southern Brazil. Three psychological tests (Rorschach, Bender and WISC III) were administered to 23 children, aged 6-11 years old, and the Child Behaviour Check List (CBCL) was completed by the parents. All…

Research on children's counterproductive test behavior supports a three-factor model for behaviors: inattentiveness, avoidance, and uncooperative mood. In this study, test behaviors measured by the Guide to the Assessment of Test Session Behaviors (GATSB) are rated on a sample of 110 Hispanic Spanish-speaking children included in the Wechsler…

Objective: Compare a questionnaire based on the HEADSS approach (QBH-16) and the Child Behavior Checklist (CBCL) in the screening of mental disorder in adolescents with behavioral problems. Methods: Adolescents from both genders 12-17 years-old presenting behavioral problems without a previous diagnosis of mental disorder were referred from…

The diagnosis of autism spectrum disorders (ASDs) in older children with intellectual disabilities (IDs) is challenging because of overlap in symptomatology and the high comorbidity of these disorders. On the basis of a sample of 89 older children with IDs (aged 6-15 years) referred to an ASD clinic, semistructured parent interviews were used to…

Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess…

Summarizes a special journal issue that is intended to provide professionals and other members of the policy-shaping community with information concerning the appropriate role of IQ testing in school psychological services. Suggests that IQ testing is unfounded and has led the field of school psychology astray. (RJM)

Twenty-one studies that reported mean score differences between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale are summarized. The differences are found to be minimal and are attributed to data bias and WJTCA's higher correlation with achievement. (EGS)